{"page": 1, "printed_page": null, "text": ""} {"page": 2, "printed_page": null, "text": "YAN\n3.0300 01020\n\nbe?e\n\nae\n\nany\n\nTO079\n\nThe Library\nHumboldt State College\nARCATA, CALIFORNIA\n\nDISCARDED-LIGRAR\n\nCAL POLY peas |\n\n"} {"page": 3, "printed_page": null, "text": ""} {"page": 4, "printed_page": null, "text": ""} {"page": 5, "printed_page": null, "text": "NATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nOF THE UNITED STATES\n\nProceedings\nOGRE\n\nSIXTY-FOURTH\n\nANNUAL\nHELD\n\nMEETING\n\nAT\n\nPHILADELPHIA, PENNSYLVANIA\nJUNE 27—JULY 2, 1926\n\nVOLUME\n\n64\n\nThe National Education Association\n1201 Sixteenth Street\n\nN. W.\n\nWashington, D. C.\n\n"} {"page": 6, "printed_page": null, "text": "MEMBERSHIP\n\nFEES\n\nOF THE\n\nPUBLICATIONS\n\nAND\n\nNATIONAL EDUCATION ASSOCIATION\nITS VARIOUS DEPARTMENTS\nThe National\n\nhas three classes of membership:\n\nEducation Association\n\n1. The $2 membership\n\nAND\n\nentitles one to all the privileges of membership and\n\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 Research Bulletin;\n3. The\n\n$100\n\n(d) Occasional\nlife membership,\n\nprivileges of the $5 membership\n\nbulletins\nwhich\n\nand reports.\nentitles. one\n\nto the\n\npublications\n\nand\n\nfor life.\n\nSeveral departments of the National Education Association have separate\nmembership fees and issue departmental publications. One must be a member\n\nof the National Education Association before he can become a member of\nany department of the Association.\nThe payment of one of the membership\nfees of the National Education Association does not include membership in\nany department having membership fee. The membership of the departments which issue publications follows:\n1. The Department of Superintendence—$5 membership entitles one to\nreceive for one year: (a) The Yearbook of the Department of Superintendence, which includes a list of members of the department;\n(b) The\nOfficial Report of the Winter Meeting; and (c) bulletins.\n2. The Department of Elementary School Principals—$2 membership entitles one to participate in the work of the department and to receive its\nbulletins issued in October, January, April, and July. The July number of\nthe Bulletin is a Yearbook containing approximately three hundred pages\nincluding a list of members of the department.\n\nThis volume of Addresses and Proceedings is sent to all members of the\nNational Education Association paying an annual fee of $5, or it may be\npurchased by non-members for $3. A space schedule for the departments\nwas adopted by the Executive Committee in Cleveland, February, 1923.\nIn\naccordance with this plan of space allotment, the officers of the departments\nhave cooperated in deciding the selection of material for their respective\ndepartments.\n\nMembership\n\nfees of the National\n\nEducation\n\nments and inquiries concerning all publications\nteenth Street Northwest, Washington, D. C.\n\n[2]\n\nAssociation\n\nshould\n\nand\n\nits depart-\n\nbe sent to 1201\n\nSix-\n\n"} {"page": 7, "printed_page": null, "text": "FOREWORD\nT WAS A GREAT CONVENTION.\nThere is nothing to compare with it in\nthe whole world.\nIt was a concentrated university with a faculty\ndrawn from every state.\nThe permanent officers who planned the\nsession turned experience into foresight and produced a smooth-running\npiece of huge and complex machinery creditable to everybody. And Mary\nMcSkimmon, complimenting everybody at every meeting complimented\nnone too much.” ‘These are the words with which Superintendent William\nMcAndrew of the Chicago schools closes his leading editorial on the\nPhiladelphia convention which appeared in the Educational Review for\nSeptember, 1926. Both of the 1926 meetings were held in cities of great\nhistoric interest. “The Department of Superintendence met in the nation’s\ncapital while Congress was in session which gave opportunity for visitors to\nbe present at Congressional hearings on the Education Bill. ‘The summer\nmeeting at Philadelphia took the Association back to the home of its birth\nand gave teachers an opportunity to visit shrines made sacred by Washington, Franklin, and other founders of the republic.\nIn keeping with the growth of the Association an effort is made each\nyear to improve these Proceedings. ‘The improvement this year consists in\nmore careful selection of material, the addition of fly-leaves giving historical\nor introductory notes for each main division, and the addition of descriptions of related associations. “The arrangement of the book is shown in the\noutline on page 5.\nOne new department appears this year for the first time; the Department of Social Studies.\nThe complete list of the Association’s publications from 1857 to 1924\nappears on pages 1041-60 of the Proceedings for that year.\nIt is supplemented by tables in Proceedings, 1925: 1080-81; 1926: 1185.\nThe strength of the educational advance is suggested by the increase in\nthe published output of the Association during the past few years. The\ngrand total during 1920-21 for all the Association’s publications was 22,951,650 pages; for 1925 it was 129,862,256 pages. This growing literature\non the problem of the profession reflects the inspiring devotion of American\nteachers to the public school. The ideals which the teachers pass on to the\nchildren are the most precious thing in the national life.\nDivision OF PUBLICATIONS OF THE\nNATIONAL EDUCATION ASSOCIATION.\n\n[3]\n\n"} {"page": 8, "printed_page": null, "text": "nyo\n\nOU\n\n—i\n\nbe\n\nMesh ie\n\n>,\n\ny vat oe iit\n\nSNe\n\net\n\naie\n\ni\na tp\n‘hod mh pag\n\n4\n\nbey’ $)09-eates sbAeo ved\n'\n\nin\n\ni»\n\nan)\n\naT\n\nmye lif5 Tet fia & Ane\nLt\n\niet\n\nsits\n\nKi eh age1\n\n‘\n\na\n\na037)\n\nos\n\nPhe, of)\n\nnea:\n\n“ag\n\nap\n\nOde\n\nnalal apne\n\nFe\n\nOy\n\nTLS\n\n=\n\nert\n\n1%\n\n2 JS\n\naes\n\noP\n\n‘a\n\nailbro deh\nse 4\n\nMy\n\nibe\n\nsi\n\nalts\n\nLe:\n\nitt\nne\n\noy Lote\n\nima\n\nSOMES\n\nbv]\n\n%\nyk\n\n; # ast\n\n,\nMs\nSgt),\n\n>\n\n4 \\\n\nPUYEt orton tuoi ekeoth\na2a d\n\neth\nrag\nak\n\naR\n\nA\n\ngle)\n\ny\n\noa‘\n\n,\n\n’\n\n; -\"\nat sein\n\n:\n\ney\n\n‘ J\nas\n\noe\n\nwe\n\nwat\n\nip AA\n\nr\n\nSri\n\n;\n\neT\n\nth ns\n\ncon L.ayse ar\n“Vs.0\"\n\natc\n\nBela feofel )s\nSei\n\na:\n\naa alt\n\nie\n\n:\n\n“\n\nti’?\n\n5 bh ey\n\nSn\noe\net\n\n;\n\n.\n\nSMrh\n\naS\nf\n\n|\n\nI\n\n;\n\nPAEho\nrt\n‘\n\nfe.\n\naes\n\n13\n\nbes\n\nt\n\nMSheRO\n;\n\nPb Ad\n\n#5\n\nDh Sit, mf\n\nciate\nwiresx 2 wiley\na\niy\n\nal\n\n;\n\nAs . sr\n\ni\n\naH\n\n~ he\n\n*\n\n4\n\nr\n\nwhe\n\nHOLS \"\n\nosoe | ES 2] a ’\n\noo\n\nye\n\nry\n\now\n\n"} {"page": 9, "printed_page": null, "text": "HOW\n\nTHIS\n\nBOOK\n\nIS BUILT\n\nHE CONVENTIONS of the National Education Association are great\nghee which bring together a wide variety of interests. This volume reflects these interests.\nPersons who use it will save time by\nforming a picture of its contents and arrangement.\nThe opening pages cover the speeches before the General Sessions at the\nPhiladelphia meeting. These are followed by the reports of the Association’s active committees. The addresses and minutes of the National Council of Education are next in order and are followed by addresses and\nminutes of the Association’s departments. The closing pages are devoted to\nrecords and information pertaining to the Association since its organization\nin 1857, and brief descriptions of five national Associations.\n‘The volume\nas a whole represents the efforts of hundreds of persons engaged in all\nbranches of educational activity for the past year.\nSUMMARY\n\n(Addressesmbetoresthe\n\nOF CONTENTS\n\nGeneral sessionss—=.\n\nPcttSuc MaemeGS = ee\n\neee\n\n==\n\niS\n\neee\n\niINationale CouncileoteUducatiGn =e ee ne ewan\nate\nNORE. VEGEENRGY ee Son\nee\na\nBISA. TGKuCRTNGTN) as Sg meee AO a\nas a\nGiascrodmmalcrchersmee\nte, So ete ete\nee a we\nDearist Ot Vy OIier Meee Se eet Pe Ee\net ee\n\n169\nLs)\n\nee\n\neg\nee\n\nee\n\nee\n\n281\n329\n373\n393\n425\n\nBlementary> pcnook ur rincipalss 2 oto\nboa\nee\n459\nMendel carrer? WduCalion, = no < (2\nee ee\n497\nWiisres bducation © =e\neens ee ee\nBe\n529\nGia eva ucatlonmee =o ere eee nes ee\nsy\nee\na\nsii\nBehiool Hlealthiand Physical Mducation_._.>\n=. .-22- = 2\neee 601\nSGICNECMLNStLIGHONm\nee eee\nee eee\n625\nBandaves COOOL PTCA Ge\noa\nee\n637\nSasial Sache.\nee\nee\neS\n653\nneh MatiniC COIN\nSee\nPho\nbe oes 8\nee\neer 665\nWerelereredilecesw i ee ae el A eee 839\nWisualmUnseruc tlonmesnesate pee\n2 ae Ae PR\n949:\nDy ee erONES MC AICALIOIN eee\nee 2 ee ee ei\nen i i\nee\n965\nWorld Federation of Educational Associations____________________ 997\nAscociation jmecords and Informations 22.2 -- lsc etl e . oee\n1005\nelated aNational mASSOCIA blOls = == eae\nee ae ee\nee 1187\n\n[5]\n\n"} {"page": 10, "printed_page": null, "text": ":\n\na\n\nne\n\nS56, vieres wnt\n“ly lit\n\nWE Se\n\nl\n\nereLee tay amnesty\n«\narty 2: ad\n¥\n\n.\n\n:\n\nainea bh\nT tnanitn A\ntas\n\none\n\n+“\n\n: iiipsv\n\ndu\n\nNii\n\ni\n\ni pre\n\noval\n\nonde abner\nATV\n\nt\n\nS GAS\nT\n\nnit? oval\n\nVett ie\n\ni): aheyi WAM\n\nLa Saintihi\n\nOey\n\n|\n\nint\n\nTL bpvovliot\n\n; or Be\n\nLe\n\naot sone\n\ninh\n\nbe\n\nte \"eclt!\n\nThats, eT\n\nbitesm4\n\n:\n\nws\njoe\nTe\neee Re\nVENowe eSTee wi\nn tiond DY web abies —\nBes,\n\\ ag ore\nign’\nFad\noF\n\n;\n\n¥\n\nhe\n\n0\nAP}\n\nfoie?\n\nrita th raps\n\nTan,\n\nme\n\n,\n\ntexts ves ett apr\n\nrevitue wa\n\nitt, *\n\nsj\n\nDivi\n\nit.\n\n* triage\n\nrt Le, iMrguy. eset\n:\n\not\n\noe\n\nast Hypa a8\n\n\"\n\n4\n\na\n\na\n\n:\n\n‘\n\np\nrT ay\n\n(Adi\n\nuf\n\nrai\n\n“)\n\n7\n\nv\n\naa\n\n{\n.\n\n\"\n\nrat 4\n\n=\n\nr}\n\n'\n\n-\n\nvs\n\n‘\n\nA\n\n“hy\n\n=\n\naes\ni\n\n-\n\n,\n\nad\n\nbe\n\nor\n\n.\n\na\n\nas\n\n9.\n\ni.\n\n~\n\nii.\n\nzy\n\n4\n\nans\n\nAy\n\n‘iethon\n\nancenalgl aaa tuamila hooray\n\n——\n\n~\n\nShame\n\n—_)\n\n_\n\n>\n\n=)-'¥\n\nha tort\n\nALT\n\n.\n\n<0\n-\n\n-\n\n=\n\non\nr\n\nere\n\nso ee Bie d\n\n‘\n\nen\n\n‘\n\nOe\n\na\n\n= «\n\n“ong\na\nLae\n\n- Se\n\n— ott Maeghthink\n\nat\n~\n\n-\n\na ey\n\n;\n7]\n\ntiie ee oe\nf5 3\n\nanf\n\nIps\n\nnk 0: iG“mst fs\n\n~uets pote} er} hrige hiiey\n=<\n\neI RDIETRrehely Tite\n\n"} {"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL\n\nSESSIONS\n\nPHILADELPHIA\n\nADDRESSES\n\nANGGWRES\nIY PEIOE a gohrnc SmI\nie A MERE EEG OTT CISOEE SORRY OIG io RSA aaa Pi\na\nEsddtess mune VWV.elcoMme—K e7dricks. «2 eee teil he tee\neee al\neee\nAddtesseoLe VV-elcome—Haas.3075\nteen\noar\nee he en\nele edema.\nENCE\nSSMOLME VV C1COMIC=—R OGLILID e crest tine ot eiasere eo 4/6 oreneces, sheiRacie fee gens eisie «tiem cee\nEMICRES\nTK UGOG nla ak REM\nSOO AO\nee\neS\neen\n\nPAGE\n17\n22\n\nmero\nNDT) ictTntomeett a)\n77LCLSIO70.2 8 Benes cpctomay eave GS & a idea dove ico aystottuex OE ores dicks Ween:\n\n3\n25\nBy\n30\n\nshes baw sebrotectionson sehildhood—A\nUb0tt. cis 00% nite © ae xe cioleels cus Seve as\nFirst Steps in Parent Teacher Cooperation—Reeve.............00ceeeeeeeee\npuherehildsandethes RunaleSchool——H\naliens div oiiee tcie ais as ocvtdlea wu ete aalee’s\n\n31\n35\n411\n\nTransforming School for the Rural Child—Harvey.............00000000005\nOpeningprNddress=— Vicon s sete Reo. ace es Co oe acces teas\ncneoeneae\n(Lhe Declarations and =the \"Schools—McA ndrew.... 0... so... 0 esc c wesc wccsces\n\n42\n47\n50\n\nIntroduction\n\n55\n\nBUI\n\nThe\n\nof President\n\nChallenge\n\nCan We\n\nGive a Good\n\nRadrto;and\n\nMcSkimmon—Newlon............c0cc\neee cccevecs\n\nof Childhood——M\nCSR\nOT 5 ccs sous cise: c0siies 6 40,0 6,000.56 m0 0s\nAccount\n\nof Our Stewardship?—Broome..............\n\nthes Child\n=H ark71 esSeyty Aare. aha\n\nsLhesNewspapes\n\nChildhood\n\nota\n\neisteRe cern A Ket ieee,< uskey. hake\n\n72\n\nGherChildtand ithesMoving=Pictune—U psjpaw encase nee\neet\nBringing Big Outlooks of Science to the Children—Diefz..................\nsuivewChildtandathesNew South—W/offordec.\nac ccs ccs cee certs caus reverie\nNem Rogusato Cnt dhood—Mo0Lencce\nice «5.0. (is wisieys oeiehe a ons ysisin seer voce ee ae\nINGGRCSS=—(G\nAy mii aicte = oiesea hipelaioeletesoiecere he,“Vista aunty ME aa suaque tke naysicker stakes Ree eee\n\n76\n80\n$1\n85\n89\n\nTeaching\n\nthrough\n\nJ7.awe7. wisuteieciend. heannelean > ote\n\n68\n\nok\n\nService\n\nand,\n\n56\n64\n\nCross—Dunn.................055\n\n91\n\nWrilizine. Children’s! Specialy Gitts——D rake wave ole« oils\ndos lee chorale\nos\nLegislation in the Interests of Childhood—Blair............600ceec\nce eeveees\nIndustry’s Interest in the Education of the Child—Cooley...............4..\nibhem@hildeandh thes Mill-—Dozier pas as vo air ovotttas sath Hea salts eee abe\n\nthe Junior\n\nRed\n\n94\n99\n106\n110\n\nPreventing Delinquency among Children—Healy...............-seseeeeees\nThe Child Instead of War as a Center of World Interest—Thomas..........\nWhe CGhilleligan OF. Weick:\neS evigamen\naso aes sp Mb Seer Oe me Donn Soeomome nan |\nThe Tragedy of Misunderstood Youth—Fletcher................+++-+-.++-The Final Test of the American School’s Success—Condon.........00++0005\nRRA GREE\nATT ITE\nein h One Sec DOn OO OtE Cote an nremanen ort none cris or,\n\nig)\n118\n123\n128\n134\n143\n\nA Study of the Preschool Age—Baldwitt..\n2.5.0.2 00.0. dene eee ore ores\nThe Training of the Volunteer in Education—Arnold............+-...-000.\nThe Challenging Epochs in the Life of a Child—Starbuck...............+..\n\n145\n146\n147\n\nClassroom Teacher as a Discoverer of the Special Needs of Childaces One nan craitee Sorc\ni aitie soe 4 oh pO o OScd dae URC\nhari\nAY MCA 6505 OE CSS HD OOO Oe UNDO AOS eeS Oca bdr ono\nFoie Grahame oh Fleniith\nTeElears theaChild tens Simone —)igires 70 p mmnete lectte tse t-eoN open Pricatacelstolerl eyoer ee\nee ower\nThe Child’s Birthright in Art—-Batley a. oc) sachs: mrs ies een tna\n\n152\n157\n161\n164\n\nThe\n\n[7]\n\n"} {"page": 12, "printed_page": null, "text": "NaTIONAL\n\n§\n\nEDUCATION\n\nREPORTS\n\nReport\nReport\nReport\nReport\n\nASSOCIATION\n\nOF COMMITTEES\n\nof the Committee on the Problem of Retirement Allowances—Pyrtle. .\nof the Joint Committee on Health Problems in Education—W ood....\nof the Committee on International Relationships—Russell.........+-.\nof the Committee of One Hundred on Classroom Teachers Problems—\nRiddle i\nRaa S so BL Bk\n8\nee\nere eC er heer rere\n\nReport of the Committee on Visual Education—Finegan...........-..+..-+Report of the Committee on American Education Week—JoAnson.........-..\nReport of the Committee of One Hundred on Rural Teachers’ Problems—\n| 1A\neo\nOa Ronn\nHon corte oon occoCboUudcet Godot upon atts\nTeacher Tenure in the United States—Hunter..........ecc\ncece eveuees Beis\nReport of the Legislative Commission—Strayer.........++++++++se++seeees\nReport of the Committee on Standards, Requirements and Credits of Teachers; in the, Service——ROsterin.\nsecs «os re © aiccclste:s ea anshey saneet Roles ener Sen\n\nReport of the Committee\n\non Ethics of the Profession—Muir................\n\nReport of the Committee on Community Relations—Carrothers............-.\nReport ;ofether Hditorial |Council——Bagle gine scslore cree aso dei eelsyarrears\nReport of the Joint Committee on Better Cooperation between Schools and\n\nMuseums—B\naile yo: 5.2 siigacc so Sie ovolerets is GheSOTA aotoe\n\nteil\n\nne eee\n\neee\n\nReport of the Committee on Homes for Retired Teachers—Jones.............\nReport of the Cooperating Committees on Behavior Problems of Children\nas Adopted in Joint Session at Cleveland, Ohio, May 27, 1926—Jones..\nReport of the Committee on Revision of Departments—Condon..............\nReport of the Research Advisory Committee—Chandler..................+.\nReport of Committee on Committees of the National Education Association—\nNewloty. oo oakis oiscalate ¢ sisjetcens stsie stein GRoPNC CCIE RATT ice ee ae sal eee\nReport of the Necrology Committee—Crandall..........\n0.0 cece eee eeee\nReport of the Committee on Coinclusive Membership.......................\n\nNATIONAL\nFlistoricall\nFresh’ Ai\n\nCOUNCIL\n\nOF EDUCATION\n\nNote... 1:5 seisico 2 eves scans oti cig ohare) TORS etch aii celle Nae\ninythe’ Schoolroom—Minslow >. --)-2 ae aee eile\n\nNe SIL een\neee eee\n\nLighting of ithe Schoolroom—Hoeveleme\n1m rien\nee eee\nRegistrar’s Office in Schools for Training Teachers—O’Rear........... Raoods\nCriteria for the Construction of Teachers College Curricula—Evenden......\nExtension Work in Teachers Colleges—McKenmy..........00000000cceeee\nPreliminary Report on Extension Activities in Colleges and Universities—\ne021\n\nee\n\nRC OR\n\nACC\n\nRO em Cero nods rth elit Conoiie usledousjc\n\n‘raming of Teachers\\in) Service—Rutcherona44. een deeee\nAdult Education as the Next Battle in Our Democracy’s Fight for Existence—\nbY/11 ee\nne, Sen ee aoe\nne.\nbe OS AOE OR COS Oe eh hoot eboanos\nWhat Can Education Do to Integrate the Problems\nThe Need for Research in Education—S\nmith\nSecretary's\n\nof Life—Blair\n\nMinutes\n\nHistorical Note: 2. 's.ishs ctlmpectnaess sieScie's cick\nree IO GIRee\nteen\nThe Native Illiterate—The Progress and Peculiar Problems in His InstrucEee\neeeee\ntion——-Lawson' 21. icine « heteeetaeeale sa teste setae aE\nThe Adult Educational Interests and Activities of Our Foreign Language\nOrganizations—Lewis\n\n"} {"page": 13, "printed_page": null, "text": "CoNTENTS\n\n9\n\nPAGE\n344\n348\nProgress in Adult Education During the Past Year—Deming..............\n351\nImmigration Problems—Holaday...........0...000cccueeuee ia, Shin BoA ig he\n353\nhe; Heaching or vAmermcanism—Crosste.).\ntech ds fs oles Godlee\nee ee\n359\nCCLULA IVES mrVIGMUEC Sent samara rach sorycxcd toys OMRetake rerectsolSecopeneanech NATTA\nes\n360\nBylaws of the Department of Adult Education of the National Education\nUNSS OCIA ClO Naw ees ree) aol SoU\nREM keen wisi ais eee Bs oa whe\n368\n\nAn Articulated Program in Elementary Adult Education—Hill..............\nDeterminism as Applied to Our Treatment of the Foreign Born—Bagley....\n\nDEPARTMENT\n\nOF BUSINESS\n\nEDUCATION\n\nHe ASROTLGAMIN OLE a obs eraleee airks, se RhasOARS RaserorN oe MIATA\neh\nCe «Sat\n374\nAttitude of Worker Toward Increasing His Bodies of Knowledge and Improyi\nMi smOkI Nl LAC ASUULGHGs, ats oivie,Saeure as aro ok eR,\naL oe 375\nThe Social Relationships of Workers in Business—Stevenson..............-.\n377\nAttitudes and Character Development in Business—Childs................\nCommercial Education from the Standpoint of the Department Store—Atkinson\nThe Principles of Commercial Education—Lomax.....\n00... .00000ccceeeeces\nRelation of Commercial Education to the Public’s Attitude toward Business—\nMUGAG © 8.5.5 88.5 wig OO CO GIS Ue Gs OU Oe cee eee\nee ee\nCommercial Education in the Junior High School—Glass...................\nThe Need for Supervision in Commercial Education—Barnhart............\nArticulation in the Teaching of Bookkeeping and Accounting—Jones........\nImprovement of Instruction in Shorthand—Caseman...........0..00eeeeee\nThe Significance of Recent Studies in Typewriting—Rowe................4.\n\nsee aching ab ranscriptloN—\nMare siento os tab orye oioas eaeT ees oto. Wee ele he Be\nMethods and Values in the Teaching of Salesmanship—Haynes............\nSignificance of Recent Researches in Bookkeeping—Jomes..................\nThe Significance of the Latest Researches in the Organization of Commercial\nEducation in the Junior High Schools—Buckley..............00eceeee\nWhat Research Can Do for Commercial Education—Blackstone............\nSECTELAEYAS UVIINUTES a. B55 3 Fc ple osewi5 5 5y5saroresa:ANNA eatera ble hore sorphakatshear folOetodaia ER eNeDs\nDEPARTMENT\n\nOF\n\nCLASSROOM\n\nCharacter MNAUNCAtlON—\nPais CHU A speraleieieis esis ccc 6 55 eltrelaqdin ya Ses ninSeo aeuels) Sere\nIiMpLOVement got eLMStKUCtON—AWV11S072orscl- e+ aeieiaie > vieores ia)vine nl oteetteee elaretel\nHow the Teacher is Preparing the Child for a Worthy Use of Leisure Time—\nHag IBTT BOS eS 3 CRs SOO AE En\nCCD SO Dt Sob O DC Up.cio te oe ua.tid nbc\nThe Classroom Teacher and the Curriculum—HAosic............0000eess\neee\nReport of Committee on the Reduction of Clerical Work—Huanter............\n\nThe Single Salary Schedule—Thompson.........0scccecsencet\nence eee enees\nSecond Progress Report of the Committee on Retardation Costs Due to OverVOWS, Sd onctar sacs 64005 co sGoot eo Hoe oo ood a amos\n@iinatcal MERI\nine ree\nveiled eee sie sentence\nerie netiessce\nSecretary's (Minutes) .))oaes\nOF DEANS\n\n389\n\n390\n391\n\n394\n395\n401\n406\n409\n411\n412\n412\n\n418\n420\n\nOF WOMEN\n\nentre eee\nstants e e\nPTistonicalm Note |smtec nate arsowiisvew sole sletelscrsisistiter\nPersonnel Work Relating to Studies in College—Hopkins.............+..-What Should be Determining Factors in Requirements for Admission to Col-\n\nlege Examinations—Sandison\n\n381\n382\n383\n384\n386\n386\n387\n388\n388\n\nTEACHERS\n\nistoricallmNOte meri oes crit eyes theta ters s)stede sp ales; sonecae ee me wise & aan aaeeeERs eetioeaeys\nHow the Classroom Teacher is Meeting the Needs of the Child Through\nTeacher repabatiom=——WOst2t:1 era. fects yey oi cloiteane sy Pelereieloleiels oles avekafelen cise\n\nDEPARTMENT\n\n378\n379\n380\n\neees\ncence tence eeev\n.ccccse\ncece\n.......\n\n426\n427\n\n427\n\n"} {"page": 14, "printed_page": null, "text": "NATIONAL\n\n10\n\nEDUCATION\n\nASSOCIATION\nPAGE\n\nThe Consideration Given to School Recommendations for Admission to\nGoucher College—Probst 20.00. .0c centre cee cece cen e ee een tena ae\nIntelligence Tests as One Basis of Admission to College—Hawkes........\nThe Personal Interview as One Basis for Admission to College—Walters....\nThe\n\nSchool\n\nHigh\n\nDean—Her\n\nVaried\n\nOpportunity\n\nfor\n\nService\n\nAlltucker..\n\nDean to) De an—F awe sioce cusieteugucdev susaie chose tlcneleeenehee means oictea nero manne er ete ame ers\nSecretary's: Minutes) iif. .210).. lah «{socteterels ot o cleinis el olde ote’sfelaisfolaieder= tai toiaial ial\nDEPARTMENT\n\nPTistorical\n\nNOte.*\n\nOF ELEMENTARY\n\nSCHOOL\n\n431\n438\n439\n443\nALT.\n453\n\nPRINCIPALS\n\ncs ssokeie, «cls 5 erro wietossllaperaee. chats shai ro og eveleopeleote e UE\n\neee ee\n\nPublicity and Public Education— Allez yy. sicje.- wee clnia ole« oiele teksts hayesitaienae\nThe Educational Hield—McSkimmonss\n<< = ni's 540-002\na eee eee\nThe All-Year School—Ro 6h: 8500s. s1acscters oc os + «aves shard totes sera eee eee\nThe Principal, The Law, and The Evidence—Winship.................4.The Past, Present, and Future of the Department of Elementary School Principals as Seen by the Old Guard—Sargeant...............5.eecaees\n‘The Value of an Experimental School—eland wats)\nae oe eee\nThe Principal and the Improvement of Teachers in Service—Blair..........\nPlan of the Committee on Training for the Elementary School Principalship—\nLONGShOr es v6 seen s stato dareacielnedndiyahe he SATIRE ae\nETT aa\nes\nWhat Elementary School Principals Do—One Day with Fifty-three Principals==M orriso ns: ieee slits. RET\nne\neee\n\n460\n461\n462\n463\n464\n\n465\n471\n474\n476\n\nThe Elementary School Principal and Research—Norton............2.0.000\n7 A Single Salary Schedule for Principals—jViebster sen ae eee\nSecretary’ss Minutes «os 6:so: 5.8016 cc\\«o58 ose arene Ree\nOne\nee\n\nA\n\nStudy of Excursions\n\nA Statistical Treatment\nSecretary's Minutes\n\nin the Kindergarten—Edwards....................\n\nof Results—Clowes\n\nOo\n\nOto\n\nad\n\nro\n\nOi oe\n\n539\n541\n\nThe\n\nSocial\n\nAspects of Rural\n\nLeadership\n\nof the County\n\nEducation,\n\nwith\n\nParticular\n\nSuperintendent—Hale\n\nReference\n\nto the\n\n"} {"page": 15, "printed_page": null, "text": "ContTENTS\n\nint\n\nThe Relation of the Factors in Education—the Child—the Learning Process—\nthemmeachet Beatty s wc\neeraciaee a oaicck ate ann ee\nsoe\nThe One-Teacher School—Special Features—Organization and Procedure—\nJODIE © 2 'hiic'3 SARS\nRRR. 3 6 Atxtad, AOR IAA\na\nae\nSupervision) of One-Teacher Schools—Telfer.............-.-.-+.e00c0-.-e\nRural Supervision in Maryland—Wiedefeld.........0..\n0.0. cceuueccccceeee\nSome Advantages of the Consolidated School—Sargent....................\nDemocratic Administration and Supervision of Schools—Avery............\nDemocratic Administration—How Achieved—Hufiington.................00.\nDemocratic Administration of Schools—How it May be Realized—Hall....\nshepocatemandithe> Ruralwochool—liogail.... aseceneceats\nscene novess cee\n‘the)Countysand the Rural~School—Lockhart....s..+s00+es ecsets eeseen.\nthemteachers College) and the Rural! School—Fiair.....0.0--. eastern. see...\nHow May Rural Education Meet America’s Challenge to Her Teachers ?—\n\nVIEL MEE CB ADP co 6:08, 010.0 2.5BICC ESTOIT\n\nICTR COPE\n\nIER\n\nORE\n\nRR\n\nPAGE\n\nOe\n\nA Principal of a Consolidated School Answers America’s Challenge to Her\nMeaCherc ici emmPIwe eee\nities cis ce eye ce ne a ee eede ies\nAmerica’s Challenge to Her Teachers—A\nSupervisor of Rural Schools\n(AMS VyCUS —— Laat s O70 mamteahetetcrer stshete serie oe geuheicia, sistas y sein s&s bi eins, bone tiereteek\nDEPARTMENT\n\nPlistoricale\n\nNotes\n\nOF\n\nSCHOOL\n\neric ccnioe «cars ee\n\nHEALTH\n\nASE\n\nAND\n\nPHYSICAL\n\nOmens Eh ten\n\na aR Aa\n\n554\n\n557\n563\n568\n572\n574\n578\n581\n583\n588\n589\n\n591\n592\n596\n\nEDUCATION\n\nLe PTOI\n\n602\n\nThe Needs of Physical Education—Hetherington.........\n000 ccc eev cece veeee\nPublic School Health and Physical Education—Mueller....................\nHealth and Physical Education in the Public Schools—Scot?................\nTeaching and Supervising Health Education—Rood.............\n0.0. ...005.\nThe Prevention and Control of the Common Contagious Diseases among\n\n603\n615\n620\n622\n\nSchool yChildren—Spimsonme.\nteeta. 32a. MO cade senate ee\nee eae\nrin tr< siz ett bcs lsde tbs o shaletthettho) obo AUST\nat. See\n\n622\n623\n\nSecreta cys mVLimucesmmeiien.\n\nDEPARTMENT\n\nOF\n\nSCIENCE\n\nINSTRUCTION\n\nAN SLOTIC al aeNOLC Ie reuciece cro:olopere eins) SieciterayeVan iosskeSlopeteraecle fo ko mah toate Reser oddone\nNatitemotudye ands Citizenship——Dack twa. cy-\\lutriicyh stipe y © actus apelcttets foes\nNature Study in Open Air Schools—Sickles......ccccccecee\ncece eeeneeecenees\nNature Study in the Hawaiian Islands—Davis...........00-0\ncee seeeeeeee\nNAtITEM Oty MasmlISce mit (COs SLOCK. o ciioiteltore Clsbn «(ile +2 lex eeleys) otescte ontely are\nThe Use of the Question in General Science Teaching—Underhill..........\nThe Place of Class Experiments in an Elementary Physics Course—Black....\nSecretary ssVUlmmute sitayte chet ole!ool hanes 1c) 2hefote oveleue eve ele eveyeyeteforencnetel 21a) o1-T)y ekeaxael\nDEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\ni heertGall INGE 35, COeyede become\ner oeo oO ae na aa minmnC Gane o\nPractical Procedure in Character Education in High Schools—Courver......\nThe Problem of Individual Capacities—Corning............-.c0eeeeeeeees\n04.0 cceee ceee ee eens\nThe Problem of Individual Capacities—W etzel.......\n\ndarid an yee\nTThemindivicdialivicthod——Stod\nDEPARTMENT\n\nHistoricalm\n\nNotes\n\nerecta\n\ntacts tase eilekaeel >.dioveces erslien fate\n\nOF SOCIAL\n\n626\n627\n630\n631\n633\n634\n635\n636\n\n638\n639\n644\n646\n648\n\nSTUDIES\n\nee ects het etsiestet ete iee are sales wlayrus wleceielexelen\n\nMaking the Contribution of Social Studies Effective—Lingelbach............\nMaking the Contribution of Social Studies Effective—Bye.............+++.een enaee\nee\nnen ett tee teect\n-.-e\ncece rece sere cece\nSecretary’s Minutes ........\n\n654\n655\n659\n663\n\n"} {"page": 16, "printed_page": null, "text": "NatioNAL\n\nWy\n\nASSOCIATION\n\nEpucATION\n\nPAGE\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n«sacs cs cceeereaseery js cisiee = ickok tO\n\nHistorical\n\nuNotess\n\nAddress\n\nat Vesper\n\nPlacing a Wreath on the Tomb of the Unknown\n\nbes\n\n666\n\nSoldier—Ballou...........-\n\n667\n\nRk\n\neecisbrhs teicher Kgs\n\nerenee esees\ncece rere .scre\nscree.....\nService—Freeman\n\n1.0... 00 ccccc rete reece neces cere eesegecnees\nAddress of Welcome—Covell..\nPresentation of Gavel—Comdomt cr «oii er cue moe epetehccateial eres esol herieee aieot\nke ere\nThe Objectives of Elementary Education—l2gertjee cere\n0.0... .c eee cence cere eee e eens\nThe Function of the Kindergarten—Hill......\nCharacteristics of an Efficient Elementary School Principal—McSkimmon....\nProblems of Rural Life and Rural Education—Lowden...........+++++040.6.00 ccc cece eee eee n eee\nIntroduction of President Coolidge—Ballou.....\n\n1.1.1.0. scceee cece eee eneeeeees\nWashington’s Birthday Address—Coolidge...\nsee eee cee teen tee eee e nes\nTeaching as a Profession—Suzgzallo.......eee ees\n0... c cece cee\n[The Scientific Movement in Education—Russell....\n—O\nEducation a National Asset—00\nVeipo ojo doh Nereis ose shdys soyalekes paledekete Reranceale\nen\nWhat is lt All: About ?—Hartewell man oe fetetoe6 4 oiler iesshe mee\nOut of the Mechanical into the Psychological—Corson...........000++00005:\nIs the High School a Part of the Public School System—Bogan..............\nThe Combined County and City School Systems—Evams..............+..+-.\nane POETS oveoye)Siete ieee one es\nAddress—I7\ntLbur osesicays oa Sid tira aioe coca CouonDe.s ood Ja06 ica Bn dp\nOOS\neae ea\nOrganization of a Public School in a Large Industrial Center—Miller......\nRelationship Between the Training of Foremen and City Program for VocationalwEducation—Diamorid®\n2. csc. + sotsi eee oeiate rs ge cone tieee eles\nRelating Foreman Training Programs to the Program of Vocational Educationwinita aCity: “Sy Stem —L70 ite «is... ts enoleteereien te ee\nerate cies ie tele\nA Renaissance of Apprenticeship—Briggs...........02.ceecseew\neve csevees\nDevelopments in Industrial Arts Education—Struck...........00.eeeee\neee\nWhat Can a Girls’ Trade School Do for Girls and Women in Industry—Sill.\nApprentice Training in the Metal Tfades—Carey..............-200ecceeees\nSee\nRS IMMIMIEES oh Be er ao oatot ac GODUooreooUSocAS\ncosmo sen Genes H0.0%\n\nWORLD\n\nFEDERATION\n\nOF EDUCATION\n\nRECORDS\n\nAND\n\n967\n974\nOT\n982\n986\n990\n994\n\nASSOCIATIONS\n\nHistorical Note ..... ofl\nRR\nCRORES Sic, CEE HOS RE ORD\nEo ee\nAe\nThe World Federation of Education Associations, ....5.:....----ncsece\nnee\n\nASSOCIATIONAL\n\n966\n967\n\n998\n999\n\nINFORMATION\n\nAct of Incorporation........ NA\nOTR\nCER MART Hieticds ike sie hie e wae 1007\nyl ore mete ge etl hein. 5 sec seaear sin ws v vaselea eirteldglo A ola eyelsiaia. tao elebipiereie Hens 9 e 1012\nob opsed oar ono domo ners 1022\nCalarilar oF IMGT, oS 6 deo cp Obdocnds Jag005 1a\nrte 1025\nONG Rena a, MOBO, 39 Geka e oo Since ca dio danse Oto Hochst o A Omarion aioe\neh ralAPG sess hres eter etotfovove or’e 'ocosa eyts olbaeay eas 1030\neer\n(OAICEESRE OTL 92622 JH\n(GommitteeseO Pel 2 SH2 OLrele Meme cick eee Tetalcater es uslisteti teevaicTeuone icrasentecoungs warsrofan 1034\neee eeeter eee ees 1049\nProgram of Philadelphia Convention..............0se.ses\nMinutes\n\nof the Sixth Representative\n\nAssembly...........-..--..eseeeseeeee\n\n0. eee eee eeee teens\nReport of the Executive Committee...............\nMinutes of the Executive Committee.............0esceeceercersceeresecens\nce oe cce ce es ety eee ese eens\nMinutes of the Board of Directorsspe-moeice\nmimes deel cleeseiclrtsi veo ee cess\nManutesiot News Boardot Directors\neter eres\nReport of the Committee on Resolutions..............-++-s-seeeee\nGIisreasunersiReDOLtmeen\n\nReport of the Board\n\n1058\n\n1074\n\n1083\n1096\n1099\n1101\nier eet ci alsa eeiimc-intiesis ca + + > oleae 1103\niter iim\ne\ncere tte eteeees\neres .seseee\nof Trustees...........0-\n\n"} {"page": 18, "printed_page": null, "text": "NATIONAL\n\n14\n\nEDUCATION\n\nASSOCIATION\nPAGE\n\nAuditors’, Reports\nSecretary's\n\nReport\n\nss ss\nolsen iii\n1159\nae\n5,-2.0 2 os see 10 oe\neee tens 1164\nMbhenSixths Representative. Assembly. (yc\nPublications of the National Education Association............6..+e0eee00s 1185\n\nRELATED\n\nNATIONAL\n\nASSOCIATIONS\n\nIntroductory Note e.siciate a rccatere toevaie chats reverses sueagen one ahs:susie) oie)shayican Reel enema\nAmericany Council on Education sa saee crea tesemiecie cael\nake ae eee\n\n1188\n1189\n\nAmerican iLibrary Association a. asec\nmere neler\nieee\neee\neae\nNational Association of Secondary School Principals......................\nNational, Congress!ot Parents and. Teachers. pas -aten teenie\niene\n\n1190\n1192\n1193\n\nNational\n\n1195\n\nSociety for the’ Study ‘ottEducationis.\n\n7 ae\n\nee eee\n\neeieten\n\nrenee\n\n"} {"page": 19, "printed_page": null, "text": "General\n\nSessions\n\n"} {"page": 20, "printed_page": null, "text": "HE PROGRAM OF THE PHILADELPHIA CONVENTION\nwas built around the general theme, The Challenge of Childhood to the Teachers of America.\nSpecial effort was made by President Mary McSkimmon to provide as much new talent as possible,\nincluding prominent laymen from various fields.\nMany members were attracted to the convention by\nthe opportunity to visit historic shrines and the Sesquicentennial Exposition in the city where the Association was organized in 1857.\nThe attendance is\n\nestimated at approximately 12,000. The convention\nopened with a vesper service in Independence\nSquare. Evening sessions met in the Sesquicentennial Auditorium.\nThe meetings of the Representative Assembly were held in the beautiful auditorium\nof the Academy of Music. Parallel with these sessions of the Representative Assembly, for persons\nnot participating therein, two general sessions were\nheld each morning in nearby theaters.\nIn addition to the department meetings covered in\nthis volume the following conferences and allied\ngroups were included in the program: American\nHome Economics Association; Conference on Art\nEducation; Junior High School Conference ;Conference on Lipreading for Hard of Hearing School\nChildren; Music Conference; National Association\nof Visiting Teachers; National Congress of Parents\nand Teachers ;National Council of Geography Teachers Conference; National League of Teachers Associations; National Organization of Secretaries of\nState Education Associations; National Vocational\nGuidance Association; School Garden Association of\n\nAmerica; Conference on School Publications; Conference on Thrift Education.\n\n"} {"page": 21, "printed_page": null, "text": "ADDRESS\nWILLIAM\n\nMATHER\n\nLEWIS,\n\nUNIVERSITY,\n\nPRESIDENT\n\nOF\n\nWASHINGTON,\n\nGEORGE\n\nWASHINGTON\n\nD. C.\n\nHE challenge of childhood to the teachers of America; that is the\nkeynote of the sixty-fourth Annual Meeting of the National Education Association of the United States.\nHow fitting it is that that\nkeynote should be struck for the first time in the quiet of this Sunday afternoon, and in the shadow of the nation’s most historic structure through\nwhose ancient halls there pass in solemn majesty the great ghosts of those\nwho fashioned a government unique in history; a government founded on\nthe ideal of equality of opportunity for all. For the challenge of childhood\nto the teachers of America is a spiritual challenge and a patriotic challenge.\nIt is not a challenge peculiar to any time or to any land.\nIt is the\nchallenge of all the childhood of all the world, demanding its inalienable\nright to live the life more abundant; appealing to us that the heaven which\nlies about them in their infancy shall not be taken from them and for it\n\nsubstituted the materialism and narrowness and hatred which through no\nfault of theirs may blight the promise of unfolding life: It is the challenge\nflung out twenty centuries ago by the little Son of the Carpenter, stealing\naway from his parents to confound with his philosophy the leaders in the\ntemple: ‘““Wist ye not that I must be about my father’s business?’\nSoon\nindeed, must each child in the world be about his father’s business; taking\nup the tasks which tired hands lay down, stepping into the ranks of industry and of the social and political life of his community, carrying on\nfor good or for ill, crystallizing tradition, writing new pages in the story\n\ncf a nation’s life.\n\n;\n\nTo us is given the opportunity and the responsibility of interpreting in\nennobling terms the meaning and the true business of life. Well may we\nrecall the words of the ghost of the miser in Dickens’ Christmas Carol\nwho, when reminded by a friend that he had been a good business man,\ncried out in anguish, ‘Business! Mankind was my business!. The common\nwelfare was my business. The dealings of my trade were but a drop of\nwater in the comprehensive ocean of my business!’”\nWhat a noble and practical definition that is. How it answers the\nchallenge of unspoiled childhood; how thoroughly it depicts the lofty\nidealism of those who once stood where we meet today. William Penn;\nBenjamin Franklin; David Rittenhouse; John Hancock; Thomas Jefferson; George Washington—each as his name is called responds with courAnd we of a later\nage and with humility, “Mankind is my business.”\nback to them across\ncall\nprofession,\nour\nof\nday, if we are true to the ideals\nthe years, “Mankind is our business.’\nAnd such a little time has passed since they wrought that it should not\n‘The\nbe difficult for us to be kindled by the spirit which fired them.\nbefore\nyear\na\njust\n1731,\nfoundations of Independence Hall were laid in\n[17]\n\n"} {"page": 22, "printed_page": null, "text": "18\n\nNaTIoNAL\n\nEpucATION\n\nASSOCIATION\n\nin Chief\nGeorge Washington was born. Here he was chosen Commander\ntion of\nDeclara\nthe\n1776\nin\nday\nsummer\na\non\nHere\nof the Army in 1775.\nmed\nproclai\nBell\nIndependence was adopted. From this tower the Liberty\nm\nProclai\nwords:\nthese\nread\nthe glad tidings. And on that bell today we\n\nliberty throughout all the land unto all the inhabitants thereof.\ntime\nAnd how may liberty be proclaimed? ‘The greatest teacher of all\nfree.\nyou\nmake\nshall\nsaid, “Ye shall know the truth and the truth\nKnowledge is the basis of liberty; knowledge and the abiding determination to find the truth, wherever the search may lead.\nWilliam Penn in his plan for government specified that there should be\na committee of manners, education, and art. And in 1863 the assembly\nadopted an act directing that all children should be taught to read and to\nwrite by the time they were twelve years old and that they should then be\ntaught some useful trade. The desire for intellectual freedom in America\nantedated the desire for political independence.\nIf the influence of environment means anything, it should mean that\ntoday, standing upon holy ground, we dedicate ourselves to the task of\npromoting intellectual freedom, and love of country, and reverence for\nspiritual verities among those whose future depends so largely upon our\nunselfish devotion to the task of teaching.\n:\nWe cannot escape our responsibility by a cynical attitude toward our\ncharges. The normal child is teachable.\nIt is a wise educational maxim\nwhich states that where nothing is learned, nothing is taught.\nIt is the\nglory of George Washington that he took raw, ignorant, and undisciplined\nsoldiers and developed them into a victorious army.\nWe cannot groan\nbeneath the constantly greater burden which is being thrust upon the\nschool by the home and those other agencies which at one time played so\ngreat a part in the broader education of the child and which now are more\n\nand more unmindful of their responsibilities and their opportunities. The\nso-called “‘youth problem” is no more serious than it ever was; it is the\nwhole social problem which is more serious; the drifting away of the\nadults from those standards of conduct, from loyalty to those virtues which\ngave our ancestors that moral fibre and spiritual buoyancy which enabled\nthem to fashion a republic out of a wilderness. And this shifting of standards is only an added challenge to the teacher; only an added opportunity\nfor serving childhood to the end that manhood may be strong, and true,\nand fine.\nIn As You Like It Shakespeare pictures life as divided into seven\nperiods, depicting in our progress from the cradle to the grave seven epochs.\nIn the realm of education there are also seven ages: the preschool age; the\nkindergarten age; the elementary school age; the junior high school age;\nthe senior high school age; the college age; and the professional or graduate\nschool age.\n\nWe have been more concerned with giving the child some knowledge\nin each of these ages than in directing and aiding his transition from\none\nto another. We have neglected the periods of adjustment; and the periods\n\n"} {"page": 23, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nof adjustment are the most important and fateful in life.\n\n19\n\nWe have de-\n\nvoted our attention to preparing our students to enter a more advanced\ngrade or a higher school rather than directing them how to meet life. We\nhave been remiss in every one of the seven ages of education in explaining\nto the youth who enters each what is before him, what is the purpose of\nthe particular educational epoch and how he can best suit himself to its\nexigencies.\nBooth Tarkington relates that “an old convict ‘lifer’ who had never\nbeen outside the penitentiary since he was twenty-two came out at sixtythree a free man.\nHe was out three days and three nights, but was back\non the fourth morning asking the warden to lock him up again. He could\nnot adapt himself to the new world, but fled from it in terror, shirking the\ntoo great pain of the necessary readjustment.”\nEvery one in some degree\nexperiences similar difficulty. The successful in life are those who have\nthe power and the vision to make adjustments. The failures are those who\nhave not that power.\nAnd adjustments are not made intuitively. The child passing from the\npreschool age to the kindergarten age, thrown with other children outside\nthe family for the first time, has no experience which will guide him in\nsetting up the proper relations.\nNor does the youth passing from the\nregulated program of the high school to the freer life of the college have\nknowledge of his new experience which will carry him to success.\n“The\norganization of the confederation of the colonies after the Declaration of\nIndependence was faulty because of a lack of precedents, and the finally\nsuccessful form of government was accomplished only after repeated mistakes and disappointments.\nWe are not without precedents in educational development.\nWe know\nthe difficulties, the obstacles, and the problems which our children face in\npassing from one epoch to another, but yet we have not made this knowledge available to them and as a result the student mortality is vastly\ngreater than it should be. The challenge of childhood to teachers is a\nchallenge for guidance in transition periods even more than in the routine\nwork of the school year. The vacation problem, the problem of orientation in the first weeks of the school term—these are points which if neglected will lessen our effectiveness as creators of an intelligent citizenry.\nNo matter how finely constructed are the railroad coaches, they will not\ntravel out of the station unless they are properly coupled to the engine and\nto each other.\nA further challenge of childhood to the teachers of America is one which\ninvolves the question of mutual confidence and understanding without\nwhich the work of the classroom loses its vitality and education becomes\n\na mere form. The real teacher never uses the power of official position to\n‘The real\ntake advantage of those over whom he has brief authority.\nteacher eliminates those artificial barriers which separate the adult from\nthe child mind. Judge Lindsay went to the root of the question in saying,\n“when you seek a boy go after his heart. But you can’t get his heart by\n\n"} {"page": 24, "printed_page": null, "text": "%\n\n20\n\n.\n\nNationaL\n\nEpucaTION\n\nASSOCIATION\n\nee\n\nan act that is puerile and\nsending him to jail and you can’t win him by\ny\n\nSympathy is the divinest qualit\nLearn to sympathize with him.\nweak.\non conquer where authority\naffecti\nand\nence\nConfid\nof the human heart.”’\nand regulations fail.\nthe note which\nPestalozzi founded his philosophy upon this thought and\nthe modern\nishes\ndistingu\nthink\nto\nhe sounded in education is the one we like\nback with\nlooks\nman\nul\nsuccessf\na\nMany\nbest.\nits\nschoolroom spirit at\ns and who\nqualitie\nbest\nhis\nlife\ninto\ned\nquicken\nwho\nteacher\nsome\nto\nn\naffectio\nled him away from absorption in the petty and the commonplace to the\n\nhills of vision.\nThe challenge of youth to the teachers of America is again the challenge\nof those hungry for a constructive program by which the spiritual elements\n“Ye shall know the truth and the truth\nin life may best be developed.\nthose words struck straight to\nenunciated\nshall make you free.” He who\nthe heart of the great social and spiritual problems.\nHe tore away the\nhusks. He did not concern himself with the nonessentials of faith. Today,\nhowever, certain zealots are raising an issue which does not exist in fact.\nThere is no conflict between science and religion; only between certain men\nin the field of science and certain in the field of theology. Whether or not\nthe earth was created in six literal days or six ages is an interesting subject\nof contemplation, but it is of little spiritual significance to him whose\nThe question of whether man\nreligion is a personal and living thing.\n\ndeveloped from a rib or from an amoeba is one for which a definite answer\ncan be found, but in the meantime it should not engage much of the time\nthat the truly devout devotes to religious thought. He is wise if he accepts\nthe handwriting of the Almighty on the stratified rock of the eternal hills;\nphe deciphers alike the papyrus record and that first autograph written\nwhen\nO’er the wet sands an insect crept\nAges ere man on earth was known\n\nAnd patient time, while nature slept,\nThe slender tracing turned to stone.\n\nHe will seek to learn the law of nature rather than attempt to repress\nsuch learning by man-made law, knowing full well that one might as well\nattempt to sweep back the Atlantic with a broom as to stop the consideration of evolution by legislation.\n: The challenge of childhood to the teacher is to lead them to the realization of the essentials of religion and the contemplation of the undeniable\nfact that the philosophy of the Galilean is, as it has been for two thousand\nyears, and ever will be, the greatest motivating force in the orderly progress of civilization.\nFinally, the challenge which comes to us is that we mould effective\ncitizens for our community and our nation.\nH. G. Wells has defined\neducation as the preparation of the individual for willing and intelligent\nparticipation in the affairs of the world. A state or city which provides\nopportunities for the higher education of its youth has a right to expect\nreturns on this investment in the form of intelligent and devoted citizen-\n\n"} {"page": 25, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nZl\n\nship. It is the shame of a nation dedicated to the principle of universal\nsuffrage that we lead the world in stay-at-home voters. President Coolidge\nhas recently pointed out that in the last two elections only fifty percent\nof the American voters expressed at the polls their choice for president.\nThis does not compare favorably with Great Britain where recently\nseventy-six percent of the electorate voted, and with France where seventy\nEastern Canada has a million less population than New\npercent voted.\nIt casts from a quarter of a million to a half a million more\nEngland.\nvotes.\nIn the United States the proportion of the highly educated who\nneglect their voting privilege is disproportionately high. If the republican\nform of government is still an experiment it is because of a lack of interest\nIt\nin the application of its principles, not in those principles themselves.\nis because we refuse to think in political terms. We are given to stressing\nthe thought of what education offers the individual but not enough what\nthe educated individual offers the community which made his opportunities\npossible. Those whose bleeding feet reddened the snows at Valley Forge\n‘Today\nwere inspired by the thought, “What can I do for my country?”\ntoo much we are reversing this inquiry and constantly asking, ‘“What can\nmy country and what can my government do for me?”\nNo nation where\nsuch an attitude is prevalent can live up to the ideals and the visions of its\nfounders.\nIt was my privilege two years ago to speak on Washington’s birthday\nto the Boy Scouts of Washington at Mount Vernon, where each year\nthey go to lay a wreath upon the tomb of the First Great American. And\nas we stood there awaiting the procession there came a little group from\nan Americanization school, representing perhaps a dozen nationalities.\nFrom this group there stepped a young man bearing a small wreath. Laying it against the grated door, and with tears running down his cheeks,\nhe said, speaking in broken English, ‘““George Washington, you are dead.\nYou cannot speak to us but you can speak to God. Speak to God, George\nWashington, and ask him to make us good citizens of the country which\nhas done so much for us.”\nThe challenge of childhood to the teachers of America?\n‘That is the\nchallenge, that we should so train our youth that from their hearts as well\nas from their lips there shall go up a prayer of loyalty. ‘This great army\nof teachers gathered at the cradle of independence on the occasion of the\nsesquicentennial of the adoption of the Declaration of Independence will\nhave gone far to meet the challenge of childhood if in the sessions of these\ncoming days there shall arise a spirit shot through with the ideals of the\nfounders of America; if earnestly and devotedly we turn our attention to\nblazing paths along which the children may go into the sacred places where\nthey may meet their God, into the forum where they may strengthen the\nhands of good government, into the abundant life where liberty and happiness shall be theirs.\n‘We hold these truths to be self-evident, that all men are created equal,\nthat they are endowed by their Creator with certain unalienable Rights,\nthat among these are Life, Liberty, and the pursuit of Happiness.”\n\n"} {"page": 26, "printed_page": null, "text": "NatIonaL\n\n22\n\nEpucaTION\n\nADDRESS\nW.\n\nFREELAND\n\nASSOCIATION\nnel\n——\n\nOF WELCOME\n\nKENDRICK,\n\nMAYOR\n\nOF\n\nPHILADELPHIA\n\nAs Mavor of the city of Philadelphia | am honored and pleased bis Par\ntend a cordial and a genuine Philadelphia welcome to the visitors within\nour hospitable gates. No city in our great country could be MOLE APP FOr\n\npriately chosen for a meeting of the National Education Association than\n\nthis old historic city where our nation was born, and I am confident that\n\nWilliam Penn, from his lofty tower on City Hall, nods a welcome and\n\napproval of this Association meeting here at the time of our sesquicentennial anniversary. I am sure that the old liberty bell in the State House\nat Fifth and Chestnut streets trembles out, that again its voice might be\nheard around the world, and I am confident that the two million citizens of\nPhiladelphia that I have the honor to represent join with me in extending\nthis greeting, with the sincere hope that our visitors will not only be impressed with the greatness of Philadelphia but also with the patriotism and\nhospitality of our citizenship.\nPhiladelphia has been engaged in a mighty effort, an effort to adequately\ncelebrate the greatest event in the history of the present generation. We\nhave builded here upon a thousand acres an international exposition which\nwe dedicate on the altar of patriotism and education.\nWe have been particularly fortunate in the loyalty, the devotion to flag\nand country, of splendid men and women of the character of Mary McSkimmon, of Joseph Wilson, our Director of Education, and others who\nhave made this Exposition possible. Their encouragement and their assurance that they believed in this vast undertaking gave great encouragement\nto a little faithful band of Philadelphians who were determined to celebrate\nthis event in 1926.\nWe have not forgotten the spiritual side of this celebration, although we\nhave endeavored to show the progress of the arts and sciences, of education,\nof industry, and of everything that takes its part in the life of men, women,\nand children. We have not forgotten that yonder at Fifth and Chestnut\nstreets a mere handful of courageous, God-fearing pioneers signed a Declaration of Independence that has made possible a nation of peace and prosperity\nwith more than 110,000,000 souls residing safely within the folds of its\nflag today. We have not forgotten the sacrifice that they made, and the celebration of this 150th anniversary of the birth of our nation will not only\nbe held within the confines of this exposition, but will be carried\nto those\nshrines of liberty that all patriotic American love so well.\nA week ago we journeyed to Valley Forge, and there before\na multitude\nof people we reproduced George Washington’s army evacuat\ning the old\ncamp as it did 148 years ago.\n\nI mention this because I believe it is good to think back over\nthe sacrifices,\nthe courage, and recall the character of the men who made\nour nation possible, and in welcoming the National Education Associa\ntion to the city of\nPhiladelphia, the thought is in my mind that the future\ngreatness and pros-\n\n"} {"page": 27, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n23\n\nperity of our country rests with education and the training of the mind of\nthe youth of today who will be the men and the women of importance of\ntomorrow.\n‘To your keeping a great part of the future of our nation is\nentrusted, and therefore on behalf of the people of my native city who believe in education, who believe in the recollection of the great things that\nwere done by our forefathers, who welcome you here to Philadelphia, in the\nspirit of William Penn, the spirit of brotherly love, I say: Welcome, thrice\nwelcome. Our hearts and our homes are thrown open to receive you.\n\nADDRESS\nFRANCIS\n\nB. HAAS,\n\nOF WELCOME\n\nSUPERINTENDENT\n\nOF\n\nHARRISBURG,\n\nPA.\n\nPUBLIC\n\nINSTRUCTION\n\nTeachers of America! It is my privilege to extend to you a cordial welcome on behalf of the Department of Public Instruction of the Commonwealth of Pennsylvania. The educational department of the Keystone State,\ntypical of the office in other states, is merely the agency created by the people\nto further the realization of their educational ideals.\n“These ideals are\ninherent in the immortal document, the one hundred and fiftieth anniversary of which is being commemorated by the Sesquicentennial Exposition,\nwhich joins in welcoming to Philadelphia the National Education Association.\nThe educational forces of Pennsylvania appreciate that the times are\nsingularly opportune for uniting with the teachers of the nation in a reconsecration of our professional lives to the service of our country and the\nyouth of the land, to the end that “Life, Liberty, and the Pursuit of Happiness” be realized and the “Blessings of Liberty to ourselves and our Posterity” be assured.\nThe concept of democracy has substance only insofar as it contemplates\nadequate opportunity for the progressive development of intelligence, and\ndemocracy flourishes only insofar as the practical application of that intelligence functions for mankind through the institutions and agencies serving\nsociety. Of all the existing institutions evolved as the logical resultant of\nthe persistence of the ideals inherent in our Declaration of Independence the\nschool is the one which presents in the highest degree the enthusiasm, the\ndeliberate planning, and the courageous support of the largest number of\npeople. The writings of many Americans of the early period expressed\nabsolute conviction in the efficacy of and imperative need for education.\nBenjamin Franklin expressed the vision of the founders of our Nation\nwhen he said,\nThe good education of youth has been esteemed by wise men\nsurest foundation\n\nof the happiness both of private families\n\nin all ages as the\n\nand of commonwealths,\n\nThe tremendous growth of our educational system in one hundred and fifty\nyears bears witness to the faith of our people that democracy spells educa-\n\n"} {"page": 28, "printed_page": null, "text": "24\n\nNaTIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nfrom Pennsylvania, doubttion for the masses. A few comparative figures\nstate, illustrate this exyour\nof\nhistory\nional\neducat\nthe\nless paralleled in\n,\nOur records fairly complete from\ntension of educational opportunity.\nent of 151,000\n1836 on, show in Pennsylvania for that year an enrolm\nin 1926 we\nwhile\n000,\n1,700,\nof\ntion\npopula\na\npupils and 3400 teachers in\na populain\nrs\nteache\n55,000\nwith\nen\nchildr\n000\n1,850,\nof\nent\nGnd an enrolm\ntion has\npopula\nto\ntion of over 9,000,000. In other words, the ratio of pupils\nrs to\nteache\nof\nratio\nThe\n1926.\nincreased from 1 to: 11 in 1836 to 1 to 5 in\nand\n1926,\nin\n170\nto\n1\nto\n1836\nin\n500\nto\n1\ned\nfrom\npopulation has increas\ndays.\n180\nis\nit\n1926\nin\ndays,\n90\nwas\n1836\nin\nterm\nof\nlength\ns\nthe\nwherea\nAs we confer annually in these great professional gatherings we are\ndeeply conscious of the fact that the school is the teacher and that the\nteacher has the largest opportunity for the development of true citizenship\nin a democracy and for the perpetuation of democracy’s ideals. Dean Russell recently pointed out that,\nGood citizenship as an aim in life is nothing new.\n\nPatriotism,\n\nintelligent devo-\n\ntion to civic welfare, wherever found and at all times, bespeaks an education that\nis consciously acquired. But good citizenship as a dominant aim of the American\npublic school is something new.\n\nIt is fitting, therefore, upon this historic occasion that Pennsylvania should\ngive eager welcome to the teachers of America as we meet to solve the complex professional problems we are facing daily. The stage is set for the\nteachers of Pennsylvania to join ranks with the great army of teachers of\nthe nation in a dedication anew of our professional zeal to the preservation\nof that liberty which the patriots proclaimed in 1776. Enlistment in the\nservice of our profession provides the ‘“Great Adventure” for the educational\npioneer of our democracy, which in 1926 is still in its infancy.\nThe history of education both of our state and of our nation is replete\nwith the exploits and achievements of those who have striven to the end that\nthe “torch” of equal educational opportunity for all might be upheld and\n\npassed on to each succeeding generation. The broad significance of education as a social process is universally recognized.\nThe press of America\nis playing an indispensable part in interpreting the schools to the people.\n\nIn the light of this important function of education as it expresses itself\ndirectly through the immediate work of the teacher, two responsibilities stand\nout crystal clear. The first has to do with the continuous adaptation of the\nsubject-matter of instruction to the life needs of the citizen of all ages.\nTechnically, this means a continuous, evolutionary curriculum revision and\ndemands on the part of the teacher understanding contacts with all\nof the\ninstitutions of society.\n\nTes second ead is 2\nulum process is ineffective.\n\nea of the first and without it the cure gro\n:\ni\n\ncialized civilization makes PS ieene nM Eon aa: a es\nor profession.\nCoordination of the he : coe aS: pa\nke\n\nof its aim is the function of administration in\ni aoe\n‘e. eee\nsocial process\nThe object\n\n"} {"page": 29, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n25\n\nof school administration is to keep the curriculum process usable in the\nhands of the teacher.\nThe administrative machinery of the school must be progressively developed to meet the demands of the developing curriculum. The profession\nmust face the problem of ensuring that administration functions solely to\nprovide a clear uninterrupted spark at the point of teacher-pupil contact. At\nthe moment of this contact no operation of administration must be allowed\nto interfere with the teaching situation.\nIn other words, administration is faced with the problem of harmonizing the complex factors made necessary by a changing school society so that\nwhen teacher and pupil meet in the teaching situation the interchange still\nremains as free and unhampered as when Garfield sat on one end of the\nlog and Mark Hopkins sat on the other.\nThe slogan announced by the distinguished President of our Association,\n“A stabilized, all-inclusive membership and the entire profession at work\non its problems,” has a deep significance in that it points out a rational\nmethod that must be followed in the solution of professional problems.\nMadam President, we of Pennsylvania congratulate ourselves upon the\nopportunity to participate in and enjoy the benefits of the fine program which\nyou have prepared. We are justly proud of the recognition Pennsylvania\nhas received at the hands of the nation’s teachers in the affairs of the National Education Association. The Association had its birth here in Philadelphia and three times has our state been honored with the presidency.\nTeachers of America! Pennsylvania welcomes your participation in two\ngreat occasions: the sesquicentennial of our nation’s birth and the sesquicentennial of the birth of educational opportunity in America.\n\nADDRESS OF WELCOME\nWILLIAM\n\nROWEN,\n\nPRESIDENT\n\nOF THE\n\nPHILADELPHIA,\n\nBOARD\n\nOF EDUCATION,\n\nPA.\n\nThe Mayor of this great city, the Honorable W. Freeland Kendrick,\nextended an invitation to you all as mayor of the city. There has never\nbeen a time in my life when it gave me more pleasure, representing the\nboard of education of this great city, than to extend to you all an invitation\nto this historic city of ours.\nWhen I say “historic city,” I think if you will just take the opportunity\nwhile you are sojourning here, to visit the many shrines that we have, I\nthink you will go away fully satisfied that we have a historic city that every\nPhiladelphian ought to be proud of, and in fact, every American citizen\nought to be proud of. Right in this city of ours the Declaration of Independence was signed. When you stop and consider one hundred and fifty\nyears ago, those patriots that assembled in Independence Hall and had\nbright visions of future glory, promulgated and sent forth to the world\n\n"} {"page": 30, "printed_page": null, "text": "26\n\nNatIonaL\n\nEpucaTIon\n\nASSOCIATION\n\none of the grandest and greatest documents\nwritten by man.\n\nthat was\n\never conceived or\n\nthe first ConWe also have the Continental, or Carpenter’s Hall, where\nframed the\nmen\nthose\nthere\nand\nthen\ntinental Congress assembled. Right\n\nConstitution of the United States.\nThen we have in this city the birthplace of the American flag, the flag\nAmerican\nof our country, which is nearer and dearer to the hearts of the\nand\nstorm\nthe\nto\nit\nfling\nwe\nwhile\nand\nfloats,\nthat\nflag\npeople than any other\nbreeze, and see no other sign of hope, other than that which emanates from its\nown radiant hue while gilded by the sunshine of prosperity, and stained\nwith the efforts of peace, it speaks more eloquently than I can speak for it.\nBehold it! Behold it! Every star represents a state. “There is music in\nevery fiber and quiver, and wherever it speaks, its authority must and shall\nbe respected. It speaks for more than a hundred million of free and happy\npeople. It speaks for the Constitution and the law and the privileges that we\nall enjoy as free people, and it is the same old stars and stripes that the\nmen of 1776 fought to preserve. It is the same old stars and stripes that\nthe men during the war of 1812 fought to preserve. It’s the same old stars\nand stripes that the American soldier went down into the citadel of Mexico\nand planted on the hilltops.\ni\nIt’s the same old stars and stripes that the men in ’61 to 65 fought to\npreserve. It’s the same old stars and stripes that the men during the SpanishAmerican War went forth to battle under, and it’s the same old stars and\nstripes that the American soldier went more than four thousand miles across\nthe ocean to preserve, and brought it back, not in dishonor, but in glory, and\nI am satisfied if an enemy without or an enemy within ever attempts to tear\ndown the flag, or to disrupt this nation, the same men will go forth to battle\n\nagain.\nNow, my friends, it was just one hundred and eight years ago that the\npublic school system was inaugurated in the city of Philadelphia, and one\nhundred and eight years ago a board of public education, or of school control\nwas formed. At that time we had six schools, ten teachers, 2845 pupils,\nand the amount of school expenditures was $22,049. Compare that with\nwhat we have today. We have more than 280,000 boys and girls going\nto our public schools. We have more than 7000 teachers that have those\nboys and girls under their care and keeping, and there is one important point\nthat I want to call to the attention of the ladies and gentlemen who compose this convention, those teachers that we have—in fact, everybody that\nis employed by the board of education—must be American citizens, because\nwe feel that if we want patriotic boys and girls in our schools, we must\nhave patriotic teachers to inculcate in their hearts the spirit of love of\ncountry, love of the flag, and love of our institutions.\nThat is what the\nboard of public education stands for.\nNow, as I say, the amount that was expended at that time was small.\nThis year we will spend practically thirty-three millions of money, and |\nwant to tell you, ladies and gentlemen, that money cannot be better ex-\n\n"} {"page": 31, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n27\n\npended, or a better receipt given for it, by any state in the Union, than to\nspend it on the education of our youth, and as Adams said in the Continental\nCongress, when he was speaking of the Declaration of Independence, “Sink\nor swim, live or die, survive or perish, I am for the Declaration of Independence.” And that is the way I feel in relation to the education of our\nyouth. No matter whether they are black or white, rich or poor, Jew or\nGentile, give every boy and girl a square deal to get an education, then\nwe need not fear an enemy from any source, because education gives knowledge, and knowledge gives power, and when that power is rightly used, it\nis a splendid thing for us all.\nNow, in conclusion, I thought perhaps our distinguished Mayor would\npresent the key so that our guests would have the key to this city. Now, Mr.\nMayor, if you will—I think you will—endorse me, I am going to present\nto the President of this convention an official souvenir key, and I hope\nand trust that the key will unlock the hearts of every man, woman, and\nchild in this great city of ours, to the members of this honorable profession,\nand in case you ever get into trouble, if our good Mayor doesn’t take care\nof you, we have a business manager, William Dick, secretary and\nbusiness manager of the board of education, who, perhaps, knows more about\nour city and our schools than most anybody that I know of outside of our\nmayor.\n\n,\n\nADDRESS\n\nJOSEPH\n\nR.\n\nWILSON,\n\nTERNATIONAL\n\nDIRECTOR\n\nOF\n\nEDUCATION\n\nSESQUICENTENNIAL\nPHILADELPHIA,\n\nAND\n\nSOCIAL\n\nEXPOSITION\n\nECONOMY,\n\nIN-\n\nASSOCIATION\n\nPA.\n\nAs I listened to the inspired utterances of our honored mayor and Mr.\nRowen, I felt truly that the spirit of Philadelphia was here tonight, and I\n\nhad a thrill before I came in here as I watched that great army of people\nwending its way to the stadium to see ‘America’!\nI would that every\none in this audience could join them, and yet I am glad you have remained\nto hear what I have to say. It seems unfortunate that ‘America’ should\nbe taking place tonight, in the stadium while you are here, but we had two\ndays’ rain and after preparing that magnificent spectacle, it seemed fitting\nthat the people of Philadelphia should have the opportunity to see it, so\nwhat did we do?\nWe threw open our gates to everybody and said,\n“Come,” and perhaps if you can find your way in after this meeting is over\ntonight, you may see a sight that you will never forget as long as life remains.\nI am informed that there are at present one hundred thousand people in\nthat stadium, and one hundred thousand more that cannot get in.\nNow, I have seen the key presented to President McSkimmon, a beautiful golden key of the city of Philadelphia, and I would that I had something to give her, but I gave her my heart long ago. When she came to\n\n"} {"page": 32, "printed_page": null, "text": "28\n\nNATIONAL\n\nASSOCIATION\n\nEpuCATION\n«\n\nbecause\nPhiladelphia last December—and I am glad I am the last speaker\ntoo\ning\ntrespass\nwithout\nwant\nI\nas\ntime\nmuch\nas\nI am taking probably\nr, we\nmuch—when Miss McSkimmon came to Philadelphia last Decembe\ntwo\nhad\nI\nHall,\ndence\nwere then reenacting that matchless scene of Indepen\n““Why\nsaid,\nwife\nmy\nbut\nmyself,\nfor\ntickets for it, one for my wife and one\n\nof\nnot take Miss McSkimmon?”, and I had that great privilege and honor\naudience\nthis\nin\nyou\nof\nMany\nresult?\nthe\nwas\nwhat\nand\nescort,\nher\nbeing\nread that wonderful leaflet she sent out to every school in this country, to\ntwenty-two or twenty-three millions of people, her impressions of what\nshe saw that night.\nThat was my introduction to Miss McSkimmon, and I have treasured\nit as I shall throughout life.\nNow, I am more interested in the National Education Association than\nany other man I know of in Philadelphia, for this reason: For nearly a year\nI have been trying to bring this convention here. The thought in your\nmind was to go to Atlantic City or some other alluring place unless Philadelphia could prove that it could take care of you, so therefore when the\nsuggestion was first made to me of bringing you to Philadelphia, | went\ndown to the University of Pennsylvania and I arranged for Franklin Field\non which to hold your meetings and to place amplifiers there, and to give\nyou auditoriums around the University so that you could hold your different\nmeetings, and out of that came something greater than all; this very building that you see here today is a tribute to the National Education Association. It was the thought of housing you here which caused me to go to our\nmayor and plead that we should have an auditorium sufficiently large to\ntake care of the National Education Association, and here it is, and if these\n\ncurtains were down you would see its magnitude.\nWe can seat 17,000 people, and I hope before your convention is over\nthat we will have to throw those curtains aside and seat it to its total\ncapacity.\nWelcomes are being extended to you on behalf of the city and the board\nof education. I extend_a greeting to you on behalf of the Department of\nEducation of the Sesquicentennial Exposition.\nOn the first of March of this year we did not have one dollar toward\neducation. “The Sesquicentennial was going ahead with these magnificent\nbuildings, but there was no building for education, and I pleaded, and I\npleaded for months, for days, weeks, and months, until on the first of\nMarch, an historic day to me, our mayor said to me in the audience chamber, “Mr. Wilson, I will give you $250,000 to build that building. Education shall be a feature of the Sesquicentennial.”\nThat was a happy moment, for I had been pleading for recognition for\nten months. I would that the mayor were still here, because there are certain things that I would like to say to him. From the very start he has\n\nbeen a friend of education, and he was only waiting that moment when he\ncould find the funds to come forward and say, “Go ahead and build your\nbuildings.” So with that $250,000 we advertised for bids for the building\n\n"} {"page": 33, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n29\n\nwhich we have already erected, and what do you think the lowest bid was?\n$378,000, and the next one $498,000.\nIt looked as if I was up against\nsomething more, another hazard, but our splendid mayor said to me, “No,\nMr. Wilson, we are going to put it through. The time for saying how\nmuch we shall spend on education has gone by. We are going to erect that\nbuilding, no matter what it costs.’\nThat is what I wanted to say to\nMayor Kendrick tonight, and he had the matter referred to him with power\nto act, and as a result the building which you will visit while you are here\nhas cost $348,000, or nearly $100,000 more than the original appropriation, and in addition to that, the mayor gave another $10,000 last week for\na purpose to which I shall refer a little later.\nNow, when I consider that on the first of March we had no money for\nan education building—March, April, May, June—scarcely three months\nhave gone by, and in that building which is 524 feet long, and 208 feet\nwide, I am happy to tell you there will be contained the greatest, the most\nwonderful display in education and social economy that has ever been shown\nunder one roof in the history of the world. I don’t know how it has been\ndone unless it has been with the help of Almighty God, and since I have\nmentioned that revered name, I want to tell you something about the Education Building which I know will appeal to the heart of every sincere man\nand woman in this audience: On the left hand side of the Education Building you will find a little chapel erected by all religions to the one God, dedicated and consecrated to Him, and I want to tell you that this is the first\ninternational exposition in the world which has ever honored God first, and\nthat little chapel will be the most beautiful, exquisite jewel in this great\nsetting. Mr. Tiffany—and his name is known universally—has taken a\npersonal interest in that little chapel. There will be an altar at the end\nof it. It will seat 350 persons. “There will be no services of religion of\nany kind. It is by all religions to the one God, but on that altar we will\nkeep beautiful, fresh flowers every day. Behind the altar will be a stained\nglass window worth $10,000 which Mr. Tiffany is sending over here, and\non either side will be two beautiful flower windows, now on exhibition in\nthe Metropolitan Museum of Art in New York City. We will have eight\nbeautiful stained glass windows in that chapel. The chandeliers were designed by the late Stanford White and made by Mr. Tiffany, and when\nI tell you that last week I paid $1300 for a few minor repairs to those\nchandeliers, you can have some idea of what that chapel is going to be like.\nIt is not a place—there will be no lecturing, no pulpit, no reading desk.\nThere will be no set services in that chapel. There will be a place where\nyou will be able to wander in from the noonday’s heat and sit there in\nIt is a happy moment to me to think that I have\nsilence and meditate.\nbeen instrumental in introducing this chapel as a tribute to our God, ard I\nknow when I say that I echo what is in the heart of every man and woman\nin this room.\nWhen I take you into that building—and I must say a word because this\nwill be my only opportunity to address the National Education Associa-\n\n"} {"page": 34, "printed_page": null, "text": "30\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nyou will see\ntiion—-I want to tell you something about the exhibits which\nAmerican\nthe\nand\nies,\nuniversit\nand\nstates\nhave\nwhen you go into it. We\nhow the\nshowing\nthere,\nexhibit\nul\nwonderf\na\nhave\nwill\nion\nLibrary Associat\nin\nsystem—\nlibrary\nthe\npeople are reached all over the United States by\nbuilding\nthat\nin\nexhibits\nalluring\nfact, there are so many wonderful and\nthat if I say more I may rob the building of your attendance.\nI am very glad indeed, Miss McSkimmon, to have the privilege of being\nhere tonight, and saying these few words, and particularly in calling the\nattention of the National Education Association to the recognition of\nAlmighty God in education. Take that back with you to your respective\nhomes. You have come from far and near, but remember this one thought:\nHereafter, if we want to achieve anything in this world we must place God\nfirst. He has been last. We have not given Him the recognition the great\nJehovah deserves, but when we place Him first in our lives there is no ambition that we cannot attain, there is no obstacle too great that we cannot remove it. When we place Him first—and it is well this Sunday night for\nme to use these words in His name—when we place Him first, when we can\nget up in the morning and walk to our window and look out of it, and ask,\nWhat is Thy will today, surely we will have a happier day for it, and when\nwe remember—with the little children in your care—that the home is the\nfoundation of the state, that as the home goes, so will the nation, but home\nis the very cornerstone on which civilization rests—you have a great responsibility in your hands, and I do hope with all my heart, along with the\ngreat curriculum of education, you will introduce spirituality and religion\ninto every school in this land.\n\nTHE\nWILLIAM\n\nABUNDANT\n\nLIFE—ABSTRACT\n\nM. DAVIDSON, SUPERINTENDENT\n\nOF SCHOOLS, PITTSBURGH,\n\nPA.\n\nSuperintendent William M. Davidson of Pittsburgh, in a notable address\nbefore the opening session of the Sixty-fourth Annual Meeting of the\nNational Education Association at Philadelphia, struck the keynote of that\ngreat convention when he spoke of the charter of childhood, written centuries ago by the Great Teacher when He said, “Suffer the little children\nto come unto me, and forbid them not, for of such is the Kingdom of\nHeaven.” “That charter of childhood,” said Doctor Davidson, “written at\na time in the development of the history of armighty people, placed the child\nin the proper relationship to the community, and the message from that\nlesson has come sweeping down to us across nearly twenty full centuries\nof history until tonight we meet in a great National Education Association convention with the thought of childhood, and with the president of\nthe Association and every teacher saying unto themselves, ‘Suffer\nlittle\nchildren to come unto us, and forbid them not, for of such will we\nbuild\nstates and nations, and civilizations, and the idealism of the world,\nif you\nwill give us a chance to unfold the life of children as our ideals\nwould\nchallenge us to so unfold them.”\n\n"} {"page": 35, "printed_page": null, "text": "GENERAL\nee\n\nee\n\nne\n\neee Pe a\n\nTHE\n\nLAW’S\n\nPROTECTION\n\nGRACE\n\nABBOTT,\n\nCHIEF\n\nSESSIONS\nek\n\nOF\n\n31\nON\n\nAe)\n\nCHILDHOOD—ABRIDGED\n\nOF THE\n\nCHILDREN S BUREAU,\n\nLABOR,\n\nWASHINGTON,\n\nD.\n\nU. S. DEPARTMENT\n\nOF\n\nC.\n\nWe sometimes forget that provisions for education, for health, for\nrecreation, are made possible for all children only through law.\nWe\nsometimes forget, too, that while all children are not in need of all the\nagencies that the public purse makes available, some of the children need\nall of them and all of the children need some of them. There is no parent\nhowever wise and rich and resourceful that can successfully rear his children without the cooperation of the community.\nBut I have not been\nasked to discuss all the ways in which needs that can not be individually met\nare taken care of by community cooperation.\nI have, I think, been asked to speak this morning on the enforcement\nby the state of the child’s right to an education by preventing interference\nwith his regular attendance at school. Our present theory of the child’s\nrights and the parents’ obligations and privileges is the product of many\ncenturies. We have traveled a long way from the time when the father\nhad complete authority over the child—even the right of life and death—\nand the state reenforced his rights and not the obligations which parenthood created. According to Blackstone the parent owed the child under\nthe common law, the duty, first of protection, second of education, and third\nof maintenance.\nBlackstone held that the second, that of education, was\nby far the most important, but we would certainly say today that education presupposed both protection and maintenance.\n:\nFrom the colonial period the interest of the state in the child, the obligation of the state to protect him against cruelty and neglect and its right\nto compel the performance of parental duties on pain of removing the\nchild from the custody of the parents was established.\nChild labor at\ntender years in mine and factory was praised, not condemned a century ago\nbecause of the very great interest in promoting industry on this continent.\nIn the last fifty years the movement for free schools and for the attendance of every child at school had spread over the country. This did not\nhappen without great opposition. Nothing worthwhile does. In the early\nseventies the question of compulsory school attendance and, for that matter,\nof free public schools was a subject of heated controversy in the New\nEngland states. At that time the arguments against a compulsory attend-\n\nance law were summarized\n\nas follows:\n\n(1) It created a new crime, (2)\n\nit interfered with the liberty of parents, (3) it arrogated new power to\nthe government, and (4) it was- unAmerican and unadapted to our free\n\ninstitutions.”\nA\nIf the slogans of today were carried back to the seventies the working\nmen who were urging compulsory school attendance and free public schools\nin the seventies would have been denounced as bolshevists by the small\n1See\n\nmade\n\nin\n\nReport\n1872.\n\nof the\n\nCommissioner\n\nWashington,\n\n1891.\n\nof Education,\n\n1888-89,\n\nVol.\n\n1, p. 493,\n\nquoting\n\nspeech\n\n"} {"page": 36, "printed_page": null, "text": "EDUCATION\n\nNaTIONAL\n\n32\n\nASSOCIATION\n\ndangroup of people who can always be counted upon to raise the cry of\n.\nd.\nconsidere\nis\nprogress\ngerous radicalism when any measure of social\nUnited\nthe\nof\npopulation\nthe\nwhen\n1924\nDuring the time from 1895 to\nStates increased 60 percent, attendance at the elementary public schools\nincreased 50.4 percent, at the public high schools 868.3 percent, and at\nthe colleges and technical schools 359 percent.\nAt the beginning of the period known as the “gay nineties” only 26\nstates and territories had compulsory education laws of any kind, and in\nmost of these the provisions for enforcement were either very weak or entirely missing.t That children between eight and fourteen should attend\nschool for at least two weeks during the school year was the most usual\nrequirement of these laws.”\n- Then, as now, compulsory school laws were difficult of enforcement\nwhen not supplemented by laws which prohibited the employment of children. In 1895 nine states? had no child labor laws at all, and in twelve\nother states* such laws as there was related only to minimum age-in mines or\ncontained only the very common provision prohibiting the employment of\nchildren in acrobatic and other exhibitions or in other dangerous occupations. There were only nine states’ which prohibited children under fourteen from work in factories.\nNo state required completion of a specifiéd\ngrade in school before employment,\n“The laws of some states still suggest\nthe last instead of the present century in the period for which school attendance is required and in the enforcement provisions of their laws, and some\nschool superintendents may be found who attempt to justify their failure to\n‘enforce compulsory laws. But such laws and such superiftendents are becoming rarer each year.\nThe compulsory school laws have contributed to revolutionary changes\nin our elementary and high school education. It has led to vocational and\nprevocational classes, to special training for the feeble-minded or subnormal,\nto scientific consideration of behavior and conduct problems. Neither law\nnor public opinion makes possible a selection on the basis of “goodness” nor\nwealth of those who shall have the opportunity of receiving the kind of\ntraining by which they can profit. If we have discovered what the subnormal cannot learn we have also learned that they profit greatly by\nspecial types of training and are organizing to give them the kind of training that they can use and enjoy.\nA report made last autumn by the mission sent to America by the Federation of British Industries to investigate the industrial situation in Amer1See\n\nreports\n\nto,\n1890.\nEducation\n\nfrom\n\n1889-1890,\n\nVermont,\n\n+\n\nNew\n\nstate officials, etc., pages\nfor\n\nJersey,\n\nevidence\nJ\n\nas\n\nto how\n\nMassachusetts,\n\nand\n\n470526\n\nof Report\n\nlittl e enforcement\né\n*,\n\nOhio\n\n.\n\nrequired\n\nof U\nP\nthere\n\n20\n\nissi\n2 Paco\nwas\nin most states\n\nweeks;\n\nMaine,\n\nCarolina,\n\nOregon,\n\nnois, and Utah 16 weeks; New York 14 weeks; Connecticut entire term.\nas well as those requiring only 12 weeks there were some exemptions.\n3 Arizona,oa,\nees\nFlorida,a, Mississippi\nMississippi, Nevada, New\nY\nMexi\nMexico,\nNorth\ni\n\n8\n\nNevada,\n\nIn the case\n\naeanee\nup\n\nIlli-\n\nof these\n\nSouth\n\nCaro-\n\n* Alabama, Arkansas, Iowa, Kansas, Kentucky, Idaho, Delaware, Missouri, Montana,\nUtah,\nWashington, and Wyoming.\n‘ > Connecticut, yd Illinois, :Louisiana (girls only), Michigan,\nNichi\ni\nMinnesota,\nN\ni\nNew York, Ohio, and Wisconsin (applied to 7 months ack year).\nPNA al\nGig!\n\n"} {"page": 37, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n33\n\nica is of special interest. “These British business men were, in fact, sent to\nfind out why American industrial efficiency was increasing while British\nindustry was remaining stationary not to say declining. They gave several\nreasons, the first of which I quote:\nI, The spread of education, both general and technical.\nThere is no doubt that\nthe general level of technical education today in the United States is extremely\nhigh, and ample facilities are available for anyone wishing to increase his efficiency by technical study. As showing the great increase in the spread of higher\neducation it is significant to note that. there are now 500,000 university students,\nas compared\n\nwith 200,000\n\nstudents ten years\n\nago.\n\nThe British business men found that in spite of the jokes of the last 20\nyears about the college boy in business and manufacturing the tendency\nduring the last ten years has been to place college trained or technically\ntrained men in key positions in business and industry.\nThis means that\nscientific organization and determination of policy will succeed the rule of\nthumb or the accidental discovery of methods which had long been understood and evaluated by laboratory tests. The utilization of science in industry and in industrial organization is still in its infancy.\nWe need,\ntherefore, not only to look back at the industrial revolutions of the past\nbut ahead at those that are still to come.\nSome industries today have themselves organized training classes similar\nto those now given or which can be had in technical high schools, engineering trade schools. “Corporation schools” in which large industrial establishments are offering opportunities for trade training are “schools” reflecting in the method of training adopted the spirit of the times. “The indications are, therefore, that the demand for training schools maintained by the\npublic school system will increase and the numbers in attendance will\nincrease.\nThe percent of children attending school varies greatly from state to\nstate.\nThese differences are not all due to better compulsory and child\njabor laws in the several states. In western states in which there has been\nno racial or immigrant group or native white Americans isolated from the\ngeneral current of American life public opinion and lack of\\opportunity\nfor industrial employment has accomplished this end with less stringent laws\nthan have been found necessary in other states. “The compulsory school\nlaws have quite clearly been an explanation of the differences in school\nattendance in certain cities. For example, 89.4 percent of all the 14 and\n15 year old boys and girls are in school in Youngstown, Ohio, a steel town\nwith a high percentage of eastern Europeans, but situated in a state in\nwhich both the attendance and the child labor laws fix a high standard.\nBut there are striking differences between cities with substantially the same\nattendance laws. In Seattle, Washington, the percent of these 14 and 15\n\nyear old children in school was 87.7, while it was 80.5 percent in Cambridge, Mass., 72.6 percent in Chicago, 70.8 in New Haven, Conn., 68.8\nin Baltimore,\nMass.\n\n63 percent in Paterson,\n\nN. J., 45.4 percent in Fall River,\n\n"} {"page": 38, "printed_page": null, "text": "34\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nthe\nIn the course of investigations of the employment of children in\nStates,\nUnited\nthe\nof\ndistricts\native\nrepresent\nin\nwork\ndifferent types of farm\nthe Children’s Bureau found their employment on farm work was responsible for long periods of absence from school and consequent retardation.\n\nThis was found to be particularly true of the migratory children who are\noften recruited in cities and towns for work on truck farms and in beet\nIn the more prosfields during both the planting and harvesting season.\nperous farming regions the work of the children on the home farm, although frequently heavy and for long hours is generally confined to the\nvacation season,\n\nbut in the poorer\n\nfarming\n\ndistricts, investigation\n\nshowed\n\nthe children were relied upon to do a man’s work in both the spring and\nLocal\nautumn and there was great neglect of education in consequence.\npublic opinion justifies this sacrifice of the children on the ground of\neconomic necessity, but premature employment of children does not cure,\nit perpetuates the poverty which is said to require the sacrifice of the training period. This inequality of opportunity which the children enjoy is the\nreally important reason why some solution of our farm problems must be\nfound. We are not willing to ride to prosperity on the backs of little\nchildren.\nA recent study of the mill schools of North Carolina? showed that with\na state law passed a few years ago requiring attendance up to 14 years of\nage® and no educational requirements for going to work, a little more than\n20 percent of the 13-year-old school children are not even enrolled in\nschool. According to this report non-attendance is higher for these mill\nschools than in the rural districts of North Carolina.\nThe statement frequently made that the present day compulsory education and child labor laws have been enacted at the cost of the authority of\nthe parent, who is, it is usually added, in the best position to know about\nthe needs of his children, is unwarranted.\nWhile the rights of the parent\nhave been turned by public opinion into duties and responsibilities and the\ninterest of the state in the welfare of all the children of the state has grown,\nthis interest has led to a strengthening of family ties because of the importance of the home in a child welfare program.\nUnder the earlier laws, the parent was supposed himself to give his children the necessary education and training, and failing in this obligation,\nthey were to be taken away from him and bound out.\nObviously many\nparents otherwise able to give their children the necessary care found it\nimpossible to educate them properly and they were in consequence deprived\nof their children. The children lost the benefits which come from family\nlife, parental affection, and the association with their brothers and sisters.\nThe provision of free public schools not only meant much better education\nbut it enabled the child to remain in his own home.\nUntil very recently\nthe children of a poor widow, however eager she was to keep together her\n1A study of the Mill Schools of North Carolina:\nhn Harri\nTeachers College,\nColumbia University Contributions to Edudation,’ wat\na, Ta isoried ae\nVigne”\n2?The only other stat es with\ni\nso low a standard are Georgia,\ni\nSouth Carolina,\ni\nTexas and\n\n"} {"page": 39, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n35\n\nfamily, were taken from her regardless of whether this separation involved\na great loss to the children.\nThe so-called mother’s pension laws now\nenacted in 42 states and the District of Columbia are intended to prevent\nexactly that from happening.\nParents are increasingly interested in the scientific care of their children,\nin their obligations and their duties rather than their rights. In the infant\nwelfare conferences held under the Maternity and Infancy Act in rural\nareas, the problem is usually not how to stimulate attendance but how to\ntake care of the numbers of children who are brought—sometimes great\ndistances by automobile, by horseback, by mule back, and on foot to the\nexamining doctor. ‘These are not sick children; they are the average run\nof well children suffering usually from malnutrition, from remediable defects, and from bad habits. Their parents come to ask what is the best\nway to care for their children.\n‘The cooperation of parents with the\npsychiatrist at the habit clinic and the child guidance clinic is usually\nsecured with little difficulty.\nThe child labor laws of the present are designed not only to protect the\nindividual child but to eliminate the competition of the child and the adult\nin the labor market which results in the underpayment of fathers and makes\nthe continued employment of the children seem necessary. It is the states\nthat have led in child labor legislation, in effective compulsory school laws,\nin mother’s pension legislation, and in other provision for the prevention of\nthe unnecessary breaking up of family life.\nIf one goes back to the ideals and the statutes in which the ideals of a\nhundred years ago were expressed, we seem to have made much progress.\nBut the advance has nevertheless been discouragingly slow. The two great\nobstacles to securing a minimum standard of protection and of opportunity\nfor all children have always been (1) the selfish interest in the exploitation of children by the few and (2) the patient toleration of injustice to\nchildren by the many.\n\nSTEPS\n\nFIRST\nMRS.\n\nA.\n\nH.\n\nREEVE,\n\nIN PARENT TEACHER\nABRIDGED\nPRESIDENT,\n\nNATIONAL\n\nTEACHERS,\n\nAMBLER,\n\nCOOPERATION—\n\nCONGRESS\n\nOF\n\nPARENTS\n\nAND\n\nPA.\n\nIs the school a laboratory, or a repair shop?\nDo we require in it teachers, or tinkers?\nIs it their task to train and develop the minds of their pupils, or to remedy bodily defects, to correct faulty nutrition, to break up habits of lying\nand stealing, to inculcate the doctrine of fair play, to instil respect for law\nand order and to establish obedience to authority?\nIn the brilliant program of this great convention you are called upon to\nBut who\nanswer “‘the challenge of childhood to the teachers of America.”\nbegin?\nwork\ntheir\ndoes\nwhere\nand\nare the teachers, and when\n\n"} {"page": 40, "printed_page": null, "text": "NaTIONAL\n\n36\n\nEpucaTION\n\nASSOCIATION\nfas\neS\nSe\n\nwait to\nAre they to be found in the school room alone? Does the child\non\nslate\nclean\na\nfind\nyou\nDo\nold?\nyears\nsix\nis\nhe\nuntil\nn\nbegin his educatio\nwhich to write, a sound but perfectly blank mind in a sound body, a character totally unformed for good or ill, awaiting your formative and guiding hands?\nIf this is not the case—and I think we can agree that it is not—what\nhas been the training of these first teachers who send to you the children\neraduating from the six-year course in the home-school, and what cooperation have you established with them, in order that the transition may be\nmade with the least possible friction? Is the system so perfectly organized,\nso evenly graded, that the pupil may pass from one phase of education to\nthe other and back again, with no slightest consciousness of variation in\nlevels, in standards and in aims?\nIn the sevenfold statement of objectives recently adopted by your Committee on the Reorganization of Secondary Education we find these tests,\nwhich are to be used for the checking of the worth of every subject which\nour children are to be asked to study, in order that nothing may be introduced into the curriculum which does not meet one of these fundamental\nneeds.\n“They are as follows:\n. Worthy\n\nhome\n\n. Sound\n\nhealth\n\n. Mastery\n\nof the tools and technics of learning\n\n. Vocational\nUseful\n. Wise\n\nmembership\n\neffectiveness\n\ncitizenship\nuse\n\nof leisure\n\n. Ethical character\nBS\nHD\nBW\nWNW\nNA\n\nYet not one of these objectives can be classed as the province of the\nschool alone, and it may even be questioned if some of them are the province\nof the school at all, save as it may act in a supplementary capacity to other\neducational factors in the life of the child.\n;\nInstruction in the use of the tools and technics of learning is the task\nof the trained educator, it is true; yet knowledge is useful only in the degree\nin which it may be made to function.\nIts mere accumulation is like the\nheaping up of riches without knowing who shall gather them. Opportunity\nfor the application of acquired wisdom must be furnished by the living conditions by which the student is surrounded in the home and in the community.\nVocational skill may be developed by the school, but vocational effectiveness is the result of the application of that ability to environment for its\nsuccessful modification.\nUnless education covers a wider field than the\nschool in its offer of opportunity to this end, much time, money, and labor\nwill go for naught. For the full attainment of this objective there is need\nof preschool preparation through training in accurate observation and manual dexterity; of recognition by the home of the dignity of labor and the\nobligation of public service, running always parallel with the teaching in\n\n"} {"page": 41, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nSW\n\nthe school, and of post-school or community provision for the employment\nof the efficiency acquired in the community-supported educational system.\nThe foundations of useful citizenship are laid in the early years, when\nmental soundness is established by means of wholesome habits of eating and\nsleeping, as well as of feelings and emotions; when, as Dr. Arnold Gesell\nsays, the thoroughly normal child gains the positive emotional habituations\nwhich make for sociability, for self-control, and even for a childish measure\nof sympathy and cooperativeness, through consistent training and that\nfavorable home atmosphere which represents to him socialized goodwill.\nThese relationships, a cheerful philosophy of life, a sense of values and of\nsecurity in his small world, with self reliance and self-confidence, strengthened later through the wider contacts of the school but again always\nparalleled by the steadying influence of the home are essentials in his preparation for the larger civic arena of the community, the state and the nation\nas these in turn are to be entered.\n“Too often is the school compelled to\ncompletely demolish faulty construction and build anew, sending the child\nback to face in the home the wreck of all that he has been taught to rely\nupon and to seek in vain for firm ground on which to establish a method of\nliving which may bear some resemblance to a standard.\nAs to the wise use of leisure, here the challenge of the children rings out,\nnot to the school but to the home and the community; not to parents and\nteachers only but to all citizens. Of what use is it for the school to create\na. demand, only to find that there is no supply—or a supply that is worse\nthan none?\nHow do we amuse ourselves, we who are “patterns of behavior” for the children for whose standards we are thus responsible? We\nhave done worse than sell our birthright for a mess of pottage, for we do\nnot obtain even the temporary nourishment which Esau’s recklessness secured him. Goethe says that while books may not make a man bad or good,\nyet they do made him better or worse. We have taught our children to\nread, and we supply them, or allow them to be supplied, with the sweepings of degenerate minds.\nWe have good literature, it is true—plenty of\nit. But it is in libraries; it is in books which retail at from one to three\ndollars and sometimes more; in magazines which sell for fifty cents; it is\na part of the English course, not a habit of the home. On the other hand,\nat every corner—especially where our high schools stand—and often several\ntimes in the block, wherever our youth do congregate, they are offered slow\nbut certain poison, in covers anatomical, neurotic or lurid, at ten or fifteen\nIt is only necessary to travel a little on trains and trolcents a treatment.\nleys to see how freely these insidious drugs are being absorbed, not only by\nmen and women but by boys and girls of all ages, while the public hugs\nto itself the comforting conviction that,nothing can be done about it.\nIf the parents and teachers of America remain inactive in the face of\nthis challenge, then they are unworthy of the professions of which they are\nmembers. For parenthood is a profession second to none in its far-reaching\nimportance and its grave responsibilities, though far beneath all the others\nin the requirements for its practice,\ne\n\n"} {"page": 42, "printed_page": null, "text": "38\n\nNatTIONAL\n\nEpucATION\n\nASSOCIATION\n\nas worthy home\nA sixth objective in your all-inclusive program is given\nread: memberto\n1 should like to restate that proposition\nmembership.\nsuch a home,\nIn\nhome.\nship—with all that the word implies—in a worthy\nthat school\nbest\nthe\nwith\nideals\nand\ng\nstandardized closely as to its teachin\nteacher\nparentin\nsteps\nfirst\nthe\ntaken\nbe\nwill\nd,\nachieve\nand community have\ncooperation, as children are given sound mental and physical foundations,\nhabits of observation and concentration, manual skill, service which the\nsmallest child may render and patterns of behavior in home relationships\nand in civic righteousness, set by the parents and woven into the very warp\nand woof of the character of the boy or girl, to wear as long as the fabric\nitself endures.\nEducation based upon the objectives touched upon has already gone a\nlong way on the road to the formation of a code of ethics which ascends\nnormally and effectively into that conception of religion which is “the life\nof God in the soul of man” and which results in that “life more abundant”\nwhich is so great a need in the complex civilization in which our lot is cast.\nThat a child’s character is formed in the preschool years is, then, a fact\nmore and more generally acknowledged, as also that the mental characteristics are as much the result of right habits, right environment, as are his\nphysical attributes.\n“The development of both should be initiated in’ the\ncradle, where education begins, for when consciously good teaching is not\nprovided from the outset, bad habits are being definitely inculcated.\nIn\nchild training there is no neutral position; ‘che that gathereth not, scattereth.”\n,\n\nA test of this theory has recently been made, and the facts have been\nestablished to the satisfaction of both parents and teachers.\n\nHerbert Hoover, speaking in his capacity as president of the American\nChild Health Association before the American Health Congress in Atlantic\nCity last month, set 2 national standard when he said:\nOur ideal is not only a child free from disease; it is a child made free to develop\nto his utmost capacity for physical, social and mental health. This means liberty\nto grow—the modern idea of education.\n\nUntil quite recently the question of disease was the province of the medical profession, and the man, woman or child who was not unmistakably\n\nill was considered well—or well enough; but the old proverb that “prevention is better than cure” has slowly won recognition as a practical truth,\nand health campaigns are taking the place of attacks upon wide-spread\ndisease.\nUnfortunately the vis inertia of the great mass of the people,\nbacked by ignorance or indifference, is repelling the advance of the doctors\nand nurses struggling so valiantly against it. On the two flanks the greatest progress has been made. The very rich have recognized and adopted\npreventive measures as one more luxury, and the hospital-trained attendant\ndirects their nurseries, while the social workers and visting nurses are surveying, investigating, and districting the very poor, bringing them into\nclinics and supplying free medical aid.\n\n"} {"page": 43, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n39\n\nBetween those two extremes dwell the millions of the average people,\nwho recognize actual illness—usually—when they see it, but who do not\ngive serious attention to the state of not being well. Here we find the\npeople who say proudly; “oh, my child can eat anything!”—and who let\nhim do it; those who send their children to school with a sausage\n\nand a\n\nbanana, or with money to buy a pie at the corner stand because it takes\nso much time to put up'a lunch; the people who are overworked or tired\nor lazy and so give their children coffee and fried food and canned stuff\nbecause it is the easiest way; and who, considering quantity as synonymous\nwith quality, believe that if a child eats enough, it is adequately nourished.\nHere too we find those who still believe that it is a good thing for children\nto “take” all the diseases possible in the early years, “because they have to\nhave them anyway,” and so expose their own and other peoples’ children\nmercilessly to contagion; and those who resent the report of the school\nnurse and consider—and publicly state, that “it is none of her business to\ntell me how to bring up my own child.” They are not remote heathen or\nsavages, these people; they sit beside you in church; they elbow you in the\nstreet car; they are in front of you and behind you in the “movies.” ‘They\nare well dressed and prosperous-looking ; they drive cars—not Fords—and\nthey would not be seen at a free clinic; they are affectionate parents, and\nthey mean well by their boys and girls; but they do not know their business—and they are ignorant of their ignorance.\nThirty years ago a woman who knew and loved childhood set in motion\nthe great idea that parenthood is a profession, when she summoned the\nmothers of the land to take counsel together. From that first congress of\nmothers has grown, as some of you are aware, a mighty organization of\nparents and teachers—a million men and women united by one central purpose, the welfare of the boys and girls of America, founded upon the solid\nrock of the education of the whole child, all the time, everywhere, it has laid\nincreasing emphasis upon the one great truth which its years of experiment\nand experience have made evident—that the child is developed in three sections of one great school of life, and that home, school, and community must\nhave one standard and one program if that education is to result successfully.\nReaching now from the preschool and the study circle through grade and\nhigh school to the college association, this cooperative body, meeting generally in the American forum, the public school, has become a broadcasting\nstation through which the average parent and the average teacher may be\nBy its means as by no other, the program of the\nreached and influenced.\nschool may be carried over and made to function in the home, the untrained mother may be drawn into the study group for education extension,\nand the community may be aroused to a consciousness of its responsibility\nfor the training of its future citizens by means of preventive measures and\nthe force of good example in high places.\nFor more than a quarter of a century this organization has striven to\nunderstand and support the school system, to promote health, to protect\nchildhood and to better general conditions, while slowly finding its exact\n\n"} {"page": 44, "printed_page": null, "text": "NATIONAL\n\n40\n\nEpucATION\n\nASSOCIATION\n\nplace in education, and learning its limitations as well as its opportunities.\nSix years ago it began to correlate its somewhat scattered efforts more\nclosely, and by 1923 it was prepared to formulate a program of five special\naims: (1) the education of its rapidly increasing membership in the duties\nand privileges of the organization; (2) the development of the idea that\nparenthood is an all-the-year-round profession which takes no vacation and\nwhose busiest season is to be expected when the schools are not in session;\n(3) the restoration to the home of the specific duties of the home in order\nto relieve the congestion in the school system; (4) the awakening of the\ngeneral public to the value of education and its responsibility for assuring\nit equally to every child, everywhere; (5) the promotion of law observance\nbeginning with the preschool in the home and applied both to civics and\nto health.\nAs this program developed, the conviction strengthened that there were\ncertain definite contributions which the school had a right to expect from\nthe home, of which the first, and possibly the best, was a scholar physically\nsound and consequently mentally alert, and to that end, the observance of\nthe laws of mental and physical health must begin with health, must begin\nwith life itself and not upon the attainment of school age.\nAfter careful observation of two experiments, one made by the California branch of the Congress in cooperation with the state health authorities, and one in Georgia in connection with our preschool study circles, the\nNational Congress of Parents and Teachers made in the summer of 1925\nwhat is to the best of its knowledge and belief the first definite, nation-wide\neffort to place fairly and squarely where it belongs—upon the parents—the\nresponsibility for sending to school a child ready to take advantage of what\nthe school has to offer. As a result we are seeing today what seem to be\nthe first faint glimmerings of the dawn of a new era—in which the normal\nchild shall be the average child and not the rare exception; when the undernourished, the hard-of-hearing, the half-blind, the mentally retarded because\nphysically unfit, shall be in the minority, and the reproach of the community shall fall where it should—upon the negligent father and mother\nwho wait for the orders of a health policeman before they take steps to\nlearn and then to obey the laws of health.\nThe United States Commissioner of Education, Doctor Tigert, has expressed his conviction in these words:\nIt is a matter of congratulation that parents are beginning to show their realization of the importance of preparing their children for school life during the\npreschool period by taking the initiative in a nation-wide campaign to insure the\n\nentrance\n\ninto\n\nschool\n\nof children\n\nfree\n\nfrom\n\nremediable\n\ndefect.\n\nThis\n\ninaugurated by the National Congress of Parents and Teachers is one\nthe United States Department of the Interior, Bureau of Education,\nhearty cooperation.\n\nmovement,\n\nto which\ngives its\n\nOf the recent movements to benefit children, none has impressed me as being\nmore significant than this one, which aims to give to every child in the United\nStates a chance to be well and happy and to grow to useful manhood and womanhood,\n\n"} {"page": 45, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n41\n\nWhy send to school from your home a neglected child?\nLet parent pride put parent power to work!\nThis is the challenge which is offered to the homes of America by the\nNational Congress of Parents and Teachers.\n\nTHE\nFLORENCE\n\nCHILD\nM.\n\nHALE,\n\nAND\nSTATE\n\nTHE\n\nRURAL\n\nSUPERVISOR\n\nOF\n\nSCHOOL—ABSTRACT\nRURAL\n\nEDUCATION,\n\nAUGUSTA,\n\nMAINE\n\nThe rural child has a right to expect an equal chance to receive an adequate preparation for life through a well-taught program of the fundamental subjects taught in all schools and to go to a school large enough and\nweli enough equipped so that he learns how to mingle with other children—\nhow to live with people—and how to conduct himself in a well-mannered\nfashion. ‘The greatest handicap of the rural pupil has been the usual isolation of his surroundings and the meagerness of his acquaintance with habits\nand customs common in mingling with large groups of people.\nMost rural educators believe that the closing of little, poorly equipped\nschools and consolidating them into well-equipped, fairly large central\nschools is the best way of giving the rural child both the subject-training\nand also the larger life experiences.\nThe speaker believed that some form of federal aid, similar to that at\nfirst advocated in the Education Bill, is necessary if every rural child is to\nhave an opportunity for equal educational opportunities.\nThis need not\nmean federal control. If the method of administering federal aid has been\nsuch as to seem to favor such federal control, then let the method and its\nadministrators be changed. The plan itself, however, could be worked out\nso as to give assistance where it is needed.\nThe child of the rural school is now most neglected in the cultural subjects such as music, art, and, oftentimes, real literature. One of the greatest\nneeds in rural education today is someone who shall formulate a practical\ncourse in music, for example, and then evolve a sensible method to guide\nthe untrained teachers in the small schools in carrying out the course.\nThe tend of today to emphasize agricultural subjects in rural schools is\nall right if not carried too far, but children will never stay on the farms\nthrough knowledge of seed testing, etc., alone. They must have an education that will waken their souls to the beauty of country life through a\nstudy of nature and of fine literature centering around country problems\nwith a broader outlook in the world’s affairs to go along with it and they\nmust learn to find resources for happiness in remote places, such as today\nis easily available through the radio, improved victrolas, etc., if only the\nchild is taught how to enjoy them and how to have a taste for fine things.\nIn other words, the rural child is like every other child—a pvtential\ncitizen and through education should be taught how to live creditably with\nother people and how to enjoy the fine things in the world about him.\n\n"} {"page": 46, "printed_page": null, "text": "NatIionaL\n\n42\n\nTRANSFORMING\nMARIE\n\nTURNER\n\nHARVEY,\n\nEpucaTION\n\nASSOCIATION\n\nSCHOOL FOR THE\nABRIDGED\nDIVISION\nCOLLEGE,\n\nOF RURAL\n\nRURAL\n\nEDUCATION,\n\nKIRKSVILLE,\n\nCHILD—\n\nSTATE\n\nTEACHERS\n\nMO.\n\nIn compliance with the request of Mary McSkimmon, this is to be\na report of progress, made in transforming school for the rural child in a\nsituation ihat is typical, in the hope and belief it may strengthen somewhat\nthe contention of that group of educational thinkers who recognize a fundamental cause for the increasing inefficiency of the one and two-room schcols\nof this country, and who believe it becomes our solemn duty to make this\none-teacher school an efficient educational agency wherever this building\nmay be, because more than 5,000,000 of the nation’s children are in such\nschools today and for incontrovertible reasons, millions will likely attend\nsuch schools for many generations to come.\nThey recognize that the rapid growth of cities during the past fifty years,\nthe needs they presented, forced the development of a system of educational\nprocedure in keeping with the conditions and needs of urban life—a procedure concerned with course of study, grading and classification of pupils,\n\nsuitable textbooks, supervision, administration.\n\ni\n\nBecause the graded system proved reasonably satisfactory in the cities,\nthe tragic mistake was made in modeling the state course of study after the\ncity plan; overlooking the patent fact that the rural school presents conditions diametrically opposed to those of the city, so that the impossibility of\none teacher making the school serve the educational needs of from twenty\nto forty boys and girls of different degrees of ability and varying in age\nfrom six to fifteen years by forcing this heterogeneous mass of humanity into\nan arbitrary mold through an obedient attempt to follow the traditional\ncourse of study and curriculum and to use the official daily program and\nprepare pupils for passing the quarterly and final examinations for promotion and eighth grade graduation—is so obvious that one wonders why we\nhave been so slow to believe that modern educational ideals are realizable\nin the small rural schools, so slow to set ourselves seriously to the challenging task of providing right educational opportunity for the sake of the individual child as well as his country.\nThis carries no implication that there should be less effort in the direction of intelligent consolidation; on the contrary, making this school a more\nnearly efficient institution will expedite progress in consolidation by raising\nthe general level of intelligence, for “we, the people,” still control.\nDuring 1910-1912, while connected with the Division of Rural Education in the State Normal School, Kirksville, Missouri, I became deeply impressed with the general situation: Five million children of varying ages\ngetting their only preparation for life in these schools! approximately onefourth or 1,250,000 of this number were leaving school annually; they\nwould be men and women in an incredibly short time; establishing homes,\nparticipating in the public business of district, county, and state.\nOften\n\n"} {"page": 47, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n43\n\nthey would exert the determining influence on public policies, conscientiously but too often to the detriment of the cause they would serve—and for\n\nself-evident reasons.\n\nThere I came to realize the need of an experimental study in such schools\nunder existing conditions, and finally won my own consent to undertake it.\n‘The initial steps included finding a district with a school suffering from\nall the characteristic ills and having also a vacant house available for the\nteacher’s home. The Porter school met every required test. A four room\nshack was rented by the teacher for her home and she agreed to “teach” the\nschool for eight months at $50 a month with the sub rosa understanding\nthat if she could prove satisfactory to the patrons, and if they would cooperate with reasonable demands which did not contemplate a burdensome tax,\nshe would remain three years.\nThanks to the county superintendent of\nschools, a man of vision and courage, I was free to work out the best possible curriculum, daily program, etc., and proceed at all times according to\nmy best judgment. Briefly, it was to be a real “laboratory.”\n‘The measure of the community can be taken by viewing the schoolhouse,\na shack built by a jack carpenter at a cost of $600 some twenty years\npreceding, a house lacking in every essential of a school, hospitable to the\ntramping fraternity, but allowing its children to frost hands and feet in\nseverest winter.\nYet is was necessary to call a mass meeting to secure\nfavorable sentiment of the community before the school board would agree\nto let the teacher lock doors and windows effectively against the tramps,\nlest they react on the farmers by burning haystacks and barns. Previous to\n1912 these creatures burned window shutters, toilet doors and many bushels\nof coal unmolested.\n‘To evaluate progress made, a closer examination of the schoolroom as it\nappeared September 1, 1912, is necessary.\n“There were no shades at the\nwindows, although three windows were on the south and exposed to the\nsun’s rays all the day; the plastering was broken and the torn wall paper\nloaded with dust hung in festoons; the woodwork, painted an ugly blue,\nwas begrimed with dirt; the old stove in the middle of the room was connected with the flue by several joints of horizontal pipe that quickly filled\nwith soot and forced the gas and smoke into the room; a wabbly teacher’s\ndesk, a set of torn maps, a worthless globe, and a few soiled and torn\n‘Jibrary books” in a cupboard completes our inventory.\nThat there are, today, thousands of schools in this country more or less\nlike this 1912 picture of Porter school is justification for reciting such details to this audience.\nOnly $200 were available for the much needed improvements, but\nnote the response of this small group of parents to a rightful appeal for their\nchildren’s welfare—all people of very limited means and burdened with the\nonerous duties of farm life.\nBy December, the main room had been transformed. ‘The plastering was\nrepaired and the side walls covered with a soft tan oatmeal paper, the\narched ceiling with a light paper; a picture molding around the room was\n\n"} {"page": 48, "printed_page": null, "text": "44\nek)\n\nNATIONAL EpuUCATION\neS\n\nstained a golden oak as was\n\nASSOCIATION\n\nee\n\nall the wood work; windows\n\nwere\n\nprovided\n\nwith adjustable shades; a new built-in bookcase with glass doors was supplied with a good traveling library and several sets of supplementary books;\na new teacher’s desk and chair, a slate black board lowered for the use of all\nsizes of children, a few copies of well framed masterpieces on the walls, an\noiled floor, an organ and a telephone near the teacher’s desk that connected\nthe school with every home, presented conditions essential to a modernized\neducational program, and gave to the patrons a new vision of the service\ntheir school could give.\nThe stove had disappeared ; a full sized basement with concrete walls and\nfloor had been constructed by labor contributed in lieu of money by the interested patrons and in it was installed a good hot air furnace which absorbed $189.65 of the $200 of money in the school’s treasury. “There was\nalso running water, a kitchen sink, a drinking fountain, and an oil stove.\nThe school yard came in for a share of attention. The toilet buildings\nwere repaired and screened, but no changes were more significant than the\nprovision for play.\nA homemade giant stride and volley ball standards set in concrete were\nplaced so as to interfere as little as possible with running and circle games;\nin the rear of the yard were horizontal bars built over an ample pit filled\nwith a sand and sawdust mat.\nThe crowning touch, however, was the\nerection of a thirty foot flag staff made of two discarded telephone poles,\nspliced, and set in concrete, from which floated daily the Stars and Stripes.\n‘That these improvements came one by one as the result of much counseling and the heroic efforts of the parents had many values for all concerned,\nand “cooperation” became the community slogan. It was this same spirit\nthat made possible the transportation of eighteen pupils who lived unusual\ndistances from the school as a Delphi school wagon driven by a sixteen year\nold school boy, whose father furnished a team of horses gratuitously the\nfirst year, brought them in regularly, promptly, and comfortably, the\nteacher riding with them for one mile.\nAny departure from traditional methods is risky in a rural school, but\nchildren are reasonable beings and in this case they agreed to the trial of a\nnew plan which it was explained would bring them long recitations and\nstudy periods and other large benefits. The plan included a classification\ninto four groups largely on a basis of age and ability to read, a flexible daily\nprogram of never more than sixteen recitations, and the elimination of the\nreport card, the quarterly examination, the copy book, the spelling book, and\nsuch texts as a primary physiology and language book, and also every nerveracking, envy-creating artificial stimulus.\nThe “A” group included five boys and two girls from fourteen to seventeen years, intelligent, hopeful young folks, only two of whom could read\nas well as the average sixth grade pupils. Very soon they were named the\n“Senior group,’ thus removing the stigma of an eighth grade classification in\nname and limitation of studies. The “D” group enrolled six little folks\nfrom five to seven years. Through the latter it was possible to win general\n\n"} {"page": 49, "printed_page": null, "text": "En\n\nSS\n\nES\n\nGENERAL SESSIONS\nBe RE AG\n\n45\n\nconfidence, not only because of the ease and rapidity with which they read,\nwrete, dramatized, etc., but also because it afforded the other pupils opportunity to strengthen weak places in their educational structures; whereas\nthe senior group with mature minds and awakened ambitions, quickly became valuable aids in interpreting the purpose and procedure of the school\nto the community.\nHere, too, was the first social unit, organized within\nten weeks as a parliamentary body, self-styled “The Shakespeare Reading\nCircle.”\nAmong other things, the general program contemplated teaching children how to read and whatto read; developing in them power to think,\nto study, to speak and write good English, to appreciate somewhat the\nbeauties and marvels of nature in their environment; developing in them a\nrespect for all kinds of labor well performed; convincing them that farming\nis a fundamental occupation and that it is as respectable to be a good farmercitizen as to be a good merchant; giving them a vision of a realizable\ncountry home, and ambition to own one and be a worthy inmate of such\n‘There was never any thought of “‘vocationalizing” the school ot\nhome.\ncondemning all children to the farm regardless of capacity for another life.\nRealizing that the welfare of the children demanded a mutual interest\nand understanding between parent and teacher, ways were discovered that\nfirst year to secure the presence of parents on such special occasions as\n‘Thanksgiving and Christmas Days, Washington’s Birthday, and Arbor\nDay.\nInvitations motivated the English and handwork.\n‘The programs\nbuilt from regular school work soon had the desired effect on pupils as well\nas on parents who found literature, history, and music, through the medium\nof their children, interesting and instructive.\nThe teacher did not fully\nrealize then the large results that were to follow these simple beginnings.\n‘The frequency and quality of such meetings improved with the passing\nyears. Never was Shakespeare more thoroughly enjoyed than by this community when they saw their sons and daughters, correctly costumed, in a\nvery creditable interpretation of ‘“[The Merchant of Venice,” the play being\npreceded by a sketch of the author and the story of the play, this for\nobvious reasons.\nIt can readily be seen that because of the dramatization\nof such literature as ‘‘Miles Standish,” ““The First Christmas Tree,” “The\nChristmas Carol,” etc., the younger children early learned to enjoy Longtellow, Van Dyke, Dickens, and began to build their personal libraries.\n‘he music hunger of the community was early revealed, and by the suimmer of 1915 there were thirty-two young folks studying music—the school\nhouse serving as a studio. ‘Today, good music, vocal, piano, and band, is at\nThere came the day when\nall times at the command of the community.\nfor Kirksville, in this\nconcerts\nsummer\nthe\nfurnished\nband\nthe community\nsalary.\ndirector’s\ntheir\nof\npart\nlarge\na\nway earning\nUnconsciously, old and young had been “going to school” together, and\n\nthe original fear that the new régime would enforce a high school entailing\ngeneral bankruptcy had given way by 1917 to a determination\n\nthat their\n\n"} {"page": 50, "printed_page": null, "text": "46\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\ntheir\nchildren should have such opportunity in the home environment during\n:\nformative years.\nhigh\n‘The\non:\ninformati\nthis\ncarries\nexercises\nof\nThe 1922 program\nschool annex was made possible by cooperation. We are especially grateful\nto I. A. Novinger for the building and to Margaret Crecelius without\nIt recites\nwhose most generous service this could not have been done.”\nreported\ninspector\nschool\nhigh\nstate\nthe\nthat\nfact\nfurther the important\napproval of twelve and one-half units of ‘a superior grade of work.”\nOutstanding numbers on this program were,—‘‘Influence of Invention on\nour National Life,” ‘Conservation,’ “Our Immigrant Problem,” “Our\nNext Step—the Farm or the City?” and a clever class prophecy given as a\none act play entitled “in 1942.’ The members of this class were the little\n“D Group” of 1912. Their elementary work and three years of acceptable\nhigh school work were done in ten years of eight months each.\nAs 1 faced those twenty-three rather unpromising looking children in\n1912, I could not then measure their potentiality, nor did I imagine that\nso much could be done for their development in this type of school.\nIt is elso worthy of note that in a district which boasted of not one high\nschool graduate previous to 1912—100 percent of the elementary output\nwere now voluntarily seeking a high school education, some more, and that\nall were honor senior high school students in Kirksville, and are also outstanding students in the state teachers college.\nEnough has been suggested to conclusively demonstrate that the open\ncountry has natural advantages for its children superior to those in the city\nsituation requiring only a qualified teacher to utilize these; that country\nchildren have capacity for highest types of citizenship, and that rural people\nrespond quickly to leadership in the interest of their children; that here is\nthe place for teacher-leadership; that the teacher must be a part of the community; that this school can and must become the clearinghouse for the\nsocial, intellectual, and economic interests of that community—a distributing center of efficiency, if you please, for in the typical situation which lacks\nhall, library, and church, it is not conceivable that the school can play its\nlegitimate part for childhood without making the school so react on the\nhome as to get in turn the desired reaction of the home on the school.\nOnly in this way can modern ideals of education be realized in these\nsmall rural] schools, and the solution lies in a living wage, a small livable\nhome near the school, a three years’ contract allowing common sense adjustment of the traditional course of study and curriculum binding only so long\nas both parties are satisfied, all of which would attract men and women\nqualified in service and with ideals of service to this field.\nWhen will this great association have made the necessary research to\ncause all state departments of education to give necessary freedom to\nqualified teachers? When will all state teachers colleges provide adequate\npreparation of teachers for this school? Our national life lies so close to\nthe soil—there is grave danger in delay.\nThis is the challenge of rural childhood to the educational forces of this\n\ncountry.\n\n"} {"page": 51, "printed_page": null, "text": "GENERAL\n\nOPENING\nJESSE\n\nH.\n\nNEWLON,\n\nASSOCIATION\n\nFIRST\n\nAND\n\nSESSIONS\n\n47\n\nADDRESS\n\nVICE-PRESIDENT\n\nSUPERINTENDENT\n\nOF\nOF\n\nTHE\n\nNATIONAL\n\nSCHOOLS,\n\nDENVER,\n\nEDUCATION\nCOLO.\n\nThe political, industrial, and territorial expansion of the United States\nin the past hundred and fifty years has been matched by the development of\nits educational system. The founders of the republic believed that a system\nof popular education was essential to the success of the great experiment\nin representative government.\nRepeatedly we find in their writings recognition of the fact that popular education and popular government must go\nhand in hand; that one is essential to the other. ‘The labors of Thomas\nJefferson in behalf of education make one of his greatest contributions to\nthe development of our nation. He considered the founding of the University of Virginia a greater achievement than the presidency of the United\nStates, and Benjamin Franklin was equally great in science, education, and\nstatecraft.\nI shall content myself with one quotation which vividly states the attitude of many of the great leaders of that day towards education. James\nMadison said:\nA popular government without popular information or the means of acquiring\nit is but a prologue to a farce or a tragedy, or perhaps both.\n‘The best service\nthat can be rendered to a country, next to giving it liberty, is in diffusing the\nmental improvement equally essential to the preservation and enjoyment of that\n\nblessing.*\n\nThere is no more romantic story in history than that of the expansion of\nthe United States of America in the first hundred and fifty years of its\nexistence. [he pioneers crowded a thousand years of economic and social\ndevelopment into the brief space of a century and a half. ‘This period witnessed the most marvelous development in the field of science and industry\nthat the race has known.\nIn 1926 we are the richest, the most powerful\nnation on the globe. In 1776 we had only the meager beginnings of a\nschool system.\nThe development of education has kept pace with territorial and economic expansion.\nThe most important fact to be remembered about schools as we celebrate\nthe sesquicentennial of the Declaration of Independence is that our system\nof education, including the high school as a part of the common schools,\ngreat tax-supported and privately endowed institutions of higher learning,\ncompulsory education laws, schools for vocational education, technical\nschools, magnificent school buildings and equipment, an army of eight hundred thousand teachers, have come because modern civilization demands\nsuch a system of schools for its existence and growth.\nJust prior to the great war between the states, the National Education\nBy that time the evolution in education was\nAssociation was formed.\nof teaching, and those who were enprofession\na\nexistence\nbringing into\ngaged in this work were becoming conscious of their distinctly professional\n1 Cyclopedia\n\nof Education.\n\nMonroe,\n\nPaul,\n\nMacmillan\n\nCo.,\n\nNew\n\nYork,\n\n1919.\n\n"} {"page": 52, "printed_page": null, "text": "NatTIOoNAL EDUCATION\n{\n\n48\n\nASSOCIATION\n\not the\nproblems. It was only a small band of the more devoted members\nin the\non\nassociati\ngreat\nthis\ne\nexistenc\ninto\nbrought\nwho\nn\nprofessio\nteaching\non\nEducati\nNational\nthe\nyear 1857. With only three or four interruptions,\ntime.\nthat\nsince\nmeetings\nAssociation has held annual\nIn the last generation, the methods that had long been applied to the\nstudy of natural phenomena were applied to the study of education, with\nToday,\nthe result that education has taken its place among the sciences.\nHand\nteaching.\nfor\none\nprepare\nnot\ndoes\nmastery of subject-matter alone\nbeen\nhas\nwhat\nof.\nmastery\ngo\nmust\ntter\nsubject-ma\nof\nmastery\nwith\nhand\nin\nTeaching has become a profession,\nlearned about the educative process.\nwith its own body of professional knowledge and technics.\nIn its earlier years, the National Education Association was composed\nprimarily of those who were responsible for the administration and supervision of education, but as the years have gone by classroom teachers in ever-\n\nincreasing numbers have become members. ‘Today the Association numbers\na hundred and sixty thousand members.\nIt serves as a great clearinghouse\n“Through committees, through its representative\nfor educational ideas.\nassembly and its great departments, assisted by a professionally trained\nstaff, it is concerned with the study of every problem that pertains to the\nadvancement of education in this country.\n‘\nA hundred and fifty years ago the fathers of the republic considered a\nsystem of popular education as essential to the success of representative\ngovernment.\nBut their concept of education was very narrow compared\nwith present-day ideas. “Today we hear on every hand criticisms of the\nschools. Many of the evils or fancied evils of the day are laid to the alleged ineffectiveness of educational methods.\nWe are told that if the\nschools were functioning as they should there would be less crime and a\ngreater respect for law; that if the schools*were doing their full duty in\nrespect to moral education our people would exhibit more moral stamina.\nWe are told that if the schools were as effective as they ought to be in\ntraining for citizenship there would be less of indifference to civic duties;\nthat more than fifty percent of the legal voters of the United States would\nexercise the right of suffrage in a presidential election.\nStudents of the history of education know that ever-increasing demands\nhave been put on the schools during the period of our national life. In\ncolonial days no one thought of holding the schools responsible for moral\nand civic training. It was the business of the school to give the individual\nthe tools with which he could acquire the knowledge necessary to an intelligent exercise of his duties and responsibilities as a citizen. To the home\nand the church was left the chief responsibility for character building.\nJames E. Russell has very aptly characterized the changed conditions.\nHe says that:\nThe\n\nacceptance\n\nof good citizenship\n\nas the dominant\n\nposes a severe burden upon teachers who have grown\ngenerally\n\nprevailing.\n\nWhat\n\nis a good\n\ncitizen?\n\naim in public education\n\nim-\n\nup under conditions hitherto\n\nWhat\n\nshould\n\nhe know?\n\nWhat\n\n"} {"page": 53, "printed_page": null, "text": "GENERAL\nshould he do? Reduced to concrete terms,\nbest of our social philosophers.\n\nSESSIONS\nanswers\n\n49\nto these questions\n\nwill try the\n\nWhat are the significant facts concerning education to be emphasized in\nthis sesquicentennial year? I shall attempt to answer briefly.\n1. A system of education extending from the kindergarten to the graduate school\nand including numerous technical, professional, and vocational schools, is indispensable to a modern democratic society. The evolution of our system of education has been brought about by the changes that have come in American life.\n\n2. Power to adapt itself to changing conditions\n\nis an essential characteristic of\n\nan\n\neffective system of education.\n3. To meet the needs of American life in the next generation or in the next century and a half, our system of education must continually adapt itself to the\nchanges that will come about in the social, economic, and political life of the\nAmerican people. The perpetuation and growth of American ideals is dependent\non such a system of education.\n\nI hold these truths to be self-evident.\nCritics to the contrary, notwithstanding, the American public schools have not failed the republic. “They\nhave given it life.\nTruth is not restrained within national boundaries.\n‘The scholar, the\nteachers, and the university have ever been the greatest factor in the cultivation of international good will. In 1923 the National Education Association recognized the need of a closer cooperation between the teachers of\nthe nations and called the first World Conference on Education to meet in\nthe city of San Francisco. Last year the second world conference was held\nin Edinburgh, and a permanent organization was formed.\nWho can tell\nwhat blessings may be brought to mankind in the next century and a half\nthrough this cooperation among the teachers of the nations?\nThe major objective of the National Education Association and kindred\norganizations in the states and territories of the nation is to assist in bringing about, through a process of orderly evolution, the constant adaptation\nof our system of education to the everchanging needs of national life. No\nvoluntary professional association in all the world is concerned with policies\nmore far-reaching in their effect on the happiness of our people and on the\ndevelopment of civilization.\nIt is fitting that the National Education Association should meet in this\nmemorial year in Philadelphia, the first capital of the nation.\nWe, the\nrepresentatives of the teachers of America, have come to this birthplace of\nthe nation to rededicate ourselves to the service of our country “‘that this\nnation under God shall have a new birth of freedom, and this government\nof the people, by the people, and for the people shall not perish from the\nearth.”\nI count it a great honor, on the 28th of June, 1926, within a few days\nof the one hundred and fiftieth anniversary of the Declaration of Independence, officially to declare the Sixty-fourth Annual Meeting of the National\n\nEducation Association\n\nin session.\n\n"} {"page": 54, "printed_page": null, "text": "50\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nTHE DECLARATION AND THE SCHOOLS\nWILLIAM McANDREW, SUPERINTENDENT OF SCHOOLS, CHICAGO, ILL.\nThe Declaration won immediate acclaim.\n\nhappy phrase ideas familiar\n\nIt put into simple form and\n\nand widely approved.\n\n‘The signers repre-\n\nsented men afire from the friction of a powerful government grinding upon\nthe large and little affairs of the day’s work. Resolved upon escape, they\nsought to show a decent respect for the opinion of mankind by a list of the\nreasons for starting a government of their own. The bulk of the Declaration, as you well remember, consists of recitals of the repeated injuries and\nusurpations by the King of Great Britain. Few of us care much about\nthem now. If any king since George III desired to repeat the acts enumerated, his chances dwindled to the vanishing point. But in the expression\nof the general principles which were declared as major premises to justify\ncur independence there are thoughts in the Declaration still considered vital.\nThese are the ideals by which the free nation was to work out its destiny.\nIn 1776 we accepted them as axioms. We held them as truths not needing any argument.\nWe declared them self-evident.\nAll men are born\nequal. ‘They are endowed with certain unalienable rights. “The most important are life, liberty, and the pursuit of happiness.\nGovernment is for\nthe purpose of securing these. Government depends on the consent of all\nthe people; when government fails to give us our rights it is our duty to\nabolish it and to institute a new system. ‘This should not be done for light\nand transient causes; but when there is a long train of abuses and usurpations, we must reform our social, our political scheme.\nThis was the\noriginal American gospel. ‘The first and fundamental principle of it is\nequality. It is the only feature I will discuss here.\nAs different states of this union, after the Revolution, composed their\nconstitutions, they wrote this proposition into their fundamental laws. Says\nMassachusetts in 1780: “All men are born free and equal.”\nSays New\n\nHampshire in 1784: “All men are born equally free and independent.” In\nthis manner began the constitutions of newer states. “Equal rights” resounded the world over as the American salute of a new day. Scottish poets\nglorified it in song; royal personages made it their motto, foreigners carved\nupon their civil palaces: Liberty, equality, brotherhood.\nThe great desertisn—The doctrine of equality has waxed and waned\n\nduring these hundred fifty years.\n\nThe most formidable attacks upon it be-\n\nlong to the forty years beginning in 1826. We shall consider the earlier\ndefections in a few moments.\nIn the generation before our civil war,\nequality, the right of a man to his life, and his liberty, if that doctrine were\n\napplied to men of a certain color, meant an overturn of existing laws and\n\nusages and, so said many prominent men, was a danger to the union itself.\nTherefore, even in America, innumerable persons of high standing, of distinguished talent, addressed themselves to arguing into nothingness the\nproposition of our national charter. Comes Rufus Choate with his ridicule\nof “the glittering and sounding generalities” of the Declaration.\nComes\n\n"} {"page": 55, "printed_page": null, "text": "GENERAL SESSIONS\n\n5;\n\n51\n\nGovernor Hammond with the explanation that “our forefathers were too\nexcited and angry to tell the truth.” Comes the Reverend Ross with the\ncharge that “every word of it, every jot and tittle is the claim of infidels.”\nComes Calhoun with the argument that “equality must be the equality of\ncitizens in. the eyes of the law, but to establish an equality of condition of\nall men would be to destroy both liberty and progress.”\nPerhaps you are familiar with some of the various attempts at ridicule\nupon the signers for their absurdities.\nEvery few years somebody discovers that the framers of the Declaration were crazy. Everybody knows\nthat men are not born equal. Willy Thompson was born with an impediment in his mouth; Percy du Mond, with a silver spoon in his. Rosa\nNixon, with the countenance of an angel; Ann Simons with a face to stop\nthe whole industry of Waterbury.\nIn the birth record of Philadelphia,\nJuly 3, is recorded: “Born to William Wilson and Jane, his wife, a son;\nnine pounds; and to George Carver and Ann, his wife, a daughter,\n12\npounds.”\nIs 9 the same as 12? On the committee which framed the\nDeclaration of equality was Doctor Benjamin Franklin, in the front rank\nof men of science,a pursuit hostile to wild generalities, a cult which measures, and weighs, especially words.\nOn the committee and charged with\nthe wording of the document, was Mr. Jefferson, also a scientist, a lawyer,\ntrained in careful and exact speech. How shall we account for their setting down in the most important document ever attempted in their lifetime\na dictum so absurd?\nThe gleam of a great hope—A glance at the Declaration itself, settles\nthe manufactured difficulty.\nMen are created equal insofar as certain unalienable rights are concerned, born equal in their right to life, born equal in their right to happiness. ‘To secure for ourselves and our posterity these rights to life, liberty,\nand happiness, we unite in an organization. We call it a nation; we call it\na government; we call it the U. S—us.\nHow simple it is! how sensible!\nhow old! how holy! ‘For God hath made of one blood” not of two bloods,\nblue blood and paler blood, high-born blood and low-born blood, but “God\nhath made of one blood all nations of men for to dwell on all the face of\nthe earth.”\nThrough the ages for almost two thousand years, runs this bright thread,\nthis hope of humanity that all men are children of one father, even God,\nand are brothers, every one. The determined men in the old State House\nin the City of Brotherly Love caught the gleam of it. They may have been\nexcited ;they may have been angry; they may have had a meager knowledge\nof history, law, and government; they may have underestimated the selfish\ninstincts of mankind; but they proclaimed a humane and generous idea.\nThey exalted equal justice higher than power, patience above persecution,\n‘They pledged us to a\ngood will more than hate, peace superior to war.\nthat make distinctions\nfortunes\nDeclaration that beneath the accidents and\nto recognize which\nhumanity,\ncommon\na\nlies\nbetween men and nations there\n\n"} {"page": 56, "printed_page": null, "text": "2\n\nNationaAL\n\nEpucaTion\n\nASSOCIATION\n\nIn declaring this, the\nmakes for concord upon earth instead of strife.\n, a civic ecstacy.\nenthusiasm\npolitical\nof\nstate\nmen of ’76 reached an exalted\ngrow dim ina\nand\ntime\na\nfor\nworld\nthe\nbrighten\nglory\nof\nSuch moments\ncloud of argument, expediency, and fear of being too good.\nThe best thought of the best men in their best moments runs at least three\nrisks of corruption. ‘The supply of best men varies, or they run short of\nbest moments, or they substitute some of their second-best thoughts.\nAlthough the opposition after 1826 was the most brilliant it was not the\nfirst. Within a year of the signing some of the supporters of the Declaration were proposing that the curse of the country is equality. With the\nheat of the war cooled down there were not lacking Roger Shermans to\nassert that the people should have as little as possible to do with the government, Elbridge Gerrys to declare that men are suffering from too much\ndemocracy, Alexander Hamiltons to say that the public is but a big beast,\nmany prosperous patriots to believe:\nWhen everyone is somebody\nNo one is anybody.\n\nThe return of the faith—As long as Mr. Jefferson lived, and that was\nfifty years after the signing, his rejection of artificial distinctions rejoiced\na multitude.\nGeneral Washington and Mr. Adams, in presidential functions, had maintained much of the formality of a court. When Mr. Jefferson became president, the manager of these ceremonies asked him what\nwould be the official order of precedence in going into dinner: should the\nSecretary of the Navy go ahead of the British minister or chase him, as the\nnavy had the habit of doing when the English was in front of it? Mr.\nJefferson proposed: “Let the order of precedence be this, that when dinner\nis announced these who are nearest the door shall go in first.\nWhen Jefferson died and the second fifty years of our existence had well\nadvanced, the number of admittedly best people who knew better than the\nframers of the Declaration was imposing. In the ranks of the anti-equality\nexpounders were almost all of those who call themselves the leaders: thriving merchants, pastors of rich churches, public officials, college professors.\n‘But still, clinging to the improbable doctrine, was a multitude composed\nof the every-day common man, the sort of human stuff that was the first\nfoundation of the country. He pushed one of his own into the nation’s first\nplace. In a superb burst of confidence and power, the American doct-ine\ngets itself reaffirmed; “Our fathers brought forth a new nation dedicated\nto the proposition that all men are created equal.’’\nWhenever before had a nation been dedicated, consecrated, to a proposition? Religion had been so consecrated ;churches had been thus dedicated.\nThe United States had been in this manner founded, and had seen its under-\n\npinning chipped and chopped at by their own brilliant sons. But the Declaration, doubted, sneered at, discarded by many during a generation, is\nredeclared upon the field of Gettysburg within the memory of some among\nyou here. If anyone is entitled to tell what the American doctrine is it\n\n"} {"page": 57, "printed_page": null, "text": "oe een\n\neee\n\nGENERAL: SESSIONS\nee\nSy\neA\n\nty\n\n53\n\ninust be the world-accredited United States’ representative, Mark Twain:\nWith us, no one is born with a right to look down upon his neighbor and\nhold him in contempt.”\nWhere we come in—What particularly concerns this assemblage is by\nwhat means the first proponents of this American doctrine intended it\nshould chiefly be kept alive. All of the most eminent of them made themselves clear on that point. From their speeches, their pamphlets, their letters, their conversations, comes the repeated agreement that the agency\nfor promoting this ideal shall be a system of public schools. They get it\ninto one of their earliest and most important laws; “(As necessary to good\ngovernment and the happiness of mankind, schools and the means of education shall be forever encouraged.”\nHere is the Revolution with a big R.\nTo take a process like education, which for thousands of years had been the\npower and ornament of the better-born, the possession of ‘‘the gentleman\nand scholar,” the emphasis on distinctions among men, and to make it the\npromoter of equality, is an amazing proposal. But no one who listens to the\nmen of the Declaration can fail to grasp this meaning. You and I, looking\ndown the vista of these one hundred fifty years, will see against that sunrise of ’76 the fingers of Washington, Franklin, Adams, Madison, Monroe,\nJefferson, pointed straight at us. You and I can hear the voices of DeWitt\nClinton, of Webster, of Mann, of Stephens, of Lincoln, of Grant, of Hayes,\nof Garfield, of Roosevelt, of Wilson, of Harding, and Coolidge, of statesmen more than scholars, they all said it: ‘“You teachers, are the appointed\nand ordained Evangels of the nation’s gospel. No scholarship, learning, or\nculture of your old education may be put before this: to train the people\nto a more perfect union, to justice, to domestic tranquillity, to the common defense, to the general welfare.’”’ The idea of equality—equality in\nthe clear, dignified, and generous sense in which the Fathers conceived it—\ngleams bright in each constitutional requirement of our service.\nWe are the commoners—We find ourselves peculiarly circumstanced to\ncarry on this mission. The number of high-born among us is not oppressive. Sons and daughters of laborers, we carry in our blood, the healthy\ndistaste of snobbery. Some of ous break out now and then with an itching\nfor what we call “the aristocracy of brains.” Some of us love to be called\nof men Rabbi, Rabbi, or to make wide our phylacteries on graduation day,\nand to deck ourselves in academic confectionery; but the old breeze of\nAmerican ridicule will save us from carrying our mortar boards too high.\nOn our regular working days, when we are properly clothed and in our\nright minds, do you know of any place where rich and poor, black and\nwhite, clean and dirty, can come nearer to equal rights than in the American schoolroom?\nWe have been put to some trial to get and hold our own equality. The\nschool folk of ’76 had amongst them enough scum of the earth to make\nthem doubtful agencies for levelling up a nation. The genial Irving did us\ndamage by collecting so much pettiness, cowardice, and contemptibility and\nIn my own day I have seen\nlabelling it “Ichabod Crane, Schoolmaster.”\n\n"} {"page": 58, "printed_page": null, "text": "54\n\nNatTIONAL\n\nEpucaTION\n\nASSOCIATION\n\na marvellous lessening of inequality. The pompous pedagocial oracle in\nlong coat and commanding style, the old settler who settled by his say-so\n\nevery point in his teachers’ meetings, the super-superior, grows fewer and\nThe sad-eyed sisters of\nHe is levelling himself down.\nfarther between.\nalms and would make\nthe\nescape\nto\nus\namong\nmournfully\nsorrow who came\na poorhouse of the schoolhouse, do not wail so numerously as was their\n‘There are a few left who persuade magazines to give rewards to\nwont.\nthose of us who will smear the most sobs over our service—the size of the\nprize depending on the size of the sighs. But the number of us who has\ndiscovered that mankind despises a despiser, has, according to statistician\n\nTigert increased 257 percent in 25 years. “The last educational measurement survey demonstrates that the teachers’ complaint of teaching is as the\nsquare of the distance from the real purpose of teaching, to wit: general\nwelfare, not personal warfare.\nAccording to the observations of the not over-optimistic Mark Twain,\nElbert Hubbard, Walter H. Page, Brand Whitlock, Don Seitz, and Calvin Coolidge, checked by the statistical department of the Literary Digest,\nthe American teacher has arrived at equality, and the only persons who do\nnot know this are not of the general public but a few noisy survivors of the\nancient tribe of the Kickapoos. “This equality has not been achieved by selfpity nor by sniveling over contemptous treatment, nor by rebellion, nor by\nadroit politics, nor by loud clamor for recognition, nor by a superior display of scholarship.\nThe most distinct variation in the method of the\nteacher accompanying and justifying the change of public attitude from\ncontempt to regard, has been the teachers’ discard of self-conceit, assumed\nsuperiority, tyranny, severe correction, sarcasm, physical and mental punishment. ‘In their stead have come professional preparedness, quiet self-respect, good manners, participation in social life, companionability, gentleness, affection.\n;\nHow we achieved equality—Many of you here present are so used to\nthese things that you can’t understand how great a transformation it is.\n\nMark Twain called it the marvel of our age. ‘‘We used to have to be\ndriven to school,” he said, “but I now know schools from which you have\nto drive the children home.’”’ My mother cried when she took me to school.\nWhen I recall the Great Stone Face in whose charge she left me, I don’t\nwonder. But if that classroom had been in charge of any one of the hundreds of bright women whom I see every day in schools I think I should\nhave cried if mother hadn’t let me stay.\nOh, pshaw! You can’t put across the old inferiority stuff any longer.\nThere isn’t enough of it left. A committee of this association collected last\nSeptember a great pile of newspaper accounts of the opening of schools in\nevery state in the Union.\nNo more of the old assumptions that Johnny\nhates his school and his teacher. On the contrary a country-wide record\nin the rural weekly and the city daily press that the American school has\n\n"} {"page": 59, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n55\n\nbecome an attractive resort—for the main reason that it is in charge of per-\n\nsons desirable to be with.\n\nHear, then, this sentiment to explain our realization of an American\nideal: “The teachers; our fathers feared them; our children love and respect them and therefore, so do we.”\nThe look on the level—Therefore, dearly beloved, having put off all hope\nof dominating by our superior learning, having cast aside the inferiority\ncomplex inherited from the days before the Revolution, having learned\nthat it is unAmerican to look up to men too much, or to look down upon\nthem at all, let us look on the level, and diligently teach our young citizens\nthis duty of generous equality to all,—a national trait which the founders\nsigned the Declaration to bring to pass. For in this observance of equality\nabideth the faith, the hope, and the brotherhood, without which our Republic must cease to be.\n\nINTRODUCTION\nJESSE\n\nH.\n\nNEWLON,\n\nASSOCIATION,\n\nFIRST\nAND\n\nOF\nVICE\n\nPRESIDENT\n\nPRESIDENT\n\nSUPERINTENDENT\n\nOF\n\nTHE\n\nMcSKIMMON\nNATIONAL\n\nOF SCHOOLS,\n\nDENVER,\n\nEDUCATION\nCOLO.\n\nThe advancements that have been made in the social, economic, and\npolitical life of the American people are most strikingly illustrated by\nthe new status of woman.\n‘The development of our national life has\nbrought to them innumerable opportunities. A century and a half ago it\nwas unthinkable that women should become in great numbers the teachers\nof youth. Here and there might be found a woman teaching a class of\ngirls, but- the people had not dreamed that women would enter business\nand the professions.\n“Today the majority of the army of eight hundred\nthousand teachers in America are women, and among the honored names\nin education in our generation are found the names of women.\nThe\nNational Education Association elected its first woman president, Ella\nFlagg Young, in 1911, only fifteen years ago.\nShe had by sheer ability\nrisen to the high office of superintendent of schools in the second city of\nAmerica and one of the largest cities in the world.\nIt is fitting that on the one hundred and fiftieth anniversary of the\nDeclaration of Independence a woman should be president of the National\nEducation Association.\nThis woman enjoys all the rights and all of the\nresponsibilities of an American citizen. When Thomas Jefferson wrote\nthe Declaration of Independence, it probably did not occur to him that\nthere must be another declaration of independence; that in this great\nnation women as well as men must be made free.\nMary McSkimmon, the President of the National Education Association, has had a notable career as teacher and as principal of a great elementary school. The election of an elementary school principal as president\nof the National Education Association carries with it recognition of the\nfundamental importance of the elementary school in our system of education and in the life of the nation.\n\n"} {"page": 60, "printed_page": null, "text": "(\n\nNATIONAL\n\n56\n\nEpUCATION\n\nASSOCIATION\n\nMiss McSkimmon served for five years as president of the Massachusetts Federation of Teachers. She has long been an active and forceful\nShe is a distinguished daughter\nleader in the affairs of this Association.\nschool system.\npublic\nour\nof\nmother\nthe\nof New England,\nI now have the pleasure of presenting to you Miss Mary McSkimmon,\nthe President of the National Education Association.\n\n. THE\nMARY\n\nCHALLENGE\n\nMcSKIMMON,\nCHUSETTS,\n\nAND\n\nPRINCIPAL,\nPRESIDENT\n\nOF CHILDHOOD\n\nPIERCE\nOF\n\nTHE\n\nSCHOOL,\n\nBROOKLINE,\n\nNATIONAL\n\nMASSA-\n\nEDUCATION\n\nASSOCIATION\n\nOne hundred and fifty years ago the founders of our government, in\nwords that shall not perish while the English language is spoken, laid with\nan exalted courage seldom equaled in human adventure that foundation\nstone of our liberty upon which the lofty turrets of a great and free people\nhave been reared. Our beloved and beautiful word, education, does not\nappear therein, but the soul of the American people has found it implied\nin every one of those noble sentences, for no people crippled by the bonds\nof ignorance could either attain or preserve the independence this great\nDeclaration was pledged to accomplish.\n‘Twenty-six of the signers were college graduates; others had been educated at home.\nEvery word that has come down to us from the stately\nlanguage in which the document was couched to the fragments of their\ndiscussions, which by devious paths are yet our inheritance, bespeaks the\nmasterly power of thought and expression in noble speech that is the possession of the trained mind alone. ‘The three of the signers from Massachusetts, besides Benjamin Franklin, of Pennsylvania, who had received\nall his schooling there, had been members of the first public school in the\nColonies, the Boston Latin School started in 1635, made a public school\nby public taxation for its support in 1647. I have heard Edward Everett\nHale say that their signatures on the Declaration were faithful specimens\nof the penmanship taught by the schoolmaster, Nathaniel Williams.\nPublic\nschools had already begun to make a mark that was to last.\nSixty-nine years ago the National Education Association was born in this\nsame great city. What was its object? Here is what they said in the Proceedings for Organization: “We call to all practical teachers who are\nwilling to promote the educational welfare of our country, by concentrating\nthe wisdom and power of numerous minds, and by distributing among all,\nthe accumulated experiences of all who ate ready to devote their energies\nand contribute of their means to advance the dignity, respectability, and\nusefulness of their calling; and who, in fine believe that the teachers of\nthe nation should be gathered into one great Educational Brotherhood.”\nThere is not the slightest reference to the child that gave these dignified\nworkers their excuse for working. The dignity, respectability, and usefulness of their calling seems to be wholly apart from any solving of problems\narising in the teaching of children.\nDo you suppose they dreamed that\n\n"} {"page": 61, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n5¥\n\nthey had any responsibility for the misbehavior of the children of the next:\ngeneration, pilloried by that keen satirist, William James, in “Daisy\nMiller,” whose naughty little brother stands out for all time as a specimen\nof the age? Do you not believe that if in that far beginning they had\nundertaken to study the material with which they worked, the children in\ntheir schools, that the emolument and dignity they craved might have come\na little sooner? That is the thesis upon which the program of this, the\nsecond meeting of the National Education Association in Philadelphia, is\nbased.\nThe challenge of childhood is the sevenfold one so often held to our\nunited attention by the gifted editor of our Journal and now woven into\nthe consciousness of this great army of the National Education Association.\nIt is because we have already accepted this challenge that we are no longer\nalien sections or states or counties or cities but a united educational system\nholding common viewpoints.\nAny one of us may cross the continent,\nvisiting a school every one hundred miles, and in every school find himself\namong friendly children with a feeling of perfect ease and contentment.\nThe year has given me this wonderful opportunity, one of the most delighttul that can ever come to any teacher.\nEverywhere that this golden trail has led me, I have found this remarkable truth—the children are unfailingly like those I left behind in\nall the realities of life. Once in a while the accent or vowel values of the\nwords of the teacher made me conscious of how different my Yankee\nspeech must sound to her, but the children seemed unaware of any difference. They listened with the same kindly indifference to certain professionally important platitudes, as untouched as my own, but kindled with\neager joy when life—earnest, vibrant life—arrested their attention.\nI\nhave no doubt that the service rendered by William Dawes at the time of\nthe daring drive to Lexington and Concord was as important as that of\nPaul Revere, but I can testify that the poet has made Paul Revere the\nbeloved heritage of every American child with whom I have talked. This\n\nthing is sure: the deeds that led to the signing of the Declaration of Independence are the. common bond between the children of the American\nnation.\nHow the study of the problems of childhood have united us! Is anything’ in this Association more worthy of our earnest wonder than this\nspirit of being one in heart and mind throughout the land? We have no\nnational system of education and yet with these common ideals and common aspirations born of thoughtful counsel for the solving of our mutual\nproblems, we are coming into a new unity. One of us may go from Eastport to San Diego to teach and find the waiting task essentially what was\nleft behind. Through this mingling of teachers in our Association of all\nrankings, in working together on committees, in departments, in the groupings about common interests, we are developing a system of education that\nis beginning to take on a national color and is hastening the day when as\na nation we may lose our provincialisms and learn to take a more inclusive\npoint of view.\n\n"} {"page": 62, "printed_page": null, "text": "58\n\nNATIONAL\n\nEpUCATION\n\nneem\n\npnp oven\n\nce\n\nASSOCIATION\nA ALLL\n\nAOAC\n\nA\n\nA\n\nThe first note of the challenge is health. Has the school answered this\nchallenge? What more gigantic task has it ever faced so unflinchingly ?\nThrough requiring vaccination for admission to school, smallpox is no\nlonger a horror to be reckoned with. The Schick immunization has already protected children from diphtheria wherever it has been applied.\nAll schools are teaching cleanliness and the great help that milk, as diet,\nrenders the growing child. There is ready response in this country to\ndemands for clean teeth ever since our boys paraded Piccadilly and\nTrafalgar Square and heard the delighted populace cry, “Smile, Sammy,\nSmile!’ Even the primary child knows what his weight ought to be, and\nthe value of fresh air, day and night, and sunshine, and play.\nWhen the National Congress of Parents and Teachers started the campaign for the round-up of the five and six-year olds in thirty states last\nsummer, that every little beginner might be ready for school in the fall, a\nmighty public American object lesson was given to all communities. “There\nis hardly a state in the Union that is not lined up through its boards of\nhealth to carry forward the means of making one hundred percent of our\nlittle beginners fit to go to school this fall. But you will have to take\nyour year’s pilgrimage up and down this land to see the glory of the new\nschool buildings of today set in their ten, sixteen, and twenty-acre playgrounds and realize the sensible uses these great breathing places are being\nput to. No wonder we are told that the child born today has a safe hope\nof adding twelve years to the span of his grandfather’s years.\nIn the\nprogressive school systems, the old textbook study of anatomy, physiology,\nand hygiene has already given place to health education.\nHealth habits\nare taught and tested. Health examinations are being slowly but permanently established.\nFollowing the examination comes a suggested follew-up program for correction of remédiable health defects, such as malnutrition and functional disorders caused by bad posture, all of which may\nbe tested and corrected in the school, while the more serious health conditions that require medical or surgical care are brought to the attention of\nthe home.\nThe second challenge of childhood is for skill in using the tools of learning. The schools have always known their value. No one today can observe education long without knowing how much better the children gain\npossession of these tools than those of a previous generation. The Springfield tests of 1846, given recently to the Massachusetts children, have\nshown vast improvement in both accuracy and knowledge in arithmetic,\nspelling, and geography by the children of today.\nOur boys and girls\nprobably read one hundred pages today for one read. by their grandfathers.\nWe have learned that the eye can be trained to increase its natural rate of\nmotion, and we are helping children to increase their speed for informational reading. But when it comes to real literature, the great and beautiful words of poetry, the treasure that is our inheritance and our birthright,\n\nlet us take time for that seed time of the soul, of which Wordsworth sang.\nThe teachers of America are meeting with increasing purposefulness the\nchallenge of the children for tools. They remember what A. C. Benson\n\n"} {"page": 63, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n59\n\nsays of Bishop Westcott.\nThe old idea of education was to induce our\npupils to accept the gold coins of our own wisdom by trying to transfer\nthem from our pockets to theirs. We know now that the only way to\neducate is to show the child where the ore is and to place in his hands\nthe tools that will get the ore from the mine. We expect our pupils to\nfree the gold from its dross and coin it for themselves.\nOur next challenge is home membership.\nOur classes in domestic\nscience, woodworking, repairing, interior decoration, cooking, serving,\nhome furnishing, study of harmony of color, textiles, and laundry work\nshow the widespread interest in making opportunities for children for having a share in helping to make homes beautiful, and to take that interest\nin their improvement that indicates a remarkable economic betterment.\nOne of the finest fruits of the nature study in our schools is the increasing\ndelight in the care and protection of bird life. And when our boys and\ngirls have toiled over their own little gardens, their neighbors have a protection from the old lawless depredations that no iron wall could have\ngiven their treasured roses and lilies of the old day. Do you think people\nrealize what it means today that priceless treasures of shrub and blossom\ngrow absolutely unprotected by the old fence or wall of the past generation? This is a real test of right-minded home membership.\nAnd the very courts themselves pay tribute to the decrease of juvenile delinquency. Our scientific measurements have helped us understand underlying causes of delinquency in children that could not be arrived at without\nthis great service. As the variant is now being understood as never before,\nwhat wonder that the records of fourteen cities taken from the report of\nthe Children’s Bureau of the United States Department of Labor shows\na decrease in juvenile delinquency in every one, and is especially marked\nsince 1920. Right-minded boards of education are providing opportunities\nfor developing such abilities as the least-favored child possesses, and the\ngifted one, as important a problem as the other, is being studied and understood and given the chance to learn those experiences in knowledge and the\nsociety of his contemporaries that shall give the power of leadership for\nwhich he was endowed.\nChildren are better school members with their\nwillingness and efficiency in taking on responsibility for the bettering of\nconditions therein. They are better members of the neighborhood and the\nplayground. Surely they must be increasingly more helpful, more thoughtful, more efficient members of the home.\nWhat of the challenge of citizenship?\nThe school is more interested\nof American education. How\nhistory\nthe\nin\nbefore\never\nthan\nsubject\nthis\nin\nmuch more intelligent it is to emphasize those principles of government by putting them into daily school life than to depend upon the learning of\n\nbare facts from a textbook!\n\nHow our Good Citizen clubs help in serving\n\nthe school by caring for play-grounds, lawns, and shrubbery, our Patrol\nclubs, helping younger children to cross the streets safely, taking charge of\nclasses entering and leaving the building, serving at fire drills having re-\n\nsponsibility for the care of lunchrooms and corridors, doing the faithful\nservice of a devoted citizen for the safety and beauty and well-being of\n\n"} {"page": 64, "printed_page": null, "text": "60\nST\n\na\n\nNATIONAL EpUCATION ASSOCIATION\nee\nES\nhe\n\neee\n\nIsn’t this a\npublic property; all for service and nothing for reward!\nclassroom?\nthe\nin\nproblems\ncivic\nof\ndiscussion\nthe\nfor\nsplendid foundation\nIt is hard to believe that our pupils thus trained will not show by means\nof the ballot the appreciation of the great principle of self-government for\nwhich our fathers died. If the same indifference to the duty of each citizen’s responsibility to the faithful exercise of suffrage should go unchecked\nby every means possible in the schools, then shall we indeed be failures and\nMay a great light be kindled within\nunworthy of our great inheritance.\nus and passed on to the generation now in school, whereby we may both\nsee our responsibility to meet the challenge of a loyal citizenship that will\npreserve and develop the inestimable blessings of life under the Constitution\nof a land where opportunity to achieve and to be gleams like Sirius in the\ncrystal air of a January night.\nAnd what about the challenge of leisure? If we have not in the past\nbeen so keen about this, it is because we hardly know it as a reality in our\nown profession. To most of us, the summer vacation means attendance\nat professional classes either as teacher or student, or returning to the old\nhome to care for inyalid parents or assist in lightening labor for others.\nlt means preparation and study during the spare moments of term time, or\nit means giving special help to some backward pupil. The more the school\nfills its supreme place in the community, the less chance there is for a\nleisure hour. If all our pupils were to become members of our profession,\nthe use of leisure would not be a problem to consider; it would take care\nof itself.\nIt was a wise old priest who said, “I give my forenoons to God; I give\nmy afternoons to my fellowmen, and I give my evenings to myself.’”’ We\nknow that work, service, play—all are needed for any adequately rewarding\n\nlife.\nEach has borne a part\nAnd that a needful one\nIn making up the calm existence that is mine,\n\nWhen\n\nI am worthy of myself.\n\nThere are those of us to whom books, through the noisy turmoil of our\nbusy days, make the same appeal that the bubbling spring of cold water. does to the parched traveler. No worthier effort can engage the teacher\nthan awakening this love. Given eyes that see correctly, with training to\nread rapidly enough to satisfy the hungry mind, I believe all children may\nbecome possessors of this unmatched blessing. We must give them wide\nexperiences in order to help them find their own stride. Did you ever\n-know a boy who would not kindle to that alien world—poetry—through\nthe magic of Alfred Noyes’ “Highwayman,” of Kipling’s ‘The Bell\nBuoy”? They get away from the limitations of the noisy tenement district\nas they haul up the big cod into the Gloucester schooner in “Captains\nCourageous,” and it is hard to keep from envying Stevenson, whose power\nto appeal to the imagination enlists every child to embark with old John\nSilver and the rest and sail joyously forth to Treasure Island. If you have\nnever tried them on biography, you will get a real surprise.\n“Up from\n\n"} {"page": 65, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n61\n\nSlavery” is an unfailing lodestone; so is “The Iron Puddler,”’ and the\n“Americanization of Edward Bok.”’\nNo teacher who can walk with children into the field and woods, showing them the amazing plan by which the wild Iris or the fascinating Lady’s\nSlipper solves its problem of fertilization; no one who has ever taught the\nchildren to listen to the song sparrow or the bobolink has failed to give\nseeing eyes and hearing ears for the later hours of leisure. And to show\nthem noble Orion marching up the winter sky, following the Pleiades and\nHyades into the zenith, will give the thrill that lasts while life lasts to those\nwhose eyes have been opened to a matchless world of beauty and delight.\nThe day is not far distant when whole communities will unite in beautifying desolate and ugly school grounds, laying out fields for outdoor sports,\nwhere every resident in the community may feel ownership because he\nhas had a hand in providing an opportunity for community play.\nWhat answer shall the American school make to the challenge of developing noble character?\n‘Through the better adaption of the school\ncurriculum and its recognition that children have bodies as well as minds,\nthe old importance of the discussion of discipline and punishment has\npassed.\nInitiative, leadership, responsibility have taken the places of\ncoercion and autocracy.\nNature study has abolished thoughtless cruelty,\nand school gardens have established respect for the property of others.\nScientific mental testing has discovered the moral imbecile and has delivered the school from his baleful influence.\nThe aid of the invaluable\npsychiatrist is helping boys and girls to solve their problems of maladjustment to the school, arising after bad conditions and experiences of broken\nhome life or wrong treatment in preschool age. What untold blessings to\nthe school have thus been wrought. The school children of a good school\nare better behaved today probably than children have ever been, in their\nattitudes toward dumb animals, toward each other, their teachers, and the\nworld at large.\nBut enduring character is deeper than a casual live-and-let-live indifterence. The kindly gesture toward his fellow beings must be wrought into\nhabit that shall last and dominate his life; that shall be the conscious expression of right decisions made habitual, a source of power when his\ntemper, or prejudice, or fear, would paralyze his will and chain power\nof right action. This growth in judgment and self-control in respect for\nlaw and the rights of others is not an achievement of days or months. It\nis a slow growth at best, for humanity is only in its cradle stage of selfgovernment, and the constitutional democracy of our own land has not\nyet learned how to implant respect for the laws even in the hearts of the\nvery men: who have made them.\nThis slow growth in the elements of character needed to insure the\n\nsafety of our kind of government is the unanswerable argument for the\nschool age to be prolonged until that character which shall make rightminded citizenship has been developed.\nIt is sometimes a slow growth.\nWe have placed a standard of attainment in subject-matter achievement\nthat must be reached before boys and girls can leave school.\nWe must\n\n"} {"page": 66, "printed_page": null, "text": "NATIONAL\n\n62\n\nEpuUCATION\n\nASSOCIATION\n\nsee to it that years enough under the competent guidance of skilful and\ndevoted teachers are allowed to give all children experience in putting into\naction again and again those great principles of conduct that are the guaranty of good character. It is the boy leaving school with unformed character who becomes the tool of unscrupulous men, and too often a criminal\nbefore the law.\nOur Association mourns today the recent death nf John F. Sims, the\nchairman of the Committee on Child Labor. We recall his real grief at\nlast summer’s meeting when his noble words rang out: “Opponents of child\nlabor sacrifice childhood to money, education to cheap production and the\namassing of wealth. They foster greed in the strong, hatred and discouragement in the weak.”\nThe recognition by Congress in conserving the\nchildhood of America marks an epoch in our constitutional history fraught\nwith wholesome, far-reaching results. Who can estimate the value of the\nchild, the potential ruler and worker of the future? Let us be loyal to him.\n“It is the function of the present generation to conserve the interests of\nthe children so that in the springtime of life they may have abundant opportunity for the training that will so develop them that they may later\n‘discharge in full measure the duties and responsibilities of American citizenship.”\n;\nThe gracious soul of the man whose words remain to us has gone on its\neverlasting reward. We pay tribute to his noble service for the childhood\nof this land.\nIf we cared for the children as he cared for them, we should have come\nnearer accomplishing each in his own state what he so grandly won for\nWisconsin.\nHe lays upon us the challenge, the pitiful appeal of every\nchild in the dreary drudgery of the mine, the exhaustion of the beet field,\nthe deafening weariness of the factory, and the benumbing, stupifying toil\nof the mill. Rich and prosperous America will not long consent to receive\ndividends paid by the sacrifice of ambition, by the cost of health, by the\nprice ignorance exacts. All right-minded citizens of this land will respond\nto our interest in the citizenship of tomorrow when we have that desire so\nalive in our own hearts that it springs forth like sacred fire, for the warming of the failing courage of young lives, bearing burdens too: heavy for\nsuch tender years, and cut off from the one shining light that alone can\nillumine darkened minds, the beacon light of education.\nTo whom shall\nthe neglected child look if not to this Association of our country’s teachers? We shall not fail you, neglected, forgotten, unschooled children of a\nfavored land. I bring violets of loving reverence to the memory of the\ndevoted love of John F. Sims.\nTherefore bring violets.\nYet if we, self-baulked,\nStand still, a-strewing violets all the while,\nThese moved in vain, of whom we have vainly talked.\nSo rise up henceforth with a cheerful smile,\nAnd having strewn the violets, reap the corn,\n\nAnd\nAnd\n\nhaving reaped\n\ndraw\n\nAnd\n\nnew\n\nand garnered,\n\nfurrows\n\nplant the great\n\n‘neath\n\nHereafter\n\nthe\n\nbring the plough\nhealthy\n\nmorn,\n\nin this Now.\n\n"} {"page": 67, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nOn that very first day of the first meeting in August,\n\n63\n\n1857, when the\n\nforerunner of our great Association came into existence in Philadelphia, in\nthe opening address of T. W. Valentine, of New York, who had\nissued the call for the meeting, we find these significant words: “I trust the\ntime will come when our government will have its Educational Department just as it now has one for Agriculture, for the Interior, and for the\nNavy.” Surely these interests can not be more important than those which\n\npertain to the intellectual and moral welfare of our people.\nThe forty-one brave men and the two braver women of the founders of\nthis Association have given the finest evidence of their clear insight as to\nmeans to the great ends they sought to “promote the educational welfare\nof our country by concentrating wisdom and power of numerous minds,\nby distributing among all the accumulated experience of all.” I ask you if\nthay does not sound as if it were taken from the Congressional Record at\nthe time of our February meeting. Shall we deny the faith of the founders? Shall we leave to those coming after us the work that ought to be\ndone by us, today, in order to give the “dignity, respectability, and usefulness” that they pleaded for, to this great absorbing thing we call public\nWe know our needs\neducation, the fourth leading industry in America?\nare stupendous in importance today, the needs of research and the dissemination of its findings; we know the prestige that will be attached to\nthe utterance of the Secretary of Education, for there is no one today in\nthe whole field of education who has the authority to speak for all, whose\nutterances automatically demand attention, as coming from the cabinet\nof a President. If we can only hold to the faith of that far beginning and\nthe truth we know of education’s great need of having the authority to\nappeal to men who are doing the great work of our land but who do not\nyet take the problems of education seriously we shall arrive, the goal shall\nbe won, not by the work of gifted leadership alone, illustrious and inspiring\nas ours is, but by the common service of every single member of the organization.\nWhen Commander Byrd and Pilot Bennett were nearing the pole,\nwhere no human being had ever traveled through the air, in that ghostly\nland of ice and snow, silent save for the whirring of the Fokker, they disBennett remarked that it looked bad.\ncovered a leak in the oil tank.\n“we decided to continue on to the\nByrd,\nCommander\nnarrated\n“But,”\npole and to decide what to do to the leak afterwards.” We scem to have\nbeen sixty-nine years worrying about the leaks people point out in our\nplans. Let us forget them all, and get on to the pole!\nWe have built splendid schools for carrying on the education of our\nWe have equipped great normal schools and teachers colleges\nchildren.\nto train teachers for them. We have awakened to the importance of the\npreschool child, and with the parents we are studying the laws of physical\nand\n\nmental\n\nhygiene\n\nto prevent\n\nthe waste\n\nof unnecessary\n\ndisease.\n\nOur\n\ngreat playgrounds resound with the shouts of happy children. We are\nholding our youth to high school and college that it is the despair of boards\n\n"} {"page": 68, "printed_page": null, "text": "NATIONAL\n\n64\n\nEpUCATION\n\nASSOCIATION\n\nof educaticn to try to keep up with the greai young army seeking more,\nand ever more, schooling.\nA few days ago in a school belong‘ng to the county in Massachusetts in\nwhich Horace Mann was born, an eighth grade class in current events\nThe\nOne lad arose with his offering.\ncontributed their discoveries.\nNational Education Association will hold its annual meeting in Philadelphia June 27 to July 2. The program is based upon this subject, “The\nChallenge of Childhood to the Teachers of America.”’ A silence filled the\nclassroom for a moment.\n‘The teacher spoke, ‘“Why do you suppose that\n‘Probably they are going to count up the achievesubject was chosen?”\nments of the American people because of the lessons all those teachers have\ntaught,” said George.\n“I think they will want to talk about what they\ncan do to educate the children to become better citizens of America,” said\nanother.\nThen spoke still another, “I think they will talk about what\nkind of men and women we ought to be because of what our teachers\nhave helped us to become.”\nYes, dear children of our America, what you shall win of greatness and\nwealth, what wisdom and insight you shall bring to the government of\nyour great heritage, what character you shall grave on the world, all these\ndevelopments of your life shall have the first place in the service that\ncrowns our days. Our hearts, our hopes are to be forever realized in this\ngreat adventure of yours that lies just beyond tomorrow’s gates.\nGirt with the fragile armor of Youth,\nChild, you must ride into endless wars,\nWith the sword of protest, the buckler of truth,\nAnd a banner of love to sweep the stars.\n\nAbout you the world’s despair will surge;\nInto defeat you must plunge and grope—\nBe to the faltering an ‘urge;\nBe to the hopeless years a hope!\nBe to the darkened world a flame;\nBe to its unconcern a blow—\nFor out of its pain and tumult you came,\nAnd into its tumult and pain you go.\n\nCAN\nEDWIN\n\nC.\n\nWE\n\nBROOME,\n\nGIVE 4 GOOD ACCOUNT\nSTEWARDSHIP?\n\nOF OUR\n\nSUPERINTENDENT\n\nPHILADELPHIA,\n\nOF\n\nSCHOOLS,\n\nPA.\n\nIf ten historians, or ten teachers, or ten lawyers, or ten business men or\nwomen should be requested each to mention the ten most important dates\nin the history of our country, it is probable that most of the important\ndates would appear. It is equally probable, however, that one of the most\nsignificant dates in the history of America, or, in fact, in the history of\nEnglish-speaking people, would be omitted.\nThat date is 1647; in that\nyear the General Court of the Massachusetts Bay Colony decreed that\nevery town having fifty householders should at once appoint a teacher of\n\n"} {"page": 69, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n65\n\nreading and writing, and provide for his wages in such manner as the town\nmight determine; and, that every town having one hundred householders\nmust provide a grammar school to fit youths for the university. This was\nthe first time in the history of English-speaking people that the state required its communities to establish and maintain schools. It was the beginning ot our public schools.\nThe development of our present nation-wide system of public education\nfrom that small but significant beginning is familiar to all who are sitting\nin this assembly. During the last ten years the enrolment in public schools\nThis would\nhas increased about three times as much as the population.\nseem to indicate that the public schools are popular and are appreciated.\nIf there is any doubt over this point, the fact that the enrolment in high\nschools, where attendance is not generally compulsory, has increased from\neight to nine times as much as in the elementary schools, would seem to\nsettle it. “Today nearly a fifth of the people of the United States are going\nto school. We have the greatest system of popular education in the world.\nEducation is Uncle Sam’s most important industry.\n\nWe have gathered here from all parts of the country to exchange ideas\nand to discuss professional problems. ‘The time, the place, and the occasion\n\nwould seem also to offer an unusual opportunity for some serious reflection\nby an organization representing all the teachers of all the children of the\nnation. Our president has sounded the general theme as “The Challenge\nof Childhood to the Teachers of America.”\n‘That is a beautiful thought\naround which to build a program.\nA corollary to that thought is this:\nOur responsibility to the American people for the trust that they have\nplaced in our hands.\nLike the rich man described in the Gospel of St.\nLuke who returned from a journey and called his steward unto him, and\nsaid ‘Give an account of thy stewardship,” the American people are saying\nto us today, “Give us account of your stewardship.” Can we give a good\naccount of our stewardship? Our masters, the American people, are asking\nus a number of questions, but they are especially insistent on satisfactory\nanswers to three questions: First, are the schools not costing too much?\nToo much is a relative matter.\nThe answer must be tempered by one’s\nsense of values.\nCompared with what they spend for tobacco, chewinggum, and applications to beautify the person, the American people are\nspending far too little on education. This is no especial reflection on the\nAmerican people. For all time people have been willing to spend much\nmore for the pleasures of the senses than for the satisfaction of ‘the soul.\nLet us go a little further. We are spending considerably more dollars\n\non public schools today than we did ten or fifteen years ago. The important question is this: Can we justify this increase? Let us take the case\nof a city which is typical of most other cities. During the last ten years\nthe number of dollars expended for education in that city has increased 150\npercent. Seventy-five percent of this increase can be charged up to the depreciation of the dollar.\n\nFifty percent can be explained by increase in enrol-\n\nment, more especially because the enrolment in the grades above the sixth,\n\n"} {"page": 70, "printed_page": null, "text": "66\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwhere education is most expensive, has increased eight times as much as that\n“of the lower grades. The remaining twenty-five percent can be charged up\nto increased and extended service which the public itself has demanded :—\nsuch as Americanization and other forms of evening-school work, summer\nschools, increased medical and health service, and various types of special\nclasses. In this particular city the people are receiving more and better\nservice for every dollar expended than they did ten years ago. The funds\nare handled with scrupulous honesty, and there is practically no waste.\nConditions in this city are fairly representative of conditions country-wide.\nWe can honestly answer the first question by saying: ‘The American\npeople are not spending enough money for the extent and quantity of the\nservice demanded of their public schools.”\nSecond, our masters want to know whether or not the schools are as\nthorough as they used to be in the “good old days.” In 1905 an enterprising principal in Springfield, Massachusetts, found in an attic of an old\nschool a bundle of examination papers that had been given in 1846. Questions and answers,were intact. The examinations were in spelling, arithmetic, geography, and writing.\nThe same examinations were given to\npupils of about the same age and grade in 1905. The result when compared was a revelation.\nIn every subject the children of 1905 surpassed\ntheir grandfathers by a wide margin. The aggregate difference in spelling,\narithmetic, and geography was 70 persons.\nIn writing the improvement\nwas especially marked. The Springfield examinations were given in many\nplaces in this country, and the results were similar everywhere.\nExaminations were also found which were given in the schools of Boston\nin 1845. Again these were given widely to pupils throughout the country\nin 1922. We have not the space to publish details. “They may be found\nin an interesting book, Then and Now in Education. ‘The results led the\nauthors of this book to say that the tests “plainly indicate improvement in\ninstruction.” If there ever were any “good old days” they must have been\nsomewhere around 1845, as that was certainly long enough ago for all of\nthe present generation to have safely forgotten the facts. Judging from all\nthe evidence obtainable, we can still take comfort in the thought that the\n“good old days” in education are yet to come.\nAdults often judge the\nschools by the work of their own immature children; and quietly flatter\nthemselves that they did much better at the same age. I have found myself\ndoing the same thing in examining the work of my fourteen-year-old son;\nuntil one day I found in an old trunk in the attic a book of compositions\nwhich I had written during my first year in high school. Needless to say\nI have since made no reference to my superiority at his age.\nMuch of the complaint about lack of thoroughness in the essentials comes\nfrom business men who employ clerks and stenographers.\nUnfortunately\nthey, as a rule, do not represent the best product of our schools. The best\nstudents usually go on to college, technical schools, and normal schools.\nThe clerical force of the country is in a large measure recruited from those\nwho for economic reasons, or because they could not keep up, leave school\nbefore completing the course. Our honest answer to the second question is\n\n"} {"page": 71, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n67\n\nthis: “The public schools are doing many things today that were not\nthought of years ago as belonging to the scheme of public education, andthey are also doing the essentials better.”\nThe third question which our masters put to us is this: Are the schools\nfailing in the all-important work of character-building? This question can\nnever be satisfactorily answered, because there are as many judges of right\nconduct as there are individuals.\nThe only answer to this question is a statement of facts. The school has\nsupervision over the child five hours a day, for about two-thirds of the days\nof the year; the home and other institutions have charge of the child for the\nrest of the time. Moreover, it is doubtful that moral conduct can be defi-\n\nnitely taught, like arithmetic or grammar.\n\nThe character and influence of\n\nthe environment, and the example of elders would seem to be of most effect.\nIt would seem reasonable that the influences to which the: child is longest\nexposed, that is for nineteen out of twenty-four hours of the day, would\nlargely determine the final result. Those who are inclined to hold the\npublic schools responsible for murder, banditry, arson, robbery, and other\ndelinquencies, would do well to read what Judge Archbold, of the Juvenile\nCourt of Los Angeles, said recently: ““My observation leads me to believe\nthat about 95 percent of the youthful delinquency today can for the most\npart be blamed on bad home conditions.” I would be the last person to\n\nplace too much blame on the American home. It is the finest institution\nthat America possesses; and we should use all our influence to strengthen\nit, rather than to discredit it,\nThere never has been a time in the history of our schools when more\nattention has been given, directly and indirectly, to character-building. The\nschools everywhere, public and private, are accepting this responsibility seriously and conscientiously. A sub-committee of the national Commission on\nthe Curriculum has been studying this subject for a year. This is what\nthey are able to report as a result of their country-wide investigation:\n‘The schools of the country are giving universal and definite attention to\nthe development of good character in the children entrusted to their care.”\nOne of the most serious problems of the day is how to meet the growing\ntendency of the public of placing more burdens upon the schools through\nlegislation, and through other forms of organized influence.\nAkin to this problem is that of the benevolent exploitation of the schools\nby well-meaning, but often misguided, organizations and individuals in the\n\nThese people are not enemies of the\ninterest of all kinds of enterprises.\nschools. ‘They are friends; but they don’t realize that every such project,\nhowever important it may seem to them, only takes the precious time of the\nchildren whose school life is none too long and distracts teacher and pupils\nfrom the main business for which schools are maintained. A good question\nto ask when such projects are urged upon us is this: Who will benefit more\nA truthful\nfrom this enterprise, those who propose it, or the children?\nof the\npercent\nninety\neliminate\nwill\ncase,\nanswer to this question, in every\nwar.\nthe\nsince\nnumerous\nso\nbecome\nhave\nthat\nschool distractions\n\n"} {"page": 72, "printed_page": null, "text": "NatioNAL EpucaTIon ASSOCIATION\n\n68\n\nThere are thousands of influential people in every city and town who\nwould soon change from an attitude of indifference or criticism towards\ntheir schools to one of encouragement and support, if they understood what\nthe schools are actually doing. This condition is a challenge to us. We\nmust expect indifference, unjust criticism, and unintelligent interference, *\nuntil every teacher, principal, and superintendent makes it his business to\ndo or say something every day to somebody at home, in his club, or his\nchurch, or his lodge, that will inform the people correctly regarding the\nwork of the schools, and will help to create an attitude of intelligent interest in public education.\nThere are some other important matters which we, as stewards, should\nattend to while we are putting our house in order. At least a quarter of\nthe children of the country are still taught by unqualified, or under-qualified teachers. In places where that unfortunate condition exists, it is our\nbusiness, as professionally minded teachers, members of a great professional\norganization of teachers, to bring about legislation, or to encourage boards\nof education to advance standards for admission to, and for promotion\nwithin the profession and to pay salaries that will attract to, and retain in\nthe profession, teachers of adequate qualifications.\nP\nIn spite of extensive efforts towards curriculum revision, we still have an\novercrowded curriculum, and one that in many respects is not adapted to\nthe needs of certain types of children. “The Commission on the Curriculum\nis working heroically to bring about general curriculum revision throughout\nthe country. This is an enormous task. We have already been at work\nthree years; and the end is not yet in sight. No central commission can\nmake an all-American curriculum, even if it were desirable. It can only\nfurnish data, and show the way. “There must be country-wide cooperation.\nIn this we ask your assistance.\nNo public servants can give a better account of their stewardship than\nwe. An honest accounting will present all in facts, whether favorable to\nthe steward or otherwise. We have nothing to fear. No public institutes\nin America can face its master and give a better account of its stewardship\nthan the public schools.\n\nRADIO\nW.\n\nE.\n\nHARKNESS,\n\nAND\n\nTHE\n\nVICE-PRESIDENT,\nNEW\n\nCHILD—ABSTRACT\nBROADCASTING\nYORK\n\nCOMPANY\n\nOF\n\nAMERICA,\n\nCITY\n\nWithin the past four years there has come into being a wonderful voice\nwhich can speak to the entire world. It is not restricted by the size of the\nauditorium nor to the distance between the speaker and the listener. It\ncan appeal to the individual or to the multitude; it can use any language;\nbreak forth into song, or produce the tones of any musical instrument.\nWe may well ask, What use will be made of this wonderful voice, the\nradio?\n\n"} {"page": 73, "printed_page": null, "text": "GENERAL\nLtt\n\nSESSIONS\n\n69\n\nA.\n\n\\\nSo far its principal use has been to entertain those who desire to listen\nto it. As we consider the uses to which this new medium of communication\nwith the masses could be applied we can but stand in awe and pray that\nit may not be misused.\nUnder the circumstances it is evident that at present this new and\nwonderful medium of communication is far from accomplishing the results\nwhich it should.\nOn the other hand it should be remembered that it is\nless than five years since it was first introduced to the American public\nand in that limited time has developed at a rate far in excess of any other\nmedium of public communication.\nDuring the first years of broadcasting the listeners were so thrilled by the\nmystery of radio transmission that the type and quality of the program was\nignored ; however, during the past two years there has been a remarkable\nchange in this respect. The radio audience has become more critical of the\nIt is interesting\nprogram, the quality of transmission and reproduction.\nand encouraging to note that the desires now expressed are for programs\nof better quality, both as to material and methods of presentation.\n‘There.\nwas a time when programs consisting of phonograph music would be accepted, but today the radio audience expects to hear the world’s great\nmusical artists, politicians, actors, explorers, and writers in person and\nattend the important public events of the day by radio, if not in person.\nTo secure the talent necessary to present a high grade musical program\nand to interest the leaders in the various arts in broadcasting is not an\neasy task, nor can it be done without expense. Another important factor\nin program arrangement and presentation are the personal views and desires\nof the owner or those operating the station. If they tend toward the better\nthings in life, something worthwhile will result from their efforts, but on\nthe other hand if the tendency is toward the sensational and burlesque\ntype of program matter, much harm may result.\nIt should be remembered that radio programs enter the home without\nthe producer ringing the doorbell and asking whether you wish him to enter.\nThe child in the home can and does tune in to any program that is available and can absorb many things which he would not otherwise hear.\nUnder these conditions, it is important that if radio is to accomplish the\ngreatest good for the greatest number, it be in the hands of those who\nrealize their responsibility to, the listening public rather than in the hands\nof those who for publicity or other purposes will depreciate this medium\n-of communication.\nWe have seen many articles in the public press calling attention to various\nexperiments of an educational nature carried on by broadcasters throughout\nthe country, both in the cities and rural sections. A number of educational\ninstitutions own and operate broadcasting stations, while other educational\ninstitutions are cooperating with broadcasters in developing ways and means\nof using their facilities for educational purposes. As far as it is known, up\nto this time the results of these separate experiments have not been collected\nand summarized.\n\n"} {"page": 74, "printed_page": null, "text": "70\n=\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\n—\n\nEarly in our study of broadcasting the question of its value as an educational medium was raised and arrangements were made with Columbia\nUniversity to join with us in carrying out some experiments which might\nindicate its value for educational purposes in the metropolitan area. The\nfirst subject selected was one which from the start was felt would not be\nIn addition to this a\npopular, but would indicate the minimum result.\nadvantage by those\nto\nused\nbe\ncould\ncharge was made for a syllabus which\nThe experisubject.\nthe\nof\nstudy\nextensive\nmore\na\non\nwishing to carry\nment covered ten lectures of one half hour each on Robert Browning given\nduring the evening hours. While the response from the audience was not\nlarge as compated with other program features it indicated that further\nexperiments should be carried on. A series of lectures on Early American\nHistory, English Literature, Practical American Politics, and Psychology\nwere presented during evening hours. In each case a syllabus was offered.\nThese lectures were found to be more popular than the previous ones, but\nstill far less popular than program features of an entertaining nature.\nLater a series of lectures in French were presented and on account of their\npopularity are being continued.\nIn addition to these continued programs, experiments have been made\nwith courses and individual programs covering specific subjects by instructors from the various departments of the university, principally those interested in home economics, including child care with special reference to\nthe health and mental development of the preschool child. These have\nbeen given in the morning hours and have met with a very favorable response from women.\n‘These talks are being continued and will doubtless\nbe increased as the morning audience is developed.\nAmong other experiments which we have carried on with educational\ninstitutions has been a series of talks to parents and children by a representative of the vocational training department of the board of education\ngiving the possibilities in various lines of business and manufacturing\nestablishments.\nThis resulted in many inquiries from parents, children,\nyoung people already employed, and from those desiring to employ young\npeople.\nThe Kansas State Agricultural College has for several years been actively\nengaged in the use of radio in connection with its extension work and\nhas prepared and presented numerous lecture courses on agriculture, engineering, home economics, and general science.\nIt is understood that\ntheir efforts along these lines have convinced them that radio is a veryintegral part of their extension service. Work of a similar character is\nbeing carried on by a number of other colleges and universities.\nIn cooperation with the music department of the New York board of\neducation the principal broadcasters carried on an experiment in connection\nwith their efforts to develop in school children an appreciation of good\nmusic. his consisted of broadcasting fifty selected compositions during a\nperiod of several weeks preceding a contest held in the schools in their\nannual Music Memory Week.\n\n"} {"page": 75, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n71\n\nThe board of education during the winter months gives a series of public\nlectures at various schools.\nThe lecturers are available to broadcasting\nstations and they have broadcast during the morning hours, thus reaching\na much larger audience.\nThe experiments mentioned indicate the principal applications of radio\nto educational subjects. Many modifications have doubtless been made by\nstations throughout the country.\nNow, let us consider other radio program features that have an appeal to\nthe child. As has previously been mentioned, the younger children of the\n\nradio audience have shown a decided preference for stories. During the first\ntwo years of radio broadcasting the so-called bedtime story was one of the\nmost spectacular items on the radio program. ‘The interest in this feature\nwas usually created by giving the story teller a fanciful name, broadcasting\nthe names of children during the story period, or sending them a picture\nor other prize in return for something which they would do for the broadcasting station.\nNow, as to what radio has given and is now giving the child:\nIn music it has and is presenting the famous vocal and instrumental\nartists of the world and the principal symphony orchestras in their regular\nand educational concerts with explanations by such leaders in the musical\nfield as Damrosch, Fleck, Hadley and others; the best in chamber music,\nband music, and orchestras; the important singing and glee clubs of the\ncountry. In addition to this, various musical organizations in the schools\nare given an opportunity to demonstrate their skill by broadcasting.\nIn literature, they are given the opportunity to hear Shakespeare,\nDickens, and other standard authors presented by those who have made a\nspecial study of these works and are trained in their presentation.\nThey can hear well known authors in person or criticisms and reviews\nof modern literature by well-known critics.\nWhat is true of literature is also true of art. “The authorities on this\nsubject lecture on various phases and branches and have aroused interest\nin museums and collections.\nIn science, radio presents to the child those prominent in scientific development and research. It also offers to those with mechanical skill the\nopportunity of making, for themselves and others, radio equipment, thus\nmaking a practical application of their theoretical knowledge.\nBy radio, matters of great importance in connection with personal and\n\npublic hygiene are presented by authorized and responsible agencies.\nIt offers an opportunity of hearing the outstanding men of the nation and\neven the world in discussion of social, economic, and political problems.\n\nThe great sporting events of the day are made to live although not seen.\nThe spirit and atmosphere of the baseball and football games are transmitted to the invisible audience and their interest and enthusiasm stimulated.\nThe new accomplishments of explorers, travelers, and adventurers are\n\n"} {"page": 76, "printed_page": null, "text": "NATIONAL\n\n72\n\nEpucATION\n\nASSOCIATION\n\na ear\n\na\n\neT\n\naaa\n\nae\n\nTT\n\nET\n\ntold by them in person and the conferring of honors upon them are heard\nby all.\nIn religious matters an opportunity is given to hear the outstanding\npreachers of all faiths and a broader and better understanding of the fundamentals of religious belief developed.\nThose broadcasters who are giving serious thought to the development\nof this new medium appreciate their limitations in handling this complex\nsubject. So far the so-called educational program features have been individual experiments. There has been no systematic planning by the broadcasters and educators and much remains to be done individually and collectively before satisfactory results are obtained.\nWhile it is possible, with proper presentation, by voice alone to stimulate\nand maintain the interest of the listener, such a method of teaching lacks\nthe advantages of pes eal contact between the teacher and pupil in the\nclassroom.\nFrom our experience in presenting educational courses by radio it is\nevident that its greatest value is in stimulating the listener’s interest in the\nsubject presented and after this has been done the real educational work\nshould be carried on through those agencies which have been and still are\nbeing developed by those engaged in educational work.\n;\nThe educator should study the broadcaster’s general problem and with\nthis and the limitations of radio, for it has limitations, assist the broadcaster\nin developing and presenting programs of sound educational value to the\nchild as well as the adult.\n\nTHE\nJULIA\n\nNEWSPAPER\n\nTRAVER,\n\nSCHOOL\n\nAND\n\nCHILDHOOD—ABRIDGED\n\nEDITOR, ROCHESTER DEMOCRAT\nROCHESTER, N. Y.\n\nAND\n\nCHRONICLE\n\n‘The newspaper reflects the life of its community.\nIts aim is to interpret\nthat life as wholesomely as possible.\nMore than any other agency, the\nnewspaper shapes public opinion.\nNot even the church is as powerful in\nthis direction.\nTo form public opinion in the right direction, the newspaper must image personalities and events, movements and their objectives\nintelligently and accurately and as they are, and not as they ought to be or\nas one might wish them to be.\n‘The newspaper always has recognized the importance of the church and\nthe public school. In a way, it always has recognized the importance of\neducation in its larger aspects, but only in the present time has it come to\nsee the significance of the great educational movements.\nHeretofore it has\nbeen content.to leave the discussion of the problems involved to the professional journals and to the educators themselves.\nNow it realizes that it\nhas an important function to perform towards the community in an endeavor to interpret both the schools and the educational movements to the\nhomes in particular.\n\n"} {"page": 77, "printed_page": null, "text": "eee\n\neee\n\nGENERAL SESSIONS\neS ee\nee\n\n73\n\nIn recent years the newspaper has sensed the value of the child as a news\nfactor. Previously, the child had stood in the editorial mind only as a part\nof the family unit to be considered as a part of that unit merely and not as\n\na human factor of sufficient importance to be viewed in relation to his own\n\nhappiness or misery; not as an important element in a treatment of his surroundings or a consideration of the things that happened to him. ‘Then\nsomething began to happen to the editorial mind. The newspaper began to\nbe more circumspect in handling its news and questionable advertising\nbegan to be cast out.\nThe child had emerged as an individual.\nThere is a type of newspaper, however, that by exaggerating the importance of everything that the child does or that happens to him exploits him.\nResult—the part of the community that it serves has come to believe that a\ngeneration of heedless, sinful, and carousing young people has arrived.\nBut those of us who really know young people either in our own homes or\nin school know that this indictment is not true.\nThe responsible newspaper is thoroughly conscious of its obligations. to\nthe community and to the community’s children. The one significant figure\nin the editorial mind in this new attitude is the child. The eternal question in editorial rooms with regard to the schools is: “Is the money that is\nbeing spent in this community on schools giving the child the sort of education it needs for life; will this process through which he is being put from\nkindergarten days until the moment he is ready to enter college or go to\nwork, make him the kind of citizen America needs? Will the child step\ninto the commercial or industrial world fitted to meet the complexities of\nthe life he must face?”\nWe are not asking, “‘Will he be able to face his\njob better prepared than was his father?’ ‘The conditions of life his father\nfaced as a youth just starting out and those he will face are so entirely dissimilar that such a question cannot be used as measure of the efficiency of\nthe public schools.\nSchools and education now have a particular value to newspapers and an\nimportance that makes it possible for the closest kind of cooperation between\nschools and newspapers.\n‘The newspaper wants to advance the interests of\ngenerally, but it wants to do it intelligently education\nand\nschools\nthe public\nand free from propaganda of every kind. ‘The opportunity is oftered in\nmany communities for a splendid piece of cooperation in the interests of the\nchildren. Any school system can get it that goes after it, and thereby makes\nits community acquainted with methods and objectives.\nMany persons who today criticise the public schools have not set foot in\nroom for ten, twenty, thirty or even forty years. The type of\nschool\na\nschool they are thinking about does not exist today in any progressive com-\n\nmunity.\n\nIt would not be tolerated in any intelligent community of our\n\ntime because it would be inadequate to the needs of our complex civilization.\nThere is no legitimate quarrel with the person who studies the schools\nconscientiously with the purpose of giving constructive criticism in an effort\n\nto clarify the situation.\n\nI am quite certain that the far-visioned and con-\n\n"} {"page": 78, "printed_page": null, "text": "74\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nscientious educator welcomes this sort of activity. After ten years of close\nassociation with a school system acknowledged to be among the best, I am\nI am also conscious that educators\nconscious of things to be criticised.\nknow about these things and are using every effort to correct them,\nthat teachers are doing yeoman service in this direction.\n\nand\n\nIn the editorial rooms of the country we see in the innumerable surveys\nand studies of curriculums, of administration and of costs a very deepseated desire on your part to improve the service of the schools to the child\nand to the community. We are not unmindful of your problem in a country which in a generation, as it were, has passed out of the pioneer era of\nliving, but still, in a very great degree, retains its pioneer thinking. That\nis, remains provincial on many subjects.\nWe are not unmindful of the\nproblem you face in a country which in a generation has developed from\none of homegeneous population into one of great complexity that has\nthrown into the schools a great army of children from the four corners of\nthe earth and from racial stocks of every degree of culture, or lack of it.\nWith the child of cultural background you have to accept the child of\nWe\ngenerations of illiterate ancestry to do for it the very best you can.\nknow it is your task to take this raw material—plenty of it unpromising,\nbut, oh, so much of it worthwhile, and make of it citizens that shall be\nworthy of the America we all love. We know that the American school\nteacher not only leads her children towards the light of knowledge and\nunderstanding, but that she mothers whole districts from which her children come.\nWhat we, in the newspaper offices, want the teachers to do is to let us\n\nknow more about the substantial and worthwhile things they are doing.\nWe are interested in your surveys and your studies, and we should like to\nknow the results. Elementary school principals, and other groups all over\nthe country, are doing wonderful work in making special studies and attempting to simplify matters, and in those efforts giving the highest type of\nservice to their superintendents and boards of education and to their communities. The world doesn’t know about these things because those responsible modestly keep the facts hid in the archives of their organizations. Or,\nwhen they do tell about them, they tell it to professional magazines—\nteachers’ journals, where the people who most need to know about it never\nsee it.\n‘The newspapers have discovered with what great care the public schools\ngenerally are being administered.\n‘There is a general recognition today\nthat the average school board is made up of men and women who are devot-\n\ning full time to the task often at considerable financial loss to themselves.\nThey are recognizing that the superintendent of the modern school system\nis a business man of the highest type who would increase his yearly income\nmany times by deserting to the ranks of industry or commerce.\nThey are\nrecognizing that the public school principal must be an administrator of\nunquestioned ability with a multiplicity of capacities. They are recognizing\nthat the teacher is a person of infinite patience, much tact, and special apti-\n\n"} {"page": 79, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n1D\n\ntudes. They are discovering that teaching is a profession, demanding many\nsacrifices but making rich rewards in terms of lives influenced and careers\nassured.\nThe newspapers are conscious also that the people demand good schools\nand that each community wants the best. They know that from the first\nparents have said: “Here are our children; take them; teach them; train\nthem in the way they should go,” and having turned the job over to the\nschools, paid little attention to the matter until school costs began to express themselves emphatically in the tax-bill of the community.\nThen\neverybody began to talk at once, and many silly, unwise, and unintelligent\nthings were said, as was very likely to be done from the very nature of the\nWhile many talked few offered any constructive criticism or\ndiscussion.\nadvice.\nWe are beginning to realize that there are differences in children; that\nthe same pattern and design of education will not fit all children; that\neducational programs must attempt to meet the needs of an almost endless\nvariety of child mentalities; that what is good educational practice for one\nset of children is not fair to another; that if the schools are to fill their\nfundamental purpose of making good citizens, they must have varied and\nenriched curriculums open to all children according to their abilities and\ntheir special needs.\nThis new viewpoint has emphasized the importance of the schools and\nfocused anew the interest in the child. One of the results is that in recent\ntimes very much more attention is given by the newspapers to the schools\nthan before. Out of this interest has come the school page, now an important feature in a number of leading newspapers.\nOur paper is just completing a series of articles which concretely describe\nthe course of study in the public schools, giving the authority under which\neach subject has been introduced and the results obtained insofar as results\ncan be measured. ‘The series started with a statement of the objectives of\nthe elementary school by Superintendent Herbert S. Weet, took up the\nkindergarten, the elementary school, the junior highs, and the senior highs,\nthe special schools and departments, and will end in a few days with the\ncity normal school. Altogether there are ninety-four of these articles, one\nof which has been published each day, except Sunday, since March 15th.\nThey are to be printed in pamphlet form this summer.\nA copy will be\ngiven every person employed in the Rochester public school system, and\ncopies will be supplied the Chamber of Commerce and similar organizations\nand to the public at cost. The effort has been to keep the entire series\nabsolutely impartial and to have each one tell the story of the subject discussed as briefly and definitely as it possibly could be done. From all parts\nof the country and far away places like Hawaii have come requests for\ncopies of the series.\nThe series was worked out through the cooperation of the superintendent\nof schools, many teachers and directors in the system and the managing\nNot a person in\neditor and school editor of the Democrat and Chronicle.\nthe Rochester school system involved in getting out the material failed to\n\n"} {"page": 80, "printed_page": null, "text": "NATIONAL\n\n76\n\nEpuCATION\n\nASSOCIATION\n\nrespond generously and promptly despite the fact that the series had to be\nworked out at a time when everybody was about as busy as he could be.\nThat bit of cooperation is appreciated greatly.\nIn its service to the children, the modern newspaper does not stop with\nits school page and its special educational articles. It has a children’s page,\nits scout page, and its youth’s religious page, the latter a recent acquisition. All of them are bringing into newspaper offices persons with the new\nviewpoint of childhood and the opportunity to serve it. In addition, every\nyear the newspapers of the United States give thousands of columns of space\nto stories dealing with the work, the aims, and the achievements of childcaring organizations and institutions.\nGreat care is used in the modern newspaper office to avoid the exploitation of children in the news and to prevent unnecessarily bringing them\ninto the limelight even when they are delinquent. It has become a principle\nin many newspaper offices that no permanent record should be made of the\ndelinquencies of youth which might in time to come darken years of effort\nto go straight.\nNewspapers are stepping forward in many directions but in none so\nrapidly as in their work for children. Some of them are providing college\nscholarships for worthy boys and girls of the public schools who otherwise\ncould not go on to the higher institutions of learning; thirty-eight of the\nleading newspapers, including the Democrat and Chronicle, cooperate each\nyear in a national oratorical contest on the Constitution which has come to\nmean much to boys and girls of the junior and senior high schools. One\nRochester newspaper last week sent a hundred and ten standardbearers |\nand their escorts to Washington in special cars, all expenses paid for three\ndays of sight-seeing.\nThe newspaper, like the school, is the creation of no one person, but that\nof many who have given freely of themselves to carry enlightenment and\nunderstanding into every corner of life. Our torch we soon pass on to\nothers, but while we hold it we “try to see the other fellow’s job, and\ninterpret it sympathetically.”\nAnd finally, the press and the schools are interested in the creation of a\nloyal patriotic citizenship that shall cherish American traditions and protect\nAmerican honor from assaults from within and from without.\n\nTHE\n\nCHILD.AND\n\nWILLIAM\n\nDAVID\n\nTHE\n\nUPSHAW,\n\nMOVING\nUNITED\n\nGEORGIA,\n\nSTATES\n\nATLANTA,\n\nPICTURE—ABRIDGED\nREPRESENTATIVE\n\nFROM\n\nGA.\n\nWhile I have never been an actual teacher, with all the honors, emoluments, privileges, salary and perquisites that go with the position, I have\nfelt for three strenuous, but glowing and happy decades, a peculiar comradeship for teachers. When I got off bed where I had stayed for about\nseven years, living amid the wreckage of my youthful hopes and plans, I\nmade a straight line to the schoolhouse trying to help the boys and girls\n\n"} {"page": 81, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nTi\n\nwho had no handicap to gain what I had missed in the schoolroom preparation for life. I have had about four million students to stand up and\nrepeat the motto of my shut in life—and my motto since then, if you please,\n\n“Let nothing discourage you—never give up!” And during the latter\nyears of this period I have been constantly meeting prominent grown-up\nmen and women who tell me that they went through college on the practical inspiration that that motto gave to them. And since I have been a\nmember of Congress these seven busy years, I steal away from the tedium\nof law-making to the schools around Washington and bathe my tired spirits\nin a refreshing sea of youth.\nThat is the way, my comrade teachers, I have been able to keep so\nyoung—you observe that I did not say young and “beautiful’—but young\nIndeed the theme of these schoolroom messages has\nin spirit and purpose.\nbeen “Pluck and Purpose’—putting into italics the pluck that falters at no\nobstacle and the purpose that is linked to God.\nDo you wonder, then, that my theme today is a congenial one?\nMy\nsubject, “‘Motion Pictures and the Child” was assigned me, and I gladly\naccept the assignment, for on the one hand we have the Creator’s greatest\nunit of dynamics, and over against that winsome marvel of plastic potentialities, the child must consider the greatest human agency for blighting\nor blessing that child.\nNeeded—a new concept concerning the child—The most amazing, shocking and sorrowful thing I know is the average low, materialistic concept of\nthe child and the utter abandon with which some teachers and more parents\nregard the child. If we wish to grow a better brand of colts or calves, or\nchickens or pigs, or puppies, we will see to it that nothing comes their\nway—certainly that nothing stays in their path that will poison their bodies\nand hurt their development.\nBut in countless thousands of cases the child is allowed to throng the\nunclean streets or sit for hours every week under pictures that “lead to\nbewilder and dazzle to blind.’ Fascinated by this marvelous triumph of\ngenius and art the child mind and the child nature respond to the screen\nscenes which grip and stir, utterly regardless of the insidious poison being\ndeposited in mind and soul. ‘‘Let me go to the movies, mother,” is the plea\nin practically every home in towns and cities where pictures are shown;\nand partly out of the spirit of parental love and indulgence, and partly\nfrom a desire to be free from childish noise and pranks, consent is given\nand the child scampers away to join hundreds more of the “Tomorrow of\n\nthe Republic,” who are entertained and enriched by much they see of educational value, and warped and weakened by much more they see that\n\n:\n“Gazzes” their tastes and lowers their ideas and ideals of living.\n‘ Strangling and blighting our children—During the recent hearings before the House Committee on Education concerning my bill, calling not\n\nfor censorship in the usually accepted sense of that term, but for purifica-\n\ntion at the source, so as to make varying standards of bothersome censorship\nunnecessary in different states and cities, I was offered earnest evidence\n\nfrom friends of children all the way from the parent and teacher to the\n\n"} {"page": 82, "printed_page": null, "text": "78\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nobservant judge on the bench, proving the sorrowful contention that the\nmotion picture business, as now conducted, is blighting the mental, moral,\nand spiritual potentialities and possibilities of the American child.\nAnd yet when such incontestable evidence is produced as a reason for\ngovernmental control of interstate commerce in the sensual and devilish\ninfluence against child development, the blind champions of the motion\npicture rush in and cry: “Stop, you Sabbatarian, puritanical reformers, you\nare trying to strangle this great and wonderful industry.”\nI deny the allegation—and I almost ‘defy the alligators.”\nWe are not trying to strangle the motion picture business—we are simply\ntrying to keep it from strangling itself, and we are trying yet more to keep\nit from strangling, body and soul, our children who are “dearer to us than\nthe ruddy drops that gather in our hearts’”—our children who are the seed\ncorn of the nation itself.\n4\nI put into italics here what I said at the hearings of the House Committee on motion picture regulation and control, and that is the statement\nthat I am a movie fan. I stand amazed and delighted at the mastery and\nwizardry of creative genius as portrayed in the motion pictures of today.\nBecause education travels to every recess of mind and soul through the eye\nof the child as it does in no other way, I believe in capturing the motion\npicture influence for the cause of education and using it as the mightiest\npower, perhaps known today, for child development.\nBut I remind you,\nmy comrade teachers, you who are engaged in the basic, far-reaching work\nof citizen-building, that education without wholesome ideals of moral character is like a flower without fragrance—it is like a statue without a soul.\nTwo thousand men behind bars—I recently spoke to two thousand men,\nnot one of whom got up and left before I finished.\n“They were in the\nFederal Prison. ‘There were bright men there, men with really handsome\nfaces—men who had led their classes in high school, who had been champion debaters and victorious athletes in college, men who had university\ndiplomas framed on the walls of their shadowed and sorrowing homes—\nthey had been “‘educated,” as the schools call it, but they were under the\nmandate of wrong ideals—they had forgotten God.\n“Tread softly there,” says some timorous soul, “it is not our province as\nteachers to teach religion—it is our duty to educate the mind and develop\nthe body.”’ I answered, tread more softly still—for we are entering now\nthe courts of the “Holy of Holies,” for, in your high and holy task in\nwhich you are permitted to enter into sacred partnership with the Creator\nof the Universe—not only of worlds and stars, of mountains and plains, of\nlands and seas, but as builders, with Him, of God’s crowning handiwork,\nthe human master of the earth—men, who came to subdue it and cultivate\nand develop it for the glory of its Creator—ah, my comrades, I remind you\nthat you stand in constant fear lest that bright boy or girl whom you send\nout with blushing honors beyond the campus gate shall fall a prey to selfish,\nsinful indulgence and Godless, wordly ambition.\nA picture which fascinates “Young America” mentally and physically nine-tenths of the way,\nmay suddenly throw on the screen one liquor-drinking scene which defies\n\n"} {"page": 83, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n79\n\nthe majesty of our constitutional law—one lecherous climax of sex appeal\nwhich tramples every sacred law of God and man—and alas! your treasure\nhandiwork of many patient years is shattered in one fateful and fatal night.\nh I summon you, as your teacher-friend Woodrow Wilson used to say,\nI summon you to comradeship” in helping to drive every unclean, destructive picture from the American screen!\nComradeship in ideals—I summon you again to the responsible task of\ncatching a new vision of the regnant power of wholesome ideals and of\nbasic concepts on the part of the child under your care.\nVerily, the education you impart, according to that old-time aphorism, is\n“a sword in the hand of a madman” unless pure God-fearing, unselfish\nideals of reverence and service, shall control every element of that education, every step of the way.\nIf you teach a boy that he came from an inert protoplasm (whatever\nthat means) or a wallowing tadpole, a grinning ape or a jumping monkey,\nand that boy will naturally want to do groveling, muddy, monkey-like\nthings; but if you teach that boy, that bundle of human and Divine dynamics, that he came from the creative hand of the Creator of the Universe, who “flung the stars from His fingers in creation’s morn,” and who\nupholds the worlds by the Word of His power, plant the miracle of regeneration in his bosom, place the Star of Bethlehem in the say of his life,\nfeed his mind and soul on the pabulum of purity and truth, and that boy,\nwith an appetite for the immortal, will never be content to stand any lower\nthan upon the shining heights of a radiant, glorious, victorious manhood.\nI summon you also, my teacher comrades, to the value of the chapel hour\nor half-hour (never less), as the case may be.\nI speak to you now, not as an actual teacher myself, but from the standpoint of schoolroom fellowship; having spoken, I remind you to four\nmillion school boys and girls. What glorious times I have had for these\nthirty years with teachers and pupils—north, south, east and west.\nHow gratefully remembered those warm hand clasps of principals and\nteachers, and of students, saying, ‘““You have made our tasks easier from\nnow on!” How treasured that gracious work of President J. C. Woodward of the Georgia Military Academy, College Park, Atlanta, when,\nafter I had spoken thirty minutes to his gallant boys on “The Power and\nPurpose,” he arose and said: “I was just thinking while Mr. Upshaw was\nspeaking how I would that some great-hearted, far-visioned man or woman\nwho believes in endowing institutions would catch the vision of endowing\na man and make it possible for our friend and Congressman to go all over\nAmerica and carry this message of inspiration to students everywhere!”\nFrankly, my friends, I wish somebody would—for what would be a\nCongressional crown compared with such a boundless opportunity for\ntouching humanity and building with you every day the pillars and guar!\ndians and defenders of our Republic!\nLet no principal say, ‘“We haven’t time for chapel” or “we can only find\ntime once a week,” I remind you that you have all the time there is—you\nhaven't time not to have it! The school needs its unifying inspiration\n\n"} {"page": 84, "printed_page": null, "text": "80\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\npower every day. The child needs its psychic, subtle, sweeping influence.\nWhether it be a song, a spoken message, or a message from the gripping\nmagic and mastery of the screen, God help you to make that daily message\nas pure, as powerful as Eternal Truth, as refreshing as the dew of Hermon,\nand as fragrant as the breath of Sharon’s Rose.\n\nBRINGING\nDAVID\n\nDIETZ,\n\nBIG OUTLOOKS OF SCIENCE\nCHILDREN—ABSTRACT\n\nSCIENCE\n\nEDITOR,\n\nTHE\n\nCLEVELAND\n\nPRESS,\n\nTO\n\nTHE\n\nCLEVELAND,\n\nOHIO\n\nThe schools of the nation must do more than teach children how to make\na living. They must teach them how to live.\nIt is easy to make a living, as the prosperity of the nation shows. It is\nnot easy to know how to live, as the endless discussions raging over ethics\nand morals and the sad records of the courts show.\nI believe that we can best teach the child how to live by bringing the big\noutlooks of science into his life.\nThe facts of science will give the child a new universe in which to live.\nThe spirit of science will give him a new outlook upon life.\nThe facts of science will fill the ordinary happenings of everyday life\nwith new beauty and wonder.\n‘The wind and the rain, the sun and the\nstars become objects of intense interest and charm to the student who\nknows the facts of science.\nThe spirit of science is the spirit of tolerance, the spirit of open-mindedness.\nIt is the desire to seek the truth and to accept the truth fearlesslv\nwhen it is found.\nI believe that we can begin to teach science in the elementary grades.\nThe six-year-old child asks: ‘“‘Why does it rain?” ‘Why do the flowers\ngrow?” “What is the moon?”\nWe can begin to teach science by answering those questions.\n~\nAs the child reaches the age of hero-worship, let us give him scientists\nfor heroes.\nLet us tell him of the bacteriologists who risked their lives to conquer\ndisease. Let us tell him of the research workers who consecrate their lives\nto the search for truth. As the child learns the facts of science, he will\nabsorb the spirit of science.\nHe will see that the method of the scientist is to observe things as they\nhappen, then try to formulate theoriesto explain these happenings.\nHe\nwill see that the scientist next goes into the laboratory and sets up experiments to test the validity of these theories.\nHe will see that the scientist\naccepts the theory only if it fits the facts, and that as new facts are found\nhe is ready to change his theory to meet the new facts.\nIf the child can be taught the beauty of this way of looking upon life\nand of doing things, it is safe to assume that he will carry it into whatever\noccupation or venture he may enter in later life.\nAnd in this—the wide dissemination of the scientific spirit—lies the most\npowerful force for the improvement of civilization,\n\n"} {"page": 85, "printed_page": null, "text": "GENERAL\n\nTHE\nKATE\n\nCHILD AND\n\nWOFFORD,\n;\n\nSESSIONS\n\nTHE NEW\n\nSUPERINTENDENT\nLAURENS,\n\nOF\n\n81\n\nSOUTH—ABRIDGED\nLAURENS\n\nCOUNTY\n\nSCHOOLS,\n\nS. C.\n\nBefore we can think straight about the so-called new south we must\nacknowledge a few plain facts about the south from which this new and\noverwhelming growth has sprung. In the beginning I wish to say that the\nterm, “new south,” is misleading. The average person uses it loosely; it\nsuggests a condition which has never existed and which does not at present\nexist. It indicates a decided break with the past in the forming of a new\nland and a new civilization.\nNeither condition has been brought about.\nThere is a new south, but it is a readjustment of the old. This growth,\nhowever, has come from within; the south has never allowed its civilization\nThe history of the south from its earliest\nto be imposed from without.\nbeginnings will bear this statement out. Its history is a long and honored\nMany of the earliest settlements were made in her states. Five of\none.\nthe thirteen stars shone in the original flag for her colonies. Through all\nof the years of the nation’s early development the south prospered industrially, agriculturally, and educationally. She compared favorably with any\nother section, any other state. In 1810 the south had more manufacturing\nplants than the six New England states combined; she had a system of\nschools—the apologists for the Reconstruction Period to the contrary—\nwhich was the pride of those early leaders who dared as early as 1840 to\npreach the educational doctrine of an equal opportunity for every child.\nSlavery and its tragic progeny of war, reconstruction, and illiteracy followed hard on these prosperous times and not only retarded but checked\nour agricultural and industrial development and barred forever to the child\nof her darkest hours, his chance at the fulness of living. Sidney Lanier\nvoiced the poignant despair of the youth of the south during this period as\n“most of living consisted in not dying.”\nNor were these all the south’s deflections from progress.\nDuring the\nfifteen years following the war the south lost 500,000 of her white population who moved into the west and Texas seeking wider opportunities. History does not record a greater drain on any country.\nIn the words of\nClarence Poe, one of the agricultural leaders of the new south: “We have\ncome up through great tribulations, but we have come, having meanwhile\nachieved the great strength and serene confidence of one who having per-\n\nformed the tasks of Hetcules, unafraid awaits other tasks.” We have\ndemonstrated the truth that “he who comes victorious from wrestlings long\nand laborious has power with gods and men.” The. new south is literally\nshining triumph of a defeated people over ignorance, prejudice, and a depleted and impoverished land.\nNot only has the new south conquered ignorance and a depleted land but\nshe is drawing. back, multiplied, the great host who left her in the early\neighties. The nation has discovered the south, but before this was possible\nthe south first gloriously discovered herself. “The mass movement of humanity upon the new south has been described by one writer as follows:\n\n"} {"page": 86, "printed_page": null, "text": "NATIONAL\n\n82\n\nEDUCATION\n\nASSOCIATION\n\nIt is the setting in motion of a current which may result in a national shift of\npopulation scarcely less important in American history than the rush to California\nand the far west in the days of ‘49. Though unwarlike and less violent this movement may have its effects as far reaching as other celebrated ‘hegiras; such for\ninstance\n\nas the descent of the Goths\n\non South Africa or the Mormon\n\non Rome;\n\nthe Mongols\n\non China,\n\nthe Dutch\n\ntrek from Illinois to Utah.\n\nIn spite of the influx of this mass movement of peoples, however, the\nSouth has kept her own identity; the new south is her own peculiar and\ntriumphant development.\nAgain, the apparently sudden prosperity of the new south is not sudden\nat all. It is a gradual development brought about by the faith and hard\nwork of those who learned to “make bricks without straw.”\nIt is not my\npurpose to state how this happy condition has been brought about. I am\nonly honestly trying to state conditions as they were and are. The end of\nthe war not only found the south depleted in men, but the whole section\nin chaos, a chaos which took a half of a century to make straight again.\nOut of this chaotic condition, however, has come peace and order and prosperity. Over half of the country’s cotton mills are in the south; the value\n\nof the cotton goods produced in the south is nearly three times the total\nvalue of the cotton manufacturers of the entire country in 1900; 84 percent\nof the nation’s tobacco is produced below the old Mason and Dixon line;\nand the coal area of the south covers 100,000 square miles. Out of these\ngreat resources, dormant and idle for years, the south has come back with a\nvigor and confidence that has astonished and delighted the whole of the\n\nUnited States.\nThirdly, the old south is not narrowly sectional; she has never been.\nToo many people in the United States prefer to speak of the south as if it\nwere a single and separate country inhabited by a peculiar people.\nEven\nhistorians are guilty of speaking of the “southern attitude,” the ‘‘southern\nvote,” the “southern opinion,” as if these could be definitely measured and\nweighed. I have had friends from other sections, very gentle and very fine,\nwho were honestly surprised to learn that southerners were like all other\nAmericans with perhaps the exception of being more broadly national than\nany other section of America. I mean by this that whatever distrust and\ndislike that may have unfortunately arisen during the war between the\nstates is being happily forgotten, and that the heroes of the blue as well as\nthe gray are honored in a way in which many of the other sections of\nAmerica have not yet thought proper.\nThe children of our schools are\ntaught to honor the memory of both Lincoln and Lee with a generosity of\nspirit that is both beautiful and inspiring. Whatever of bitterness may\nhave resulted from the war and the Reconstruction Period there has come\nout of it for us all a common way of thinking and a common way of life.\nParticularly on questions involving the welfare of children have we agreed\nupon the same ideals, the same aims.\nWith this—I trust—slightly clarified idea of the new south, what of the\nchild in her midst? The south is making an unprecedented growth in ma-\n\n"} {"page": 87, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n83\n\nterial progress. Her thousands of new smoke stacks are eloquent witnesses\nto this fact. Her newly developed water power, more powerful than all of.\nher slaves, thunder forth the prophesy of her future greatness. What of\nthe child? Is the south making her greatest potential asset a real one? Is\nshe sacrificing her future leaders to economic progress?\nWhat of her\nschools? Is she being “true to the Heavenly Vision”? What of the Child?\nThe south has definitely dedicated herself to the cause of public education. This has not been an easy task. The year of 1876, when the south\nreturned to self-government, was an optimistic one for the schools. However, the optimism was short lived. Educational apathy and indifference\non the part of the public deadened and finally killed the first outburst of\neducational enthusiasm. The public as a whole felt that a proper contempt\nfor schools was another way of showing a proper contempt for the reconstructionists, and the discredit of schools was discredit for those responsible\nfor the system. It took the south years to recover from the serious results\nof this unfortunate opinion of the public. The same indifference and\nneglect has held, in fact, until recent years when the schools were taken\nback into the public’s confidence and given access to the public’s pocket book.\nThe thoughtful leaders of the south knew then, as they know now, that\nthe development of the south along all lines rested upon an educated citizenship, and be it said to their everlasting credit they dared to make the beginning toward this shining goal in the midst of the most dire poverty and\ndespair.\nOne of the many obstacles in the way of a growing system of schools in\nthe south was the early lack of money.\n‘The principal of local and state\ntaxation for school purposes was accepted slowly. Conservatism, a virtue\nof questionable values for the south, made men cautious in the appropriation\nof sufficient school funds. The new south gives promise of overcoming this\nobstacle.\nA few figures are necessary here. “Twenty-five years ago the\nstates of the south raised by taxation and paid for public schools $27,270,310. In the year 1925 there was raised and spent in the same section\nfor public education $273,036,452, an increase of over a thousand percent.\nSchool terms have been lengthened from four to eight and nine months,\nthe salaries of teachers increased, and the qualifications for teachers steadily\nadvanced. In her prosperity the south has given generously to public education. In fact, so free has she been in her expenditures for public education\nthat we have faced and are facing a real danger. There is a tendency—\ndeplored by our educational leaders—on the part of the lay public to spend\nmore\n\nmoney\n\nthan thought on education.\n\nIt has been necessary\n\nto teach\n\nthe public in certain sections of the south that a magnificent school building\ndoes not necessarily make a magnificent school.\nThe greatest progress, however, that has taken place in the education of\nthe south has found its development in the high school. ‘Twenty-five years\nago there were only one hundred four-year high schools in the whole\n\nsouthern section; today there are over 2500 public high schools housed and\n\nequipped at an expenditure of over $50,000,000.\n\nIn 1913 the high school\n\n"} {"page": 88, "printed_page": null, "text": "84\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ni\na\na\n\nenrolment was only 165,241, in 1922 it was increased to 357,100 and now\nFor a\n-the enrolment has reached the magnificent number of 500,000.\nquarter of a century educational leaders have preached the policy of finishing high school. Recently we have discovered the fact that everybody and\nhis child has taken us at our word. As a result of the increased high school\nattendance colleges and universities are being overwhelmed with well\ntrained boys and girls demanding entrance. The child in the south is be-|\nginning to receive the educational attention and assistance denied to the past\ngeneration.\nMany other obstacles, however, are still blocking school progress in the\nsouth, and as a consequence are proving stumbling blocks to the south’s\nchildren. Although the child is benefitting from increased school revenues\nhe is still being taught in a school system largely controlled by an ugly practice of politics which is stifling school growth at its very beginning.\nSo\nviciously has the system of politics worked among the schools that many\npolicies of school administration, supervision, school control and even certification,of teachers have felt its blighting influence.\n“The child, in whose\nname the system does its vicious work, suffers most of all. The average\ncourt house and state house political ring is a factor to be reckoned with in\nsouthern education. Progress of schools is retarded, the rights of parents\nand of children are disregarded in order that unscrupulous politicians may\nfurther their own selfish aims. The schools of the south will continue to\nfail in their maximum of usefulness as long as politics dictate the policies\nof school systems.\nIn order for the child of the south to come into his own educational inheritance certain other fundamental changes must take place in the public\nschools particularly from the standpoint of a reorganization of the entire\nsystem. If the public schools are to make adequate returns upon the vast\nsums of money being spent for them we must bring about a new emphasis\nupon the right sort of educational leadership.\nIn the word leadership I\nparticularly wish to include the offices of state and county superintendents\nof education. “These offices have long ago outgrown the duties of a clerk\nand now demand the highest type of technical skill. The office of state\nsuperintendent formerly, for instance, required the combination of a statistician and politician who could extract state aid from a reluctant legislature\nand in turn dispense it to the county superintendents.\nThe needs of the\noffice have enlarged with the new south’s increasing responsibilities to its\nchildren. The importance of the office is now so great that it requires the\nbest type of leadership and statesmanship.\n‘The south, if it is to meet the\nneeds of its children, must take this high office out of politics and refuse to\nlimit its choice of leaders to the individual states or as for that matter to\nthe south.\nFurther, in order for education in the south to keep step with her progress along other lines it seems necessary for her to make radical changes in\nthe unit of school administration. The whole south, with one or two outstanding exceptions, is hide bound with a district system both pernicious and\n\n"} {"page": 89, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n85\n\nantiquated. In theory the county is the educational unit but in reality the\nsmall districts served by local boards of trustees, all loosely bound together\nform the unit of school administration. The local boards of trustees carry\non the work of their particular school district with never a thought nor a\nConsequently the most glaring\ncare for the county system, as a whole.\neducational inequalities exist. “These inequalities fall unfairly hard upon\nthe country child, who because of the small taxable area in which he lives\nhas often for his lot inefficient teaching, poor equipment, and practically no\nsupervision. With school control centered locally it is almost impossible to\nenforce compulsory attendance laws, and the rural child suffers accordingly.\nThe child labor problem in the south is no longer a textile one, it has become most acute for the small producer on the farms.\nFor this problem\nthe district system of school administration is largely responsible. Until this\nlocal district system can be replaced with a combined community unit system\nfor school administration and the financing of the system placed on a county\nbasis the country child in the south can never catch nor keep step with the\nother lines of the state’s progress which will sooner or later need his education and his leadership.\nHowever, a brighter day is dawning. Already the children of the city\nand town schools of the south have the same educational advantages offered\nby other parts of the United States. A few of the states have led the way\nin giving every child the same opportunity. Already indications point to\nthe greatest educational development which the south has yet experienced.\nEducational systems give promise of a complete reorganization, with the\nwelfare of children as the chief concern, school politics are being gradually\nconquered by school policies and sound business principles are being employed to make the school efficient in its service. The new south will take\ncare of its own. Against its background of pain and poverty the south faces\nthe future, and thru the eyes of its children faces it serenely and with confidence.\n\nANNIE\n\nNEW\n\nROADS\n\nCARROLL\n\nMOORE,\n\nTO\n\nCHILDHOOD—ABRIDGED\n\nSUPERVISOR\nLIBRARY,\n\nNEW\n\nOF\n\nWORK\n\nYORK\n\nWITH\n\nCHILDREN,\n\nPUBLIC\n\nCITY\n\nChildren’s tastes in reading are better than their parents and teachers\nwhen given a natural exposure to books because children can be trusted to\nread books for reading’s own sake.\nWhat is natural exposure to books?\nThere is a power in books, persistence—fortitude—imagination.\nLiterature is something that is still going on—going on for children as\nwell as for the rest of us. Writing for children is an art, not an exercise\nor a chore.\nChildren’s books are changing as children change and in direct ratio to\nthe divination of their needs and desires by writers and publishers who have\n\\\n\n"} {"page": 90, "printed_page": null, "text": "86\nhi\n\nEpuCATION ASSOCIATION\nNATIONAL\nel soe A\nTalo. AkSORA oA\n\nthe imagination, the skill, and the courage to produce books which belong\nto childhood rather than to the names on title pages and in catalogues.\nNew books for children are worth reading. Who are the writers of\nthem?\nStriking changes have taken place in the publication of children’s books\nduring the past fifteen years!\nPoetry is being widely read for pleasure since E. V. Lucas made the first\nof the modern anthologies. His Book of Verses for Children stood alone\nin the field and 1,000 copies a year supplied the demand of the time, while\n10,000 copies of Louis Untermeyer’s This Singing World have been sold\nin the period of two and a half years since publication and it is passing into\na special edition for junior high schools.\nOther delightful collections of poetry have appeared.\nThe question so often asked, Will children read poetry? is answered.\nYes, if presented in attractive form, and without tiresome explanations or\napology.\n\nLet the poets who know how to make the anthologies make them.\nLet every teacher go forth from her training with Walter de la Mare’s\n“Come Hither” as companion and guide to the heart of English poetry.\nImaginative fiction has had notable original additions. Doctor Dolittle\nis here with assurance that human interest in animals has come to stay, for\nHugh Lofting has created in him a genuine character of universal appeal.\nRootabaga Stories are here and here to stay for they have sprung out of\nour own western soil—the gift of a poet to the heart of a child—the forerunner of a great life story, Carl Sandburg’s Abraham Lincoln—Thke\nPrairie Years.\nPoor Cecco, the story of a wooden dog, owes a big debt to the Italian\nclassic Pinocchio as well as to the magic of Hans Christian Andersen fo:\nblazing his trail. The resuscitation of the inanimate is an art of peculiar\ndelicacy.\nMargery Williams Bianco possesses it. Her ‘Little Woodeti\nDoll” and “The Velveteen Rabbit” give further proof of it.\nWill children read modern fairy or fanciful tales? Yes, if they interpret\ntruly and report clearly what a child sees, feels, and knows about life.\nWhat about realism for children?\nRealism is not photography.\nHas the writer the skill and the knowledge? Dorothy Canfield Fisher has.\n“Give me a book to unhitch my boy’s mind at night,” implored the father\nof a ten year old boy who had a natural distaste for poetry and fairy tales.\nDorothy Canfield Fisher’s Made to Order Stories filled the bill for it\nwas writtin to satisfy the natural craving of her own little boy.\nChildren as well as the rest of the American people are reading more\nbooks and better books than they have ever read before.\nMillions of statistics might be advanced to prove it, but all statistics of\nreading are both tyrannical and deceitful.\nThe subject can neither be\nsvelghed nor measured in time or space.\nI am here to tell you instead that children’s reading is not a by-product of\n\n"} {"page": 91, "printed_page": null, "text": "che 2S\n\nGENERAL\n\n8 Ae Ss Name case a all\n\nSESSIONS\n\nSer Se\n\nea rchlc\n\nan English course, an intelligence test, or of anything else.\n\n87\nChildren’s\n\nreading is a subject of limitless possibilities and lifelong implications. Leave\nchildren as free to read the books of their choice as to breathe the air of\nmountains or seashore, By the breath of life that is in it, and by that alone,\n\ndoes any book survive or the love of reading become established in the Ife\nof a nation.\nFinally, I am here to remind you how brief is the generation of school\nage and that responsibility must ever rest upon the teacher to become a continuous reader herself if she would influence the reading of children who\ncome and go each year, preparing them, not by graded list of syllabus, but\nby natural association with books, new and old, to discover in their own\ngood time their own masters in literature and to take nothing about reading\non hearsay.\nBeware the uneasy ghost of Mr. Gradgrind, ever flitting across the field\nof education with his measuring rod.\nConquer these deadly enemies to the rapid advancement of fresh creative\nwork and its ready assimilation by undernourished children:\nThe inertia of parents as individuals.\nThe persistence of routine habits in relation to matters which are not routine.\nThe clatter of educational machinery.\nOver-recommendation of books which rouses a strong determination not to read.\nOver-condemnation of books with its opposite effect.\nReading for credit or reward, which I condemn without hesitation and without\nmercy as destructive to the love of reading.\nThe serious habit, acting as a narcotic on author, publisher, reviewer, and bookseller, as well as upon the child, by dulling the sensibilities to sensitive prose and\nverse and closing the mind to those fresh manifestations of literature which afford\nsuch keen pleasure to real judges of literature of any age.\n\n“The publishing of children’s books at the present time is worthy of the\nhighest type of intelligence and skill that we can bring to it,” says one of\nthe foremost publishers of the day. ‘No longer is it a by-product of the\npublishing business but a distinct department with special problems of its\nown, for the solution of which we must turn with a new demand and with\nfresh confidence to the schools as well as to the libraries of the country.”\n“Yet, strangely enough at present,’ he observed, “the sloppiest manu-\n\nscripts that come into this office are from teachers of English.\n\n‘They lack\n\nprecision in quotation, proper respect for authoritative sources and show\npoor balance in the organization of their own subject-matter. How do you\n\naccount for it? What’s to be done about it?”\nDoesn’t it all go back to natural exposure to books in childhood and to\nproper feeding and assimilation?\nSome children are born with the power to choose and to assimilate. In\nothers it may be slowly developed. Many grown-ups die every year without\never having known that such power exists. ‘They learned the mechanics\nof reading, they taught the mechanics of reading, but they never really\nentered into the joy of reading for reading’s own sake. Their reading never\n‘soaked into them and became a vitalizing element in their existence.\n\n"} {"page": 92, "printed_page": null, "text": "88\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe wisest teacher of teachers I know—Emma L. Johnston, principal\nof the Maxwell Training School in Brooklyn, New York—has always\nbeen a reader of books as well as of character. She is the author in association with the late William H. Maxwell of several textbooks in English; her\nname is upon the title page of an excellent book of plays for little children.\nMiss Johnston has been my friend, as Kate Douglas Wiggin records in\nThe Garden of Memory that she was hers—all the years of my professional life and when I asked her what I should say to you on this great 9c-\n\ncasion, these are some of the things she mentioned:\nDon’t try to entertain them.\nGive them principles.\nTell them who are making books for children teday and that schoolmasters should confine themselves to the habit-getting things.\nCreative writing should not be in the style of a language book.\nTell them to make an event of the coming of the new book and children\nwill never forget it.\nAnd then she added, “I am not a real judge of literature—few of us are.\nDr. Maxwell had that power. He felt it keenly and was alive to present\nas well as past manifestations.\n2\n“When the first number of Trilby appeared in Harper’s Magazine he\nrecognized it for what it was and told us right away.\nHe waited for no\n\none to tell him that a book was good.”\nIn closing I would like to pay my own tribute to New York’s great\nsuperintendent of schools, with whom I was told it was about as easy to gain\nan audience as with the President of the United States. But leaping the\nbarriers I found him the gracious, genial lover of literature I believed him\nto be after listening to one of his eloquent addresses. I had something to\ntell him to which he listened attentively and it was simply this: Hundreds\nof little children just learning to read are standing in line every day in our\nbranch libraries all over Manhattan, Staten Island and the Bronx, waiting\nfor easy books to be brought back by other children. What shall we co\nabout it? Shall we buy primers?\n“I had thought the school supplied enough of them,” was his reply, “but\nif they really come and stand like that,” and his eyes grew very bright,\n“why that means language interest.\nThey want to read of their own\naccord out of other books, out of school hours—the English language. They\nmust have all the books they want.\nYou have told me something thar\nmakes me very happy. I am coming to see them in the libraries.”\nMore and more are the libraries of the country becoming spacious playgrounds for the mind as well as testing places for the reality of interests\ncreated in the schools.\nAmerica has made this special gift of children’s\n\nlibraries to the world, Let us cherish its freedom of exercise rather than\nbind it by mechanical organization.\n\n"} {"page": 93, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n89\n\nADDRESS\nJESSIE\n\nGRAY,\n\nTRAINING\n\nTEACHER,\n\nPHILADELPHIA\n\nPHILADELPHIA,\n\nNORMAL\n\nSCHOOL,\n\nPA.\n\nEducation is a national asset, and teachers are the artisans, the keen temper of whose idealism must develop that asset for the greatest gain to the\nnation.\nThe determination to promote and increase education may be\n\nmeasured by strength of personality as well as by the scientific training\nof teachers.\nStrength of personality, strength of determination, as of any other power,\nis measured by the distance it can be felt, as well as by its intensity. Life,\nas power, must be increased by the potentiality of every individual who\nmay add to the sum total of the life stream of which he or she is a part.\nWhether the life stream in this nation is to be clear, deep, forceful, and\nguided is for us teachers to decide; and organization, not only of the individual life but of the aggregation of lives, is the keynote of its accomplishment.\nOrganization primarily increases power and prevents waste;\nit\naccomplishes results impossible by isolated individuals.\nA life, weak in\nisolation, may be as strong as the group to which it allies itself. The\nslogan of the National Education Association “The profession at work on\nits problem,”’ aims at this concrete result, power in the individual and in_ creased power and influence in the group for and by the group.\nThe National Education Association by its departments, research bureau,\ndiscussions, and Journal seeks the elimination of wasted isolated effort and\nmakes each member the recipient of all that has been accomplished by every\nother member. A book that I can heartily recommend has recently been\nedited by pooling all the wisdom of the state secretaries. It is called State\nOrganization and is compiled by Hosman of Nebraska.\nAs teachers we\nmust produce better results; we must look more scientifically at the production process, and our research bulletins, our educational magazines, and the\nJournal hand to us power to produce more quickly, and more unerringly,\nthe product we are after—deeper understanding and wider technic of education in individuals.\nTo make of living a fine art—a life that shall be purposeful, indefatigable, well disciplined, tempered to endure the utmost strain and stress\nof living, is an ideal worthy of any educator. ‘To strive and hold cheap\nthe strain, to dare nor grudge the throe, is worthy living! ‘To do this we\nneed common experiences in the laboratory of life. We may think of organization as this common experience that we all voluntarily seek to get\na wider sphere of usefulness, to become more tolerant, sympathetic, unselfish—to achieve all those human reactions without which life together is\na failure.\nAs a uniting force, the National Education Association serves this most\nuseful purpose.\nIdeals shared help to unite; but ideals accomplished by mutual aid form\n\n"} {"page": 94, "printed_page": null, "text": "90\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nan indissoluble bond. Organization means to me the sharing of common\nhumanitarian ideals—and the sharing of strength to accomplish those ideals.\n\nOrganization is the structure of our mutual endeavor through which we\nsecure progress for ourselves, guidance for the group, and accomplishment\nfor all. Loyalty, which is putting the hand to some bit of work till it is\naccomplished, is the by-product of organization. The concrete thing we\naccomplish is good, but the strengthening of the spirit of loyalty is the\ngreater good, because it is an earnest expression of future skill and endeavor with greater results as a harvest. It is what we are loyal and purposeful enough to pass on to others that is the great test of an expression\nof living.\nOrganization, then, develops individuals, through the creation of a fine\nloyalty, a fine generous spirit of comraderie and sharing; and at the same\ntime it combats and defeats selfishness.\nOrganization, I repeat, is a common experience we all pass through to\ndevelop greater constructive power in individual lives for the good of the\ngroup.\nThe National Education Association is the aggregate community interest\nthat educators of the nation have created for a larger field of usefulness\nand influence. In loyalty to that organization, through service, we find our\nown development, we rid ourselves of peculiarities, we gain in the grace of\nliving together,\nThe courtesy, the graciousness of life comes from an expression of appreciation for all that has been attempted and accomplished for us by\nothers. It is so in the home, the community and the state. We find that\nopportunity to grow in gracious appreciation in our National Education\nAssociation because so much is done for us by others. Some one has said\n“Life is a cup, not to be drained, but a chalice to be filled.”\nI might\nparaphrase “Organization, this National Education Association, is a cup,\nnot to be drained, but a chalice to be filled with service, appreciation, forbearance, sympathy, generosity.” The soldier who passes on the cup to slake\nanother’s thirst has all the finer well of water that springs up and gains\nby giving—That after all, is the great difference between a child and an\nadult—the attitude toward giving and getting, Our organization teaches\nus to put away childish things and to give and grow.\n\nWe learn forbearance when we hear teachers thoughtlessly say ‘The\nNational Education Association has done nothing for me.” We learn to\nwait for growth; for growth into service is an evolution: it takes time.\nThe day is quickly coming when more and more teachers will see that the\nNational Education Association is an opportunity individually and collectively to increase a powerful kind of influence that reckons on better lives\nand better living, together as an aim worthy of the best that our democracy demands.\nI ask when you return home to your part of the nation, that you go, as\na result of this splendid convention, with increased determination to preach\n\n"} {"page": 95, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n91\n\nthe potency of this National Education Association and increase its membership by the keenness and contagion of your own enthusiasm, to show\nothers what they may do, to assign duties if possible, and above all to praise\n\nfor work well done. To one clear note in divers tones each one of us\nthrills—In a few days, every nation of the globe will pledge the United\n\nStates of America on the 150th anniversary of its birth in this city, a short\ndistance from where we are gathered in convention.\nFellow teachers, I pledge to you of the United States of America one\nnation, indivisible, with liberty, justice, and opportunity for all. We are\nthe educators of that nation; the keen edge of our enthusiasm is the tool\nthat carves its destiny and chisels its ideals so that all who run may read.\nLet us look to our tools again, for faster and faster must we work; and\n\nmore unerringly must we create the spirit, that is worthy of being the voice\nof the people, for the people, by the people. And I hear a prophetic voice\nsaying “‘write’ and I ask what shall I write and J hear again the answer\n“These are they that have come out and have prepared themselves in all\nconscience to help others lead more abundant lives in the place where youth\nand opportunity meet, and that is the public school.”\n\nTEACHING\nARTHUR\n\nW.\n\nDUNN,\n\nSERVICE THROUGH THE\nCROSS—A BRIDGED\nNATIONAL\n\nDIRECTOR,\n\nWASHINGTON,\n\nAMERICAN\nD.\n\nJUNIOR\nJUNIOR\n\nRED\nRED\n\nCROSS.\n\nC.\n\nIn the fascinating story of his life, Michael Pupin describes the birth,\nin the Civil War, of the National Academy of Sciences, and in the World\nWar, of the National Research Council.\n“Blessed be the country,” he\nexclaims, “which even in time of war creates institutions the highest aim\nof which is to cultivate the arts of peace!”\nThe Junior Red Cross is one such institution.\nBorn in war time to\nenable the children to share in the work of the Red Cross, its underlying\npurpose has always been to foster the spirit of service and good will. Conceived in the minds of educators, its educational values have always been\nuppermost in the thought of those who have directed the movement.\nIt is only one of many examples of the mobilization of children during\n‘the World War for participation with their elders in a great national enterprise. Among these examples it is unique in that it has not only continued to function since the war, but has spread by leaps and bounds, like\na prairie fire, until today it is a world-wide movement, of and for children,\nunparalleled in history.\nMore than forty countries, representing every\ncontinent and distant islands of the seas, now have their Junior Red Cross\norganizations, with an aggregate membership of nearly ten million children,\nunder the direction of their teachers in their schools. Half of this membership is to be found in 150,000 schoolrooms in the United States and her\nterritories.\n\n"} {"page": 96, "printed_page": null, "text": "NatTIOoNAL\n\n92\n\nEpucaTION\n\nASSOCIATION\n\nThe foreign program of the American Junior Red Cross first scattered\nthe sparks that burst into flame here and there throughout Europe, and\nIt was more like the\nwere later wafted to other parts of the world.\nkindling of a multitude of friendly lights, from each of which, in turn,\nnew lights were lighted, spreading illumination over ever-widening circles.\nThis idea is symbolized in our American Junior Red Cross poster for the\n,\npast year, “Lighting the World,” which hangs before you.\navidity\nthe\nto\ndue\nbeen\nhas\nCross\nRed\nJunior\nthe\nof\nspread\nrapid\nThe\nThey like activity.\nwith which children take to it. It appeals to them.\nThey are naturally friendly. They enjoy bdo of service. One of the\nmost popular slogans of the Junior Red Cross has been “Happy Childhood\nthe World Over.” I often think that the significance of this slogan is not\nappreciated by many. It does not refer to the kind of happiness that results\nfrom mere relief from suffering. It does not mean merely well-fed, wellclothed, and well-housed children. It refers rather to the joy that comes\nto children through activity, and especially through activities that are of\nservice to others. The service of the American Junior Red Cross to the\nchildren of Europe after the war, and at the present time, has been largely\nthat of giving them something to do, rather than something to eat or to\nwear—playgrounds, workshops, gardens, and the like. This was true also\nin the striking work done by the American Junior Red Cross for the children in the tornado area of Illinois and Indiana last year. Mental hygiene\nplays an important part in the work of the Junior Red Cross.\nAt this point I think I should give you the definition of the Junior Red\nCross which was formulated a year ago by an international group of leading educators who spent four days in Paris discussing the Junior Red Cross\nand its relations to education. It is the best characterization of the Junior\nRed Cross of which I know, and I shall refer to it from time to time in\nthe course of my remarks.\nThe Junior Red\n\nCross\n\nis a voluntary\n\norganization\n\nthrough which\n\nchildren\n\nand\n\nyoung people find opportunities for self expression; the motive which it brings into\nany classroom appeals to the imagination and the will of children in such a way\nas to transmute knowledge into action; this motive is being used, by those who are\ndirecting the movement, to promote health, to develop the altruistic tendencies in\nchildren, to give practice in good citizenship, and to promote international friend-\n\nliness among the children of the world; it is not a method of education, but it is\na free spirit which quickens the life of the whole school in which it is organized.\n\nThe Junior Red Cross was founded in America by educators, and everywhere throughout the world it works in the schools. In fact, it has, and\ncan have, no successful existence independent of the schools.\nIn its very\nessence it 1s a joint enterprise of the school and the Red Cross; an enterprise which the Red Cross could not carry on without the full cooperation\nof the schools. Nor could the schools carry it on without the Red Cross.\nFurthermore it is an enterprise in which the schools can not engage except\non the supposition that, by doing so, they are furthering their own ends\nof education.\nThe best Junior Red Cross program is not one which adds many new\n\n"} {"page": 97, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n93\n\nactivities to the school life, but one which gives new educational and social\nvalues to activities which already form a part of the regular school work.\n“School work for service” has come to be a maxim in Junior Red Cross\nwork. What the Junior Red Cross does is to add, not activities, but a\nreal social motive.\nWhen the uninitiated look at an exhibit of so-called Junior Red Cross\nwork, they may very likely say, “But that is just an exhibit of the regular\nwork of the school!” And that, for the most part, is probably just what\nit is. The significance of such an exhibit, from a Junior Red Cross point\nof view, is to be found, not in the articles themselves, but in the social uses _\nto which they have been put, and in the motives which inspired the children when they produced them. The girls of a sewing class learn to sew\nby making garments; but they do so with the knowledge that the finished\nproduct will contribute to the necessities, the comfort, or the pleasure of\nsome one needing it, and with the new social interest that this knowledge\ngives. The same is true of the manual training classes, the art classes, the\ndomestic science classes. It is true of the geography class when its study\nof Albania, or Greece, or Guam, is spiritualized by the sending of simple\nChristian tokens made, perhaps, in the art class, or of messages written in\nIt is true of the\nthe language class, to the children of these countries.\nclasses in language, or history, or civics, or art, when the motive of exchanging, through international school correspondence, ideas, and experiences and samples of school work, is present. In many a high school, existing musical or dramatic organizations derive new inspiration by arranging\nentertainments for children’s or veterans’ hospitals, or to raise money for\ntheir service fund.\nThis explanation should throw light on that part of the Paris definition\nof the Junior Red Cross which reads, ‘“The motive which it brings into any\nclassroom appeals to the imagination and will of children in such a way as\nto transmute knowledge into action.”\n“The motive which the Junior Red Cross brings into any school room,”\nour definition further says, “is being used to promote health.”\nOn this\npoint I shall only take time to say that the American Junior Red Cross\nhas no particular scheme of health education. It does, however, by various\nmeans, seek to impress upon its membership the idea that “fitness for service” is a prerequisite to a life of service, and therefore to stimulate the\nformation of health habits. In doing this, it seeks to support and to supplement whatever health education work the school may be doing. Its\nmain service in this field is to afford, or to strengthen, the social motive\nfor health knowledge and health activities, and to provide a means by which\nto “transmute (health) knowledge into action.”\nThe only other point which my time permits me to develop relates to\nwhat, in my mind, is the most important contribution which the Junior\nRed Cross has to make to the schools. Referring once more to the definition of the Paris conference, ““The motive which the Junior Red Cross\nbrings into any schoolroom is being used . . . to give practice in good\n\n"} {"page": 98, "printed_page": null, "text": "NATIONAL\n\n94\n\nEpUCATION\n\nASSOCIATION\n\ncitizenship, and to promote international friendliness among the children\nof the world.”\nLet me remind you, first, that modern civics, or citizenship training, in\nour schools starts with the broad conception of the “good citizen” which\nProfessor Dewey long ago declared for, namely a “thoroughly efficient and\nSecond, that it recognizes the present\nserviceable member of society.”\nlargely a training in citizenship\ntherefore\nis\nand\nchild,\nthe\nof\ncitizenship\nand not merely a training for future citizenship. It seeks above all to develop in the child a sensitiveness to his membership in the community, and\ndoes this largely by fixing his attention upon his own actual community\nexperiences, and by extending these experiences through participation in\ncommunity activities.\nThis being so, it is not difficult to see how the Junior Red Cross fits into\nthe scheme.\nIts essential purpose is to afford children opportunity to be\n“serviceable members of society” and to enrich their social experience\nthrough group action among themselves and with the adult membership\nof the community.\nBut even in this connection it is possible for some schools to say, as some\nhave said, “But we do not need the Junior Red Cross. Our whole educational scheme is based on pupil activities. We teach community civics, and\nour pupils engage in a multitude of community activities.” Our answer\nto this is, ““Yes, but don’t you think it is worth while for the pupils and\nteachers in your school to be linked up with the 5,000,000 other children\n\nand the 150,000 other teachers enrolled in the United States in a great\nnational organization with a program of national significance?”\nI know\nfrom experience in organizing and teaching community civics the ease with\nwhich can be developed in boys and girls a consciousness of, and a sensitiveness to; their membership in the local community, and the difficulty with\nwhich a similar consciousness and sensitiveness are developed with reference to our national community.\nOne can hardly overestimate the civic\nvalue of giving to the children of the nation the conscious experience in\nnation-wide cooperation that comes through active membership in a nationwide organization with service as its keynote—a nation-wide organization\nnot only of children, but representing also the organized voluntary cooperation of the adult citizenship of the country, with and through government,\nfor disinterested service to humanity.\n\nUTILIZING\nFLORA\n\nCHILDREN’S\n\nDRAKE,\n\nASSISTANT\n\nSPECIAL\n\nGIFTS—ABRIDGED\n\nSUPERINTENDENT\n\nINDIANAPOLIS,\n\nOF\n\nSCHOOLS,\n\nIND.\n\nEducation is growth. No one questions the truth of this statement, but\nit will be difficult to find another statement made by three words which has\na greater variety of interpretations. Teaching and educating, although not\nsynonymous terms, are closely allied in meaning.\nIt has not been long since men called attention to the derivation of the\n\n"} {"page": 99, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n95\n\nword from the Latin “educere,”’ to lead out, in order to impress upon\nteachers that somehow children were to be led out of the darkness of ignorance into the light of knowledge.\nTeaching was thought of by such\nleaders as fact-giving. The business of the teacher was to lead the children\nintrusted to his care to fountains of knowledge—to Pierian springs and\nthere, if necessary, compel them to drink. They were heard to murmur in\nself-defense and protest against such procedure when some errant boy or\ngirl, with whom they had struggled, failed to pass the examinations, “You\ncan lead a horse to water, but you can’t make him drink.”\nToday, teachers and parents in all sections of our country are striving to\ngive children an education. ‘They think of the race achievements in knowledge and skills as desirable possessions to be acquired by children through\nstudy. Education is still interpreted in terms of subject-matter, if practice\nis the criterion.\nTheory says, “Education is growth.’\nGrowth ‘is not\nsomething done to plants, animals and human beings; it is not something\nthey acquire; it is something they do.\nIn this process of growth (education) the teacher is to the child what\nthe gardener is to the plant. A school is a child garden, to translate a\nGerman term. Just as an expert gardener should know the peculiarities\nof each species of plant he tries to keep growing in his garden, so should the\n\nteacher recognize each child’s special gifts.\nEvery child has’ individual tendencies, latent powers, potentialities, capacities, capabilities which appear and grow in a favorable environment or\nwhat an Indiana professor calls developability.\nHeredity acted upon by\nenvironment produces the individual. The teacher’s work along with that\nof administrators and supervisors is to supply the proper conditions to insure growth.\nOur law of growth is that of exercise. If children’s special gifts grow,\nthey must be used.\nIn far too many places, these natural instincts of\ngrowth stirring within are wholly disregarded or treated as obnoxious traits\nnot in conformity with certain external standards of the school.\nChildren possess initiative—a quality often missing in adults. They do\nnot wait to be told to act, but begin at birth to experiment with certain\nbodily movements.\nThe trial and error method is too expensive for all\nlearning to take place in that way, but the teaching, the giving of aid must\nbe done in such a way that the child is encouraged to make further efforts\nand continue until he feels that he has succeeded in the thing he started\n,\novt to do.\nIf the child’s initiative is directed toward unsocial or anti-social ends,\nthen the teacher must put up the detour sign and reroute the misdirected\n\nenergy. By the time children enter the public schools a few have already\nlost much of this power of initiative because in the home they have been\nhedged in by a wall of “don’ts” and “you can’ts”’; however, most of them\nare eager for every opportunity to use this power. In the schools a decade\n\nago, when the thought of the teacher was centered on teaching children to\nread, to write, to calculate, to sing, to draw, to obey commands\n\nin calis-\n\n"} {"page": 100, "printed_page": null, "text": "96\neee eR\n\nNATIONAL EpucATION ASSOCIATION\ncere\na\n\nthenics, there was no place for the child’s initiative. The boy who exercised\nthis natural gift was labelled bad, troublesome, marked low in deportment,\nor otherwise punished until he found life tolerable only when he conformed\nto school rules and school discipline. Talking by children to each other\nduring school hours was strictly forbidden and no movement of children\nabout the room or building was permitted except when they were told expressly how, when, and where to go.\nContrast this with the modern classroom where the teacher recognizes\nthirty, forty, yes even forty-five individuals each with a divine right to\ngrow at his own rate while he lives naturally as a social being serving his\ngroup, each according to his ability. “The teacher is no longer a dictator, an\nautocrat, but just as was the greatest of all teachers—a servant, placing himself so that he will be of the most possible service and inspiration to the\ngroup as a whole and to each child individually. There is a time for work,\na time for play, a time for silence, and a time for the noise of industry.\nChildren possess the natural gift of curiosity—a gift if directed that\ndevelops the scientific attitude, but undirected develops busy-bodies.\nIn\nthe modern classroom just described the curiosity of some of the pupils\nwould be so stimulated that they would go at once, if left free, to books\nand encyclopedias for further information.\n;\nStrong, healthy children are naturally active. —They demand action. The\nwise teacher does not attempt to repress this spirit of activity, but utilizes\nit in carrying on community projects.\nWhat an opporunity for him\nthrough this gift to help children to recognize the abilities of others; now\nto step aside to become a follower and at another time to assume leadership. Jealousy, one of the greatest enemies to human happiness, has no\nplace to thrive in such a school.\nSome child suggests that the story just\nread be dramatized. “The class eagerly gets to work. Those who can draw\nbest make the scenery, those who can write best transpose some of the\nindirect discourse into direct, those who can manage properties prepare the\nstage, and those who are the best penmen write the invitations. The class\nleaders and the wise teacher finds something for each child, if it is nothing\n\nbut to be a swaying tree or to imitate the sound of the wind which sways\nthe trees, or to be critics and newspaper reporters who view the performance and report it for the school paper.\nThe discipline here is of the highest type—self-discipline.\nChildren move freely about to get needed materials, sit now in their\n\nseats, now at the library table or in a low chair in some nook in the room;\ntalk with a neighbor about an arithmetic problem, ask a neighbor to dictate\n\nsome number combinations or spelling words in order to know just what\nones need attention—all of course so quietly that others are not disturbed.\nThe bell rings all too soon for noon dismissal. Children return eager to\nbegin where they: left off. Whispering is not a crime, the clock ticks because it must to keep time, but not for children and teachers to hear. Idleness is not punished by the teacher, but made taboo by the society living\nwithin the room. Public opinion governs, not the teacher’s commandments.\n\n"} {"page": 101, "printed_page": null, "text": "Cop\n\neh\n\na\n\nGENERAL\n\nSESSIONS\nen\nDae\n\n97\n\nChildren possess great creative power. The imagination is most active\nin early life.\nChildren possess great faith in their own ability as well as in the abilities of others. Long ago Emerson said,\nSo nigh is grandeur to our dust\nSo near is God to man\nWhen Duty whispers low, “Thou\nThe youth replies, “I can.”\n\nmust,”\n\nIn most grown-up folks this faith has been dwarfed by failures in enterprises undertaken on one hand and fear of ridicule on the other. Philosophers tell us that man only uses a small part of his strength. By utilizing\nthe innate powers in children in carrying on classroom enterprises which\nsucceed to a large degree, this creative power will grow, the imagination\nwill be directed along profitable lines, and a justifiable faith in one’s own\nability will continue throughout life.\nChildren live in the present; they are not interested in the future except\nthat close at hand—‘tomorrow,” ‘‘next week.”\nTo them the future has\nno stimulating or directing power except as present activities tend to extend\ninto the immediate future. The stimulus to healthy work resides in the\nsituation with which they are actually confronted. ‘The teacher who has\nsufficiently keen insight into the nature of each child so that he can bring\nabout naturally problems that children enjoy solving because they call forth\nlatent powers and allow the creative spirit within to operate, is the teacher\nwho finds continuous joy in service in working with the current of happy,\nspontaneous activity of child life.\n:\nThis creative power, accompanied by the fearlessness of little children, is\nthe foundation of progress.\nWhen it is at work the child forgets completely self; the inner urge to carry to completion the project he has in\nmind brings about self-direction and self-control, two points added within\nrecent years to report cards which children carry into the homes. Creative power at work unlocks the tongue, motivates language, soon brings\nabout a need for reading to see what others have to say about the subject\nin hand, demands the assistance of others and thus breaks down any tendency toward egotism or a feeling of self-sufficiency which proud parents\nand admiring teachers are apt to bring about unconsciously by praising the\nprecocious child. In schools where work is motivated by appeals to the\ncreative powers, idle and indolent children are not found.\nPupils work\nwith a will and a purpose in order to produce results as soon as possible.\nPerThe progress made today spurs them on to greater effort tomorrow.\nsistence, perseverance, concentration, become a part of the fiber, backbone\nand very soul of the child who is trying to express in a material way that\nwhich surges within.\nDependence which characterizes the long period of intancy, one of chil-\n\ndren’s special gifts, is a very important factor in education. Native curicsity must be satisfied and together with initiative must be directed toward\n\n"} {"page": 102, "printed_page": null, "text": "98\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\na\n\nBecause of this dependence this direction is managed so\ndesirable ends.\ningeniously by the teacher that development is not impeded.\nDependence involves interdependence. “There is always danger that increased personal independence, for which modern education strives, will\ndecrease the social capacity of the individual. This gift dependence makes\nit possible for the teacher to suggest to the individual who is inclined to\nbelieve he can live and act alone that he can assist or be assisted by his classmates. Dependence developed into interdependence makes children willing\nto accept criticism and keeps them from the dangerous state of complete selfsatisfaction.\nHow to utilize children’s gifts must be a part of teacher-training. Unfortunately, most of our demonstration schools have twenty or less pupils\nper teacher. The load of the teacher varies from 30 to 45 pupils and\nmoney is not available for supplies of paper, paints, clays, wood, tools,\ntables, benches, etc.\nThe teachers in Indianapolis faced just such a situation. ‘The progressive spirits among them felt the need of materials that would stimulate\ncuriosity, promote purposeful activity, evoke creative power, and elicit\ngrowth in industry and cooperation among their pupils. Beginning with\na few suggestions from the central office, they began to think, to search,\nto organize existing materials and invented some excellent devices both for\nuse in the recitation and for motivation of work done outside of the recitation. In the spring, two years ago, those who had found interesting materials, devices, projects were asked to bring a sample to a primary grade\nmeeting, that an exchange of ideas might take place. So numerous and so\nvaluable were the specimens, that the teachers suggested that they be\nplaced as an exhibit at the meeting in September when they would have\ntime to study and take notes. A committee volunteered to organize the\nexhibit. By request the work was left up for several weeks so that teachers might study it with notebooks in hand. Other cities in the state asked\nto borrow this exhibit and today it is still regarded as a source of inspiration. Coordinate with this development of teacher initiative and creative.\npower, came a renewed interest among children.\nOn every hand new\nprojects came into existence, booklets of every kind, geography, nature\nstudy, travel, birds; sand tables found new uses, now a farmhouse and the\nbuildings surrounding it; then a Japanese sunken garden. Corn and beans\ngrew in cups on every desk in some rooms; the visitor was invited to the\nvivarium to inspect grasshoppers and other insects or to be present at the\nfeeding of the household pets, turtles and fish in the aquarium.\nPoems\nand stories and drawings found places in the school publications—for most\nbuildings developed newspapers, printed monthly on the school presses for\nupper grades and news sheets printed in large type for the primary folks.\nThe visitor to a building was very certain to receive an invitation to visit\na club at the time of its meeting or to witness a dramatization.\nTeachers have not exercised their own initiative nor encouraged pupil\ninitiative because too great an emphasis has been placed upon uniformity\n\n"} {"page": 103, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n99\n\nthroughout a school system, by those in executive positions. In this modern age much is said about cooperation—a process according to a writer in\nHarper’s Magazine, some two or three years ago, in which one “coos” and\nthe other operates.\nUtilization of children’s special gifts means a real cooperation in which\npupils, parents, teachers, executives engage to produce the maximum\namount of growth in the constructive powers with which individuals are\nendowed.\nChildren bring to the school their offerings. ‘They lay upon the classroom altar special gifts: immaturity, or the power to grow; initiative; a\ncreative spirit ;curiosity ;activity; joyousness; and a dependence, involving\nunlimited faith in man and God; saying “Take these, teacher, use them in\nhelping us to grow strong, increasing in wisdom and stature and in favor\nwith God and man.”\n\nLEGISLATION\nFRANCIS\n\nG.\n\nBLAIR,\n\nIN THE\nSTATE\n\nINTERESTS\n\nSUPERINTENDENT\nSPRINGFIELD,\n\nOF CHILDHOOD\nOF\n\nPUBLIC\n\nINSTRUCTION\n\nILL.\n\nAbout forty years ago there came to southern Illinois a gentleman born\nand reared on the rolling prairies of lowa. Up to the time of his coming,\nas I have heard the story, he had never seen a natural forest. He had seen\nonly those trees which were set out and grew up together. When he heard\nof a strip of virgin timber in the creek bottom where there were growing\ntrees two or three hundred years old, he asked to be taken out to this forest.\n\nWhen one of the farm neighbors had driven him to a point from which he\ncould see the great sycamores and elms and oaks and hickories reaching\ntoward the sky, he asked the driver to stop. For a moment he looked as if\nhe were in prayerful adoration.\n‘Then he made a remark which showed\nclearly that he was ignorant of the composition of a naturally grown and\ngrowing forest. He seemed to think that all there was to this forest were\nthe great upstanding trees which he beheld in the distance. He seemed unconsicous that down under those towering sycamores and elms and oaks was\nan under-forest of young sycamores, young elms, young oaks, ever reaching\ntheir branches upward to the sunlight and the air. And he seemed wholly\nunconscious that down under the leaves, in the warm fructifying mold,\nthere were hundreds of thousands and perhaps millions of acorns and nuts\nand seeds swelling big with the promise of a future harvest.\n\nBut if this same gentleman could have come back to that region three\nyears thereafter, when what we commonly call in southern ILlinois a cyclone\nswept over this region, flattening to the earth and wrecking this bit of\nprimeval forest beyond recognition—and\n\nif he could have gone with sone\n\nof the younger folk who, having been away at school in February when\n\nthe storm came, went one bright May afternoon to visit the wreck of this\n\nforest where they had celebrated their Fourth of July occasions and held so\nmany picnics, and if he could have seen what they saw with their eyes, he\n\n"} {"page": 104, "printed_page": null, "text": "100\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwould have known that down under the great trees which he looked upon\nthree years before there was an oncoming forest of young trees. For on\nthat bright afternoon these young sycamores and elms and oaks and hickories, least hurt by the wrath of the storm were lifting their branches and\nleaves as if to say, ‘“Wait ten years, children; wait twenty or fifty or a hundred years and we will come up to take the places of the trees that have\nbeen broken by the storm.”\nI know the figure is an extreme one, but I am convinced that in the hurry\nand strife of our modern economic and social order there are lawmakers,\nbusiness men, and ordinary citizens who are so engrossed in certain particular lines of endeavor that they are making the same mistake when they\nlook at the human forest: They seem to think and act and legislate as if\nthey thought all there were to the human forest are the grown up men and\nwomen, forgetting the great under-human forest of boys and girls, coming\nup from the cradle to graduation from the high school so imperceptible as\nto escape their notice.\nLet me cite one case. A young man had sold out his farm possessions and\ngone into Chicago to engage in business. For twenty years I lost track of\nhim. One day by mere accident I discovered his name in the directory of a\nlarge building in the loop in Chicago. His offices were on the twelfth floor.\nThinking to surprise him I went to his door, opened it and went in. I\nfound him in conversation with two men, a heated, bitter conversation.\nThinking that I had come at an inopportune time, I started to retreat.\nRecognizing me, however, he caught me by the hand and ushered me to a\nchair by the window. After his conversation with the two gentlemen was\nended, I stood and started the re-approachment by saying that the twenty\nyears which had flown over our heads since we had last met had left somewhat the same marks upon us, but that he would pardon me for saying that\nI saw certain lines on his face which indicated to me that he was spending\nhis life too freely in the fierce business conflicts.\nHe turned upon.me in\nsome warmth with the statement that he would not listen to a lecture by a\nschoolmaster who was cloistered, who did not have to go out every morning to fight in order to earn a dollar and then fight harder in order to keep\nit. Thinking to change the conversation, I said that during the ten minutes\nI had been sitting at the window looking down twelve floors into the\nartificial valley which they had built up, I had seen literally thousands of\nmen and women going by on foot or in various conveyances, but during\nthat time I had not seen a single child on the sidewalk, on the street cars\nor in any kind of a carriage or car. With a somewhat startled look on his\nface he said, ‘‘A child, a child, 1 have never thought to look for one.\nIn\nfact I have almost forgotten that there are children in the world. I fight\nonly with men, and it is with men that I work and about men that I think.\nIn fact it has been fifteen years since a child climbed upon my knee and put\nits little hand on my cheek. I have almost forgotten that they were in existence.”” This I admit is somewhat unusual, but we will find in every state\nand county and community and our legislation halls certain men and women\nwho are in somewhat the same state of mind.\n\n"} {"page": 105, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n101\n\nBut I care not how unthinking a man or woman may be, and how seemingly little concerned they may be about the presence of this great underhuman forest of boys and girls, let such a human cyclone as the recent\nWorld War sweep the earth, hurling to destruction millions and millions\nof the most upstanding human trees that the world has ever produced—let\nsuch a human cyclone as this come and their minds must be instantly turned\nto the great under-human forest of boys and girls around the earth that\nI do\nmust grow up and take the places of those destroyed by the storm.\nnot know exactly how many men were killed in the World War, but it is\nestimated that at least ten million of men who but yesterday stool tall and\ncourageous, seeking to achieve for themselves a modest fortune, to build\nthemselves a home, to rear their children, to feed and clothe them—that ten\nmillion of such men today have their bodies rotting at the bottom of the sea\nor on the soils of various nations of Europe, Asia, and Africa. And, ladies\nand gentlemen, the only rainbow of hope which I can now see spanning\nthese mighty continental fields of the dead—with all due respect to leagues\nof nations and world courts—the only rainbow of hope that now spans the\nsky of humanity’s future is the radiant bow of the world’s childhood.» Out\nof the hearts and minds of the oncoming generations of the earth must break\nthe dawn of that new day which we fondly hope will succeed this terrible\nnightmare of war. Qut of the hearts and minds of these unnumbered millions of children must be created the new heaven and the new earth, of\nbrotherly love and brotherly kindness which shall succeed this terrible\nordeal, where men, Christian men, go out upon the battlefield to kill and\ndestroy each other. And when we think of these human trees, not destroyed\noutright, but mutilated, wrecked beyond all repair, arms shot away, legs\ngone, eyes blinded, lungs burned out, the wreckage of this terrible war\npasses our comprehension. I have come to believe that one of the worst outcomes of any great conflict of arms is this broken scrap heap of men that\ncome wriggling, crawling, limping back from every firing line. My blessing upon the nation that extends its generous hand to bind up the wounds\nof these broken ones, to give arms to the armless, legs to the legless, eyes to\nthe blind, and care to the deaf—to do everything it can to make the remainder of the life of these broken men as economically independent and\nhappy as possible. But if you inquire into how much it costs our nation\nto put on a single artificial arm, a single artificial leg, the cost is startling.\nNot one dollar wasted, I am sure we will all agree, if it aids in any way\nin making life happier for these crippled men. But when we think of how\nthe nation is willing to pour out its wealth to build up these broken human\ntrees, how during the war Congress and the state legislatures laid aside\nparty politics and voted all needed laws, and how individuals and groups\nand states poured forth their wealth like rivers to purchase bonds, to build\nbattleships, to organize and transport armies—when we think of all this\nvery proper outpouring of zeal and energy and wealth, we can not fail to\nturn our minds to the twenty-five million of boys and girls enrolled in the\ncommon schools of this nation which we are trying to build up into right\nmen and right women through a process of twelve years of common school\n\n"} {"page": 106, "printed_page": null, "text": "NATIONAL\n\n102\nDe\n\neee ee\n\nee\n\neee\n\nEpUCATION\n\nASSOCIATION\n\neee\n\neducation at an annual per capita cost that would not keep an army mule\nthrough one winter’s campaign; and when in our effort to secure legislation and money to purchase school grounds, to build school buildings, to\nproject courses of study, to employ teachers, we meet with some of these\nindividuals and corporations who were so generously patriotic during the\nwar, we can not fail to take note of the fact that some of the hands that\nwere so magnanimously open then are now closed tight, and that instead\nof that wartime, radiant, patriotic generosity, we often meet with indifference and sometimes hostility.\nI do not count myself competent to say who is loyal to America, but if\nI ever should undertake to fashion a definition, it would be something like\nthis: I shall count that man a good patriotic American regardless of where\nhis ancestors were born, regardless of what language they spoke, regardless\nof what church alter he bows his knees upon—lI shall count him a true\nAmerican citizen if in word and in deed he seeks, through the enactment\nof laws and through his own cooperation to give this under-human forest,\nthese boys and girls, a fair chance and a square deal. And I shall count\nthat man disloyal to the America that I know and I love—I do not care\nhow many times a day he stands and sings The Star Spangled Banner, I do\nnot care how many times he stands and reads the Preamble to the Declaration of Independence or to the Constitution of the United States—I shall\ncount him disloyal if in word and in act he is disloyal to the interests of the\nchildhood of this republic and is unwilling to pay his part and play his part\nlike a good citizen, like a good sportsman, in seeing to it that they are safeguarded and protected through constitutions and laws from exploitation by\nindividual and corporate greed and surrounded with such social, economic,\nand educational conditions as will tend to develop them into true men and\nwomen.\nIn federal and state legislature we are constantly enacting laws for the\nconservation of our disappearing natural forests and the reforestation of\ndevastated area. All this we believe is worthwhile and should be extended\nand strengthened.\nBut we look with considerable concern now and then\nto see what our federal and state legislatures are willing to do for the conservation of this under-human forest and to prevent its devastation in the\nlaws they enact in the interests of the childhood of the nation.\nIt is now my purpose to name some of the beneficial laws. I believe\nthat the one first great law which was passed in behalf of childhood was\nthat law that established the right of the nation, the state, the community,\nto tax individual and corporate wealth for the benefit of all. I have not a\ndrop of communistic blood in my veins. I believe that individual or corporate endeavor to secure wealth is essential to the development of right\ncharacter and sound government.\nBut character strength comes mainly in\nthe honest endeavor to secure wealth. Often when it is accumulated it becomes a destroyer of character.\nSo long as individuals and groups of individuals could amass large individual and corporate fortunes without any\nacknowledgment of this obligation of indebtedness to the entire community,\nthe children of the toiling masses had little or no hope for educational or\n\n"} {"page": 107, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n103\n\nsocial opportunities, When, however, some one conceived the idea of a tax\nthrough which the wealth of every individual, of every corporation, could\nbe made to behave as if it belonged to every man, woman, and child in the\ncommunity—when that first drastic, far reaching law was enacted, one of\nthe greatest possible benefits to universal childhood had come.\n| pay my\ntax and lights swing along the street and darkness and danger disappear.\nI pay my tax and good roads are laid down over which I go to visit my\nneighbors or transact my business.\nI pay my tax and parks and playgrounds are opened up, down to which come the children to play themselves\ninto strong manhood and womanhood.\nI pay my tax and libraries are\nopened up wherein children may meet the great and greatness of the past\nI pay my tax and school grounds and _playon easy, accessible terms.\ngrounds are purchased, school buildings and gymnasiums are built, courses\nof study projected, teachers employed, up to which come the millions of\nchildren to have their hearts and minds touched into greater light and\nI believe that the tax is the most practical application of\ngreater power.\nthe Bible doctrine “I am my brother’s keeper’ that was ever written into\nconstitutions and laws.\nI am convinced that the quality of civilization of every nation can be\nmeasured by its interests in its children as expressed in its constitutions and\nlaws. All modern human progress has been made along the line of the\nenactment of legislation promoting and safeguarding the interest of\n\nchildhood.\nHere in Philadelphia we are making the Declaration of Independence\nthe basic text for much of our discussion.\nIn the years succeeding its\nadoption there has been much questioning as to the inclusiveness of the\nphrase ‘‘all men” in the statement ‘‘all men are created equal and are\nendowed by their Creator with certain inalienable rights among which are\nlife, liberty, and the pursuit of happiness.”\nDid this glowing statement\ninclude black men as well as white men?\nDid it include women as well\nas men?\n‘These two large questions have been answered in the affirmative.\nWithin the last twenty-five years we have begun to ask, does it include\nchildren?\nIf children have these inalienable rights, should not our government, instituted by the fathers, deriving its just powers from the consent\nof the governed, make its constitution and laws secure to the childhood\nof the nation these inalienable rights of life, liberty, and pursuit of\nhappiness?\nEven a hasty survey will show that many such laws have already been\nenacted within the state and the nation.\nIn guaranteeing life to its childhood a state or a nation must consider the biologic, the physical side of children. Laws establishing state, county, city, and community boards of health\nare déing noble and effective work to this end. Public clinics and hospitals,\ncounty and community nurses, official studies and surveys into the physical\nneeds of childhood; all of these are helping to secure physical life to the\n\nchildhood\n\nof the nation.\n\nBetter city and home\n\nsanitation,\n\ngrounds and open spaces, better and more nourishing food;\nconserve and promote the growth of our human under-forest.\n\nmore\n\nplay-\n\nall these\n\n"} {"page": 108, "printed_page": null, "text": "104\n\nNatTionaL\n\nEpucaTION\n\nASSOCIATION\n\nSome years ago, Michigan authorities discovered that white fish which\ngrew and throve in certain lakes could not be made to grow in other\nnearby lakes. An investigation showed that in the lakes where the white\nfish persist and increase in numbers there was a small bit of vegetable\ngrowth floating in the water upon which the little white fishes fed after\nbeing hatched out. In those lakes which had been repeatedly stocked\nwithout success, this vegetation was wanting.\nIt was an easy matter to\n“transplant” this vegetation into these barren lakes and establish a continuing stock of white fish. That state or nation which does not, through\nits laws and regulations, seek to discover and provide its children with\nproper food, is not securing for them the essential condition of physical life.\nBut, perhaps the most important, far-reaching law passed by state or\nnation to secure the right of life, liberty, and pursuit of happiness is the\nlaw curbing the greed of parents and corporations from employing their\nchildren in dangerous, exhausting labor during their formative, educative\nyears. Child labor laws are a manifestation of the highest type of civilization, and it is nothing short of disgrace to any community, to any state,\nto any nation, to allow individual or corporate greed to sap the energies\nand waste the birthright of the children during these years when they\nshould be at play or employed in those educative and social activities which\ntend only to larger and more complete development of their latent powers\nand abilities. As a boy on a farm one of my delightful occupations was in\nhelping to gather the sap from the sugar maple trees.\nIt was a matter\nof common knowledge that a mature tree could be tapped extenisvely\nwithout any apparent injury to the tree, but any attempt to tap the young,\ntender trees arrested and stunted their growth.\nNo state or nation is\nconserving its young human trees that allows them to be exploited in the\ninterests of any real or fancied need of parent or corporation.\nNo doubt, the largest and most beneficial body of legislation which has\nbeen enacted by the states and nation in the interest- of our childhood\nrelates to the founding and developing of our great school system.\nIn no\nother way has the guarantee of life, liberty, and pursuit of happiness to\nour growing youth been more fully realized.\nMore and better playgrounds, athletic fields, gymnasiums, and swimming pools, better seating,\nbetter heating, and better ventilation, better lighting, better living and\nworking conditions; all these have tended to conserve the physical life and\nincrease the liberty and happiness of the children.\nMost of this liberty and happiness comes through the facilities furnished\nin rich programs of study and trained instruction for the development of\ntheir intellectual and emotional powers.\nWhat noble efforts have been\nmade within the last decade to secure for exceptional children, the crippled,\nthe blind, the deaf, these rights of life, liberty, and prrsuit of happiness!\nIt is difficult to imagine a more touching appeal than is made by this\npotential human scrap heap in their demand that we provide them with\nsuch conditions as will enlarge their lives, increase their liberty, and\n\n"} {"page": 109, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n105\n\npromote their happiness.\nOur school laws relating to vocational education\nbrought with them a hope and a danger to American childhood.\nNo\nhuman being will live fully nor enjoy the largest kind of liberty until\nhe has found some work which suits him and which he suits. Therefore,\nthe introduction of courses of study, laboratories, and workshops, to arouse\nand direct the vocational instincts and aptitudes of public school pupils\nBut the danger lies in the cock-sureness of\nwas a beneficent movement.\nthe infallibility of certain forms of subject-matter, certain methods of\ninstruction, and certain mental tests, to determine the exact vocational\nniche in which each child may be made to fit. Let us expose our children\nto the incitements and allurements of a rich, lifelike program, and vocational selection will largely take care of itself.\nPerhaps the largest and most drastic school law affecting the interests\nof childhood is the compulsory attendance law. It invades the privacy\nof the home.\nIt is justified on the grounds that ignorance is a liability,\nthat no state or nation can endure permanently if its foundation rests upon\nthe sands of an ignorant people. The only way to build a great commonwealth is to build it in the hearts and minds of its children through the\nprocess of universal education.\nBy all odds, the most beneficent of all this group of laws have been\nthose which have sought to secure for every child in these schools a good\nteacher—a man or woman fitted by nature, by education and training, to\ndevelop in these children a more complete life, a more rational sense of\nliberty, and a more intelligent pursuit of happiness. The highest crime\nof the pedagogic seas, is to compel a child to sit for nine months at the\nfeet of a mediocre, incompetent teacher.\nLet us hope that the day is not\nfar distant when every state in the union will guarantee to all of its public\nschool children real teachers.\n)\nThis great National Education Association has been one of the most\npotent and effective forces in America in formulating, in promoting, in\ninsisting upon the enactment of such legislation at Washington and in the\ncapitals of the several states which shall conserve the interests and secure\nrights of life, liberty, and the pursuit of happiness to all the children\nthroughout the nation.\nLet us here and now rededicate ourselves to the great unfinished task\nwhich lies before us. Let us here and now highly resolve that the work so\nLet us, from the activities and\nnobly begun shall be carried forward.\ndevotions of our noble leaders in this Association and in legislative halls,\nLet us here and now rededicate ourselves to the\ntake increased devotion.\ngreat task of securing more and better legislation for the safeguarding,\nprotecting, and developing of the childhood of our republic, for securing\nto every child in America the right to “life, liberty, and the pursuit of\n\nhappiness.”\n\n"} {"page": 110, "printed_page": null, "text": "NATIONAL EpUCATION ASSOCIATION\n106\nee\nRe e\ntl\neae\n\nINDUSTRY’S INTEREST IN THE EDUCATION\nCHILD—ABRIDGED\nR. L. COOLEY,\n\nDIRECTOR\n\nOF\n\nVOCATIONAL\nMILWAUKEE,\n\nEDUCATION,\n\nPUBLIC\n\nOF THE\nSCHOOLS\n\nWIS.\n\nFollowing the passage of the Smith-Hughes Act by Congress in 1917,\nthere has been a widespread interest in the subject of Vocational Education.\nOne of the results of this interest has been the enactment by some twenty\nstates of continuation school laws. These laws all require attendance at\npart-time schools on the part of young people employed in gainful occupations who are under sixteen, or seventeen, or eighteen years of age—as the\nlaw of each particular state may provide. The required period each week\nvaries, in the different states, from one half to one full day. I shall not\nAll are part-time\nThey are identical in principle.\ndiscuss these laws.\nschools, which mean short time contact extended through the early years\nof initial employment in trade, commerce, and industry.\nWisconsin passed its continuation school law in 1911, thus antedating\nthe Smith-Hughes Act by six years. Milwaukee got under way in November, 1912. We may therefore speak upon the subject from an ey\nof fourteen years.\nIn establishing a system of continuation schools, nothing is of greater\nimportance than that they shall not be set up as elementary schools, differ-\n\ning only in that they offer an attenuated program, a sort of “‘stint’”’ to be\nworked off before complete freedom is attained.\nSo long as the young\npeople are made or permitted to feel that they are being snatched back\nfrom their new-found freedom, and put into short pants for a day each\nweek, there will be trouble. The continuation school must be regarded,\nby those projecting it, as the last rung in the ladder of elementary education. It must be provided, equipped, and presented as the first rung on\nthe ladder of adult education.\nThe great mass of those who will be required to attend are employed.\n‘They are working eight hours a day, five days a week, and draw their\npaycheck. They must work from now on—and that is a long time. They\nmay be young but they are through with all school except the part-time\nschool. So far as the great majority of adults are concerned, all adult\nschool attendance must be in part-time schools.\nThe part-time feature\ncharacterizes adult education.\nThis grows out of the fact that adults\nmust support themselves and this activity takes most of the time of most\nof them.\nThat the part-time continuation school should be an adult school is\nthen my first point. Secondly, it should not be assumed that these young\nadults are to cease attendance at the part-time continuation school at the\nend of the compulsory attendance period.\nOpportunities for voluntary\nattendance, either day or evening, should be provided, both in excess of\nthe required period each week and beyond the compulsory age limit of the\nparticular state. The night school, which is a part-time school, and the\n\n"} {"page": 111, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n107\na\n\npart-time day continuation school, present the same problems in the main,\nand should be organized into an adult education program,\nAdult education again, for most people, necessarily means part-time\nschools, and a demand for work largely calculated to serve some vocational\nend. ‘The work offered need not be “manual” to be vocational.\nThe\npart-time or day continuation schools, because of the adult attitude, situation, and needs of those who are required to attend, or may attend voluntarily, must respond to the vocational education needs, and hence are\nfrequently spoken of as vocational schools. The attitude expressed ought\nnot to grow out of a contempt for the elementary or other full-time\n\nschool. ‘Their work is fundamentally important and on the whole well\ndone. There is an invaluable work to be done by the continuation school\nin bringing about the intelligent return of some of the young people to\nthe full-time school. This should be regarded as one of the great privileges\nand opportunities of the day continuation school teacher.\nHow can we bring our public along?\nWhat justification, economic\nand social, may we present for the intrusion of another tax-supported\neducational institution into the very age field heretofore thought to have\nbeen adequately cared for, and upon a local community already groaning\nunder the expense of our present school establishments?\nHow can we\nmove our “status quo” school authorities, who render their best service\nby making the proponents of a new movement put up a vigorous fight\nto get recognition for their proposals?\nWhat may we say to the employers with whose employment situation we are interfering, or to the\nparent who too often is the great (oftentimes unconscious) exploiter of\nchild labor?\nWhat can we say to the teacher—frequently firm in the\nconviction that a one-half day or even a day period each week is a piffling\nthing, big enough to be a costly nuisance but too small to be of any educational use?\nThe day continuation school, as I conceive it, is calculated to meet the\neducational needs of, first, that group of young people who are through\nwith the elementary school but have not yet finished high school. Roughly,\nthat includes all young people who come under the compulsory attendance\nfeature of any of our state laws.\nSecond, all others who would voluntarily attend a part-time school\ndesigned to accommodate them.\n‘Taking this second group into the plan\nat the beginning will powerfully affect the whole outcome of the continuation school movement. Can the public afford to leave these groups without\nIs it fair to these young people\nprovision for their further education?\nto do so?\nCan the community afford to provide free public education? For years\nwe have felt that any community having five hundred boys from such\nhomes as could afford high school education should be provided with a\nschool building, faculty, and necessary equipment, plus athletic fields and\nother important features. Yet if that same community were to have five\nhundred boys of the same age out at work, earning $300,000 a year, it\n\n"} {"page": 112, "printed_page": null, "text": "108\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nstill seemed to some like a new, dangerous, and extravagant idea that they\ntoo have some equity in the moneys spent by the community for education,\nor that any special provision should be made for them.\nThe character and volume of business in the future will fundamentally\nBoth of these factors\ndepend upon two factors—taste and productivity.\nare bringing up too\nWe\neducation.\nby\nmodified\nwill be most powerfully\nmany boys as “colts” so that they will not be able to pull a load when they\nbecome “horses.” Economically it is stupid to stint the purchasing power,\nof ten, twenty, or thirty future years for any advantage accruing to but\nthree or four immediate years. A long adulthood, with its accompanying\nresponsibilities, spent upon a low serving, earning, and buying plane, is\ntoo big a price for business to pay for the privilege of hiring youth upon\nterms that take no cognizance of educational needs.\nMany argue that all this should be taken care of in full-time institutions.\nThey suggest the trade school for practical training. ‘The full-time trade\nschool has its place, but as an institution it has its limitations. Only those\nmay attend it whose parents are able to support them while attending.\nThe trade school can never be made sufficiently varied in what it offers\nso that it will not funnel the young people into a few crafts. For volume\nand variety of trade training we must depend upon an apprenticeship plan\nsupervised and supplemented by a day part-time school. Today, all over\n‘the country, if it were not for the golden flow of trained adults who have\ncome and are coming to our shores from other lands we would be bankrupt for skill. Some of our brightest and best young people have succeeded\nin acquiring training by our present unsystematic scheme, but on the\nwhole we have been making our own American youth into the great American half-baked.\nIt is interesting to note that the wages of young people of high school\nage actually working in Milwaukee amount in the aggregate to more than\nthe current expenditures for the operation of all our public schools in that\ncity. Is not this group entitled to some consideration? Regard this group\nas prospective customers, and it gives one a new view of them, making the\nexpenditures in their training appear more definitely an investment.\nBut even when the economic argument is accepted, there is the matter\nof the inconvenience to employers. It is said employers will not hire young\npeople who must come to school one day each week. They say they will\nfill the jobs with older people. Good!\nIf there are older people unemployed needing jobs, then certainly these younger people needing school\nought to be in school.\nIf this answer seems conclusive, the question is asked: “What can you\ndo in school one half day a week? ” Strange that employers, who fear\nthe influence of one hour, once a month, at union labor headquarters,\nshould be so certain that nothing can be accomplished in from four to\neight hours once a week at a school supported and administered to cooperate with them for the young person’s welfare!\nAgain, it is said that the young people do not like the part-time school\n\n"} {"page": 113, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n109\n\nand compulsion is a bad thing. If this argument were to prove frue upon\nanalysis, we would, I think, be obliged to abandon all compulsory school\n\nattendance. I am satisfied it is not true. Of course it is incumbent upon\nthe school to develop “drawing” power, and that can be done. Nevertheless, I think the part-time school is working under great disadvantages.\n\nExploiting parents and discommoded employers frequently perpetuate a\nstate of mind upon the part of the pupil, hard to overcome.\nIf the school\nwere to work with the employed student body trying to stir up opposition\nte the employers with respect to wages, working conditions, etc., using\nthe same methods as are used by some opponents of the school, I am sure\nit would be easy to create a very antagonistic spirit toward the employers.\nThe ethics of any responsible school administrator will not permit him to\nretaliate in kind.\nParents, employers, and sometimes the students themselves, have urged,\nat times, that required part time at school diminishes weekly wages and\ninterferes with promotion.\n“There may be some instances where this is\ntrue, but usually the cases will not bear examination and analysis. On the\nother hand, the opposite effect has resulted in very many cases.\nTo close the Milwaukee part-time vocational school would be the\nequivalent of placing two thousand four hundred additional young people\nupon the labor market full time. Were the school to be abolished, wages\nof this group would undoubtedly fall. This is a subtle economic problem\nnot easy for parents nor inexperienced young people to understand.\nIt is\nnot easy to bring young people to see the immediate far away, nor to bring\nthe distant in time close up. ‘That is, however, one of the problems of\nthese schools. Exemptions are frequently urged, but it must be shown,\nwhen such requests are made, that when anyone is exempted from the requirements of the part-time attendance law those who are held for attendance have not had a fair chance to compete for the job in question.\nWe\nmust not hold some to a program and let others “get by.”\nIn our fourteen years of experience, not a single one of the objections\nto the continuation school has proven true.\nWith some six thousand\npeople seeking voluntary attendance of less than eight hours weekly, it\ncannot be contended that nothing valuable can be done with the twelve\nthousand coming eight hours each week. ‘The necessity of adjusting industry to receive these twelve thousand employees upon a basis of five\n\ndays per week has not been unsurmountable, and has not led to fewer\nbeing employed. The age of the employed group has been somewhat increased and this is one of the good effects of the law. Restriction of immigration has led to some pressure because the labor of those under\neighteen is desired greatly. But these young people are so soon to be the\nmen and women of our city that people are beginning to see the importance of their proper training. So far as the cost is concerned, education\nis so clearly the source of our national wealth that it becomes obvious that\nwe are only taking the “seed corn” out,in taxes, whereby to raise the next\ncrop.\n\n"} {"page": 114, "printed_page": null, "text": "110\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nIn Milwaukee we are completing a $3,500,000 building, with $700,000\nWe have over three\nin equipment, to take care of this part-time group.\nhundred teachers and are spending $800,000 annually in operating the\nYet no project ever undertaken by the city has received such\nschool.\nunanimous support. All elements of the community—political, racial, and\nreligious—are supporting the movement.\n‘The social as well as the eco‘This work is spreading\nnomic consequences are becoming apparent.\nthroughout the country. The larger conception of the work must prevail\nand generous financial support must be given it. “The part-time continuation school must not be made a Cinderella in the household.\n‘This great\nbody of teachers can help. I trust I may have served to create a better\nunderstanding.\n\nTHE CHILD AND\nKATHARINE\n\nTHE MILL—ABRIDGED\n\nDOZIER,\n\nGAINESVILLE,\n\nGA.\n\nLovers of children and seekers of truth will consider this topic without\nprejudice or bias and devote a clear head and a sympathetic understanding\nto its discussion.\nThe child of our Piedmont Belt in the south is the one we know, the\none we have taught for twenty-five years, and we speak with assurance\nthat we do know.\nWe shall endeavor to present simple, concrete facts\nin such a way as to impart real knowledge of existing conditions, and to\ncompare with these conditions former environment and conditions of living\naffecting the child under consideration.\nThe tragedy of the isolated mountain or farm home is veiled by the\nromance of distance and sentimentalism until the average individual never\nhas any true conception of its real conditions.\nWhat avails freedom to\nthe slave of bitter poverty? What good does bracing mountain air do to\nthe hovel with wooden shutters closed tight to keep out the “night air?”\nWhat advantage of mountain spring water polluted by surface drainage?\nWhat sort of diet does “pone and fry” furnish to malnourished children\nwith tobacco supplied as a special luxury?\nWhat freedom of action can\nbe secured by the slave of illiteracy? ‘To all the sentimentalizing of story\nwriters who rave over “the Anglo-Saxon untrammelled on his mountain\nheight” and lament his “descent into the toils of the industrial bondage”\nof the manufacturing plant I would ask ‘‘What has he lost that is of real\nvalue to himself or to society? What contribution did he make to society\nin “his untrammelled freedom” except a lunatic wife driven mad by hard\nlabor, illiteracy, and isolation? A malnourished family with an occasional\nidot? A still to supply raw corn liquor to further stupefy and bestialize\nthe human family? An unsanitary home?\nAn ignorant progeny?\nTo\nbeget ignorance that it might beget more ignorance? What has “his\ndescent into industry” done for him?\nFreed his wife from worse than slavery. Taught her to cook and sew\nand care for her new-born baby and her family.\nAssured her child of\nequal opportunity in education, health, and recreation.\n\n"} {"page": 115, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n111\n\nProvided a good home with modern conveniences and sanitary surroundings. ‘Taught the entire family the value of community relations, and\ndeveloped a sense of social obligations entirely wanting in former environOffered an opportunity for gainful employment and a means for\nment.\nsupplying all necessities and some luxuries.\n(Our plants average an automobile to every family.)\nIn the law of averages, in weighing advantages and disadvantages, in\ncalm consideration of actual facts, what do we find to be the simple truth\nas it applies to the child in the mill village?\nBefore I went to work in the mill village I was a mountain missionary\nteacher for several years.\nBrought up in our Piedmont Belt I had known\nour people intimately all my life. As a mountain teacher I drove many,\nmany miles in a buckboard, and everywhere I found a group of fifteen\nchildren I organized a little cove school.\nTwo families usually furnished the requisite number.\nI placed a teacher\nin the mountain cove and sought out another group. I lived in their homes.\nI shared their sorrows.\nI heard the cry of the mountain women for a\n\nchance\n\nfor their children.\n\nOr I found them apathetic and worn\n\nwith\n\nburden bearing, too tired to care—dragging out a wretched existence with\npoor food poorly prepared, scant clothing, ignorant of the proper care of\nthemselves or of their children, illiterate, hopeless.\nAnd then I came to the mills. I have many of those very same families\nin our mill village I had in the mountains.\n‘The shiftless father is working\nregularly. He can not live here unless he does work.\nThe mother works in the mill or not, as she pleases.\nMost of our\nmothers stay at home.\nLights, water, comfortable surroundings, neighbors,\nschools for her children, the church of her choice, recreation of many types\nto suit every taste, all these things and more, are blessings she has never\n\nenjoyed before.\nShe is happy because her child can go to school, can be properly clothed\nand housed and fed. And she knows that when her child does go to work\nthat his labor will have a wage compensation to give him many things he\ncould never have enjoyed in his barren mountain fastnesses.\nShe knows\ntoo that she need not let her child work when he is old enough to work\n- unless she so wishes. That he need not find work in the mill unless he\nWe have furnished from one plant alone a school superintendent\nso desires.\nsystem, a number of teachers, as many ministers, many\ncity\nof a large\nfarmers who have saved enough money in the village to buy their own\nland, a number of small merchants, bookkeepers, clerks, telephone girls,\nbut we are proudest, of course, of those who have earned promotion in our\n\nown industry. The master mechanic in one of our mills learned to read\nand write six years ago in our night school.\nHis twelve children are among our brightest and best, and he plans to\nsend them all through high school, where his second daughter is now a\npupil. His oldest daughter has recently married a member of our basketThe second daughter\nball team and the young people have good prospects.\ngenerations speaks\ntwo\nin\ncollege\nto\nilliteracy\nplans for college, and from\n\n"} {"page": 116, "printed_page": null, "text": "112\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nPractically all of our younger\neloquently for our industrial centers.\nworkers have finished the grammar school and an increasing number each\nyear attend high school and college. In one large family three generations\nof illiterates have been redeemed and one of the connection is now in high\nschool. Our mills show as large a percentage of children attending high\nschool and college as the respective states show. We could multiply these\ntrue incidents and examples until you would be exhausted in listening to a\nmere recapitulation.\nWe speak only a simple truth when we assert that the southern cotton\nmill has done more toward the Americanizing the native Anglo-Saxon\nof our land than any other agency.\nIndividualistic in the extreme, uneducated, antisocial in many respects, he has learned quickly and well once\ngiven the chance which his industrial life has afforded him. ‘The time\nof exploiting the child is a thing of the past and the mill is giving to the\nchild in its churches, schools, and recreation centers advantages he would\nnot otherwise have.\n+\nWhen he does become old enough to work, he may still go to part-time\nand evening schools.\nHe has always healthful recreation afforded him.\nHis health is a matter of expert care and interest.\nHis civic interests are\never in the foreground, kept there by skilled leaders who are employed’ to\ndevelop good citizenship.\nLibraries encourage him to read. Athletic clubs\nstimulate good sportsmanship.\nSocial clubs help him to play. Gymnasiums\nand swimming pools are open for his use and pleasure.\nHealth centers\nand free clinics provide for his physical well-being.\nChurches and Bible\nschools minister to his spiritual needs.\nAnd in all these activities his own\nindividuality is sacred as the community leaders carefully avoid the attitude\nof paternalism, and encourage the individual to pay his just share for all\nadvantages.\nIgnorant of every community obligation the isolated mountain\ndweller or hill farmer, learns in our industrial centers the value of common\nwelfare, the joy of social intercourse.\nHe sees, often for the first time, his country’s flag, and learns for the\nfirst time his lesson in civic responsibility.\nWisely directed his life finds pleasure in hitherto unknown _ joys.\nMusical entertainment furnished by his own bands and orchestras develops\nappreciation and his asthetic nature.\nRecently forty of our boys and girls in the grammar school have organized\na mandolin club and their fathers have bought the guitars, mandolins,\nbanjos, for their own children.\nWhen we first began this work the mill\nbought the musical instruments for those who would learn to play. We\nhave a piano in each of our assembly rooms and parlors. But the orchestra\nwished to have one in the band room they call their own; so they bought\none without asking the mill to contribute a cent.\nAt first all our refreshments at our parties were paid for by the company.\nBut now the young people’s social club provides for its own entertainment,\nhaving all necessary committees for program, reception, refreshments, and\npaying each, his own part. We have at one of our plants a blonde giant\nwhose ruddy face, blue eyes, and fine physique attract attention and elicit\n\n"} {"page": 117, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n113\n\nadmiration from all who see him.\nHe is humorous, shrewd, kindly, and\nclosely observant of those who visit our plant. Like all other independent,\nfree American citizens, he is quick to see and to resent patronage.\nI can\ngive you our general attitude toward those who express written opinions\nof our southern -mills knowing little or nothing of actual conditions by\nquoting this native of our mountain belt:\nWhen I see these fellows come around and begin in their high and mighty way\nto talk about things they jest naturally don’t know nothin’ about, hit makes my\n“Andrew-Saxon” blood bile, and I want wipe up the earth with the pore little\nsnoopin’ eejits. Then I get to thinkin’, and I know theyr’e jest plum ign’rant and\na tryin’ to fool theyselves into thinkin’ theyr’e smart and fust thing I know I’m\nfeelin’ plum sorry for them and'‘a wantin’ to learn ’em some sense.\nIf they’ll\ncome often enough and stay long enough we'll learn ’em lots and they’ll git to be\nplum civilized.\n\nPREVENTING\n\nDELINQUENCY\n\nWILLIAM\n\nDIRECTOR\n\nHEALY,\n\nOF THE\n\nBOSTON,\n\nAMONG\n\nJUDGE\n\nBAKER\n\nCHILDREN\nFOUNDATION\n\nMASS.\n\nTo you school people who have invited me to speak to you on the topic\nof “Delinquency of the School” I would say, first and last, that a very\ngreat reduction of our immense problem of delinquency and crime is most\ncertainly possible. What we grievously lack to this end is coordinated\npublic social effort.\nSome efforts to stem the tide are made, of course,\nbut there is too little pulling together by the different agencies who should\nbe interested in the prevention of delinquency.\n‘The school as one of these\nagencies, indeed an important one, has vast possibilities for detecting early\ndelinquent trends and coping with them.\nThese are not arm-chair words; over years we have been making studies\nof careers, extending from childhood to adult life. And measuring failures\nover against successes we have been forced to the conviction that in a vast\nnumber of cases, commonsense effort following scientific inquiry would\nhave headed off the careers, after early signs of delinquncy trends have\nbeen perceived.\nAn established truism, that by this time should be known to everyone,\nis that the real roots of delinquency and crime in nearly all offenders are\nimbedded in the experiences and thoughts of youth, often of extreme youth.\nGet\nWe must never forget that character is formed during school years.\nwithout\nage,\nschool\nhigh\nhis\nthrough\ncertainly\nage,\nschool\nhis\na boy through\nhis developing delinquent ideas and habits, and it is to be shown statistically\nthat he is very unlikely to show them later.\nSo all this terribly costly effort to catch those who have committed crime\nand the frightfully expensive methods of attempting to convict them, if they\nare caught at all—as they so frequently in America are not—and the\npunishment of them or the treatment of them, are part of a process of\n\nshutting the barn door after the horse is stolen.\n\n|\n\n-Now, there is much in our civilization at present conspiring to produce\n\n"} {"page": 118, "printed_page": null, "text": "NATIONAL\n\n114\n\nEpucCATION\n\nASSOCIATION\n\ndelinquency and crime—much that is realized and felt by any public-minded\nperson—that a great deal has to be done about it if we are to preserve a\ndecent dignity, self-respect, and even protection in our ways and manners\nof social life.\nThe school, as the first social organization in contact with masses of\nVery frequently indeed the\nhuman individuals, has the earliest chance.\nforeshadowings of trouble and the actual problem itself may be discerned\nin school life. From prolonged studies in two American cities, we could\ngive actually hundreds of illustrations of this fact, namely, that the progress\nof a career frequently proceeded towards criminalism of the worst sort\nstraight along from beginnings that were present and could have been observed\n\nin school\n\nlife, and\n\nindeed\n\nsometimes\n\nwere\n\nobserved,\n\nbut nothing\n\nefficient was done about it.\nLet us not talk about blame; our schools have been so wonderfully\nbeneficent in building up our nation’s manhood and womanhood towards\nrealization of the prosperity and the many blessings with which we are\nendowed.\nBut I wonder if our school education has not been on the whole\nmore aimed at achievement of material welfare than directed toward inculcation of good ethical standards of living.\nIs it true that, as a notable\nauthor recently says, the elementary school system does little more than\nmake of its pupils ‘something rather less than good. adding machines, fair\natlases, and rather poor outlines of history,” not aiding them to meet life,\nwhich is hardly a process of reciting sums, dates, localities, but which\nrequires continuous judging, weighing, balancing, and drawing conclusions?\nAbout the school centers the main opportunity for most important mitigation of the greatest destructive expense which, outside of wartimes, the\ncitizens of our country have to bear.\n.\nThere is temptation to dwell on possible systematic endeavors by the\nschool to cultivate ethical discriminations and attitudes which would forefend disaster for the individual and save much for society, through mass\nprevention of delinquency.\nFor it is actually true that the pupil in his\nday-by-day acquisition of training in the use of mental tools for life’s work\nis more than apt to gain no sort of fine background of thought, of ideas,\nand imageries that form the sustaining tissue of satisfactory lives. It seems\nto be undoubtedly true that the content of mental life that is utilized in\ndaydreams and fantasies, especially in youth, and out of which emerges\npersistent interests in the goals of life, is of vastly more import for behavior\nand the conduct career of the individual than is any amassing of facts or\nacquirement of facilities such as are the objectives of the ordinary run of\nschool subjects.\nOne would wish above all to see the schools giving young people, not\no1ly many more discriminations of real values for life, but also affording\nthem mental pabulvm to be assimilated into their beings which mav serve\nas a basis for the imagination, for the daydreams, and the ideals which are\nee\nto the growth of a productive career, even as set in humble\npiuths.\nAbout codes of ethics to be taught in the schools, I know too little of\n\n"} {"page": 119, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nNG)\n\ntheir value; you school people can judge them better. But from our many\nstudies of human lives, we have come to know over and over the stimulus\n«\nto right living that comes from mental pictures and ideas that represent\nthe achievement of strong men and women, and the equally great stimulus\ntowards misconduct and serious delinquency that is engendered in ideas\nand imageries that are concerned with the lives and conduct of clever,\nbold, and dashing misdoers and adventurers, whether the ideas be derived\n‘ from what. the individual sees, or reads, or hears from companions.\nBut the great opportunity of a school in the prevention of delinquency\nis also very specifically concerned with, first, the early chance for knowledge\nof facts in individual cases and, second, the possibility of initiating or having\na hand in constructive effort in special situations.\nAnd special situations\nalways are arising.\nThe acquirement of knowledge of the essentials of a particular case\nchallenges the best intellectual effort and interest. To face a child with\n“Don’t do it or I will do something to you that you won’t like” in the\nfashion of ignorant parents or as the law does later to grown ups is a most\nineffective procedure.\nIt often brings trouble in its wake because the\nchallenge to the child is always then to deceive, to try to “get away with\nsomething,” to say ‘See if you can catch me.”” The game is on as soon as\nyou say, “I will punish you if I catch you,” and a very considerable pleasure\n\ncomes in the thrill of the game.\nNo doubt the attitude of school people very frequently is that they\ncan not attend to all the child’s needs, that much of his ethical education\nmust be given by the family. The inquiry and knowledge of influences is\nthus considered to be a family job. But the weakness of this is that many\nfamilies leave everything to the school; perhaps they know nothing about\nrecognizing the first signs of delinquency.\nAnd certainly they regard themselves as naturally inferior to school people whose profession supposedly\nleads them to understand mental life and causes of conduct.\nAnd what this all leads to may be illustrated by a case seen by us recently\nin sedate Boston—an alert, inquisitive, merry, imaginative lad of 11 years,\nnormally advanced in school, of good average intelligence.\nTell me, where\nlies the responsibility for his delinquency?\nHe has been in some petty street\nmischief, he tells us, but now he is charged with three times entering a\nschool building and stealing there. Even this would not have been known\nif he had not confessed it. The last time he entered with another boy\nwhom he induced to go with him to take some money from the teacher’s\ndesk. And what an adventure and game there may be in delinquency is\nshown by the fact that these boys bought with the money, among other\narticles, a pair of handcuffs.\nAnd then it was when they were playing\n“Gerald Chapman,” one boy being marched handcuffed down the street by\nthe other boy, that they fell under the attention of a policeman because they\n\ncould not remove the handcuffs.\nThe story appears not a little ironical—money taken from the schoolhouse\nto satisfy interests that the school had not given the background for satisfying in a better way.\n\nAnd the father, a very decent man, though having\n\n"} {"page": 120, "printed_page": null, "text": "/\n\nNatIonaL\n\n116\ntoo much\n\nfaith in our\n\nEpucaTIon\n\ndaily sources\n\nASSOCIATION\n\nof information\n\nand\n\neducation,\n\nsaid\n\nthat his boy was bright and he wanted him to learn a lot and so he bought\nfor him, this 11-year-old lad, two newspapers a day.\nConsider the matter of truancy, the delinquency that above all others\nbelongs to the schools themselves, truancy, the so-called kindergarten of\nIt means hundreds of different things;\nWhat does truancy mean?\ncrime.\nIn a study\nscores of causations that should be known and skillfully met.\nof 4000 cases of more serious delinquency, no less than +0 percent showed\nThe needs of these 1600 cases\ntruancy that was other than a rare event.\nhad varied most widely. And the work of attendance officers who merely\nheld up the law as a threatening stick had usually in nowise accomplished\nsatisfactory results.\n.\nIf there had been repression of truancy there had been delinquencies\nbreaking out in other forms. Truancy is a symptom, just as other delinquencies\n\nare,\n\nand\n\nthe basic trouble\n\nmay\n\nreveal\n\nitself in other\n\nconduct\n\ndisorders if the essential cause is not ascertained and eradicated.\nSchool\ndissatisfaction, which is such a menace to the child’s education and moral\nwelfare, is not fundamentally altered by forcing him to go to school.\nHis\nmind is his own and may wander off even in the schoolroom into all sorts\nof unfortunate paths, to his own and to society’s detriment.\nWe may leave aside the discussion of defectives; their numbers among\ndelinquents are not as large as was once supposed and their needs are\nbecoming much better understood in school systems.\n“There are the many\nchildren of quite normal and even superior intelligence, who turn to\ndelinquency.\nThus another 11-year-old boy, unusually sturdy, mature in his mental\nattitude, considerably superior in mental endowment, reasonable, selfconfident, courageous, sophisticated; we saw him not long since and found\nhe had three years behind him of stealing, truancy, and staying away from\nhome long hours. For this very bright boy school was unpleasant—he\ntells us in so many words that he doesn’t learn anything that interests him,\nthe teachers scold him too much.\n‘The ideas which he does revolve over\nand over in his head and in great detail have been derived from bad companions and the movies and the newspapers.\nIn manly fashion he has\nrejected baser vices which attract some boys; it is the arduous life that\ndelights him. He has created his heroes for himself out of current reading\nand knows their lives and their doings, their encounters with the police and\nthe courts.\nHere before us we have a youngster desperate, but of wonderful possibilities and the school people haven’t the least idea of what is\ngoing on\n\nin his head.\n\nSociety’s\n\nappointed\n\nguardians\n\nof his mental\n\nlife,\n\nof his education, are not at all those who have given him his mental food.\nIt should not be understood that many.children have such well-defined\ncriminalistic ideas and impulses as these, but analysis of delinquent backgrounds does bring out many mental conflicts, notions of enjoyment, trends\nand actual habits of thought and action that have-been very little touched,\nif at all, by life in school—S5\n\ndays in a week,\n\n10°>months in\n\n"} {"page": 121, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n117\n\nsocial agency which has greatest of all opportunities, it would seem, for\ninfluencing opinions and judgments and interests.\nWhat may be unearthed by careful ‘study of a child who through\nappearance or action shows delinquent trends, is of such value for modifying\nthe child’s behavior and the protection of other children, that inquiry into\nit should be a very seroius undertaking.\nTo be found out are—the sources\nof bad ideation and bad experiences, the unfortunate championship, bad\npractices anywhere, the poor type of movie or theater, the hideous older\nperson who influences children for the bad, the neighborhood and “hangout,” a gang or club in which there are evil communications, the inimical\nFinding out the real sources, the plague spots of moral\nfamily situation.\ncontagion and contamination, opens the way to saving many.\nThus it is a whole community affair, this study of children who are\ndelinquent.\nFor very often indeed it is not so much the devil that is within,\n- but dragons that are without, devouring our children, that have to be\nconquered and slain. Failing the ability to slay all dragons, it is for society\nto arm children by creating within them interests that so command them\nthat they pass by the evil, unattracted by it.\nAnd so scientific inquiry, leading to good diagnosis is requisite before\ntreatment of delinquency is undertaken.\nThese studies of children, where\nshall they be carried out? ‘The child study departments of an older day\nin school systems were concerned mainly with defectives and their problems\nof education; in some places already the work of such departments has been\nextended into investigation of the still more important problems of conduct.\nBut whether it can be done best in the school system itself or through the\nchild guidance clinics or juvenile research bureaus that have grown up so\nrapidly in the last ten years depends upon the local situation.\nBe that\nas it may, such studies are absolutely necessary in order to get at the underlying facts, in order to treat the real causes of delinquency.\n‘The elements\nof physical and. mental makeup, of experience and ideational life, and\nexternal influences, are not to be correctly known otherwise.\nAnd then comes constructive effort. One may question whether any\nschool system alone can satisfactorily carry out all the different measures\nthat are necessary.\nIt certainly is very doubtful, for example, whether, as\nproposed, the school can take over the functions of the juvenile court.\nCooperation is the first need; coordination of effort. The juvenile court,\nif a court not given over to theories, whether of eugenics or of the use of\npunishment to break the spirit of delinquents, or of sentimental adaptations,\nbut rather a court that uses scientific methods of gathering the real facts\n\nin order to do the right thing, should be cooperated with to the fullest\nextent.\nJuvenile court is not a criminal court—it is an agency of social\nprotection, and it should be a court that deals with family relations and\nAnd as it applies more science it\nwith the contributors to delinquency.\nneeds more power; then it can show vastly better results.\nIn the school system itself, teachers who know the problem from even\ntheir professional training, attendance officers who have had good training\nin social work so that they can make effective contacts, and school visitors\n\n"} {"page": 122, "printed_page": null, "text": "NATIONAL\n\n118\n\nEDUCATION\n\nASSOCIATION\n\nand visiting teachers have the best of all chances to bring about cooperation.\nOf course, families must be drawn in, but it is unfortunately the fact\nthat the parents who ought to be in the cooperative endeavor are not those\nJuvenile protective\nwho are usually found in parent-teacher associations,\nagencies or the police themselves, if they will work intelligently, are necessary agents for subduing personal influences and environmental conditions\nTo handle the child alone and allow\nthat are the breeders of delinquency.\n\nthe destructive influences to continue in existence is social hypocrisy and\n\ninefficiency, which the child, we find, himself frequently resents.\nThe\nweakest part of the social fabric in its relation to delinquency, even in\n‘otherwise good communities, is in the lack of really good cooperative\nendeavor.\nSo frequently, for reasons of self-protection, social, and personal\nlaziness, or of egotism, agencies, and departments play too little with each\nother; there is not the teamwork that could contribute most greatly to\nthe prevention of delinquency.\nAnd so, we are forced to appeal to our wonderful social organization—\nthe American school system—for help in our great national problem of\ndelinquency and crime.\nFrom the accumulation of facts concerning the\nminds and lives now of thousands of delinquents, we assert and insist that\nbecause of the early beginnings of careers, because of the great chancé of\nthe school for early inquiry and for setting in motion good constructive\neffort, because of the opportunities that there are for establishing cooperations and coordinations about school life as a central point of vantage, the\nschool must play a more glorious part than ever in the development of a\nbetter citizenry.\n\nTHE\n\nCHILD\n\nAUGUSTUS\n\nO.\n\nINSTEAD OF WAR AS A CENTER\nINTEREST—ABRIDGED\nTHOMAS,\n\nMAINE,\n\nAND\n\nSTATE\n\nCOMMISSIONER\nWORLD\n\nOF\n\nPRESIDENT\n\nOF\n\nEDUCATION\n\nASSOCIATIONS,\n\nOF WORLD\n\nEDUCATION,\n\nFEDERATION\n\nAUGUSTA,\n\nOF\n\nThere is a legend of a cliff from which was afforded a magnificent view,\nIt\nso wonderful that people often risked accident for the thrill it gave.\nis said that in the attempts to get the view, many people fell upon the\nrocks below, Enterprising physicians grasped the idea of building a\nhospital at the base of the cliff to take care of those who fell. Finally,\nsome one came along and put a railing around the dangerous place and the\nhospital went out of business.\nFor many centuries, the nations have resorted to military training and\nequipment for the purpose of self-protection.\n\"Those who have advocated\na high state of preparedness have urged war as a means of national solidarity, the development of national courage and growth essential to\nprotection.\n‘They have been building hospitals at the base of the cliff.\nThe real solution is in bringing up generations who can live together in\n\n"} {"page": 123, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n119\n\nthe spirit of fraternity and justice. It is more difficult to prepare a nation\nfor peace than for war.\nThe glamor of war, the pomp of military ceremony, the glitter of trappings, the thrill of martial music, the heroism of\nthe battlefield, and the constant urge of excitement thrill the young.\nWe\nhave made of our flag a military rather than a civil emblem.\nWe have\nbuilded a patriotism upon defense of country and the idea of a foe. If, in\nthe advance of society, we can produce a consciousness of right and justice,\nand international moral consciousness and a due regard for international\ntraffic rules, armed forces will eventually become unnecessary.\nEducation a directive force—No age can be considered wholly scientific\nuntil we are able to measure the amperage of the human individual and\nto establish certain definite governing elements in our educational processes.\nWe are able to propagate plants and to cultivate them to whatever perfection we may desire. We are doing the same with lower animal forms.\nWe must have faith that the human individual is susceptible to a definite\nculture and that such influences can be brought to bear in his life at its\nThis premise\nformative period as will shape its trend and direct its future.\nis based upon observations of what has already been accomplished and what\nwe know directly of the underlying principles of education.\nA teacher\nwho does not believe that his work will have a salient influence on the\nlife of the child for his good and the good of society has no reasonable\nexcuse for remaining in the profession and for the acceptance of his comIt goes without saying that as a profession we believe that if\npensation.\nit were possible to formulate a definite code of ideals such as we would see\nembodied in future generations and if we could teach these to the children\nof the world, we could determine now in large measure the qualities,\nIn the past,\ncharacteristics, and attributes of generations yet unborn.\neducation has not been widespread.\nNo effort toward universal education\nhas been put forth.\nCivilization, like Topsy, merely grew up under the\ndominating forces of the super-man, but in the upward climb of civilization, we have come out upon a great plateau where we can view intelligently the whole human race and where we can begin to devise ways\nand means for such form of leadership and training of the youthful\ngenerations as will produce more desirable results. Teaching is conscious\nIs it possible for the present ruling generation to consciously\nguidance.\nguide the first steps of the new generation in paths of safety and in fruitful\nfields? There is no work comparable to that of training childhood, no\nThe young generation is\nwork as far-reaching, no work so important.\nmade of these individual children and as each individual is taught, so the\nToday, the culture of the child as a\nideals of the group will be formed.\nmeans of human advancement is engrossing universal attention. Too: long\nhave we tried to reform through adult life. We have never wrought a\n‘The adult generation is too conservative,\nsingle reform in one generation.\nhabits, its likes, dislikes, and prejudices.\nits\nin\nfixed\ntoo\nways,\nits\ntoo set in\nIf we would change the trend of affairs and work a definite reform, we\nmust begin with the children. The last decade has dashed many an old-\n\n"} {"page": 124, "printed_page": null, "text": "120\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntime custom and oldtime procedure upon the rocks and has broken up\nWe are freer today from the traditions of\nconventions of long duration.\nour ancestors than we have ever been. It is a good place to begin. If we\nwould have a settled world with Stable government, a great world community with peaceful neighbors a hundred years hence, we must begin\ntoday and we must begin with childhood.\nImpulses for good move upward\nChildhood is the hope of the world.\nHe clings to what he learns\nslowly. Man is by nature a conservative.\nand believes and is loth to give up original conviction.\nHe does not jump\nOpen-mindedness is not a trait\nHe grows into them.\ninto conclusions.\nMen balk at changes which are far-reaching.\n“They\nof human nature.\nprefer the ills they have to others they know not of. ‘They have a natural\nfear of the dark, and things not experienced are dark.\nConservatism is\nas great a virtue as progressiveism since it keeps us from running headlong\ninto danger and fear seems to be part of God’s plan. It is only as man’s\neyes are opened to a new view by accident, discovery, or invention does\nhe lay aside the old.\nTo turn from the clouded horizon of the passing day to the rosy-hued\ndawn of tomorrow is the pleasure of the optimist.\nI am glad to be one\nof them.\nIn fact, I can not see how any one can be a teacher and be\notherwise.\nIf I did not believe that education can direct the trend and\ncharacter of the future, I could not continue with it.\nOur old world is not on the rocks; the ship of state will sail on into\nmidstream and the individual will continue to climb.\nAchievement both\nof individuals and nations will continue.\nWhat unfathomed possibilities are wrapped in the swaddling clothes of\nan infant! Who can measure a child’s influence for good or ill? Before\nit can lisp a word, it has brought to one woman the sweet consciousness\nof motherhood and to one man the added strength of a new responsibility.\n’ Every day, that child’in its development touches some one.\nIts innocent\nprattle is music to some ears.\nWhen he reaches school age and his parents\nsend him to us, they entrust him to our care—this priceless creature.\n\nWhat do we do with him? We teach him science, mathematics, language.\nBut it is not. sufficient that he know how to measure the forces of the\nearth, how far the stars are separated and space extends, what forces\nattract or repel; not enough that he be taught all the facts or human\nknowledge, unless he know how to live and how can he know how to\nlive unless he knows that he is linked by indissoluble ties to every other\nhuman being? Great is the responsibility of the teacher.\nWe can train\nthe child as we will. We can shape his affections, mould his character,\nand carve his full stature in life. He will follow where we lead.\nTeaching the primitive—It has been our philosophy in education that\nthe child is a replica of civilization and in his educational experience passes\nthrough all of the periods of evolution known to the race.\nHe is at first\na barbarian, even almost cannibalistic, and he moves by stages up to the\npoint of civilization with his seniors. Based upon this philosophy, we have\n\n"} {"page": 125, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n121\n\nbegun by teaching him of the primitive types of life in the different countries. The Indian is good to begin with. The Eskimo is a good second.\nThe cave and cliff dwellers follow along but we fail to go on and give\nhim the full knowledge that there are children in many lands who have\nperfect right to be his equals.\nHuman nature—It is an old saying that human nature never changes,\nthat it not only does not change but can not change. This is a fallacy, a\nhopeless viewpoint.\nIf true, then man may never expect to pass out of\nhis uncivilized into a civilized state—from the barbaric to the Christian.\nThis is an old saying and an old philosophy but it has been disproved by\nevery historic change man has made.\nIt changes in our viewpoints, in\nour standards of right and wrong, in our dealings with our fellowmen.\nAll one needs to do is to pass through the archives of history. The’\nchamber of tortures in London Tower will convince anyone that man’s\nWe are more human in our dealings,\ninhumanity to man is changing.\nnot only with dumb creatures who, by nature of our superior endowments,\nHuman nature represents our\nare our servants, but with our fellowmen.\ninclinations as influenced by our emotions.\nThus, it can be cultivated\nand purposefully guided.\nThe international mind—The “international mind” may be defined as\nthe consciousness of a world society with definite and necessary relationships. It is a sort of attitude of sympathy and appreciation which bears\nan intelligent understanding of other countries, peoples, and events. It is\nthe basis of an international morality which helps us to judge other people\naccording to their own standards and to appraise their work after an\nadequate acquaintance with their nature, conditions, and motives.\nThe\ninternational mind is essential to world understanding and to good will,\nfriendship, and justice in international contacts.\nThe new element in citizenship—a world viewpoint—Among_ the\nadvancing ideals of the race, citizenship has exercised a decidedly evolutionary spirit. It was used in the beginning to designate a non-soldier\nfrom a soldier, then a dweller of a city which was a community of citizens.\n“TI am a Jew, a man of Tarsus, a citizen of no mean city,” said Paul.\nIt\nlater became applicable to a country but in this advanced age, it takes on a\nworld-wide aspect in its moral sense.\nA citizen of this new world state\nis one who owes allegiance not alone to the welfare of the country in\nwhich he exercises political rights, but who owes to his fellowmen and the\nworld over his allegiance to the highest motives of advancement and who\n‘To this extent, it is possible\nin turn should have protection from them.\nfor one to occupy a position in and to be a part of a world citizenship\nall members of all civilized states are working for the highest\nwherein\ninterests, welfare, culture, and general prosperity and happiness of all men.\nThere is likewise a world civics or science of world government, just as\nthere is a science of sociology or the government of the individual among\nhis fellows, where one comports himself not wholly according to his own\n\n"} {"page": 126, "printed_page": null, "text": "122\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nindividual interests, but who makes and receives concessions for mutual\ngood.\nThis is not the “internationalism” we have learned to fear. It is\nvirtually the building of an “international mind.” One’s paramount duty\nis to his country and to the citizens thereof and he is not to throw it down,\nobliterate its boundary lines or scrap its flag. Christ said, “Render unto\nCesar the things which are Casar’s and unto God the things which are\nGovernment and national life are the means through which we\nGod’s.””\nreach the world state. To destroy them defeats the ultimate end of dealing\nin world goodwill and justice among nations.\nForce as a prevention of war—lIt is entirely justifiable to believe that the\nseveral schools advocating the extreme of either militarism or pacifism are\nentirely sincere and believe firmly in the doctrine they preach. ‘The militarist tells us that full preparedness is less costly than neglect of defenses;\nthat we must have war to end war; that the only way to secure peace\nis to be better prepared than our neighbors; that peace makes a nation flabby\nin courage; that war is the cement in national solidarity; that courage,\nphysical fitness, and patriotism are specific results of military training and\nthat war produces the best fibre. ‘The pacifist, on the other hand, would\nliterally disarm.\nHe contends that war is murder, which is non-Christian,\nand that passive resistance is better than the destruction of life.\nAt present, complete disarmament would be disastrous to the nation\nwhich undertook it. This can come about only at some far distant day as\na realization of that world brotherhood which still is largely idealistic.\nBut progress towards such an ideal can scarcely be made while the belief\nprevails that in superior force lies the guarantee of national safety. We\nhave in a measure progressed beyond a point where individual safety is\nsecured only to the man powerful and to the armed, as was the case in\nthe days of the frontier.\nIf the large and strong persisted in dominating\nthe small and poorly protected, the world would slide back into the vilest\nform of human slavery.\nIn order to protect the weak, we have established\ncodes of law defining individual rights and guaranteeing their safety.\nThere is a constant striving to maintain a more or less fictitious balance\nof power in war.\nOne nation or one group of nations insists that it\nshould be permitted by some general agreement and some co:iceded merit\nto preserve its advantage which may be due to geographic conditions,\nnatural defenses, range of commerce and trade or by the precedent of\npast ward.\nSo long as this psychology exists and controls diplomatic negotiations,\nwhether held in Geneva, The Hague, or Washington, there will never\nbe more than a gesture of disarmament.\nAnd so long as it is believed\nprudent or necessary or advantageous to maintain ratios of armed strength,\nthere will continue to exist fear, jealousy, and distrust.\n\nWe must have faith that it is possible to relieve humanity of the entire\nburden imposed by hatred and war.\nWar is the result of hatred, hatred\nthe result of ignorance, and ignorance is the problem of education.\nNecessity of diplomatic machinery—Nations find easy contacts today and\n\n"} {"page": 127, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n123\n\nthe ease and frequency are rapidly increasing.\nEvery steamship which\ncrosses the sea carries the products from land to land and distributes them\nto meet the necessities of the human race.\nGreat ocean liners and rapid\ntrains are carrying the citizens of one country by the hundreds of thousands\ninto other countries where they mingle with each other, becoming amenable\nto the laws of the country in which they sojourn but still protected by\nthe laws of the country in which they live. This develops a new type of\ncitizenship, broader than that known in any other age. Nations are now\ntouching nations rather than being separated by great seas and mountain\nbarriers.\nIt is said that tourists in Italy last year left 185 millions of\ndollars net, sufficient to balance the budget of that country. This is only\n\\\nan example of what is being done in every land. This new condition\nforces upon the nations of the world the necessity of absolute agreements,\nwhich must be brought about through some international body specifically\ndesigned to meet the necessities.\nWhether it will be a league of nations,\nan association of nations or a parliament of the world is yet to be determined.\n‘There must be some diplomatic machinery set up, for the world\ncan not go long without regulations with individual and national interests\noverlapping so extensively.\nIt is indeed difficult at the present time, owing\nto the national jealousies, racial hatreds, and international misunderstanding\nand suspicions, to secure one hundred per cent efficiency in any overhead\nbody which might be established until after repeated attempts and ultimate\nperfecting of the viewpoints and contacts.\nEven now, it is reported that\nthe experts of the League of Nations, working on the basic elements of\ninternational agreements, have abrogated the principles of the Washington\nConference.\n‘This in itself shows the futility of carrying on diplomatic\nprograms until they are backed up by definite underlying and ethical principles and a moral consciousness which will make agreements mean more\nthan scraps of paper.\nIt is the mission of education, either religious or\nsecular, to furnish these values.\nDiplomacy must furnish the machinery ;\neducation must furnish the skilled operator.\nIt is impossible for education to perform its service except through the rising generation. ‘This\nmeans a long process and a long look into the future, but unless we begin\nnow, we can not hope ultimately to win.\nNations are too distrustful of\neach other.\nOne nation looks askance at the military equipment of another,\nscrutinizes it closely and reads in it a menace of national invasion.\nNations are sparring for commercial advantages. ‘There is too much racial\nhatred and prejudice, too much international fear. ‘These must be driven\nout.\nThey can be driven out only through the spirit of justice and the\ndevelopment of friendship.\n\nTHE\n\nCHILDREN\n\nOF TODAY—ABRIDGED\n\nANGELO PATRI, PRINCIPAL, PUBLIC SCHOOL 45, NEW YORK CITY\n\nI believe in the child of today.\n\nI have more faith in the child of today\n\nHe is a bigger\nHe isa better child.\nthan I have in the child ‘of yesterday.\nHe is a finer child in the truest sense of\nHe is a cleaner child.\nchild.\n\n"} {"page": 128, "printed_page": null, "text": "124\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nthose words, and that good child could only grow well in a good world.\nNo matter what people think, this is a finer world we are living in than\nit was ten years ago or twenty years ago, because good children could\nnever come out of a wicked world, and wonderful children must come from\na wonderful world.\nI cannot help but think of the picture that I have seen, a picture of a\nwoman making syrup, and every once in a while the syrup would boil up\nto the top and then the woman in charge would take her ladle and scrape\nthe syrup off the top of the pot and sometimes throw it in the fire, and\nthen she would take another stick and put it on the fire. She must keep\nthat pot boiling hard.\nShe must keep it bubbling so that constantly the\nimpurities would come to the top and then she would take them out and\npurify it. But what a mess she did make, the fire and the stuff that\nwas cast off into it. What a smell there was, and how bad it looked, but\nthe hotter that fire was and the more the syrup boiled, the surer the impurities were to come to the top and be cleaned off. “That syrup must not\nbe allowed to cool, for if the impurities settle to the bottom and become\npart and parcel of it, then the product would be unclean.\nIt might be\npalatable. It would not be so good to look at and it probably would not\nhave the same lasting qualities.\n‘This syrup must be pure; it must be\nclean; it must stand the test, no matter what the test was, in order to bring\nthe higher price in the market.\nThe world of today is like fire under the pot. It is speeding the\ngrowth of children, and speeding that growth means that the children are\nbecoming older sooner—and I don’t mean older in years, I mean older\n\nin wisdom and in experience.\nSooner in life are they casting off the\nimpurities, sooner are they being made clear and pure so that they may\nlive long and as long as they live stand the test of all kinds of experiences\nthat come their way.\nYou know, the thing we should fear is not freedom for the child, but\nit is the old clamping down, shutting down on the life of the child, closing\nitin. It is the old discipline that we have been trying to run away from,\nand have succeeded.\nYou know, we have been talking for a generation about the lengthening\nperiod of infancy. We are going to talk now about the lengthenitig period\nof active life, of joyous life, and the shortening period of infancy, where\nthe child begins sooner and is going to last longer.\nNot only have we freed the child, but we have set a higher standard for\nhim. We have measured his knowledge in a much more daring, in a much\nmore clear-cut way, in a much more mechanical way.\nWhen he sits down\nto pass an examination the child of today does not have the feeling that\nwe used to have. I remember that our training was something like this:\nThat if we only half got the answer, the teacher would remember us and\ngive us credit for knowing the rest of it. Now the child must know; his\nknowledge must be definite.\nIt must be complete; it is measured almost\n\non mathematical precision.\n\n;\n\n"} {"page": 129, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nThe same thing when it comes to morality.\n\n125\nWe\n\nhave\n\nset\n\na higher\n\nstandard of truth, because we want the child to know the truth.\nWe want.\nthe child to be able to tell the truth, but to be able to tell the truth first\nto himself, and if he can not do that, anything that he says that seems to\nrepresent the truth is not true and we have no use for it.\nWe want the child to be happy, but somehow or other in our idea of\nhappiness we put a new meaning.\nWe want him to be happy because we\nfeel that happiness is that condition of the soul that makes him most\nresponsive to the beautiful things that are around him, and he can then\nrespond to the ideas of the world, if he is in the right attitude.\nThat is\nthe very highest standard, and we who are constantly pushing toward\nthat standard are unconsciously making him better.\nWe want a child to be reverent today, but somehow or other our reverence, our religion, has a different meaning to it. We feel that in order\nto have a child reverenthe must have an appreciation of the great universe,\nso great that the most powerful imagination can only glimpse it, and he\nmust have a notion of the universe that is so high that the most gigantic\nimagination is staggered by it, something that will stand between the\nsmallest and the biggest. We want his reverence, his religion, to accomplish that fact. We want him to have the feeling, to think when he\nlooks at the sun and calls it, ‘brother,’ when he says that the wind that\nkisses his cheek was his brother and the birds of the air were his brothers,\nand the brook that came down the mountain side was his brother, and\nthe snake under his feet was his brother—that nothing that is created,\nhigh or low, can be anything but brother.\nIt is that notion of religion\nthat we want in a child; it is that notion of reverence that we want to\naspire to.\nThere is no place in this ideal of ours for jealousy. I remember when\nI was a boy it was perfectly natural for the gang to fight the other gangs\non a religious question.\nIt seemed to be perfectly proper for the Catholics\n\nto fight the Jews and the Jews to fight the Protestants and the Protestants\nto fight both of them.\nIn fact, there seemed to be a suspicion that you\nwere hot loyal to your religion if you didn’t fight for it and hate the other\nfellow.\nThat notion of religion no longer holds. We know now that nobody\ncan be a good Catholic and hate anyone or anything; that no one can be a\ngood Jew and hate anyone or anything; that no one can be a good\nHatred must be foreign to his\nProtestant and hate anyone or anything.\nnotion of religion.\nThen, too, we have a new standard of physique, a new standard of\nIt is not just the\ncleanliness, a new standard of conserving one’s energy.\nof it. It is the\nconservation\nthe\nis\nit\nbut\nenergy,\nchild’s\nthe\nusing\nmatter of\n\nway he walks and the way he carries himself that counts, and that is a\nbetter standard than we ever had before when we said “Get there. Win.\nWin by all odds.”\n\nWe want the finer thing, because we know that the\n\nfiner thing means that the child shall last and last long.\n\nWhichever way\n\n"} {"page": 130, "printed_page": null, "text": "126\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwe measure the child of today we find him better than the child of yesterday, we find him more intelligent.\nI remember some time ago in my school I sent a team to take part in a\nprize contest. ‘This team went over to another school, and when they came\nback I said to them, “How did you make out?” And one of them said,\n“We won.”\n“Well,” I said, “was the prize announced?”\n‘We don’t\nknow, but we won.\nWe went there and they showed us into a room and\nsaid to us, ‘do everything that that room tells you to do,’ and they went\nout. So we looked around and we found a mirror. We found cocoa, and\nwe found cereal and we found fruit, and that meant breakfast to us. So\nwe sat down and prepared the breakfast and set the table and put the breakfast on the table. ‘Then we looked around but nobody appeared, so we sat\ndown and ate that ourselves. Then when nobody appeared we washed the\ndishes and we put the things away.” ‘Then one of them looked at me and\nsaid, ‘‘and we didn’t put the table cloth back in the ice box where we found\nit either.”’ Sure enough, when the prize was. announced, they had won.\nThe prize was $20. The question now was, what to do with the $20? So\nthey felt that they needed some things in their apartment, a couple of beds\nand a little table and a lamp shade, and $20 would not go very far. So they\nbought some lumber and some hardware and they called in a boy from the\nshop and showed him what they wanted, and in two months the beds and\nthe table and the lamp came back.\nThose children had not only won the prize for taking care of themselves\nbut they had afterwards invested that money very intelligently until it came\nback to them ten fold. ‘That is intelligence of a very high order. They\nbegan very early in this season of life.\nI remember one fellow coming into school on the very first day, and he\nhad with him a bucket and a shovel, and when the teacher asked him what\nhe was going to do with that, he said, Why, didn’t she know his daddy told\nhim that when he went to school he would have to dig for his education, and\nso here he was. And so from the minute they come until the minute they\nleave they are wide awake. And they are loath to leave. One boy, I remember, after his mother had gotten work papers for him, came back one\nday and took his work papers and put them on my desk and said, “I am\ngoing to stay in school.” ‘They feel that they need school and they feel that\nthe school is worthwhile and that is the tremendous achievement that the\nteachers of America have made, to make the child feel that this education\nreally functions in his life and that he must have it in order to go out. First\nwe have the keen child, secondly, the keen and wonderful teacher who can\nmake him feel that way about it.\nAnd the more intelligent he is, the more intelligent this child, the more\nhumane he is. I remember having a teacher that we thought was a very\nold man. He was not so old. He was about my age, and I remember the\nthings we did to that man.\nI suppose I will have to spend a brief period\nsomewhere to atone for my share. But we tortured him. We pulled him\naround the classroom by the coat tails. We spilled the ink. We threw\n\n"} {"page": 131, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n127\n\nthe slates where they didn’t belong. We talked. We marked out things\nwhen he was not looking. We sat down in the wrong chair when there\nwas a tack there. There was nothing that we didn’t do that the mind of\na child can conceive to torture that man.\nNot long ago I saw an old man in the classroom.\nHe was 78—in a\nmodern classroom. He was a teacher of pottery. He was old, too old to\nteach, and yet there he was.\nHe was so old that he found fault with the\nvery best material. He was easily angered. He was easily tired, and for\nhalf an hour at a time he sometimes would sit in his chair fast asleep, and\nthere were the children in the school room.\nIf we had an invitation like\nthat when I was a child what a glorious opportunity it would have been,\nThey took the very\nand yet those children never molested the old man.\nbest care of him. When they thought he was sick, someone would go and\nfind a teacher and take him to that classroom. They became more humane,\nthese children. ‘They have a finer sense of humor than children ever had\nbefore. We no longer tie tin cans to the cat’s tail. We take care of the cat\ni\njust as we took care of the old man.\nThese children have a finer sense of humor; they have a finer sense of\nduty. ‘They dress better—oh my, they dress better. I remember seeing one\nmorning near the entrance to the zoo, near my school—I am very near the\nzoo—sometimes they visit me when they should go to the other place, and\nvice versa—but this day was Sunday morning, a beautiful Sunday morning\nin Spring, and I went over to the zoo, and in front of the zoo was a great\npansy bed, just as golden as it could be, and there was the most delicate\nperfume coming from it, and I stopped to look at it and I noticed that the\nadults as they came to the entrance made straightway for the cages beyond;\nrarely did they stop to look at the pansies, but the children stopped and they\nlooked at the pansy bed and they smelled of them. ‘That is the modern\nchild. I say these children are far better, whether we measure them in\ntheir intelligence, whether we measure the bigness of their hearts, whether\nwe measure their morality, they come into the world better equipped than\nchildren ever were before. They come with a righteous heritage.\nThey\ncome with greater possibilities. Just as we have learned to take care of\nchildren, so have we learned to conserve their energies.\n“They come with\nan. understanding that is very keen. ‘They have read and they read the\nlessons that the geologist tells. ‘They read in the papers the story of the\n\ngeologist who found the track made by the worm two million years ago.\nThe child reads that and something clicks in his brain and he says, “If a\nworm can make a mark that lives two million years, why can’t I do something that is worth while and that will live two million years. I remember the story of an astronomer who saw a new star in the Heavens, and as\nhe watched it night after night the star grew bigger, and from a very faint\nstar it became a star of the first magnitude, and then as he watched it, it\nbegan to disappear, and finally it disappeared altogether, and the astronomers\ncomputed that that star was a million light years away—a thousand light\nyears away doesn’t make much difference so far as the understanding is con-\n\n"} {"page": 132, "printed_page": null, "text": "NATIONAL\n\n128\n\nEpucarion\n\nASSOCIATION\ney\n\ncerned—that that star had been dead a thousand light years, yet its image\nstill lives to inspire men that lived on this earth to read the message.\nA\nchild reads that and says, “If a star may live a thousand light years, why\nmay not 1? Why should I perish? I am part of it all.” When the child\nreads that the Creator made man in his own image the child says, “I too\nmust create if I will be worthy of Him.\nI must create so as to be worthy\nof my chance, so as to be worthy of the people that have brought me forth,\nso as to be worthy of the teachers that inspire me, so as to be worthy of the\ncountry in which I live.” There is the impulse to do and to be in this\nmodern child, and it is so strong that it can not die. It is so strong that it\nwill overcome any difficulty anywhere. He looks to us, to these teachers for\nhelp, but not too much help; for guidance, but not too much guidance, for\nhe would do a better job than any of us have done, and he can only do that\nthrough freedom and through the fine appreciation that we may give him.\nI must tell you one story before I stop, and that is this. Not long ago\nI had a visit from a man from India. He may have visited some of your\nschools. He said he had been sent out from India to find the country where\nthe people were most enthusiastic about children, the people who were doing\nthe most for children. He said he had been to every country and he had\ncome to America last. He was sailing the next day. I said, “How did you\nfind things?” He said that the one country where there was genuine appreciation of childhood was America. “I am going back to carry the message\nof the teachers of America to the teachers of India,” and as he went out of\nthe door, somehow or other there flashed before me another picture.\nI\nthought of the three wise men that had come out of the East, who followed\na star that they might find their way to the feet of a child. I thought of the\nteachers of America, touched with the spirit of wise men, and they too were\nfollowing the light that they might find their way to the heartof American\nchildhood.\n\nTHE\nBROOKS\n\nTRAGEDY\n\nFLETCHER,\n\nOF MISUNDERSTOOD\n\nREPRESENTATIVE\n\nIN\n\nCONGRESS\n\nYOUTH\n\nFROM\n\nTHE\n\nSTATE\n\nOF\n\nOHIO\n\nIn discussing the subject, “The tragedy of misunderstood youth,” I hope\nbriefly to present some reasons why we must supplant the traditional edu-\n\ncational methods with an educational technic formulated on the laboratory findings of the research biologist and the research educational psychologist in their efforts to explore and understand the human personality.\n“But,” exclaims the professional educator, ‘what contribution can a nonprofessional, a mere newspaper man, and a politician at that, make on such\nan intricate issue as the one involving a scientific approach to solving the\nriddle of the human personality and most especially the mysterious personality of enigmatic and paradoxical youth ?”\n1 This\n\nis an\n\nabstract.\n\nFor\n\nfull address\n\nsee\n\nCongressional\n\nRecord,\n\nJuly\n\n16, 1926,\n\npage\n\n13238.\n\n"} {"page": 133, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n129\n\nYou, out there in the great audience, who are college and university\npresidents, and you other distinguished leaders in the field of education\nhave the right to challenge a layman who presumes to make a contribution\nin the field in which you are highly trained specialists.\nTherefore it is only fairto you that I should first attempt to answer the\ndoubt that is in your mind at this moment by stating, in the spirit of modesty, I hope, that although editing and publishing newspapers has been my\nbusiness, my life vocation, and politics my avocation, yet education and\nworking with young people has been my life hobby and shall continue to be\nthe rest of the way.\nEvery man, if he is to remain normal and get the most out of himself,\nshould have a vocation, an avocation, and a hobby.\nA hobby is the device through which a man may sometimes find his eteate\nest chance of self-expression and for usefulness.\nIt was in self-defense that I first got started in this work of trying to\nhelp young people adjust themselves to their environment and succeed where\nthey are with what they have.\nFirst I became interested in finding out why some of my newsboys with\nonly a few patrons on their carrier routes had two or three times as many\ncomplaints for inferior service telephoned into the office against them by the\ndissatisfied people to whom they were delivering the newspapers as other\nboys of the same age with three or four times as many patrons to serve.\nYou can not do much for young people unless you understand them and\nyou will never understand them unless you have been at least a superficial\nstudent of both biology and psychology.\nEven if you are fortified with a knowledge of biology and Dy eubloey\nyou will not be able even then to understand the behavior of young people\nuntil you develop the interrogation point mind.\nBy the interrogation point mind I mean a mind that has acquired the\nmental habit of everlastingly asking the questions: Who? What? Why?\nWhen? Where? How?\nThose six words are the golden keys that will unlock for you the mysterious doors to all the knowledge about people or about things you will ever\npossess.\nSo I approached the newsboy problem with a why. Why this amazing\ndifference between boys of the same age as revealed by the efficiency scores\nbased upon the complaint records of the subscribers to whom the boys were\ndelivering our newspapers.\nI soon learned that the parents did not know much about the factors contributing to the behavior of the boys. ‘The parents could think only in\nterms of effects. They did not seem to know how to analyze and think in\n\ntermsof causes.\nI am not one who joins in the popular pastime of criticizing parents over\nmuch. It is easy to blame parents, but the parents have their hands full and\nin their defense it must be acknowledged they have had no more chance to\n\n"} {"page": 134, "printed_page": null, "text": "130\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nreceive the right kind of instruction on how to adjust themselves to the rapid\nchanges going on in their environment than have their children.\nThe fact of the helplessness of parents and the futility of traditional\nmethods of discipline were impressed upon me in very dramatic fashion by\nthe attitude of the father and mother of a boy who, for a long time, had\nbeen stealing money from our cash drawer.\nHad the parents been permitted to carry out their idea in this case they\nwould have beaten the boy and had him sent to the reformatory.\nThey were not permitted to commit either crime against the lad. Today\nthe man who was that juvenile cash-drawer thief is one of the most trusted\nyoung officials of the largest railroad system in America.\nWe were not long in finding out that the teachers, like the parents, knew\nnext to nothing of the personalities, the emotional, and the environmental\ncauses contributing to the unsatisfactory behavior of the delinquent newsboys.\nIn fact, one young fellow, recognized as a “problem pupil,” had been\nsuspended and finally expelled from school; an offense against misunderstood youth in which teachers, school-board members, principal, superintendent, and the community at large participated.\nThe sympathetic service of a nonprofessional psychologist saved this misunderstood youth from the tragedy that might later have confronted him.\nToday, because this formerly delinquent pupil has made so much of his\nlife and achieved such notable success, he is proudly admired by the school\nthat misunderstood him in his boyhood to the extent of stupidly expelling\nhim.\nThe five processes through which we all must pass if we are to become\nsomebody are self-analysis leading to self-discovery; after self-discovery a\nprogram of self-development; from self-development to self-expression; and\nfrom self-expression to self-realization.\nWith our present institutionalized system of quantity production in education and our methods of herd instruction, what chance has the average\nyoung person properly to be understood and to receive the scientific personal attention that will assist him in self-discovery, self-expression, and\nself-realization.\nIt is essential that we understand the needs and challenges ahead of modern youth, that we may adjust our educational objectives to meet realities\nand thus reduce the vast number of young people who are compelled to succeed in life in spite of their education.\nIt is the obligation of those of us who are interested in education to fix\nit so that more of our graduates will be able to succeed in life to a greater\ndegree because of their education instead of in spite of their education.\nBy success I do not mean merely making money or achieving distinction\nor getting into Who’s Who.\nBy success I mean, through self-expression,\ngetting out of life what there is in it and leaving the world better because\nof our having passed this way.\nThe two most intimate urges with which we are endowed at birth are\nthe urge to live and the urge to mate.\n\n"} {"page": 135, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n131\n\nTo satisfy the urge to live it is necessary to find something to do—a vocation, a life work—something to live for through which we can express our\ncreative impulses and thereby earn a living.\nTo satisfy the urge to mate it is necessary to find the person to love who\nharmonizes with our own personality, the person who most satisfactorily\nhelps us in expressing our gregarious and procreative impulses.\nWith infinite variations, indirect or direct, most of the questions the\nyoung folks have asked your speaker have been prompted by these two Godgiven urges that have more to do with our personalities, our happiness, our\nachievement, and our destiny than any of the other impelling life urges.\nThe millions of tragic matrimonial purgatories of the mismated indicate\nthe degree in which the home, the church, the school, and the state, by their\nrule-of-thumb and guesswork, have failed in understanding and in helping\nthe youth of yesterday to find the way toward the light.\nIt is not surprising, then, that observing boys and girls of today, noting\nthe failures and the unhappiness in the lives of so many grown-ups in their\nenvironment, should challenge the parents, the teachers, the preachers, the\npriests, and the statesmen now to give a more scientific answer to the question involving the most important factors in human life.\nI believe not in legislation forums but in the laboratories of the scientist\nwill war eventually be abolished ; justice established; equity be realized in\nindustry; and a government of the people, by the people, for the people be\nconverted from a figure of speech into a reality.\nThe problem of the misunderstood youth is of vital concern to the states:\nmen because of the possibility of misunderstood youth developing into problem adults with inferior morale and a tendency toward malcontent and\nantisocial behavior.\nWe have with us almost a horde of mob-minded, conclusion jumpers who\nexpress opinions on everything and possess accurate knowledge of nothing.\nIt is from this source that we most frequently hear the tiresome repetition of bromidic opinion to the effect that the younger generation is wicked,\ndevilish, incorrigible, going to the dogs, and on a greased toboggan hell-bent\nfor perdition.\nThe report of the elaborate survey recently completed by the Department\nof Labor giving the actual facts concerning juvenile conduct knocks the\nwind out of the arguments of those whose obsession is the defaming of the\nyoung.\nSince the human race began old people have knocked young people. The\nreasons they do it are partly unconscious jealousy of youth; sour grapes, a\nsense of inferiority, a feeling of having soon to step aside, and the awareness of approaching senility.\nIt is amazing how many people advocate being good after they are no\nlonger able to kick up their heels and be a little bad.\nIf you analyze it you will find that much of the current criticism involves °\nsome disapproval of the liberties youngsters are supposed to take with one\nanother in the social relation. When it comes to this kind of criticism in\n\n"} {"page": 136, "printed_page": null, "text": "132\n\nNATIONAL\n\nEpucaTiONn AssocIATION\n\nwhich sex is the big idea it is astonishing how large a number of old folks\ndoing the criticizing have bum memories.\nI hold no brief for the conduct of youngsters, but when it comes to their\nprivate conduct I stand up for them because after 17 years of crowd and\npersonal contact with over a million of them and correspondence with thousands of them I am convinced the young people are just as good as the rest\nof us and certainly better than most of us were in our own adolescent days.\nYou think back a little. Recall some of your own pranks and escapades.\nIf we admit the truth, could the youngsters be any worse than we used to\nbe or tried to be or would have been had we been able to get away with it?\nIf your memory is in working order answer that and keep a straight face,\nwill you?\nHow grotesquely absurd to think that human nature changes in the period of one or two generations so that a generation ago the young folks were\ngood little angels and now the young folks are bad little devils.\nA number who slander the young in the matter of personal relation are\nvictims of repression, suppression, and not having lived normal lives emotionally have become neurotically and erotically lopsided. So, they continue\nconstantly to denounce that which they have missed out on and unconsciously most desire.\n%\nYou probably would be surprised at the great number of moralizing,\nnicy-nice folks who are having the immoral time of their lives imagining\nthe young folks they see together must be immoral.\nIt is easy for certain types of people to do all their dissipating in their\nimagination.\nIf we do not watch out this thing we call civilization may get the best\nof us yet. Certainly we are producing an enormous number of day-dreaming dissipators and cut-ups who develop into emotional cripples with unstaple personalities which is responsible for legislators having to increase\nappropriations to enlarge our insane asylums.\nA number of the defamers of the younger set need the attention of the\npsychiatrist.\n\nIt is dangerous business to mood too much over what we imagine to be\nthe shortcomings of other people. It is good mental hygiene to cultivate\nthe habit of minding our own business.\nNo small number of youth baiters who rave about the conduct of the\nyoung people now are doing so because in their own day they were rotten\nthemselves.\nMuch of this holier-than-thou virtuous attitude assumed by youth knockers is an unconscious middle-age attempt to substitute virtuous talk as sort\nof a palliation for unvirtuous conduct of years ago.\nOf course a percentage of our young people are going the limit, but is it\nmuch wonder when they see so many older people around them going the\nlimit right before their eyes? We can not fool the youngsters. They are\non to us.\n\nIf half of the critics of the young would spend their energy setting the\nyoung a good example, it would help heaps.\n\n"} {"page": 137, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n183\n\nThis I found to be true soon after I started to give prizes to the students\nfor their essays on the subjects: “The citizen in your community you want\nto be like when you grow up and the reasons why.” It was from this\nmaterial that I wrote the book entitled Who is Your Hero, which is a discussion of the psychology of imitation or why we become like what we like.\nTo understand youth we must ask the scientist to come to our aid. The\nday for the sentimentalist is past.\nTo stop antisocial behavior and crime at its source as a first aid to teachers and parents there must be established a psychological clinic in every\n\ncommunity.\nThe psychologist and the biologist, if we give them their chance, can,\nby a scientific study of the adolescent personality, predict with fair accuracy the behavior and what we may expect from that personality when\nit becomes adult.\nMost of the good or the bad that motivates behavior is first in the consciousness of the child by its environment before it starts to school. Therefore parents, as well as teachers, must have the advantage of the psychologist’s service.\nI need not remind you professional educators that long before the child\nstarts to school the personality of thousands of children are almost ruined\nby the stupid efforts at discipline on the part of neurotic adults.\nIt would be easy to fill a book with cases that have come within my own\nobservation as one who has tried to find a way out for the youth who have\ncome to me in the hope of receiving help that would assist them in groping\ntheir way out of the jungle of emotional and mental bewilderment toward\nthe light.\nSummarizing briefly only a half dozen out of several hundred cases with\nwhich I have had personal experience, there is the mother who attempted\nto discipline her daughter by pouring hot sealing wax in her ears; the\nparents who made a stammerer of their boy by the misuse of suggestion;\nthe woman who converted her daughter into an hysteric by locking her in\nthe basement because the girl had difficulty with her algebra; the child who\ncommitted suicide because of her failure to pass the examination; the boy\nwho hanged himself in the cellar because his mother humiliated him; the\nso-called smart alecks by the thousand who are the victims of an inferiority\ncomplex for which stupid adults are responsible and whose smart aleckness\nis merely a defense device of the subconscious.\nIt is time we began employing the means at hand to reduce the number\nof tragedies of misunderstood youth who, without being properly understood, must go through life emotional cripples and with handicapped _personalities.\nEven to a layman the need for a revolution in the field of education is\nstartingly apparent.\nTo illustrate: the present traditional method of examinations as a means\nfor ascertaining a student’s qualifications for advancement is a shameful\nwaste of the teacher’s time, an unreliable test of a student’s ability or reliability, and to many boys and girls so emotionally disturbing and terrifying\n\n"} {"page": 138, "printed_page": null, "text": "NATIONAL\n\n134\n\nEpUCATION\n\nASSOCIATION\n\nas to be dangerous to their personalities and therefore must be modernized\nby scientific technic.\n:\nThis thing of putting boys and girls at the mercy of teachers who have\n\nnever done anything in all their lives but go to school themselves, whose\neducation has been obtained exclusively from books and the artificial atmosphere of the schoolroom, and who, because of not having real practical contact with life, know next to nothing of reality is an educational crime and\nis one reason why so many dazed thousands of youngsters come out of school\nto meet the challenge of everyday experience book educated beyond their\nintelligence or with an unmarketable education of no use to them in the\nbusiness of living.\nThe disposition of the workers in the laboratory of the educator scientist\nto be intimately identified with and willing to learn from the laboratory of\nreality and practical everyday life is one hope of those who wish to eliminate\nthe possibilities of tragedy for misunderstood youth.\nThe legislators of all the nations of the world must somehow be made\nto understand that not the battleship but the schoolhouse is eventually to\nbecome our greatest means of national defense.\nThe teachers who are training their students to develop international\nmindedness are doing more toward stopping the hell on earth we call war\n\nthan all the battleship builders on the globe.\nIf H. G. Wells knows what he is talking about when he says that civilization is a race between education and catastrophe, then the educator’s responsibility is equalled only by his opportunity.\nOur first obligation in training the youth of today who are to be the\ncitizens of tomorrow is to get into youth’s skin and through his young eyes\nlook out upon the confused and jumbled world that we may see life as youth\nsees life.\nSo, after all is said and done, to succeed in this business of lending a helping hand to modern youth we must ourselves become as little children in\norder to enter the realm of childhood’s understanding and thus fulfil the\nobligation this generation owes to the coming generation.\n\nTHE\n\nFINAL\n\nRANDALL\n\nTEST\n\nJ. CONDON,\nAND\n\nOF THE AMERICAN\nCESS—A BRIDGED\nSUPERINTENDENT\n\nPRESIDENT,\n\nDEPARTMENT\n\nSCHOOL’S\n\nOF\n\nSCHOOLS,\n\nOF\n\nSUPERINTENDENCE\n\nCINCINNATI,\n\nSUC:\nOHIO\n\nWhat is the final test of the success of the American school? The final\ntest of the success of the American school is the success of America as a\ndemocracy. And having said that much I might as well quit and we could\ngo home, for all I shall say after that is of little account and hardly pertinent to the discussion, and yet, being expected to deyelop it to a certain\nextent, I will attempt to give a few tests of the success of the American\nschool prior to reiterating that final test of the success of the American\nschool,\n\n"} {"page": 139, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n135\n\nOur fathers, when they gathered in this city 150 years ago and enacted\nthat report drawn up by the committee, and adopted it as their Declaration\nof Independence as we now speak of it, were thinking, as the utterances of\nthat time show, that a democracy that was uneducated had no assurance of\nsuccess, and that the public school, maintained at public expense, educating\nall the people to an understanding of the principles of democracy, and having the right to select their own rulers, deriving their just powers from the\nconsent of the governed—it was this that laid the foundation that has been\nFranklin and Jefferson and Washington and\nsecure during these years.\nLincoln and all the founders down through the years since, have been conscious of the aid of the public school in interpreting for the people the ideals\nof America, for it was Franklin who said, “Good education of youth has\nbeen estimated by wise men in all ages as the surest foundation of the happi-\n\nness both of private families and of commonwealths.”’\n\nAnd Jefferson him-\n\nself said, ‘“A system of general instruction which shall reach every class of\nour citizens from the richest to the poorest, as it was the earliest so it will\nbe the latest of all the public concerns in which I shall permit myself to\n\ntake an interest.”\nSome two or three years ago I made a pilgrimage to Monticello so that\nI might visit the home where Jefferson had lived, that I might look on his\ngrave and read the inscription on his monument that he himself had written,\nin which he wished to be remembered for three things: As the author of\nthe Declaration of Independence and of the statute for religious freedom\nin Virginia, and as the founder of the University of Virginia, each making\nfor freedom, freedom of conscience, freedom of government, freedom from\n\nignorance, And tonight as we gather here on this one hundred and fiftieth\nanniversary, remembering that today has been designated ‘“Founder’s Day,”\nwe come to pay our tribute to the men who laid this foundation upon which\nwe have builded since, and they knew and we know that free public education is the only insurance that America has that as a democracy it shall\ncontinue to exist.\nAnd what is a democracy? I heard a definition a year ago that seems to\nme to be a little finer than any I have heard otherwise, ‘The speaker said\nit is not a system of government; democracy is not in itself a condition of\nsociety. Democracy is expecting great things of common people. And tonight we come here to dedicate ourselves to that proposition, that the public\nschools somehow are going to help us to realize these great things from all\nour people. When equal opportunity, an equal chance for all the children\n\nof all the people shall be realized, then democracy will be firmly established.\nAnd that was expressed not only in the Declaration of Independence, but\na few years later when they came together to draw up that great instru‘They knew, as we have known since, that only a\nment, the Constitution.\ngovernment that rests upon a system of intelligence of a well-educated\npeople shall be secure. And a word from Washington: “Knowledge is the\nsurest basis of public happiness.” And Monroe speaking: ‘Let us by all\nwise and constitutional measures promote intelligence among the people as\nthe best means of preserving our liberties.”\n\n"} {"page": 140, "printed_page": null, "text": "136\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nTwo weeks ago I stood on the platform of our own music hall. It was\na joint commencement of our high schools, and I stood there for a half hour\nwhile a thousand young people marched down the center aisle and up the\nsteps and on to the platform, and as they reached it they paused to salute\nthe flag. Then they passed on and seated themselves upon the rostrum and\nthe thousand were behind me.\nWhen I came to present the diplomas to this thousand young people I\nsaid as they marched up the hall that evening, I was thinking not so much\nof them as I was of the 4000 who had started with them twelve years\nbefore in the first grade, children, some black and some white; some coming from homes where, on the previous Saturday their parents had gathered\nin the synagogue and worshipped God, and some from homes where on the\nSunday before their parents had gathered in the cathedral or the church or\nthe chapel. They were just children.\nSome of the parents were born\nacross the sea. Some of them traced their ancestry straight back to Plymouth Rock, but they were the children of America, and now this thousand\npupils received from my hands diplomas which certified that they had completed in a satisfactory manner their course of four years in the high school\nand of eight years in the elementary school. Our work was done. Whether\nit had been good or ill, it could not be changed, and I was looking forward\nto the future years when these thousand young people should take their\nplaces in the great world of affairs, in industry and commerce and in the\nprofessions, and whether they should exhibit those qualities of character,\nwhether they should exhibit that character of citizenship that made it worth\nwhile for them to have attended these schools for these twelve years. But\nI was much more concerned as I thought of the 4000 who were not there\nthat night, and I said to the parents, “If they were here, you would need\nmuch additional space. Every seat in this hall would be filled by the children who have not gone on to the high school and completed the course,\nand some six or eight hundred would be standing in the aisles and about\nthe rear.” And the thing I am concerned about is whether we have discharged our full duty to the 4000. I am not so concerned with this 1000\nwho have gone on to completion, for the most of them are headed straight\ntowards college and toward the professions, but I am tremendously concerned about the 4000 who are not here, who have gone out to work. Are\nthey prepared for work as well as we have prepared these 1000 for college,\nand have we prepared the 5000 equally for life? The American public\nschool will never discharge its full obligation or meet its full measure of\nsuccess until it takes full account of those who go to work, as well as of\nthose who go to college.\nIn Cincinnati we have built a high school that was formerly called the\n\n“East Side High School” and is now\nSchool.” It is an all-American school.\n\nknown as the “Winthrow High\nWe have taken our motive from\n\nIndependence Hall, from Faneuil Hall, from New England, and from the\nsouth. We have cast it in the type of the old Colonial period, because we\nsomehow believed that if we could catch the feeling and the look of that\n\n"} {"page": 141, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n137\n\nperiod of our fathers and bring it together and put up this structure, that\nwithin its. walls we might help these young people to a greater appreciation\nof what America has been and what our fathers have done for education,\nthat they themselves might be better inspired to carry on the task which has\nbeen submitted to them. And in writing the inscriptions for the tower,\nwhich is crowned by the lantern from Independence Hall, on one side I\nselected that inscription from Ruskin, that success comes only from toil,\nonly from work, and for the front of it I selected that inscription from the\nHoly Scriptures, from the Psalms, which says—and I wanted the teachers\nand the children to see that inscription as they cross the bridge from the\nstreet to the school each day—‘‘So teach us to number our days that we\nmay apply our hearts unto wisdom.” And then as we undertook to express\nthe spirit of what this school was and what it should stand for, upon one\nside we cut these words: “To reveal truth and beauty,” and on another,\n“To develop intelligence and skill,” and on another, “To inculcate social\nAnd then, thinking last of the individual, who must be\nand civic ideals.”\nthought of first and last, ‘For a broader and richer personal life.”\nAnd then for the inscription on the tower the architect said I might\nhave just forty words, no more, no less, that I must say what I had to\nsay about public education in forty words, and so I selected these forty\nwords to express my conception of what shall be the final success of the\nAmerican public school:\nAll who will may enter and find within these walls equal and varied opportunity\nfor a liberal education, based alike upon art and industry, with books and things,\nwork and study combined, and where good health, the spirit of play, and joy in\nwork well done shall abound.\n\nAnd this, I conceive, will be the final test—or one of the tests—first\nperhaps of the success of the American public school when it is conceived\nin such a way as to admit to its opportunities children who shall find\nthere a liberal education which takes into account both work and study,\nart and industry, and which sends them out prepared in: health and in\nspirit and in joy for service.\nAnd the next test that I would like to give would be this: ‘That our\npublic schools must make for national unity. When I hear the children\nrecite their faith to the flag, which ends with these words which we all\n“One nation, indivisible, with -liberty and\nhear over and over again:\njustice for all,” I know they are not thinking, as we are not thinking, of\n\nI know we are not thinking in terms of\nthe days of the Civil War.\nin terms of a national unity of spirit,\nthinking\nare\nwe\nthat\nbut\ngeography,\nwhere all conditions of men and women and children alike shall have the\nopportunity that makes for the unity of America.\nAnd I would apply as our second test this: Does the public school\nNow, if this were not an audience\nteach the fundamentals of education?\nthe people would be to think\ndelighted\nhow\nof teachers, I can imagine\nof reading and writing and\ndays\nthe\nto\nreturn\nto\ngoing\nare\nthat we\n\n"} {"page": 142, "printed_page": null, "text": "138\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\narithmetic, if we were to get rid of all the fads and frills and fancies\nBut I am\nthat have grown up about the work of the public schools.\nnot thinking of these things, and I am going to read to you, if I may,\nmy answer to the fundamentals of education under this expression “What\nInterpret life in\nshall we teach?”\n‘Teach the fundamentals in education.\nterms of life. Confine books and things, work and study. “Teach honor,\nduty, truth, courage, faith, hope, love of home and of country, reverence\nTeach self-denial\nfor God, for each other, and for all his lowly creatures.\nand self-reliance, kindness, helpfulness, sympathy, patience and perseverance, obedience and punctuality, regularity, industry and application, love.\nof work, joy in service, satisfaction, and strength from difficulties overcome.\nThen for fear that some one might think that I did not realize that the\ntools of education had to be taught, I said: ‘Teach reading, writing, and\narithmetic, of course, but not as fundamentals, except as in the learning\none is taught to read fine things, to write beautiful thoughts, and to know\nthat in the fundamentals of life the sum of one happiness can not be\nobtained by subtracting from others, and that the way to multiply the\nvalue of one’s possessions is to divide them with others, especially with\nthose in need.\nTeach geography, but only that to world knowledge may be added\nworld sympathy and understanding and fellowship.\nTeach history, that against its gray background of suffering and sorrow\nand struggle we may better understand the present and may project a fine\nfuture.\nTeach civics, to make strong the ideals of liberty and justice, and to\nmake free, through obedience, the citizens of a republic.\nTeach science, but always as the handmate of religion, to reveal how\nthe brooding spirit of God created the world and all that is therein, and\nset the stars in their courses, in accordance with the eternal laws that He\nHimself had ordained.\nTeach that which gives intelligence and skill, but forget not soul culture,\nfor out of this comes the more abundant life bringing forth the fruits of\nthe spirit.\nTeach music and art and literature.\nReveal beauty and truth.\nInculcate social and civic ideals.\n\nThese are the real fundamentals in education, for character is higher\nthan intellect and the soul shall never die. And there has never been a\ntime when school and college needed more than now to take account of\nwhat they are teaching and the way they are teaching, and to place the\nemphasis where it belongs, on the things that make for right and noble\nliving.\nIt is not enough to know and to be able to do; we must become, for\nknowledge and skill without character count for little.\n“So teach us to number our days that we may apply our hearts unto\nwisdom”; that we may look to the hills from whence\nand may climb the heights for a clearer view.\n\ncometh\n\nstrength,\n\n"} {"page": 143, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n139\n\n_ And the third test which I would apply to the success of the American\nschool would be this: Are they helping to give American ideals to the\nforeign born who are in our midst?\nSeveral years ago I was riding west on the North Coast Limited and\nit was Christmas time, and I knew when Christmas Day came that our\nforeign born in Cincinnati would be gathered in the American House, our\nneighborhood house where friendship and fellowship abound, and I sent\nthem this little message as they gathered about the Christmas tree on that\nday: “Peace and good will for the American House and for all who\ncome within its gates, to those who come from afar seeking a new day,\nand to those who bring gifts of sacrifice and service, offer them to a newborn and finer American citizenship.”\nFor I knew that they had come\nfrom many lands across every sea, seeking in this land of their adoption,\nthe land of Washington and Lincoln and Jefferson and Adams and\nFranklin—seeking here the pursuit of life, liberty, and happiness, denied\nAnd\nthem in the land of their birth and guaranteed them in America.\nthe public school shall not discharge its full duty unless it recognizes the\nobligation to implant in the hearts of these foreign born who have come\nto our shores the ideals of America and an appreciation of the work of our\nfathers and their contribution to this great democracy of the west.\nThe next test of our American schools shall be whether .those who are\nsent out from its doors have within them the ideals of citizenship that\nexpresses itself in terms of service.\nIn the Cincinnati schools in our\neighth grade and high schools we have clubs that are called parts of the\ncivic and vocational league.\nSeveral years ago in addressing them, without\nvery much thought, I gave them an expression which they have accepted\nas their slogan, and these are the words:\n“Know your city, love your\ncity, serve your city,” And these young people are seeking to know their\ncity of the past, to serve the city of today, that they may vision a finer city\nof tomorrow.\nEvery time they gather they repeat from memory and from .\ntheir hearts the Athenian oath:\nWe\n\nwill revere\n\nand reverence\n\nand obey the city’s laws and do our best to incite a like respect\n\nin those above\n\nus, who\n\nare prone to annul or to set them\n\nat naught.\n\nWe will strive unceasingly to quicken the public’s sense of civic duty.\nThus in all these ways we will transmit this city not only not less, but greater,\nbetter and more beautiful than it was transmitted to us.\n\nNot only service and preparation for life’s work but for living. Now\nI hear some one say, “But where does the culture come in? Is there any\nMy reply is simply this, that culture comes not from\nplace for culture?”\na particular form of study but rather from a spirit awakening by study.\nFor one the approach to the spirit and the opportunity for self-expression\nwill be found in art; for another, in music; for another, in literature;\nanother, in nature; for others, it will be found in the forge, the anvil,\nthe carpenter’s bench, in the machine shop and the counting room, or in\nCulture is the ripening of life, the inner\nfarm and household occupations.\n\n"} {"page": 144, "printed_page": null, "text": "140\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nself-enlargement, and the daily toil and the daily rest must supply the\nopportunity and the incentive for this enrichment of life. If it is not found\nThere must be less study for study’s\nhere, it will be found elsewhere.\nsake, and more study that expresses itself in terms of work, learning that\nbecomes knowledge through its application, wisdom through its expression\nin terms of unselfish service.\nAnd this shall be one of the tests, the final test of the success of the\npublic schools, the American school, whether it is giving that enrichment\nof life, that inner enlargement, that self-expression that finds the opportunity through work and study.\nDuring the first two weeks of July, 1776, there was gathered in Boston\na group of Indians who had been called into conference with the Colonial\nauthorities to decide whether they would cast in their lot with America\nin its struggle for freedom, or whether they would maintain their allegiance\nto the old government of England.\n‘They had been discussing this subject\nfor two weeks and had not arrived at a decision, and on the evening of\nthe 16th there had been delivered by horseback riders to Boston the first\nprinted copy of the Declaration of Independence which had been adopted in\nthis city on July 4th, and the presiding officer, Governor Bolton, read to\nthe Indians. this Declaration of Independence, and when he was through,\nAmbrose, a Neva Scotia Indian, used few words but he expressed a great\ndeal, for after the reading he simply said: ‘‘We like it well.”\nFor 150 years, not only in America but throughout the world, wherever\nmen have sought freedom and liberty and justice, wherever they have\nsought an opportunity for self-expression, the words of the Nova Scotia\nIndian have been expressed, if not in these words at least the sentiment,\n“We like it well.”\nIn America 150 years after the Declaration was\ndrafted, we can still say “We like it well,” and we are gathered here on\nthis one hundred and fiftieth anniversary to pledge anew our devotion to\nthe ideals of America and to the public schools as that which makes these\nideals secure, and until we are able to express in terms of public education\nthese ideals of America they shall not be secure.\nGive every child his right of school,\nMerge private greed in public good,\nAnd spare a treasury overfull\nThe tax upon a poor man’s food.\nNo lack was in thy primal stock,\nNo weakling founders builded\nThine were the men of Plymouth\nThe Hugenot and Cavalier.\n\nhere;\nRock,\n\nAnd 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!\n\n"} {"page": 145, "printed_page": null, "text": "‘\n\nGENERAL\n\nSESSIONS\n\n14]\n\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 uplift.\n\nGreat, without seeking to be great\nBy fraud or conquest; rich in gold,\nBut richer in the large estate\nOf virtue which they 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.\nO Land of lands! to thee we give\nOur prayers,\n\nour hopes, our service free.\n\nMy Flag—born in the days of Revolution, baptized in the days of civil strife,\nrededicated to the cause of human freedom in the great world conflict; in peace\nand in war it has ever floated as the symbol of liberty and justice. May its stars\nnever grow dim, and its stripes never fade. And may the children in the schools\nover which it shall float be so taught to love justice, to hate evil, and to do good,\nthat they may forever protect the flag and the ideals for which it stands.\n\nJust off the coast of Maine, near the little town where I was born and\nto which I have returned every year for forty years that I may drink in\nthe spirit of peace and contentment which surrounds its woods and shores,\na little group of islands known as “Georges Islands” rests on the bosom of\nthe sea. Some ten years before the Mayflower came to Plymouth, Captain\nWainwright from Archangel came to this group of islands, dropped anchor\nin the harbor and he named it Pentecost. Years have gone by and it since\nhas become a simple little fishing harbor where the boats rock at noontime\nand where the men camp on the shore.\nAs my little daughter was growing up as a child we talked about\nGeorges Islands and she often said, “Will you take me to Georges\nIslands?\nAnd I said, “Yes, we will go to Georges Islands some day,\nchild.”\nThe years went by. Each year we talked in the summer time\nthat some day we would go to Georges Islands, and in the winter time\nwe promised ourselves that the next summer we would go to Georges\nIslands.\nBut the years went by and she grew from childhood into girlhood and into youth, and we had gone from Massachusetts to Montana\nand we still talked that some day we would go to Georges Islands. And\none day when the wind was just right, over the sunlit sea we hoisted our\nwhite sail and in the mid-afternoon the keel of our boat grated on the\nshore. We climbed the rocks and stood on the highest point and looked\nWe looked to the north,\nback over the course we had come to the west.\nto the south over the\nand\nocean\nthe\nabove\nwhere the mountains lifted\ntoward the morning.\neast,\nthe\nto\nreturned\nthen\nand\nocean,\nof\nexpanse\ngreat\n\n"} {"page": 146, "printed_page": null, "text": "142\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nFar on the eastern horizon a bit of deeper blue joined the blue of the\nI said, “That is the most\nsea and sky and she said, “What is that?”\n’ and she said,\nMcKinicook,”\nis\nThat\neastern land of the United States.\nday we will\n“Some\nsaid,\nI\nAnd\n”\nMcKinicook?\nto\n“Will you take me\ncame into\nwe\nday\none\nand\nby\nwent\nyears\nthe\nAnd\nMcKinicook.””\ncome to\npoint\nhighest\nthe\nto\ncame\nWe\nshore.\nrocky\nthe\nclimbed\nWe\nharbor.\nthat\non the island. There were fine homes well kept, surrounded by gardens,\nand the school house was the center of the island life. We looked through\nits windows.\nWe saw the pictures of Washington and Jefferson and\nLincoln on the wall. We saw the map of the United States hanging\nthere. We saw the flag by the teacher’s desk, and we came away, but\nwe knew that the people were secure, for the final test of their devotion\nto America centered in education and in the schools that gave all the\nchildren a chance to know of our fathers and to protect the ideals and the\ninstitutions that they had founded. —\nTonight we have come to Founders’ Day. One hundred and fifty years\nwe look back over the course of our national history and then we turn\nour vision toward the morning and we look ahead and we know that\nsome day if we are sure to maintain the ideals of education that América\nstands for, we shall come to that far-off land of heart’s desire where social\njustice, where freedom and equality of opportunity, where liberty shall\nprevail and where our nation shall be secure. We stand tonight and we\nlook back down the long years to Jefferson and Washington and Adams\nand Franklin and Hamilton and they call us to dedicate ourselves anew to\nthe ideals of freedom and justice that they themselves died for.\nI came one day to the western coast of the United States and looked\non the inscription that was carved in the city of San Francisco to the\n“Pioneer Mother”:\nOver\n\nrude\n\npaths\n\nBeset with hunger and risk\nShe pressed on toward\nThe vision of a better country.\nTo an assemblage\nthe perishable\n\nWith\n\nof men busied\nrewards of today\n\nShe brought\n\nthe threefold\nOf enduring society,\nFaith—Gentleness—Hope\n\nWith\n\nthe nurture\n\nleaven\n\nof children.\n\nIt is for us teachers of America to rededicate ourselves to these unfinished tasks, that government of the people, by the people, for the people,\nmay not, shall not perish from the earth.\n\n"} {"page": 147, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n143\n\nADDRESS\nJ. A. C. CHANDLER,\n\nPRESIDENT\n\nOF\n\nCOLLEGE\n\nWILLIAMSBURG,\n\nThe National\n200,000 teachers,\n\nEducation Association\nopt of about 900,000\n\nOF WILLIAM\n\nAND\n\nMARY\n\nPA.\n\nrepresents in round numbers\nteachers in the United States.\n\nToo many people in educational work are not affiliated with the National\nEducation Association.\nWe who believe in it should see that others\njoin, and that through the National Education Association the teachers\nof the United States may present a solid front. The bar associations of\nthe respectives states and the American Bar Association have a larger percentage of lawyers in their respective organizations than we have of teachers in our organization.\n“The various state medical associations and the\nAmerican Medical Association represent a larger percentage of physicians\nthan the National Education Association represents of teachers.\nThe\ntrade unions of this country represent a larger percentage of skilled workers in their respective trades than the National Education Association\nrepresents of teachers.\n‘This should not be. Are we awake to the fact\nthat while we are claiming to be a profession we have not as a unit the\nsame amount of professional zeal and spirit as displayed by other professions? A mighty race is being conducted by all the professions for proper\nrecognition.\nHave we entered into this race with heart and soul, or are\nwe doing it in a lukewarm, half-hearted way?\nThe teaching profession deals with practically one fourth of our population, when we include normal schools, colleges, and universities.\n“The\ncolleges and universities alone have lands, buildings, and endowment the\nequivalent of about two billions of dollars.\nOn normal schools, high\nschools, and elementary schools, the annual expenditure is about two billions of dollars a year to take care of the instruction of approximately\ntwenty-five millions of students.\nFellow members of the National Education Association, considering the Herculean task that we have to perform, or are attempting to perform, two billions of dollars annual expenditure to educate twenty-five millions of students is almost a bagatelle.\nWe are therefore engaged in something at which we can not succeed\nthoroughly or in anything like a satisfactory way, because the financial\nsupport that is provided makes the task impossible.\nA stupendous task,\ntherefore, lies ahead of us. It is two-fold.\nFirst, with the meager resources now at hand we must give the very\nbest training possible, in spite of the discouragements and the difficulties\nthat lie ahead of us, because of meager salaries in so many cases, scarcely\nenough upon which to eke out an existence.\nIf we are conscientious we\nwill give the best that is in us to this work, even though we do not have\nvalue received, so that what we do, may be recognized as work faithfully\nperformed.\nThe second great task is that the public must be educated to the fact\nthat we are able to support education and will, ez masse, demand that\n\n"} {"page": 148, "printed_page": null, "text": "AssOclATION\n\nNationAL\n144\nE\nrteieee EpucaTion\nA\nssninitings\nMONI ISNA\nadequate support shall be given, and will see that it is given. Here, indeed, is the rub. Every investigation shows that during the last twenty\nyears there is no material difference in expenditures for schools in proportion to the amount of wealth in the states. Generally speaking, the\n\nsame relative ratio has been maintained between school expenditures and\n\neconomic values for the last twenty years, and yet during this period the\npercentage of enrolment has increased, the percentage of students remaining in school has increased, and the demands upon the educational instituIn\ntions of all kinds from the public at large have more than doubled.\nother words, when all the increases are considered, the relative support is\nsmaller. This is a sad fact in American education and in American life.\nHerbert Hoover, in speaking before the Department of Superintendence in February, said: ‘‘Unless our educational system keeps pace with\nthe growth of our material equipment we will slip also.” Can we get\nthe public to grasp this idea? Why is it that taxpayers, legislative bodies,\nand our tax-raising bodies do not listen to the appeal of teachers? Frankly,\nit is because we are paid out of the public crib, and the revenue-raising\nbodies do not consider teachers as taxpayers. “They will listen only to taxpayers.\nIf the National Education Association, if the state teachers\nassociations, if the local teachers associations hope to accomplish any great\nreform through legislation it will have to be by cooperating with great\nlay organizations of wealth producers who pay the greater proportion of\ntaxes. [The day has come when we must work indirectly with heart and\nsoul, and with our whole mind and spirit we must convince the taxpayers\nof every community, and get them so filled with the idea of adequate\nsupport to public education that they will organize and they, themselves,\nwill do the work of educating our tax raising bodies so that proper financial\nprovisions for education are made.\nIf today, therefore, I have any message to bring to you in the short\ntime that has been allotted to me it is that in our teachers organizations\nfrom this time on we bend every effort to enlist the whole-hearted support\nof lay organizations, of men and women of trade and industry, with whom\nwe will work, relying upon them to produce in those in authority in local,\nstate, and federal affairs a real recognition of the dignity and necessity of\nuniversal education throughout this broad republic.\nMore missionary work is to be done on our part in the communities in\nwhich we live.\nEducation for education’s sake should be emphasized\namong all classes. Education is’ a costly jewel but when it is obtained it\nbecomes priceless and does not depreciate with age and use. We must\nremove the impression that so often exists in our respective communities\nthat the schools and the teachers are a necessary evil rather than a necessary good. No longer can we take for granted that the people do believe\nin the work of the teacher, and that throughout the nation the foremost\nthought of our people is how can we make it possible for the oncoming\ngenerations to be more useful and better than the present generation. We\nmust have a declaration of principles which demand adequate support for\nschoals and which will give to the children an opportunity to face more\n\n"} {"page": 149, "printed_page": null, "text": "(\n\nGENERAL\n\nSESSIONS\n\nee\n\n145\n\nee\n\nsuccessfully the problems of our complex civilization. Yea, I go further\nand say that the time has come when every organization, political or otherwise, should have more discussion of the rights of the child, and less discussion of the rights of man.\n\nA STUDY\nBIRD\n\nT. BALDWIN,\n\nOF THE PRESCHOOL\nDIRECTOR\n\nSTATE\n\nOF IOWA\n\nUNIVERSITY\n\nOF\n\nCHILD\nIOWA,\n\nAGE—ABSTRACT\nWELFARE\n\nIOWA\n\nCITY,\n\nRESEARCH\n\nSTATION,\n\nIOWA\n\nToday we are in a position to determine with a fairly high degree of\naccuracy the capacity of a child in a great many phases of his growth at\nany age in his development from six months to sixteen years.\nFor example,\nwe can predict from the child’s stature at birth what his adult stature is\n\nlikely to be. At the age of two or three, we can determine certain phases\nof muscular control, a measure of intelligence and probable mental growth,\nhis ability in the pronunciation and use of words and the size of his\nFor his accomplishvocabulary, and his social attitude toward others.\nIn short, we\nment in school we have many standard educational tests:\nhave developed systematic methods for measuring his capacity at any age\nand the amount of training which he can profitably receive. And, after\nall, isn’t this the aim of education, to develop the capacity and abilities of\neach child to the maximum?\n‘The important problem is the increase in\nthe amount of growth of each individual, based on his present capacity.\nIn our efforts to discover the native endowments, or capacity, of the\nchildren from birth to five years of age in our infant and preschool laboratories from the standpoint of physical growth, muscular control, intelligence, language, emotions, and social attitudes, we have found that little\nchildren’s personalities can be tremendously modified and improved through\nmodern methods of observation and training if the task is undertaken\nsufficiently early in their development.\nPhysical growth can be increased\nor retarded, muscular control improved, new and permanent interests\nawakened, language habits completely modified and vocabularies enlarged,\nundesirable temperaments changed, and social aversion and extreme shyness\nNature may furnish the basis for education, but environment,\novercome.\nnurture, and training are the determining factors in producing the final\nIn order to train or educate in any line we must always start\nproduct.\nwith the child’s present capacity and change it from “what it is to what it\n\nought to be.”\nMy first interest in child psychology began with the mentally defective\nchild, then centered in adolescence; today it is with the preschool child,\nfor I see the beginning of a majority of problems of adolescence cropping\nout during the ages from birth to six years. These, I believe, are the\nmost important years of childhood.\nLast Spring, by an act of the state board of education, the Iowa Child\nWelfare Research Station was officially designated the coordinating and\ndirecting center for all work in child study and present education at the\n\n"} {"page": 150, "printed_page": null, "text": "146\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nIowa State College of Agriculture and Mechanic Arts at Ames, the State\nTeachers College at Cedar Falls, and the state at large. In addition\nto its extension work, the state college has its preschool laboratory and is\ntraining from 400 to 500 home economics senior students in child care\nand training. The State Teachers College is beginning its work with\nteachers.\nThe university has many study groups that have been working\nfor two years.\n,\n\nTHE\n\nTRAINING\nSARAH\n\nLOUISE\n\nOF\n\nTHE VOLUNTEER\nABSTRACT\n\nARNOLD,\n\nPRESIDENT,\nLINCOLN,\n\nGIRL\n\nIN EDUCATION—\n\nSCOUTS\n\nOF\n\nAMERICA,\n\nMASS.\n\nSchooling is not an end in itself but is part and parcel of the greater\nadventure called education.\nWe, as teachers, must be clearly conscious of\nthe vital processes in education which are going on in the world outside the\nschoolroom.\nWith these our own teaching must be in harmony.\nAs we consider the problems confronting youth today, we must challenge\nour own contribution and ask how future teaching can help youth to find\nclear guidance, accepted principles of action, and the willing, and all but\ninstinctive choice of the good, the true, and the beautiful.\nThe scout movement is making a remarkable contribution to education.\nIt is worldwide in its reach.\nIt is voluntarily chosen by youth.\nIt is\nled by bodies of earnest, intelligent men and women.\nIt was conceived\nby a rare mind, and it has been interpreted by a devoted band who are\nnot wanting in the knowledge of educational principles.\nThe movement appeals to youth itself. Boys and girls volunteer to take\npart in the movement; they join themselves to groups who desire to play\nthe game.\n‘They ask for leaders, and fine groups of young men and young\nwomen have answered the call. These volunteer choices affect three\ngenerations.\nYouth in the midst asks to be led—young men and young\nwomen volunteer as leaders—and maturer groups in the community become\nsponsors of the movement.\nAll these groups—old and young—learn as\nthey go. They are interpreting an educational experience.\n{n the scout movement the group controls the game.\n‘Troops of scouts\nare divided into smaller groups known as Patrols.\nThe captain leads the\ntroop, but the patrol leader is chosen by the patrol.\nThe recognized\nadministration of the game, the choice of the work to be done, and the\nplans to be made, rest with the group.\n‘The scout spirit expresses itself in\nthe accepted laws and promises.\nIn all of these the scout considers and\nrespects the opinions of others.\nHere we have self-determination, the individual for himself, lost in group\ndetermination.\nA scout gives way to others as he learns to discern the\nneeds and interests of others, or takes pride in the achievement of the\ngroup.\nThis naturally develops a sense of comradeship and the will to\nshare.\n\n"} {"page": 151, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n147\n\nHere is a distinct contribution to the solution of the problems which\nconfront youth today. The fact that it has been accepted by youth proves\nits inherent strength and the validity of its guiding principles.\nThe chief virtue of the scout movement can be maintained if it is\nrightly guided by trained volunteers and maintained as a volunteer movement.\nLet us hope that this can be done in genuine cooperation with\nthe schools.\n\nTHE\n\nCHALLENGING\n\nEDWIN\n\nD.\n\nSTARBUCK,\n\nEPOCHS IN THE LIFE OF A CHILD—\nABRIDGED\n\nPROFESSOR\nIOWA,\n\nOF\n\nIOWA\n\nPHILOSOPHY,\nCITY,\n\nSTATE\n\nUNIVERSITY\n\nOF\n\nIOWA\n\nReformers and revolutionists there have always been in the world who\nhave been driven by some divine urge to ‘declare their independence.”\nWe, their admirers, erect sacred monuments to their memory and immortalize their deeds by celebrations.\nBut the reformer and the revolutionis¢t\nis doomed to disappear.\nWe shall substitute intelligent leadership for\nreform and thoughtful development for revolution.\nPerhaps not yet.\nThe causes of the upheavals in human development are deep seated.\nThere is the tendency with us human beings just as with the earth crust\ntowards stratification and changelessness.\n‘There is the equally insistent\ntendency toward growth and change.\n“The urge, the struggle onwards and\nupwards against odds is irresistible.\n‘There is no stopping a human being\nwho has seen new light and has felt the divine restlessness within him.\nBut usually, in religion, in statesmanship, in industry, he impinges against\nstraint of dead traditions and is blocked by static institutional forms.\nThen a cataclysm.\nChange and changelessness refers to the childhood and youth of culture.\nWith the advance of civilization, institutions, customs, moral dogmas, law, become plastic expressions of the demands of growing life, and adapt themselves to the changing need of an evolving society.\n(Witness the 18th\namendment.)\nThe reformer or revolutionist may go out of business, but\nnot yet.\n\nIn education there are always two or three constants and two variables\nplaying against one another and demanding recognition. ‘There is, in the\nfirst place, the ¢ constant, (the Curriculum), the organized body of the\nwisdom of the race that must be put over into the minds of the rising\nconstant (educational behavior) called the school\ngeneration; there is the\nsystem which represents the institutionalized expression of the motions of\nhumanity about the proper mechanics of acquired knowledge; there is the\na constant, (educational authority), the embodiment of the conventionalized doctrines and dogmas about educational aims and purposes and\nobjectives, full of prescriptions concerning how to acquire informations\n‘There is the\nand skills. Over against these constants are the variables.\ncalled\nsomewhat\ny variable (Youth), the growing type of an abstracted\n\n"} {"page": 152, "printed_page": null, "text": "148\n\nNaTIONAL\n\nEpuUCATION\n\na\n\nASSOCIATION\n\nSS\n\nSS\n\neS\n\nthe developing child, changing quantitatively from zero to potential infinity\nand qualitatively, as if passing through all the colors of the spectrum.\nThere is also the x variable (Xenos, the stranger or alien or eccentric one),\nthe individual child with a provoking capacity of almost indefinite variation from the type, from genius towards idiocy and towards any one of a\nThere is always trouble in our profession with\nlarge number of variants.\nEach variant, as in Algebra, is a problem, but\nthe clashing consonants.\nworse, for there are so many of them and the “known” quantities are so\nfew. The most serious conflicts, however, are between the constants—\nrigid and unyielding—and the variables, that never will stay put and are\na distraction by day and a disturbance by night.\nWhile the constants and variables are equally essential, I wish today\nto have the privilege of being the partial pleader for one of the variables.\nI beg to pose not as a reformer, Heaven forbid, but as the advocate of the\ngrowing child who has never yet been really discovered.\nSo far, we have\nbeen quite too fully occupied with the constants—doctrines, curriculums,\nsystems.\nIt is so in our profession, as always in the rise of any bit of\nculture, that the constants get the first innings. “They are concrete. They\n‘come with observation.”\nThey are useful in organizing and integrating\nour complex social life. ‘They give solid foundations on which our feet\nmay rest in the midst of the swishing currents of progress.\nIt is now high\ntime that education be less the other half truth and hold before our thought\nthat the curriculum is made for the child rather than that the child is made\nfor the curriculum.\n.\nThe discovery of the child psychologically and educationally has been\ngoing on fitfully through a century and is to be the delightful task of these\nimmediate years into which we are coming.\nOur interests are focused\nthereon, the technic is becoming sufficient, and we are now quite well\nlaunched upon this adventure into a science of childhood.\nThe discovery of the child, like that of America, has been intermittent\nas to time and piecemeal as to locality. The first great explorers of this\nunknown country, the life of the growing child, make their excursions\ninto the range of years from four to seven, the kindergarten years.\nThese\n\nadventuresome souls—Froebel, Madam Montessori, Patty Hill, John\nDewey—have felt and observed and thought their way into what is happening during this period. ‘They have stopped and looked and listened;\nstopped their conventional rounds of pedagogical habits, looked the behavior\nof a real child in his natural estate, and listened with keen ears to what\n\nnature, who has been a long time on the job of evolving children, was\ntrying to whisper.\n‘They heard the voice, they devised ways of helping\nnature in her program.\nSo well have they done their work that the\nkindergarten is now the brightest spot in school life. The plays, games,\nand occupations are in tune with child life. The youngsters are happy.\nThey are growing naturally in a “child garden.”\nStrangely, the teachers\nare happy. They too are playing in nature’s garden. Written within\nthe immense variety of growth processes during these years are these three,\ninscribed in luminous characters: The free play of fancy, the spontaneity\n\n"} {"page": 153, "printed_page": null, "text": "GENERAL SESSIONS\ntac\nee\nNe\nof the play impulse,\n\nand made\n\nout of these two, the dramatic\n\n149\nimpulse.\n\nThrough the free self-expressiveness which runs through the dances and\nsongs and projects of the kindergarten there comes, through controlled life\nin action, the first fine integration of personality; through the free use of\nthe imagination, which has always been our deliverer, children begin their\nentrance\n\ninto the world of higher values in song, in art, and in person-\n\nalities and other presences about them. Through their various occupations\nthey enter sympathetically into the life of plants and animals, the thoughts\nand purposes of other people, even fairy presences. They are thus escaping in advance the prison walls of fact and circumstance which constitute\nTo enter actively and sympathe prosaic life of the average person.\nNo\nthetically the life of others, is that not the keynote to morality?\nchild can be cruel to an animal nor to a person, if it has lived in imagination the life of that creature through the use of song, story, and drama,\nIt is the imagination that leads not only\nand has ministered to its wants.\nThe kinderinto morality but likewise into science, art, and religion.\ngarten with all its appointments is the best school that has yet been devised.\nIt is so because the kindergarten child has been discovered.\nThe region within this expanse of years between babyhood and full\nmaturity next opened up by great explorers, like G. Stanley Hall, is the\nperiod of adolescence, the high school age, from the years fourteen to\neighteen. As we have begun to get our bearings and interpret the growth\n\nprocesses in this interesting stretch of years we find that the nature life is\nworking out here three great changes: the birth of the sense of a new\nselfhood on higher levels of mentality; the awakening of social impulses\nand the recentering the self in the life of the group, and third, a rebirth\ninto values, values that are more than personal.\n‘The first of these has\nto do with the reconstruction of a selfhood on the levels of thought, of\ninsight into fact and law, of the joy in achievement, and of appreciation\nof art and nature.\n\n‘The second of these events, with its inception in such\n\nsigns as pleasure in group games, the gang spirit, and the love impulse,\nwitnesses the ripening of the social impulses into devotion to the group,\nsatisfaction in high service, and deep down loyalty to the group, whether\ncivic, national, or international.\nThe third refers to the rebirth into a\nworld of fact, of inviolable law, of beauty and truth that exist in their\nown right. Science has exalted this world of beings by the use of such\nReligion has idealized it with terms like\nnames as universe or nature.\nThis third rebirth has been hitherto left to\nthe over-soul, God, Brama.\nluck and to religion. It is education that achieves this consummate end\nof life most successfully.\nThese bits of knowledge concerning the dramatic movement during the\nhigh school period have come too suddenly upon us to allow as yet much\nIf the insight ripens and\nof reconstruction of our educational technic.\nour methods and materials adapt themselyes to the fresh insight we shall\nhelp to realize among our pupils more initiative, more cooperation, and\n\nmore respect and reverence when standing in the presence of the high and\nwonderful things of human life and of the world order,\n\n"} {"page": 154, "printed_page": null, "text": "150\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nA country as yet almost unexplored is that of the junior high school.\nHitherto it has been called by the students of genetic psychology a “‘transition period” which is a convenient word designating our ignorance of what\nHall designated it the period of “moral intergrim”’ as\nis really going on.\nthrough child life had during these interesting\nplaying\nforces\nif the nature\nA few things are now beginning\nyears taken a rest or gone on a vacation.\nto come to light. During the years from eleven to thirteen there is a\ndistinct increment in the power of children to reason and to think in\nThere is sudden and sharp improvement in the power of\nabstract terms.\nright judgment when tackling a difficult problem; involving appreciation\nand insight. §. P. Franklin during the past two years has shown with\nobjectively controlled observations that in comprehending the sayings\nand parables of Jesus there is more improvement during the two years\nfrom eleven to thirteen, mental age, than during all the years put together\nOther studies are throwing light in the same\nfrom eight to sixteen.\ndirection.\nFor a good while we were feeling the futility of the work we were\ndoing with the last two years of the elementary school. Witness: The\nestablishment about over the nation of special schools to take care of the\n7th and 8th grade pupils who were now ready, we thought, for a different\nsort of régime.\nLater has come the establishment of the junior high\nschool which begins the rather serious work of the high school with the\nseventh grade.\nFor many years we were blinded\nby our limitation of the\n\nways of the Prussian system in the Volk schule.\nWe were using the\nseventh and eighth grades essentially to no purposes other than to continue\nstill the improvement of our rigid disciplines concerning the formal aspect\nof education, the mere mechanics of culture through these two precious\nyears.\nIf the facts indicated are better realized we are destined to see\nstill further progress in the direction of really deepening the insight of\npupils from every angle of culture—grammar moving in the direction ot\nthe beginnings of philology, nature study passing over into geological,\nbotanical, and biological insight, a profounder hold upon the significant\nmovements in history, a keener appreciation of the life of art, and so on\nthrough a long list of categories. If all goes well better use of this earlier\nperiod will make possible the release of new powers during adolescences\nand a safer and profounder integration of personality during the high\nschool life.\nI would make a few observations finally concerning the development\nof the periods of child life during the years of seven to eleven.\nThis is\nthe darkest Africa of child life, the great American desert of the public\nschool system. It is so because we never as yet have had much wisdom to\nguide us in interpreting the mentality of boys and girls during this period.\nWe have for most part been doing, for reasons that are clear to every student of the history of public schools, those things which are directly at\nvariance with the facts and laws of child nature.\nThe lads and lassies\nhave been full of the passion for self-expressiveness. We have forced them\ninto passivity.\n\n"} {"page": 155, "printed_page": null, "text": "GENERAL SESSIONS\nEE\nSS SEE\na ee\n\n151\n\nFortunately highly disciplined experiments have been made to demonStrate to us this simple truth.\nJ. A. Gilbert some years ago showed\nby experiments on school children that about all the improvement human\nbeings make in their ability to discriminate and choose among fine differences in sense experience happens during the years from seven to eleven.\nFor example, it requires about a third of tone difference between a standard\ntone and a later presented comparison at six or seven years of age before\nit can be distinguished.\nChildren of ten can discriminate under similar\ncircumstances about one eighth of a tone and there is not much improvement after that throughout the whole stretch of years. The same is true\nExperiwith slight differences of color, of distance, and of magnitude.\nments carried on by my own students in San Jose under my own direction\nhave demonstrated the same fact. These years are in the first instance\nmarked by great increment in the sensory-motor-thought functions.\nWe should have known this law had we stopped to observe the taste\nand behavior of normal children. They love to run and play and climb\nand swim; they are eager to collect specimens, to classify them and to\ninterpret them intelligently.\n‘They are sense-hungry and muscle-hungry as\nHall and others have taught us to believe. They are also thought-hungry.\nbut have taste only for thought that is vitalized by contact with meaningful things.\n“They crave the bread of intelligent contacts with a rich and\nvaried world of objects, and we have given them instead the stones of\nthe mechanics of former training.\nWe are all, let us say, builders of the pyramid of life. We must start\nwith its deepest foundations.\nFirst of all there are the problems of right\nprocreation through which healthy life is to be brought into the world.\nThe schools must accept their share of the responsibility for race culture\nthrough right breeding.\nOne must feel profound sympathy with the appeal\nof Sir Francis Galton for a religion of eugenics, and with his notion concerning the impossibility of improving the human speakers through, the\npresent methods of breathing.\nThrough the school must come the better knowledge of the care and\nnutrition of tiny infants.\nDuring the earliest days and weeks must be\nrealized the proper coordination of the reflexes and instinctive powers and\nfunctions that are predetermining elements of character. During the early\nweeks and months the school must help the homes in organizing in children\na body of habits that govern bodily functions and mental attitudes.\nThrough the earliest months and years there should arise a delicate responsiveness to persons along with a sufficient complacency of the child in the\n“Then comes in the second and third years the tidal\nabsence of others.\nwave of the use of spoken language, and the need of accuracy and grace\nThereafter, comes the kindergarten period of which we have\nin its use.\nspoken—deliberation of thought mechanism and the emancipation of self\nthrough the playful use of the imagination and the release of higher values\nLater in the building of this pyramid should\nthrough the use of symbols.\nwith a stock of images which shall\nconsciousness\nof\nfurnishing\ncome the\n\npredispose the mind toward thoughtfulness and appreciation.\n\nIn passing\n\n"} {"page": 156, "printed_page": null, "text": "152\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nby these boundaries one after another the work of the schools is made\neasier because of a fund of instinctive tendencies and hereditary predisposiAt the next stage, however, the beginning\ntions toward right adjustments.\nof the high school, there is fresh challenge; each new boundary ahead\nFor most persons to pass over from\nbecomes a deadline difficult to cross.\nthinking in terms of things to thinking in terms of ideas is next to impossible. It is a deadline that the majority of human beings do not cross.\nThe army rating shows that the average mental age of healthy bodies,\nwhite Americans who were draftees, is only a shade more than 13 years.\nThis staggering truth being interpreted means that most American men\nhave not experienced a birth from thing-hood to thought-hood.\nWhen we\nunderstand the periods of child life we shall succeed in bringing a majority\nof boys and girls safely across this fatal boundary.\nAgain the boundary\nline between complacent relatively irresponsible boyhood or girlhood and\na socially recentered personality that loves and serves is a deadline that\nmost persons never cross. A more difficult deadline still is that which\nshould mark the rebirth of the self into a world of ideal and impersonal\nvalues that can be attained only through a sort of Copernician revolution\nof life until its loves and passions center in a truth or beauty or goodness\nthat are relatively permanent.\n/\nLet us change the figure finally and borrow a symbol of the meaning of\neducation from Socrates.\nWhen twitted by his friends as to his profession or vocation he replied with his characteristic playfulness, remarking\nthat his job was like that of his mother before him; then went around the\nmerry laughter, because his friends recalled that his mother was a midwife. He maintained his stand and claimed that his task was to bring\ninto full birth the best there was in the souls of the young men of Athens.\nHe was trying to bring it about, he said, that there should not be born in\ntheir minds a wind-egg or a still birth. Shall we not say that the school\nwith all its appointments and its attractive personalities as they play about\nthe child is the womb of society in which the child may grow step by step,\nsafely and surely through all the stages of its development?\nThe teacher\nis the handmaid of nature in realizing the birth and ever fresh rebirth of\nhuman personality of higher levels of attainment.\n\nTHE\n\nCLASSROOM TEACHER AS A DISCOVERER OF THE\nSPECIAL NEEDS OF CHILDHOOD—A BRIDGED\n\nJULIA\n\nE. SULLIVAN,\n\nPRESIDENT,\n\nDEPARTMENT\n\nBOSTON,\n\nOF\n\nCLASSROOM\n\nTEACHERS\n\nMASS.\n\nThe school, in the sense of its education of the individual from the\nkindergarten through the university, and throughout all its range in the\nfield of specialization, is a solidarity. The improvement and advancement\nof any special branch of education affects either directly or indirectly every\nother branch. ‘The idea is essentially the scriptural one that we are “mem-\n\nbers one of another,” the best results of the whole depending upon the\nsoundness and service of each constituent part.\n\n"} {"page": 157, "printed_page": null, "text": "GENERAL SESSIONS\ncea\nee\n=2\n\n153\n\nIt is a high conception, and accepting it, the classroom teacher must be\nprogressive, a continuous student, in order to cope with the constantly increasing and additional requirements as well as to bring to a realization her\nvast responsibilities.\nIt seems particularly fitting then that, at this convention of the National\nEducation Association at which the teachers’ responses to America’s challenge are under consideration, an opportunity be given to present the\nphase of the classroom teacher as a discoverer of the special needs of childhood,\nIt is a source of much satisfaction to note the increasing wholesome,\ncordial, intelligent spirit of cooperation between parents and_ teachers\nwhich the classroom teachers have helped to promote.\nNo other instrumentality contributes so much to a pupil’s success and all-around development as a feeling of confidence, cordiality, and sympathy between parent\nand teacher. One of the strongest features of our modern school system is\nthe emphasis placed on the necessity of parent and teacher working together\nfor the physical and moral as well as the intellectual development of the\nchild.\nThe solicitude of our wide awake teachers of kindergarten and first\ngrade classes for the formation of good habits and a proper training of the\nemotions of those young children has resulted in an intensive study of the\nso-called “‘preschool years” of the child.\nIn endeavoring to find methods that would give greater success to their\nteaching, experienced teachers of kindergartens and first grades have been\ngiving attention to a study of the child in the home.\nIn some places the\noutgrowth of this study has resulted in the establishment of schools for\nthe training of the preschool child. Organized in 1917 by the psychological laboratory of the lowa Child Welfare Research Station the first preschool in the United States was established.\nFour groups of eighty-five\nchildren, from sixteen months to five years, are in attendance.\nThe\nlaboratory for each group has a selected equipment, trained personnel, and\nan adjustable program. The work consists of story-telling, music, singing\nor skipping games, clay modelling, coloring and drawing pictures, and\nwork along kindergarten lines, all dependent upon the children’s ages and\ninclinations.\nIt is claimed that the children so trained enter school with\ngreater resourcefulness and stand a better chance of preserving their individuality.\nModern sociology is constantly impressing us with the necessity of conserving the strong as well as protecting the weak. The classroom teacher\nmust never lose sight of her tremendous responsibility in faithful and\njudicious adherence to this principle.\nReports of her observation and\nrecommendation to principals, physicians, and other school officials, on\nsanitation, ventilation, length of recitation periods, noticeable fatigue of\npupils during certain activities have resulted in many corrective measures\ndesigned to provide and establish the most favorable conditions possible to\nsecure for the children opportunity for all-round development.\n\n"} {"page": 158, "printed_page": null, "text": "154\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nThe classroom teacher’s plea for greater flexibility in the system of\ngrading and promoting has at last a salutary effect. For years teachers\nhave been focusing attention on the dangers resulting from prolonged retardation. They have been among the first to recognize the morbid effect\nupon children who are subjected to feelings of failure and consequently\nThey have recognized the sanity of placing value upon\ndiscouragement.\nmastery up to and within the child’s limit as well as upon standard or ideal\nmastery. ‘They have contended that attitude toward duties and effort expended in aiming to secure results should be considered in deciding the\npupil’s claim for promotion rather than the mere conforming to certain\nIt is not that the classroom teacher is indifferent\nstandard requirements.\nto results and high attainments, but through his discovery of the needs of\nthe child and through the human quality of his guidance he sees the perspective of the partially developed boy or girl and makes reasonable allowances for limitations to which he has given careful study. “The recognition of the fact that what is standard mastery in one child is only partial\nmastery in another and even ideal mastery in a third has had a marked\ninfluence in the provision for a differentiation of courses which is now a\nClosely connected with the\nfeature of almost all city school systems.\nadoption of the differentiated program is the growing custom of supplying\nadvice, direction, and guidance in the choice of occupation to which each\nstudent will be likely to devote his interest and powers and then to shape\nhis training according to the inclination of his choice.\nThe solution of a problem to which some classroom teachers in Boston\nmay point with special pride and satisfaction is the perplexing one of providing instruction for hospital children.\nThe story of children absent\nfrom school on account of accident and thereby losing a promotion and repeating the year’s work is familiar to all. Many attempts were made to\nprovide sufficient instruction during the convalescent period so that these\nchildren would escape retardation.\nVolunteers among the teachers responded cheerfully for the work. One of the difficulties resulted from the\nfact that the only time in which the volunteer teachers could assist the\nchildren (after regular school sessions) was not the part of the day in\nwhich the children were best fitted to receive instruction.\nHowever,\nrecognizing the urgent need of these children, a committee of teachers\nconferred with the medical-social department of the Boston City Hospital\nand with the chairman of the Boston school committee.\nThe result was\nthe appointment of teachers by the Boston school committee who were\nassigned to hospital classes.\nThe scheme has worked out most satisfactorily. When the child is sufficiently convalescent to receive instruction in school work the hospital teacher communicates with the classroom\nteacher in regard to the work which will be most essential in order that\nhe may retain his grade. ‘The hospital children are happier in feeling\nthat, although they are handicapped in not being physically able to attend\nschool, they are really keeping in touch with much of the work of their\nclassmates.\n\n"} {"page": 159, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n155\n\nThere need be no apprehension that these children will be overworked\nor allowed to study when physically unable. No child receives any form\nof instruction from the hospital teacher unless he is recommended by the\nphysician for admission to the hospital class. The children who have been\navailable for the teaching periods are almost entirely from the surgical\nservice. [he establishment of hospital classes and of definite, school instruction to individuals confined temporarily in hospitals breaks down a\nbarrier of tradition, since it provides teaching apart from the classroom.\nBut the teacher’s response to the needs of the child recognized no barrier.\nInstances of broadening the scope of the school system when the needs\nSt. Louis\nof childhood demand such departures are by no means rare.\nhas been to the forefront in this work by the establishment of a school\nSpecial equipment with every\nconnected with a convalescent hospital.\nmodern device to promote the comfort of the sick child may be found\nA school\nhere, with a classroom teacher who is adapted for the work.\nspecially constructed for the crippled children, also schools for all types of\nhandicapped children may be found there, functioning under the board\nof education.\nThe plea of the classroom teacher in his effort to convince parents of\nthe urgency of allowing their children to remain in school after the compulsory school age has been reached, is familiar to all. Illustrations of\nunusually successful men and women whose opportunity for secondary\neducation was made possible by the persuasive efforts of a certain teacher\nmay be multiplied. “They exist in every city in our country.\nCompulsory education is everywhere acknowledged as necessary.\nInsistence upon school attendance for all children has contributed either\ndirectly or indirectly to the organization of schools and courses to meet\nthe needs of individual children. It has been found necessary to organize\nspecial classes for groups of children.\nAs these opportunities have been\nprovided for the mentally backward, the delinquent, the physically handicapped, there has come to be a greater realization of the needs of differentiation in those who vary less extremely.\nProgress made in this field of\norganization has contributed toward eliminating the record of retardation.\nEducational surveys have resulted in the establishment of departments\nThe measurement of educational achievements\nof educational research.\nthrough intelligence tests has provided a means by which the classroom\nteacher may check up her estimate of a pupil’s ability. It helps to prevent\nIf the results coincide with the teacher’s estimate\nerroneous estimates.\nof the child’s mastery within his limit, the teacher may be reasonably sure\n‘These tests have\nthat there has been no error made in her judgment.\nhas led to the\nThis\nhelped in classifying the pupils according to abilities.\nrecognition and talents of the gifted child and the modern school systems\nthrough rapid advancement classes are giving this type of child special atThose of inferior intellect are especially provided for through\ntention.\nopportunity classes.\n\n"} {"page": 160, "printed_page": null, "text": "156\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nThe most powerful influence in education is the recognition of the\ndifferences that exist among individuals and the belief that these differences must be respected and the programs of education both in their matter\nand method must be shaped to give each child his chance. The result of\nthis has been the establishment of the junior high school which offers opportunity for exploration and for some degree of specialization. In these\nschools pupil interest is the keynote of progress for we are educating the\nchild by preparing for a right attitude toward his civic and social relations\nso that he may fit in his place as a member of society. “The knowledge\ngained by him should be closely related with his future interest.\nOur\ncountry’s growth is dependent upon the education of all rather than upon\nthe education of a few.\nMuch attention is being given, and rightly so, to the physical welfare\nof the individual, but we must not lose sight of our responsibility for the\nmoral development, too. As teachers, we have been made aware of our\nresponsibility in this matter and we are attempting to meet our share of\nthis responsibility.\nWe have ever been attempting to develop definite\nconcepts of right and wrong, definite high ideals of thought and action.\nIntelligent, healthy, sturdy, self-supporting, self-controlling patriotic citizens are the need of America today. ‘The nation looks to the public school\nto supply these. Education of the hand and the mind is receiving constant\nattention, as is also the care of the physical body. But the education of\nthe heart which is fundamental to the happiness of the individual and to\nthe progress and prosperity of the nation, is now striving for its proper\n\nplace in the curriculum of our schools.\nAnother point never to be lost sight of in treating of the teacher’s response to the needs of children is the guidance and protection of that class\nof well disposed but overworked children, whose very expressions are indicative of the absence of a tenderly protected childhood and whose experience in contact with the world gives them a seriousness far beyond\ntheir years. “They sometimes read newspaper articles or listen to speeches\nwhich arouse their antagonism to existing laws and customs.\nHere the\nteacher must show strength, sympathy, and tact.\nHe realizes, to be sure, that the social problems, the solution of which\nsome of these children attempt, are beyond their mental grasp; but he is\naware also, that they, and possibly their parents, are easy victims and their\nminds, without his explanations and corrective influence, would furnish\nbreeding ground for some of the evils which infest our social organism.\nThe fact that many of these boys, who had chafed and manifested discontent at their interpretation of some of our industrial and immigration\nregulations, later develop into splendid examples of law abiding citizens\nis directly traceable to daily contact with teachers of broad sympathy,\nlargeness of humanity who are not only the discoverers of the needs of the\ndifferent types of children but equally alive to the necessity of providing\n\nfor these needs.\n\n"} {"page": 161, "printed_page": null, "text": "GENERAL\n\nTHE SCHOOLS\nJOHN\n\nJ. TIGERT,\n\nSESSIONS\n\n157\n\nOF TOMORROW—ABRIDGED\n\nUNITED\n\nSTATES\n\nCOMMISSIONER\n\nWASHINGTON,\n\nOF\n\nEDUCATION\n\nD. C.\n\nIt is evident that the presentation of this subject might take the form\nof a prophecy, in which one would undertake to forecast the character and\nnature of the coming school, or it might assume the aspects of an educational program such as the speaker might prefer.\nI am inclined to think\nthat most speakers would take the latter course and attempt to present a\npicture of the schools of tomorrow as they would like to have them, or in\nline with the popular desires of educational leaders at the present time.\nI shall take the unusual course of undertaking to indicate what appears\nto me to be likely to happen, regardless of my own preferences, popular\nexpectations, or current educational thinking.\nLet me say frankly, at the outset, that I doubt very much if the experiments which are being worked out so skillfully in some of these schools\nwill determine in their entirety, or in a very large measure, what the\nschools of tomorrow, speaking generally, will be. History readily indicates\nthat reform and liberal movements usually issue in compromise.\nIt is rare\nthat the conservative or the liberal is able to consummate his desires.\nWhat we usually find is a middle ground between the two extremes.\nI can not bring myself to the conclusion that the conventional school of\ntoday is all wrong in every detail. If one takes the trouble to survey the\ncriticisms that are being made on the schools of today he will find that,\napparently, there is nothing satisfactory about them.\nWe find authorities questioning the present procedure at practically all points, and these\nstrictures are inconsistent, conflicting, and self-destructive.\nThe schools of\ntoday are criticized by educational authorities with reference to organization, administration, supervision, instruction, objectives, curriculum materials, financing, and so on through the whole catalog of educational particulars.\nIt is asserted that the administration of the schools of today is\nnot only inefficient, but that there is too much of it; that we have not yet\ndeveloped professional supervision, and that there is too much supervision;\nthat the curriculum needs enlargement with new things, and that it\nis overloaded and contains everything; that we spend too much money on\nthe schools, and that there is not enough adequately to support them; that\n\nthe courses of study should be vitalized, and that so much of what goes\n\non in the schools of today is like life that we hardly need school; that\nformal instruction is undertaken too early in life, and that we need nursery\nschools; that children are kept in school too long, and that the schools\nshould run all the year around; that education is undemocratic, and that\n\nit is adapted for mass instruction; that there shall be equality of opportunity\nThese are only a few of\nfor everybody, and individualized instruction.\nthe criticisms and paradoxes with which we are being regaled from day\nto day. It is difficult to comprehend how the traditional school could\nsuffer from all of these maladies and defects and at the same time produce\n\n"} {"page": 162, "printed_page": null, "text": "158\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nthe men and women who have been capable of discovering so many of its\nweaknesses.\nThe school of today is a vast improvement on the school of yesterday.\nThere is not the slightest doubt that we have made more progress in the\npast decade, since the appearance of Dewey’s Schools of Tomorrow than in\nany similar period of our educational history.\nIn fact, the trends indicated\n\nin that volumn have been realized in a very considerable measure throughout the schools generally.\nWe must be alert to prevent some of the\ntendencies, which were needed and wholesome a decade ago, from going\nto such extremes that a reaction will overtake the schools of tomorrow.\nNor is there any doubt in my mind that the American school has more\nthan kept pace with the schools in other countries.\nEven the most serene\ninternationalist would hardly contend that any nation has prospered more\nor enjoys today a more favored position than the United States.\nI am\nconfident that the splendid position which we occupy today in the family of\nnations is due more to the success of our experiment in universal free\nschools and the efficiency of this program than to any other consideration\nwhatsoever.\nFor the best interests of the schools of tomorrow what we\nneed today is a clearer exposition and analysis of the constructive forward\nsteps which we have taken in the eventful years that are just behind us\nand through which we are passing now.\nWhat I am trying to say is that life is complex and varied and filled\nwith obstacles and difficulties.\nThere is no one so able, so high, so wealthy,\nor so favored who does not meet difficulties and obstacles and who is not\ncompelled to bow to circumstances which he can not control.\nThe child\nwho is permitted to develop without this realization is going to face life\nwith a severe handicap.\n“[There-comes to my mind the recollection of a\npedagog who placed two mottoes on the walls of his school: Nzhil sine\nlabore and “I need thee every hour.”\nUnder the latter he hung his ferrule.\nWe may condemn this act, and we may have become wiser than Solomon\nwho, with barbaric inappreciation of modern democracy and freedom, said\n“He that spareth the rod hateth his son,’ but we can never contravene the\nsupreme law of natural progress Nihil sine labore.\nThe same principles which govern the pupil in this regard must govern\nthe teacher.\nIf the child can not grow without some restraint, without\nsome difficulties and without some discipline, and without subjecting his\nwill at times to others, neither can the teacher perform his function without\nthese limitations.\nI am glad to see a larger participation on the part of\nthe teacher in the formulation of the educational program and in the\nconduct of the school.\nIn organizing materials of instruction, in planning\nthe management of the school, and in many essential ways, the teacher\ncan make a large and needed contribution to educational progress, but I\nmust confess that I see considerable peril lurking in a disposition now quite\nevident on the part of some teachers to participate in the formulation of\nthe administrative policies of the school.\nI believe that this tendency is\ngoing to increase, but inevitably it will result in reaction, because it is not\nbased upon sound principle or practice. Freedom and responsibility must\ngo hand in hand.\nUnlimited participation in public affairs by an irre-\n\n"} {"page": 163, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n.\n\n159\n\nsponsible individual may upset the constructive efforts of a thousand intelligent, responsible citizen.\nBy the same token, the teacher who is\nirresponsible may not only retard and injure an administrative program,\nbut may even wreck it. Responsibility for the administrative program\nrests squarely upon the school board, whose members are elected or\nappointed by the people, and upon the administrative officers, who always\ncarry the burden of direct or indirect responsibility.\nOfficials who are\ncharged with the responsibility should be free to discharge their obligations to the public without interference on the part of those who do not\nshare their responsibility.\nA violation of this principle is essentially detrimental to social progress.\nCarried to its logical consequences this movement would eventually sovietize our schools.\nNo trend of education, noted by the Deweys in their volume, was advocated with more emphasis than that which is called motivation, pupil\nactivity, or, what we now call, “learning by doing.’”’ Since that time, the\nproject method has been employed generally and successfully in all kinds\nof subjects. The value of this method is unquestioned and it was essential to bring about a proper balance between practical and theoretical\neducation.\n‘The traditional school was far too formal and its objectives\ncentered too largely in abstract thinking.\nI believe that this tremendous\nmovement, originating with Froebel and Pestalozzi, is susceptible of an\neven richer application in the schools of tomorrow.\nI have been particularly enthusiastic about all forms of education which depend upon action,\nand have stressed as best I could the need of healthful development of the\nbody, together with acquisition of skill with the hands.\nWhen these purposes can be outlined with the teaching of abstract subjects, we have modern\neducation at its best.\nTo attempt to teach everything by doing would amount, in its last\nanalysis, to a denial of the need or existence of abstract or reflective thinking. Simple problems in numbering and arithmetic can well be taught\nthrough sensation by employment of the project method and pupil activity,\nbut to undertake to teach a very considerable portion of mathematics in\nthis way would be clumsy and eventually impossible.\nAfter all, mathematics is an abstract science.\n“The concepts of mathematics are not perceptible through the senses.\nA mathematical point is defined as having\nno length, breadth or thickness.\nFor the purpose of sensation we employ\nsomething which has all three.\nIn a like manner, a line, a circle, and\nother mathematical entities can not be truly presented to sensation.\nIf the\ngeometrical proposition, the sum of the angles of a triangle is equal to 180\ndegrees, had to be taught by doing or through sensation, the pupil would\nhave to try every possible form of triangle to discover the truth of this\n“This would be impossible, as the number\nproposition through experience.\nof triangles is infinite.\nI need not go further.\nThe principle of learning through doing, when\napplied completely to the process of learning, is a reductio ad absurdum.\nIf we should succeed in completely vitalizing the curriculum and making\nschool children live naturally the school would become a useless expense.\nLet life take the place of the school and let us avoid the useless multipl-\n\n"} {"page": 164, "printed_page": null, "text": "NATIONAL\n\n160\n\nEDUCATION\n\nASSOCIATION\n\ncation of buildings, equipment, and teachers. This objective of education\ncould be accomplished by letting the children live under observation. _With\nit the raison d’etre for the school perishes.\nOne other comment on the schools of tomorrow and I am done.\nIt has\noften’ been suggested that our system of grades, rewards, promotions and\ncertificates is a pernicious device and that these things should be abandoned.\nBoys and girls should learn to apprize knowledge for the sake of knowledge and the happiness that it affords.\nNo one should be motivated by\na selfish or sinister lure. This is a form of idealism which I confess\nappeals strongly to me, but as often as I turn my attention to human nature\nI am forced back into the troughs of realism.\nI am unable to believe that\nboys and girls, in general, could be stimulated as effectively without these\ndevices. True, there are exceptional children who hunger and thirst after\nknowledge, but unfortunately as yet they do not compose the vast majority.\nWhen we contemplate American women who marry titles instead of men,\nthe annual conferring of honorary degrees, and the general enthusiasm\nwhich many display in the pursuit of honors, offices, decorations, and all\nmanner of things, we are forced to conclude that a great many grown ups\nhave not yet been educated to the point of living merely for the sake of\nlife. How then can we expect children to learn merely for the sake of\nlearning? A system of stimulating learning without these conventional\nrewards may some day be discovered but that time will only come when\nhuman nature has changed.\nUnder present conditions this proposal would\nbe like a prepetual motion machine of education.\nIt is beautiful, it is ideal,\nit looks fine on paper, but I am afraid it will not work.\nKipling contemplated that as a “far-off divine event” but not for tomorrow when he\nwrote:\n\nWhen Earth’s last picture is painted, and the\ntubes are twisted and dried,\nWhen the eldest colors have faded, and the\n\nyoungest\n\ncritic has died,\n\nWe\n\nshall rest, and, faith, we shall need it—lie\ndown for an £on or two,\nTill the Master of All Good Workmen shall set us\nto work anew!\n\nAnd those who were good shall be happy; they\nshall sit in a golden chair;\nThey shall splash at a ten-league canvas with\nbrushes of comets’ hair;\nThey shall find real saints to draw from—Mag‘alene, Peter, and Paul;\nThey shall work for an age at a sitting and never\nbe tired at all!\n\nAnd only the Master shall praise us, and only\nthe Master shall blame;\nAnd no one shall work for money, and no one\nshall work for fame;\nBut each for the joy of the working, and each,\nin his separate star,\nShall draw the Thing as he sees It for the God of\nThings as They Are!\n\n"} {"page": 165, "printed_page": null, "text": "GENERAL\n\nI HEAR\n\nTHE\n\nSESSIONS\n\nCHILDREN\n\n161\n\nSINGING\n\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON, MASS.\nThere are three highly important suggestions in the statement, “I hear\nthe children singing.”\nThe keystone in the arch is children.\nThe arch rests on one side on hearing children.\nThe other side of it rests on the children singing.\nAll future industrial and commercial, social and civic, educational and\nreligious functioning in America will rest upon children in school this\nyear and upon those who will be in school for the next twelve years.\nThose in school now and those who will be in school in the next twelve\nyears will be active men and women from eighteen to forty-two years of\nage in 1950.\nWith those who are in school today and those who are to\nbe in school in the next twelve years will be the fate for good or ill, for\nhope or fear, for success or failure, for virtue or vice in America, for they\nwill swing along and sweep along as the controlling factor in city and\ncounty, in state and nation.\nThey will largely determine what will be\ndone, when it will be done, and how it will be done.\nAnd yet, strange to say, as children they receive slight attention when\nany issue is raised between the importance of children and of grown-ups.\nA man prominent enough to have won a nomination as a candidate for the\ngovernorship in one of our large states in 1926 publishes an appeal for\nvotes on the ground that he will ignore the importance of school children\nin order to save the taxes of old folks. Among other great financial\nachievements for grown-ups he has promised to make public school children\nuse school books that will cost not more than four cents each.\nIf parents\nwant good books for their children, books that will cost more than four\ncents, they can send them to private schools, but four-cent books will be\n\ngood enough for public school children, when bought out of tax money.\nThis seems too absurd to be possible, but it is not one whit more ridiculous\nthan for men and women—not in insane asylums—to vote against the\nChild Labor Amendment on the ground that children should not have\nany school books at all, or be in school, if grown-ups\n\nwant the children in\n\nmills and factories in order to increase dividends or work in beet fields\nto enhance profits. Nor is it any more absurd to insist that a four-cent\nschool book is good enough for a public school child in order to save the\ntaxes of millionaires and other folks than it is to oppose a Federal Department of Education with a Secretary in the Cabinet on the ground that\nsuch a Department and such a Cabinet Secretary may upset the political\nplans, financial schemes, or institutional ambitions of some grown-ups in\nNo one opposes\nsome one or more of the forty-eight states in the union.\nchild labor laws or a Department of Education in order to provide better\neducation for children, but purely and selfishly because it interferes with\nplans and interests of grown-ups.\nWhy mortgage the efficiency, the intelligence, the comfort, the usefulness\nof the manhood and womanhood of America in 1950 for a puttering divi-\n\n"} {"page": 166, "printed_page": null, "text": "162\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\ndend in taxes, in political power or in institutional influence of grown-ups\ntoday?\nWith infant damnation in theology, past or present, we have naught\nIt\nto do, but we do protest against any footprints thereof in education.\nis always in evidence when we measure or test children by what they don’t\n-know that adults know rather than by what they know that they should\nThomas A. Edison won world fame by knowing what no one\nknow.\nelse knew, by doing what no one else could do, but when he slopped over\ninto pedagogy and insisted that other people should be tested by what they\ndid not know, by what they could not do, and asserted that that principle\nshould dominate the schools, he adopted the pedagogical theology of infant\ndamnation.\n“T hear the children singing.”\nIt has been of no avail that children\nhad music or art, genius or science in their soul, for no educator would\nhear the sound thereof in children.\n‘There is no sound unless there is an\near to hear. “Thunder is noiseless unless its waves strike some ear.\nWithin the last twelve months an educator, by the use of large appropriations by a benevolent foundation, has investigated ten thousand of the ten\nmillion elementary school children of America, and knows what some\nschool people have been saying for a third of a century, that while four\nout of five children can wisely ‘‘drill” on any regulation scheme of education, about one in five should not be harnessed with an ox to a plow.\nThere are Percheron minds that should be trained to pull heavy loads and\nthoroughbreds that should be trained in speed.\nWhile there is no appreciable relation between the ‘‘horsepower” of a\nPercheron and of a thoroughbred the world estimates all its power by\n“horsepower,” meaning neither Percheron nor thoroughbred, but the ordinary horse on farm or track. A clever story is going the rounds in the\nfunny columns of the press. A lad saw a Percheron pulling a vast load,\nand asked his father how many horsepower the Percheron had.\nEducators have refused to credit any child with any power except the traditional\n“drill” power in things that he did not want to know, did not want to do.\nThey have hitched a thoroughbred with a Percheron and credited the\nthoroughbred with being a moron in team work, while specialists in speed\nhave mated a Percheron with a thoroughbred and rated the Percheron\nas a moron in speed,\n“T hear the children singing.’ ‘This carries us forward to the glowing\n\nsuggestion, ‘Suffer little children to come unto Me and forbid them not,\nfor of such is the Kingdom of Heaven.”\nIsn’t it strange that theological\ninfant damnation survived for two thousand years after it was clearly said\nthat Heaven, and not the other place, was the natural abode of children?\nMusic alone takes rhythm, melody, and harmony into the school.\nIt\n\nalone gives the thrill that makes minds throb and hearts glow.\n\nIs there\n\n"} {"page": 167, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n163\n\nany public school course of study that provides, more than fifteen minutes\na day, the thrill of rhythm, melody, and harmony?\nIs there any public\nschool that does not require at least half of the day on drill that is useless\nand worse than useless for one fifth of thé children? Experts on the diamond say that no man has ever learned to be an artist at the bat or behind\nthe bat, at skilful pitching or artistic base guarding who did not love to\npractice his specialty when a boy. The national league managers select\ntheir talent at sandlot games and from school leagues.\nIt is universally known that a musician must have musical freedom as\na child.\nNot to hear the children singing, not to free them from tedious\ndrill on things worse than useless for them, not inspiring practice with\nvoice and ear, is one of the great pedogogical crimes. To thrill the soul\nof a child with high art, to make a school throb with some master emotion\nwill be remembered for life. A school boy leader of a chorus, an orchestra\nA brilliant\nor a band has an influence far above traditional scholarship.\nsoloist, vocal or instrumental, stirs the pride of a whole community as well\nas of the school.\nAn artistic accompanist makes every schoolmate’s whole\nbeing tingle with rhythm, melody, and harmony.\nA race horse in his first colt’s year is stabled at a race track where he\nhears the winning horses calling to one another, is always seeing the horses\nracing.\nBefore the pure-bred racing colt ever has a boy on his back he\ngets all the excitement of the race, and every muscle quivers with aspiration for the track. When will the schools give the same thrill of aspiration and inspiration to boys and girls for high intellectual achievement?\nWhen will we hear the soul of children throbbing with the joy. of\nachievement ?\nIn the summer of 1926 Richard C. Cabot of Boston and Clarence\nGamble of Philadelphia demonstrated the achievement of medical science\nin their creation of an instrument that will hear every heart beat and\nevery living movement, and record it on a cylinder as a record so that\nthere can be in every hospital in the world, yes, in every physician’s\noffice, ready for hearing at a moment's notice, the action of heart and lungs\nWhen will educators hear the children singin every serious irregularity.\ning, yes, hear the rhythm, melody, and harmony of their inmost beings\ninstead of thinking first, last, and all the time of “subject-method,” of the\nWhen a\nartistic aspiration and inspiration instead of drill in technic?\nit, but\nfor\nchild wants the result of technic he will practice indefinitely\nwhen he cares nothing for it he will never get it through forced drilling.\nThere is\nThe test of musical talent is hearing one practice for perfection.\nHear\ntask.\na\nto\ndriven\nbe\nto\nhas\nwho\none\nof\nsoul\nthe\nin\nno talent lurking\nthe\nby\ndriven\nbeing\nof\ninstead\nteacher\nthe\nlead\nthem\nLet\nthe children!\n\nteacher.\n\nHear ye the children, for of them is the Kingdom of Heaven.\n\n"} {"page": 168, "printed_page": null, "text": "NATIONAL\n\n164\n\nEpucaTION\n\nASSOCIATION\n\nTHE CHILD’S BIRTHRIGHT\nHENRY\n\nTURNER\nOF THE\n\nBAILEY,\nJOHN\n\nDIRECTOR,\n\nTHE\n\nHUNTINGTON\nCLEVELAND,\n\nIN ART\n\nCLEVELAND\nPOLYTECHNIC\n\nSCHOOL\n\nOF\n\nART,\n\nAND\n\nINSTITUTE\n\nOHIO\n\nIn Susan Ertz’s last book After Noon her hero has this to say about art\nin England:\nAll this to-do that’s made about art is out of all proportion to its value.\nIt is\nmade, as a rule, by people who are merely sentimental hangers on. The very word\nart moves them in some sickly way. I would like all things that are for daily use\nmade pleasdnt to handle and to look upon, and let art exist in that way, domesticated, like the horse.\nIt’s ludicrous and paradoxical to have this craze for art\nflourishing in a world that’s as full of sordid ugliness as this is. Ugly streets, ugly\nhouses, ugly towns, ugly people, ugly morals. Art, under such conditions, is a mere\ngrowth, an excrescence.\nIt might almost be called a disease. It’s as unhealthy as\nthe flush on the cheek of a consumptive. I know towns that are the very abomination of sordid hideousness, and yet possess deserted art galleries full of treasures.\nIt makes me think of a dirty slut wearing diamonds.\nArt, at the present moment,\nis merely the kept woman of the capitalist class.\n\nIf this be true for England it is more pitifully true for the United States.\nWhat are we going to do about it? The answer is “educate.”\nThe\nills in a democracy may not all be curable through education, but they\ncan be minimized, alleviated, transmuted into something less hampering\nto progress.\nThe education that will banish ugliness must begin with nature study.\nNature study freed the Greeks from Egyptian conventionalities; gave to\nRome her portrait busts; enabled the Italians to throw off the shackles of\nByzantine tradition; made Claude and “Turner, Millet and Monet the\ntorch bearers in landscape painting.\nNature study clears the eye, reveals\n\nthe elements of beauty, fires the imagination.\n‘Therefore all who believe\nin the coming of the Crowning Race of Tennyson should cooperate in every\neffort to give to all children the privilege of having fundamental experiences with Nature.\nAll children ought to be familiar with the open country.\n“They should\nknow the joy of playing in healthful mud, of paddling in clean water,\nof hearing the rooster call up the sun, and birds sing praises to God for\nthe new day.\nThey should have the vision of pure skies enriched at dawn and sunset\nwith unspeakable glory; of dew drenched mornings flashing with priceless\ngems ; of grain fields and woodlands yielding to the feet of the wind; of the\nvast night sky “all throbbing and panting with stars.”\nThey should feel the joy of seed time and harvest, of dazzling summer\nnoons, and of creaking, glittering winter nights. They should live with\nflowers and butterflies, with the wild things that have made possible the\nworld of fable.\nThey should experience the thrill of going barefoot, of being out in\nthe rain without umbrellas and rubber coats and buckled overshoes; of\n\n"} {"page": 169, "printed_page": null, "text": "GENERAL SESSIONS\n~\na\nsy h en ke l\ne\na\n\n165\n\nriding a white birch, of sliding down pine boughs, of climbing ledges and\ntall trees, of diving head first into a transparent pool.\nThey ought to know the smell of wet earth, of new mown hay; of the\nblossoming wild grape and eglantine, of an apple orchard in May and of\na pine forest in July; of the crushed leaves of wax myrtle, sweet fern,\nmint and fir; of the breath of cattle and of fog blown inland from the sea.\nThey should hear the answer the trees make to the rain and to the\nwind; the sound of rippling and falling water, the muffled roar of the\nsea in a storm, and its lisping and laughing and clapping of hands in a stiff\nbreeze.\n‘They should know the sound of bees in a plum tree in May, of\nfrogs in a bog in April, of grasshoppers along the roadsides in June, of\ncrickets out in the dark in September.\nThey should hear a leafless ash\nhum, a pine tree sigh, old trees groan in the forest, and the floating ice in\na brook making its incomparable music beneath the frozen crystal roof of\nsome flooded glade.\nThey should have a chance to chase butterflies, to catch fish, to ride on\na load of hay, to camp out, to cook over an open fire, to tramp through\nnew country and to sleep under the open sky. ‘They should have the fun\nof driving a horse, paddling a canoe, and sailing a boat, and of discovering\nthat nature will honor the humblest seed they plant.\nThings that children can do in cities are not to be compared with such\ncountry activities. Out of the country and its experiences has come and\nalways will come the most stimulating and healthful art of the world.\nOne can not appreciate and enjoy to the full nature books, novels, histories,\npoems, pictures, or even musical compositions, who has not had in his youth\nthe blessed contact with that world upon the face of which our cities\nappear as stains that should be washed away.\nI do not forget what cities have done for us, and always must do; I do\nnot forget that it is under the type of a city that the glories of the heavenly\nworld are described to us.\nBut I like to remember that that city is fifteen\nhundred miles square, according to the measuring of the angel, and that\nwithin its walls, therefore, there is plenty of room for a river of life as large\nas the Mississippi, and for gardens the size of whole states on either side,\nwhere the trees that yield their fruits every month have room enough to\nbe full grown!\nOne can get all the best a city has to yield by visiting it, but one can not\nreap all the harvests of the country except by living there and especially\nAnd I feel somehow that such a life in\nby living there in childhood.\nthe country is the birthright of every child. There is truth in Cowper’s\nstatement that God made the country and man made the town.\nI believe that every child has a right to see the country—the house his\nHeavenly Father made for him—unobstructed by brick walls, unspoiled by\nAnd one of these days, somehow, all\nfilth and undimmed by smoke.\nchildren born into the world will be given a chance to enjoy to the full\nPerhaps in the golden future they may be\ntheir inspiring patrimony.\nby living in the country a few\ncommonwealth\nthe\nrequired by law to serve\n\n"} {"page": 170, "printed_page": null, "text": "166\n\nNATIONAL ‘EDUCATION\n\nASSOCIATION\n\nof their childhood years for their normal development, as later they may\nbe required to live for a time in Government ‘Training Camps in preparation for national and international public service.\nMeanwhile let us develop as rapidly as possible an educational system\nthat will make use of the busses of the department of education, not to\nbring suburban children into city schools every day, but to carry city\nchildren out into the country at least every other day, where, upon selected\nfarms or reservations they may come to know the great inexhaustible\nreservoir of suggestion for all forms of art.\nBut in addition to nature at first hand—divine art, as Plato called it—\nthe children have a right to orderly experience with human art.\nWe have made a good beginning with our nursery rhymes and fairy\nstories, with our folk songs and national dances.\n‘The teachers of music\nshould be encouraged to continue the good work they have begun by\nfamiliarizing the children with the best music throughout their school life,\nfollowing a carefully graded sequence from the Caissons Rolling Along\nto the Hallelujah Chorus of the Messiah, and from the Largo to the Fifth\nSymphony of Beethoven.\nThe teachers of reading are following a similar plan, and must develop\nit still further.\nThe insignificant selections with which our school readers\nused to be filled—selections good only to analyze and parse—must make\nroom for the great literature of the world, again carefully graded to\nmeet the growing ability to apprehend and appreciate.\n“The public libraries\nhave been powerful allies in this field. ‘Their graded lists for reading\nhave been of incalculable value to public school pupils.\nIt is probable\nthat the lists might in some cases be improved through conferences with\nthe best teachers of language and literature.\n‘The great classics, the Iliad,\nthe Odyssey of Homer, the Edifus of Sophocles, the Aeneid of Virgil,\nsome of the orations of Demosthenes, the poems of Theocritus, the Lives of\nPlutarch, and portions of some of the dialogues of Plato should be known,\nin English translation by every high school boy and girl. They ought\nalso to know some of the calm philosophy of Marcus Aurelius, some of the\nreminiscent and aspiring passages in St. Augustine’s confessions, some of\nthe thrilling visions in Dante’s great poem, that “‘medizval miracle in\n\nsong,” as Longfellow called it.\n\nThe great ballads of the Middle Ages,\n\nSir Thomas Mallory’s masterpieces, and: the Shakespearian dramas, should\nhave a chance with the eager adolescent mind, for which the best is none\ntoo good.\nHistory vitalized by means of works of literary Art—the great historical\nnovels—will be thrilling and memorable.\nWho can forget such brilliant\nmoving pictures as those presented by The Bride of The Nile, Salambo,\nBen Hur, Quo Vadis, The Talisman, The Cloister and the Hearth, The\nLast of the Barons, St. George and St. Michael, Tale of Two Cities, or\nthe Soul of Anne Rutledge—to mention only.a few almost at random!\nWhat an opportunity the teachers on manual arts have missed!\nThey\nhave ignored the thrilling history of craft. They. have displayed no master-\n\n"} {"page": 171, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n167\n\npieces, hence their work has been mechanical rather than cultural.\nFew\nmanual training men ever introduced their pupils to Imhotep, pioneer architect of pyramids, to Bezaleel, who cast the great bronze columns in the\nclay pits of the Jordan; to Duri, master potter of Athens; to Demetrius,\nfamous craftsman of Ephesus; to Authemius of Tralles, who designed the\nmost wonderful church in the world; Master Gerard, cathedral builder;\nHans Sachs, shoemaker ;Stradavarius, violin make\n; Quenten\nr\nMateys, blacksmith; Peter Vischer, bronze caster; Veit Stoss, wood carver; Benvenuts\nCellini, jeweler; Bould, Chippendale, Adam, Hepplewhite, and Sheraton,\nfurniture makers; Stevenson, Robeling, bridge builders; Gutenberg, Faust,\nCaxton, Plantin, printers; Paul Revere, silversmith; William Morris,\nmaster craftsman; Lehmann, Quarre, Laleque, Louis Tiffany, glassmakers;\nThomas A. Edison, American inventor.\nFew manual training students\never heard from their teachers of such masterpieces of handicraft as the\nShield of Achilles, and the Vaphio Cup, the Portland Vase, the Chariot of\nthe Vatican, the Hildesheim Treasure, the Bayeux Tapestry, the Book of\nKells, the Schoener, Brunen of Nuremberg, or the Strasbourg Clock. Children need nourishing food, not sawdust and shavings.\nIn the Cleveland School of Art we require all our pupils to make an illustrated note book, the table of contents being given to them at the beginning\nof their freshman year. Here it is:\nArchitecture\n\nSculpture\n\nThe Great Pyramids\nKarnak\nPalace of Sargon\nParthenon\nColosseum\nSanta Sophia\n\nSt. Mark’s (Venice)\nGothic\nCathedral:\nMilan,\nParis,\nChartres,\nAmiens,\nRheims,\nYork,\nDurham, Lincoln, Ely, Winchester\n\nA\n\nA\n\nRenaissance Church: St. Peter’s, St.\nPaul’s, The Pantheon, Paris\nA\nColonial\nBuilding:\nIndependence\nHall, Faneuil Hall, Old Stone House\nA Sky Scraper: Woolworth Building,\nTribune\nBuilding,\nMetropolitan\n\nTower,\n\nAmerican Radiator Building\nHome: Contemporary Ar-\n\nAn American\nchitecture\n\nThe Sphinx\nThe Wooden Schoolmaster\nA Lady of the Acropolis\nVictory of Samothrace\nThree Fates of the Parthenon\nHermes of Olympia\nApollo Belvedere\nVenus of Milo\nLoacoon\nColleoni, by Verocchio\nMoses, by Michelangelo\nWooden Madonna, of Nuremberg\nJoan of Arc, by Fremiet\nHoudon’s Washington\nSt. Gauden’s Farragut\nRodin’s Hand of God\nFrench’s Death of the Sculptor\n\nRepresentation\nThe Book of the Dead\nThe Aldrobrandini Marriage\nVictory of Alexander\nA Fayum Portrait\n\nA Mosaic Decoration from Ravenna\n\n(carried in proCimabue’s Madonna\ncession)\nFra Angelico’s Coronation of Virgin\nGiotto’s Mourning over the Dead Christ\n\nMasacios Peter Baptizing\n\n"} {"page": 172, "printed_page": null, "text": "NATIONAL\n\n168\n\nEpucATION\n\nBotticelli’s Allegory of Spring\nDa Vinci’s Mona Lisa\nMichelangelo’s Creation of Man\nRaphael’s Sistine Madonna\nGiorgione’s Concert\nTitian’s Assumption\nVecchio’s St. Barbara\n-Tintoretto’s Ariadne and Bacchus\nVeronese’s Marriage of Cana\nCorregio’s Marriage of St. Catherine\nReni’s Aurora\nRuben’s Descent from the Cross\nClaude Lorraine’s Landing of Cleopatra\n\nWatteau’s Embarkation for Cythera\nDavid’s Rape of the Sabines\nDelacroix’s Barque of Dante\nCorot’s Dance of the Nymphs\nMillet’s The Gleaners\nChavannes’ Sacred Grove—Sorbonne\nDore’s Illustrations Dante’s Inferno\nA Monet\n\nLandscape\n\nVelasquez’s Portrait of Innocent X\nMurillo’s St. Anthony and Infant Jesus\nVan Dyck’s Adoration of the Lamb\nVan Dyck’s Children of Charles I.\n\nRembrandt’s\n\nNight Watch\n\nA Van der Meer of Delft Interior\nDurer’s Four Pillars of the Church\n\nASSOCIATION\n\nHolbein’s Portrait of\nA Lenbach Portrait\n\na Man\n\n(Munich)\n\nHoffmann’s Christ and the Rich Young\nRuler\nHonkacsy’s Christ before Pilate\nHogarth’s The Rake’s Progress\nReynolds’ Age of Innocence\nWest’s Death of General Wolfe\nTurner’s Ulysses Deriding Polyphemus\nLandseer’s Waiting for his Mistress\nHolman Hunt’s Triumph of Innocents\nRosetti’s Annunciation\nBurne-Jones’ Star of Bethlehem\nWatt’s Mammon\nStuart’s Washington (unfinished)\nInness’ Peace and Plenty\nHunt’s The Bathers\nVedder’s The Cup of Death\nWhistler’s Portrait of his Mother\nAbbey’s The Round Table of King Arthur\n\nHomer’s Fog Warning\nAbbott Thayer’s Caritas\nMetcalf’s May Night\nAlexander’s Pot of Basil\nDuveneck’s Whistling Boy\nSargent’s The Frieze of the Prophets\n\nBut should such a list be reserved for Art Schools? Should it not be the\nbasis for instruction in high schoo's? It is a catalog of a part of our vast\nwealth in the realm of the arts, laid up by the master minds of the past, for\nus all to enjoy. It is the heritage of the race. All should participate.\nThis great National Education Association should use every means it can\ncommend to bring to all the children of the United States the best the world\nhas to offer for their instruction, their enrichment, their enjoyment and\ntheir inspiration, that they may help in the forward movement of the human\nspirit towards its shining goal. Every one of us should know by heart\nEmerson’s poem “Culture” as our ever present guide.\nCan rules or tutors educate\nThe semi-god whom we await?\nHe must be musical,\nTremulous, impressional,\nAlive to gentle influence\nOf landscape and of sky,\nAnd tender to the spirit touch\nOf man’s or maiden’s eye;\nBut to his native center fast,\n\nShall into future fuse the past,\nAnd the worlds flowing fates\nIn his own mold recast,\n\n"} {"page": 173, "printed_page": null, "text": "Reports of Committees\n\n"} {"page": 174, "printed_page": null, "text": "oui\n\n-\n\n;\n\n©\n\nP\na\n\n7\n\n=f.\n\nf\n\nior\n\nx\n\n;\n\n=\n\n.\n\n¢¢\n\n*t\n\nwe\n\n4\n\n=)\n-\n\n20\n\n,\n\n.\n\na,\n\note\n\n7 ‘avatata\n\n2\n\n:\n\n1\n\ny-—e\n\naac,\n\nbee ge Jag\n\nnet\n\n&\n\na.\n\nj\n\nae\n\na\n\n4\n\n~é\noe. pe\n\n»\n\na\n\nC2\n\n°\n\n.\n\nad\n\nTs).\n+\n\nt\n\nnt\n\nange\nr\n\nea\n,\n\na\n\n«\n\nwee iv\n\n.\n\ni\n\n7\n\nif\n\n=\n\nas\n\n;\n\n*\n\n=\n\na\n\neee\n\nts\n:\n\na exg\n\nve\n\nA4 o. ae. iret\n:\n\n:\n\niericcn\n\nirae\n\ney\n\nwatt\n\n1“\n\nPBs\n\n3, yore\n\nis\n\nie #; sage lars\n\nSoa “aq\n\nat\n\n*\n\n.\n\n.\n\nP\n\n3 WA4\nA,\n\nars\n\n‘\n\ni\n\nbi\n\ntf\n\nmary\n\nRE, eS\n\na\n\noevee\n\n-\n\ndee\n\n|\n\n=\n\nSayer\n+\n78\n\nAye\n\n~~\n\n:\n\na\n\nfey\n\noot ’\n\nre)\n\ny\n\n“9 pores\n\ni\n\n)\n\n,\nos\n\nTs\n7\n\ni,\n\n~\nr\n\n1\n\nae\n\nbes\n\n.\n\n‘\n\n=~, =\n\n—\n\naw\n\nt\n\nia\n\n1\nSe\n\n:\n\nFats aor rath\n\n4\n\nio\nn\n\n‘\n\n—_\n~\n\ni\n\nea\n\nER.\n\ncE<4\n\nCh\n\nhw\n\n‘A\n\na,\n\n;\n\n5 a\n\n7\n\n"} {"page": 175, "printed_page": null, "text": "REPORT OF THE COMMITTEE ON THE PROBLEM\nRETIREMENT ALLOWANCES—SUMMARY?\nE.\n\nRUTH\n\nPYRTLE,\n\nPRINCIPAL,\n\nMcKINLEY\nCHAIRMAN\n\nSCHOOL,\n\nLINCOLN,\n\nOF\n\nNEBRASKA\n\nThe 1926 report of the Committee on the Problem of Retirement Allowances of the National Education Association included these eleven sections:\n\n1. A Critical Review of the Fundamental Principles of a Retirement\nSystem.\nWhy Every State Should Enact a Sound Teacher Retirement Law.\nThe Teacher’s Interest in Retirement Legislation.\nState and Local Retirement Systems Now in Effect.\nSe\nWhere to Write Concerning Details of State and Local Retirement\nSystems.\n6. Roll Call by States as to Plans Affecting Retirement Legislation.\n7. Tabulation of Main Provisions of Eleven Teacher Retirement Systems.\n8. Income and Outgo for Representative State Teacher Retirement Systems.\n9. Controversial Issues in the Field of Retirement Legislation.\n10. The Text of a State Teacher Retirement Law with Comments and\nExplanations.\n11. Selected Annotated Bibliography.\nThe following is a summary of five sections of the report:\nA critical review of the fundamental principles of a teachers’ retirement\nsystem—Eleven fundamental principles were set forth in the 1924 Report\nof the Committee of One Hundred of the National Education Association\non the Problem of Retirement Allowances.\n‘These principles were widely\ncirculated, intensively studied, and critically reviewed by four groups of\neducators. These eleven fundamental principles are listed below, together\nwith a statement as to the acceptability of each principle by the educators\nwho reviewed them.\nPercent\n\nof\n\nPeople\n\nFundamental\n\nPrinciples\n\nof a Sound\n\nRetirement\n\nSystem\n\nee\nAccepted\n\nEach\nPrinciple\n\nIBerinnerssto. bexex em pt st. 1s%.« cau«ker weet\n\nasictel sce eco) eevee nya\ncrete a\nDepositslreturned’ in®é¢ase of early retirement: 22.5. .%2........:...Disabilitys provided stl nrc.52te\naoe eee tea tian ae ets ee meet ene PA\n\n54\n72\n94\n\nGuatanties.to bothiteachers and. publicaeany\nae cinie ects\niiel\nDéath benefits included),\nwk Sate\nnett: deeb eter cee tee. ee es\nIndividual accounts: kept. aniaueidseatei\nee natn\nte taatia ome atest. oleae\nRights under previous annuity systems safeguarded....................\n\n95\n83\n92\n95\n\nCredit for past service allowed mutiirmanie\ncise\nsss sse\nss ose\n\n95\n\n@osts shared: by teachers andspUDiCa@y\nrere ce re che ee stins 16 0.\nServicerandsd epositsucOnCUnient yr\nast\nittsr tiie fers ts v0 sie» o/6)s 016+c\n\n95\n95\n\nch bn odin coo wed odedcd ono od oD aUOUDDD AD OUDSe\n\n96\n\nNereis\nJ\n\nOe CE\n\nYivelin\n\nThe complete report is published in Vol. IV, No. 3, Research Bulletin\nEducation Association, Efficient Teaching and Retirement Legislation.\n\n[171]\n\nof\n\nthe\n\nNational\n\n"} {"page": 176, "printed_page": null, "text": "172\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nArguments for and against the above principles as well as suggested\nmodifications are included in the Report.\nWhy every state should enact a sound retirement law—These\narguments set forth in the 1926 Report:\n\nare the\n\n1. A sound teacher retirement law protects school children from teachers rendered incompetent by advanced age because:\n(a) It sets up a plan whereby every teacher upon attaining old age and infirmity will have had some provision made for his retirement.\n(b) It frees school boards from the obligation of continuing to employ\nteachers formerly satisfactory, but who are now rendered incompetent by old age.\n(c) It removes the necessity for teachers to continue in service after their\neffectiveness has been seriously reduced by advanced age, or other\ndisability.\n\n2. A sound teacher retirement law tends to attract capable young people into the teaching profession because:\n(a) It partly compensates for the lower remuneration that teaching offers\nduring active service.\n(b) It gives a better guarantee of promotion within the profession.\n(c) It increases the dignity of the teaching profession by keeping its ranks\nfree of those incapacitated by old age.\n\n3. A sound teacher retirement system tends to keep capable teachers in\nthe classroom because:\n(a) It makes it unnecessary for capable people to seek other employment\nthan teaching in order to provide for their old age.\n(b) It makes each year of teaching service a step toward independence in\nold age.\n\n4. A sound teacher retirement\nteacher in the classroom because:\n\nsystem\n\nincreases\n\nthe efficiency of the\n\n(a) It lengthens the period of teaching efficiency by relieving the teacher’s\nmind of the fear of a destitute old age.\n(b) It makes it possible for a teacher to invest in study, training, and travel,\nwithout endangering the provision made for his later years.\n(c) It improves the morale of a teaching force by keeping open the paths of\npromotion.\n(d) It increases the child’s respect for the teacher and thereby makes his\nwork more effective.\n\n5. A sound teacher retirement system in the long run means a substantial\nsaving to the general public because:\n(a) It makes possible the replacement of superannuated teachers, who receive the maximum salaries, by younger teachers who begin at a\nsmaller salary.\n(b) It protects the public from the waste of an expensive school plant\nmanned by a superannuated teacher.\n(c) It guarantees the public a definite and valuable return for its share of\nthe cost.\n\n"} {"page": 177, "printed_page": null, "text": "see\n\nREPORTS OF COMMITTEES\nEE\nee\n\n2\n\n(d) It prevents\n\nthe enactment\n\nof ill-considered\n\nand\n\n173\neee\ncostly “pension”\n\nsys-\n\ntems.\n\n(e) Its cost to the general public is small when compared\nreceived.\n\nwith the benefits\n\n6. The adoption of a sound teacher retirement system is in accord with\nthe best thought of the day because:\n(a) Private industry has already recognized retirement plans as essential\nto good business.\n(b) A retirement plan has already been put in effect in all important public services.\n(c) The public in general contributes billions of dollars each year for the\nsupport of insurance companies that offer protection for the future.\n\nThe teacher's interest in retirement legislation—These eight statements,\ntogether with facts which substantiate them are made relative to the teacher’s interest in retirement legislation:\n1. The form of teacher retirement legislation which promises most in benefits to\nthe public also promises in benefits to the teacher.\n2. The support of sound teacher retirement legislation on the part of all teachers is a professional duty.\n3. Every teacher has a direct personal interest in the enactment of sound retirement legislation.\n4. Sound teacher retirement legislation is based upon sound business principles,\nwhich may be freely accepted by all teachers without loss of self-respect.\n5. A teacher retirement system exercises an important influence upon advancement and promotion within the profession.\n6. Sound retirement legislation should be based only upon expert advice and\ntechnical data.\n7. The\n\nenactment\n\nof sound\n\nlegislation must\n\nbe preceded\n\nby and\n\nbe based\n\nupon\n\na proper education of both the teaching profession and the public.\n8. The enactment of sound legislation must be based upon united effort on the\npart of the teaching profession.\n\nState and local retirement systems now in effect—The extent of teacher\nretirement legislation throughout the United States is shown by the following tabulations:\nStatewide teacher retirement laws are in effect in: Arizona, California, Connecticut, District of Columbia, Illinois, Indiana, Maine, Maryland, Massachusetts,\nMichigan, Minnesota, Montana, Nevada, New Jersey, New York, North Dakota,\nOhio, Pennsylvania, Rhode Island, Vermont, Virginia, Wisconsin.\nIn the states just mentioned, the following cities and counties have local teacher\nretirement systems independent of the state systems: San Francisco, Calif. ; New\nHaven, Conn.; Chicago, III.; Peoria, Ill.; Terre Haute, Ind.; Indianapolis, Ind. ;\nAllegany County, Md.; Baltimore County, Md.; Boston, Mass.; Minneapolis,\n\nMinn.; Duluth, Minn.; St. Paul, Minn.; New York City, N. Y.; Bristol, R. L.;\nNewport, R. I.; Providence, R. I.; Milwaukee, Wis.\nState teacher retirement laws affecting certain cities are in effect in the following states: Cities operating retirement systems under such state laws are: Colorado—Canon\n\nCity, Colorado Springs, Denver, Greeley, Pueblo; Ilowa—Des\n\nKansas—Topeka,\nLovisiana—New\nPortland;\n\nAtchison,\nOrleans;\n\nUtah—Salt\n\nkane, Tacoma;\n\nLake\n\nParsons; Kentucky—Lexington, Louisville,\nNebraska—Omaha;\nMichigan—Detroit;\nCity;\n\nWashington—Bellingham,\n\nWest Virginia—Parkersburg,\n\nWheeling.\n\nEverett,\n\nMoines;\n\nNewport;\nOregon—\n\nSeattle,\n\nSpo-\n\n"} {"page": 178, "printed_page": null, "text": "174\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nhese\nControversial issues in the field of teacher retirement legislation—T\nare the issues discussed under this section:\n1. What Governmental Unit Can Best Administer a Teacher Retirement System?\n2. Who Shall Be Members of a Teacher Retirement System?\n3. What Factors Determine the Amount of the Teachers’ Contributions to a\nRetirement Fund?\n4. By What Method May Money Be Secured to Provide for the Deficiency in\nthe Retirement Fund When Credit Is Given Teachers for Past Service Where No\nRetirement System Has Existed?\n\n5. How\n\nShall Teaching Service Performed\n\nREPORT\nTHOMAS\n\nin Another\n\nState Be Evaluated?\n\nOF THE JOINT COMMITTEE ON HEALTH\nPROBLEMS IN EDUCATION\n\nD. WOOD,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nYORK\n\nCITY,\n\nCHAIRMAN\n\nThe Committee on Health Problems in Education was created as a\nCommittee of the National Council of Education at the meeting in San\nFrancisco, in 1911, at the suggestion and request of the American Medical\n\nAssociation, which was in session at the same time in Los Angeles.\nDuring the fifteen years since the Committee was first appointed the\ncooperation of a corresponding Committee on Health Problems of the\nAmerican Medical Association has been continuous and very satisfactory.\n\nThe Joint Committee on Health Problems in Education has come to be\nconsidered quite naturally and logically as the name of these two cooperating committees.\nAt the meeting of the National Education Association in Des Moines,\nin July, 1921, the Committee on Health Problems in Education of the\nNational Council of Education was formally adopted as a committee of\nthe National Education Association.\n‘This Joint Health Committee has\nduring these fifteen years issued the following reports:\n1. Country Schoolhouses, prepared by Fletcher B. Dresslar, a member\nof our Committee.\nThis report was printed and distributed in. 1912 by\nthe U. S. Bureau of Education.\nUnfortunately this bulletin is out of\nprint.\nThe Committee bulletins and reports still being distributed in the\noriginal or repeated editions include the following:\n2. Minimum Health Requirements for Rural Schools.\nThree editions\nof 800,000 copies of this report have been distributed.\nEvidence from\nmany sources shows that this report has exerted a marked influence in\nthe improvement in rural school sanitation in the United States during\nthe last ten years.\nSeveral states have adopted this report as a standard\nfor rural schools.\n\n3. Health Essentials for Rural School Children was printed in 50,000\ncopies. A second revised edition is now being distributed.\nMost of the\ncopies of this report have been used as supplementary texts on health in the\n\n"} {"page": 179, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n175\n\ntraining of rural school teachers in the normal schools, and as practical\nhand books by rural school teachers and supervisors.\n4. The Health Chart Report.\nThe first edition of 10,000 copies of the\n\nillustrated Health Chart pamphlet was soon exhausted ‘and a second edition\nis now being distributed.\nThis pamphlet not only serves to illustrate and explain the health\ncharts, but is being extensively used for health instruction in both city\nand country schools, and also as a guide in making health posters and\nscrap books.\n5. The Health Chart Set includes 58 charts, each 22 x 28 inches. The\nsecond edition of the Health Charts has been practically exhausted, and\nplans are now being made to reprint the charts.\n6. The Teacher’s Part in Social Hygiene was published in 1921 with\nthe cooperation of the American Social Hygiene Association, and this\ncooperating Association presented the Joint Health Committee with 5000\ncopies of this valuable bulletin.\nThe first printing of this bulletin has\nbeen exhausted, and a second printing of 5000 copies has just been made\navailable. This report contains a very carefully selected bibliography in\nsocial hygiene, and has supplied, and provides a valuable bulletin for\nteachers.\nCopies of this valuable report are available for free distribution.\n*\n\n7, Health\n\nImprovement\n\nin Rural Schools, published in 1922, furnishes\n\nmany descriptions of outstanding work that has been done by progressive\nrural schools in the field of health.\n8. Health Service in City Schools of the United States is the report\nof a survey conducted by the Joint Health Committee in 1922, of the\nhealth work which is being done in the city school systems of this country.\nThe report represents the tabulation of valuable information regarding\ncurrent accomplishments in the field of health service received from 340\ncity school superintendents.\n9. Daylight in the Schoolroom is the title of a valuable report on\nschool lighting which was prepared in 1921 by a subcommittee under\nthe chairmanship of Dr. Edward Jackson, eminent opthalmologist of\nDenver and a member of our Joint Committee.\n‘This report has been\nprinted in several scientific and educational magazines, and represents a\nvery admirable forward looking plan for the better use of daylight in\nschool rooms.\n10. Health Education, a Program for Public Schools and TeacherA report of 160 pages is the most important bulleTraining Institutions.\ntin which has been prepared by the Joint Health Committee. ‘This report\nwas prepared with the constructive cooperation of a technical committee\nof twenty-seven experts, and has proven to be, as recognized by many\nspecialists in the field of health education, the most authoritative and\nhelpful publication ever issued in this field. Over 15,000 copies of this\n\nreport have been sold and distributed, and the demand for it continues very\nsteadily.\n\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\n"} {"page": 180, "printed_page": null, "text": "176\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nchildren. This report of 50 pages is based upon returns from questionnaires sent to 200 eminent opthalmologists and has been prepared through\nthe cooperation of the National Committee for the Prevention of Blindness\nwith our Joint Health Committee.\nThis is the first of eight reports which the Joint Committee hopes and\nplans to complete as a series in that special and much needed field.\n12. Ventilation of School Buildings is a short report which has been\nprepared by a sub-committee of which the chairman is Mary E. Murphy,\nDirector of the Eliabeth McCormick Memorial Fund, in Chicago.\n‘This\nFund also provided, without expense to our Committee, 2500 copies of this\nreport on school ventilation.\n\nThe last two reports mentioned were distributed at the meeting of the\nNational Education Association in 1925, at Indianapolis.\nThe following studies and reports are included within the present\nprogram of the Joint Health Committee:\na. A report on the Conservation of Teeth in School Children.\nThis is being\nprepared through the cooperation, with our Joint Health Committee, of the American Dental Association. Already nearly a thousand questionnaires have been sent\nout to a selected list of dentists through the United States, and the work on this\nreport is going forward as fast as time and the available resources will permit.\nb. A report on Conserving the Hearing of School Children, which is being prepared through the cooperation, with our Health Committee of the American\nFederation of Organizations for the Hard of Hearing.\nIt is expected that both of these reports will be completed and made available\nwithin the coming year.\nc. 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 modern school ventilation.\nd. A study of, and preparation of a report upon, factors affecting posture in\nschool children.\ne. A study of, and preparation of a report upon, the health of the preschool\nchild.\nf. A study of, and preparation of a report upon the health aspects of games,\nathletics, and recreational activities of school children.\ng. A study of, and preparation of a report upon, mental hygiene, particularly\nas related to all children in the schools.\nh. The preparation of a report providing standards for the periodic health ex-\n\namination of school children.\n\nIt is of interest and importance for the members of the Representative\nAssembly of the National Education Association, and teachers in general,\nto learn that the reports of the Joint Health Committee are now being\ndistributed from the headquarters of the National Education Association,\n1201 Sixteenth Street, Washington, D. C. It is a cause of much gratification to our Committee that our reports will in the future be distributed\nfrom the National Education Association offices.\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\nyear by the members of the Joint Health Committee, and by others to\n\n"} {"page": 181, "printed_page": null, "text": "Reports oF CoMMITTEES\nEEne\nEkee\n\n77\n\nthem, seem actually to increase in number as the work of the Committee\ns\nproceeds.\nConstructive cooperation between organizations and committees is a\nprominent part of the policy of our Joint Health Committee.\nThrough\neach year of the fifteen years of the life of our Committee, the appropriation of the National Education Association has been duplicated by equal\n\namounts given by the American Medical Association.\n\nIn addition to this\n\ncooperation and actual money contribution by the Elizabeth McCormick\nMemorial Fund, The American Social Hygiene Association, The National\nCommittee for the Prevention of Blindness, and other organizations and\nindividuals, have contributed altogether as much technical and financial\nsupport for the work of our Committee as has been made available by\nthe generous appropriations of the National Education Association.\nThe sale of the Health Committee reports by the National Education\nAssociation in Washington now provides a substantial source of revenue\nto the National Education Association.\nTo continue the work of the Joint Health Committee with the interest\nand cooperation of the American Medical Association, and other organizations, it is hoped that the Committee may receive an appropriation which\nwill make possible the continuation of the Committee’s work.\n\nREPORT\nWILLIAM\n\nF.\n\nOF\n\nTHE\n\nRUSSELL,\n\nCOLUMBIA\n\nCOMMITTEE ON INTERNATIONAL\nRELATIONSHIPS\nINTERNATIONAL\n\nUNIVERSITY,\n\nNEW\n\nINSTITUTE,\n\nTEACHERS\n\nYORK\n\nCHAIRMAN\n\nCITY,\n\nCOLLEGE,\n\nThe first full meeting of the delegation was not held until the morning\nof the opening session in Edinburgh. The announcement of the names of\nthe official delegates had come at the time of the winter meeting in Cincinnati, and at that time it was possible only to assemble seven for a preliminary session. ‘The chairman tried to compensate for this lack of previous\npreparation by sending all delegates as well as other members of the National Education Association who ‘were planning to go to Scotland a series\nof mimeographed bulletins giving items of general interest, information,\nand the like.\nThe report of the work of your delegation will be considered under three\nheads, (1) Composition of the delegation, (2) Constitutional questions,\nand (3) Participation in the meetings.\nComposition of the delegation—The President of the National Education\nAssociation appointed three types of representatives, delegates, alternate\nAccording to the instructions\ndelegates, and participating representatives.\nof July 3, 1925, the Association thought it desirable to limit the official\nrepresentation to the twenty-five delegates, allowing them discretion to add\nto their number the alternates and such others as later might be deemed to\nThere were officially appointed 25 delegates, 18 alternate\nbe advisable.\n72 participating representatives. Three times this total\nand\ndelegates,\naumber of Americans were present at the meeting.\n\n"} {"page": 182, "printed_page": null, "text": "1/8\n\nNatTIonaL\n\nEpUCATION\n\nASSOCIATION\n\nAt the first meeting the 19 official delegates added to their number the\n11 alternate delegates who were: present at the meeting, and in addition\n\nMrs. Beers of Hawaii and Mr. Vizcarrondo of Porto Rico.\n\nThis made an\n\nofficial delegation of 32. It was this delegation which represented you.\nHowever, no Americans were excluded from the majority of the sessions\nof the delegation and all members of the National Education Association\nwere allowed the floor. At that time the Scotch group in charge of the\nmeeting saw no distinction in those attending and anyone who appeared was\nconsidered as a delegate. Until the question of representation was decided\nthere was no point in drawing too strict a line.\nConstitutional questions—As you know, the World Federation adjourned\nits preliminary meeting at San Francisco without any very definite constitution. Only the most general working basis was.agreed upon, most of the\nimportant questions being left for the Edinburgh meeting to settle. At its\nmeeting in Indianapolis last July the National Education Association instructed its delegation as to the stand to be taken on certain important questions.\nThe first of these was the question of membership. The National Education Association advised us to secure if possible a clause in the constitution\nrestricting the membership to the chief or leading national education association of each land and the representation to be limited to delegates from\nthis association in each country. So far as the United States is concerned,\nthis was an eminently proper request. We.have a national association.\nIt\nincludes all types of teachers. It extends throughout the length and breadth\nof our land. It is truly representative. But almost all the other countries\nof the world have a different situation. There are some 15 organizations\nof teachers in England, 11 in France, 2 in China which are equally strong,\nequally representative, and equally important.\nOn the continent in particular there is a sharp social distinction between teachers in elementary\nschools, teachers in secondary schools, and teachers in colleges. The one\ngroup has nothing to do with the other. Now, while it was right to philosophize about the matter, and show these other countries the benefits of\none grand inclusive association, the World Federation was confronted with\na condition, not a theory; and it was plain to your delegation that we as\nAmericans could not force through our plan when it was so manifestly unsuited to the rest of the world. In addition the whole notion of the National Education Association as an association for the benefit of children\nand education in. general as contrasted with a union for the benefit of\nteachers themselves has been slow to develop elsewhere in the world.\nIn\nsome countries, it was pointed out, there were no national associations of\nteachers at all, nevertheless the best way to start one would be to admit\n\nsome smaller group and assist it to grow.\nWith these things in mind, the American delegation acceded to the request of the other nations that membership be limited to (a) any national\neducational organization or association of persons directly connected with\neducation whose application shall be approved by the Board of Directors,\n\n"} {"page": 183, "printed_page": null, "text": "REpPoRTS OF COMMITTEES\n\n179\n\nand (b) any organization of educators in a country not possessing a nationwide organization whose application shall be approved by the Board of\nDirectors.\nIt was further the wish of the National Education Association expressed\nin the instruction of July 3, 1925, that the principle of proportional representation be adhered to. This seemed a natural desire and justified by common sense ; but it was interesting to see how little support for it there was\npresent in Edinburgh. It was just like in our own Constitutional Convention with Rhode Island wanting as much voice as Virginia. The arguments were persuasive; the little countries needed the most help; the United\nStates was great and did not need it.\nThe other instructions of the National Education Association were carried out in full. Commissioner Thomas was reelected President; Professor Williams, Secretary, and Superintendents Siders and Bradford members of the Board of Directors.\nThe World Federation of Education Associations has now a working\nconstitution, the National Education Association of the United States has\nwithin it its proper place, and the American delegation to the next meeting\nwill not need to devote so large a proportion of its efforts to matters of\norganization and constitution.\nWith fifty delegates to the next meeting\nwe shall be in a position to exercise whatever influence for good we are\nable to, and in addition have an opportunity to learn from other nations.\nParticipation in the meetings—One can not attend a meeting like the one\nin Edinburgh without becoming impressed with one’s own smallness of\nvision. We had thought that we knew what a teacher’s association would\nbe and what its meetings would be like. In accord with this, President\nThomas, who had made a deal with the Scotch, made arrangements for five\nof the section meetings, preschool, primary, secondary, character, and illiteracy. “The Scotch on the other hand had arranged for adolescent, adult,\nuniversities, health, teacher training, and international relations.\nWe\nAmericans had our meetings all fixed, a set program, and unity of ideas.\nThe Scotch, on the other hand, had a chairman and a general topic and the\nrest was discussion. Anyone who wished to send up his card was heard.\nAnd lots of cards were sent up. Naturally the Americans didn’t like the\nScotch program and the Scotch didn’t like the American. But each learned\n\nsomething and that was the important thing.\nYou would have been proud of the Americans at the meeting I am sure.\nAlmost without exception the American contribution was on a high level\nand was well received. ‘There were a few present who did us no good.\nSome gave an air of dissension among the Americans. ‘There were a few\nwho attended primarily to advertise their own pet projects, but fortunately\nthese were in the great minority.\nWhat we had to learn was that we were not the whole show; that there\nare educational ideas outside of America; that other countries have made\nmuch progress; and that we have as much as or more to learn than we have\n\n"} {"page": 184, "printed_page": null, "text": "180\n\nNaTIONAL EpucATION AsSOCIATION\n\nto give. It is this that makes our membership in the World Federation a\nthing of value.\nThere were all in all 233 names on the program, 71 from Scotland, 46\nfrom the United States, 32 from England, 12 from Japan, 6 each from\nIndia, China, France, and Canada, 5 from Hungary, 4 from Belgium and\nCzechoslovakia, 3 from Denmark, Germany, Ireland, and Sweden, 2 from\nAustria, Chili, Greece, and Jugo Slavia, and one each from Bulgaria,\nBurma, Ceylon, Egypt, Finland, Indore, Lithuania, New Zealand, Norway,\nPanama, Poland, Russia, South Africa, and Siam.\nMost distinguished educators were present, Sir Michael Sander, Sir\nCharles Cleland, J. J. Findlay, George Kerschensteiner, Princess Radizwell,\nand Dr. Nitobe, Dr. P. W. Kwo, and Chancellor Tsai, Professor Beltette\nand Petit Dutaillis, Dr. Gennadius, and Sir Donald MacAllister, Ramsay\nMacDonald, and G. K. Chesterton, and a host of others.\nAll told it was a great occasion and most worthwhile.\nAs Chairman of the Committee on International Relationship I request\nthe National Education Association formally to approve the action of your\n\ndelegation.\nWe further recommend the immediate appointment of the next delegation, fifty delegates, and as many alternates as thought best appointed in\norder so that vacancies may be filled automatically. This will enable the\ndelegation to prepare for its work, learn its task, and thus become better\nable properly to represent before the rest of the world the National Education Association of the United States.\n\nREPORT OF THE COMMITTEE OF ONE HUNDRED\nCLASSROOM TEACHERS PROBLEMS—A REPORT\nOF PROGRESS\n\nON\n\nANNA RIDDLE, ST. JOSEPH, MISSOURI, CHAIRMAN\nIntroduction\n\nThis committee was appointed in the fall of 1923 for the purpose of\nstudying professional problems which apply specifically to teachers whose\nwork is in the classroom. ‘The report for last year contained a brief\nsummary of the work carried on by the first chairman, Mary C. C.\nBradford, and also the result of a study on teacher rating, this subject\nhaving been suggested by the members of the Committee at the Washington meeting in July, 1924.\nBecause such problems as tenure, retirement allowances, rating, and\nethics of the profession, all of which are of vital interest to teachers, are\nalready receiving attention through other committees of the Association\nit was thought best to concentrate on a study of quite a different nature.\n\nContributions of Classroom Teachers to the Solution of Special\nProblems\nTeachers everywhere are making outstanding contributions to the solution of special problems outside of the curriculum.\n‘These activities have\n\n"} {"page": 185, "printed_page": null, "text": "a\n\nee ee ee\n\nReports oF CoMMITTEES\nIe IEEE\ni\n\n181\n\nbeen rightly called the classroom teacher’s second mile. Early in the year\nthe chairman decided that a study of such problems and the teacher’s\nshare in solving them would be of interest to the Association.\nAccordingly\na letter was sent to the one hundred members of the committee asking for\ntheir opinion on the work to be undertaken.\nThe replies received voiced\napproval of the project and showed a keen interest in the plan outlined.\nMany expressed a willingness to send in a description of an unusual con-\n\ntribution a teacher or group of teachers had made to the solution of a\nspecial problem.\nOther correspondence followed, and much valuable\nmaterial was contributed.\nSo that all teachers who were interested might\nhave an opportunity to know about the work of the Committee and to\nshare in its activities a page was given to it in the February Journal. A\nmeeting of the Committee was held in Washington, February 23, and the\nchairman was authorized to proceed with the work outlined.\nFollowing is the suggested list of special problems submitted to the\ncommittee:\nInterpreting the school to the public\nSuccessful American Education Week programs\nInterpreting home conditions of pupils to the school: (a) Personnel officer, a clearinghouse for reports from individual teachers\nHelping promote a constructive parent-teacher program\nMeeting community wants, such as securing adequate playgrounds, organizing\ncounty extension library in rural community, organizing a junior park commission, fostering home garden contests, helping control epidemics, helping\nmake the school a community center where one is needed\nDirecting a school’s participation in a community celebration, such as music\nfestival, founder’s day\nEffective Americanization work\nPersonal problems—Helping pupils to succeed in spite of such obstacles as maladjustment, poverty, cruelty at home, language difficulties, personal difficulties, etc.\nDirecting student activities, such as social service projects, junior trafic squad\nProviding for the developing of special talents in children\nPreventing pupil tardiness, absence, and delinquency\nImproving moral conditions in the school\nDeveloping respect for law\nDeveloping idealism and character education among pupils\nDeveloping successful health programs adapted to individual and community\nneeds—Teaching cleanliness and health habits\nDeveloping good reading habits among pupils\nTraining children in thrift habits\nWorking out unique devices for safety instruction and traffic regulations\nlines\nCarrying on scientific research in field of methods, child study, and other\nDeveloping a better professional spirit among teachers.\n\nIt will be seen that the above topics group themselves around the general problems; school activities, the school and the home, the school and\ncommunity, moral training, health training, and personnel problems. We\nknow that it is only through the closest relations between the school and\nthe home that the child can be equipped to cope with the world about him.\n\n"} {"page": 186, "printed_page": null, "text": "NATIONAL\n\n182\n\nWhat\n\ndo it alone.\n\nASSOCIATION\n\neffective work could be done by a teacher than to assist in\n\nmore\n\npromoting\n\nEpucATION\n\na\n\nconstructive\n\nparent-teacher\n\nprogram?\n\nThe teacher can not do it alone.\n\nThe\n\nIt must\n\nparents can\n\nnot\n\nbe cooperative.\n\nThe school is under obligation to exert its influence in behalf of better\nhomes—to understand the parent’s task and to make it easier. The home is\nunder obligation to support the school and to help the child maintain a\nright attitude toward it.\nNo phase of education is demanding greater attention from the school\ntoday than moral training.\nNo phase of education presents greater opportunities to the individual teacher.\nIn moral education or education for\ncitizenship the school and the home are inseparably linked. “The home\nshould be responsible for individual character training, then the school\nwould have its definite task of supplementing that training by the teaching of group morality in classroom relationships and on the athletic field.\nThe real teacher, however, does not wait for ideal conditions, but daily\ntrains his pupils in habits of honesty, obedience, promptness, perseverance,\ncontentment, justice, patriotism, resourcefulness, self-control and _ selfreliance.\n’\nThe past ten years have witnessed remarkable changes in health training in the schools.\nThe inculcation of right living habits has supplemented the study of physiology texts.\nFrom the standpoint of influencing\nthe younger child or the child of adolescent years the teacher has a moral\nobligation to keep himself in such good health as to radiate a feeling of\nfitness.\nMany teachers are doing unusual work along health lines, and\ntheir influence is reflected in the llves of the boys and girls under their care.\nThe number of personnel problems with which teachers are daily coping are legion. ‘There are thousands of teachers helping pupils to succeed\nin spite of such obstacles as poverty, language difficulties, cruelty in the\nhome, extreme nervousness, or an irascible temper, but this is one of the\nunwritten chapters in the history of the profession.\n‘The chairman desires to take this opportunity to thank the members\nof the Committee and all those whom they interested in sending contributions. ‘The response was most generous.\nMuch more material was\nreceived than can be used in a report of this kind, but it has served to\nconvince the chairman that the study has been very much worthwhile.\nThis is simply a report of progress and if it is the desire of the committee\nthe work will be carried on another year.\nThe purpose of the list of problems submitted was simply to serve as a\nguide in suggesting others.\nMuch valuable material was received which\ncould not be classified under any of the topics suggested.\nSo far as possible the reports used have been grouped under general headings, but with\nothers there has been no attempt to classify them.\n\n"} {"page": 187, "printed_page": null, "text": "REportTS OF COMMITTEES\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nON\n\n183\n\nVISUAL\n\nEDUCATION\n\nTHOMAS E. FINEGAN, HARRISBURG, PA., CHAIRMAN\nAt the meeting of the Department of Superintendence of the National\nEducation Association held in Washington in February this committee\nannounced informally that the Eastman Kodak Company had decided to\nenter upon an experiment in the production of moving pictures to be used\nfor illustrative and instructional purposes in the regular classroom work\nof the schools. The proposed experiment is one of such promise and encouragement in the scientific development of this phase of visual instruction\n\nthat the committee regards the movement to be one of such importance\nto the teachers and school authorities of the nation that it should make a\ncomplete report of the general scope of the plan and the methods of procedure under which this company has announced the experiment will be\nconducted.\nWhen the company had decided definitely to enter upon this experiment\nlast March, George Eastman, chairman of its board of directors, invited\na number of educators to meet at his offices in Rochester, N. Y., for a\ngeneral conference on the subject. The following were present:\nHoward Burdge, Principal of the Fredonia, N. Y., State Normal School.\nOtis Caldwell, Principal, Lincoln School, Teachers College, Columbia University, New York City.\nCharles E. Finch, Director of Vocational Schools, Rochester, N. Y.\nJohn H. Finley, New York Times.\nWilliam A. McAndrew, Superintendent of Schools, Chicago, Ill.\nMary Pennell, Butler Hall, New York City.\nMabel Simpson, Supervisor, Primary Grades, Rochester, N. Y.\n\nPayson Smith, Commissioner\n»\n\nof Education\n\nof Massachusetts.\n\nHerbert S. Weet, Superintendent of Schools, Rochester, N. Y.\nThomas E. Finegan, Harrisburg, Pa., Chairman, Visual Education\nmittee, National Education Association.\n\nMr. Eastman,\n\nhis business associates and members\n\nCom-\n\nof the administrative\n\nand scientific staff of the company explained in much detail to this group\nof educators the plans and procedure under which the company proposed\nto conduct this experiment. “These plans revealed a careful, scientific consideration of every aspect of the enterprise and were cordially approved.\nMr. Eastman requested information upon the particular portions of the\ncurriculum best adapted to the use of moving pictures for teaching purposes and the divisions of school work where their introduction appeared\nmost desirable and feasible. Much time was given to the discussion of this\nfeature of the work and all present participated in it. It was the unanimous opinion that in the experimental stages of the enterprise it was essential to concentrate upon the most vital subjects of the fourth, fifth, and\nsixth grades and the junior high school. The company announces that it\nproposes to limit its first experiments to these divisions of the public schools\nand to the following subjects:\n\n"} {"page": 188, "printed_page": null, "text": "NATIONAL\n\n184\n\nEpucATION\n\nASSOCIATION\n\n. Geography\n\n. Health\n\nand Hygiene\n\n. Civics\n. Fine and Practical\n. General Science\nnPwNd\n\nArts\n\nThe company has on its staff some of the ablest scientific men to be\nIt proposes to\nfound, who will devote their talents to this experiment.\nassociate with them, in the employment of the company, trained experts\nin the field of public education and teachers of wide experience and successful achievement in each of the subjects and fields for which pictures\nwill be produced. The pictures will be adapted to the needs of modern,\nscientifically constructed curriculums.\nIt is not intended to make these\npictures for entertainment purposes but solely to illustrate, to amplify, to\nmake clear, to give a lasting impression of the very heart of the lesson to\nbe taught. There will be frequent conferences with leading teachers and\nstudents of education so that the broadest professional judgment possible\nmay be obtained.\nIn order to give the experiment the benefit of varied. interests and viewpoints in education and to make it expressive of national interests and conditions, leading centers in various sections of the country will be invited\nto cooperate in the movement.\n‘Ten cities have been selected. “The school\nauthorities of some of these have already been approached and have cordially availed themselves of this opportunity.\n[he proposal will be presented to the others promptly.\nThe following cities have been chosen:\nRochester; Detroit; Chicago; Kansas City; Denver; Los Angeles; New\nYork; Springfield or Newton, Mass.; Atlanta; Winston-Salem.\nThe company announces that it will devote about two years to these\nexperiments and that during the experimental stages no sales whatever\nwill be made to schools. ‘The company will loan to the selected school\nsystems sets of films as they are produced and the necessary projection\napparatus, screens, etc., without charge or obligation on the part of the\nschool authorities. It is understood, of course, that the schools will make\nreasonable use of these films and cooperate with education committees to\ndetermine their value, their defects, and how they may be improved. ‘The\nuse and tests of these films will be under a plan which will not interfere\nwith the regular work and program of the school. The interests and conveniences of teachers and the schools will be given every necessary consideration. The whole plan has been worked out on a basis compatible with\nthe interests and purposes of the schools and the ethics of the profession\nof teaching.\nTo make the moving picture a really effective educational agency a film\nlibrary should be established in every school so that films may be available\nfor daily use as occasion arises in the regular processes of instruction for\nservice similar to that now afforded by maps, charts, textbooks, reference\nworks, scientific apparatus, etc. The cost of production and distribution\nof films and necessary apparatus at the present time makes this type of\n\nmoving picture service prohibitive.\n\n"} {"page": 189, "printed_page": null, "text": "'\n\nREPORTS OF COMMITTEES\n\na\n\n185\n\ned\n\nThe development of moving pictures, therefore, as an aid to visual instruction involves economic as well as educational or professional problems.\nThis experiment is approached with a vision and spirit which should render\nit possible to determine whether either or both of these aspects of the general proposition may be solved. Is it possible to produce the character of\nteaching films which will yield a measurable result in classroom work of\nsufficient value to make their use of real service?\nIf such films can be\nused and this result can be achieved, is it possible to produce and distribute\nor to sell these films to the schools at a price which will make it practical\nand feasible for the schools to provide them? ‘The development of moving\npictures for general public school use is dependent upon the solution of\nthese two problems. The fact that a corporation of the commercial standing of the Eastman Company is willing to invest the large amount of funds\nessential to this experiment must be regarded as evidence that the company\nbelieves these results are attainable.\nTeachers and school officers should understand that the films made by\nthe Eastman Company will be the narrow width safety film and will be\nprojected hy a machine of the company’s own manufacture called the Kadoscope Projector. ‘There are several other projecting machines using this\ntype of film now on the market.\nSince its organization in 1922 this committee has expressed a desire to\ncooperate with any organization financially competent to undertake the\nproduction of moving pictures on an adequate scale and under scientific and\npedagogical principles for the definite purpose of aiding in the teaching of\nthe public school curriculum.\n‘The proposed experiment of the Eastman\nCompany is the first movement instituted of sufficient importance and\nstability to warrant the serious consideration of the committee. The action\nof the company was upon its own initiative after surveying the possibilities\nof the field and a consideration of the expense involved in the experiment.\nThe company has the capital to make the required expenditure, the necessary organization and plant and the prestige and public confidence to give\nthe experiment a thorough trial.\nIn undertaking such experiment the\ncompany is rendering an invaluable service to the educational interests of\nthe nation.\nThe general business in which the Eastman Company is engaged may\nbe said to be akin to the business of making moving pictures available to\nthe schools of the country. This committee was created by the National\nEducation Association for the promotion of the very ends sought by this\n‘The committee is gratified, therefore, to be able to present\nexperiment.\nof an experiment so full of promise to the interests reprereport\na detailed\n‘1 he comsented by our committee as the proposed Eastman experiment.\nmittee will cordially cooperate with the company in this undertaking and\nit recommends that teachers and school officers throughout the country\nextend every assistance and cooperation possible in the movement.\nSimilar assistance and cooperation should be extended to any other organization entering upon similar experiments in the development of an\n\n"} {"page": 190, "printed_page": null, "text": "NaTIONAL\n\n186\n\nEpucaTion\n\nASSOCIATION\n\neducational agency capable of such service in the sound education of the\nchildren of the nation as in the possibilities.\nof. moving pictures.\nAt a session of the committee held in Washington\nlast February at the\ntime of the meeting of the Department of Superintendence the appointment\nof a subcommittee was authorized.\nfor the purpose of formulating from\navailable data a pronouncement as to what the motion picture should be\n\nexpected to do in education and also as to the ideal content of teaching\nfilms of various types and that such pronouncement be made available to\nany producing organization proposing to make educational motion pictures.\nThe chairman of this committee appointed the following subcommittee:\nErnest L. Crandall, New York City, Chairman\nJ. V. Ankeny, University of West Virginia, Morgantown, W. Va.\nSusan M., Dorsey, Superintendent of Schools, Los Angeles, Calif.\nElizabeth Hall, Minneapolis, Minn.\nDavid Gibbs, Superintendent of Schools, Meriden, Conn.\nEdwin H, Reeder, Teachers College, Columbia University, New York City\nArthur G. Watkins, Washington, D. C.\n\nA report of this character to be serviceable should be prepared with\nmuch deliberation and careful research. It did not appear wise to attempt\nto prepare such a report within the short period of time between the Washington midwinter meeting and this annual meeting.\nThe chairman of\nthe Visual Education Committee, therefore, instructed the subcommittee to\ntake a full year, or more if necessary, and to present its report to the chairman of the Visual Education for the ensuing year in time so that it may be\n\npresented to the annual meeting of this Association in 1927.\n\nREPORT\nTHOMAS\n\nOF\n\nF. JOHNSON,\n\nTHE COMMITTEE ON\nEDUCATION WEEK\nSTATE\n\nSUPERINTENDENT\n\nLANSING,\n\nMICH.,\n\nOF\n\nAMERICAN\nPUBLIC\n\nINSTRUCTION\n\nCHAIRMAN\n\nYour committee on American Education Week has had its. usual problems. Conflicting interests which Democracy makes inevitable and which\nin turn produce those phenomena which a democratic government finds\nnecessary to its existence have made themselves felt. In addition, it has\nseemed desirable to Commissioner Tigert that the Bureau of Education\nshould no longer cooperate to the extent of acting as one of the functions of\nthis week.\nThe Americanization commission of the American Legion under the\nleadership of Frank Cross and your committee feel that we should continue the observance of this week and should secure the cooperation of as\nmany other groups as possible in securing the necessary publicity and in\nmaking the week as widely observed as possible.\nWe have not attempted to prepare slogans for this report and we have\nendeavored to make the time as nearly satisfactory as is possible.\nWe,\ntherefore, recommend that the week beginning on Sunday, November 7th,\nbe designated as the American Education Week with the following pro-\n\ngram:\n\n"} {"page": 191, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n187\n\nSunday, November 7\nOur\n\nNation’s Gop\n\nThere is no-gainsaying the fact that the American Colonies were founded\nby groups of Christian people; that Christian ideals have always made\nthemselves felt ;and that there is a national recognition of a Christian God.\nMonday, November\nCONSTITUTIONAL\n\n8\n\nRicHuTs’ Day\n\nThe object of this day’s work should be to stress the fact that our Constitution gives us certain inalienable rights in the exercise of which we\nshould ever be safe from question.\n\nTuesday, November 9\nEQuaL\n\nOpportunity\n\nDay\n\nThe idea to be developed is that the American system of government\nwhich means an equal opportunity for all also demands in our educational\nsystem that every child should have that opportunity which is necessary to\ndevelop in him or her the best that nature has made possible. It further\nmeans health education, character education, in fact everything that can be\nsaid to properly minister to this end. ‘This day should also be used to\nstress adult education, keeping in mind our ambition to see illiteracy wiped\nout so far as the United States is concerned by 1930.\n\nWednesday,\n\nNovember\n\nOpEN\n\n10\n\nDay\n\nYour commitee feels that one day should be left open for the development of local program.\n‘This may be done either by state or local community. If desired, this program might be transferred to Friday and Friday’s program substituted on Wednesday.\n\nThursday, November 11\nARMISTICE Day\n\nGoopwiLL\n\nDay\n\nThe World War was fought for an ideal and that that ideal is best\nrepresented by the spirit of international good will, freedom for all to work\nout their own salvation unhampered and untrammeled by the ambitions\nand desires of others.\n\n"} {"page": 192, "printed_page": null, "text": "188\nSG\n\ntt\n\nNATIONAL EpucATION ASSOCIATION\nger Se\nee\n\neee\n\nFriday, November 12\nKnow Your ScHoo. Day\n\nThe aim of this day should be an interpretation of the American school,\nits ideals, aims, standards and needs with particular emphasis upon your\nlocal conditions.\n\nSaturday, November\nCommunity\n\n13\n\nDay\n\nThe program on this day should be built around the fact that the school\nis in many ways center of the community, and that education is the single\nbiggest community problem.\nIt is desirable that this program should be developed by the local community in such manner that it becomes continuous.\nFully cognizant of the fact that your committee is attempting the impossible in that no program can be fully satisfactory to any community,\nif it is adapted to the needs of some widely differing location. “They nevertheless present this to you with the hope that its general nature and its ex- .\ntreme flexibility may make it of value to the schools and the communities\nof the entire country.\n\nREPORT\n\nOF THE COMMITTEE\nRURAL TEACHERS’\n\nOF ONE HUNDRED\nPROBLEMS\n\nON\n\nHAROLD W. FOGHT, CHAIRMAN, NORTHERN STATE TEACHERS COLLEGE\nABERDEEN, S. D.\n\nThe Preliminary\n\nProgram\n\nof the Committee\n\nMaterially\n\nChanged\n\nThe original plan of the Committee of One Hundred on Rural Teachers’ Problems included (1) a general campaign on rural education of a\nnationwide character, with emphasis on certain recognized needs of rural\ncommunity life; and (2) a ten-year plan of school reorganization, centering in (a) the maintenance, through private or public aid, of model training schools for rural teachers in connection with several of the outstanding\nteacher-training institutions in every section of the country; and (b) the\nreorganization of the course of study for rural schools in several specially\norganized rural laboratory schools, connected with teachers colleges and\nnormal schools showing particular interest in this type of work.\nThese\nlaboratory schools would develop the subject matter of the course of study,\nas well as formulate the best methods of modern teaching practice.\nUnfortunately this ambitious plan of the committee has had to be postponed, or it may have to be abandoned altogether for want of funds which\nhad been expected from certain philanthropic sources. There is still reason\nto believe that the necessary funds may still be forthcoming, as negotiations\nwhich were dropped a few months ago have again been reopened.\n\n"} {"page": 193, "printed_page": null, "text": "Reports OF ComMITTEES\n\n189\n\nThe program of the committee as originally outlined was ambitious, and\nwould probably have proved quite effective if adequate means had been\nplaced at its disposal.\nUnder the circumstances it was necessary to limit\nthe work for the immediate future to a searching study of just what the\nteachers’ problems are in the several sections of the country, and to do all\nthat can be done to place these needs effectively before the teachers themselves, as well as their patrons, the state legislatures, and other organizations\ninterested in rural education.\n\nDifficult to Study Teachers’ Problems Without Considering Present\nDay Rural Problems in their Several Other Aspects\nEveryone knows that teachers’ problems cannot well be considered apart\nfrom the general aspects of present day organization of American rural\nlife in its economic and social settings. On this general background rests\nthe all important problem of adequate financial support, satisfactory school\nunit organization, school administration, supervision, etc. It would probably be beyond the province of the present Committee to make a particular\nstudy of all of these backgrounds, although it is impossible to get to the\nbottom of the teachers’ perplexing problems without touching many of\nthem here and there. It has been, therefore, the policy of the Committee\nto emphasize this year the basic teachers’ problems particularly, and give\nsomewhat less time to the problems of school organization, administration,\nsupervision, etc.\n\nWork of the Past Year Limited to a Preliminary Survey of the Most\nImportant of the Teachers’ Problems in the Different Geographical Sections of the United States\nDuring the past year each member of the committee has made a survey\nof his own state and particular section of the country as regards the problems of rural teachers by geographical divisions.\nIt will be seen that these findings include both the immediate teachers’\nproblems and the more remote problems of the rural schools. The most\nsignificant of these are set forth below. The problems are ranked in accordance with the importance placed upon them by the committee members reporting:\n1. Adequate financial support as the basis of good schools—A large\neducational program which may eventually remedy the weaknesses in the\nUnless suffrural schools must provide first sufficient financial support.\ncient revenues are secured and then distributed in a manner to secure\nresults commensurate with expenditures, the rural schools will continue to\nremain the weakest link in the educational system. Just how this adequate\nsupport shall be obtained is largely an unsolved problem in many sections\n\nof the country.\n2. Better rural teachers—A rural community might have a good school\nplant, well equipped with adequate playgrounds and good roads leading\nto it, and yet the community has no real school unless it has a teacher who\n\n"} {"page": 194, "printed_page": null, "text": "190\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nis properly qualified for his work before he undertakes it. The average\nAmerican rural community sustains terrible losses because of inadequately\nMinimum standards for the training of such teachers\nprepared teachers.\nshould be carefully studied and recommendations made to the proper\nauthorities. Certain definite minimum standards for the training of rural\nteachers should be adopted by the teachers colleges and normal schools\nof the country, which standards should emphasize not alone a liberal subject matter, but methods of presentation, rural attitude of mind, rural type\nof social development, as well as natural gifts and ability on the part of the\nteachers-in-training.\n3. Minimum state certification requirements—Law-making bodies in\nthe several states and teacher-training institutions must cooperate in raising teaching standards. Legislatures and the general public must somehow\ncome to realize the great losses due to poor teaching.\nBut poor teaching\nwill continue as long as certification standards remain low.\nA careful\nstudy must be made of the certification requirements in the several states\nand a campaign begun for minimum requirements, which probably should\nbe set at not less than high school graduation, or its equivalent, plus at\nleast two years of professional training in a teachers college, or its equivalent.\n4. Closer supervision of rural schools with emphasis on the “helping\nteacher’—The supervision of the rural schools is with very few exceptions\nthe county superintendent’s or inspector’s task.\nIn a majority of cases\nthese supervisors are burdened with many administrative problems and\nhave neither the time nor ability to give the rural teachers the professional\nhelp which they need. Much of the time, money, and effort that is spent\nin preparing teachers is wasted because they do not have enough assistance\nin making definite application of their training, or relating what they have\nlearned to their specific tasks in the schoolroom.\nThere is accordingly an\nimportant field for study here—professional assistance for county superintendents, either under the name of deputy superintendents, helping teachers, or what not.\n5. A vitalized rural school curriculum, content and method—It is important to realize that the general fundamentals of an education must be the\nsame whether children live in city or country.\nHowever, children reared\nin rural communities must have the local coloring of the environment in\nwhich they live as fully as other children should have the local coloring\nof the city where they chance to live. The curriculum is not static and\nthere is great and continuous need for a study of it, both in regard to\ncontent—which is of common interest to all children, regardless of where\nthey live—and special application as it relates itself to the various types\nof localities.\n\n6. School plant organized to meet rural community needs—It is time\nfor the public to. realize that the school building is the laboratory in\nwhich the school education is acquired.\nA majority of our one-teacher\nschool structures are wholly inadequate in this respect.\nThere must be\n\n"} {"page": 195, "printed_page": null, "text": "REPORTS OF COMMITTEES\na\n\n191\n\nbetter physical conditions and better material equipment throughout.\nSo\nfar as possible the building should be planned for rural community purposes. There is also great need to study rural schools as to types, both\nconsolidated and one-teacher.\n7. Better salaries for rural teachers—“When a teacher teaching in the\nrural schools receives such a salary as will be adequate to the amount expended for preparing for his work through several years of college preparation, a superior class will be attracted to the work.’’ So reports one memHe continues:\nber of the committee.\nHundreds of young men and women hopefully and happily take up the work\nof teaching in rural schools annually.\nThey grow professionally, attend summer\nschools, and do a certain amount of traveling, but as the years come and go\nand they find themselves without anything laid by to support them in their\ndeclining years, they begin to walk in the shadow of a great fear, that at some\nfuture time, after their days of usefulness in the schools are over, they will not\nbe able to maintain themselves in decency or comfort and that they will probably\nbecome a charge upon relatives or upon the state.\nThis condition must be\nremedied.\n\n8. Longer terms and secure teaching tenures—These are important additional problems. School terms in rural communities are, generally speaking,.too short. In addition, his teaching tenure is altogether too insecure.\nThese problems need serious study in connection with the other problems\nset forth above.\n\nSpecific Problems for 1926\nThe problems’ set forth below, on which a preliminary report was made\nat the Washington meeting of the Department of Superintendence in February of the present year, were chosen for study for 1926. Each committee\nhad been allotted a problem with power to further enlarge the committee\nfrom the main committee, if deemed desirable.\nI. Immediate\n\nTeachers’\n\nProblems\n\n1. Basic considerations in teachers’ preparation to include: (a) the\nquestion of who shall be considered suitable candidates for admission to\nteacher-training institutions; (b) reasonable minimum scholastic standards\nfor admission to teacher-training institutions; (c) just how to enlist students of good natural ability to prepare for rural teaching.\nCommittee: Caroline S. Woodruff,\nJohnsbury, Vermont, Chairman.\nGeorge W. Works, New York.\nAgnes Samuelson, Iowa.\nMargaret Sweet, Idaho.\nLouise B. Lynd, Arizona.\n\nPrincipal,\n\nTeacher\n\nTraining\n\nSchool,\n\nSt.\n\n2. The study of reasonable academic and professional requirements for\nrural teachers may properly include: (a) uniform minimum standards to\nbe recommended for all states, emphasizing the kind of teacher-training\n\n"} {"page": 196, "printed_page": null, "text": "NATIONAL\n\n192\n\nEpuCATION\n\nASSOCIATION\n\ninstitutions to be recognized and the amount of time devoted to study;\n(b) an analysis of the schools best adapted in which to prepare rural\nteachers.\nCommittee:\nChairman.\n\nJohn F. Sims, President Teachers\n\nIrving C. Mitchell, Rhode\n\nCollege, Stevens\n\nPoint, Wisconsin,\n\nIsland.\n\nMarie IT. Harvey, Missouri.\nGrace M. Shepherd, Missouri.\n\nRoland\n\nBower,\n\nGeorgia.\n\nH. V. Holloway,\n\nDelaware.\n\nH. L. Turner, Arkansas.\nNorman Frost, Tennessee.\n\nJose C. Rosario, Porto Rico.\n\n3. The preparation of teachers\nteacher training high schools.\n\n(white)\n\nCommittee: Edith Lathrop, Assistant specialist\nEducation, Washington, D. C., Chairman.\nGertrude McArthur, Florida.\nLyle Guyer, Nebraska.\nH. E. Watson, Oklahoma.\nAlice M. Bacon, Oregon.\nC. C. Swain, North Dakota.\nW. McKinley Robinson, Washington, D. C.\n\nin county normal\nin Rural\n\nschools and\n\nEducation,\n\nBureau\n\nof\n\n4. Observation and practice teaching requirement for rural teachers.\nCommittee: O. W. Neale, Head, Department Rural Education,\nStevens Point, Wisconsin, Chairman.\nJ. D. Muldoon, Virginia.\nMinnie G. Bean, Washington.\n\nLela\n\nM. McDowell,\n\nTeachers\n\nCollege,\n\nMichigan.\n\nT. J. Smart, Kansas.\nCora Pearson, Alabama.\n\n5. After school follow-up education for rural teachers. The study should\ninclude at least (a) extension service—group study, correspondence, etc.;\n(b) continued education of new teachers under direction of “helping\nteachers” sent out from the teacher-training institutions.\nCommittee: Florence M. Hale, State Agent for Rural Education, Augusta, Maine,\nChairman.\nFlorence Lowry, Nevada.\nH. M. Wells, Hawaii.\nJennie Jessop,\n\nMaryland.\n\nRuth\n\nMaine.\n\nHolgate,\n\n6. Uniform certification requirements to standardize the profession and\nprotect professional teachers from inroads of amateurs.\nCommittee: A. G. Yawberg, County Superintendent of Schools, Cleveland, Ohio.\n\nBessie Wells, Alabama.\n\nHilda M. Hughes, Indiana.\nOlive\n\nThompson,\n\nFred\n\nC. Fisher, Michigan.\n\nKansas.\n\n"} {"page": 197, "printed_page": null, "text": "REPoRTS OF COMMITTEES\nMabel Hondo, Minnesota.\nA. A. Wood, Montana.\nJ. M. Arnold, New Jersey.\nD. C. Brogden, North Carolina.\nE. O. McCowan, Ohio.\nA. S. Burroughs, Washington.\nAlbert Earley, Delaware.\nCharl O. Williams, Consulting Member,\n\nWashington,\n\nII. Important Problems\n\n193\n\nD. C.\n\nMore Remote\n\n1. How to get more money for rural education.\nCommittee: Samuel H. Cohn, Deputy State Superintendent\nmento, California, Chairman.\nW. G. Scott, Georgia.\nJohn Enright, New Jersey.\nLillian E. Knowles, Rhode\nM. E. Moore, Texas.\n\nof Education,\n\nSacra-\n\nIsland.\n\nTaylor Brockbank, Utah.\nZ. May Meighan, Washington.\nF. W. Stemple, West Virginia.\nCharl O. Williams, Consulting Member,\n\nWashington,\n\nD. C.\n\n2. How to secure closer supervision in rural schools.\nCommittee: Anna Swenson,\nChairman.\nA. B. Hill, Arkansas.\n\nState Rural\n\nSchool\n\nSupervisor,\n\nSt. Paul, Minnesota,\n\nN. S. Light, Kansas.\nCharles M. Fisher, Florida.\nFannie Spaits,\nIllinois.\n\n3. Longer terms and more secure tenures for rural teachers.\nCommittee: W. E. Halbrook,\nkansas, Chairman.\nWalter B. Hill, Georgia.\nF. C. Button, Kentucky.\nEvelyn Hodgdon, Maine.\n\nState\n\nAgent\n\nof Rural\n\nSchools,\n\nLittle\n\nRock,\n\nAr-\n\nIowa\n\nState\n\nsi\n\n4. School consolidation adapted to present economic conditions.\nCommittee: Macy Campbell, Head,\nTeachers College, Cedar Falls, Iowa.\n\nRural\n\nEducation\n\nDepartment,\n\nC. G. Sargent, Colorado.\nBertha Tyler, Iowa.\nFlora Guethlin, Kansas.\nJ. V. Chapman, Kentucky.\n\nJ. T. Calhoun, Mississippi.\nBura Hilbun, Mississippi.\nW. T. Clopton, Missouri.\nLee L. Driver, Pennsylvania.\n\n5. The man and wife school and what it can do for the rural community.\nCommittee: Jasper L. McBrien, Head, Rural Department,\nCollege, Edmond, Oklahoma, Chairman.\n\nCentral State Teachers\n\n"} {"page": 198, "printed_page": null, "text": "EpuCATION\n\nNATIONAL\n\n194\n\nASSOCIATION\n\nCharles Dalzell, New Hampshire.\nA. Montoya, New Mexico.\nIla Johnston, North Carolina.\nMrs. F. C. Beverley, Virginia.\n\n6. Better living conditions for rural teachers with emphasis on teachers’\ncottages and boarding places.\nCommittee: J. C. Muerman,\nDurant, Oklahoma.\nVictoria Lyles, Oklahoma.\n\nRobert\n\nM. Newton,\n\nSue M.\n\nPowers,\n\nHead,\n\nRural\n\nDepartment,\n\nState\n\nTeachers\n\nCollege,\n\nVirginia.\n\nTennessee.\n\nMrs. F. C. Beverley,\n\nVirginia.\n\nIII. Pending such time as adequate funds may become available for the\nestablishment of rural laboratory schools, the following have been designated as a committee on rural school course of study, both for elementary\nschools and rural high schools. ‘They are at work making a preliminary\nstudy of educational objectives.\nCommittee: L. B. Sipple, Head, Rural Department, Northern State Teachers\nCollege, Aberdeen, South Dakota, Chairman and in charge of Elementary Group.\nLewis Tidball, Wyoming, Chairman Secondary Group.\nJames Hurst, Virginia.\nMae Hamilton, Wyoming.\n\nLuella M. King, Montana.\nG. H. Willman, Montana.\nWilliam K. English, New Hampshire.\nN. W. Walker, North Carolina.\nAgnes Jones, North Dakota.\nCatherine Culletin, Ohio.\nEva Ehrenfeld, Arizona.\nE. -C. Cash, Colorado.\nC. W. Maddocks, Connecticut.\nRussel F. Lund, Connecticut.\nHarriet Berninger, Illinois.\nMary Milligan Stroud, Kansas.\nErnest C. Burnham, Michigan.\n\nMargaret Briscoe, South Dakota.\nRichard\n\nWatson\n\nCooper,\n\nDelaware.\n\nThe Committee\n\nReports Progress\n\nSince the committee conference, held in Washington last February,\nmarked progress has been made by the several subcommittees.\nA final report can be prepared in time for the 1927 meeting of the National Education Association.\nI. The subcommittee on suitable candidates for admission to teachertraining institutions (Miss Woodruff, Chairman) is working in cooperation\nwith the authorities at Columbia University and the United States Bureau\nof Education.\nThe committee’s plan of study is based on the following\noutline:\n\n"} {"page": 199, "printed_page": null, "text": "Reports OF COMMITTEES\n1. A study of conditions\ntheir weaknesses.\n\ntoday,\n\nwith\n\na view\n\nto determining\n\n195\ntheir\n\nstrength\n\nand\n\na. Sources and means of getting data\nb. Available bibliography\nc. A few type schools representative\nselection\n\nof latest thought and policy in student\n\n2. A study of standards particularly desirable for teachers in rural schools,\na. Personal characteristics—ideals, attitudes, social interests\n\nb. Scholastic background\nc. Professional equipment—attitudes, capacities, teaching\npossibilities\n3. From this study a recommendation for certain minimum\nadopted\n\nability,\n\ngrowing\n\nstandards\n\nto\n\nbe\n\na. For admission to teacher-training institutions\nb. For retention in teacher-training institutions\nc. For graduation from teacher-training institutions.\n\nII. The subcommittee on the study of reasonable academic and professional requirements for rural teachers (john Sims, chairman) is making a\nsurvey of the standards at the present time in use throughout the country\nas a basis for setting up the requirements which may likely approach as\na minimum requirement high school graduation or its equivalent and two\nyears of professional study for all rural teachers going into the profession\nafter a given year.\nIII. The committee on the preparation of teachers (white) in County\nNormal Schools and Teacher-Training High Schools (Edith Lathrop,\nchairman) has secured the cooperation of the United States Bureau of\nEducation which ,is providing the committee with the necessary material\ndealing with the different phases of the problem for further study. This\nmaterial is in the process of sifting and cataloging. A summary is likewise\nbeing prepared containing the opinions on the advisability of this type of\nteacher preparation. “This is sought mainly from state supervisors of rural\nteacher training and professors and instructors in charge of rural teachertraining departments in normal schools and teachers colleges.\nIV. Report of the subcommittee on observation and practice teaching\nThe committee has made real\nrequirements (O. W. Neale, chairman).\nprogress in its study of practice teaching facilities in the normal schools and\nteachers colleges: which have well organized departments for the training\nof rural teachers. Steps have also been taken to make a similar study in\nconnection with the county normal schools and classes in states which maintain them.\nV. The subcommittee on in-service training (Florence M. Hale, chairman) will soon be ready to make a report on how state departments of\npublic. instruction, teacher training institutions and other agencies can be\n\nof greatest use to the teacher in advancing the teacher's spirit and scholar-\n\nship while in actual teaching service in the field.\nVI. The subcommittee on uniform certification requirements (A, G.\nYawberg, chairman) is at work on the very difficult task of making a na-\n\ntion-wide: study of. certification requirements on which the committee will\n\n"} {"page": 200, "printed_page": null, "text": "196\n\nNaTIONAL\n\nEpucaTion\n\nAssOciATION\n\nmake its recommendations for a uniform certification system for the nation\nat large. Without some such plan of uniformity, it will be exceedingly\ndificult to improve teaching in rural communities.\n\nImportant Problems More Remote\n1. The subcommittee on how to get more money for rural education\n(Samuel H. Cohn, chairman) has just begun a nation-wide study on the\nfinancing of the public schools with special emphasis on rural schools. A\ncomplete report may be expected one year hence.\n2. The subcommittee on closer supervision in rural schools (Anna\nSwenson, chairman) is working on the following plan of procedure:\nThe committee purposes considering two possible lines of study for obtaining\ncloser supervision of rural schools: (1) The* improvement of service already in\noperation; (2) setting up new machinery for supervisory activities.\nThere is much similarity in the detailed methods of work all over the country,\nbut certain states have advanced much farther than others in the organization of\nthe work, setting up objectives, and adopting specific methods of procedure in\nsupervision.\nThere is much to learn from these states—first from what has been\naccomplished and also from experimental work.\n\nSuggested procedure:\n1. The committee will assemble and summarize information in regard to supervisory work which is being done effectively.\n2. The best thought of leaders in rural education in regard to organization of\nthe work in state departments and county or district supervisory units will be\n\nassembled,\n3. The subcommittee\n\n)\ntrusts that this information\n\nentire committee of 100 and to others who\nvision in rural schools.\n\ncan be made\n\navailable\n\nto the\n\nare interested in the problem\nof super-\n\n3. The committee on longer school terms and more secure tenure (W.\nE. Halbrook, chairman) has just been reorganized. It is making a study\nof the experiences of other states with longer school terms and more satisfactory tenure of office. The final recommendations have been promised\na little later in the year.\n4. The subcommittee on the man and wife school (Jasper L. McBrien,\nchairman) is making a nation-wide study of this important phase of rural\nschool management.\nThe committee will without question have a noteworthy report ready for 1927.\n_ 5. The subcommittee on the consolidation of schools (Macy Campbell,\nchairman) is planning for a thoroughgoing study with a view to making\nrecommendations for the establishment of a type of consolidated school\nwhich shall meet in every respect the requirements of the average rural\ncommunity without being the cause of too great a financial drain upon the\nschool communities.\n6. The subcommittee on better living conditions for rural teachers CF.\nC. Muerman, chairman) has its final report almost completed. The report\nwill be based on a study covering the following points: (1) present status\nof living conditions for teachers in rural districts; (2) what has been done\n\n"} {"page": 201, "printed_page": null, "text": "Sage cust\n\neee\n\nREPORTS OF CoMMITTEES\nre\na\nSe\n\na\n\nee\n\n197\ner\n\nto remedy these conditions; (3) the most effective means of providing\nsuitable living conditions for our rural teachers.\nIX. The Committee on Rural School Curricula—elementary and secondary (L. B. Sipple, chairman). The most difficult phase of the entire\nstudy is the course of study for rural elementary and secondary schools.\nThe committee feels keenly the need of rural laboratory schools established\nin good rural environment wherein to develop through daily experience the\ncourse of study for rural people. Of schools founded solely for this pur-\n\npose there are, unfortunately, none in existence in the United\n\nStates.\n\nAs\n\ncurriculum—In\n\nmost\n\nthe next best thing to do, the subcommittee has been availing itself of\ndaily experience acquired in several of the best rural and practice schools\nattached to teachers colleges and normal schools in different parts of the\ncountry.\nThe preliminary report of the subcommittee follows:\nThe Curriculum for the Rural Elementary School\n\n1. Some\n\npresent\n\ncharacteristics-of\n\nthe\n\nrural\n\nelementary\n\nstates an elementary school course of study is published for rural and town schools\n\nalike. The urban standards necessarily prevail in such courses.\nLittle attempt is made at enrichment by requirements in music, nature study, agriculture, home economics, and recreation.\nThere is usually no provision for special help for the slow or the bright pupil.\nMinimum and maximum standards are seldom set; only average.\nNo provision is made for making certain contacts for the child which are necessary for a well-rounded citizen. Notably are the social and community contacts\nlacking.\nOften more thought i$ given to preparation for high school than for living.\nThe unit (the entire state) served by the course of study is often too large to\ntake into account local resoures or needs.\nA wholesome physical education program is often lacking or inadequate.\nLittle attempt is made to combine and correlate related subject-matter or to\n\ngroup pupils into larger units, thus making many small classes, much repetition,\nand causing a waste of time for both teacher and pupil.\nThe course is planned on a graded school basis. No account is taken of the\npeculiar organization of the one-teacher school. The great advantages which this\ntype of school has for caring for individual pupils is not made the most of.\nMethods of teaching or helps for teachers are seldom given.\n2. Aims and Objectives of the Rural Elementary Curriculum—From recent discussions, a study of publication and a few notable experiments the following may\nbe stated as approaching a consensus of opinion as to objectives and aims for the\nrural elementary school.\nA. CURRICULUM CONTENT OBJECTIVES\nThe curriculum for the elementary rural school should give rural children a\nmastery of the tool subjects, a general education, such as all American children\nneed, It should also give them a broad cultural or citizenship training to fit them\nfor life in either city or country. It should make the rural child more efficient and\nJ\nhis life more satisfying.\nThe principal difference between rural and urban curricula is one of environment. The rural child lives in a rural environment. Therefore the rural curriculum should be built from that environment and should supply what that environ-\n\n"} {"page": 202, "printed_page": null, "text": "NATIONAL.\n\n198\n\nmust draw’ freely upon the experiences; of ‘the child,\n\nment Jacks. )\n1,103*\n\n10,841\nDEIN Se\n\nManneésotaner ory\nae\nreer\nIMissouris\n\n4,285*\n350*\n\n(#*)\n(#*)\n\nMichiganteets\n\nmirt\n\nyear\n\n(7%)\n\nek\n\nZig O18s\n21,544\n2,390\n\n* Number is approximated.\n** Data were not available.\n1A Survey of the Arizona Public School System, conducted by C. Ralph Tupper under the\nauthority of the State Board of Education, and published January 1, 1925, shows these facts\nrelative to teacher tenure:\n‘Thirty-five per cent of the teachers are teaching their first year in Arizona. Six per cent\nArizona thereare teaching their first year in Arizona and have come from Arizona schools.\nfore imported last year at least 29 per cent of her present teaching staff.’\n““The average Arizona teacher has had six years of teaching experience and has held three\nThe average rate of moving from one position to another is shown\npositions in that time.\nbelow:\nElementary\nSecondary\nEvery year or oftener........... 6%\n“0\nEvery. twO:Veans. fiduwtenice\nwas de 52%\n50%\nEvery three years. ............- 65%\n56%\n“A tendency toward greater permanency in positions is evident, among secondary teachers,\nalthough some localities show a reverse tendency, having an average annual turnover of 30 per\ncent in the grades and 50 per cent in the high school.”\n2 The population of this State is increasing so rapidly and teachers change positions so often\nthat an exact statement as to teacher turnover is difficult to make.\n3 Maine has made great headway in recent years in holding her teachers and the preparation\nof teachers, she usually had a turnover of about 1,200 to 1,400 each year out of 6,300 positions.\nHer normal schools graduated about 650:\nLast year she required only 834 new teachers:\n4 Includes 697 teachers for the 23 counties of Maryland and 179 for the city of Baltimore.\nFor the 23 counties the data were esitmated on basis of number of inexperienced teachers employed in the case of the 127 new high school teachers employed, about 60 were for newly created\n\npositions.\n\n5 This represented an increase of 1,200 over 1923.\n\neS EEE EEE\n\nJ\n\nHow\n\ncan\n\nthe teaching profession\n\nbe. stabilized?—Data\n\nsuch as those\n\npresented in the above table face us with such questions as these:\n1. In no state does it seem reasonable that in any one year more\n\nthan\ntwenty percent of the teachers would be leaving the teaching profession\nhecausé of marriage, old age, or death. What then are the additional reaIs\nsons why thousands of teachers leave the teaching profession annually?\nadvancepersonal\nfor\ny\nLack of opportunit\nit because of poor salaries?\nment? Incompatible surroundings?\n\n"} {"page": 212, "printed_page": null, "text": "208\n\nOe\nTapuE\n\nNATIONAL EDUCATION ASSOCIATION\neee\nee\nee\nTURNOVER\n\n1.—TEACHER\n\nIN THE\n\nSTATES\n\nUNITED\n\neee\n\nFOR THE\n\nYEAR\n\n1924-1925\n\n(Continued )\n\nTotal number of teachers (kindergarten to\nhigh school inclusive)\nrequired\nfor\nthe school year 19241925 to fill positions\nvacated by teachers\nleaving the profession\n\nState\n\ni\n\nTotal number of teachers (kindergarten to\nhigh school inclusive)\nemployed\nin\nthe public schools\nfor the school year\n\n1924-1925\n\n2\n\nMiantaniatnt\neas % 6 re\nNévadac Giinbe.. ueksie\nNew Hampshire.....\nNew Mexico........\nNorth Carolina......\n\n768 6\nNot over 75*\n443\n300*\n(F*)\n\nOregon «fide\nPennsylvania........\n\n1,400\n5,954 8\n\nQOhiod seh ehactst\nOklahoman.\nae cee\n\n4,500\n1,000\n\nRhode Island.......\nSouth Dakota.......\n\n300*\nor\n\nTennessee)... 0.51065:\nTexas Use ke sekso\nUtah.\n\n~Total number of teachers (kindergarten to\nhigh school\ninclusive) for the school\nyear 1924-1925 who\nleft one teaching position to accept another teaching position\n\nBates\n\n1,600\n\n2,619 10%\n5,000*\n\naccion\n\n3442\n\nWermontinvctstes1:\nWairginia 28a ee. pciere oe\nWashington.........\nWest Virginia.......\n\nWiscomsin'..aseiieciens\n\n350*\n**)\n2,300*\n1,400\n\nSomething less than\n0 14\n\n120\nAbout 40% of total\nor 3,200\nek\n\n10, 000*\n*w*\n\n400*\n\n(#4)\n\n4,600*\n4,500\n\n8, 000*\n\n** Data were not available.\n* Number is approximated.\n6 Based on a study by Dr. S. E. Davis, President, State Normal College, Dillon.\nThis number\nof teachers were imported from other states into Montana during the school year 1924-1925.\nThere is so large a percentage of Montana’s teaching population which belongs to the ‘‘floating”’\npopulation that County and City Superintendents do not know whether teachers leave the profession or not.\n7474 teachers were teaching school in Nevada for the first time in 1924-1925.\n8 This represents the number of teachers who withdrew from school service for the year 1924—\n1925, as shown by records of the Pennsylvania School Employees’ Retirement System, of which\napproximately 99 per cent of the teachers of the State are members.\n® Data on 44,999 of the 53,696 regularly employed teachers for 1924-1925 indicate that 1,377\nwere in their present position less than one year; and that 11,378 were in their present position,\nbut less than two years.\nThe increase in the number of teachers in Pennsylvania of 1924-1925\nover 1923-1924 was 1,993.\n10 Tennessee has approximately 2,600 teachers without previous experience each year.\n11 Tt is practically impossible to make even estimates of the number of teachers leaving the\nprofession in Texas and those changing positions.\nThe difficulty is enhanced in this state by\nthe fact that the teachers are not compelled to report the fact of employment to keep their certificates in force.\n12 Represents number of teachers employed in Utah in 1924-1925 who had less than one year’s\nteaching experience; 404 teachers employed in*Utah in 1924-1925 had had only one year’s\nteaching experience; 358 teachers had had only two years’ teaching experience.\nIn other words,\napproximately 36 per cent of the teachers in Utah in 1924-1925 had only two years’ or less teaching experience.\nThese data do not include Salt Lake City or Piute, San Juan and Alpine\ndistricts.\n\n13 It is estimated that the teacher turnover in Virginia would be approximately 12 per cent\n\nof the high schoo!\n\neachers and\n\n18 per cent of the elementary\n\nteachers.\n\n14 About 3,000 new teachers are needed each year. “There is no way of determining whether\n\nthis number\n\nis leaving the field or not.\n\n2. Is it the untrained teacher who drops out of the profession, and who\nhas merely used teaching as a “stepping stone”?\n3. What are the occupations into which these former teachers go?\n4. Should not the married teacher, if she desires, be permitted to continue teaching, and thus help in the reduction of teacher turnover?-\n\n5. Why should thousands of teachers shift from one teaching position\nto another every year? How much of this turnover is due to the “spoils\n\n"} {"page": 213, "printed_page": null, "text": "REPoRTS\n\nOF COMMITTEES\n\n209\n\nsystem”? Would a single salary schedule as well as tenure legislati\non tend\nto reduce teacher turnover? How many teachers change from elementa\nry\nto junior or senior high school work each year—not because they are\nmore\nfitted for that work, but because it offers a larger salary?\n6. How much has lack of training to do with teacher turnover?\n7. Teacher turnover is greatest in rural communities.\nWill consolida-\n\ntion of schools, better salaries, and better living conditions for teachers help\nto reduce teacher turnover?\nNone of these questions can be answered with the data now at hand.\nThey are questions which merit extensive study.\nOne thing, however,\ndoes seem certain that where tenure legislation is in force, teacher turnover,\ndue to political dismissals is reduced. Furthermore teachers are more apt\nto continue in a particular position if certainty of tenure during efficient\nservice is assured them.\nThe following section presents the viewpoints of foremost writers in the\n\nfield of teacher tenure on the subjects of teachér turnover, tenure legislation, and court decisions relative to teacher tenure.\nA Review\n(Facts\n\nand\n\nimpressions\n\nof Recent\n\nLiterature\n\non Teacher\n\ngained from a review of books and magazine\nof teacher tenure published since 1920.)\n\nTenure\narticles\n\non\n\nthe\n\nsubject\n\nThe following statements represent a listing of opinion affecting teacher\ntenure which appears in recent literature on the subject. The inclusion\nof these statements does not, in every instance, mean that they are officially\napproved by the Committee on Tenure or by the National Education\n\nAssociation.\n1. Teacher tenure is a subject of vital interest, judged from the large\nnumber of articles that have been published on this subject within the past\nsix years.\nyeh\n2. In many sections of the country, teaching is a procession rather than\na profession.\na. The Federal Commissioner of Education estimated the number of recruits\nneeded for the rural teaching service in a single year (1918-19) as 130,000—an\nannual turnover of more than one in three.\n\nb. In 1921, in rural schools only 30 percent of the teachers are re-elected annually.\n\nIn Oregon,\n\nfrom\n\n1900-1920,\n\n70-90\n\npercent\n\nof the rural teachers were\n\nnew\n\nto the\n\ndistricts where they served; the average total teaching Service was three years.\nc. About 68 percent of the rural teachers of Wisconsin remain in the same school\nless than 1.5 years.\nd. In New\n\nYork\n\nState\n\nthe average\n\namount\n\nof service\n\nrendered\n\non\n\na teacher's\n\ncertificate is 6.75 years.\ne. Data for 1900-1910, relative to ten one-teacher schools in the foremost counties\nof Kentucky show that no teacher taught in any school during four consecutive\nsessions; ’ only one teacher remained with a school during three consecutive years.\n;\nThe average consecutive tenure was 1.41 years\nf. In 1925 the percentage of annual teacher replacement in Arizona was reported\nas 16 percent.\n\n"} {"page": 214, "printed_page": null, "text": "210\n\nNATIONAL\n\nEpUCATION\n\ng. Teacher turnover is greater among\n\nASSOCIATION\n\nelementary teachers than among\n\nsecondary\n\nOne writer questions, however, whether high-school teaching may be\nteachers.\ncalled a life-career when the average high-school teacher gives only six years’\nservice.\nh. A report published in 1923 gave the median tenure for city school superintendents in the United States as five years; in cities of less than 10,000 population,\nthree years.\n\nThe results of frequent change in superintendents are often waste and a confused\nteaching staff.\n7\n\n3. Very different from the “hire and fire” system existing in the United\nStates is the protection afforded teachers in foreign countries.\n4. A transient teacher contributes less to a community than one who\nstays long enough to appreciate community needs and builds his life into\nthe life of the community.\nThe manufacturer is able to estimate the financial loss to his business due\nto labor turnover because his output is a tangible product. The school’s\nproduct is changes in the lives of boys and girls—a more intangible product\nwhich it is difficult to measure.\n‘There is no question, however, but that\nthere is an inestimable loss in school efficiency each year due to teacher\nturnover.\n‘The first requisite in teaching is that the teacher shall really\nknow the pupil. He cannot do this and change schools every year or two.\nIn rapid teacher turnover it is the child who suffers. When teaching is a\nprocession rather than a profession, the developing ideas, ideals, and attitudes of children are trampled underfoot.\nThese have been suggested as means of solving the tenure problem:\na. Minimum training for entrance to the teaching profession, four years of high\nschool and at least two years of professional training.\nb. A probation period of two or three years, following which teachers should\nhave permanent tenure.\n;\nThis makes tenure a reward, for faithful and efficient service, rather than a\nguaranteed legislative right for all. During the probationary period unsuccessful\nand incompetent teachers may be “weeded out.”\n\nc. Causes for dismissal clearly stated in writing.\nThe efficient teacher must be protected\n\nand the inefficient teacher eliminated.\n\nd. The right of dismissal in the hands of the appointing power.\ne. Due notice given the teacher in a case of dismissal.\nf. Teachers granted right of hearing, counsel, and appeal.\ng. In the case of permanent tenure, a system devised to insure improvement of\nthe teaching staff.\nThis means that following the probationary period each teacher’s services should\nbe re-evaluated every 5 or 6 years, Teacher tenure should insure protection to both\nthe teacher and the community. The community has a right to be protected against\n\nteachers who do not keep themselves intellectually alive and who\nthe duties of their office with an ever-increasing efficiency.\n\ndo not carry on\n\n5. A practice of indefinite appointment protects teachers from political\nintrigue. It renders dismissal for petty, partisan, or personal reasons much\nmore difficult. The movement for teacher tenure legislation is the result\nof the invasion by the “spoils system” of the teaching profession.\n6. Systems of salary increases or retirement allowances are often rendered ineffective by the existing turnover in the teaching profession,\n\n"} {"page": 215, "printed_page": null, "text": "REPoRTS OF CoMMITTEES\nfe alana cet ete Ses on Ss a cl\n\nRal\n\n7. The tenure problem is closely allied with the matter of pensions,\nsalaries, and the preparation of teachers.\n8. In many instances teacher turnover is the result of one or more of\nthese causes:\na. Poor living conditions to which teachers are subjected.\nb. Absence\n\nc. The\n\nof competent supervision.\n\ndifficulty\n\nof\n\nsecuring\n\nprofessional\n\nteachers.\n\nadvancement\n\namong\n\ngrade\n\nschool\n\nd. Uncertainty of tenure.\n\n9. Annual\n\nelections do not help in attracting first-class talent to the\n\nteaching profession.\n‘During annual elections some of our best teachers\nhave been blackmailed for insignificant reasons.”\n10. A survey of court cases shows that the verdict usually refers mainly\nto principles involved rather that the action of superintendent, school board,\nor teacher. The court’s inquiry is based mostly upon the justice of the pro-\n\ncedure in dismissal.\n11. Decisions rendered in the courts of Oregon and West Virginia state\nthat marriage does not constitute a legal cause for the dismissal of women\nteachers.\nSome writers do not consider marriage even when it involves\na period of absence from the profession as being a hindrance to a woman\ncontinuing in the profession.\n12. State teacher tenure laws have been enacted in California, Colorado,\nIllinois, Louisiana, Maryland, Massachusetts, Montana, New Jersey,\nNew York, Oregon, and Wisconsin.\n13. The general intent of all these laws seems to be to guarantee to\nteachers security of positions during good behavior and efficiency.\nThe\nprincipal features in the present tenure laws are: (1) Probationary period\nof one to three years; (2) Specific cause for dismissal (in writing) ; a. misconduct;\n\nb. incompetence;\n\nc. evident\n\nunfitness for teaching; d. persistent\n\nviolation of or refusal to obey State laws; e. insubordination; f. neglect of\nduty; g. malfeasance; (3) Hearing before the employing board; (4)\nRight of counsel for teacher; and (5) Reasonable notice of hearing or intention to prefer charges.\n14. State-wide tenure legislation in all the States would do much to\nstabilize the teaching profession and make it more effective.\nFor a more complete discussion of many of these points see the carefully annotated bibliography which appears on pages 212 to 220 of this Report.\nA Selected Annotated\n\nBibliography on the Subject of Teacher\nTenure\n\nThis bibliography has been prepared with extensive annotations, so that\nthe busy educator or layman who does not find it possible to go back to the\noriginal articles will gain a clear notion of the facts and opinions relative\nto teacher tenure which have been published from 1920 to 1926.\n\n"} {"page": 216, "printed_page": null, "text": "NATIONAL\n\n212\n\nEpUCATION\n\nASSOCIATION\n\nThe purpose of this bibliography is to present viewpoints of foremost\nwriters in the field of teacher tenure and recent facts as to teacher turnover, tenure legislation, and court decisions in the various states. It represents a careful survey of literature on the subject of teacher tenure, published since 1920. The material is organized under these four headings:\n\n(1) General discussion of the Problem of Teacher Tenure;\n\n(2) Statistics\n\nRelative to Teacher Turnover; (3) Legislation and Court Decisions re\nTeacher Tenure; and (4) The Tenure Situation in Universities and Colleges.\nGeneral Discussion of the Problem\n\nof Teacher\n\nTenure\n\nBaker, R. H. “Lack of Tenure of Office a Factor in School Expenses.”\nAmerican\nBoard Journal, Volume 72, May, 1926, p. 48.\nBelieves that the cost of teacher turnover devolves ultimately upon the public\nin the maintenance of employment agencies and the fact that much of a teacher’s\nsalary is given over to the cost of application for new positions. Argues that\nadditional expense is incurred when the removal of a school official causes 2\nchange in the administrative program, and that a transient teacher contributes\nlittle to the wealth of the community.\nBenson, Charles E. The Output of Professional Schools for Teachers, 1922.\nwick and York, Baltimore, Maryland, p. 88.\nA study for evaluating the work of the teacher training institutions.\n\nobtained\n\nfor approximately\n\n100,000\n\ngraduates\n\nof 26 teacher\n\nWarData\n\ntraining institu-\n\ntions gave the following results:\n1. Whereas over one-half of the school children in the United States were\nenrolled in rural schools, only 8 percent of teacher training school graduates entered one-room rural school service.\n\n2. Term of service for the general teaching population was from 4-5 years\nMedian term of service for two-year graduates was 9.5 years.\n3. 84.6 percent of the graduates enter teaching the first year.\nBryant, W. M. Report of Committee on Teachers’ Salaries and Term of Offte\nAlabama School Journal, Volume 42, May, 1925, pp. 17-18.\nRecommends the encouragement of continued teacher tenure where satisfactory work is given in order that an element of permanence may be given to\nthe term of office.\n\nCubberley, Ellwood P.\n\nPublic School Administration.\n\n& Co., 1922, pp. 210-221.\nBases the cause of shortened\n\nteacher\n\ntenure\n\nChicago, Houghton,\n\non the plan of annual\n\nMifflin\nelection,\n\nwhich renders the teaching position one of great uncertainty. Believes that the\nproblem could be remedied by using more scientific means of appointment.\n“This condition is in part a tradition from early times and in part the result\nof a board of rapidly changing laymen attempting to exercise professional\nfunctions.\nThey have not the professional insight to enable them to see far\nenough to plan and to carry out a consistent educational policy for the school.”\nThe tenure movement took its beginning from this situation.\nTakes stand that,\n“Life tenure for all efficient teachers there should be, but it should come as a\ndeserved reward for faithful and efficient service, and not as a guaranteed\n\nlegislative right to all.” “Indefinite tenure suggested as the solution, in order\nthat consideration may be given to the welfare of the children as well as that\nof the teacher.’\nDue notice should be given the teacher and the matter should\nrest entirely with the Board of Education.\n\n"} {"page": 217, "printed_page": null, "text": "Reports\n\noF COMMITTEES\n\n213\n\nSome method of protection is especially needed for the supervisory officers\nwho direct the administration in order that they may give effective service:\nEducational Review, The Effect of Permanent Tenure Upon School Efficiency. Volume 66, December, 1923, pp. 285-286.\n(Editorial.)\nBelieves that in the case of permanent tenure some system must be devised\nto insure continued improvement of the teaching staff. “This lies in a periodical taking account of stock.\nIf after the first few years of probation, the\nteachers should be subject to re-evaluation of their services every five or six\nyears, they would have all the advantages of permanency without being tempted\nto settle back on their oars and drift with the tide.”\nEstenson, Emil. “The Importance of Tenure of Teaching Positions.” North Dakota\nVol. 4, pp. 4-5, May, i925.\nTeacher.\nReports existing conditions regarding tenure, with particular reference to\nrural and small city schools, and declares large teacher turnover prevents both\nteacher and community from “realizing the increased returns on increased\nefficiency due to continuous employment,’ and hinders advancement of the\n\nteaching profession.\nFerguson, James.\n“The Tenure of Teachers.”\nNational Education\nAddresses\nand Proceedings, 1920. Volume 58, pp. 158-160.\n\nAssociation\n\nConsiders any system of salary increases or retirement allowances as rendered\nineffective by the existing turnover in the teaching profession.\nPoints out as\ntwo main defects of the present school system, the failure to protect the efficient\nteacher and the absence of means of eliminating the inefficient.\nSuggests as a remedy, the raising of standards for appointment of teachers,\na program of competent and effective supervision, and the awarding of permanent certificates only after a perod of probation has been served.\n\nHunter,\n\nFred\n\nTenure.\n\nM.\n\nReport\n\nNational\n\nof the Committee\n\nEducation\n\nStates the following\nProblem of Tenure:\n\nof One Hundred\n\nAssociation,\n\nobjectives\n\nWashington,\n\nof the Committee\n\n1. To ascertain the need for greater permanency\n\non the Problem\n\nof\n\nD. C., 1924.\n\nof One\n\nHundred\n\non the\n\nof tenure.\n\n2. To study legislation already enacted and rules and regulations established regarding teacher tenure.\n3. To ascertain the results of such legislation and rules and regulations.\n4. To ascertain the attitude of the teaching body and lay public in regard\n:\nto the problem.\n5. To develop a statement of standards existing within the profession and\n‘\non the part of the lay public for merit in the teaching profession.\n6. To make recommendations upon basis of findings as to desirable legislation and rules and regulations for boards of education.\nPresents a comprehensive treatment of the tenure problem in the United\nStates.\n\nA survey\n\nshows\n\nthat approximately\n\n110,560\n\nteachers\n\nare\n\nneeded an-\n\nnually in the United States to fill positions vacated. In many states this situation seems to be aggravated by political intrigue. State tenure laws have been\n\nenacted for California, Colorado, Illinois, Louisiana, Maryland, Massachusetts,\nMontana, New Jersey, New York, Oregon, and Wisconsin.\nteachers\n“The general intent of all the laws seems to be to guarantee to\nprincia security in their positions during good behavior and efficiency. The\n\npal features in the present tenure laws are:\n1. A probationary period—1 to 3 years.\n2. A hearing before the employing board,\n\n3, Right of counsel for teachers,\n\n"} {"page": 218, "printed_page": null, "text": "214\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\n4. Specific cause for dismissal (in writing).\na. Misconduct.\n;\nb. Incompetence.\nc. Evident unfitness for teaching.\nd. Persistent violation of or refusal to obey State Laws.\ne. Insubordination.\nf. Neglect of duty.\ng. Malfeasance.\n5. Reasonable notice of hearing or intention to prefer charges.\nThe customary requirements for granting of permanent employment are:\nCertification, definite standards of professional attainment, length of service,\nand efficiency.\n\nHunter, Fred M.\n“Tenure for Teachers.”\nJournal of the National Education\nAssociation, Vol. XIV, December, 1925, pp. 271-273.\nFavors the principle of definite teacher tenure during efficiency and good\nbehavior because of the benefit resulting to the teaching profession, and\nthe efficiency of the respective school systems. Believes that a practice of indefinite appointment will protect the teachers from political intrigue.\nCommends the tenure law operating in New Jersey.\nContrasts the “hire and\nfire” system existing in the United States with the protection afforded teachers\nin foreign countries,\nIndiana Teacher.\nWhat is Tenure?\nVol. 70, p. 17. February, 1920.\nBrief editorial on tenure as a protection to the school system, because it\nprovides for a probationary period during which incompetent and unsuccessful teachers may be “weeded out’; and protection to the teacher who has\npassed the probationary period, because it renders dismissal for petty, partisan or personal reasons much more difficult. Type of tenure law favored\nby which teacher is entitled to a written statement of alleged reasons for,\nand public hearing prior to proposed discharge, discharge becoming automatically effective on failure of teacher to appear at such hearing.\nKandel, Issac L. “Tenure of Service of Teachers.”\nTeachers College Record,\nVolume XXVI, October, 1924, pp. 127-144.\nGeneral practice leaves the appointment and dismissal of teachers in\nthe hands of local school authorities.\nThis has laid the profession open to\nthe “spoils system.”\nCareful selection of teachers rather than reliance upon\n\nsome means of dismissing those incompetent seems the basis for building up\na stable efficient staff.\nObjects to permanent tenure as making the teacher’s position too strong.\nBelieves that the real problem is that of deciding “by what standards incompetency or conduct unbecoming a teacher shall be measured.”\nconsider that tenure protection can be extended to superintendents.\nThe situation in cities shows a practice of one-year appointment.\n\nDoes\n\nnot\n\nTeachers\nin cities of Massachusetts, New York and New Jersey are protected by state\ntenure laws. Only 22 out of 295 cities throughout the United States covered\nin a survey had a tenure law in effect.\nSuggest principles of appointment, term of probation, rating of teachers,\nfi\netc., as related to the tenure problem.\n\nNational Education Association, “Facts on the Cost of Public Education and\nWhat They Mean.”\nBulletin One of the Research Department, June, 1922:\n“Tenure of Office for Teachers.” pp. 60-62.\nTwo tables showing status of tenure legislation.\nOne table gives summary\n\nof tenure\n\nlaws.\n\nAnother\n\ntion and shows whether\n\ntable lists 74 cities, grouped\n\nor not they haye tenure\n\nlaws,\n\naccording\n\nto popula-\n\n"} {"page": 219, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n215\nA\n\nNational Education Association.\n“Facts on State Educational Needs.”\nResearch\nBulletin, Vol. I, No. 1, January, 1923, pp. 54-57.\nSuggests that enactment by states of sound teacher tenure legislation increases public school efficiency and protects the welfare of children of the\nstate by providing for the “weeding out” of the incompetent teacher and by\nencouraging\n\nthe continuance\n\nin the profession of the competent\n\nteacher.\n\nCon-\n\ntains tables giving digest of state tenure laws and results of survey of\ntenure and transiency of teachers in Oregon.\nPresents Pennsylvania Tenure\nBill as an example of tenure legislation.\nNational\n\nEducation Association, First Yearbook of the Department of Superintendence.\nFebruary, 1923. “The Tenure of Office of the Superintendent of\nSchools.”\npp. 110.\nA study of tenure conditions among superintendents based on information\n\nobtained from educational directories of the U. S. Bureau of Education.\nRange in tenure of office found to be from one to forty years with median\ntenure of five years in cities of less than 10,000 population, reported as only\nthree years.\nIncludes tables on length of terms, and length of contracts of\nRecommends that selection of superintendents be made on\nsuperintendents.\nbasis of adequate personal qualifications, preparation, and educational experience; that original employment be for three years, to be followed, if\nconcluded satisfactorily, by term of three to five additional years; that recall\nof superintendents may be voted by board of education to become effective\nsix months after notification and that a release may be voted by board in response to petition of the superintendent.\n\nNational Education Association, “Five questions for American Education Week.”\nResearch Bulletin, Vol. I, No. 4, September, 1923, p. 292.\nRecommends adoption of tenure measures in order that school systems may\nbe strengthened by guaranteeing continued employment to capable teachers.\nIn relation to the tenure of school superintendents, this Bulletin suggests that\nlack of continuity, waste\n\nfrequent\n\nchange\n\npower to retain\nperiod of time.\nNational Education\n\nand a confused\n\nin superintendents;\nthe services\nAssociation.\n\nteaching staff are probably results of\n\nand\n\nof successful\nResearch\n\nthat school\n\nboards\n\nsuperintendents\n\ndo all in their\nfor\n\na reasonable\n\nBulletin of the National Education\n\nAs-\n\nVolume II, No. 5, November,\nsociation. The Problem of Teacher Tenure.\n1924, pp. 137-178.\n;\nA reprint of the 1924 Report of the Committee of One Hundred on the Problem of Teacher Tenure, Fred M. Hunter,\nmaterial on the subject of teacher tenure.\n\nNew\n\nRepublic.\n\n“Extending the Teachers’\n\nchairman,\n\nTenure,”\n\nadditional\n\ntogether with\n\nVolume\n\n37, January\n\n9, 1924,\n:\n\npp. 163-164.\n\nBelieves that a reform in tenure will handle the serious problem of securing\neconomy and efficiency in the teaching profession. Does not consider marriage\n\neven when it envolves a period of absence from the profession\nhindrance to a woman continuing in the profession.\n\nas being\n\na\n\nUnited States Bureau of Education,\nSeerley, Homer H. The American Teacher.\nDepartment of Interior, Washington, D. C., Bulletin 44, 1922, pp. 3-4,\nBelieves that a system of permanent tenure cannot be established where\nthere is necessary\n\na continued\n\nadjustment\n\nof demands\n\nand\n\nservices.\n\nThe\n\nin-\n\nstability of the profession believed to be a result of the constant struggle for\n\npromotion and the attempt to eliminate the inefficient teachers who have gained\nentrance to the school systems,\n\n"} {"page": 220, "printed_page": null, "text": "NATIONAL\n\n216\n\nASSOCIATION\n\nEpUCATION\n\nChristian Science Monitor,\nSpooner, Julia A. “The Classroom Teacher—Tenure.”\nq\ni\nApril 19, 1926.\nSuggests these as reasons why the annual teacher turnover is so great:\n1. Many enter the profession with no definite intention of remaining in it.\n2. Some are drifters and finding teaching arduous, go into other lines of\nwork.\n3. Others are the victims of neighborhood criticism and the spoils system of\nlocal school boards.\n\nThe first requests for tenure aid down these four points as the basis for a\nsolution of the problem:\n1. Probationary period for beginning teachers.\n2. Written and signed statement of the complaint upon which dismissal is\nbased.\n.\n3. Notice of dismissal given long enough before the end of the term to make\nit possible for the teacher to secure another position.\n4. The teacher given a chance to be heard in her own defense upon the\ncomplaint made.\nTenure legislation protects both the teacher and the school board.\nMore unfit teachers have been held in service through personal friendships,\npolitical influence, family prestige or supervisory negligence than tenure will\never be used to protect. Many unfit teaches remain on the pay rolls in cities\nwhere tenure laws are in operation, but they are there in spite of tenure, not\nbecause of tenure.\nSwain, Joseph. “Preliminary Report on the Tenure of Teachers.”\nNational Education Association Addresses and Proceedings, 1922, Volume 60, pp. 147-154.\nConsiders the tenure problem closely allied with the matter of pensions, sal-:\naries and the professional preparation of teachers.\nShows that the problem\nextends beyond the classroom teacher, as the median tenure of superintendents\nis less than three years, and as two thirds of the principalships in some states\nare vacant each year. While only five states—California, Massachusetts, Montana, New Jersey, and Oregon recognize the principle of permanent teacher\ntenure, the uncertainty caused by the one-term appointment practiced among\n\nthe states decreases the possibility of stabilizing the teaching profession.\n\nVan\n\nde Water,\n\nMarjorie.\n\n“Why\n\nTeachers\n\nare\n\nTransients.”\n\nAmerican\n\nSchool\n\nBoard Journal. Volume 72, May, 1926, p. 42.\nA discussion of teacher turnover as caused by living conditions, absence of\ncompetent supervision, and the difficulty of securing professional advancement\namong grade school teachers.\nSuggests that the consolidated school might\nprovide opportunity for teacher apprenticeship.\nWatkins, Isabel.\n“Tenure of Principals and Superintendents in South Carolina.”\nSouth Carolina Education.\nVol. 6, pp. 9-11, March 1, 1925.\nA study of tenure of 1335 principals and superintendents in relation to size\nof salary, size of school, and location in counties.\nSignificant correlation be-\n\ntween tenure and size of salary found only in five counties ranking highest\nand five ranking lowest with regard to tenure. Greater correlation discovered\nbetween tenure and size of school. Conditions in the small rural school, promotion from smaller to larger schools, and uncertainty of tenure are causes\nassigned for large turnover.\n\nWilliams, Charl O.\n\n“Report of the Committee\n\non Tenure.”\n\nNational Education\n\nAssociation Addresses and Proceedings, 1921. Volume 59, pp. 145-155.\nRecognizes teacher tenure as a factor in the question of salaries, certification,\nand pensions.\nAn inquiry of 1920 showed that only in 22 cities out of 295\n\n"} {"page": 221, "printed_page": null, "text": "REPORTS OF COMMITTEES\nee\nERO\nUTA\n\nee\n\n217\n\nhaving a population of over 8000 were the teachers protected by state tenure\nlaws. Early dissatisfaction with a system of annual elections appear: “Annual\nelections do not attract first class talent to the profession.”\n“During annual\nelections some of our best teachers have been black-balled for insignificant\nreasons.”\n\nArticle concludes:\n1. Schools may guard against incompetency by requiring a three-year probationary period before giving indefinite appointment.\n2. Power of dismissal should be in the hands of the Board.\n3. The first hearing of a teacher’s cause should be private, with the appeal\nprivate, or public, as desired by the teacher.\n4. Suggested plans for insuring continued professional improvement such as:\nsabbatical leave, requirement by law, salary increase for academic attendance,\netc.\nStatistics Relative\n\nto Teacher\n\nTurnover\n\nAlmack, John C. “The Problem of Teacher Tenure.”\nJournal, Volume 63, November, 1921, pp. 29-30.\n\nAmerican\n\nSchool Board\n\nPoints out the relation of the tenure problem to the matter of supervision,\nrating, improvement in service, salary schedules and living conditions.\n“In\nrural schools in the United States only 30 percent of the teachers are reelected annually.\nIn Oregon, from 1900-1920, 70-90 percent of the rural\nteachers were new to the districts where they served; the average total\nteaching service was three years.”\nGroups\n\ndividual\n\nthe\n\ncauses\n\nand social.\n\nfor\n\nturnover\n\nas\n\nSuggests as means\n\neconomic,\n\npolitical,\n\nprofessional,\n\nin-\n\nof solving the tenure problem:\n\n1, The minimum training for entrance to the teaching profession should\nbe four years of high school and at least two years of professional\ntraining.\n2. Two to three year probation period with chance for work under different principals.\n3? Permanent appointment for teachers, principals, and supervisors.\n4 . Requirements as to improvement in service.\n5s Clear, definite statement of causes for dismissal.\n6 Right of dismissal should be with the appointing power.\nth Right of hearing, counsel and appeal.\n8. Adoption of standards of rating.\n\nAnderson, C. I. The Status of Teachers in Wisconsin,\nPublic Instruction, Madison, Wisconsin.\n\n1923,\n\n156 p., Dept. of\n\nA detailed report of the training, experience and compensation of Wisconsin\nteachers, with the tenure situation in the several groups discussed«\nPresents data showing that about 68 percent of rural teachers in Wis“This is a serious\nconsin remained in the same school less than 15 years.\n\nhandicap to the rural schools of the state. The rural child with his eight\nmonths of the school year and in attendance only three-fourths of the time;\nwith\n\nhis poor\n\nvote, with\n\nenough\n\nsurroundings,\n\na meager\n\nhandicap\n\ntaught\n\nacademic\n\nwithout\n\nand\n\nby an immature girl not old\n\nenough to\n\nprofessional training, is under a serious\n\nadding to it the necessity of becoming acquainted\nto the pupil, but un-\n\nwith a new teacher each year, one not only strange\nacquainted with the school and the community.”\n\n"} {"page": 222, "printed_page": null, "text": "ASSOCIATION\n\nEpUCATION\n\nNATIONAL\n\n218\n\nthis\nChapter 40, Sec. 41 of the Wisconsin school law attempted to remedy\nsituation by granting state aid to school districts retaining a teacher for more\n(“If such teacher shall be retained for and shall have sucthan one year.\ncessfully taught such school during a second year, $2.00 per month for each\nmonth of such year during which the school maintained in such district is\ntaught by such teacher; if for a third year, four dollars for each such month;\nand if for a fourth, or any succeeding year, $8.00 for each such month.” )\nThe statute had little or no effect, although $42,000 was paid out to teachers in\npremiums under a sub-section.\nwas\n\nof tenure\n\nthe median\n\nteachers\n\nelementary\n\nFor\n\nbelow\n\nand\n\nyears,\n\ntwo\n\nfor high schools, the median tenure is two years for schools with less than ten\n“This is a situation that merits the serious attention of those who\nteachers.\nTeachers should be retained in the same communities\nplan school policies.\nTheir restlessness is no doubt due in some measure to\nfor longer periods.\nthe fact that in any given school they reach the maximum of the salary\nschedule in a relatively short time.\nThey reach the maximum in salary\nmuch earlier than they reach the maximum in efficiency.\nSchedules should\nprovide for smaller increases during the apprenticeship period.\nStatutes providing for permanency\n\nBonner,\n\nH.\n\nVolume\n\nR,\n\n“Salary\n\n30, June,\n\nof tenure\n\nOutlook\n\nafter a probationary\n\nfor\n\nHigh\n\nSchool\n\nperiod would\n\nTeachers.”\n\nalso aid.”\n\nSchool\n\nReview,\n\n1922, p. 414-423.\n\nQuestions as to whether high-school teaching may be called a life career\nwhen the average high school teacher gives only six-years service.\nThe\naverage teacher receives a beginning annual salary of $1297, and the outlook\nis less than a 30 percent increase, as the average\nteachers in 1921 was $1678.\nThe outlook\n29.3 percent and for women 27 percent.\n\nCooper,\n\nH. E.\n\n112\n\nCost of Teacher\n\nTraining.\n\nfor\n\nsalary of 69,358 high school\nmen\n\nwas\n\n1924 Baltimore,\n\nfor\n\nan\n\nincrease\n\nWarwick\n\nand\n\nof\n\nYork,\n\npp.\n\nChapter VI discusses the number of teachers needed annually, and ‘he\namount of service rendered by certificated teachers.\nFound that the State of New York filled 53,000 different positions and issued\n8000 certificates annually.\nThe average amount of service rendered on a\n- certificate is 6.75 years.\nCrabbe, A. L. “A Study in Teacher Transiency.”\nVolume 1, May, 1924, pp. 295-300.\nGives data for 1900-1910\ncounties\n\nof Kentucky.\n\nPeabody Journal\n\nrelative to ten one-teacher\n\nTables\n\nshow\n\nwith\n\nregard\n\nof Education,\n\nschools in the foremost\n\nto tenure:\n\nthat no\n\nteacher\n\ntaught in any school during four consecutive sessions; only one teacher remained with a school during three consecutive years.\nThe average consecutive tenure\n\nwas\n\n1.41 years.\n\nDid not discover any special influence of salary upon teacher tenure.\n“Twenty-five cases of successive tenure existed at an average yearly increase\n\nof $25.12.\n\nThere were fifteen cases of transfer to another school at an average\n\nincrease of $35.73.\n\nIt is hardly probable that ten dollars a year would\n\nsuch a pronounced\n\nnomadic tendency.\n\nnecessary:\n\nPublic opinion,\n\nDeffenbaugh, W. S.\nof Education\n\nAnnual\n\nmoney,\n\nAdministration\n\nand\n\ncause\n\nTo cure these defects, three things are\ntraining.”\n\nof Schools in the Smaller Cities, U. S. Bureau\n\nBulletin, 2, 1922, pp. 50-53.\n\nelection\n\nseems\n\nto be the custom.\n\nfor a probationary\n\nIn 121 of 528 cities, election\n\nterm\n\nof from\n\nIn 109\n\ntenure follows the apprenticeship.\n\n1-3 years.\n\nof these\n\nis\n\n121, permanent\n\n"} {"page": 223, "printed_page": null, "text": "REPORTS\nTESA\n\neR\n\npo\n\nOF COMMITTEES\n\npence\n\neet\n\nSh\n\n219\nA\n\nae\n\na a\n\nary\n\nIn the 528 cities, 975 teachers or 3.25 percent of the 30,000 employed\nfor 1921\n\nwere not reelected.\n\nSuggests that election\n\ni\n\nbe made\n\nfor three years.\n\nEach\n\nteacher\n\nshould\n\nre-\n\nceive notice of unsatisfactory work, and be given a time in which to\ndemon-\n\nstrate improvement.\n\nRemoval\n\nshould\n\nbe in the hands\n\nof the board\n\nof edu-\n\nTeacher\n\nHome\n\ncation and should be possible at the end of a school year for teachers on probation; for those on permanent tenure, dismissal should be for cause. Preference\nseems to be given private hearings.\nHansen,\n\nG.\n\nS.\n\n“The\n\nJournal, Volume\n\nTeachers’\n\nProcession.”\n\nXIII, January,\n\nThe\n\nArizona\n\nand\n\n1925, pp. 24-25.\n\nGives the percentage of annual teacher replacement in Arizona as 16 percent.\nBelieves that the “Teachers can go far toward creating greater permanency\n[in the profession] by not becoming ‘tramp teachers,’” i. e. those who are\nconstantly shifting their location to secure the novelty afforded by change.\n\nHunter, Fred M.\n“Teacher Tenure in Colleges and Normal Schools,” National\nEducation Association, Addresses and Proceedings, 1925, Volume 63, pp. 220237.\nA report of an inquiry sent to presidents of all State public normal schools\nand teachers’ colleges in the United States. The summary of the prevailing\npractice shows that:\n1. In the majority\nteachers\n\nof teachers\n\nare appointed\n\ncolleges\n\nand\n\nstate\n\npublic\n\nnormal\n\nschools,\n\nfor one year terms.\n\n2. Of the teachers colleges and state public normal schools reporting, in\npractically none are teachers protected by a state law relative to tenure,\nand in only a few instances are they protected by a ruling of the state\nBoard of Education.\n3. The teacher turnover in the colleges reporting for 1922 was 14 percent of\nthe number employed, 11 percent in 1923, and 8.5 percent in 1924.\n4. The teacher turnover in the state public normal schools reporting for\n1922 was 19 percent, for 1923, 17 percent, and 12 percent for 1924.\nKeith, John A. H., and Bagley, W. C.\nCompany, 1920, 323 pp.\n\nThe Nation and the Schools.\n\nMacmillan\n\nA chapter “The Weakest Links” treats the problem of the rural school\nteacher and the attitude of the public toward the service of the public schools.\nThe\nFinds that “The rural school teachers are transient in their calling.”\nFederal Commissioner of Education estimated the number of recruits needed\nfor this service (rural teaching) in a single year (1918-19) as 130,000, an\nannual “turnover” of more than one in three. In one of the most prosperous\n\nof the middle\n\nwestern\n\nstates, the Bureau\n\nof Education\n\nreports the average\n\nterm of service of the rural school teacher not to be more than two years.\nBelieves that many of the problems, such as inadequate salary and low\nprofessional standards, are a result of the tradition that “the actual work\nof classroom teaching is not a serious and permanent occupation.”\n\nLegislation and Court Decisions re Teacher Tenure\nEdwards, I. N. “Marriage as a Legal Cause for Dismissal of Women Teachers.”\npp. 692-695.\nThe Elementary School Journal, Volume XXV, May, 1925,\nAccording to decisions rendered\n\nin the courts of Oregon and West Virginia,\n\nmarriage does not constitute a legal cause for the dismissal of women teachers,\n\nproviding that the teacher did not obtain her contract with misrepresentation\nThe grounds for dismissal enumerated (such as inefficiency,\nof her status,\n\n"} {"page": 224, "printed_page": null, "text": "220\n\nNatTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nimmorality, neglect of duty) in teachers’ contracts were interpreted as not\nAn interesting view of the matter\nbeing applicable in the case of marriage.\nappears in one statement: “Courts refuse to enforce or recognize certain\nclasses of acts because against public policy on the grounds that they are\ninjurious to the interests of the State. A contract in restraint of marriage is\nof this nature.”\nThere is not yet sufficient evidence on record to render decisions authoritative concerning the absence of married teachers for the purpose of giving\nbirth to a child. In one case in court, this act was considered a “neglect of\nduty,” therefore “due grounds for dismissal.”\nHall,\n\nWilliam.\n\nVolume\n~\n\n‘The\n\nTenure\n\nof Teachers.”\n\nAmerican\n\nSchool\n\nBoard\n\nJournal,\n\n65, October, 1922, pp. 106, 117-118.\n\nA discussion of tenure with reference to a bill presented to the Minnesota\nState Legislature. Length of tenure considered necessary to an efficient school\nsystem. Some permanence of service is necessary for a teacher to increase his\nefficiency. Believes that the teacher might reduce his efforts toward improvement after the period of his probation is over.\nConsiders the charge of inefficiency indefinite, and discusses critically the causes for dismissal presented\nin the bill. Believes that were the teaching profession made attractive by\nsalaries offered the tenure problem would be solved.\n\nHousman,\n\nIda E.\n\n“Tenure\n\nber, 1924, pp. 118-122.\n\nOnce More.”\n\nEducational\n\nReview,\n\nVolume\n\n68, Octo-\n\nThe movement for teacher tenure legislation is the result of the invasion by\nthe spoils system of the teaching profession.\nRequisites of good tenure laws\nare these: indefinite tenure; state-wide operation; presence of a system of\neffective certification; a three-year probationary period; scientific rating systems; salary and promotion schedules based on experience and professional\nimprovement; a fair dismissal procedure; 60 days’ notice when teacher is\ndismissed or resigns; long terms of office for superintendents.\nSurvey of court cases show that the verdict refers mainly to principle involved\n\nrather than the action of superintendent,\n\nschool board, or teacher.\n\nIndiana Teacher, Should the Indiana Legislature Favor Teacher Tenure?\n\n69, No. 6, p. 20, Feb., 1925.\n\nVolume\n\nCites random cases to illustrate the possibilities under the present plan of\nteacher employment and urges that the Legislature give a careful consideration\nto the question of teacher tenure from the standpoint of its effect upon the efhciency of teaching.\nContains chart showing states which have no teacher tenure law, those\nwhich have a law of state wide application, and states having a law applicable to three or less large cities.\nIndiana\n\nTeacher, Benefits of Tenure,\n\nVolume 70, No. 2, p 24, October,\n\n1925.\n\nAn editorial giving a brief history of teacher tenure legislation in the\nstate of Indiana.\nContains summary of benefits of school tenure listed by\nthe tenure committee of the National Education Association.\nIndiana\n\nTeacher,\n\nSuperintendents\n\nfor Tenure,\n\nVolume\n\n70, No\n\n5, p. 17, January,\n\n1926.\n\nReports a resolution adopted by Illinois City Superintendents’ Association,\nfavoring the enactment of a law providing a more permanent tenure for\nteachers and superintendents,\n\n"} {"page": 225, "printed_page": null, "text": "REPORTS\n\nREPORT\n\nZaN\n\nOF LEGISLATIVE\n\nCOMMISSION\n\nEDUCATION\n\nASSOCIATION\n\nNATIONAL\nGEORGE\n\nOF COMMITTEES\n\nD. STRAYER,\n\nTEACHERS\n\nNEW\n\nYORK\n\nCOLLEGE,\nCITY,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCHAIRMAN\n\nThe legislative program of the National Education Association has been\nadvanced during the past year. We command today a larger measure of\nsupport for our cause, both in Congress and in the several states and\nlocalities throughout the nation than we have ever had before.\nIn her report of the work of the Legislative Division, Charl Ormond\nWilliams, Field Secretary of the National Education Association, records\nthe fact that the national organizations supporting the Education Bill\nhave again registered their overwhelming approval of our program for\nthe creation of a Department of Education with a Secretary in the President’s Cabinet.\nIt is most encouraging to report this consistent support of\nour Bill by these lay organizations.\nIt is a pleasure to commend the work\nof our Field Secretary, who has so ably presented our program to the\norganizations supporting the Bill.\nNever before in the history of this movement have we had so adequate\nan expression for the need of the establishment of a Department of Education as was recorded before the Committees of the House and of the Senate\nat the joint hearing held in Washington during the latter part of February.\nThe record of this hearing has been so much in demand throughout the\nUnited States that the Committees of Congress have had a maximum\nnumber of copies printed in order that they might supply their constituents\nwith the record that was there made.\n\nThe Chairman of the House Committee, Congressman Daniel A. Reed,\nin a statement made on May 5th, indicated clearly the work which lies\nahead of us when he said:\nIt is evident that sentiment is much stronger for the bill in its present form than\nit was\n\nas originally introduced\n\nand, in my opinion, it will be increasingly stronger\n\nBetween now and December,\nas its provisions are studied and better understood.\n1926, each member of the House will have an opportunity to ascertain the sentiment in his district and he will be in a position to register accurately the will of\nhis constituents when he returns.\n\nIn another communication\n\nto our Field Secretary, Congressman\n\nReed\n\nsaid:\nAfter talking with\n\nmany\n\nmembers\n\nof Congress,\n\nincluding\n\nsome\n\nof the leaders,\n\nI am satisfied that there is more favorable sentiment for the Curtis-Reed Bill than\nat any time since this measure has been before Congress. It is perfectly evident\n\n"} {"page": 226, "printed_page": null, "text": "222\n\nNaTtIONAL EpucaTION ASSOCIATION\n\nthat there is a growing sentiment in favor of this legislation, and the one thing\nthat will have to be demonstrated in order to insure early and favorable consideration of the bill is a sentiment “back home” favorable to it.\n\nThey must\nIt is our job to see that our representatives are informed.\nbe made to understand why the profession is supporting the Curtis-Reed\n\nBill. Nothing less than a personal discussion of the matter with Senators\nand Representatives can be counted upon to do the job. We must go over\nits provisions with them section by section. When this is done there can\nbe no doubt with respect to our purpose to serve the children of the\nUnited States through the work to be accomplished by the Department.\nIt will be equally certain that a review of the measure will make it clear\nto our representatives that the Bill does not in any of its provisions make\npossible any interference with the control, administration or supervision of\nour schools by the duly constituted state and local education authorities.\nIn order to accomplish the results which Congressman Reed has proposed\nit will be necessary to have the full cooperation of state and local education\nassociations throughout the nation.\nIt is only as you teachers, principals,\nand superintendents of schools, thoroughly believing in the importance of\nour cause, present it for the consideration of laymen and in cooperation\nwith them bring the matter to the attention of our representatives, that\nthe campaign can be won.\n‘The Legislative Commission is asking that additional help be provided in our Washington office in order to cooperate with\nstate and local associations in developing the organization which will carry\non the campaign of education.\nWe recommend as well that this program\nof education be further developed by furnishing to the press of the United\nStates an adequate discussion of the Bill before Congress and of the purposes which we seek to accomplish.\nEducation is the most important of all governmental functions of Democracy. ‘The federal government is already engaged in many activities which\nare intended to improve and develop our system of public schools.\nEffciency and economy demand that these activities be coordinated in a single\ndepartment, under the leadership of one who will sit at the Cabinet table.\n\nThere is no matter of domestic concern or of foreign policy that is not,\nin the last analysis, dependent upon the work of the-schools.\nNo one of less\nthan Cabinet rank is in position to represent education in the Councils of\nthe Nation.\n\nOur Government has long been committed to the policy of promoting\nthe welfare of the people through the conduct of research and the dissemination of information.\nScientific inquiry, as conducted by the Depart-\n\n"} {"page": 227, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n223\n\nments of Agriculture, Commerce, and Labor, have added greatly to our\nmaterial prosperity.\nResearch in education is essential to the development\nof public education throughout the United States.\nOur practice constantly lags behind our knowledge.\nThe reason is easy\nto discover.\nWe have no agency in the United States sufficiently supported\nto enable it to bring together the results of successful practice, of systematic\nexperimentation and of scientific research.\nWe seek to have the Department of Education supported by an annual appropriation of $1,500,000 in\norder that we may make available to Boards of Education, to superintendents of schools and to teachers the results of researches wherever they are\nEvery child in\nconducted and of successful practice wherever developed.\nevery school in the land will benefit by the work to be undertaken by\nthe Department of Education operating as a fact-finding and fact-distributing agency.\n\nYour Legislative Commission believes that the members of this representative assembly are convinced of the wisdom of and the necessity for\nthe legislative program embodied in the Curtis-Reed Bill. We urge you\nand your colleagues in the local and state associations throughout the\nUnited States to organize a systematic campaign of education in order\nthat the public may know our purposes as expressed in the Bill and in\norder that they may be disabused of the misconceptions which are so\nwidely spread.\n\nThe American people believe in their public schools. They will overwhelmingly support any program which they believe will increase the\nefficiency of this, the greatest of all of our public institutions. We have\nconfidence\n\nin the outcome\n\nof our\n\nprogram\n\nbecause\n\nwe\n\nknow\n\nthat\n\nour\n\nproposals are sound.\nWe shall continue to work for the welfare of our\nschools and of the children enrolled in them until our program is enacted\ninto law.\n\nREPORT OF THE COMMITTEE ON STANDARDS,\nQUIREMENTS AND CREDITS OF TEACHERS\nIN THE SERVICE\n\nRE-\n\nJOSEPH ROSIER, PRESIDENT, STATE TEACHERS COLLEGE, FAIRMONT, W. VA.\nCHAIRMAN\nThis Committee has undertaken to make inquiry concerning the stand-\n\nards which are set up for admission to the teaching profession in different\n\nparts of our country and to learn to what extent various requirements\n\nare made\n\nof teachers in the service to hold their positions and to secure\n\n"} {"page": 228, "printed_page": null, "text": "224\n\nadvancement\n\nNatTIONAL\n\nEDUCATION\n\nand also to find out what\n\nASSOCIATION\n\ncredits are granted\n\nto teachers\n\nin the service for experience in teaching, extension and correspondence\ncourses, and committee and project work done under the direction of\nsupervisory authorities.\n\nStandards For Teaching\nTaking our country as a whole, our inquiries show that it is quite easy\nfor young men and women to secure admission to the ranks of the teaching\nprofession.\nIn practically all of the states there are systems of examinations provided by law through which applicants may be certificated to\nteach. It was probably true twenty-five years ago that a majority of the\nteachers in the elementary schools of the country were certificated to teach\nby this method.\n‘There has been a gradual change in this respect in\nrecent years and it is now provided by law in practically all of the states\nthat applicants may be certificated on a basis of the completion of courses\nin normal schools and colleges.\nShort term certificates may be renewed\nby the completion of reading circle courses, correspondence and extens:on\ncourses, and by attendance at accredited summer schools.\nThis change\nin the method of certificating teachers has brought about a greater em-phasis upon the whole system of credits which is used to estimate the\nprogress of teachers either through work done while in service or by attendance at school or college in summer vacations, evening and Saturday\nclasses and in various forms of extension work. Naturally, we have found\na great variety of plans for encouraging and evaluating the many kinds\nof work which is required of teachers in the service. In most of the larger\ncities of the country the school authorities accept credits from all standard\neducational institutions at face value. When any doubt arises as to the\nvalue of credits the applicant is required to have such credits evaluated by\nthe accrediting agencies of the state university.\nVery few of the school\nsystems of the country or state departments of education act as accrediting\nagencies. In Kansas City the school authorities state that some years ago\nthey were compelled to evaluate experience and certain types of exam’‘nation.\nIn substance it amounted to this, that teachers who were in the\nsystem at the time the rule on scholarship was passed, were allowed cred't\nof three hours per year- for experience, not to exceed ten years, or a total\nof thirty hours. These grants of credit were temporary, applying to teachers in service in Kansas City at the time the rule was passed. They were\nevidently intended to apply only to teachers already employed in the system and did not apply to teachers that were coming into the system at\nthe time this regulation was passed, or subsequently.\nThis same school\nsystem reports an interesting plan by which credits are allowed for travel.\nThis type of credit is not evaluated by standard accrediting institutions.\nThe method of evaluating travel credits is briefly this: For travel in America, fifteen hours is allowed.\nIn order to obtain the maximum a teacher\nmust have spent at least thirty weeks in travel; that is, travel credit does\n€\n\n"} {"page": 229, "printed_page": null, "text": "Reports\n\noF CoMMITTEES\n\n225\n\nnot exceed one hour for two weeks of travel in America; also, the maximum\ncredit that can be allowed for travel in any one state such as California\nor Colorado, etc., is five hours, so that travel may be fairly well distributed\nover the United States. At least three hours for six weeks must be done\non the Pacific coast or in Pacific coast states and three hours for six weeks\non the Atlantic coast or in Atlantic coast states.\nIn regard to foreign\ntravel, a credit of one hour per week is allowed for time actually spent in\nforeign countries, with the restriction that not more than five hours credit\nwill be allowed for travel in any one country.\nThere are a number of city school systems in the country where a good\nmany teachers are admitted to the schools as cadet teachers following\nMany of these serve as cadets for a\ntheir graduation from high school.\nyear or two at a low salary, or with no salary. These cadet teachers\nare encouraged to pursue courses of study in study clubs and extension\nclasses and under private tutors and supervisors. They are allowed junior\ncollege credit for such work. Such credits are nominally based on entrance\n‘The chief purpose of these grants is to enable teachers who\nexaminations.\nhave for a long time done excellent work in the system, to obtain at an\nearlier date the salary provided in the schedules in Kansas City. This\njunior college work includes all credits given tor experience, entrance\nexaminations, professional examinations and also all examinations for any\nform of city certificate whether for high school, elementary school or principalship; all examinations for state life certificates; also, regular courses\nin state normal schdols and in state teachers colleges leading to a state\nlife certificate.\nOur inquiries disclose the fact that a great many city and local school\nsystems have their own regulations concerning the requirements of their\nteachers and also their own plan for estimating the work done by their\nteachers.\nIn most parts of the country the state school department is the\nsupreme authority in the matter of certification of teachers in all parts\nof the state school system.\nIn many of the state departments, however,\nin the matter of evaluating, all forms of credit are either referred to the\nstate university or the teachers colleges located in the state. The tendency\nseems to be in the direction of placing the responsibility for the standards\nof teaching in the hands of those institutions to which the state has inIt would appear that in a\ntrusted the responsibility for teacher training.\nbe the completion of\nwill\nteaching\nfor\nstandards\nnational\nfew years the\nfor junior and\nschool\nhigh\nsenior\nthe\nbeyond\ncourse\ncollege\na four-year\nsenior high school teaching, and the completion of a two-year training\ncourse beyond the completion of a senior high school course for elementary\nIn many school systems a considerable percentage of teachers\nteaching.\nhave not yet reached this standard of preparation.\n\n‘This is especially true\n\nof rural teachers in most parts of the country. Your Committee is of the\nopinion that the establishing of the standards of teaching is one of the\nbiggest problems confronting the directors of public education in our\n\n"} {"page": 230, "printed_page": null, "text": "226\nsik ME\n\nNaTIONAL EpucaTion\nEee\nemg\n\nON\nAsSsOocIATIi\n\noo\n\nhe 8\n\ncountry today. It is entirely too easy for young men and women to secure\nadmission to the teaching ranks. We may well look forward to the time\nwhen there will not be an elementary teacher in the entire country who\nhas not had two years of special preparation for teaching beyond graduation from a senior high school, and there are those who confidently look\nforward to the time when all of the more progressive school systems of\nthe country will require four years of training beyond the high school\nThe training for high school teaching\ncourse for elementary teaching.\nis also a big problem in the high schools of the country and much attention is being given to standards of preparation for such teaching. School\nadministrators are finding that the mere completion of a college course 1s\nnot an adequate preparation for high school teaching.\nIn many parts of\nthe country high school teachers are required either to have a specialized\ncollege course directed toward such teaching, or a special course of training following the completion of the usual four-year college course.\nMuch can be done toward advancing the standards of teaching by\nstate departments of education, and state governing boards, and by normal\nschools and teachers colleges, and by the administrators of city school systems, and by local school authorities.\nBut, there ought to be a general\nmovement among the masses of classroom teachers throughout the country\nfor the elevation of teaching standards.\nIf we are to have a teaching profession in this country it must be based upon the adequate training and\nprofessional knowledge and skill of those who do the actual classroom\nteaching. The great majority of elementary and high school teachers of\nthe country are ambitious and willing to meet the requirements which are\nimposed upon them.\n‘These requirements will be accepted with greater\nwillingness and there would be a much broader cooperation in meeting\nthem if there is a widespread feeling that such standards have been set\nup by the teachers themselves.\n‘Teachers should realize the fact that we\ncannot have a real teaching profession as long as such a large proportion\nof teachers as we now have is below the reasonable standards which are\nnow fixed by the more progressive communities.\n\nCredits For Experience In Teaching\nA wide inquiry concerning the matter of credits for experience in teaching discloses the fact that most of the accrediting institutions of the\ncountry are opposed to this form of recognition.\nIn many parts of the\ncountry salary increases are based upon length of service and a certain\namount of credit evaluation by local school authorities is granted for experience in fixing salaries.\nIn many normal schools and teachers colleges\na certain amount of credit towards admission is allowed for teaching experience and teachers’ certificates and reading circle work. The registrar of one\nof the state universities states that his university does not give any advanced credit toward graduation for teaching experience and he says fur-\n\nther, that this is true of all of the state universities.\n\nThree or four years\n\n"} {"page": 231, "printed_page": null, "text": "Reports\n\noF CoMMITTEES\n\nDes\n\nago a study of this subject was made by the Iowa State Teachers College.\nIt showed what schools were giving credit for teaching experience and\nwhat schools were not. At that time two state universities were giving\na small amount of credit for experience which was carefully safeguarded.\nIt was found that in a number of institutions candidates for degrees or\ndiplomas may be excused from certain required courses on account of\n‘their experience in teaching.\nThe registrar of a state normal school writes that his institution now\ngrants ten term hours of credit for experience in teaching and will probably\ncontinue to do so for a time. He assigns as a reason for discontinuing this\npractice that the work outlined in the normal schools is none too much\nfor the thorough preparation of the student, and in granting credit for experience desirable courses are eliminated.\n‘The representative of one of the leading institutions in the country for\nthe training of teachers says that any question of credit for teaching experience is a sore one.\nHe says further, that in eight years of experience\nin handling college credits and transcripts, he is led to the conclusion that\nthis sort of credit cannot be safely and fairly allowed. ‘The representative\nof another prominent teacher training institution says that the problem of\ngiving recognition in the way of credits for work done in the profession,\nis one of the most troublesome questions that confront accrediting agencies.\n\nHe does not think that much can be accomplished at the present time in\ndealing in a constructive way with this problem. He says that it is difficult enough to develop approved lists of institutions, let alone to develop\napproved cities or city superintendents, which would almost be necessary\nif credits toward graduation were given for work done under supervision\nby teachers in the service. A dean of a state university in answer to an\ninquiry about this problem says that it might well receive careful consideration. In some cases he says this credit would be entirely justifiable and\ndesirable, but in others it would seem to be very undesirable. If a teacher\nlearns by experience he says he would be glad to grant him credit for what\nhe has learned, but in some cases the teacher merely gets into a rut from\nwhich it is almost impossible to pull him. Teachers, he says, have the\nfeeling that we\n\nshould\n\nyears they have taught.\n\ngive them credit in proportion\n\nto the number of\n\nHe does not believe that this can be done with\n\nHe says, further, if there is any way of finding out what the\nsuccess.\nteacher has learned by his experience, that he would be glad to give him\n\ncredit for it. This dean also states that it is the practice of his university\nHe does\nto allow credit on experience for admission to the institution.\nit\ncontinuing\nof\nfavor\nin\nis\nhe\nbut\npractice\nbest\nthe\nis\nnot know that this\nuntil he can learn some better way of evaluating teaching experience.\nThe director of elementary education in one of the leading state universities states that he does not think it is possible to do much concerning the\ncriticism that credit shall be allowed for successful teaching under super-\n\nvision.\n\nThat question, he says, was studied in detail a little while ago by\n\n"} {"page": 232, "printed_page": null, "text": "228\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nthe universities and it was generally agreed as a result of this study, that\nno such credit be granted, There are two elements in the case which make\nit dificult to do anything about it. In the first place such teachers are\nIn the second\nreceiving presumably a satisfactory wage for the service.\nplace it is almost impossible to discover any standards by which the measuring of the work can be done. Rating of teachers and supervisors are\nboth too unscientific at the present moment to evaluate such credits.\nThe state board of education in one of the states reporting, authorizes\nthe normal schools and teachers colleges under its supervision to grant a\ncertain amount of admission credit on experience, reading circle work, and\nteachers’ certificates granted on the basis of examinations.\nAnd this same\nboard also authorizes these teacher training institutions to grant as much\nas ten semester hours of credit on the college courses for successful teaching experience.\nThe data rendered on this subject is by no means complete and does\nnot represent all parts of the country but it shows rather conclusively that\nthe universities and higher institutions of the country are opposed to allowing any college credit for teaching experience of any sort and that they are\nnot kindly disposed toward any plan for allowing credit towards degreesfor any sort of committee work or school project enterprises that may be\ncarried on by teachers under the direction of educational supervisors.\nPretty generally the normal schools and teachers colleges of the country\nwhich have been allowing some of this sort of credit, are seeking to eliminate it. ‘There are a few states and institutions, the inquiry shows, that\nare still allowing a small amount of advanced credit for teaching experience.\nThere are a good many normal schools and teachers colleges which allow\nsuch credit as a basis for admission.\n\nRequirements of Teachers in the Service\nOur investigation brings out the fact that owing to the low standards\nwhich prevail in practically all parts of the country for admission to the\nwork of teaching, the administrative authorities in states and cities have\ndevised all sorts of requirements to be imposed upon teachers for the\npurpose of making up deficiencies in training and preparation.\nThis appears to be one of the most vexatious problems in our school systems as it\naffects the relation of classroom teachers and administrative authorities.\nTeachers are granted certificates on the basis of uniform state examinations or upon examinations given by the educational authorities in local\ncommunities without any regard to the background of academic and professional attainments.\nMost of the school systems of the country are struggling with measures for the improvement of teachers who have come into\nthe service by various routes other than that of scholarly and adequate prevaration. A majority of the states in the union have outlined professional\nreading circle courses for teachers and such courses are impressed upon\nteachers who are lacking in professional knowledge. The summer courses in\n\n"} {"page": 233, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n229\n\nthe teachers colleges and universities are crowded with thousands of teachers who are being required by administrative authorities to pursue such\ncourses of study to supplement their original meager training.\nMany of\nthe educational institutions are giving correspondence courses which are\ntaken largely by teachers who are striving to meet requirements that are\nbeing made of them. In many parts of the country evening and Saturday\nclasses carried on under the direction of the teachers colleges and universities, are largely attended by teachers who, under supervisional compulsion are seeking to earn degrees or to reach certain professional and academic standards that have been fixed. It is the opinion of your committee\nthat those who have the responsibility for certificating teachers would better serve the profession by fixing higher standards of scholarship and professional skill for those who make their first entrance into the work of\nteaching, rather than to devise so many plans for the enforced improvement of inadequately prepared teachers who have been permitted to enter\nupon teaching without the preparation that they should have had.\n\nReciprocity Among the States\nAn interesting problem connected with the requirements for the certification of teachers came out as a result of this inquiry in connection with\nthe difficulties that are encountered by teachers who go from one state to\nanother where they apply for certification. “This inquiry discloses the fact\nthat there are practically no reciprocal relations among the states of the\nunion in regard to,this matter. It is frankly stated by those reporting from\nsome of the states that the certificating authorities intentionally make it\n\ndifficult for teachers coming from others states to secure teaching certificates. This attitude grows out of the feeling among teachers in some sections that they do not welcome the competition of teachers from other\nparts of the country.\nIn some states there is an open and avowed policy\nof giving preference to state teachers even though they may be inferior\nin training and preparation.\nCharacteristic of the statements received is\nthat of a prominent state superintendent of public instruction who says\nthat there is no arrangement in his state whereby certificates may be issued\nbased upon certificates secured in other states or whereby certificates may\nHe states further, that his department\nbe issued through endorsement.\ngives consideration to the applicant’s preparation as a basis for certification\n\nand that a graduate from a two-year course in a standard normal school is\nmade the basis for certification without examination for teaching in the\n\nelementary grades and in the one-year, two-year, and three-year high\nA graduate fsom a standard college or university with fifteen\nschools.\nsemester hours in the department of education will secure the applicant a\n\nhigh school certificate. Another state department reports that the other\nstates of the union accept diplomas from the institutions within its state\nand that it, in turn, accepts diplomas from the institutions which the various\nAnother state department says that it is\nstates recognize as standard.\n\n"} {"page": 234, "printed_page": null, "text": "NaTIONAL\n\n230\n\nEpucATION\n\nASSOCIATION\n\ntheir practice to grant certificates upon a certain amount of work accomplished in schools outside the state if their work is recognized by the state\ndepartment of education in the state in which they are situated. For this\npurpose the work in normal schools and colleges must cover two or four\nyears above high school in order to be recognized as the basis for the isIn this connection it seems to be a\nsuance of certificates by endorsement.\ngrowing practice for state departments of education to refer all matters\nconcerning certification which are based upon credits to the teacher training institutions of the state. ‘There is still a considerable variety in the\nbasis for the evaluation of professional credits in different parts of the\ncountry.\nThe dean of one of the state universities writes that he does not suppose\n‘** is possible, and he doubts if it is advisable, to have entirely uniform\nlaws in regard to certification, but he is of the opinion that we could improve very much upon our present methods of rating certificates issued in\ndifferent states.\nYour committee has not been able to make any wide or exhaustive\nstudy of the problems that have been submitted to it. To do more than\nsuggest lines of study would not be possible without extensive research\nand the wide collection of a great deal of data bearing upon the topics’\nthat have been mentioned. ‘The chairman of your committee would suggest and recommend that the consideration of standards and requirements\nfor teachers in the service, be made a special subject for investigation and\nstudy by the Department of Classroom Teachers, and it is suggested that\nthe United States Bureau of Education be requested to gather information\nfrom all of the state departments of education concerning the reciprocal\nrelations regarding the certification of teachers and the basis on which\nthe various state departments grant certificates to teachers coming from\nother states.\n\nREPORT\n\nSARAH\n\nT. MUIR,\n\nOF\n\nHEAD\n\nTHE COMMITTEE ON\nOF THE PROFESSION\n\nOF ENGLISH\n\nLINCOLN,\n\nDEPARTMENT,\n\nNEBRASKA,\n\nETHICS\n\nLINCOLN\n\nHIGH\n\nSCHOOL,\n\nCHAIRMAN:\n\nThe committee on ethics of the profession appointed in November, 1924,\nby the president of the National Education Association, Jesse H. Newlon,\nmade its first report in July, 1925, at Indianapolis before the Representative Assembly which voted to continue the committe. Mary McSkimmon,\nthe incoming president, reafirmed the committee appointment.\nBecause of the distance between the members of the committee, the\nbusiness of the committee has been largely conducted through correspondence, until February, 1926, when a representative group met in Washington, D. C., and planned future procedure. At that time a sub-com-\n\n"} {"page": 235, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n231\n\nmittee was empowered to outline further plans of the committee and\nto prepare the report for the Philadelphia meeting.\nThe sub-committee? has held two meetings, one in Washington, D. C.,\nand one in Lincoln, Nebraska, with part of the membership present each\ntime.\nIn addition, the members of the sub-committee have carried on\nextensive correspondence.\n“The report to be presented before this Representative Assembly is, therefore, a statement of the findings of the committee which has been endeavoring to carry out the wishes expressed by\nthe teachers of the United States for a study of the ethics of the profession.\nStarting with a survey of what has been done in code-making in the\nteaching profession and in other professions and trades, the committee at\nfirst looked forward to the possibility that a tentative code might be\ndrafted and presented in this, its second report. The conviction is growing, however, in the minds of the members of the committee that the\nteachers of the whole nation will have to lend assistance if this code is\nto be vital. Proof of this lies in the dissatisfaction which is felt with\nnearly all the codes formulated.\nValuable as they are as evidence that\nthe profession feels the need of a code of ethics, they are not usable as\na national code because they lack the note of reality that would be evident\nif they had been the work of a mass of teachers, or the result of extensive\nand painstaking research.\nOne of the main tasks of the committee so far has been to gather\ninformation as to such professional policies and standards as are prevalent\nand desirable.\nIts members have contributed their time and energy\ntoward this task by exchanging their experiences and those of others\nthrough correspondence and in the meetings of the committee. The committee thus offers itself as a source of information, available to the National\nEducation Association and to such state and city teachers associations as\n\nmay care to avail themselves of a “clearinghouse” of such information.\nFor those who are interested in teachers’ codes now extant, the appended\nreport,” initiated and worked out by Ward G. Reeder, read and approved\nby the members of the committee, with the sanction and cooperation of\nthe chairman of the committee, will provide a useful body of information.\n\nAs the principles, rules, and standards of the teaching profession become\ncrystallized, through such investigations, through suggestions and criticisms of members of the Association, and through such codes and practice\ncommittees as are instituted—some thirty state teachers associations now\nhave a code of ethics—the committee will endeavor to work out a tentative code of ethics for the guidance of the profession as a national body\n\nand for the clearing up of matters that may be causing unnecessary friction\nwithin its ranks.\n\nIt is the sense of the committee,\n\nth.t the in-\n\nhowever,\n\nra Member, of the oubcommites: Chairman, Sarat, Muir, bead of Znglsh department\n\nof philosophy,\ntion, Ohio State University, Columbus, Ohio, C. F. Taeusch, associate professor\nof f | schools,Is, Denver Cr\ni\nIowa, Jesse H. Newlon, superintendent\ni\nTowa City,\nw\nUnivi\nity\nHigh School,\nIrving\nse Cohan head of English department, Washington\nBens » fic\n\neas\nSB\nProfession, National\n\nof the Teaching Profession,”\nEducation Association,\n\nReport\n\nof the Committee\n\non\n\nEthics\n\nof the\n\n"} {"page": 236, "printed_page": null, "text": "232\nfe\n\nNaTIONAL\nee\n\nEpuCcATION\nSe\n\nASSOCIATION\nee\n\nformation which is at present available does not warrant the immediate\ndrafting of such a code for the National Education Association.\nIn order to work out more thoroughly and effectively the problems of\nprofessional ethics for teachers, a sub-committee of five members has been\nappointed, with the chairman of the committee as chairman of the subThe sub-committee consists of two classroom teachers, one\ncommittee.\nsuperintendent of schools, and two college teachers whose work has been\nlargely in the field of professional ethics. It is the function of this subcommittee to expedite the work of the principal committee, by formulating\npolicies and procedure, by gathering further information, especially in\nthe form of concrete cases of professional conduct, and by furthering the\ndevelopment of a keener sense of professional consciousness among teachers;\nall such activities of the sub-committee are being referred to the committee\nand to the National Education Association for endorsement or rejection.\nThe committee regards the case method of approach to the problem\nof professional ethics among teachers as a valuable method.\nIt was in\nthis way that the common law arose; and so also did its later tributaries,\nthe merchant law, canon law, and marine law, contribute to its development. The New York County Bar Association has made considerable progress in the sanctioning of professional conduct by entertaining,\nthrough its practice committee, debatable and questionable cases of professional conduct.\nSome two hundred and seventy cases have been passed\non by this committee.\nIts decisions, which are merely advisory, are so\nvaluable that they are being recognized by the American Bar Association\nand by judges in their decisions as the most effective work so far done\ntoward cleansing the profession of its abuses and malpractices and toward\nclarifying its standards and ideals. Similar success has met the efforts\nof the American Association of Engineers, whose code of ethics was drafted\nonly after a considerable number of practice cases had accumulated; the\ncode when written has been constantly subject to revision as more concrete cases arise among engineers and are interpreted by those who are in\na position to determine the expediency and morality involved in professional problems.\nSome sixty cases have been formulated by this association. Rotary International has similarly been interested in the gathering\nof trade practices, and has proved to be a powerful force for social good\nmerely through clarifying issues and attitudes, the misunderstanding of\nwhich leads to unfair and harmful trade activities.\nThe committee proposes to proceed with a similar method tentatively\nin view.\nIt holds that the teaching profession has reached a sufficient\ndegree of maturity and dignity to warrant the clarification of certain\nethical problems which are more and more forcing themselves on the\nprofession, and which can and must be dealt with by the organized intelligence and administrative capacities of the Association.\nSuch a procedure\nactivated by the committee, and sanctioned by the Association, will go\nfar to develop the proper professional attitude of teachers, and to secure\nto teachers, the nation over, those intangible rewards—service to the child\n\n"} {"page": 237, "printed_page": null, "text": "REPorRTS\n\nOF COMMITTEES\n\n233\n\nand to the community, professional dignity, and the freedom to pursue a\nvaluable and enjoyable vocation and to secure its best interests and purposes.\n\nIn its work the committee appeals to the members\n\nof the Association\n\nfor help and cooperation. ‘The membership of the committee is sufficiently\nlarge to be representative of the various geographic areas of the country,\nand also of the several groups included in the comprehensive term “teacher”\n—classroom, research, critic, normal training, and administrative. ‘Teachers are urged to communicate with the most accessible member of the\ncommittee and to aid in some of the fields of research which the committee is pursuing. Among these fields of research are the following:\n1. How do codes of ethics function in the teaching profession and in\nother professions and trades?\n2. What principles of ethical procedure have been and are being vio-\n\nlated in the teaching profession?\n(A collection of cases; the committee\nis very anxious to have as many as possible of available cases.)\n3. Should a practice committee or commission be constituted to consider\nthe cases thus collected?\nIf so, how should it be constituted?\n4. Should a code be built up from these cases of violation of professional conduct, and what things should go into a code of ethics for\nthe National Education Association?\nThe committee respectfully urges, since its work is only well begun,\nthat it be continued by the National Education Association.\n\nREPORT OF THE COMMITTEE\nd\nRELATIONS\nGEORGE\n\nE.\n\nCARROTHERS,\n\nCOLLEGE\n\nATHENS,\n\nOF\n\nOHIO,\n\nON COMMUNITY\n\nEDUCATION,\n\nOHIO\n\nUNIVERSITY\n\nCHAIRMAN\n\nIn pursuance of the program outlined in its report of July, 1925, the\nCommittee held its second formal meeting at Indianapolis during the\nannual convention of the National Education Association.\n‘The chief\nbusiness accomplished at this time was the crystallization of the views\nof the\n\nCommittee\n\nupon\n\none\n\nhighly\n\nimportant\n\nquestion.\n\nThat\n\nis, the\n\nmatter of the teacher’s relation to after-class activities. Has the regular\nShould\nteacher a professional duty in the field of community relations?\nhe be willing to give time to parent-teacher organizations and similar activ-\n\nities?\nThe Attitude of the Teacher Toward\n\nWider\n\nUse\n\nThe preliminary discussion among the members of the Committee\ndeveloped fairly general agreement upon the following main points:\n1. Parent-teacher associations are valuable and important assets of an\neducational system and they cannot be developed and successfully carried\non without the aid of teachers.\n2. Teachers, like all other professional people, require leisure for recreation and personal development,\n\n"} {"page": 238, "printed_page": null, "text": "234\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n3. It is good administrative policy to respect the teachers’ right to a\nproper margin of leisure.\n4. Enterprise and initiative on the part of the teacher in the development\nof wider-use activities is a laudable method of professional advance and\nshould be encouraged by school authorities.\n5. It is difficult to make suitable budgetary provision for new and experimental activities. At the same time new activities do not start fullblown and mature.\nSuch were the main aspects of the problem before the Committee.\nIts\nsolution required a method in which these opposing claims could be reconciled. It was found that an advance had been made just as soon as all\nsides of the situation had been defined and faced. Another step forward\nwas made when it was recognized that the teachers’ attitude is largely\ndetermined by the attitude of the school board as expressed in its acts and\nrequirements. Accordingly, the Committee set about the task of formulating a forward-looking stand for a board of education to take regarding\nthe endeavors of its teaching staff in the community-use sphere. ‘This is\nexpressed in the following set of resolutions which were laid before the\nRepresentative Assembly of the National Education Association at its\nIndianapolis meeting.\n;\n\nSuggested School Board Policy in Regard to Staffing “Wider-Use”\nActivities\nResolutions offered by the Committee on Community Relations:\n(a) Whereas, progressive educational thought recognizes that participation in parent-teacher associations and other forms of community activity\ncontributes to the smooth running of the school and to the teacher’s ability\nto prepare pupils for future social and civic relations,\n(b) Whereas, “wider-use’’ activities, whether physical, recreational or\ncultural, for both youth and adults, represent an important extension of\nthe character developing influence of thé school,\n(c) Whereas, bringing parents, citizens and the public generally into\ndirect use and enjoyment of school facilities contributes to a better understanding of, and a more generous community financial support for, public\neducation,\n(d) Whereas,\n\na school plant designed and equipped for community-use\ngives the school a better plant for its primary educational purpose,\n(e) Whereas, wise administrative policy requires that all use by the\ncommunity of school grounds, buildings and equipment be under the control and supervision of school officials, and\n(£) Whereas, the professional development, the physical welfare, and\nspiritual needs’ of both principals and teachers require sufficient leisure to\npermit a reasonable pursuit of personal interests and avocations,\nTherefore, be it resolved, that it is the sense of this body (1) that all\n\npublic school governing boards should\n\nformulate\n\na definite, fact-based,\n\n"} {"page": 239, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n235\n\ncommunity-use policy and make adequate provision for its practical realization, however modest the beginning in any school system may of necessity be,\n(2) That the community-use department of public school systems be\nstaffed by persons having the qualifications required for their special\nduties,\n(3) That all regular services and activities in the field of community\nrelations be adequately budgeted at the same time and in connection with\nthe annual budgeting of other school activities, and that a special appropriation be made to provide, so far as can be anticipated, for new community\nactivities which may arise and become standardized during the fiscal year,\n(4) That regular teachers may with advantage to the school and to\nthemselves professionally take the initiative in the development of new\ncommunity relations and give their services to such activities without\nremuneration during their formative period,\n(5) That voluntary undertakings in the community-use field be stimulated by the dissemination of information concerning developments in\nother school systems, and that these voluntary activities be encouraged by\nthe notation upon service records of both principals and teachers of all\ndefinite community activities thus performed,\n(6) That school administrators should neither demand or expect regular and continued out-of-school service from teachers in connection with\ncommunity activities without compensation for the extra service performed.\nIt will be observed that the above resolutions apply more particularly\nto the large class of cities in which there are as yet no school center departments and no definite programs of activity in the community relations\nfield. “They refer to the common situation in which the school board\nstands between a group of conservative citizens who are content with the\ntraditional ways and a group of other people who are keen to try new\nmeasures.\n[hey take cognizance of the fact that a school system is an\norganic body and one which is therefore constantly troubled with “grow- ~\ning pains.” ‘The urge to take on new functions before structural adaptations have been perfected to carry them on is a clear symptom of healthy\ngrowth.\n\nSchool activity cannot keep away from new relationships even if it\nwould.\nModern educational thought is driving it to a closer and closer\ncontact with the immediate community.\nThese resolutions outline a\nmethod for making this adaptation so far as the personnel of a school system\nis concerned.\n\nAction upon the above resolutions was not called for at Indianapolis.\nThey were simply presented and are being held over for consideration\nby the members of the National Education Association at the Philadelphia\nmeeting, at which time their adoption will be moved. It is hoped that all\ndelegate members will study the proposed resolutions and be prepared to\nenter into the discussion and action upon them at the forthcoming annual\nmeeting,\n\n"} {"page": 240, "printed_page": null, "text": "NATIONAL\n\n236\n\nThe\n\nEDUCATION\n\nASSOCIATION\n\nof Schoolhouse\n\nRegulation\n\nLettings\n\ns in\nWith a view to ascertaining and giving attention to those problem\nschool\nof\nscore\nseveral\nacute,\nmost\nare\nwhich\nfield\nrelations\nty\ncommuni\nthe\nsuperintendents were circularized last fall by the Committee. The replies\nreceived showed that the regulation of schoolhouse lettings was occasioning\nconsiderable trouble and that subject was therefore made the main topic\nfor discussion at the third meeting of the Committee in Washington,\nFebruary 22, 1926, during the- sessions of the Department of Superintendence.\nThe discussion revealed that there exists a wide diversity of practice\nand attitude on the part of school authorities in the utilization of school\nplants during the marginal periods. That the community is entitled to a\nuse of its educational equipment over and above the period devoted to\nformal class work is now a generally accepted principle.\nThe school\nsystems of the country vary greatly, however, in the degree to which this\nprinciple is put into practice.\nThe stages of progress can be roughly\ndescribed in the terms of the lettings procedure set up by the various\nsystems. “They include:\n1. Regulations barely permitting use of facilities by outside groups but\nfashioned mainly to prevent misuse and damage\n2. Regulations encouraging use of facilities in principle but surrounded\nwith a procedure making such use difficult in practice\n3. More practical regulations with a carefully elaborated routine for\nobtaining school privileges\n4. Practical regulations and procedure plus personnel deputed to facilitate and promote extensive “wider-use.”’\nA part of the difficulty exists in the confusion as to what constitutes\nthe school board’s obligation in the matter.\nShould it let buildings just\nto give the taxpayer more value for his money?\nOr does “‘wider-use”\nconstitute an extension of the board’s educational function?\nWhen it\npermits a local society to use a school auditorium for a fee, is it discharging an educational function or merely cutting down expenses?\nIf the\nactivities of some societies are educational, how shall this class of societv\nbe distinguished? ‘These are the questions about which there is confusion\nand the clearing up of which constitutes an important objective for the\nCommittee.\n\nThe Elements of the “Regulations”\n\nQuestion\n\nThe discussion at the Washington meeting accomplished the important\nresult of breaking up the question into its constituent parts. There were\nmany reports upon the local practice as respects various points and some\ndiscussion of general principles, but it was of course seldom that general\n\nagreement could be obtained.\n\nThat could hardly be hoped for until there\n\nhad been further thought upon\n\nall its aspects.\n\nthe subject and a closer examination\n\naf\n\nThe only practical method is that of first breaking up the\n\n"} {"page": 241, "printed_page": null, "text": "Reports\n\noF CoMMITTEES\n\nsubject into its elemental parts and considering them one at a time.\n\nanalysis of this question\n\nwhich\n\nwas\n\npresented\n\nat the meeting shows\n\n237\n\nAn\nthe\n\nfollowing elements:\n1. Classification of fees\n2. Classification and description of groups which seek school privileges\non the basis of their purposes\n3. Definition of attitude to be taken by school authorities toward the\nvarious purposes exemplified ~\n4. Methods of supervising groups to whom facilities are let.\nThe\n\nClassification\n\nof Fees\n\nThe significance of the fee that is exacted by a school board for the use\nof a building, lies in the fact that its amount reveals the attitude of the\nboard toward the user and the use. When the board charges no fee it is\ndoing a favor to the group. It is making what is tantamount to a financial\ndonation to the group and to its cause. Naturally the board must be in a\nposition to justify such action and its justification can be based only upon\nthe value of the activity which was aided. When a board grants the use\nof facilities for a sum which just covers the actual wear and tear, consumption of heat and light, and compensation of custodian, it is not making\nan economic contribution but it may be considered nevertheless to be giving\nthe group and its activity public moral support. When a board charges\na fee that includes an excess above all costs, it can take the position that\nit is extending no faworitism and is giving no moral support.\nIt is simply\nsecuring for the taxpayer the fullest economic return possible from his\ninvestment.\nThe most useful classification of fees for the purposes of this discussion\nis obviously, therefore, the following:\n1. No fee, meaning that the actual expense of the use is borne by the\nboard\n2. Cost fee, which is considered equal to actual expense occasioned\n3. Profit fee, a sum covering the actual cost plus an additional amount\nIn applying this classification, actual cost figures would be the soundest\nbasis but where these are lacking, the intention of the board in fixing the\nfee should be the guide. If it was intended merely to cover the cost, then,\nso far as the board’s purpose goes—which is the really significant fact—\nthat is a cost fee.\n\nThe Problem of Classifying Groups Which Use School Facilities\n\nThe action of a board in letting school facilities derives its significance\nFor this\nthen from the purpose of the activity which is accommedated.\nreason a classification of the groups seeking school privileges will be most\nuseful if it is based on purpose or aims.\nIn fixing classes of organizations from the standpoint of purpose, great\ncare must be taken to steer clear of subjective terms. The debating club\nBut to\nand the civic association both give satisfaction to their members.\n\n"} {"page": 242, "printed_page": null, "text": "NationaL\n\n238\n\nASSOCIATION\n\nEpucaTION\n\ntake “give satisfaction to members” as the characteristic of a certain class\nall volof organizations would be futile since it applies equally well to\nobjective\nan\nhave\nmust\nclass\na\nof\nn\ndescriptio\nhelpful\nAny\nuntary groups.\nreference and at the same time specify characteristics of purpose or objective which apply only to a certain considerable number of organizations.\nThe making of such a classification in terms which would command\ngeneral agreement is obviously a difficult task whether undertaken by an\nindividual or a committee. It can be accomplished finally only by making\ntrials, collecting criticisms, and then making further trials until a satisfactory statement is produced.\nAs a first step in this process there is being offered a tentative classification together with illustrative examples.\n\nNo pretense is made that the lists\n\ninclude all the groups which properly belong to the class.\nA\n\nTentative\n\nClassification\n\nof Groups\n\nCLASS\na. Voluntary associations providing recreational, social or cultural opportunities for other than their own\nmembers\n\nb. Public welfare organizations devoted\nto ends going beyond the individual advantage of members\nc. Groups\n\ndevoted\n\nto\n\npersonal\n\nculture\n\nor self-improvement\n\nTogether\n\nwith\n\nExamples\n\nEXAMPLES\nCommunity Center Association\nLocal Community Service Committee\nSocial Settlement\n\nYM. C3pA°\nArt Association\nParent-teacher Association\nTaxpayers Association\nWard Improvement Organization\nCivic Association\nMusic\n\nClub\n\nDebating Society\nRadio Club\nLittle ‘Theater Group\nBoy Scout Troop\n\n. Groups organized for recreational\nor social enjoyment\nTwo classes: 1. Adults\n2. Juniors\n\n. Partisan\n\npolitical\n\n. Economic\n\ngroups\n\ngroups\n\n. Propagandistic groups, organizations\nworking for or against changes in\nlaws, institutions or customs\n\n. Religious\n\ni. Secret\n\nbodies\n\nSocieties\n\nAthletic Club\nBasketball Club\nBridge Club\nDancing Club\n\nDemocratic Party\nSocialist-Labor Party\nRepublican County Committee\nLabor Union\nManufacturers Association\nGrange\nSingle Tax Association\nChild Labor Association\nAnti-Saloon League\nLeague Against Prohibition\nNational Security League\nMethodist Church\nCongregational Church\nRoman Catholic Church\nMasons\n\nOdd Fellows\nGreek letter societies\n\n"} {"page": 243, "printed_page": null, "text": "Reports\n\nOF COMMITTEES\n\n239\n\n“The Committee submits this classification for the purpose of securing\nconstructive criticisms.\nIt will be glad to receive suggestions as to the\n\nphrasing of the classes and additional examples.\nIt would be especially\nhelped by inquiries as to the placing of specific groups which do not seem\nto be comprehended in the classes listed.\nIn such cases the work and\npurpose of the group should be rather fully and definitely described.\nAfter a satisfactory classification has been worked out and the social and\neducational significance of the various classes has been fully explored, the\nCommittee will then turn to the consideration of the relation to these\ngroups which should be taken by public education systems.\nAfter that will come the subject of the best methods of supervising the\ngroups to whom facilities are let. “This topic and several others were discussed at the Washington meeting but the material thus obtained is not\nsufficiently comprehensive as yet to report.\nReference to the list of problems in the Committee’s 1925 report will\nshow that there are many of a fundamental character which still need\nattention.\nIts members are busy people and they are obliged to work\nslowly.\nThey are striving, nevertheless, to produce sound and worthwhile results in this important field of public education and they hope that\nthe Committee may be continued with its present allowance for postage\nand stationery.\nCommunications may be addressed to Clarence A. Perry, the secretary\nof the Committee, at 130 East 22nd Street, New York City.\n\nWILLIAM\n\nC.\n\nREPORT\n\nOF THE\n\nEDITORIAL\n\nBAGLEY,\n\nTEACHERS\n\nCOLLEGE,\nYORK\n\nCOUNCIL\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nCITY\n\nThe Editorial Council, as usual, has held two meetings during the year.\nThe members of the Representative Assembly will recall that this body acts\nas a committee of advice and counsel with reference to the editorial policies\nof the Association’s Journal.\nThe Council wishes to convey to the Assembly its hearty approval of the\ngeneral policies which are determining the contents and character of the\nJournal, and its recommendation that these policies be continued.\nThe Journal aims to serve the entire membership of the Association. To\nthis end, the articles that it publishes must in the main concern themselves\nwith the broader problems of the profession as a whole. As the Council\n\nhas reported to you at preceding meetings, the statement of this basic policy\nanswers many of the questions that come from the members of the Associait\ntion regarding what the Journal includes, and more particularly, what\n;\nexcludes.\n\nin\nTo deal with the exclusions first, it is clear that the Journal can not,\nspehighly\nmany\nthe\nof\na large way, contribute to the specialized interests\ncialized groups that comprise our profession. ‘It is only as these specialized\nthe profession as a\ninterests have a distinct and important bearing upon\n\n"} {"page": 244, "printed_page": null, "text": "240\n\nNatTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nwhole that the limited space of the Journal’s pages can be devoted to them.\nHappily, the problem that this limitation involves is coming to be solved\nin what is, I think, a most effective way. Our specialized departments are\nthemselves financing or helping to finance publications—journals, quarterlies, yearbooks—which provide ample means of dealing with these special\ninterests.\nAs to what the Journal includes and emphasizes, a few statements may\nwell be made. There is, of course, a certain amount of material to be published informing our members of the two annual meetings, both in the way\nof preliminary programs and announcements and in the way of summarizing\nthe addresses and proceedings. Certain of the addresses, too, are included\nin full because they deal with the larger problems that I have already referred to.\nThe most significant recent development in the educational policy of the\nJournal is the careful preparation of at least two series of related articles\nwhich will run through the year and which will treat, in a way that we\nhope will appeal to all of our members, topics or problems that are of outstanding significance. ‘This has been Mr. Morgan’s plan for some time,\nbut he has only recently reached the point in the development of his office\nand its staff where it has been possible to look ahead for a full year, arrange\nfor a series of articles, and have them all in hand at the beginning of the\nyear.\nMr. Morgan has now ready for the coming year two important series of\narticles.\nThe first deals with what is perhaps the most serious of the larger problems confronting American education today. “This is the problem that is\ncoming to be called “character education.”” We have, in our profession, an\ninteresting custom of giving a new name every now and again to our problems and our processes.\nFor example, we used to speak of discipline, but\nnow we speak of “social control.” Once a child was just naughty, but now\nhe has a “behavioristic complex.”\nIn the far past some pupils were disobedient, now they are merely “lacking in docility.” And I take it that\n“character’’-education in the past was known by another name.\n;\nIt is likely, however, that its objectives have not changed very much. A\ndecent regard on the part of the individual for the rights and feelings, the\nlives and the property of other people is still apparently essential to civilization. And in this connection, it is pretty generally agreed that our American civilization is not what we should like it to be. It is scarcely a matter\nof pride to us that, among the civilized nations, we have by far the highest\nratios of serious crime. It is still less a matter of pride—indeed it should\nbe a matter of the deepest concern—that these ratios are apparently increasing year by year and have been increasing for at least a generation, while\nin most of the other great nations the crime-curves have consistently fallen\nwith the enlightenment of their people.\nWhether character education, as present-day experts in this field conceive\nof it, will concern itself with this serious problem, I do not know.\nI be\n\n"} {"page": 245, "printed_page": null, "text": "cea i\n\ncS\n\nReports oF ComMItTEEs\nEOE Se\n\nrr\n\n241\n\nlieve that it is well, however, to get from these experts all of the\ninformation and suggestion and inspiration that they have to offer. It would be\nrather unfortunate for the reputation of the present generation of Americar\nteachers if the future historian should look at our appalling record of murder, assault, robbery, and other serious crimes, and then examine the filee\nof our official professional journal and find that we had not even concerned\nourselves with the situation.\nPersonally, I am pleased, then, that Mr. Morgan has chosen charactereducation as one of the first problems to be attacked in this rather extended\nand systematic way. You will be glad to learn, also, that he has secured\nsome outstanding articles from members of our profession who are well\nqualified to give us helpful advice.\nThe second series of articles likewise deals with a phase of civilization\nin which the American brand of civilization is apparently not so strong as\nit should be. It may be, too, that the solution of this second problem will\ncontribute something to the solution of the first. To recognize the need of\nart in life is to recognize something that has far more than a sentimental\nvalue—far more than what we sometimes call a leisure-time value. The\nideals of fine workmanship, which are in the narrower sense so sharply\ndemands, are no less needed in the work-a-day life. Nor is a keen sensitiveness to what is truly beautiful in the world of the fine arts without the\npossibilities of a wider spread. One can scarcely deny that there are certain\nphases of our collective life that are sordid and other phases that are ugly.\nWhen a sufficient number of people rebel against sordidness and ugliness,\nthese elements will disappear. And to this end an educational program that\nseeks consistently to raise the general level of taste and appreciation should\nmake a substantial contribution.\nIt was with especial pleasure, then, that\nthe Editorial Council learned that Mr. Morgan has had prepared a series\nof articles under the general caption, “Building Beauty into Everyday\nLife.”\n;\nMr. Morgan is now looking forward to the year 1927-28.\nThe topic.\nthat has been provisionally selected for that year is the professional education of teachers. The past decade has witnessed a marked development in\n\nthis field.\n\nThe growth of the normal schools and teachers colleges; the\n\nexpansion outward and the extension upward of their curricula, and the\nmarked improvement in their standards; all these have been outstanding\nThe consolidation and extension of these\nfeatures of this development.\ngains will depend in large part upon the vigor and earnestness with which\nthe profession stands back of these schools which not only prepare its re-\n\ncruits but are also rendering an increasing service to the teachers already\n\n“on the job.”\n:\n:\nn\nIn spite of the recent advances, the schools preparing for our professio\nstill lack the public support that they need. Other state-supported institu-\n\ntions of the same grade are supported far more generously.\n\nIn making a\n\nae the\nstudy of a state system of normal schools a few years ago, I found\nagrisingle\na\nfor\nmoney\nmo1e\nting\nappropria\nyear\nstate in question was each\n\n"} {"page": 246, "printed_page": null, "text": "242\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncultural college enroling 600 students. than it was spending for ten state\nnormal schools enroling 3000 students. A similar discrepancy will be found\nin almost every state. The contrasts with other publicly-supported professional schools are almost equally striking.\nNow, in a very real sense, the support that technical and professional\nschools receive from the public is determined very largely by the occupaOne of the most important\ntional groups for which they train recruits.\ncan render to our cause is\nprofession,\na\nas\nwe,\nthat\nservice\nbits of collective\nto work in season and out of season for the betterment of those institutions\nthat are in a peculiar sense our proteges. To make these institutions legitimately attractive to the capable young men and young women of each generation will mean the continual upgrading of our professional personnel.\nThis means not only a generous public support but it also means breadth\nand depth rather than narrowness and shallowness in the professional curricula. It means strong faculties who will carry on, under favorable conditions, the finest of our professional traditions.\nIt must mean a type of\nprofessional school to which every member of our professional group can\npoint with pride.\nA full and frank discussion of this problem, then, has a clear justification\nin the Journal. It is distinctly a problem, not alone of the specialist in this\nfield, but of the profession as a whole.\nThe Council hopes that Mr.\nMorgan will meet with success in his efforts to set this problem before our\nmembers in a way that will both interest them and stimulate them to action.\nIt is needless to say that these series of special articles to which I have\nreferred will in no sense monopolize the space of the Journal. Other broad\nand fundamental issues will receive attention. For example, the continued\nand ever-growing interest of teachers everywhere in the curriculum-problem not only justifies but demands frequent articles summarizing the results\nof the curriculum-investigations and keeping our members in close touch\nwith the latest developments.\nThere has been a great deal of discussion in our Council meetings regarding the attitude that the Journal should take toward our rapidly-growing professional literature and toward the world of books in general. From\nthe outset it has seemed unwise to attempt to review books, except under\nrare special conditions. From month to month, however, book-lists are presented which are intended to give to our members a suggestion of what is\nprobably the best material appearing in various fields. Once each year a\nlist of the forty best books in the whole education field, published during\nthe preceding year, is presented.\nThere have been some complaints about these lists on the ground that\ncertain books are omitted. Such complaints are likely to occur under any\nconditions, and in some cases are probably justified. I know myself how a\nwriter feels when the children of his brain are either passed by unnoticed\nor distinctly rated as less robust or less beautiful or less brilliant than are\nthe children of other writers’ brains. At the same time, a rather prolonged\nexperience and perhaps the materialism of advancing years has led me to be\n\n"} {"page": 247, "printed_page": null, "text": "Reports or ComMMItTTEES\n\n243\n\nsomewhat more interested in the sales-reports than in the book\nreviews or\nthe book-lists. I think that most of my fellow-writers take the same\nview,\nfor Mr. Morgan tells me that the complaints about the book-lists come\nchiefly from the publishers and not from the authors.\nHowever that may be, you will be glad to know that Mr. Morgan is\ntaking steps to make these lists just as free from justified criticism as possible. He is, indeed, devising a plan whereby each year’s professional books\nwill be rated and ranked by a number of competent judges to the end that\nour readers may be sure that the lists present what is in all probability the\nvery cream of each year’s offerings.\nIn concluding this report, the Council wishes again to commend to the\nAssociation the broad vision and the keen insight that Mr. Morgan has\nbrought to the conduct of the Journal, as well as his untiring efforts toward\nits improvement. ‘The editorship of such a publication involves a multitude\nof detailed duties which would in themselves constitute a man’s full job.\nFor him, however, these are only a fraction of his total responsibilities. Because he discharges them all so well, he clearly deserves both the gratitude\nand the continued confidence of the Association.\nIt is the recommendation of the Council, that adequate financial support\nbe given to the Department of Publications of which Mr. Morgan is the\nchief.\n\nREPORT OF FHE JOINT COMMITTEE ON BETTER\nOPERATION BETWEEN SCHOOLS AND MUSEUMS\nHENRY\n\nTURNER\n\nBAILEY, DIRECTOR, CLEVELAND MUSEUM\nLAND, OHIO, CHAIRMAN\n\nThe Joint Committee\n\nof the National\n\nGO-\n\nOF ART, CLEVE-\n\nEducation Association\n\nand the\n\nAmerican Association of Museums on Better Cooperation Between Schools\nand Museums submits the following recommendations which were presented\n\nto the American Association of Museums and approved by that organization:\n1. The public schools and the museums should cooperate to enrich progressively the intellectual and emotional life of the people.\n2. Such enrichment will come to the individual as the result of experiences\nwith Nature at first hand, with works of art, with museum specimens and with other original objects having human interest.\n3. The public schools should lead in placing emphasis on nature study in\nT'o promote\nthe great outdoor museum, where everything is alive.\ngardens,\nschool\ngenerous\nfor\nmade\nbe\nshould\nprovision\nactivity\nsuch\nor for public parks within walking distance of every school building,\narea.\nor for free transportation to some observational\nby contact with\nented\nsupplem\nbe\nshould\n4. These primary experiences\nand art, whose\nhistory,\nscience,\nof\nmuseums\nin\nd\ngathere\nthe material\npublic schools.\nthe\nof\nservice\nthe\nat\nfreely\nplaced\nbe\nshould\ns\ncontent\n\n"} {"page": 248, "printed_page": null, "text": "244\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\n5. The public schools should make use of this material to the fullest possible extent.\n6. To promote such mutual service normal schools and teachers colleges\nshould train their students in observation and exposition, through\nexcursions into the open, and trips to the museums.\n7. The expenses of providing the materials, required for observation and\nfor circulating and keeping in proper condition the traveling materials should be shared between the museums and the boards of education, upon some mutually satisfactory basis.\n8. A representative of the public schools should be selected to cooperate\nwith the supervisors and teachers and with the museum authorities in\nselecting the loan material. He should also be charged with the responsibility of assembling, caring for and circulating from a distributing center all the material supplied by the museums.\n\n9. Circulating material should not be considered as an adequate substitute for occasional visits to the central museums.\nSuch visits should\nbe made to acquaint the children with the great educational institutions other than their schools, and should yield perennial delight and\ninspiration, and insure more generous support for museum activities\nin the next generation.\n10. Wherever museums are not established, local, county, or state school\nboards should provide for carrying on visual education by the best\navailable means.\n11. At the present time, available material for visual education throughout\nthe United States is inadequate.\n“The joint committee of the National Education Association and the American Association of Museums should be instructed to secure the cooperation of the museums\nand of American publishing companies to supply a part of what the\nschools need.\nSome of the material may be summarized briefly, as follows:\na.\n\nActual objects, such as mammals, birds, insects, specimens of sea life,\nfood products, tree products, materials for clothing, materials for shelter, raw materials in the different stages of manufacture, etc.; actual\nspecimens from the fields of biology, geology, botany, anthropology and\nthe other various\n\nbranches\n\nof science.\n\n:\n\nb. Lists of available educational films and slides showing growing and\nmoving things, and industrial processes, in short, the activities of nature\nand men.\nFacsimile reproductions of historical documents, pictures and objects in\nthe historical museums of the country, of special value in the teaching\nof American history and literature.\nd. Reproductions in color of the finest pictures, textiles, and other decorative material in American museums.\ne. Photographs and reproductions in color of objects in natural history\nmuseums having unusual cultural values.\nf. Reprints of illustrations in black and white and color from the best\n\nc.\n\nwork of artists modern\n\nand ancient.\n\n"} {"page": 249, "printed_page": null, "text": "Reports or ComMITrrEes\n\na\n\n245\ney\n\ng. Photographs\n\nof the finest sculpture, the finest architecture,\n\nand the finest\n\nbuildings and elsewhere.\ni. Illustrations of the finest products of American industry.\nj. Pamphlets made up of sample pages of the finest work\n\nof American\n\nhandicraft produced in the United States and in other\ncountries.\nh. Reproductions in color of the finest mural decorations\nin American\n\nk.\n\ndesigners and printers.\nIllustrated pamphlets descriptive of the scenery, institutions, occupations,\n\na9 resources\nof trade.\n\nof cities and countries, such as are published\n\nby boards\n\n12. A joint committee of the National Education Association and of the\nAmerican Association of Museums should be appointed to secure a\nprominent place for the discussion of visual education upon the program of every county, state, and national gathering of public school\nteachers and museum workers.\n13. Representatives of the National Education Association and of the\nAmerican Association of Museums should endeavor to secure the\nappointment of local committees in every school district in the\nUnited States to promote an interest in visual education, and to secure means for its development.\n\nREPORT\n\nOF THE\n\nCOMMITTEE ON HOMES\nTEACHERS\n\nFOR RETIRED\n\nPRESENTED JULY,* 1926, AT THE PHILADELPHIA\nMEETING OF THE\nNATIONAL EDUCATION ASSOCIATION BY OLIVE M. JONES, PRINCIPAL,\nPUBLIC SCHOOL 120 AND ANNEXES, NEW YORK CITY, CHAIRMAN\nOF THE COMMITTEE\nSECTION\n\nA—Incidents\n\nand Conditions\n\nWhich\n\nAroused My Per-\n\nsonal Interest During Term of Office as President of the\nNational Education Association\n\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 women\nBoth had given forty years of satisof over sixty left without contracts.\nfactory service. The state has no proper pension law. Both told me that\n\nthey were without homes or funds, except the charity of uncongenial distant\nrelatives. One had provided for an invalided father and brought up and\n\neducated his two children by a second marriage.\nThe president of the board of education in a southern city told me that\n\ninsane\na large number of old teachers had been discovered in poorhouses and\nasylums of her state. ‘The discovery was made during a legislative inves-\n\ntigation of state and county institutions. She did not know of my interest\nconnecin the old-age conditions of teachers, but was citing the instances in\nstate.\nthat\nin\ndecreases\nsalary\nprevent\nto\ntion with the struggle\nold women,\nAmong my personal acquaintances are several horribly lonely\nThey\npermit.\nlives\nbusy\nour\nas\nn\nattentio\nmuch\nas\ngive\nus\nof\nto whom a few\n\n"} {"page": 250, "printed_page": null, "text": "246\nSw\n\na\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nhave pensions, so that they are in no need of food or clothing or room, but\nthey have outlived all upon whom they might rightfully depend for companionship. Many National Education Association members have told me\nof former teachers similarly 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 look to\nthe grateful care of sons and daughters. The unmarried woman teacher\nhas no such future hope. In addition, her salary has usually been smaller,\nher opportunities for making “extra” money have been few, and she usually\nhas the support and care of her own parents and aged relatives, being the\nlast one left in the family home.\nIn the Park Avenue Hotel, New York, while I myself lived there, the\nprincipal of my own childhood’s school lived a most lonely life. Once a\npopular, handsome woman, she had grown very old and had outlived all her\nrelatives and contemporaries.\nShe was so deaf one had to scream to make\nher hear and people avoided her as a bore. She was taken ill and was found\ndead in her bed by a chambermaid, no one else having happened to enter her\nroom to call assistance.\nActors, sailors, Masons, and other groups provide for the old age and\nfor the comfort of retired members of their oganizations.\nMany benefit\norganizations maintain such homes.\nHomes for the aged poor have long\nreplaced the old-time almshouse in many localities.\nTo few of those homes is the retired teacher eligible. If she has a pension,\nits amount is too small for the weekly or monthly payments required, or the\nreceipt of a fixed income renders her ineligible for admission to homes that\nrequire a sum to be paid in its entirety upon admission.\n\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.\nAmong people of\nsimilar age and with similar experience, as at a teachers home, they would\nnot lack companionship.\n\nSECTION\n\nB—Plans Proposed to the Committee as Substitutes for\nthe “Home” Plan\n\n1. Old-age insurance and boarding-out in families—While I cannot claim\nto have thoroughly investigated these plans, I have done enough to know\nthat they are inadequate and utterly fail to meet the teacher’s need.\nBoth these ideas fail extraordinarily to consider the culture, education,\nand ideals of living the average teacher now has and should be required to\nhave. It is bad enough to make her maintain such ideals on an inadequate\nsalary during her teaching career without throwing her in old age into the\n\n"} {"page": 251, "printed_page": null, "text": "Reports\n\nor CoMMITTEES\n\n247\nA\n\ntype of uncongenial home that would “take a boarder” at the figure allowed\nby old age insurance. The “boarding-out” plan, admirable for children\nand\nthe aged laborer, is a tragedy for the professional worker.\n2. The group insurance plan—I do not see how this can be applied to\nthe needs of the aged teacher. The retirement allowance systems, gradually\nbeing adopted by the states, are excellent, notably New York City, but they\ndo not meet the needs I have outlined in section A of this report. The\ngroup insurance plan has even less value in such needs.\nThe group insurance plan presupposes several conditions which are not\nand never can be true for teachers. To cite only a few:\nThe officials of the school systems cannot be held responsible for the\npayment of premiums. The turnover among the teaching body as a whole\nThe\nis yery great and the turnover in a given locality is even greater.\nteacher who continues to old age may be a part of several groups during her\ncareer and may have only very small claim, if any, on the last one.\n\n3. Adequate salaries which would permit saving for old age—It is argued\nthat instead of establishing homes, effort should be made towards providing\nadequate salaries for the most notoriously underpaid worker in the country.\nIf it were not so serious, this would be a joke. ‘Ihe cost of public education is already so high that every state is screaming about its debt limit and\nreal estate is squealing like the proverbial stuck pig.\nI am a member of Governor Smith’s commission on school finance and\nadministration.\nI can speak authoritatively from the studies the commission has made.\nMany generations of teachers will have passed away and\nwill have suffered from need of care in old age, before teachers’ salaries will\nbe adequate for living, let alone saving.\nNew means of taxation must be discovered and when discovered, politicians must be induced to pass the legislation making the new taxes law.\nPractical experience with legislation for teachers’ salaries is all the proof\none needs that there is no hope for old age in the provision of adequate\nsalaries.\n4. Adequate retirement allowances—It is also argued that if the states\nwere urged to pass laws providing adequate retirement allowances, homes\nIt has even been feared that activity on behalf of\nwould not be needed.\nestablishing homes for aged teachers might be prejudicial to the enactment\n\nof retirement allowance laws for teachers. No one believes more enthusiastically than I in laws providing retirement allowances for teachers or has\nworked harder for their passage. Retirement allowance, actuarily computed and professionally porportioned with due attention to the questions\nof promotional opportunity, merciful provision for the aged, and recruiting for new teachers,—this is an essential among the conditions for hon;\nored living for the worker.\nbefore you today.\nput\nI\nBut pension alone does not meet the problem\nMoney alone, no matter how liberal the pension allowance may be, cannot\n\n"} {"page": 252, "printed_page": null, "text": "NaTIONAL EDUCATION ASSOCIATION\n248\ne\nNe\ne\n“Ne\n\neee\n\nFurbuy companionship and can secure only mercenaries as caretakers.\nand\nlaws\npension\nhave\nthermore, only a very small minority of the states\nin\nsmall\npitifully\nor\nunsound\nactuarily\nsome of the existing laws are either\nthe allowance made.\nMany generations of teachers will have passed before any satisfactory\nchange in this condition can be hoped for. Meantime—what ?\n\nSECTION\nDeAR\n\nfor\n\nC—Specimen Appeals for Admission to Home\nRetired Teachers\n\nMiss JONES:\n\nI wrote you, addressed letter to New York City. Was returned, couldn't find you\nso will try addressing you at Washington, D. C.\nRead in some paper, National Education Association had given endorsement and\nwould support “Teachers Home.”\nCan you give me any information concerning\nthe home. I’ve been a teacher many years and if I live longer must plan on what\nto do. You know the older teachers only received a meager salary. I taught my\nfirst year, $19.50, then for 5 years, $25 a month, then $35 another five years and\n\nso on, so couldn’t save anything as I’ve had the care of an old mother for thirtysix years. I’ve insured my life for $1000 and in five years more will have that,\nso thought I’d better apply to Teachers Home as soon as it was finished.\nAmr a\nprimary teacher and have been for years.\n‘This home will need an endowment\n\nso will have to ask some of our good friends to help us.\nPlease write me if you receive this and let me know.\ntion four years ago.\nSincerely,\n\nI met you at our convenI believe you were interested then in this home.\n\n(Signed)\nDEAR\n\nSo\n\nFRIEND:\n\nI received your letter directed to my former residence at\n;\n. I am now\nstaying at my brother’s residence in\nI wish that you would keep my name\nand address, and with the interest of some of my former teacher friends who are\ninterested\n\nin me,\n\nand who\n\nknew\n\nme\n\nthe eight and\n\none-half\n\nyears\n\nwhen\n\nI taught\n\nhere in this city, if I am eligible to go into a home for retired teachers of the\nUnited States, I would feel greatly honored.\nIt would be so pleasant and congenial to me to be in such a home for aged teachers, where I could enjoy educated\nand\n\nrefined\n\nladies\n\nfor home\n\ncompanions.\n\nI have\n\ntaught\n\n16%\n\nyears,\n\nand\n\nhave\n\nalso spent 21 years teaching children and some adults in piano lessons. I do wish\nthat some time in the future I could succeed in getting into such a home.\nYours truly,\n\n(Signed)\n\nSECTION\n\nD—Providing Authorization for Relief\n\nJuly, 1924—A motion was passed at the Washington meeting of the\nNational Education Association, accepting the gift of Marilla Parker, of\nChicago, which upon her death is to be used by the Board of Trustees of\nthe National Education Association as part of a fund for a Retired Teachers\nHome. A second motion was passed authorizing the preparation of\nplans\nfor the establishment of this home, subject to the approval of the Executive Committee of the National Education Association.\n\n"} {"page": 253, "printed_page": null, "text": "REportTs\n\nOF CoMMITTEES\n\nee\nee\neee\n\n249\n\nee\n\nJuly, 1925—At the Indianapolis meeting of the National Education As-\n\nsociation, the plan for organizing homes for retired teachers was presented\nto the Representative Assembly and accepted, the agreement being that all\ncontributions were to be cared for by the Board of Trustees as a separate\nfund and that the details and legal protection were to be planned for by the\n\nExecutive Committee of the National Education Association.\n\nOctober, 1925—At a meeting in Colorado Springs, the Executive Committee of the National Education Association appointed the following committee on Homes for Retired Teachers with power to act: Olive M. Jones,\nprincipal, Public School 120 and Annexes, New York City, and past president of the National Education Association, Chairman; Mary McSkimmon,\nprincipal, Pierce School, Brookline, Mass., and president of the National\nEducation Association for 1925-26; Walter R. Siders, superintendent of\nschools, Pocatello, Idaho, and chairman of National Education Association\nboard of trustees; Henry Lester Smith, dean, School of Education, Indiana\nUniversity, and treasurer of National Education Association.\nFebruary, 1926—In accordance with resolutions previously passed, the\nfollowing resolution was passed by the Executive Committee of the National\nEducation Association at its meeting in Washington, D. C.:\nThe National Education Association has seriously undertaken the consideration of\nthe plans for establishing homes for aged and retired teachers. The need has been\ndemonstrated, but there are other problems involved, including the financing of\nsuch an undertaking, the location of the homes, methods of conducting homes happily and successfully, eligibility for admission, and the relationship of the management of the homes to the official boards of the National Education \n\ncolleges who have entered teaching have gone into high schools. For this\nreason, the question of the relative value of “‘professionalized” subjectmatter and “academic” subject-matter, has usually been concerned with\nthe preparation of high school teachers even though the issue is equally\npertinent to the preparation of elementary teachers.\nAs is easily apparent, this question has frequently taken the form of the\nfifth problem.\n5. Should teachers colleges prepare teachers for the high schools, and\nif so, how will their courses differ from those now offered in the liberal\narts colleges?\nRegardless of the discussions which this question has aroused, prevailing\npractice is saying in no uncertain manner that teachers colleges should\nprepare high school teachers, and that their preparation should have more\nof the “professional subjects’ and less of the “academic” than is usually\ngiven in liberal arts colleges.\nIt is impossible for the same student to\nobtain in a given period, say four years, all the elements which are usually\ngiven in a liberal arts college, and in addition, all the elements which are\nusually given in a teachers college. Until we can know which is the better, we must take one type or the other cr make a compromise and select\nsome elements from each.\nArdent exponents of the liberal arts type of training for high school\nteachers insist upon the paramount importance of subject matter per se\nand the relative unimportance of methods of instruction, educational\npsychology, and other courses in education and practice teaching.\n‘The\ntwo over-used expressions ‘““You cannot teach a thing that you do not\nknow” and “If you know a thing you can teach it” have furnished the\nadvocates of the liberal arts college type of training high school teachers\nwith all the defense and justification which they have needed.\nUnfortunately, they have secured little else in support of their claims.\nThe sponsors for the professional schools as the places for training\nhigh school teachers have been equally dependent upon such partial truisms\nas ‘“‘Not every one who knows a thing can teach it to others’ and “A\nteacher had better know a few things which he can teach than many\nwhich he will not use.”’ High school teachers will continue to be trained\nin both of these types of schools until, as a result of carefully conducted\nexperiments over a period of years, we know which elements are most\nvaluable in a teacher’s acquired equipment. “Then we can determine the\nbest method of providing him with these elements in any given period\nof time.\nUntil these experiments can be made on a scale large enough\nto convince the most obdurate defenders of this or that plan, little progress\nwill be made in the adequate preparation of teachers.\nFor the same\nreason we shall gain but little in pinning our faith to any set of principles\nfor constructing curricula for the training of “unknown quantities.”\nIn the meantime, teachers must be prepared, and curricula for the\nschools preparing them must be made and put in operation. ‘These cur-\n\n"} {"page": 294, "printed_page": null, "text": "290\n\nNationa,\n\nEpucation\n\nAssocIATION\n\nwith as widely accepted\nricula must be made as effective as is consistent\ncriteria as possible.\n\n“These “best” curricula should then become the start-\n\ning points for the comprehensive testing program which, it aS hoped,\nof curricula for\nwill result in validated principles for future revisions\nhearts\ns.\nteacher\ne\nprepar\nly\nsional\nprofes\nschools which\nintraining\nteacherThe following principles of curriculum making for\ncertain\nbring\nto\nserve\nmay\nstitutions are presented here in order that they\nissues clearly into view and in order that they may serve as bases for some\nof the needed experiments in this field. ‘These statements represent a\ncomposite of present modes of practice, advanced practice and expert judgments.”\nThe first, and possibly the most important principle of curriculum construction, is that the internal character of the curriculum and the constituent courses thereof must be determined by the nature and requirements of the future position to be filled by the student pursuing the curriculum.\nThe second principle of curriculum making for teachers is that the\ncurricula must be differentiated and specialized.\nThe third principle of curriculum making is that no teacher can be\nsaid to be adequately trained, whose preparation is not well grounded in\npractically all of the better known fields of human knowledge—language,\nliterature, social science, natural and physical science, mathematics, music,\nfine and industrial arts, and health.\nThe fourth principle of curriculum making is that the courses of study\nmaking up each curriculum must be continuous in thought organization\nand must be inherently sequential.\nCourses should extend not only forward but laterally to other subjects related in content.\nThe fifth principle of curriculum making is that relatively little ‘free\nelection” should be allowed, once the student has selected the type of teaching for which preparation is to be made.\nThe sixth principle is that the constituent courses should be professional\nin character.\nThe seventh principle of curriculum making in teacher training institutions is that the curriculum must be extensive enough to give the young\nteacher the controls and skills necessary for the work he must do.\nThe eighth principle is that the curriculum must provide materials and\n\nactivities for the purpose of strengthening and developing the personal and\nsocial equipment of the teacher.\nThe ninth principle of curriculum making is that all the courses should\nbe integrated around the actual work of teaching.\n\n. C. Bagley in the Survey of the\nThe first draft in their pres-\n\n"} {"page": 295, "printed_page": null, "text": "Nationat Councit or EpucatioN\n\n291\nSS\n\nIn planning curricula for normal schools and teachers colleges, or in\nplanning any extensive experiments to test curricular elements in such\n\nschools, there are a number of tendencies and practical difficulties which\nmust be kept in mind as factors affecting these curricula. These factors\nshould be recognized as impermanent and not made subjects for extensive\nstudy except as they may directly or indirectly affect some of the more\nimportant and more pressing professional problems of curriculum construction,\n\nSome of the most obvious and also the most troublesome of these\ntendencies and difficulties are listed in order that they may be more easily\ndistinguished from the principles just presented.\n1. Inadequate\n\nas the time may seem\n\nto be, the majority of teachers\n\nfor the ele-\n\nmentary schools will, for several decades, receive not more than two years of\nprofessional preservice training beyond the completion of a standard high school.\n2. Provisions for inservice training of all kinds will have to be continued and\narrangements perfected for enabling teachers to take advantage of such training.\n3. Teachers colleges will be compelled to make provisions for an increasing\nnumber of “two year graduates” to return, after a few years’ experience, to con-\n\ntinue their work toward a degree.\n4. Present tendencies toward the certification of teachers for specific fields of work\nwill demand\n\nspecialized courses for the preparation of teachers.\n\nThis in turn will\n\ndemand a greater degree of differentiation in professional subject-matter courses.\n5. The growing conviction that teachers, as a group, need more general informational and cultural background will have at least two very definite effects upon the\ncurricula of teachers colleges. It will certainly tend to lengthen the course, and it\nwill put upon the numerous professional courses in education the responsibility\nfor proving their practical value.\n6. Rural districts for a good many years will continue to be satisfied with teachers\nbelow the standards of preparation accepted by the cities. These teachers, often\ngraduates of high schools only, and sometimes with even less training, after a\nyear or two of desultory experience, become competitive applicants for positions\nin the city school systems.\nBecause of their smaller investments in preparation,\ntheir competition tends to lower salaries as well as standards of preparation.\nA\nfew states are making commendable efforts to equalize the financial inequalities\nexisting between the urban and the rural school districts.\nAs these efforts are\nextended, the differences in standards for teachers between these districts will\nbe very largely removed.\n7, State normal schools and teachers colleges must be more consistently and more\ngenerously supported in order that better trained faculties may be secured and\ntheir service loads reduced.\n8. When school organizations accept the principles involved in the “single salary\nschedule” method of paying teachers on the basis of preparation, experience and,\neventually, merit, instead of the grades taught, the present retarding competition\nbetween the professionally prepared teacher and the unprepared will be rapidly\neliminated.\n\nAs was previously stated, cognizance of these practical considerations\nmust be taken by all who are in any way responsible for the building\nof curricula for schools which prepare teachers, even though some of them\n\nare but temporary conditions for which remedies have been proposed and\nin some instances successfully applied.\nIn spite of the handicaps just listed, and of others not mentioned, one\n\nof the most urgent needs now\n\nbefore the school-men\n\nof this country is\n\n"} {"page": 296, "printed_page": null, "text": "EpucaTIon\n\nNatioNnaL\n\n292\n\nto secure more better-prepared teachers.\n\nASSOCIATION\n\nThis need must be metat once\n\nand met under existing conditions and by means\n\nof the most efficient and\n\nbain\n\neconomical curricula which may now be devised.\n\nof\n\npractices in\nThe next step is to isolate the controversial elements and\nthere exists\nwhich\nfor\nrsial,\ncontrove\nnot\nothers\nas\nthese curricula, as well\nrted\nunsuppo\nand\nd\ndispute\nthese\nWhen\n.\nevidence\ning\nsupport\nno known\nand\nh\nthoroug\nélements are isolated, they should be made the subjects for\nof\nconduct\nthe\nfor\nions\nThe following suggest\nconclusive investigation.\nmay\nthey\nthat\nhope\nthe\nwith\nmade\nthese experimental verifications are\narouse interest in the possibilities of such studies and be of suggestive\nvalue to any who may undertake them.\nIn the first place there must be a clear understanding by all concerned\nthat a long-time experiment is being undertaken.\nIn the second place, results of any such experimentation should be made\navailable to other institutions as soon as is consistent, with a complete\nIn this way, further experiments\naccount and an accurate evaluation.\nmay profit by any known results from previous studies. In the publication\nof such studies, care should be taken to give credit to all who contributed\n‘This helps to increase the accuracy of reporting\nin any way to them.\nand also furnishes an effective incentive for participation in such undertakings. Any studies which involve the staff members of the schools will\nusually prove of great value for the promotion of professional growth,\nnot only of the members who actually participate, but of the entire faculty.\nBecause nearly every curricular problem in schools for the preparation\nof teachers will directly or indirectly involve the entire school, most of\nthe experiments suggested will necessitate participation by several schools\nin order to set up “controls.” For this reason the third suggestion is that\nsome of these experiments should be undertaken by states in which the\nseveral teachers colleges may cooperate with the state educational authorities in outlining an experimental study. Such studies should involve some\nor all of the schools and should extend over a period of several years.\nSeveral states already have organizations which would make such studies\npossible and profitable.\nFor example, both Massachusetts and Pennsylvania have made distinct beginnings in differentiation of courses and in\nspecialization between schools. It would be a simple matter for the existing organizations of normal\n\nschools in either state to set up one or more\n\nexperiments which would extend over a period long enough to follow the\ngraduates\n\nof the schools\n\nout\n\ninto the field in order\n\nto make\n\nthe real\n\nmeasures of the success of any plan under investigation.\nSuch an experiment was recommended by W. C. Bagley\nin his report\non the survey of the normal schools of Missouri nearly ten\nyears ago.\n\nInasmuch as certain normal schools are now engaged\nin the preparation of high\nschool teachers, it would seem advisable to emphasize\nclearly in some of these n ‘\nmal schools the principle of differentiation referred\nto above—that is deaniene\nmodifying all courses with reference to their\nbearing upon the problem of high\nschool teaching. The products of these schools\ncould then be compared with th\nproducts of the liberal arts colleges and of other\nnormal schools in which the sae\n1The\nfee\n\nProfessional\nPreparati\nWo. ge ree\n\naie)\n\nTeacher\n.\nr\nTeachers for American Public Schools,\nCarnegie Foundation, 1920, page 152.\n\nby William\n\nS.\n\n"} {"page": 297, "printed_page": null, "text": "NATIONAL\n\nCouncin\n\noF EDUCATION\n\n293\n\nmatter courses are replicas of those offered in the liberal arts colleges. How far the\npresent organization of subject-matter courses in the Missouri normal schools will\nserve the purposes of such a test is a question that will be considered in a later\nsection of this report.\n\nHad this suggestion been followed at that time, we would now have\nthree or four groups of graduates of the three types of schools whose\nwork as teachers in the field could be studied.\nIf certain strong points\nor weaknesses were discovered as characteristics of the graduates of one or\nanother of the schools, we would certainly have information which would\nbe extremely valuable in planning future development of these schools.\nEven if many of the states should undertake systematic experiments with\nvarious arrangements of the curricula of normal schools and _ teachers\ncolleges, there are still left at least two very important and necessary elements in order to assure the success and value of these studies.\nThe first of these necessary elements is a central organization which\ncan assist in planning the needed experiments, prevent unnecessary duplications, aid in measuring the results, and act as a central clearinghouse\nto distribute the established results to all interested schools. The organization which renders this service must be one that will be nationally\nrecognized as having a vital and unselfish interest in the welfare of our\nAmerican schools, and also as having professional prestige enough to command both the respect and the hearty cooperation of all schools for the\nprofessional preparation of teachers.\n“The American Council of Education and the American Association of Teachers Colleges are very obviously two of our national organizations which could do this service.\nThe second of the essential elements at this time is the securing of a substantial sum of money to be used for the threefold purpose of: (1) interesting normal schools and teachers colleges in such extended experimentation; (2) providing the various services which should come from the central organization; and (3) making the wealth of valuable material which\nwould result from the experiments available through a series of publications. Unless enough money can be secured to do this testing on practically a nation-wide basis, we will have to be content for many years to\ncome with our present sporadic inconclusive attempts to show that this\nor that plan of curricular organization is best because this or that school\nis satisfied with its results. No one questions the important and strategic\nposition which normal schools and teachers colleges have in our American\nsystems of public education. ‘The efficiency of these schools in preparing\nthe country’s teachers depends largely upon the curricula which are offered.\nThese curricula have been prepared and are now being remodeled and\nreorganized on the basis of: “I think,” “It is my opinion,” “The present\npractice seems to be,” “President A. B. C. of the X. Y. Z. Teachers\n\nCollege has just done such and so,” and similar reasons.\n\n‘These will\n\ncontinue to be the guiding “principles” for constructing the curricula of\nteachers colleges until we can put some of our present practices to the\ntest of carefully planned experiments which involve many schools and\n\nwhich are continued over a period of at least ten years,\n\n"} {"page": 298, "printed_page": null, "text": "Nationa,\n\n294\n\nEXTENSION\nCHARLES\n\nEpucaTion\n\nWORK\n\nMC KENNY,\n\nASSOCIATION\n\nIN TEACHERS\n\nPRESIDENT,\n\nSTATE\n\nYPSILANTI,\n\nMICH.\n\nCOLLEGES\n\nTEACHERS\n\nCOLLEGE,\n\nteachers\nThe reason for the interest in the question of extension courses in\nof\ncontact\nthe\nin\ncenters\ne\ncolleges is obvious. The educational procedur\nmoney\nthe\nwhich\nby\nntality\ninstrume\nthe\nis\nteacher with child. ‘The teacher\n‘nvested in education becomes effective in building the intellectual and\nmoral character of the childhood of the nation. That this fact is painfully\noverlooked is clear when we consider that fifty percent of our teachers have\nhad no special preparation for their work. A comparatively small fraction\nof the whole have had preparation which may be called adequate for the\nBecause of the low standards required\nresponsibility which they assume.\nfor entering the profession and because of economic situations a very large\npercent of the teachers of America go into the schools untrained for their\njobs. The problem then is how to help these teachers to improve themselves while they are actually in service.\nThe two opportunities for academic and professional improvement while\nin service are summer schools and extension study. A study of summer\nschools was reported to this Council two years ago by the committee on\nteachers colleges, and today we are submitting through this committee a\nreport on extension courses. An inquiry sent to 193 teacher training institutions listed as colleges or normal schools by the Bureau of Education\nyielded replies from 125. The reports received were from 42 states. ‘The\nstates that did not report were Wyoming, Delaware, Florida, Montana,\nOf the 125 institutions reporting, 84 offered some form\nNevada, Utah.\nof extension work, and of the 84, 68 offered work for credit. Extension\nwork for credit is of two types—extension classes, the nature of which we\nare all familiar with, and correspondence study. Twenty-five offered extension work only and 10 offered correspondence study only. In addition\nto the credit extension work, many institutions offer extension lectures and\nconsultative service. For this work no credit is given.\nNaturally, extension classes would be confined to a district fairly contiguous to the institution, for there is a limit to the distance teachers and faculty\ncan travel while carrying on their work on the campus. ‘The great advantage\nof correspondence work is that it can be pursued by anybody anywhere and\nat almost any time. Fifty-nine of the institutions reported submitted figures as to the number of resident students and the number of students doing\nextension work of the two varieties. In these 59 institutions there were\nin residence 51,999 students.\nThere were enrolled in extension courses\n23,928 students. In other words, there were 46.3 as many students\nenrolled in extension work as were in attendance on the campus. These\nfigures\nare eloquent of the desire and purpose on the part of teachers to\nbroaden\ntheir preparation for their work.\n; A special study was made of ten institutions in ten differen\nt states. These\n\ninstitutions were Greeley, Colo.; Macomb, Ill.; Terre Haute, Ind.; Cedar\n\n"} {"page": 299, "printed_page": null, "text": "NaTIonaL\n\nCouncit\n\noF EpucATION\n\n295\n\nFalls, Iowa; Emporia, Kans.; Natchitoches, La.; Ypsilanti, Mich.; Kearney, Nebr.; Albany, N. Y.; Talequah, Okla. These ten institutions were\nstudied with a view to determining the method of administration of the departments in which extension work was conducted and by whom the extension work was done. Other items of interest were also included. In these\nten institutions, nine have separate extension departments or divisions rank\nwith the academic departments in honor and importance.\n‘These institutions offer a very large variety of extension courses and classes, but predominantly the work was given in the departments of education, English,\nhistory, geography, and mathematics.\nFrom the very nature of the case\nlaboratory sciences cannot be effectively studied by correspondence, and\nonly under exceptional situations in extension classes. Of the ten institutions\nreporting, in two the extension work is done by members of the resident\nfaculty only. Six have regularly employed extension instructors and three\nutilize as occasion may demand other instructors, such as city superintendents and principals of high schools. In nine of the ten institutions the\nextension work is carried on by the regular faculty in addition to the regular\nteaching load. ‘This practice has its pros and cons. Without doubt it is\na fine thing for the college teacher to get out into the field and meet under\ndifferent conditions teachers who are directly engaged in service. Speaking\npersonally, my own experience is that teachers have felt a stimulation from\nsuch contact and have come back to the campus with a great deal more\ninsight into educational problems and with greater enthusiasm for their work.\nOn the other hand it will be readily conceded that there is danger of overworking the teachers and of dissipating their interests. While no data was\ngathered on this particular subject, it is my own personal view that teachers\non the faculty should not carry extension classes more than two years in\nsuccession. ‘Teachers have confessed to me that their private study had to\nbe sacrificed in carrying on extension work. ‘The question is how to balance\nthe gains in contact with teachers in the field with the loss of private reading\nand study which must be sacrified.\nIn the ten institutions under consideraton, the compensation for teachers\n\ncarrying on extension work ranged from 42.50 per credit hour to 55 pet\ncredit hour. For correspondence study the compensation ranged from 1.85\nto 4.72 per credit hour. Regular compensation per credit hour for a teacher\non the campus, based on an average salary of $3000, is $53.56.\nFinancially, students are greatly advantaged by taking extension work.\nThe cost per credit hour of extension work is approximately 31.3 percent\nof the cost in residence. And if we take into consideration the salary a\nteacher might earn, and which he must give up in order to do resident work,\nthe cost of a credit hour by extension is only 8 percent of the cost in residence. Some students might be tempted to do all of their work by extension\nor correspondence if the institutions permitted, but as a general rule only\n25 percent of the work required for graduation in any curriculum may be\ndone by extension. ‘The number of hours credit which may be earned in\na single year is generally twelve, or one fourth of a year’s work.\n\n"} {"page": 300, "printed_page": null, "text": "NaTIONAL\n\n296\n\nTION ASSOCIATION\nEpuUCA\neee\n\nExtension departments are agreed that the attitude of extension students\nare\ntoward the work is very good. You must recall that many of them\nunderto\nion\nstimulat\nual\nintellect\nan\nis\nit\nand\nminds,\ne\nimmatur\nworking with\ntake the study of some collegiate subject in companionship with others of\nsimilar intellectual tastes and under the leadership of a competent teacher.\nIt is further reported that the attitude of the faculty toward extension\nwork is fair. Naturally, some do not believe in it and others do not care\nto do it for the limited compensation. It is a relatively new thing with many\nfaculties. That the general feeling toward it could be marked fair is reassuring. The attitude of superintendents and boards of education is generally very favorable. These officials like to be assured that their teachers\nThe custom is growing for\nare intellectually and professionally awake.\nboards of education to pay teachers for summer work and for additional\nunits of credit earned in reputable institutions through extension and correspondence.\nTo sum up the situation, it is about this:\n\nIn practically all of the states extension classes are offered which may be\nutilized by teachers within a reasonable radius of the institution. Extension\nwork by correspondence may be had by any teacher anywhere in the United\nStates, since many of the institutions admit to correspondence work students\nwherever located. Many of them are reaching a considerable number outside their own state. “That teachers in service are responding to these educutional opportunities is evidenced by the fact that there are practically one\nhalf as many teachers taking extension work with teachers colleges as there\nare students enrolled on the campus and to this number we should add those\nwho are taking work through colleges and universities. While there is good\ncheer in these figures, it remains true that the great body of teachers have\nnot awakened to their opportunities. “Teachers colleges and other types of\ncolleges should aggressively push extension work and superintendents and\nsupervisory officers generally should stimulate all teachers under their direction to extend their preparation through this measure.\n\nPRELIMINARY\n\nREPORT ON EXTENSION ACTIVITIES\nCOLLEGES AND UNIVERSITIES\n\nVv. A. C. HENMON,\n\nUNIVERSITY\n\nOF WISCONSIN,\n\nMADISON,\n\nIN\n\nWIS.\n\nThe subcommittee on extension activities in colleges and universities has\nonly recently been fully organized. The lack of budgetary provisions\nhas\nprevented any detailed inquiries or a meeting of the committee.\nIt is proposed to hold one at the spring meeting of the National University Extension Association. No other educational development in the last two\ndecades\nSurpasses In magnitude that of educational extension.\nThe problems of\nestablishing sound traditions as to function,\n\nadministration,\n\nmethods,\n\nand\n\nstandards is so complex and important that it seems very\ndesirable that the\nExtension Association be asked to appoint a committee\nto cooperate with the\n\n"} {"page": 301, "printed_page": null, "text": "NaTIONAL\n\nCouNcIL\n\noF EDUCATION\n\n297\n\nNational Council on Education.\nIn the preparation of this preliminary\nreport which is concerned with formulating the major problems in need of\nstudy, I have had the advice and counsel of Messrs. Reber and Lighty of\nWisconsin, Bittner of Indiana, and Mallory of Chicago, but the report\nhas not been submitted to them for approval or revision.\nEducational extension has become, in twenty years, a major university\nenterprise, serving two distinct functions: (1) to provide instruction through\nextension classes and correspondence study in credit and non-credit courses\ntor those who cannot attend the university, and (2) to transmit to the people, in usable form, the accumulating results of experimentation and research\nin any field which may be useful in the conduct of life. In the exercise of\nits first and older function formal instruction in extra mural courses is\ngiven to upwards of 300,000 students by 75 or more non-commercial institutions in 39 states of the union. In the exercise of its second and newer\nfunction informal instruction through semi-popular lectures, institutes, and\nconferences, through motion pictures, lantern slides, and radio broadcasting, through outlines, bibliographies, pamphlets, and package libraries, and\nthrough bulletins and circulars, reaches many millions each year. Educational extension has been growing by leaps and bounds in the last decade,\nbut even in those state universities where it has been most highly developed\nit has been an institution more or less apart from the university and independent instead of an integral part of it. It has likewise been developing\nin local communities more or less independent of established educational\nauthorities—boards of ¢ducation, superintendents, and principals—instead\nof being in close cooperation with them. When university extension, both\nin its formal and in its informal instructional work, was in the experimental\nstage, seeking new fields for possible service, testing out community interests and needs, and finding ways and means of ministering to them, a considerable measure of independence from existing organized educational\nefforts was probably very desirable. Now that. it is a well recognized form\nof service of demonstrated worth, the proper integration of it with the university or college as a whole, on the one hand, and with the public educational system in local communities, on the other hand, is a problem of first\nrate importance.\nA recognition of this fact, is, I take it, what prompted\nthe establishment of this committee.\nState organization—The state university has been, in most states, the\nchief agency for general extension service. Now that state normal schools\nand teachers colleges, agricultural colleges, and an increasing number of\ninstitutions on private foundations are entering this field, the organization\nof state educational extension programs to avoid duplication, overlapping,\nand competition, and to secure cooperation of all extension agencies is imperative. The correlation of extension activities with the well established\neducational order and the clarifying of the relations between the institutional\ngroups represented by the threefold division of this committee are problems\nmore easily formulated than solved. Should all state supported extension\nwork be centered in the state department of public instruction, as in Massa-\n\n"} {"page": 302, "printed_page": null, "text": "NaTIONAL\n298\nae a\neon: he it i\n\nchusetts?\n\nEpucATION ASSOCIATION\nee\n\nee\n\nuniShould it be directed for all state institutions by the state\n\nversity, as in Florida and other states?\n\nShould the correlation be secured\n\nstate\nby an extension board or council, as in Colorado and Iowa? Should the\nion\ninstitut\nany\nof\ns\nactivitie\non\nbe subdivided into districts, and the extensi\nfree\nbe\nion\ninstitut\neach\nshould\nOr,\na?\nVirgini\nlimited to certain areas, as in\nto undertake any activity for which there is demand and in which it has\nthe facilities to serve, with the resulting competition and confusion? From\n\nthe point of view of the superintendent who wishes to supplement the formal\neducational opportunities offered in his city by drawing on an extension\ndivision, or who wishes to provide informal instructional programs for the\ncitizens of his community, some type of centralization is necessary or desirable, instead of the loose competitive organization toward which we are\ndrifting in many states. Cooperative relations with a great variety of institutions, agencies and organizations for business, charitable, general welfare,\nand educational purposes are a prominent characteristic of extension divisions. For these organizations to establish cooperative relations with many\nindependent extension divisions will make for intolerable confusion and\nineffectiveness. The superintendent who wishes to arrange a health program\nfor his community or avail himself of the services of a bureau of public discussion and information will insist that these matters be handled through\n\nsome central agency. It would be idle for this committee to speculate as\nto the type of state organization that will evolve out of the diverse forms\nthat now prevail, or to make specific recommendations, even if it could\nagree upon them, but it can insist on a centralized cooperative organization\nwith a definite delimitation of functions in state institutions.\nLocal administration—A second problem of importance is the avenue of\ncommunication from the extension division to the local community and the\nmethod of cooperation with local agencies. The city library, the vocational\n\nor continuation school, local centers or branch offices, district headquarters\nwith district representatives, and local committees have all been suggested\nor used as the agencies through which extension divisions might reach the\ncommunity.\nCuriously enough, the logical center or clearinghouse from\nthe point of view of administration, the superintendent’s office, has rarely\nbeen used. or suggested. As the administrative head of the public educational interests of his city, he and the local board of education\n\nmight be\n\nexpected to have general supervision over all public educational work, both\nformal and informal for youth and adults. The maintenance in the superintendent’s office of an extension secretary, or, in the larger systems, of an\nassistant superintendent who would be in touch with the school and community interests and needs which an extension division might serve, who\nwould have ready at hand information concerning all phases of extension\nwork available in the state, who could organize classes and arrange for\nin-\n\nstruction through extension divisions, who could plan, under the direction\n\nof the superintendent,\n\nfor lecture series, health\n\nprograms,\n\nor any other\nIn many cities\nand states superintendents now encourage attendance at e\nxtension classes\nas a means of improvement of teachers in service, and accep\nt credits earned\n\nactivity, would be in the interest of sound administration.\n\n"} {"page": 303, "printed_page": null, "text": "NaTIONAL\n\nCounciL oF EDUCATION\n\n299\n\nin such classes for promotions and salary advancements.\nHere and there,\nin accordance with their needs, they come in contact with extension divisions,\nbut a systematic incorporation of extension opportunities as a part of the public educational program is nowhere in evidence.\nSuperintendents, almost\nto a man, deplore a dual administration and control in respect to the con-\n\ntinuation or vocational school and insist on unit control. Why does not\nthe same principle apply to extension work?\nField agents or organizers,\nworking with a large measure of independence in the school system and in\nthe community at large, ought to be unnecessary in the larger well organized systems.\n‘Their function should be to submit to the superintendent,\nannually or semi-annually, the programs of formal or informal instruction\nwhich the extension division can offer, and to establish contacts with organizations which the public educational system can not well reach. ‘Their\n\nmain functions would be to find ways and means of ministering to communities where local initiative needs stimulation and where a good avenue\nof communication is not provided. A centralization of local administration\nwould widen the sphere of influence of both an extension division and of the\nlocal school system and there seems to be no good and sufficient reason\nwhy it should not be done.\nExtension classes—A third problem arises in connection with university\nor college extension classes. “The demand for credit courses is increasing\nrapidly because of their value in meeting entrance or graduation requirements, promotions and salary advances, and various licenses and certificates.\nBudget limitations, distarice and transportation difficulties, and lack of available instructors are the only checks to greater increases in many institutions.\nAt the University of Wisconsin, for example, the number of extension\nclasses in education is limited only by the willingness of instructors to engage\nin extension work, the time available from resident instruction, the necessary\nlimitations of class size to make the class self supporting, and the distance\nfrom the campus.\n“he demands grow more numerous and more insistent,\neach year, for the same courses as are given in residence and by the same\ninstructors. To meet the situation very large increases in university faculties would be necessary.\nEven so, classes would necessarily be limited to\nthe larger cities where a sufficient enrolment can be secured to be financially\nsuccessful, and where standard for credit courses can be maintained.\nExtension classes cannot be provided for smaller cities, towns, and communities without an impossibly large expenditure of money.\nMoreover, university faculties are justifiably conservative in giving credit courses where\nlibrary and laboratory facilities are necessarily inadequate and where the\nprevious preparation of students is highly variable. University extension of\nthis type suffers, therefore, from limitations, essentially financial, which\nprevent it from extending educational opportunities very widely.\nMost\ninstitutions have pursued and are pursuing a temporizing and opportunistic\n\npolicy of meeting situations and demands for extension classes as they arise\nwithout a clear conception as to what courses can be successfully given off\nthe campus and what cannot, and how far a university is justified in going\nin diverting its energies from research and the advancement of knowledge.\n\n"} {"page": 304, "printed_page": null, "text": "300\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n—\n— ———_—-\n\nThe college or university that recognizes its primary obligation Soe ae\nreincreasing resident student body and to the demands of scholarship and\nto the people\nlearning\nconvey\nto\nobligation\nits\nof\nconscious\nis\nalso\nsearch, but\nis facing a difficult situation.\n\nof\nCorrespondence courses—Correspondence study as the second method\n\ne of\nextension teaching provides instruction for 100,000 students, exclusiv\nof\nnumber\nng\nincreasi\nAn\nons.\ninstituti\nial\ncommerc\nin\nnumbers\nlarge\nthe\nfrom\nion\ngraduat\nfor\nor\nstudents offer correspondence credit for admission to\ncollege. Institutions vary greatly in the acceptance of credits for graduation. In some institutions of standing, no correspondence credits are accepted at all, while others, of good standing, permit upwards of one half\nof the credits required for graduation to be taken in correspondence. “The\ncorrespondence method would seem to be, by its nature, adapted to individual\nresearch for graduate credit, but few institutions accept correspondence\ncredits for graduate work even while they are quite ready to accept it for\nelementary and advanced undergraduate requirements.\nSuch a state of\naffairs indicates that we are not clear as to the relative values of correspondence, extra mural class, and resident instruction.\nIt should be possible to\nsecure convincing evidence of the adequacy or inadequacy of the preparation\nof students taking elementary courses by correspondence for advanced work\nand the comparative performances of students in comparable courses by the\nthree methods. A limited amount of rather unsatisfactory evidence goes\nto show the adequacy of the correspondence method, but the general opinion\nstill prevails that it is, at best, an unsatisfactory substitute for residence in-\n\nstruction. ‘The result is that credit regulations vary so widely in different\ninstitutions. ‘Testing technics have developed to the point where definite\nexperimental evidence could be secured and it should be secured. Systematic\nstudy of the technic of instruction by correspondence, of the content of\nthe courses, and the results achieved is a field almost untouched by scientific\nCorrespondence study is so fundamental to the\nstudents of education.\nwhole extension movement as a teaching agency that universities should give\nthe matter fuller consideration, in all its aspects, than it has received heretofore. The content of courses, the technics employed, and the results\nachieved can be pretty definitely checked, which is not the case in extension\nclasses, and the possibilities of development are almost unlimited.\nInterrelations of extension agencies—A fifth problem concerns\n\nthe delimitations of functions of the several agencies in adult education and the\nproper functions of the college or university in extension work. The general principle may be accepted that the primary responsibility of each institution is for work of the kind which it can give best, but as a guide in practice\nit does not help much. Should the university, in its extension activities, limit\nitself strictly to work which falls within the scope of the university proper\nand adhere closely to its traditional field?\n\nIf it is the duty of a university\n\nto reinterpret knowledge for the ends of practice and to convey learning so\nreinterpreted to the people, the scope of university extension becomes very\nmuch wider, requires an organization which is distinct\nfrom that of the\nprimary work of the university, and courses on a seconda\nry or even elemen-\n\n"} {"page": 305, "printed_page": null, "text": "NATIONAL\n\nCounciL\n\noF Epucation\n\n301\n\ntary level. This would bring it into contact, and even conflict, with vocational schools where such exist. About non-credit courses for professional\nmen, such as the post graduate medical extension courses on recent developments in medicine, bacteriology, sanitation, and health, there will be no question. About courses in making income tax returns, the slide rule and its uses,\nadvertising and retail selling, or heating and lighting for janitors, there\nwould be much discussion, not as to the value and need of the courses, but as\nto the responsibility of a university for them.\nIt may be true, as Dean\nReber holds, that ‘““The greatest service of a university certainly cannot be\nrealized if the field of so-called ‘practical’ instruction to practical men is not\nentered.\nThe so-called ‘practical’ applications should not be outside the\ngrasp of the modern university scholar and professor, and the world of business and industry certainly has great need for practical assistance based upon\nthe most fundamental achievements of learned men of our universities.”\nBut it ought to be possible to find a border line somewhere. In actual practice university extension now covers a range of work from the most elementary practical courses to the most advanced.\n“The determination of the\nlegitimate field of extension work by colleges and universities is a subject\nripe for study.\nInformal or public welfare extension work—The sixth problem or set of\nproblems center about the informal educational and public welfare services\nof extension divisions which vary widely in the different states.\nCertain\ntypes of service are well established, such as package libraries, discussion and\ndebate service, bureaus of visual instruction, lyceum bureaus, bureaus of\nmunicipal information and general information service,\nOthers, such as\ncommunity center service, community music and drama, post graduate\nmedical instruction, child welfare, engineering extension service, are less\nwidespread but are found in a goodly number of universities. Still others\nare experiments in service peculiar to a single state. The forms of service\nand organization are so varied from state to state, and even from year to\nyear, as to resist classification or standardization. In some states only a few\nlines have been developed; in others, many ; in none has extension work been\ndeveloped in all phases of the work of a university.\nUltimately, we may\nexpect that every department or division of a university will have its contributions to make, through an extension division, to the intellectual, esthetic\n\nand spiritual needs of those who are outside the walls of a university.\nfield is so large and varied that attempts\n\nat standardization\n\n‘This\n\nor limitation\n\nwould be unwise; the more experimentation and exploration the better.\nThe possibilities are limited only by three factors: financial support for\nuniversity extension; cooperative linkage of the university with state voluntary and public agencies, and the development of local community integra-\n\ntion with the university, especially through the schools and their officers.\nCommunity leaders need most of all some knowledge and vision of the\ngreat possibilities for community development which inhere in the peculiar\nnature of such an institution as a university which fosters the ideal and practice of public service.\n\n"} {"page": 306, "printed_page": null, "text": "NaTIONAL\n\n302\n\nTHE\nTHOMAS\n\nW.\n\nTRAINING\nBUTCHER,\n\nEpuUCATION\n\nOF\n\nASSOCIATION\n\nTEACHERS\n\nPRESIDENT,\nEMPORIA,\n\nKANSAS\n\nIN SERVICE\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nKANS.\n\nIn the consideration of this subject, two facts seem to be very funda-\n\nmental: First, institutions and parts of institutions set up for the training\nof teachers supply but a small fraction of the group of young people\nwho enter, annually, the teaching profession in the United States. In a\ntypical middle west state, approximately 4000 young people appear in\nthe schoolroom each September for the first time. Of this number approximately 1200 have had as much as one year of preparation above high\nschool, a part only of this year being devoted to the professional subjects.\nSecond, the demands of present day education are such that however well\nthe teacher is prepared when he enters the profession, he must continue\nhis preparation if he is to remain fit. Indeed the adequacy of the preparation which these trained teachers have received is often questioned by\nsuperintendents of schools into whose school systems they go. One of\nthem makes this statement in a recent number of the Elementary School\nJournal:\n“The novice comes out of the normal school or the college far from\na finished product.”\nThe men who train this novice do not pronounce him a finished product.\nThe graduate of the law school is not a finished product and surely the\ngraduate of the medical school is not a finished product.\nThe most that is claimed for the product of a school designed to train\nteachers is that he is ready to begin. His knowledge of schoolroom procedure is based upon observation, or, if he has had the advantages of\npractice or cade teaching, upon a situation which only approximates the\nreal. Left to himself he fails, hence he must not be left to himself.\nThe whole expense system of school supervision in a modern city is justified in part by the importance of uniformity but in the main by the\nnecessity of supplying subject-matter and giving intelligent direction to\nthe work of a schoolroom which would fail without such supervision.\nThe product of the teacher training institution has this at least to his\ncredit—he is prepared to assimilate and intelligently use the instruction\nhe receives from his supervisors and he grows from the bumps he gets\nin a situation which is as real as life itself.\nHe does have something\nwhich the untrained novice does not have but his training must be continued.\n;\nThe tragedy of the situation as a whole is that the product of the\nteacher-training school goes, in the main, into systems of schools which\nare adequately supplied with supervisors and where conditions are con-\n\nducive to growth, while the untrained teacher goes into small systems of\nschools or into the one-teacher school where supervision is inadequate and\n\n"} {"page": 307, "printed_page": null, "text": "Nationa,\n\nCouncit oF EpucaTIion\n\n303\n\ninferior and where growth on the part of the teacher must come out\nof the lives of the children in his room.\nIn this connection let me say as a kind of marginal note that the\nproblem of equal educational opportunity in America vouchsafed by implication of the fathers, after more than a century remains unsolved—\nalmost untouched.\nIn the absence of a federal system of education, leaving the whole\ntask of educating the citizenship of the nation in the hands of the states,\nwe may expect legal enactment of standards to train behind the standards\nset up and maintained by the local communities. As long as this condition\nprevails, it will be possible to draw public money for services in the public schools on attainments less than those set up as standards by the community.\nAnd here we find additional reasons for training teachers in\nservice. ‘The ideal to be attained is legal enactment, but sympathy, fear\nof increase in taxes resulting from higher salaries, and too often a lack\nof vision make impossible the enactment into law of high standards of\nattainment for teachers.\nAnd yet laws passed in certain states raising\nstandards for teachers have not produced the above results.\nTeachers\nhave met the requirements and the state is securing a good grade of\nteachers.\nThere is little at this time to indicate that America proposes at any\nearly date to take measures which will prohibit the annual intake of a\nhorde of untrained teachers at the bottom of the system.\nSince it is\ninevitable that these teachers will come into the schools there is but one\n\nthing to be done and that is to train them in service. Since most of these\nuntrained teachers go into the village and rural schools the responsibility\nfor training them falls, in the main, upon the county superintendent.\nUnfortunately this official is chosen in most of our states by popular ballot\nand from among the teachers of the county in which he is to serve. He is\ntoo often a man who is unfitted to undertake the training of those teachers—unfitted to set up a plan for training them if indeed he recognizes\nthe importance of their further preparation.\nIn most of the counties of\nthe United States his effort in this field consists of a requirement that the\nadopted reading circle books be read. Even if he is qualified to undertake\nthe task of supervision the number of teachers in his county is so great and\ntheir schools so widely scattered that he can accomplish little.\nExtension courses conducted for credit by members of the faculties of\nteachers colleges and other institutions of college rank offer one means\nof improving these untrained teachers who are in service. Another method\nof improvement of this same group is through supervisors who are attached\nto the county superintendent’s office and who under his direction do work\ncomparable to the work done by supervisors in city systems. At this point\nappears again the need of adequately trained county superintendents.\nProbably the first approach to the solution of this problem is through a\nnation-wide movement sponsored by the National Education Association\n\n"} {"page": 308, "printed_page": null, "text": "304\n\nNarionaL\n\nEpucation\n\nASSOCIATION\n\nsuperintendent\nor some other organization to remove the office of county\nthe power to\nwith\nn\neducatio\nfrom politics by vesting a county board of\nnt piece\nimporta\nthis\nfor\nexpert\nan\nselect\ngo into the educational world and\n.\nof work.\nBut if all this were accomplished, and if only adequately trained\nteachers were permitted to enter the profession—and some day this dream\nwill come true—the need for training teachers in service would still exist.\nCertain groups of human activities can\nWe live in a changing world.\nprescribed for their administration.\nrules\nfixed\nand\nbe reduced to standards\nChange is its very life. ‘The moment it becomes\nNot so in education.\nstatic it dies. That which was good last year must be re-examined to\nThis means that every teacher in the\nascertain if it still be worthy.\nland—university president, college teacher, superintendent, supervisor,\nclassroom teacher—must train while in service if youth is to drink from\na flowing stream and not from a stagnant pool. Content, method, objective, procedure must ever be under suspicion. Additions and eliminations\nmust forever be the portion of the curriculum, for the spirit of American\neducation neither slumbers nor sleeps.\nIn the years through which we have passed, the largest contribution\nto the training of teachers in service has been made by the superintendent\nof schools and his supervisors.\nBut we have come upon a period when\nthe teacher is demanding college credits for the effort he makes to better\nfit himself for the work of the social room.\nHe realizes that the time is\nfast approaching when degrees and other evidences of attainment will\nbe required of him. ‘To meet this new demand the superintendent finds\nit necessary to establish connection with some institution of higher learning\nwhere credit can be had for the self-improvement work his teachers do.\nThis places squarely upon these hitherto over-cloistered institutions of\nhigher learning the obligation of getting off the campus and becoming in\na real democratic sense a part of the life of the state.\nOf the many types of work which an extension worker may conduct\nwith a group of teachers none is more productive of interest and growth\nthan curriculum building.\nFew teachers in the elementary school and\nuntil recently few in the secondary school have done any curriculum\nthinking.\nUnder the leadership of an expert a course in curriculum\nbuilding makes every subject in the curriculum new and purposeful.\nOne type of teacher training, or teacher development, for which the\nsuperintendent must always be responsible comes through the creation\nof a proper atmosphere about the teacher. The teacher is just as human\nas the child in his room.\nHe does better work under encouragement.\nCriticism there must be, but always constructive and always friendly.\nEvery year hundreds of teachers leave the American school forever who\nmight have been saved to it if somebody had concerned himself with the\nproblem of creating a proper atmosphere for their growth.\nIdeally every teacher would be adequately trained before entering the\n\n"} {"page": 309, "printed_page": null, "text": "Nationat Councit or EpucaTIon\n\n305\n\nschoolroom.\n‘There is, however, something to be said for the training of\nteachers in service in that training is given in an actual situation, and\nhence related very closely to the practical work of the schoolroom.\nNot\nonly so, but the teacher who takes his training within the system, other\nthings being equal, will fit into the system better than if he had had his\ntraining outside.\nBut on the other hand, it should be pointed out that\nan excess.of uniformity is dangerous.\nCertain systems of schools are so\nhighly organized that the teacher who receives any considerable part of his\ntraining within the system is liable to find that in gaining his training\nhe has lost his initative and sacrificed whatever originally he possessed.\nClassroom teachers—who after all are the only teachers—are everywhere\ncomplaining of an excess of supervision and soulless organization.\n‘To\nbe sure, the men who set up these organizations and the supervisors who\nassist them have some arguments on their side. “They maintain that the\nonly way in which an untrained teacher can be used is to mechanize everything he does.\nFor a certain type of teacher this statement holds, but\nthere is another type of teacher—one who, if opportunity were offered,\ncould produce results which are impossible so long as he is compelled to\nconform to the requirements of the system.\nI would not discredit all of\nthe training in service given by the system.\nMany teachers have grown\nto full stature under the sympathetic guidance of a superintendent or a\nsupervisor.\nBut the superintendent and the supervisor do not teach boys\nand girls. Mechanics there must be, but the system of schools or the classroom which loses the human touch might better close its doors and in so\ndoing write an emancipation proclamation for the children whom it was\nset up to serve. ‘There are some things in life worse than a lack of schoolroom knowledge. Freedom which a wider connotation than we are accustomed to give it, is still sacred to the human heart. Possibly after all there\nis too much organization, too many officers and too few soldiers who actually fight in the trenches.\nBut to come back to our point of departure, training in services has\nuntil recent years, taken the form chiefly of the reading circle or teachers’\nmeeting conducted by the superintendent of schools or by some member\nof his staff. Practically no summer work was offered and few teachers\nfelt able to improve themselves through travel. Beginning with the present century, we have developed a wide range of educational opportunity\nfor the teacher who is in service.\n“These opportunities fall in the main\nunder two heads; training inside the school system and training outside\n\nthe system.\n\nSome of the forms of training within the system are:\n\nVisitation and conference\nClassroom supervision\nRequired professional readings\nDemonstration\n\nlessons by subjects or grades\n\nFaculty or group discussions\nTeachers’ meetings of various kinds\nReading circle\n\n"} {"page": 310, "printed_page": null, "text": "Nationa\n\n306\n\nEpucation\n\nAssOcIATION\n\nAfternoon and evening classes\nIntervisitation\nDirect observation\nRating\nLectures by experts\n\nCommunity\n\ncontacts\n\nah\nParticipation in policy making\nClubs and teachers associations\nExperiments and investigations\nEducational exhibits\nMeasuring of teaching results and use of such results\nEncouragement of contribution to magazine and other periodicals\nSystematic interchange of good professional literature\nUse of detailed course of study\nExtra supervision of new teachers\nSelection of text and provision of teachers’ manuals\nScientific grouping of children\nProviding of high grade equipment\nCarefully planned use of reports\nMedical supervision for teachers\nAdjustment of teachers’ load\nProviding of professional library\nIntercession of principal between teacher and parent\nTactful publicity for good work\nControlled experimentation:\n1. Directing study\n2. Project level of teaching\n\nOutside Activities:\nCorrespondence\n\ncourses\n\nExtension courses\nSummer school\nTeachers’ courses\nTravel\n\nin college\n\nDistrict, state, and national meetings\nInstitutes\n\nObviously these methods or devices for training teachers in service are\nnot all of equal importance.\nSome of them cannot be undertaken in\na small school system.\nOthers are desirable only when conditions favorable to their use obtain in the local situation. Of all the methods I have\nlisted for improving teachers in service, summer school attendance is\nprobably the most important.\nThe summer school offers the teacher an\nopportunity for training in residence without interrupting the practice of\nhis profession.Next to the summer school should be listed extension classes. On this\nform of training, I quote from W. C. Bagley, who is a member of this\n\ncommittee :\n\nPersonally I believe that the professional education of teachers in service\nshould\nbe closely related to the specific problems that the work of teaching involves,\nand\nthat perhaps the most promising field is that represented by extension\ncomics in\nwhich competent instructors from teachers colleges work with\ngroup of teachers in\nthe solution of such specific problems. I should consequently be disposed\nto empha-\n\n"} {"page": 311, "printed_page": null, "text": "NationaL Councit or Epucation\n\n307\n\nsize (for example) courses in geography given by specialists in the field to groups\nof elementary teachers in this subject, and dealing largely with the problems that\nthese teachers face in the actual work of the classroom; or courses in English\nsimilarly taking their “cue” from teaching problems; or courses in psychology and\nmeasurements conceived of and organized on the practical basis.\n\nThese two forms of training in service; namely the summer school and\nextension courses stand out above the other forms—important as some\nof them are—because they permit the teacher to accumulate college\ncredits and ultimate academic recognition which will give him a new rating\nin the field of education and bring to whatever scholarship he possesses\nrecognition in the form of remuneration which skill in class room technic\nalone could never bring.\nIn closing, again let me quote from Doctor Bagley:\nIn my judgment the “in-service” education of teachers should fulfill two very\nimportant functions: (1) it should promote continuous growth in the teachingpersonnel; and (2) it should make for stability or relative permanence of service\nin the various fields of teaching, not by making the teacher, say, of the intermediate grades “contented” with his or her lot, but by revealing the limitless responsibilities that inhere in every phase of teaching.\n\nThe members of the committee who have worked with me in preparing\nthis preliminary report, and to whom I am indebted for valuable suggestion are as follows:\nW. C. BAGcLey\n.\nTeachers\nCollege, Columbia\nUniversity ;\nJoun A. H. KEITH\nState Normal School, Indiana,\nPennsylvania ;\n\nH. L. Miter\nUniversity of Wisconsin ;\nE. E. OBERHOLTZER\nHouston, Texas;\nJEREMIAH RHODES\nUntil recently San Antonio,\nTexas\n\nADOT\nEDUCATION\nASYTHE NEXT BATTLEVINVOUR\nDEMOCRACY’S FIGHT FOR EXISTENCE—ABSTRACT\nDOROTHY\n\nCANFIELD\n\nFISHER,\n\nARLINGTON,\n\nVT.\n\nThe foundation of any democracy are of course its people; and its only\ndefense is the training given to the hearts and brains and bodies of its people.\nThis means that democracy can last on just one condition—that it get\neverybody in the democracy educated. ‘This problem makes the one propounded by the Sphinx look like a sum ‘in second-grade arithmetic.\nProbably if the founders of our American democracy had had any notion that the\n\ncountry they were founding depended for its very life on everybody’s being\neducated, they would\n\nhave withheld their hands in terror.\n\nBut they did\n\nnot, and we are in for it. If everybody can’t learn to swim at least passably,\nwe will all sink. ‘That is the sort of country founded for us by our revered\nelders.\n\nWe may like it or we may lump it.\n\nIt remains the country we have\n\n"} {"page": 312, "printed_page": null, "text": "Nationa,\n\n308\n\nEpucation\n\nAssOciaTION\n\nof universal education\nto live in. Our first attempt to meet this condition\nWe have now spent\nhas been to create universal schooling for the young.\nperson in a large\nsingle\nevery\nliterate\nabout a century in the effort to make\nt, ) was, a hunattemp\nan\nsuch\nof\nidea\nthe\n(even\ncountry. Such an attempt\nany idea whatthat\nsay\nTo\nworld.\nthe\nof\nhistory\nthe\nin\nnew\nago,\ndred years\nnt.\never is new in the history of the world sounds like a monstrous stateme\ntrue.\ny\nBut I don’t see that this one isn’t literall\nWell, we have done it, or near enough to call it done. We have strugeled over that long dusty stretch of our national journey, and perceive that\nwe have not in the least arrived at the destination which was our aim—\nnamely, an educated citizenry... The road makes one of its unexpected turns\nWe\nbefore us, and we find ourselves looking down another long stretch.\ng\n“educatin\nmean\nall\nat\nnot\ndoes\nliterate’\nmasses\nnow see that “making the\nthe people.” We have only succeeded in forcing upon the young of our\nrace, quite universally, the tools by which modern education may be obtained. A whole new conception of what education is, what mass education\nmust be, opens before us, daunting, discouraging, difficult . . . infinitely inspiriting to courageous souls.\n\nTHE PLACE\n\nOF THE SCHOOL\n\nGEORGE\n\nS. COUNTS,\n\nYALE\n\nIN THE\n\nDEPARTMENT\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nHAVEN,\n\nSOCIAL\n\nORDER\n\nEDUCATION\nCONN.\n\n“Popular education and certain faiths about popular education are in the\nmores of our time. We regard illiteracy as an abomination. We ascribe\nto elementary book learning power to form character, make good citizens,\nkeep family mores pure, elevate morals, establish individual character, civilize barbarians, and cure social vice and disease. We apply schooling to\nevery social phenomenon which we do not like. ‘The information given\nby schools and colleges, the attendant drill in manners, the ritual of the\nmores practiced in schools, and the mental dexterity produced by school exercises fit individuals to carry on the struggle for existence better. A literate\nman can produce wealth better than an illiterate man.\nAvenues are also\nopened by school work through which influences may be brought to bear on\nthe reason and conscience which will mold character.\nOur faith in the\npower of book learning is excessive and unfounded.\nIt is a superstition of\nthe age.’* Thus wrote William Graham Sumner in his Folkways just\ntwenty years ago. In the meantime the school, particularly at the higher\nlevels, has expanded at an unprecedented rate. With the passing of\nthe\nyears, the superstition, if such it is, regarding the power of\nthe school has\napparently gained strength.\nIt is not the object of this paper to pass judgment on Sumner’\ns estimate\nof the work of formal education. Probably most of us\nwould agree with\nhim that the popular faith in book learning is somewh\nat exaggerated. We\n1 Sumner,\n\nWilliam\n\nGraham,\n\nFolkways,\n\npp.\n\n628-29,\n\n"} {"page": 313, "printed_page": null, "text": "NATIONAL\n\nCouNcIL\n\nor EpucATION\n\n309\n\nshall therefore assume that the materials and methods of the school have\nbeen wisely ordered and are calculated effectively to achieve its purposes,\nwhatever they may be. Our task here is to consider the place of the school\nin the social order, the functions which it is supposed to perform, and the\n\nlimitations under which it operated. Only as the school is seen in relation\nto other social institutions, only as the forces which condition it are understood, can it hope to reach its highest level of achievement.\nSpecialists are\nnotoriously prone to overrate their own labors and the institutions through\nwhich they function.\nFor a member of a professional fraternity even to\nquestion openly the validity of its more extreme claims on public favor is\ncommonly regarded by colleagues as an act of treason or infidelity. Yet, if\nthe procedures of the school are to be refined, fearless criticism of its claims\nfrom both within and without the profession must be welcomed.\nWhile educational institutions in the form of initiation ceremonies and\ntribal: ritual must have existed in the most primitive times, the true school is\nof very recent origin. Although education as a social process has existed\nsince the very beginning of the evolution of human culture, this process has\nbeen carried on for the most part without the aid of the school. ‘The major\neducational burdens have been borne by other institutions.\nFor all but a\nsmall fraction of a period of almost incalculable length, a period embracing\nhundreds of thousands of years, as each generation of men appropriated and\nadded to the experience of preceding generations, the school was unknown.\nThe true school cannot be more than three or four thousand years old; and\nduring this brief period it has appeared but fitfully here and there and has\nseldom touched the lives of any important proportion of the members of\nsociety. Previous to the nineteenth century anything approaching universal\nattendance at school or at classes lay outside the field of human experience.\nThe great masses of men who have dwelt on the earth in the past have not\ngone to school. Until the most recent times the school, where it has existed\nat all, has been a distinctly minor social institution.\nNot only is the school a product of the later stages of social evolution; it\nis confined today to the more advanced or complex cultures. , Beyond the\nVistula lies a vast area reaching to the Pacific which perhaps includes the\n\ncradle of the human race, which has been the mother of numerous and great\ncivilizations, which supports today more than one half of the population of\nthe earth. As one enters this region one enters a region where the school\neither hardly exists or confines its ministrations to certain favored or special\nclasses. In the great continent of Africa, in a large part of South America,\nin the islands of the Pacific, except where western civilization has penetrated,\nthe school is practically unknown. The great masses of living men have not\nattended school. For the majority of mankind today the school is an institution of only secondary importance.\n\nThe experience of recent generations in the western world, however,\nsuggests that the school is an institution which will bear increasing burdens\nin the future. The growth of the school in America and throughout the\nwestern world since the opening of the nineteenth century is one of the\n\n"} {"page": 314, "printed_page": null, "text": "NationaL\n\n310\n\nEpucation\n\nAssociATION\n\nstriking characteristics of a revolutionary age. While certain of the older\nforced to surrender\ninstitutions, such as the home and the church, have been\nhas been assumschool\nthe\npast,\nthe\nin\ndischarged\nhave\nfunctions which they\nour own counIn\ndecade.\nsucceeding\neach\nin\nities\nresponsibil\ning additional\ngreat state sysof\nnt\ntry during this period we have witnessed the developme\ng elementary,\ncomprisin\nand\ntaxation\ntems of education supported by public\nof compulpassing\nthe\nwitnessed\nhave\nwe\n;\nns\ninstitutio\nsecondary, and higher\neducation;\ny\nelementar\nof\nzing\nuniversali\ngradual\nthe\nand\nlaws\nsory education\ns\ninstitution\nof\nwe have witnessed the establishment of an elaborate system\nof\ngrowth\nthe\nwitnessed\nhave\nwe\nthrough which teachers are being trained;\nan endless variety of institutions designed to train for the vocations; we\nare witnessing an unprecedented and unheralded expansion of the secondary\nschool which is giving birth to an altogether new conception of secondary\neducation; we are witnessing the downward\n\nextension of formal education\n\ninto the preschool period and the organization of nursery schools which are\ninvading yet further the ancient dominion of the home; we are witnessing\nthe upward extension of formal education and the launching of various\nmovements for the extension of the facilities of formal education to adults;\nwe are witnessing the development of an interest in the scientific study of\neducation and the accumulation of a body of knowledge which may be expected to provide superior guidance in the solution of educational problems.\nWhile certain other institutions have been much more intimately associated\nwith the human struggle in the past, the school is apparently an institution\nof the future. It has already assumed the status of a major social institution, and it is constantly reaching out for new responsibilities.\nThis expansion of the school makes a careful consideration of its functions peculiarly imperative. So long as the school played a minor role in\nsociety, what it did or what it was supposed to do was a matter of little consequence.\nBut today this institution absorbs so much of the social energy\nand touches the lives of so many of the members of society that the nature\nof its special functions and limitations under which it seeks to achieve its\npurpose must be clearly discerned. What is the function of the school?\nWhile the function of the school must change in detail as society changes,\nthat function remains in principle much the same from age to age. It is the\napplication of the principle which reflects the characteristics of a particular\ntime and place. In general we may say that the function of the school is\nto facilitate the Process of education. And the great underlying purpose\nof\neducation is to induct the child into the life of society and to train him in\nthe use of the instrumentalities of civilization. But the school does\nnot, and\n\nrot acre wl Ba ude aloe \"hee of stn se\nle\n\na\n\nRe a\n\n1\n\njusts himself to his environment.\nAll forms\nApia! institutions besides the school,\n\nTie eas es a bee Sons erousyy discharge educational functions\nth new adr\nindeecon f es\ntowards the\nies\ncare\nmembersa\ninto theoe\nlife ofalbipaiees\nthe group must\n.\nct the function of the school appears to be two-\n\n"} {"page": 315, "printed_page": null, "text": "NaTIONAL\n\nCounciL\n\nor EpucaTION\n\n311\n\nfold: it is residual and normative. Each of these two aspects of its function\nrequires elaboration.\nIn the first place, the function of the school is residual. The school should\nperform those tasks which other institutions cannot, do not, or will not perform. ‘This principle can hardly be overemphasized. Yet in certain quarters today there seems to be a tendency to disregard it. Owing to the extraordinary growth of the school during recent generations the notion has\ngained currency that the school is no longer a specialized educational agency,\nthat is, an agency for performing only a part of the educational task. A\nmoment’s reflection, however, is sufficient to disabuse the mind of any such\nnotion. In spite of its recent expansion it remains but one among many educational agencies. Except where the nursery school has appeared, the first\nsix years perhaps the most important six years of life, are spent under the\nguardianship of the home. Even after the child enters the public elementary school powerful outside forces continue to play upon him. If during\nthe eight years of the conventional elementary education he attends school\nevery day and hour the school is in session, he spends but one sixth of his\nwaking time in the school. Before and after school hours, on Saturday and\nSunday, and during the longer vacation periods his education proceeds under\nthe influence of home, playground, community, church, theatre, farm, shop,\nand factory. During the years of secondary education the situation is much\nthe same except that the great majority of children are altogether beyond\nthe influence of the school. During the later years of adolescence and the\nyears that follow the school plays a rapidly diminishing role in the lives of\nthe members of each generation, and the other social institutions gradually\ntake over the full burden of education. Not only is the school not the sole\neducational agency in modern society; it may not even be the most got\nsingle educational institution.\nThe residual character of the function of the school is revealed by a consideration of the central principle upon which the school is founded.\nIt is\ndedicated to the guidance of the learning process. ‘This distinguishes it from\npractically all other institutions.\nThe home, the church, the theatre, the\nstate, and industry are expected to render services and produce goods in\nunmediated response to human wants.\n‘They aim to satisfy directly the\nneeds of men. The school, on the other hand, subordinates the principle of\nproducing goods and services to that of equipping members of the younger\ngeneration for future production. As soon as an individual enters the school\nhe enters an institution where the promotion of education is the concern of\nparamount importance. The laws of effective learning rather than the laws\n\nof effective production should govern the work of the school. The function\nof the school is not unlike the function of those industries which devote their\nenergies to the production of producer’s rather than consumer’s goods. In\na certain sense the school is parasitical on the generation that supports it.\nAs a consequence the greatest care must be taken lest the school duplicate\nthe work of other institutions.\nSince the school renders no other service,\nthe education which it provides is a more expensive charge upon the com-\n\n"} {"page": 316, "printed_page": null, "text": "54\n\na\n\nNatIonAL\n\nEpucATION\nern\n\nATION\nASSOCI\na\n\nmunity than is the education provided incidentally by those institutions\nwhich render additional services. The school came into existence because,\ncertain\nas society grew more complex and as the social heritage expanded,\nthey\nthat\ndifficult\nso\nor\nimportant\nso\nwere\ntypes of learning appeared which\n\nrequired the services of an institution specially organized for the purpose of\npane\nguiding and facilitating the learning process.\nUntil the school assumes the entire burden of education, until it is given\nsole charge of the individual from birth to maturity, the function of the\nschool will remain residual. And so long as it remains residual the school\ncannot formulate its program without making the most careful study of the\nwork of other institutions. Today the function of the school is so highly\nresidual that such a study is peculiarly imperative. We who are charged\nwith the responsibility of administering the institution must strive to avoid\nthe fallacy of the specialist. Because of our long years of training and our\nsubsequent intimate association with the school, we have come under its influence to a much larger degree than have the other members of our generation. As a consequence we are inclined to exaggerate the importance of the\nschool and are rendered almost incapable of seeing it in proper perspective.\nA balanced view of the work of this institution can come only through a\nstudy of its relations to the rest of society. “The task of education is a joint\ntask; its successful and effective accomplishment requires the cooperation of\nmany forces and agencies.\nThe second great function which the school performs is the normative\nfunction. Although this function might logically be included under the\nresidual function, it is of sufficient importance to merit separate consideration. ‘The school should do those things which other institutions cannot or\nwill not do; but it should go further and, in accordance with some set of\nstandards or criteria derived in one way or another, seek to correct the functioning of these other institutions. In terms of a given social philosophy or\nsystem of values there is much in any society that is not worthy of perpetuation, there are many products of social life which may be described as false,\nnarrow, ugly, or vicious. In a certain sense the school is a censor, a critic,\na judge of society and other educational agencies. ‘This function of the\nschool may be observed in its efforts to teach what is called correct speech,\nrespect for property, or sound political doctrine. It is represented by those\nwho speak of the school as a “mighty bulwark against those dangerous forces\nwhich are undermining the established institutions,” or by those who regard\nthe schools as a “powerful instrument through which society may promote\nand direct the course of progress.” Although this function at any particular\ntime may not fall under the direct scrutiny of educators, it apparently\ncannot be altogether escaped. Whether we desire it or not the school,\nor any\nother educational agency, will order its procedures in harmony with some\nset of norms, standards, or scale of values. And in so doing\nit will pass\njudgment on the activities of other institutions and seek to control\nboth the\ndirection and the extent of social change.\nThis analysis brings us to one of the most difficult, and\nat the same time\n\n"} {"page": 317, "printed_page": null, "text": "Nationa\n\nCounciy oF Epucation\n\n313\n\none of the most important, problems in the whole field of education. It also\nshows us that in a very real sense the school is a social institution, that it is\nan instrument through which social forces work.\nIn the discharge of its\nnormative function what scale of values should the school adopt? In the\nteaching of English speech this question can perhaps be answered with a\nminimum of difficulty and of controversy.\nBut in the fields of economics,\npolitics, morals, and religion the possible courses to be followed are so\nmany and diverse that no positive answer can be given which to all parties\nwill seem reasonable, wise, and proper.\nThe course which is actually\nfollowed therefore will ordinarily be one which is not generally defensible\nbut rather one which conforms to the interests or beliefs of some one or\nsome combination of the parties. The school cannot move in all directions\nat once.\nIn the last analysis what determines the direction in which the\nschool does move at a particular time and place? The answer to this question is to be found in the forces that control the school.\nThe writer has recently completed a study of the social composition of\nthe boards that control public education in the United States. This study\nincludes district boards, county boards, state boards, city boards, and the\nboards of the state colleges and universities. Except the district and county\nboards on which the farming population is strongly represented these boards\nare composed for the most part of members of the favored economic classes.\nIn 507 cities covered by the investigation all grades and varieties of manual\nlabor contribute but eight percent of the board members; on forty state\nboards of education there are but four farmers and but one representative\nof the laboring classes; and on forty-five state college and university boards\nof control there is not a single member drawn from the ranks of manual\nlabor. ‘Those who are directly responsible for determining the policies of\nthe public school are engaged in the proprietorial, financial, professional,\nmanagerial, and commercial occupations.\nIn a word, except where the\nfarming population retains power, the control of education rests in the\nhands of the capitalist and closely associated classes. It is interesting to\nobserve that the clergy are almost without representation on boards of\neducation. They are in fact outnumbered by the dentists. “Thus in both\nEngland and the United States during the past century the control of\neducation has passed from the great landholders and the clergy to the\nbankers, manufacturers, merchants, and lawyers.\nThis situation does not lack apologists. Students of school administration, often more concerned with the efficient organization and management\nof the school than with the wider social implications of the policy executed,\n\nhave commonly looked with favor upon business men as members of school\nboards. Such men being familiar with the function of the executive, so\nthe argument runs, are willing to delegate the tasks of administration to\nthe administrator and readily recognize their true function to be that of\nformulating general policies. This reasoning is sound no doubt, but it fails\n\nto take into account the fundamental question of this character of the\nNor is the situation altered by observing that mempolicies formulated.\n\n"} {"page": 318, "printed_page": null, "text": "314\n\nNatIOoNAL\n\nEpuCATION\n\nASSOCIATION\n\na\nee\ne\nOe\n\nbers of school boards derive their power\n\nordinarily either directly or in-\n\ndirectly from the people, or by claiming that the members of one class may\nIndividuals and classes must always\nrepresent the interests of another.\nces, and within the limits set by\nexperien\nown\nlook at life through their\na general rule guard and prowill.as\nthey\npower\nand\nanding\nunderst\ntheir\nmote what they conceive to be their own interests. In so far as the school\nis thought to touch those interests their special bias may be expected to\nreveal itself in educational policy.\nThe primary object of this paper, however, is neither to attack nor to\ndefend the existing arrangement, but rather to show what it means. The\nmain fact to be observed is that the forces which control the school today\nare the dominant forces of our time. ‘The forces which controlled the\nschool three centuries ago were the dominant forces of that time. Those\nforces lost their control over the school because they were compelled to\nabdicate the seat of power in society in favor of a new set of forces. While\nany set of forces, because of the operation of the factor of social inertia,\nmay continue to determine educational policy for a brief period following\nthe actual accession to power of a new set of forces, education is quite\ngenerally under the control of the dominant forces of the age. At least\nwe may say that except in the rarest instances the educational systemis\ncontrolled by the dominant forces of the present or of some preceding period.\nIndividual schools here and there and for brief moments may break away\nand serve strange gods, but as an institution the school will serve the gods\nof the age.\nIf this analysis is correct, it throws considerable light upon the direction\nwhich the school will take in exercising its nominative function. That\nfunction will ordinarily assume a conservative rather than a progressive\naspect. The school will tend to conserve the existing social order rather\nthan further the birth of another. The explanation is to be found in the\nfact that the school is controlled by the dominant, and, let us say, privileged\nforces of the time. ‘These forces represent the past and the present rather\nthan the future. The forces which stand for the future exist today only\nin embryo.\nThey consequently do not appear significant, and they are\nsignificant only in potentiality. What they are cannot even be discerned\nwith certainty by the most penetrating observer, because the potentiality of\na movement is not to be measured by its present vitality nor by any mark\nof identification. This fact has made rough the way of the prophet. But\nwhether the forces of the future can be recognized or not, other forces\ncontrol the school. ‘These other forces will normally use the school as a\npowerful instrument either to prevent social change or to realize their\nown\n\nlimited purposes.\n\nAnd\n\ntheir purposes\n\nare limited because by defini-\n\ntion they have reached a position of ascendancy.\ntherefore already largely completed.\n\nTheir creative work is\n\nThe task which remains to them is\n\nthat of filling the details and conserving the fruits of past struggles.\nWhile the school is essentially a conservative institution, therefore, we\nshould not fail to note that it may and probably will serve as an instru-\n\n"} {"page": 319, "printed_page": null, "text": "NaTIONAL\n\nCouncit oF EpucaTIon\n\nS15\n\nment for bringing about social changes on a limited but important scale.\nIn giving reality to the ideals of the time or of the dominant forces of the\nperiod the school may be an effective instrument.\nBut its activities are\nclearly circumscribed by the scope of those ideals and by the factors which\ncondition the present distribution of power in society. Consequently unless\nnew methods of controlling the school are adopted or unless the school is\ngiven a freer hand in determining its policies, it can hardly be expected to\nbecome a great creative agent in society. It will be forced to operate\nwithin the limits of the existing system.\nUntil capitalism or political\ndemocracy begins to crumble the school will probably be used as an instrument for supporting it. But let either give way to some other organization\nof society, and the school will be brought into the service of the new order.\n\nThe general situation is the less promising today because our age lacks\nany great faith which might be expected to unify and integrate social life\nand give meaning to the struggles of men.\nThe flippant cynicism of the\nday is the product of the disillusioned mind, of the mind that has found\nitself forced to abandon the faiths it has been taught, of the mind that\nhaving been driven from one defense after another at last contemplates an\nunconditional spiritual surrender, of the mind that endeavors to hide its\n_ spiritual poverty and nakedness in an exaggerated assertion of the futility\nof all faiths, of the mind that seeks as a last refuge from despair the uncertain shelter of a faith of negation. If there is any philosophy which characterizes our age it is that of individual success and material prosperity.\nThe graduates of our greatest universities become bond salesmen, real\nestate agents, and money changers.\nThe age in which we live is the product of the ages that precede us.\nAnd it is by examining these preceding ages that our own can be understood. ‘The agencies to which society has delegated the task of providing\nan integrating social principle have failed conspiciously to discharge their\nfunction. The church, unable to cope with the realities of life after that\nlife had been transformed by the revolutions in thought, industry, politics,\nand morals of the sixteenth, seventeenth, eighteenth, and nineteenth centuries, gradually gave ground to various special interests and finally withdrew from the field of battle. It has failed to answer satisfactorily for\nthe modern age the question which men must always ask: Why should men\nlive, and towards the achievement of what ends should they direct their\nenergies? Instead of wrestling with the world as it is, the church repeats old formulas, clings to ancient creeds, grudgingly gives ground to\nadvancing thought, and dissipates its energies in repairing the dikes behind\nwhich it seeks shelter from the storms of the world. If the school is to\ntake its proper place in the social order, those who shape its policies must\nwithin the limits set by the forces which control them seek the potentialities\nof modern life and fashion the school into an instrument for their achieveWe may find our activities severely circumscribed by the forces\nment.\nwhich we have considered earlier in this paper; but that. possibility does not\n\nrelieve us of the responsibility of making the school the most\n\npossible agent in social progress.\n\neffective\n\n"} {"page": 320, "printed_page": null, "text": "EpucATION\n\nNationaL\n\n316\n\nWHAT\nFRANCIS\n\nASSOCIATION\n\nCAN EDUCATION DO TO INTEGRATE\nPROBLEMS OF LIFE—ABSTRACT\nSTATE\n\nG. BLAIR,\n\nOF\n\nSUPERINTENDENT\nSPRINGFIELD,\n\nPUBLIC\n\nTHE\n\nINSTRUCTION,\n\nILL.\n\nJohn G. Saxe, in his six blind men of Hindoostan, illustrates the view\nEach of\nof the ignorant man who sees things out of their relations.\nhands,\nhis\nwith\nelephant\nthe\nof\nthese six blind men, touching only a part\nhad\nhe\nwhich\npart\nthe\nlike\njust\nwas\nelephant\nbegan to protest that the\nseeing\nalways\nis\nfool,\nthe\nman,\nignorant\nThe\nwith.\ncontact\nin\ncome\nthings out of relations. He does not see the aching tooth in its relationship\nto the lack of care of his teeth. He does not see the pain of indigestion\nas related to the proper preparation and the proper eating of the food.\nHe does not see the relationship of the dull headache to the stagnant air\nhe breathes. He sees through a glass darkly. He knows only in the most\nfragmentary way.\nThe purpose of education is to show the network of integration which\nruns through the natural and social worlds. The elephant of life is not\nmade up, as the six blind men would have us to believe, of isolated parts.\n\nThe problems of science, the problems of the physical body, the problems\nof daily life, of vocation, of religious faith, are all capable of being\nbrought together in a vital, functioning relationship.\nIt is the business\nof education to create within the individual the power and the means of\nseeing the cosmic world, the biologic world, the social and ethical worlds,\nin their relations one to the other. It should be the object and result of\neducation that every man and woman should be able to see the relations\nwhich exist between those problems which affect the physical body, which\naffect the social relations, which affect ethic and religious relations as a\npart of a great life philosophy.\n\nTHE\nHENRY\n\nNEED\n\nLESTER\n\nFOR\n\nSMITH,\n\nEDUCATION\n\nAND\n\nINDIANA\n\nRESEARCH\n\nPRESIDENT\nDEAN\n\nOF\n\nOF\n\nTHE\n\nUNIVERSITY,\n\nIN EDUCATION\nTHE\n\nSCHOOL\n\nNATIONAL\nOF\n\nBLOOMINGTON,\n\nCOUNCIL\n\nOF\n\nEDUCATION,\nIND.\n\nThere are two problems that every generation of people must face.\nThe first is that of getting a working hold on the things that past generations have learned to know, do, and appreciate.\nThe second is that of\nadding to the world’s store of knowledge.\nThe first of these tasks is\nthat of education.\nThe second is that of research.\nResearch is of two\nkinds, first that which discovers new knowledge and second, that which\napplies this new knowledge.\nOr, to put it another way, pure research\ndiscovers new and isolated facts and principles, while practical\nresearch\nintegrates these new and previously isolated facts and\nprinciples.\nResearch then is the looking into the future, with\na vision that creates\n\n"} {"page": 321, "printed_page": null, "text": "Nationat\n\nCouncit or Epucation\n\n317\n\nnew theory and with a common sense that translates the new theory into\npractical action. Consequently, research is significant for fullness of life,\nfor without new knowledge and new applications thereof life would\nbecome dull and monotonous, and more and more pointless.\nThe quality and quantity of research has varied with the periods of\npast time. “The methods of research have likewise varied, though ordinarily\nfalling under one of the three heads, philosophical, historical, and experimental.\nIt is the latter, or so called scientific method of research,\nthat has been so fruitful of results during recent centuries and particularly\nduring the nineteenth century and the first quarter of the twentieth.\nSome one has said that the old dawn of the scientific method was the\nmuseum of Alexandria.\n“The method was revived under Roger Bacon,\nbut came, only fairly recently, to its present prestige and promise.\nThus far the contribution of scientific research has been largely in the\nfield of the discovery of new knowledge and its applications, rather than\nin the field of the propagation of this information through formal education. Research has spent itself in the field of the discovery of valuable\ninformation rather than in developing economical and effective ways of\nbringing its discoveries into the possession of the whole of mankind.\nIn\nother words, research has not concerned itself largely with the field of\neducation. A continued piling up of new discoveries without a corresponding development of the means of propagating general enlightenment in\nregard to them is to a large degree futile.\nMy plea, however, is not\nfor less emphasis upon research for the discovery of new information and\nits applications, but for a further development of the method of research\nin the field of education; for a discovery, in other words, of better and\nmore effective ways of selecting the best of all knowledge and of discovering better and more effective ways of giving the present generation\nfull possession thereof. Much progress has been made in this latter field,\nespecially during the last twenty-five years, yet, considering its importance,\nthis field is still woefully neglected.\nMany more people of ability with\nconstantly increasing funds and facilities at their command should be\nencouraged to enter this field of investigation and be amply supported in\ntheir endeavors therein.\nScientific experiment and research has made of the nineteenth century\nand the first quarter of the present century a period of unprecedented readjustments.\nBecause of the results of scientific research, whole industries\nhave gone down, some of them to arise in modified form on the old site and\nsome of them to be gone forever. Old occupations have been abandoned\nand new ones have been created to take their places. Sometimes the work-\n\ners in the old positions were able to adjust to the new positions in the\naltered field of activity. Sometimes they were not able to do so. Consequently despair and hope were intermingled in the changes.\nThe\noccupaboth\nfor\nunit\ncomplete\na\nsuch\nyears,\nfamily circle of former\ntional and leisure pursuits, has in more recent years been broken up by new\n\n"} {"page": 322, "printed_page": null, "text": "318\n\nNationa,\n\nEpucation\n\nAssociATION\n\nes from under the homediscoveries which transferred the workers’ activiti\nmasses of humanity in\nwith\n,\nfactory\nthe\nof\nfloor\nstead roof to the broad\nclose proximity and with perpetually humming machinery on every side.\n\nnity picnic\nFrom the home fireside or the neighborhood yard or the commu\nmotion\nThe\nes.\nactiviti\nional\nground, has been removed the site of recreat\n\nhave\npicture show, the dance floor, the speedway, the municipal park,\nthis,\nall\nBesides\nion.\noccupat\nleisure\nand\nplay\nfor\ncrowds\ninto\ndrawn people\nnew conceptions of the organization of matter and of the relationships\n\nof various portions of the universe to each other have been injected into\nour thinking. Modifications of views as to the origin, significance, and\ndestiny of life and matter have resulted. Different notions of what constitutes truth, beauty, morals, right conduct, have grown up. Myriads\nof new facts about the operation of the laws of nature and of mind have\nevolved. These new facts and conceptions have added materially to the\nbulk of human knowledge to be conquered by the present generation, and\nto the complication of individual, community, national, and even world\nrelationships that have to be solved.\nThe task of education has, therefore, multiplied proportionately. “These\nnew facts about food, health, occupation, communication, transportation,\nhave to be learned. “These new relationships, individual and mass, must\nbe conquered. With the old educational organizations and methods, these\ntasks could be accomplished only by a noticeable increase of time devoted\nto the task. This increase in time is costly to the individual, who has\nto spend it in learning, and it is costly to the community, that has to\nsupport the individual in school at the same time that it is deprived of\nthe contribution that his services would otherwise give. It is uneconomical\nto permit the rising generation to grow up ignorant of this new knowledge\nof facts and relationship; and it is uneconomical to have the youth spending time unnecessarily in gaining a working command of each.\nIt behooves our people, therefore, to apply to education,\n\neven\n\nmore\n\ndiligently\n\nthan ever before, some of these scientific methods, whose application to\nother fields has been so fruitful of results, many of them most beneficial .\nto mankind. ‘That these new and valuable heritages may the more perfectly and swiftly come into the possession of the present day youth, improvement in our educational system must keep pace with the advance\nin general knowledge.\nUp to the present time, money has been much more easily available for\nthe discovery of new facts and principles than for their dissemination, except where dissemination was related to the material prosperity of those\nin possession of the knowledge.\nIn the past, it has seemed more spectacular to make the discovery or even to pay for making the discovery of\na\nmethod of controlling some dreaded disease or of conquering transportation in the air, than to contribute to the dissemination of such new\nknowledge among the people. Dissemination tends to be left to\ncommercial interests and therefore it is made only where it promises financial returns\n\n"} {"page": 323, "printed_page": null, "text": "‘NatiowaL Councit or Epucation\n\n319\n\nto the disseminators.\nIn reality spectacular results are awaiting in the\nfield of improved learning, which would quickly make a common possession\nout of the recently new. With the improvement of instruction, an otherwise relatively dormant but potentially powerful fact, could be immediately\nand extensively operative.\nWhen this truth is generally grasped, money\nshould be most generously available, not only through taxation but also\nthrough individual and corporate gifts, not alone for the support of our\npresent educational institutions and educational practices, through which\nthe old and the new facts of importance are disseminated, but, most especially, for investigations into ways of improving our present educational\npractices. In the elementary and high schools of the United States we had\nenrolled in 1924 more than twenty-four million pupils. Nearly three quarters of a million more students were in the higher institutions of learning\nof our country.\nGradually adult education is being extended and thus\nadditions are rapidly being made to this vast multitude of learners. For\nthe accommodation of this mass of people, hundreds of school buildings are —\nbeing erected annually.\nAn army of more than 700,000 teachers is\nemployed for instruction and administrative purposes.\nFor financing this\neducational program more than two billion dollars are spent annually.\nEducation is, with us, a nation wide occupation, bulking large indeed in\ncomparison with any other activity even considering those of greatest\nextent and importance. ‘There is great need, therefore, for investigations\nthat will throw new and better light upon the problem of the proper\nselection of material to teach to children and of the best projects through\nwhich to further their individual development and individual acquisition.\nThere is need for further knowledge about the pupils to be taught than\nwe now have. Formerly it was thought that all should be treated alike.\nThis thought assumed that all were equal in ability and characteristics.\nIt was evident to the eye that not all were of the same height, weight,\nphysical strength, and endurance but it was not so evident that they differed\nin native intellectual capacity and moral traits and ideals.\nSuch differences do exist, and they call for differences in treatment. Just what these\ndifferences are, and just what treatment best serves each type, we do not\nyet know in full.\nMuch progress has been made in recent years in\nanalyzing individual differences and in applying the instruction appropriate\nto these differences.\nBut only a beginning has been made along this line.\nMuch further research needs to be made and it takes laboratories, money,\nand workers to bring about such investigations.\nThe need for such research may be illustrated by the recent discoveries\nof the length of the eye span in reading, and the consequently rapid\ndevelopment in the speed of reading, due to studies as to the proper length\n\nof the line on the printed page and as to the development of proper habits\nof eye movement in reading.\n\nAgain it has been discovered that many slow\n\nreading adults are slow because, even\n\nin their silent reading, they uncon-\n\nsciously move the muscles of the throat as they would do in reading aloud\n\n"} {"page": 324, "printed_page": null, "text": "320\nON\n\nNatIoNAL\n\nEpucaATION\naE\n\nASSOCIATION\n\neee\n\nspeed used in\nand are thus held down in the silent reading to the same\nas far as\nmaimed\nis\nperson\nIt is readily seen that such a\noral reading.\n\narm\nfuture efficiency is concerned, just as effectively as if he had lost an\n\nare\nor a leg. He is only half a man in the field of reading. Every year\nthese\nbut\non,\neducati\nto\nabove\nthe\nas\nant\nsignific\nas\nies\ndiscover\nbeing made\ndiscoveries are not coming rapidly enough to keep pace with the increasing\ndemand for more information and for the development of an increasing\nAgain I say there\nnumber of habits and ideals as a control to conduct.\nry for teaching\nd\nmachine\nimprove\nan\nof\nment\ndevelop\nis great need for the\nthe youth more in the same length of time than we have in the past; for,\n\nwith the increased amount to be learned, a lifetime would otherwise have\nto be spent in formal education before competency in the control of facts\nand relationships could be effected.\nResearch must discover for us the\nfor the individual under instrucze,\nonly\nnot\nbetter way, and thus economi\ntion, but also for the society at large that finances this instruction primarily\nin the hope that the instructed individual may thereby be better prepared\n~ to render service to the whole group.\nBut research is needed just as much in the field of the selection of subject-matter to be taught. The spelling books of a generation ago were\nencumbered with many words that the child would rarely if ever have an\noccasion to use in writing. “Today the spelling books tend to be made up\nwholly of words which children and adults use in their daily written work.\nNot so fortunate have we been in selecting subject-matter in other subjects. By research we could do for these other subjects what has been\ndone for spelling. Just as much progress has been made in the teaching\nof spelling words as in the selection of the proper words to teach, bur\nstill further progress is possible and necessary.\nIt will take money and\ntime and study however to unearth the proper avenues for such improvement. We need further studies to show us how to teach so that something more than a memorization of facts may result. The teaching should\ncarry over into conduct.\nIt is of little value to teach children in the\nphysiology class the care of the teeth and the finger nails if the teaching\nresults not in clean finger nails and clean teeth. It matters little that we\nteach maxims embodying fundamental statements as to proper conduct\non the part of children if we still produce a generation that fails to embody\nthese maxims in practice. There is need for the discovery, not only of the\nbest things to teach the modern youth, but of the best time at which\nto teach it, the best methods to use to insure that the thing taught\nwill\nstick in the memory, and, above all, that it will work itself out\nin every\n\nday conduct.\n\nIt will take much\n\nresearch\n\nto push our\n\nfrontier\n\nlines\n\nmaterially farther in these directions.\nBut again I say there is not proper\neconomy in a procedure that encourages the discovery\nof new information\nand develops new relationships , and does not, at\nthe same time, provide\nfor an adequate way in whic h to put the rising\ngeneration\n\npossession of both.\n\nin effective\n\n"} {"page": 325, "printed_page": null, "text": "NaTIONAL CounciL oF EDUCATION\n\n321\n\nCSAS\n\nThere has been too much willingness in the past to determine upon\nthe educational needs and methods purely on the basis of opinion rather\nthan upon the basis of investigation.\nConsequently both the teaching\nprofession and laymen have been led to make rather freely certain broad\nbut unproved claims for education, trusting that these claims would prove\nto be just ones.\nPeople have such general faith in education that they\nhave been willing to accept these unproved claims on faith. The time\nhas come for testing out all claims made for education, in order to\ndetermine which ones are valid and which ones are not.\nSome money,\ntime, and brains spent along this line would doubtless effect a marked\neconomy.\nMankind was for a long time without the knowledge that\ninfections were at the basis of many of our dread diseases.\nWe were\nlikewise without the information that the injection of the right kind of\nenemy bacilli into the system would in many cases prevent the development of the disease and in other cases lighten the attack.\nInevitably\nthrough our school system we are indoctrinating children.\nWe are\nintroducing conceptions of individual conduct, family conduct, community\nconduct;\n\nassuming,\n\nin the first place that this indoctrination\n\nis of the\n\nright kind and assuming in the second place that it brings about the result\nanticipated.\nVery little effective testing, however, has been done to determine the actual results.\nIn order, therefore, for education to do most effectively and economically\nwhat it should do, further research must be made leading to additional\nknowledge about the youth of the land who are to receive the instruction.\nPrinciples must be studied governing the processes of learning and concerning the immediate and ultimate effects of present day stimuli to which\nthe youth of the land is exposed—such stimuli, for instance, as emulation,\nhope, fear, and kindred others. Investigations should be made to determine\nunder what environment proper mental, moral, and physical growth is\nbest assured.\nThe science of biology holds out some promise of results\nalong such lines of investigation, inasmuch as it has already revealed that,\nin plant and animal life, the medium, in which the growth takes place,\nmodifies materially the character and form of that growth. Investigations\nshould further be made concerning the qualifications, both personal and\nof a training nature, that the teachers of the youth of the land should\nhave. Investigations should be made concerning the type of school buildInvestigations should be\nings in which the children should be housed.\nmade along the line of measuring the results of education, the immediate\nresults and the ultimate results. Investigations should be made to determine both the favorable and unfavorable by-products that accompany education.\nMy plea is for a careful consideration of the need for research in education, and my hope is that individuals of ability will be stimulated to\ngive of their time in furthering such research and that men and women,\n\n"} {"page": 326, "printed_page": null, "text": "8\n\nAssociaTION\n\nNatioNaAL Epucation\n\n322\n\nfinancially able, may see their way clear to contribute generously for the\nsupport ‘of further investigations in this field.\n‘May I re--emphasize the fact, therefore, that'much of ‘our money, ‘time,\n‘and effort spent in research in pure science and in the applications of science\n‘of life, is largely lost, unless a way is found to\n‘to the ordinary activities\n‘develop, through research iprocedure, a better method‘of determining how\nito pass this information on, not:simply to the few for a limited time, but\nto the many -for all time.\n\nSSECRETARY’S\n\nMINUTES\n\nWashington Meeting\nFirst Session, Tuesday afternoon, February 23, 1926—The meeting was called to\norder by the president at 2:15 p.m. at the Powhatan Hotel.\n‘The president then\ngave a short address in which he summed up the work and purpose of the National\nCouncil of Education, pointing out that there was opportunity for the Council to\nfunction in the field of integration of knowledge and practice, and asked for the\nopinion of members of the Council on the best method of procedure. A motion was\nmade by Edward F. Buchner of Johns Hopkins University, that the president of the\nCouncil be authorized to appoint a coordinating committee to develop plans for\nthe future work of the Council in line with the recommendations of the president\nin his address.\n‘This motion was seconded by H. H. Seerley, president, State\n’ Teachers College, Cedar Falls, lowa. Charles McKenny, president, State Normal\nCollege, Ypsilanti, Michigan, suggested that the executive committee of the National Council constitute this coordinating committee.\nThis suggestion was modi-\n\nfied to*provide that in addition to the executive committee other members might\nbe placed on the coordinating committee by the president.\nThis suggestion was\nmade an amendment to Doctor Buchner’s motion, which was then carried as\namended. The president appointed W. C. Bagley, Columbia University, and W. B.\nOwen, Chicago, Illinois, to serve with the executive committee as a coordinating\ncommittee. The Council also voted to discontinue all standing committees with the\nunderstanding that any committee thus discontinued could be revived in whole or\nin part at the discretion of the president.\nThomas\n\nD.\n\nWood,\n\non\n\nTeachers\n\nJoint\n\nCommittee\n\nHealth\n\nformal\n\nreport for his committee\n\nCollege,\n\nProblems\n\ning was now in printed form.\n\nto make\n\nColumbia\n\nUniversity,\n\nchairman\n\nin Education,\n\nstated\n\nthere\n\nas the report made\n\nHe announced\n\nthat\n\nof the\n\nwas\n\nat the summer\n\nthat the Joint Committee\n\nno\n\nmeet-\n\non Health\n\nProblems expected to publish shortly reports of the various activities being carried\non by the committee in cooperation with other organizations.\nHe then introduced\n\nspeakers with topics as follows:\nFresH AIR IN THE SCHOOL RoomMs—C. E. A. Winslow, Yale University, New Haven,\nConn.\n\nA New\n\nAPPRECIATION\n\nOF DEAFNESS\n\nIN\n\nSCHOOL\n\nCHILDREN—Harold\n\nFletcher,\n\nBell\n\nTelephone Laboratories, New York City.\n\nAN ADMINISTRATIVE APPRECIATION OF HEALTH IN THE ScHOoLs—Mary McSkimmon, President, National Education Association, Principal, Pierce School, Brookline, Mass.\nDENTAL HYGIENE FOR CHILDREN IN THE ScHOoLs—Evelyn C. Schmidt, American\nDental Association, Chicago, IIl.\nLIGHTING THE SCHOOLROOM—John\n\nA. Hoeveler, National Committee\n\ntion of Blindness, New York City.\n\nfor the Preven-\n\n"} {"page": 327, "printed_page": null, "text": "Nationat Councit or Epucation\n\n323\n\nCharles McKenny, president, State Normal College, Ypsilanti, Michigan, and\nChairman of the Committee on Teachers Colleges, stated that the scheduled report\non “The Present Status of the Registrar in Teachers Colleges” by F. B. O’Rear,\nSouthwestern State Teachers College, Springfield, Missouri, would not be given,\nbut that E. S. Evenden, Teachers College, Columbia University, would report\non “Some Criteria for the Construction of Teacher College Curricula” as scheduled.\nThis report was followed by discussion in which a number of questions were\nraised as to the different types of teachers colleges that should be required, and\ndifferent courses that should be offered in the different colleges training elementary\nand high school teachers.\n\nSecond\n\nSession,\n\nWednesday\n\nafternoon,\n\nFebruary\n\n24, 1926—The\n\nmeeting\n\nwas\n\nCOLLEGES—Charles\n\nMc-\n\ncalled to order by the president at 2:15 p.m. at the Powhatan Hotel.\nCharles S. Meek, chairman of the committee, announced that E. L. Heusch,\nscheduled to report on “Extension Activities in Connection with Public Schools”\ncould not be present and that no report would be made as there had been great\ndifficulty in collecting material.\nHe then introduced speakers with topics as follows:\nEXTENSION\n\nACTIVITIES\n\nIN NORMAL\n\nKenny,\n\npresident,\n\nState Normal\n\nEXTENSION\n\nACTIVITIES\n\nSCHOOLS\n\nIN UNIVERSITIES\n\nmon, University of Wisconsin,\n\nAND\n\nTEACHERS\n\nSchool, Ypsilanti,\nAND\n\nMadison,\n\nMichigan.\n\nCOLLEGES—Vivian\n\nAllen\n\nCharles\n\nHen-\n\nWisconsin.\n\nMary McSkimmon, president of the National Education Association, gave\nan address on the “Place of Biography in Schools” in which she described the interest shown by the children in the Pierce School, Brookline, Massachusetts, in the\nbiographies of Americans of the present day who had climbed from obscurity to\npositions of great service apd usefulness.\nThe preliminary report of the Committee on Training Teachers in Service was\npresented by the chairman, Thomas W. Butcher, president, Kansas State Teachers\n\nCollege, Emporia, Kansas.\nOpportunity was given for discussion\n\nin which the question was raised as to\nhow to stimulate the desire of teachers for improvement through extension education. It was suggested that the most practical way of getting teachers to take extension courses was (1) the right sort of supervision, and (2) advance in salaries\nto those who took such courses.\nMethods were discussed as to how teachers could\n\ntake extension courses and at the same time avoid neglecting their classroom duties.\nOrganizing extension classes for teachers convenient to their schools and limiting\nthe number\n\nof credits secured\n\neach year,\n\nwere\n\nsome\n\nof the remedies\n\noffered\n\nas a\n\nsolution to this problem.\nAdjourned.\n\nPhiladelphia Meeting\nFirst Session, Saturday evening, June 26, 1926—The meeting was called to order\nby the president at 8:15 p.M. in the auditorium of Drexel Institute. The president\nsummed up briefly the new plan of work for the Council, stating that research or\nanalytic methods of attacking educational problems would be continued in a limited\nway for the purpose of seeking new knowledge, but an additional work of the\nknown\nCouncil would be that of attempting to bring together facts now known, but\nSynthesis rather than analysis would be emphasized in the work for\nin isolation.\nwo years.\nier then introduced Dorothy Canfield Fisher, of dslington; Vt, well\npana\n\nEducation\nknown as a writer and lecturer, who gave a splendid address on Adult\ntraced\nFisher\nMrs,\nExistence.”\nfor\nFight\nDemocracy’s\nOur\nin\nBattle\nas the Next\n\nthe development\n\nof education\n\nfrom\n\nits beginning\n\nin this country\n\nto the present\n\n"} {"page": 328, "printed_page": null, "text": "324\n\nNationaL\n\nEpucaTIoNn\n\nASSOCIATION\n\ntremendous problem of educating the adult.\nShe said that the battle for the\nprivilege of a university education for the youth had been fought and won, and\nnow the battle must be fought again for the “education-hungry” older generation.\nAdults in this country pay out $75,000,000 annually in a fumbling attempt to get\nan education, to gain something of culture through correspondence courses.\nThe\npromoters of these schools garner huge returns from the mind-hunger of the American adult public.\nIn these schools are enrolled more than four times as many\nstudents as are registered in the colleges and universities in the country.\nThe\nmoney spent is as great a sum as the combined budgets of fourteen states.\nAccording to Mrs. Fisher, we may speak of our nation as a literate one, but we\ncan by no means call it an educated nation. We have forced the tools of an education on our people but will not help them to use these.\nMrs. Fisher pointed out the great significance of the growth of women’s clubs\nin the country.\nThree millions are now members of the General Federation of\nWomen’s Clubs, a growth that has come in answer to a desire for intellectual life.\nShe also indicated the great possibilities and usefulness of the library in this\nmovement for universal adult education.\nAnnouncements of time and place of the meeting for the Council for Monday\nand Tuesday were made by the president, and attention of members called to revisions in the constitution to provide for the increase in membership created by the\naction of the National Education Association.\nCopies of the revised constitution\nwere distributed to members of the Council for consideration prior to the vote on\nrevision at the business meeting on Monday afternoon.\nAdjourned.\nSecond\n\nSession, Monday\n\nafternoon, June 28, 1926—The\n\nmeeting\n\nwas\n\ncalled\n\nto\n\norder by the president at 2:00 P.M. in the auditorium of the Chamber of Commerce.\nAs chairman of the Committee on Vocational Education, the president presented\nthe report of that committee, on part-time education, explaining the questionnaire\nfrom which returns had been compiled, and calling attention to such points in the\nreport, as follows:\n1, Age and grade at which part-time pupils leave full-time school\n2. Reasons for leaving full-time school\n3. General intelligence of part-time pupils\n\n4. Occupational interests, activities, and weekly wages of part-time pupils\n5. Attitude\n\nof parents,\n\npart-time\n\nschool pupils, and\n\nemployers\n\ntoward\n\npart-time\n\nschools\nPrinted copies of the report were placed in the hands of those present.\nSome\nquestions were raised concerning this study, especially relative to the cost of parttime instruction. The chairman of the committee advised that this question would\nbe dealt with in the second division of the study, which would have to do with a\nstudy of objectives, organization, and progress of part-time schools for minors.\nFor the information of members of the National Council of Education, Jesse H.\nNewlon, Chairman of the Committee on Committees for the National Education\nAssociation, explained the origin and purpose of the Committee on Committees,\nwhich he interpreted as a temporary committee for the purpose of meeting a\npresent emergency arising from much duplication of work in the National Education Association, its various departments, and the National Council of Education.\nMr. Newlon stated that the guiding principles to avoid such duplication should\nbe—\n1. The initiation of no new work that is already being done by other sections. °\n2. The completion by the committees of their work within a limited length of\ntime.\n\nThe committees\n\nshould not allow their work to extend\n\nover too many\n\nyears.\n\n3. The avoidance of too many committees working at the same time.\n4. The definite reference by the Representative Assembly, of certain committees\nand responsibilities, to the National Council of Education.\n\n"} {"page": 329, "printed_page": null, "text": "NationaL\n\nCouncit or Epucation\n\n325\n\n5. The placing of more responsibility upon the Board of Directors of the\nNational Education Association and providing for at least four meetings of this\nbody during the year, even if expense of those in attendance must be defrayed.\n6. Conservation of time and energy of the Representative Assembly by referring\nto it the findings, conclusions, and recommendations of the committees, set up in\nterse, definite terms and in printed form.\n7. Omitting special treatment of such general fields as health and moral education and dealing with these problems in other studies of which they are an essential part.\nSome questions were raised as to how far different sections would be able to\ninitiate studies of their own, and whether the National Education Association or\nsections would have precedence in continuing work in lines where there was evident duplication.\nIt was felt that plans could be developed through the cooperation of the Representative Assembly, Board of Directors, and National Council of\nEducation that would be satisfactory to both sections and the National Education\nAssociation in such a situation.\nFor the enlightenment of members of the National Council of Education relative\nto finances of the National Education Association, Walter A. Siders, chairman of\nthe National Education Association Budget Committee, presented certain items\nof the report of the Budget Committee, which he stated, had just gone to the\nprinters and would not be ready for distribution for at least two days.\nMr. Siders stated that the fiscal year of the National Education Association\ncloses May 31st and the new year opens June ist. He described the three funds\nof the National Education Association, (1) Permanent.\n(2) Regular.\n(3) Revolving.\nHe listed the budget items, stating that the budget was built on last\nyear’s cash receipts, and the expenses for the current year had not been permitted\nto extend beyond that amqunt.\nThe Budget Committee had voted to put into a\npermanent fund $2500 and one fourth of the increased receipts from membership\ndues.\nAccording to this report, there are now 161,000 members of the National Education Association.\nThe resources of the last year exceeded expenditures by\n$45,627.65. In other words, an account of all the National Education Association\nowns and owes indicates a balance of $45,627.65 on the credit side for 1926.\n\nThe\n\npresident then called the attention\n\nof members\n\nof the National Council of Education and read\nprinted copy, which indicated changes, as follows:\nARTICLE\n\nthe\n\nto the revised constitution\nitalicized\n\nportions\n\nof the\n\nI.—Membership\n\na. The National Council of Education shall consist of tavo groups of members.\nThe first group shall consist of one hundred twenty members selected at large\nfrom the membership of the National Education Association.\nb. The second group shall consist of members elected from the departments of the\nNational Education Association, three from each department, who shall servé\nfor a term of six years.\n\nc. The departments shall elect their quota of members\nannual meetings.\n\nbiennially at their regular\n\nTo the motions of T. E. Johnson of Michigan for the acceptance of each revision,\nrespectively, the vote of the Council gave unanimous approval.\nA meeting of the Committee on Membership was called at the close of the session\nfor the purpose of nominating officers and members to supply vacancies in the\nNational Council of Education.\nAdjourned.\nThird Session, Tuesday afternoon, June 29, 1926—The meeting was called to\norder by the president at 2:00 p.M. in the auditorium of the Chamber of Commerce.\nThe president introduced speakers who presented topics, as follows:\n\n"} {"page": 330, "printed_page": null, "text": "326\n\nNationa,\n\nEpucaTION\n\nASSOCIATION\n\nIs AMERICAN EDUCATION PERPETUATING A SOCIAL ORDER THAT SHOULD BE CHANGED?\n—William C. Bagley, Teachers College, Columbia University, New York City.\nTHE PLACE OF THE SCHOOL IN THE SOCIAL OrpEr—George S. Counts, Department of\nEducation, Yale University, New Haven, Conn.\nWuart Can EpucaTion Do To INTEGRATE THE ProsLeMs oF Lire?—Francis G. Blair,\nState Superintendent of Public Instruction, Springfield, Ill.\n\nThe report of the Membership Committee, in which recommendations were made\nfor the filling of vacancies both in offices and membership, was presented by the\nchairman, Carroll G. Pearse, and on motion of S. L. Smith, of Tennessee, was\nunanimously approved.\nThe following are newly elected officers and members:\nSecretary—Adelaide Steele Baylor. Term to expire 1929.\nMember, Executive Committee—Arthur J. Matthews, President,\nSchool, Tempe, Ariz. Reelected with term to expire 1929.\n\nState\n\nMembers, Committee on Membership:\nJohn R. Kirk, State Teachers College, Kirksville, Mo., and William\n\nNormal\n\nB. Owen,\n\nPresident, Chicago Normal College, Chicago, IIl., both reelected with terms\nto expire 1929.\nRobert H. Wright, President, East Carolina Teachers College, Greenville, North\nCarolina, elected to fill unexpired term (ending 1927) of J. Stanley Brown,\nDe Kalb, Ill., whose membership in the Council had lapsed through absence.\n\nMembers of the Council:\nTerms to Expire 1932\nKatherine D. Blake, 101 W. 85th St., New York City.\nEdward\n\nBuchner,\n\nJohns Hopkins\n\nUniversity,\n\nBaltimore,\n\nMd.\n\nCharles P. Cary, Madison, Wisconsin.\nWilliam M. Davidson, Superintendent City Schools, Pittsburgh, Pa.\nFrank P. Graves, State Commissioner of Education, Albany, N. Y.\nOlive M. Jones, Principal Public School, No. 120, New York City.\nHomer H. Seerley, President, State Teachers College, Cedar Falls, Iowa.\nCora Wilson Stewart, Frankfort, Ky.\nCaroline Woodruff, President, Vermont State Teachers College, St., Johnsburg,\nWe\n\nFlected to succeed themselves—John\nIndiana, Pa., elected to succeed\n\nA. H. Keith, President, State Normal\n\nHarlan\n\nUpdegraff,\n\nMt. Vernon,\n\nIowa,\n\nSchool,\nmember-\n\nship lapsed through absence.\n’\n\nTerms to Expire 1927\nAnnie Webb Blanton, University of Texas, Austin, Texas, elected to succeed\nherself, membership lapsed through absence.\nGrace Abott, Chief U. S. Childrens Bureau, Washington, D. C., elected to succeed J. E. Burke, Boston, Mass., membership lapsed through absence.\n\nTerms to Expire 1928\nRose Pesta, Principal, public school, Chicago, Ill., elected to succeed J. Stanley\nBrown, membership lapsed through absence.\nClarence H. Dempsey, State Commissioner of Education, Montpelier, Vt., elected\nto succeed James H. Van Sickle, Orlando, Fla., deceased. _\n\n"} {"page": 331, "printed_page": null, "text": "see\n\npe\n\nNationaL\nee eee\n\nCouncit\n\noF EpucaTion\n\n327\n\nTerms to Expire 1929\n\nThomas R. Cole, Seattle, Wash., elected to succeed Thomas\nvallo, Ala., deceased.\n\nW. Palmer, Monte-\n\nTerms to Expire 1930\n\nSarah Louise Arnold, Lincoln, Mass., elected to succeed herself, membership\nhaving lapsed through absence.\nJohn W. Abercrombie, State Superintendent of Public Instruction, Montgomery,\nAla., elected to succeed J. K. Dwyer, Anconda, Mont.\nMembership lapsed\nthrough absence.\nTerms to Expire 1931\nRandall J. Condon, Cincinnati, Ohio, elected to succeed John F. Simms, Stearn\nPoint, Wis., deceased.\nJohn K. Norton, Washington, D. C., elected to fill vacancy left by non-acceptance\nof Wm. McAndrew, Chicago, IIl., elected to membership at the last annual\nmeeting of the Council.\nAdjourned.\nNote I—The following were reelected or elected to membership in the National\nCouncil of Education, by the Board of Directors of the National Education Association:\n\na. Reelected with terms expiring in 1932:\nMary C. C. Bradford,\n\n:\n\nState Superintendent of Public Schools, Denver,\n\nColo.\n\nArthur Chamberlain, Editor, Sierra Educational News, San Francisco, Calif.\nJ. W. Crabtree, Secretary, National Education Association, Washington, D. C.\nDavid B. Felmley, President, State Normal School, Normal, Ill.\nElizabeth Hall, Assistant Superintendent of Schools, Minneapolis, Minn,\nDavid B. Johnson, President, Winthrop College, Rock Hill, S. C.\nJohn R. Kirk, State Teachers College, Kirksville, Mo.\nCharles McKenny, President State Normal College, Ypsilanti, Mich.\nJoseph Rosier, President, State Normal School, Fairmont, W. Va.\nHenry Lester Smith, Dean of School of Education, Indiana University, Bloomington, Ind.\n\nb. Reelected with term expiring in 1931:\nMary D. Bradford\n(Mrs.), Wilmington,\nthrough\n\nDelaware,\n\nc. Elected with term expiring in 1930:\nW. F. Webster, City Schools, Minneapolis,\nPutnam,\n\nmembership\n\nlapsed\n\nabsence.\n\nmembership\n\nlapsed\n\nthrough\n\nMinn.,\n\nto\n\nsucceed\n\nHelen\n\nC.\n\nabsence.\n\nThe following were elected to membership under the Amended Constitution of\nthe National Council of Education, by the Department of the National Education\n\nAssociation.\nDepartment of School Health and Physical Education\n1. Melville Stewart, State Supervisor of Physical Education, Charleston, W. Va.,\nterm to expire in 1932.\n2. William Burdick, State Supervisor of Physical Education, No. 7 East MulF\nberry St., Baltimore, Md., with term to expire in 1930.\n3. Ethel Perrin, Associate Director, Health Education Division, American Child\nHealth Association, 370 Seventh Ave., New York City, with term to expire in 1928.\nNo reports of election of members have been made by other Departments.\n\n"} {"page": 332, "printed_page": null, "text": "f\n\ne\n\n4\n\n,\n\n:\n\nBgl\nae! oney\n\n,\n\n7\"\n\naf\n\nos\n\nF\n\nLals4 |danristereeahet \"\nrer?\n4\nif\n4\ninahée\naed he\ncceppvek= bet ete\ner\n4\n=, nbih/ ake\n\n=\n\nWik\n\nah\n\nUae\n\nwea\n\n\"aA\n\n/ i.\n\nip 'rs\n\n:\ne)\n\nSod\n\n,\nha\n2\nc\nPregl pe sa asr ard 23tal Sites » Hag >\n\nhe ~~ : er ah Pop gitwand\n\nA pide\n¥\ni\n\n:\n\n¥\n\n.\n\n=\n\nwes\n\n7\n\na\n\nwe\n\nists\n\nVr\n\n,\n\n|e\n\n7\n\nuF\n\ntadpraie\n\nae\n\nii\n\no\n\n*\n\ngL\n\nFotings\n\n>\n\nlager\n\n\"\n\nas ol\n\nMis\nit,\n\n_\n\n.\n\nSs\n\nes\n\nWise\n\n,\n\nalabliag\n\nit\n\nJ\n\nM ae\nna ~ eae ah ~\n\niy\n\n:\n\n,\n\nf ‘oft, seats ot\n\n;\n\nShe\n\n¥\n\n;\n\nriba\nr,\n6\n\nsiya)\n7\n\n9)\n\ni,7 its iy.\n\nges\n\nfe\npete\n\nFos)\n\nF\n\nBi.\n\neth\n\nhe fain ott abt 3 w lieits? ti isd ebtind reel,\nve\nly\n=\nsai ate teyid\nI a\na tae\noe\n*h\n\n‘\n\na\n\n4\n\ni:or\n\na\n\nbh\n\nyasz\n\nSie\nEaten\nAD\naN\n\nfT S00 Samat} eat\n\nfas\n\n>\n\nSiem)\n\nTERS\n\n|4\n\nis\n\nx\n\nrralaty\n\nas\n\naihmiaily\n\nante nt\n\nf vith)\n\n“9\n\n°\n\nAre\n\nanil\n\nste\n\n’\n\ne\n\nata,\n\nmages\n-\n\ns\n-\n\n-\n\n'\n\n- i\nrs\n\n'\nOGL\n\n543.3%\nTh\n\nfads\n\n2&1\n\nais;\na\n\nattaoe\n\n2 1talie\n\n(iene t i\n\nOba\n'\n\n——\n\niy\n\n; mM\n\n37\n\n©\n\nhe heTees\n\nOS\n\nOLY.\n\nSte UY 4, iw\n\n1\n\na\n\nViale & nent wee\nee\n727\n\nasteds\n\nve\n\naieiodensah\n:\n\nGt\n\n‘ae\nS77Slie\n\niniviesy\n\na\n\n(\n\naeA\n\n-\n\n%\n\ntk\n\n:\n\nhive Re}: <\n\n¥\n\n+\n;\n\nalibeis!\n\ni 30915\n«a?\nif\nmeniive\n\n\"\n\na\n\n:\n\nS\n\nwuciall\n\nDeheoeeh\n\nfie\n\n'\n\nHOU\nli\n“\n\n=\n\naivla’: ottBO\n\ninausD\n\nf\n\na\n\n7\n\ngee:\n\n|\n\na\n\nee ~\n\ne\n\n;\n\nindi 8\n‘ o\n>\n\nous\n(\n\n>»,\n\n¢m™\n\ne\n\n:\n\n—'\n\n"} {"page": 333, "printed_page": null, "text": "Department of Adult Education\n\n"} {"page": 334, "printed_page": null, "text": "Pie DEPARTMENT\n\nOF ADULT EDUCATION\n\nwas estab-\n\nlished by vote of the Representative Assembly,\nJuly 8, 1921, as the Department of Immigrant\nEdueation.\nThe first meeting was held in 1922 in\nBoston.\nSee Proceedings 1922: 905. In 1924 the\nname of the Department was changed to the Department of Adult Education.\nSee Proceedings 1924:\n566, sate\na\nThe officers of the Department for the year 1926-27\nare:-President, Robert C. Deming, State Director of\nAmericanization, State Board of Education, Hartford, Conn.; Vice-President, Wil Lou Gray, Super- visor of Adult Education, State Department of Education, Columbia, 8. C.; Secretary, Willie Lawson,\nDeputy State Superintendent of Public Instruction,\nLittle Rock, Arkansas; Treasurer, Ethel Richardson,\nAssistant State Superintendent in Charge of Immigrant Education, Los Angeles, Calif. This Department meets once each year in June. Facts relating to the establishment of this Department and\nthe record of meetings are found in earlier Proceedings as follows:\n1921 :460\n\n1922 :905-968\n\n1923 669-703\n\n[330]\n\n1924 565-582\n\n1925 :337-353\n\n"} {"page": 335, "printed_page": null, "text": "THE NATIVE ILLITERATE—THE PROGRESS AND\nPECULIAR PROBLEMS IN HIS INSTRUCTION—\nABRIDGED\nMISS\n\nWILLIE\n\nLAWSON,\n\nDEPUTY\n\nSTATE\n\nSUPERINTENDENT\n\nINSTRUCTION,\n\nLITTLE\n\nROCK,\n\nOF\n\nPUBLIC\n\nARK.\n\nHE NATIVE illiterate—what manner of man is he that he should\nbe so set apart from all other peoples, that he should be given a\nspecial place on a nation’s program, that councils should be held in\nhis name, and that soldiers of the printed page should launch a crusade\nfor him?\nThere is a division in some state departments of education called civilian\nrehabilitation.\nNot long since, there was discovered and brought to the\nattention of the Arkansas division of civilian rehabilitation the case of a\nyoung man crippled from infantile paralysis. His body was distorted and\nhe walked on his hands and feet as a baby would crawl. He was operated\non and the operation was successful. Pictures of “before” and “after” were\nexhibited.\n‘Marvelous reclamation,” “Wonderful surgical victory,” etc.,\ncame from every side. Janitors, stenographers, teachers, lawyers, doctors\nstopped to express their amazement. And there arose before me a picture—\na man stalwart and straight, honest and upright, as clean and pure as a\nnew-born babe. Pictures of him before and after had not been shown, but\nthere was a story. Before, he was an older son with smaller brothers and\nsisters to look after. “They went to school while he worked.\nWhen his\ncase was called to our attention he was on the united charities list as a\nworthy recipient. His operation was an opportunity school and his surgeon\nwas a conscientious school teacher. His, too, was successful, for he now is\nworking for a big ice plant, has been promoted, and takes care of wife and\nbabies. A marvelous cure, but the world passes it by without an exclamation,\n\nHugh Magill said, ‘“There lie sleeping under the white crosses in France\nthousands of boys who gave their lives to defend a constitution which they\ncould not read.” “They were the native illiterates and the sons of native\nilliterates in many, many instances.\nTheir forefathers were the fighters\nwho gave us the freedom of a new country.\nIt was their ancestors who\nthrew off the yoke of oppression and pushed into undiscovered territory\nthat their children and children’s children might live in unmolested\nfreedom.\nThe native illiterate—alone in the midst of a crowd, and what a loneliness that is! So much like those around him that the casual observer\nthinks he belongs there, but so different that every moment is torture fou\nfear of being discovered and pointed out.\nA social outcast because social life in America ranges from the community sing in the country to the bridge club in the town and in neither of\nthese can he feel at home.\nIn many places the social life revolves around\nthe school and he has nothing in common with schools.\n[331]\n\n"} {"page": 336, "printed_page": null, "text": "SBY\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n—__—__—_—__»\n\nA warped religious outlook because the Bible is to him a closed volume\nand his knowledge of its truths must depend upon the interpretation of his\npreacher—often more illiterate than the man himself.\nHe has no financial status, for his income is small and his family large.\nAll money matters must be transacted by another who, he thinks in his\nignorant suspicion, is ever trying to cheat him out of what little he has.\nHis old shoe is his bank, because what the cashier puts on the piece of paper\nas being his doesn’t look like dollars and cents to him, and how is he to\nknow that he gets out what he puts in?\nLiving with us, yet not of us. Here a lawyer, there a college professor,\nand next door an illiterate is his fate.\nThe foreigner lives with and\nsocializes with his own people—each nationally segregated, so that while\nhe may be harder to teach he is not so hard to find nor is he so unhappy\nwhere he is. To the majority of people he is just the native illiterate,\nbut to those of us who know he is the man who, as he says, ‘‘ain’t had no\nchance.”\nAll that he does for the world is to populate it and all that the world has\ndone for him is to grind him slowly but surely under the gigantic wheels\n\nof industry.\n\ni\n\nWhere does the native illiterate live? In your mind, there is the invariable answer, “In the south,” which is only partially correct.\nHe is ours\nand we do not deny that a large portion of his family lives with us. But\nhe is as innumerable as the stars and as migratory as the robins.\nHither\nand yon upon the face of the earth he has wandered, leaving a part of his\nfamily wherever he went.\n‘Today he lives not in the south alone, but in\nevery single state in the union.\nI would like to say to you, “The work of teaching the native illiterate\nis going forward by leaps and bounds,” but the facts show that it isn’t.\nAll authentic addresses begin ‘‘a questionnaire was sent” and the\nrule was not broken with regard to the man ‘“‘who hasn’t had a chance.”\nQuestionnaires were sent to all of the states and the replies varied. Eighteen\nstates were interested enough in adult education to return the questionnaire.\nOf this eighteen, eight were attempting no adult education program\n\nat all;\n\nfour had an extensive (and expensive) program for the foreign-born; four\nothers had a program for both foreign-born and native adults, and two had\na program primarily for the native illiterate. In addition to these there\nwas reported one county or local program for the native illiterate.\nIn the thirty states which failed to reply there are approximately 683,210\nnative illiterates; in the eight states reporting no adult program of any\nkind there are 20,944 native illiterates; in the four states reporting a program for both, there are 109,942 native illiterates; and in the two states\nreporting a program primarily for the native illiterates, there are 80,153\nnative illiterates.\nWith the southern states is the bulk of the responsibility, but if they\nresponded 100 percent in each southern state and taught every single\n\n"} {"page": 337, "printed_page": null, "text": "DrEpPaRTMENT OF ApuLT\n\nEpucaTion\n\n333\n+\n\nnative illiterate within their bounds to read and write, there would\n\nbe\n\nmore than 400,000 native illiterates in the western, northern, and eastern\nstates who would not have a chance.\n;\nThe rescue party in this case is not bound by sectional lines. The Mason\nand Dixon line separates us no longer. We are working in the National\nEducation Association and not in a Regional Conference; the recently\ncommandeered Illiteracy Crusade is a National Illiteracy Crusade and not\na state nor local move.\nLast year in the states doing adult work for both foreign born and native,\nthere were reported 48,586 adults enrolled in school; in the states doing\nwork primarily for natives (but, of course, including both) there were\n14,185 adults enrolled in school.\nIn the several separate states there is progress being made.\nDelaware,\nSouth Carolina, Alabama, Arkansas, Maine, and Ohio report much work\ndone; Delaware, South Carolina, and Alabama report annual appropriations from $12,000 to $50,000 and definite, organized, permanent state\nprograms.\nArkansas reports a small state appropriation, continued volunteer work on the part of the day school teachers and two counties and one\ncity now financing their own programs and working under the supervision\nof the state director. North Carolina reports Buncombe county work for\nnative illiterates as its only attempt.\nBuncombe county itself reports a\n$10,000 county appropriation, 19 schools taught 956 adults enrolled, 4\nclubs cooperating financially, a working course of study and 4 trained field\nworkers. Such a county program will sell the work to the state soon—to\nany state for that matter.\nOur problem as the Adult Education Department of the National Education Association is how to reach those native illiterates who live within\nthe bounds of those states not offering them anything in the way of educational opportunity.\nWhen this has been done, then progress will have\nbeen made.\nWhy hasn’t the native illiterate been taught? Why are there so many\nin his huge family? In other words, what are the peculiar problems in the\ninstruction of the native illiterate?\nOne of the big problems with the native illiterate is that they don’t\n\nsegregate.\nIn one county there may be twenty-five and in an adjoining\nIn many towns there may be found\ncounty there may be fifteen hundred.\nonly one or two native illiterates. That is the reason that many states attack the foreign problem and leave the native illiterate problem untouched.\nThey are there admittedly, but hidden in among the other natives so suc-\n\ncessfully that to find and teach them is a seeming impossibility.\n\nEven in\n\nthe states where there are the largest numbers of native illiterates this same\n\npeculiar problem is evident in various communities. We find it most easily\nsolved through contact with the children in the day school, though in\nseveral instances the children themselves did not know of their parents’\nlack of education. Legislation requiring the names and addresses of illiterates to be taken with the school census would help this situation, too.\n\n"} {"page": 338, "printed_page": null, "text": "334\n\nNationaL\n\nEpucation\n\nAssociaTION\n\nThe sensitiveness of the native illiterate is far more of a hindrance than\n\none would imagine. Alike in color, alike in dress, alike in language, alike\nin so many customs and habits—he rather resents the fact that because of\nthis one great difference, he stands apart from the crowd. ‘The greatest argument against this is that he should take this belated opportunity in order\nthat his children may no longer be different, but may be unhampered and\nfree in their association with others.\nProbably the best remedy for this\n“difference” is a course of study for the native illiterate which definitely\ndoes three things:\n|\n1. Establishes close contact between him and all city, county, state, and federal\nagencies.\n2. Gives the adult ‘in theory and practice high standards in health, thrift, recreation, and citizenship.\n3. Grades his work so that he may pass from grade to grade\npieces of work done, specific subjects mastered.\n\nand see definite\n\nAnother problem is that the census gives such erroneous ideas to his real\nrating. Many times a suspicious, untaught person approached by a brusque\ncensus taker, will state that he can’t sign his name because he is afraid to\nplace it on the dotted line (due to past experience with shrewd, unscrupulous book agents and enlarged-picture salesmen). He is probably a thirdgrade pupil. Again there is one who awkwardly signs his name, but could\nnot write a single other word nor add two and two. He is rated as out of\n\nthe illiterate class. In most places the census is used as a basis for locating\nilliterates. “There are probably three or four times as many who really are\neligible to adult school work. Legislation for.proper illiteracy census would\nremedy that problem—has already done so in many localities.\nToo, the native illiterate is more or less indifferent.\nThe foreigner\ncomes to this country in search of some intangible something which he believes to be here. He soon learns that it will be more easily gotten if he\nhas some knowledge of the English language, so he either goes in search of\na chance to go to school or receives it gladly when the chance comes to him.\nNot so with the native.\nHe is in search of nothing but a mere living.\nHaving lived so all his life he sees no reason for a change now. Before he\ncan be given a chance he must be shown why he needs it and what specific\nbenefits it will bring him when he gets it. The only way which has been\ndiscovered so far to combat that problem is the right approach of the person\nwho carries him the message.\n\nTHE ADULT EDUCATIONAL INTERESTS AND ACTIVITIES\nOF OUR FOREIGN LANGUAGE ORGANIZATIONS—\nABRIDGED\nREAD\n\nLEWIS,\n\nDIRECTOR,\n\nFOREIGN\n\nLANGUAGE\n\nINFORMATION,\n\nNEW\n\nYORK\n\nCITY\n\nSide by side with our schools there exists a vast network of organizations which touch every phase of the immigrant’s life. Foreign language\nbenefit societies provide for sickness, death, and burial. In his own church\n\n"} {"page": 339, "printed_page": null, "text": "DepartMENT oF ApuLT EpucaTIon\n\n335\n\nSSS\nEEE\nEE\n\nthe immigrant may participate in the traditional ritual and listen to the\nold songs.\nSinging, musical, and dramatic societies express his artistic\ninterests. Clubs and lodges reflect his social needs. ~ Educational and political organizations respond to his desire for education and his interest\nin the native country.\nThis variety of organizations, as natural as they\nare inevitable, the immigrant has brought with him or has created here\nto meet the fundamental human needs which are common to us all.\n‘The importance of these foreign language organizations in the life of the\nimmigrant, and their potentialities as a part of our social machinery are suggested by the briefest glance. A recent survey of sixteen immigrant groups\nenumerated 300 national societies and more than 20,000 local and branch\norganizations.\nIf all religious associations—the oldest immigrant organizations in America—had been included the numbers would have been\neven larger since the last federal census lists 14,573 churches conducting\nservices in foreign languages. “The two American orders of the Sons of\nItaly have over 1600 lodges. The Polish National Alliance alone has a\nmembership of over 170,000 adults.\nThe fifteen Jugoslav benevolent\norganizations have some 1800 local branches.\nEven in so comparatively\nsmall a group as the Ukrainians, four fraternal organizations have some\n700 local societies.\nAmong so many different nationalities and organizations, generalization\nis not easy. Yet it is safe to say that instead of being a bar to assimilation, these foreign language organizations are one of the immigrant’s surest\nstepping stones to American life. ‘This is evidenced by two outstanding\nfacts. First, the organizations which prosper and endure are those which\nare primarily concerned with the economic, social, and educational aspects\nof life in America, whereas organizations which direct the immigrant’s\nenergies and sympathies to problems in his native country have a comparatively temporary existence.\nSecond, there is on the part of these organizations a desire, expressed in terms of concrete effort, to promote the general education of their members and to encourage their citizenship and\nparticipation in American life. “These facts are sometimes obscured by our\nown impatience.\nNaturally among immigrants who have arrived only\nrecently, we must expect a greater interest in the homeland. Yet the logic\nof events is carrying such groups to the position of the Czech Sokols whose\nmembership is today limited to American citizens or declarants or of the\nGerman Turnvereins where English is already one of the official languages\nand is gradually supplanting German.\nIn the Polish group, the more\nimportant benefit organizations all have special departments of education.\nThe Polish National Alliance maintains its own school of industrial arts\nat Cambridge Springs, Pennsylvania.\nIt is furnishing some fifty libraries\nin Polish communities with books. It conducts each year through its different locals a large number of citizenship classes. It has just published\na manual for the use of such classes. ‘The Polish Roman Catholic Union\n\ncarries on similar activities. Each of its 100,000 members is charged one\ncent over his monthly dues for educational work.\nStipends are paid to\n\n"} {"page": 340, "printed_page": null, "text": "336\n\nNationaL\n\nEpucation\n\nAssociaTION\n\npoor students. Many of the local societies hold lecture courses or citizenship classes. In practically all the large Polish centers there are also independent educational enterprises. The Polish Circle in Cleveland, this last\nyear, had a series of 36 Sunday lectures, on history, philosophy, literature,\nThis fall a course on the history\nPolish affairs, medicine and hygiene.\nof the United States is planned.\nAmong the Swedes, religious organizations are the most important\ntype and have exercised a dominating influence in educational matters.\nThus the Swedish Lutheran Church in the United States owns and supports nine well-established colleges, chiefly. in the middle west. In addition\nto their regular academic work, most of them have extension departments\nwhich offer facilities for the Swedish immigrant.\nAmong the Russians, the so-called people’s universities are far less securely organized.\nMost of the first efforts were started by groups of\nlaborers wishing to utilize their leisure time for education and recreation,\nbut of late the large number of refugees have taken a prominent part. In\nNew York the Mutual Aid Society “Nauka,” organized in 1905, has conducted classes for teaching English and a comparatively large number of\nlectures for Russian immigrants. During two winter terms it gives general\nelementary courses and several short technical and vocational courses. * Its\nSunday lectures on popular science are always well attended.\n“The New\nYork Society “Prosveshchenie”’ (or Enlightenment) has conducted seven\nEnglish classes, a 42-hour course in paperhanging and painting with a fee\nof $35 and a 100 hour course in plastering for which a $75 tuition fee was\ncharged. Some 200 were registered in these vocational courses.\nMany of\nthem were able to pass the required examination and joined the labor union.\nTwice a week general lectures are given. Of some 70 during the year\nabout a dozen under the title of “Knowledge of America” dealt with our\nlaws, industries, and economics.\nAmong the Jugoslavs the characteristic singing societies—there are 65\ncf them in the United States—have done much to encourage cultural\nactivity and stimulate general educational interests.\nThe Danes have\nestablished in this country some six or seven of their folk high schools.\nThese are boarding schools for adults, chiefly from rural districts, and\nutilize the slack season—the winter for men and early summer for women.\nInstruction is cultural rather than vocational.\nThe Jewish immigrant has not only made use of American libraries and\nevening classes but has established his own educational institutions. This\nis especially true of Jewish labor groups.\nThe workmen’s circle, organnized in 1892 by a small group of Jewish cloak and cap makers in New\nYork, now number 700 branches and 85,000 members.\nA certain part of\nthe quarterly dues are devoted to educational work.\n‘The circle has a\nnumber of well known lecturers who devote their entire time to lecturing\nin the different branches throughout the country. American history and\ncivics, the history of civilization, Jewish history, political economy, and\nthe natural sciences are the subjects usually covered.\nSystematic study\n\n"} {"page": 341, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n337\n\ncourses have been organized in twenty-eight cities. Artistic activities also\nfind a place, there being at present six choruses, five dramatic groups, and\nfive orchestras.\nWomen’s clubs and mothers’ leagues have also been organized, and devote time to questions of child training.\nThe circle has\nprinted a number of educational books and pamphlets and also established\na teacher’s seminary.\nWith the Ukrainians the mass lecture is the most popular educational\nenterprise. Most of the hundreds of thousands of Ukrainian workingmen\nscattered throughout our cities and industrial centers, landed in this country with little if any schooling—usually no more than to enable them to\nread in their own language—and with no education of any kind to help\nthem to get over the strangeness of being in America. After a day’s labor\nin the shop or mine, intensive or concentrated study cannot be looked for.\nIn spite of this, however, the demand for Ukrainian lectures far exceeds\nthe supply. The range of subjects is wide. It may be history, or economics,\nor science, or literature, or health, or the old country or the new.\n[t is easy for us to forget that the immigrant rarely thinks of himself\nas an “immigrant’”—any more than an American abroad thinks of himself as a foreigner—and that his interests are as general as our own.\nThe immigrant, even if uneducated, has necessarily accumulated from experience and hearsay a multitude of facts and impressions and ideas. He\nwants someone to relate this mass of disarranged facts and contradictory\nopinions.\nHe wants history or economics or human civilization.\nThus\nUkrainian lectures have found their most popular subjects: the history\nof civilization, problems of political economy, the theory of. evolution,\ncurrent events such as the great war and contemporary labor movements,\nthe history of science, and the theory and practice of cooperation.\nOne\nrecord of over 200 lectures showed an average attendance of 80 to 200\nUkrainian workers.\nFor the longer courses of twenty lectures a fee of\n$10 or $15 was charged.\nOn a Sunday afternoon in Newark 300 men\nremained a full five hours listening to a talk and subsequent discussion\non forms of government. A series of four lectures on the theory of evolution attracted an audience of between one and two hundred who\ncrowded the workers’ club room for two hours on four consecutive evenings, in spite of midsummer heat.\nThe immigrant’s American experience is reflected in an increased interest in economics and health.\nIt is inevitable that his new industrial experience should prompt an interest in labor problems and the economic\nsystem under which he lives. Again our many hospitals, the great numbers of doctors and druggists, our profuse medical advertising and unaccustomed industrial conditions stimulate an interest in personal and industrial hygiene and the problems of anatomy and physiology. American\ngovernment and politics on the other hand seem remote and quite outside\nThe native country, howthe experience of the more recent immigrant.\never, is always a popular theme of study and discussion.\n‘This is not to\nbe explained by racial attachment alone or anxiety for the kinsfolk at\n\n"} {"page": 342, "printed_page": null, "text": "338\n\nNationaL\n\nEpucaTION\n\nASSOCIATION\n\nre\nrr\n\nhome.\n\nAs a foreigner and as a laborer, the immigrant has to sustain a\n\ndouble burden of inferiority. He looks for compensation and he finds it in\nIf he is a\nhis own race, its history, culture, and political aspirations.\nnobody in America, he may become a somebody within the group of his\ntellow-countrymen.\n\nTypical of the older immigration are the Czechs and Germans. Their\nmost characteristic educational activities are naturally different from the\nmass lecture so popular with the Ukrainians. The Sokols, the best known\nof the Czech organizations, are far more than societies for gymnastic\ntraining.\nMany of them serve as community centers for their groups\nwith gymnasiums, reading rooms, libraries, and assembly halls for theatrical entertainments and lectures. Singing societies and debating clubs are\nfrequently a feature of their work.\nOf 108 Sokol associations in the\nAmerican Sokol Union, one of the four national associations, twenty-seven\nown their own gymnasiums and halls and all but seven have more or less\nextensive libraries. [he educational department of the central committee\nin Chicago plans programs, readings, and lectures, for the entire Union\neach year and sends out its field secretary of education to those districts\nneeding assistance. As the Sokols limit their membership to American citizens, or declarants, they make provision for citizenship training and encourage the participation of their members in American life.\nSimilarly the Turners, the best known German immigrant organization,\nthough founded for physical training, have a very much broader program.\nWhile the 169 Turner societies have recently increased their membership\ndue to recent German immigration, one judges from the latest message of\nthe national president that their problem is not so much to learn English\nas to preserve a knowledge of German.\n“Every Turnverein,” he writes,\n\n“should have a German school or reading circle to keep the knowledge of\nGerman alive,” and again “those who wish to become better acquainted\nwith the Turner principles of liberty and progress should (if they understand German) read the Turnzeitung every week.\n‘Those who do not\nunderstand German, should take some other liberal and progressive publication.” And he then recommends: The Nation, The New Republic, The\nAtlantic Monthly, The Living Age, The American Mercury, The Century\nMagazine, The Forum, The Progressive.\n\nFragmentary as this survey is, it would be entirely inadequate without\nsome referencce to the foreign language press. While we may ordinarily\nthink of the press as something distinct from foreign language organizations, yet it is true that many such organizations issue their own newspapers or periodicals and that these publications are in a real sense one of\nthe most important of their educational activities. The foreign language\nnewspaper is the only printed matter which is readily accepted and well\nunderstood by the immigrant mass. A large majority of them, wearied by\n\n"} {"page": 343, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEpucATION\n\n339\n\nthe day’s work, do not have the necessary mental energy for any systematic\neducational work.\nEven if an immigrant worker learns to speak English,\nhe is not likely to read with ease an English newspaper editorial or a\npopular magazine article.\nThe foreign language newspaper, on the other hand, is written in his\nown language, and moreover this language is simple and common.\n‘The\nnewspaper may not aim to educate.\nBut while bringing news about the\nhomeland, America and the world, and while discussing European affairs,\nAmerican politics, nationalism, socialism, religion, and what not, it offers\nits readers a multitude of things: new names, new facts, new ideas, the\nThe immifirst rudiments of geography, history, politics, and economics.\ngrant who was a peasant or villager in southern or eastern Europe had\nprobably not acquired the habit of newspaper reading. A newspaper was\ntoo expensive to subscribe to and was written only for the educated. Here\nit is written for him, and it gives him the first inklings of the world’s\nknowledge. ‘The average publication in such language groups is not only a\nnewspaper but also a journal of opinion, a magazine of popular science\nand a political forum. Its political discussions may be vague or prejudiced,\nits fiction cheap, and its presentation of scientific facts careless and inadequate, but to an uneducated mind anything that is new is news, and any\nnews is apt to incrcease the knowledge of the reader and to stimulate a\n\ndesire for further knowledge.\nThere is no single place where one can turn for a catalog of foreign\nlanguage organizations or for a description of their educational activities.\nSuch knowledge must for the most part be a matter of first hand investigation in each of our communities.\nHow important this information and the\nresulting contacts and cooperation might be, is evident as we come to realize\nthat these foreign language organizations represent the natural associations\nof the immigrant, that they, and the foreign language press, offer the most\ndirect and hence the most effective approach to him, and that because they\nare his own creation, they are nearest to his psychology.\nHow can our\npublic schools succeed in reaching the immigrant group as a whole unless\nthey are in touch with these organizations and are working at least in part,\nthrough them?\nHow can they hold the immigrant’s interest, unless they\nunderstand what he wants and needs as expressed in his own efforts?\nEach foreign language organization is a potential educational nucleus.\nThrough mutual contact and discussion of current events, its members\nlearn about the broader aspects of life about them, and become aware of\ntheir own deficiencies. Because our foreign language organizations awaken\nthis desire for education and because they are conducting many activities\nto realize it, they are, for all their deficiencies, rendering a double educational service, both to their own groups and to America.\n\n"} {"page": 344, "printed_page": null, "text": "NATIONAL\n\n340\n\nLOU\n\nGRAY,\n\nASSOCIATION\n\nTEACHERS IN SERVICE AND THE\nMENT PROBLEM—ABRIDGED\n\nTRAINING\nWIL\n\nEpUCATION\n\nDIRECTOR\n\nSTATE\n\nOF\n\nADULT\n\nEDUCATION.\n\nENROL-\n\nSOUTH\n\nCAROLINA\n\nProbably the casual reader of this subject will feel that the subject involves two distinct problems and as such each should be discussed separately.\nIndeed an entire program could profitably be devoted to either\n\ntopic but for lack of time these two problems of adult work are included\nunder one discussion.\n“The enrolment problem is largely solved by the\nefficiency of the teachers, which in turn, is chiefly determined by their\ntraining in service because the majority of them do the work as an avocation rather than as a vocation.\nWhat I shall have to say in reference to my subject is not drawn from\ngeneralized facts but from eight years of accrued experience in adult work\nin South Carolina where, according to the census of 1920, the percentage\ndecrease of illiteracy led the union.\nIn no field of educational effort must the teacher be so sympathetic, so\nresourceful, so capable of distinguishing the essential from the non-essential\nso able to give to the individual his specific needs or so much the interpreter\nbetween classes—the learned and the unlearned—the rich and the poor—\nas in this, the field of elementary instruction of adults.\nThe reasons are not hard to find:\n1. The field is pioneer and so far little suitable material has been prepared.\nIt\nis the teacher who must translate the material in terms of the pupils’ own experiences.\n2. There never seems\nhot weather and, with\n\nan opportune time for work: in the summer it is company,\nus in the south, protracted meetings; in the winter it is\nroads.\n\ncold weather and bad\n3. The literate public has not always awakened to its responsiblity or share\nin furthering the success of the work.\n4. Classification of pupils is nearly impossible:\na. Everything will apparently be getting along all right when the baby gets\nsick, the wife decides ‘she doesn’t like to be left alone, company comes,\nthe mill runs at night, a patent medicine show giving away prizes or a\nprotracted meeting causes first one, then another pupil to be absent, thus\nmaking group work practically impossible.\nb. In a group of twenty pupils there are found many varying abilities and\n\nlearning\n\naccomplishments.\n\nOne\n\nteacher\n\noften\n\nhas\n\npupils\n\nranging\n\nthe first grade through the fifth, pupils who can work fractions\ncannot read, pupils who can read well but cannot write.\n\nfrom\n\nbut who\n\n5. The adult pupil, denied in childhood the opportunity for attending school,\nnow at a real sacrifice of time and strength, attends school on his own initiative\nprompted by a keen consciousness of definite shortcomings.\nUnlike the child he\n\ncan stop once he realizes the school is teaching unrelated\nplying his concrete\n\nfacts rather than sup-\n\nneeds.\n\nMany other drawbacks could be enumerated but these outstanding facts\nare sufficient to show that because of these inherent difficulties the teacher\nmust not only know the technic of teaching the elementary branches but\nhe must know\n\nhow to present them in the vocabulary and experiences of\n\n"} {"page": 345, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEpuCATION\n\n341\n—,\n\nthe adult, as well as through a study of adult psychology, know how to\nwin and maintain the confidence of the illiterate pupils and the illiterate\npublic without whose cooperation the work could not be done.\nThe history of adult elementary education in South Carolina has been\nsimilar to that in other states, starting in 1912 with volunteer teachers\nenroling a few hundred pupils the work has developed until this year witnessed the enrolment of over 12,000 pupils taught only by certified teachers\npaid by legislative and local appropriations amounting to $65,000.\nThis growth has been persistent and steady because the state department of education immediately recognized the teaching of adults to be\ndifferent from the teaching of children, requiring a peculiar skill and\nspecial training.\nIn the early stages many earnest persons resented the\nrequirement demanding that teachers of adults hold either a first or second\ngrade certificate. “I may not have a certificate,” wrote one teacher from\na distance, “but I certainly know enough to teach an illiterate.’\nThe\nvery comment showed absolute ignorance of the magnitude of the task.\nThe South Carolina policy has been to limit the work only to counties\nand communities where teachers could be trained and properly supervised\nrather than to scatter energy over a large area doing the work in an unprofessional and indifferent manner.\n‘The program for training teachers\nin service has been definite and specific and is done through the following\nchannels:\n. State and local institutes.\n. Personal visits by state and local supervisor.\n. Follow-up letters from state and local supervisor.\n. Check-up state, county, and local contests.\n&\nSwWN\n\n1. State and local institutes—According to our organization schools are\norganized during the summer in rural communities—called lay-by schools,\nand at two colleges—called opportunity schools while in the winter the\ncontinuation schools are pushed in mill communities.\nSince a superior\ntype of work is accomplished by specially trained teachers, appointment\nfor teaching now depends on institute attendance.\nThis regulation is\nmade possible because such training is provided to the teachers at practically no expense save that of transportation.\nNight schools are only\nencouraged in communities where there is proper supervision and the\nsupervisors or principals of the schools are responsible for getting the\nteachers to attend.\nA week’s institute is included in the program of the summer school at\nWinthrop college, the state college for women where one of the largest\nD. B. Johnson feeling that the\nsummer schools of the south is held.\nbest contribution the college can make to this phase of education is to aid\nin training an efficient teaching force, entertains the teachers as guests of\nthe college during this institute. Each local organizer reports to the state\nThe\nsupervisor the number of teachers to be employed in his county.\nstate supervisor in turn notifies the teachers of this institute and the regulation that only teachers attending can draw salary from state funds.\n\n"} {"page": 346, "printed_page": null, "text": "342\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThis institute is held from six to eight weeks before actual teaching\nbegins. Here, for one week, these teachers with their state supervisor and\ncounty organizers spend from six to eight hours per day studying problems\npeculiar to adult teaching. The course of study is the same that was at\none time given as a regular credit summer school course but because so\nmany teachers needed to take this course who did not need other courses,\nthe change from a credit course to an institute was made.\nDuring the institute the teachers are lodged together and the six hours\nspent in class discussion represents only a small part of the time devoted\nto study. At the table, in the halls, and during recreation periods this\ngroup of teachers assembled for one purpose only, are found exchanging\nexperiences and making out definite plans for further work. All are learners and all are teachers. In this way an esprit de corps is created which\ncould come in no other way.\nExperienced teachers tell of their successes\nand failures, of the hardships encountered, of pupil accomplishments, and\nof the resultant satisfaction which follows such teaching.\nNew teachers\nthus catch the spirit and are given a vision of real service. They determine\nthat they, too, will go and do likewise.\nThe course of study is most practical and to the point. Good method\nteachers often fail because they have not the background for the work,\nand do not understand the group they are to serve. For this reason a study\nis made in illiteracy in United States, its causes and effects, as well as what\nis being done to combat it. In a very concrete manner subjects are discussed as:\nHow\nHow\nHow\n\nto study a community.\nto take a census.\nto enlist assistance of cooperating\n\nagencies.\n\nHow to convince an illiterate of the need for schooling.\nHow to organize a school.\nHow to classify pupils.\nHow to arrange a program.\nHow to secure enrolment and maintain\n\nattendance.\n\nHow to have a worth while community meeting.\nWhat texts to use.\nThe organizer and her task.\nMethods in each subject essential for succesful teaching of adults.\n\nHow to make commencement\n\nof real educational value.\n\nDemonstration lessons are given. Exhibits of all materials to be used\nare on display as well as specimen materials from many schools.\nIt is at this institute that standards for attainment are set by the teachers\nthemselves and thus there is no feeling that orders come down from above.\nAfter a week of intensive study and professional companionship, there\ncomes to this body a group consciousness rarely found among teachers.\nThey have studied their problems as one specific case group, they have\nfound the definite pupil needs, have gained a technic of approach. They\nrealize their work will be measured by many associates and they have\ndetermined to make good.\n\n"} {"page": 347, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEpucATION\n\n343\n\nThis institute is followed by a one-day local institute in each county or\ncommunity just prior to the opening of schools. Here again the teachers\nare entertained by a Chamber of Commerce, a college, or some public\nspirited organization.\nThe program consists of high-spotting the state\ninstitute, of distributing material, and of establishing county standards and\naims.\nOne of the greatest factors in training teachers in service and in encouraging enrolment is the personal oversight of the individual teacher by\nthe supervisor.\nWhen the right contacts have been established between\nsupervisor and teachers, the visits of the supervisor become most valuable\nfor they give the teacher an opportunity to share his successes and failures\nwith the supervisor who, instead of being an inspector, becomes a real\ntrainer of teacher and inspirer of pupils. ‘The teacher by his tact and encouragement uses the expected visits of the supervisor as an incentive to\nthe pupils for more thorough work and more definite accomplishment.\nSince the supervisor and teachers have previously at the institute mapped\nout the general plan of work this visit acts as a check-up. After observation the supervisor has an opportunity to analyze with the teacher and\noften with the pupils strong and weak points. The superior teacher needs\nthis assistance just as much as the inefficient teacher for without recognition of his work he might drift into mechanical teaching of unrelated\nfacts. Often the supervisor on his visit can revolutionize the indifferent\nclassroom by asking teacher and pupils to cooperate in working out some\ndefinite project, for example, ““What my county does for me and what I\ncan do for my county.” Definite assignments are given, definite plans are\nworked out with pupils, definite standards are set, and definite exhibits\nand reports are requested.\nDefinite acknowledgements and commendations are made by the supervisor.\nOnce such a project has been successfully worked out, the teachers and pupils feel the joy which comes from\nvitalized teaching and the classroom becomes really an institution of\nlearning.\nAgain when the supervisor sees indifferent work he can ask the school\nto join him in an experiment which requires the teaching to be done in\na certain way stating, that after a limited time, if learning isn’t easier\nand more rapid they may go back to the old way. And further by aid of\ncertain simple tests the supervisor can show pupils and teachers how they\nrank in relation to other schools and thus encourage more pointed teaching.\nCircular and follow-up letters can be made of valuable assistance in the\ntraining of teachers. Such letters are sometimes written to teachers, sometimes to pupils.\n‘They are always encouraging in tone and suggestive\nin content.\nIt is our custom to send a mimeographed synopsis of the\nmonthly report of the all-time special teachers to each school engaged in\nthis work. These have added materially in creating a wholesome rivalry\namong teachers and pupils and have aided in building up an adult school\nWhere term rather than monthly reports are used the\nconsciousness.\n\n"} {"page": 348, "printed_page": null, "text": "NationaL\n\n344\n\nEpucATION\n\nASSOCIATION\n\nnewspapers perform this service. Pupils will work very hard to see their\nnames among the list of perfect attendance.\nAt certain times the teachers forward specimens of pupils’ work to the\nsupervisor who sometimes grades and returns these specimens with a school\nletter to the pupils. At stated times the supervisor sends a check-up letter\nSuch letters also keep\nwhich in a way compels systematic stock taking.\nteachers and pupils from falling into an indifferent attitude, feeling that\nno one is interested.\nA fourth factor which can be made of incalculable aid in training teachers in service is the local, county, and state contests held at the close of\neach term.\nAt the beginning of the term the supervisors agree to concentrate on certain lines of work. The supervisor with a group of teachers\nprepares an outline of the subject matter to be covered and the best methods\nof presentation. ‘This is immediately given to the teachers and pupils with\nthe instruction that at the close of the school there will be first a local,\nthen a county, and sometimes a state contest.\n“The teachers know the\njudges use the committee’s instructions as guiding principles, therefore,\n\nthis tends to give a uniformity to our work which otherwise might be\nhaphazard.\n‘The wise supervisor and the wise teacher can use these contests as a real motivating power for group accomplishment by appealing\nto pride of pupils to bring honor to school and community.\nIn conclusion, it is the duty of the public schools to insist upon such\ntraining and equipment of teachers that the adult shall have every facility\nand encouragement in his belated search for that knowledge which shall\nopen to him the gates of opportunity.\n\nAN\n\nARTICULATED PROGRAM IN ELEMENTARY\nEDUCA TION—ABRIDGED\n\nROBERT\n\nT. HILL,\n\nSECRETARY\n\nOF THE\nNEW\n\nCOUNCIL\n\nYORK\n\nON\n\nIMMIGRANT\n\nADULT\n\nEDUCATION,\n\nCITY\n\nDuring recent years the extension and development of various forms\nof education among adults-has produced finally a nation-wide ‘““movement”’\nin adult education. Within recent months a national association for adult\neducation has been organized. ‘This association is designed in part to correlate and coordinate, if possible, many activities and interests which fall\nwithin a decidedly undefined and indefinite field.\nMany leaders have\ncome to believe that there are certain common denominators in adult education which may and should be emphasized and that many profitable lines\nof articulated, cooperative effort may be developed.\nOn the other hand,\nmany are uncertain as to what adult education is and what it should\ninclude. At a preliminary organization meeting of the new national association in New York during the winter I was impressed by the fact that\nmany leaders who are quite at home in their own field of education service\n\namong adults were distinctly uncertain what relation their work might have\n\n"} {"page": 349, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n345\n\nto other forms of adult education and in what ways appropriate forms of\n\narticulated local or broader than local effort might be developed. Obviously\nit is difficult but not impossible to articulate interest and effort in two\nfields of adult education so apparently unlike but not necessarily different\nin principle as elementary education among adult illiterates and the nonEnglish-speaking\n\nforeign-born\n\nand\n\nvarious\n\nforms\n\nof university\n\nextension\n\nservice of higher grade.\nFor some time, those engaged in adult education, particularly among adult\nimmigrants, have perceived increasingly that their work impinges upon\nThey have gradually\nand is related to other forms of adult education.\ncome to believe that it is unwise and educationally unsound to work alone\n ene eletasiels inefoiee es shale eet =\n\n$44.50\n9.75\n4.93\n150.00\n3.00\n$172.18\n\nBalance\n\nin the Treasury this 18th day of June, 1926...........0.eeesees $281.82\nRespectfully submitted, ETHEL RICHARDSON,\nTreasurer, Adult Education Department.\n\nThe Secretary’s report was read and accepted.\nThe report from the Committee on Resolutions was called for, but as\nit was unfinished a motion was made to defer the reading until Thursday.\n\n"} {"page": 366, "printed_page": null, "text": "362\n\nNaTIONAL\n\nMotion carried.\nfollows:\n\nOn\n\nEDUCATION\n\nThursday,\n\nASSOCIATION\n\nthe Resolutions\n\nreported\n\nCommittee\n\nas\n\nReport of Resolutions Committee\n\nThe following report of the Committee\nspectfully submitted:\nLewis R. Alderman,\n\nChairman, Catherine\n\non Resolutions\n\nFinnegan,\n\nis hereby re-\n\nand Alfred Rejall.\n\n1. Be it resolved, That this department extend a vote of gratitude to the people\nand local organizations in Philadelphia, who by their interest and support have\ndone so much toward making our meeting a success.\n2. Be it resolved that special thanks be extended to Edwin Bach of the Philadelphia Chamber of Commerce for his most generous assistance at all times\nand in every manner to the department collectively and to the members individually; we recommend that the Secretary of the Department be instructed to\ntransmit a copy of this resolution to the Secretary of the Chamber of Commerce\nof Philadelphia.\n3. Be it resolved that special thanks be extended to the Philadelphia Central\nY. M. C. A., particularly to Mr. William MacNair and the educational department for use of the building, the regular “Y” privileges and the many courtesies\nshown us throughout the entire meeting; we recommend that a copy of this resolution be transmitted to the General Secretary of the Y. M. C. A. of Philadelphia,\nMr. Walter Wood.\n.\n4. Be it resolved that we extend our thanks, congratulations, and admiration to\nour associates from the state of Delaware for the excellent and inspiring demonstration of the operation of the final steps in the naturalization process to which\nwe were invited. We feel certain that the entire Department has gained strength\nand aspiration as a result of witnessing this unusual event.\n5. Whereas the United States of America stands in the eyes of the civilized\nworld as committed to a policy of universal education, and whereas, it has been\nrepeatedly\n\nstated\n\nby competent\n\npersons\n\nin this\n\nDepartment\n\nthat\n\nthe\n\nimportance\n\nof elementary education does not vary with the age of the student, that the opportunity for education is the right of each and every person, regardless of age,\ncreed, race, or place of birth, that the opportunity for education should not be\nlimited to any special time of the day or year, and that the offering of the opportunity for adult elementary education is the responsibility of the public schools\nof this nation:\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\nof free universal\n\npublic education,\n\nthat the opportunity\n\nfor such education\n\nshould\n\nbe offered by the public schools, at such times and in such places as meet the\nneeds and convenience of the students.\n‘That elementary education for children\nand elementary education for adults are not two separate independent units, but\nare only two phases of the same unit, that the major objectives in education do\nnot vary between the education of children and the education of adults.\nThat\nin a local school system the teachers of children and the teachers of adults should\nhave a definite understanding of their common major objectives in education, and,\nthat all administrative officers, supervisors, and teachers in elementary education\nfor adults must maintain the high professional standard and the scientific methods\nof research which have been established by the teaching profession of the nation.\n6. Whereas the success of the adult education movement depends upon the\nactive cooperation of all agencies, both public and private, interested in the wel-\n\nfare and education of adults.\nBe it resolved,\n\nThat\n\nthis Department\n\nrequests\n\ncooperation\n\non\n\nthe part\n\nof all\n\n"} {"page": 367, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEpuCATION\n\n363\n\nsuch agencies, to utilize every means at their disposal to help reduce illiteracy\nbefore the year 1930, when the next federal census is to be taken.\n7. Whereas there is urgent need for greater uniformity in the execution of the\nNaturalization Law.\nBe it resolved, That this Department requests Congress to give most careful\nconsideration to this matter. We recommend that a copy of this resolution be sent\nto the Chairman\n\nof the appropriate\n\ncommittee\n\nin both the Senate\n\nand the House\n\nof. Representatives.\n8. Whereas experience clearly shows that state aid is necessary for a successful\nprogram of adult education.\nBe it resolved, That this Department recommend to our state legislators that\nthey provide adequate funds and take such necessary steps that will promote the\ncause of adult education in their respective states.\n9. Whereas experience shows that the education of inmates in both prison and\n\nreform institutions who are to be returned to society is generally neglected.\nBe it resolved, That this department recommend the establishment of a definite\nstate policy looking toward the education in English and other subjects leading\ntoward vocational and civic efficiency in every state of the union.\n10. Whereas this department has officially created a medium of information\nand exchange known as the Interstate Bulletin we recommend it to all workers in\nthis field and urge fullest support thereof.\n11. Whereas the continuation school movement throughout the country is one\nof growing importance to the welfare of the students at a most critical period\nof life we urge the strengthening and developing of this type of school and education, and strongly recommend that steps be generally taken to coordinate this\ntype of education with the adult education program throughout the land.\n12. Whereas we believe that the reading and writing of English understandingly should be a qualification for citizenship, and also a qualification for voting.\nupon\n\nCongress\n\nadding the ability to read\n\nBe\n\nit resolved\n\nand\n\nwrite\n\nEnglish\n\nqualification\n\nand\n\nthat such\n\nagencies\n\nthat we\n\nurge\n\nfor citizenship,\n\nalready in existence\n\nin conjunction\n\nand\n\nthe President\n\nunderstandingly\n\na test be administered\n\nwith the Bureau\n\nthe wisdom\n\nas an\n\nof\n\nadditional\n\nby the federal\n\nof Education.\n\nWe\n\nfurther recommend to such states as are not already provided with literacy test\nfor voting that they adopt such a test of reading and writing English understand-\n\ningly, to be administered\n\nby the educational\n\nauthorities of the state.\n\n13. Whereas the present figures on illiteracy obtained by the United States\nCensus Bureau represent only the number of those over ten years of age who\ncannot write their name in any language, and\nWhereas the progress of education is retarded by the lack of adequate statistical\ninformation in the census and\nWhereas it is unwise to classify as literate those able to pass the present test\nand\nWhereas the Secretary of Commerce has stated that he would welcome any\nmove on the part of the National Education Association to determine their policy\n\nand specific recommendations in this method and\nWhereas a test for such literacy will give valuable information relative to\nour native and foreign-born, to our national system of education and to the better\nfunctioning of our democracy,\nBe it resolved, That a test be formulated for literacy in English that will give\nthe nation statistics as to the number of those unable to read a simple paragraph\nin English understandingly, and that it be presented to the Secretary of Commerce with a request that it be included in the 1930 United States census.\n14. That this Department urge Resolutions Committee of the National Education Association to give most careful consideration to Resolutions 12 and 13 above\n\n"} {"page": 368, "printed_page": null, "text": "364\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nrespectively with a view to their adoption in the general recommendations of the\nentire Association.\n15. Resolved that this Department believes in the principle contained in H. J.\nRes. 283 of June 24, 1926, which has for its purpose the reuniting of the families\nof declarents who apply for citizenship between the years July 1, 1921, and July. 1,\n1924, and that a telegram be sent to Congressman Jacobstein, author of the joint\ncesolution now before Congress to this effect.\nRespectfully submitted, ALFRED REJALL\nL. R. ALDERMAN\nCATHERINE\n\nFINNEGAN.\n\nMotion was made that the Department of Adult Education go on record as\ndenouncing the situation that existed in New York with regard to the number of\nadults required to be taught by one teacher. It was the consensus of opinion that\nunder ordinary circumstances the number should range between twelve to twenty.\nMotion carried.\nA motion was made that several months before the annual meeting of the\nNational Education Association the secretary should send an invitation to all states\n\nto have a representative at this meeting.\n\nMotion carried.\n\nA motion was made that W. C. Smith, of New\n\nYork, and those who have faith-\n\nfully assisted him in publishing the Interstate Bulletin be given a vote of thanks\nand that the secretary write these people letters of appreciation.\nMotion carried.\nThe following motions with regard to financing the Interstate Bulletin were\nmade and carried:\nThat W. C. Smith, State Board of Education, Albany, New York, be authorized as business manager to write, sign, and endorse checks for the Interstate\nBulletin on Adult Education, which is the authorized publication of the Department\nof Adult Education of the National Education Association.\nThat the business manager of the Interstate Bulletin may draw upon the treasury\nof the Department of Adult Education, upon the authorization of the president,\nfor a sum not exceeding at any time more than half the balance in the treasury\nfrom the previous fiscal year plus the subscriptions for the fiscal year, and that the\nannual financial report of the Interstate Bulletin be turned over to the Auditing\nCommittee for their report at the annual meeting.\nThe following report from the Committee on Posters was made by Mr. Alderman\nin the absence of Mrs. B. C. Jones, chairman:\nThe Delaware poster is to be adopted now.\nThe work for the future to be\nplaced on a basis of competition. Report accepted.\nThe report of the Committee on Naturalization was read by Mr. Deming in the\nabsence of Miss Burnett, the chairman, in California.\nIt was as follows:\n“This committee is composed of extremely busy people living great distances\n\napart.\nFor that reason its business has been conducted largely through correspondence, since no more than three of its members have been able to come together\nat any time.\n\nFollowing is a brief summary\n\nof what\n\nhas been\n\naccomplished:\n\n“1. Agreed that in view of the steadily increasing number of aliens applying’\neach year for citizenship, naturalization was of sufficient importance to the\nwelfare of the country to have the law regulating its standards and method of\nprocedure as nearly perfect as it is possible to make it. That the standards and\nprocedure in the present law are inadequate and permit of practices that fail to\ndignify and properly evaluate American citizenship.\n“2. Tested the reaction of a sufficient number of organizations to feel sure that\nthere would be no difficulty in securing nation-wide support of legislation providing\nmore satisfactory standards and procedure for naturalization.\nResolved, that it\n\nwas the duty of this committee to work for such a law and to make recommendations\nfor such parts of it as workers in the field of immigrant education who were\n\n"} {"page": 369, "printed_page": null, "text": "DEPARTMENT\n\nOF ApULT\n\nEDUCATION\n\n365\n\nqualified by training and experience to do so believed would secure such standards\nand procedure.\n“Investigated the content and status of pending legislation and found that Senate\nBill 4255, making it discretionary for United States District Court Judges to make\nexamination of petitioners for naturalization in open court, had been passed by\nboth houses and had been signed by the President. This was done to relieve the\ncongestion of court calendars in large cities. It has been suggested that it was in\nthe nature of a temporary relief measure and may not be permanent.\n“It was also found that H. R. 11518, a comprehensive bill affecting several\naspects of naturalization, including educational qualifications for petitioners, had\nbeen introduced into the House by Mr. Johnson, of Washington, but is not likely\nto be acted upon by both houses at this session of Congress.\n\n“3. In cooperation with a committee on naturalization acting at a meeting called\nby L. R. Alderman, Specialist in Adult Education of the U. S. Bureau of Education,\nin February, 1926, secured from the chairman of the Joint Committee on Immigration and Naturalization the assurance that recommendations from workers in the\n\nfield of immigrant education would be welcomed\n\nand be given careful consideration\n\nin the revision of naturalization laws that would probably be made at the next\nsession of Congress.\n;\n“4. Has tabulated and summarized the recommendations received by the chairman, regarding educational qualifications for petitioners for naturalization in a\nnation-wide study of the situation last year.\nWith this as a basis has begun the\nconsideration of what should be included in recommendations submitted by this\ncommittee for incorporation in the new law.\n“5, With the approval of prominent officers of the American Bar Association\nand through the effort of one of its active members, is requesting that association at\nits next meeting to consider the question of naturalization with the idea of taking\nany action that it may deem necessary for the naturalization the recognition it\ndeserves in the courts of the country and to make such recommendations as may\nseem desirable for incorporation in any new legislation affecting naturalization.\n“Inasmuch as the committee is in the midst of a piece of work that could not be\nturned over to a new committee without considerable loss of momentum, it recommends that it be continued for the purpose of completing the work now under way\nwith any additions or changes in its personnel that the President of the Department\n\nmight care to consider.\n“Respectfully submitted,\nMARGUERITE H. BURNETT\nRAYMOND MOLEY\n\nETHEL RICHARDSON\nCHARLES FINCH\n\nJoHn J. MAHONEY\n\nHowarp\n\nBRADSTREET.”\n\nThe last report to be accepted was that of the Committee on a 1930 United States\nMr. Rejall made this report as follows:\nCensus Test for Literacy-in-English.\n“The Committee on a 1930 U. S. Census Test for Literacy-in-English is composed of Wil Lou Gray, South Carolina; William C. Smith, New Yorks! BAe\nBlair, Illinois; D. M. Herlihy, Massachusetts; A. W. Castle, Pennsylvania; L. R.\nAlderman, Washington, D. C.; A. E. Rejall, New York; R. C. Deming, Connecticut.\n“Its purpose is to obtain the inclusion in the 1930 Census of a test for Literacy-\n\nin-English\n\nthat would\n\ngive the nation figures on those unable\n\nto read\n\na simple\n\nparagraph in English with understanding, a test that would mean something in\nterms of a functioning citizenship.\n“In terms of education the present test for illiteracy represents an irreducible\nThe present\nAny less education would mean absolutely no education.\nminimum.\n\nfigures are interesting and valuable as indicating the number of those absolutely\nwithout schooling. They may even through shame stimulate public educational\nPublic educators, however, violently object to classifying as “literate”\nactivity.\nthose able to pass this test.\n\n"} {"page": 370, "printed_page": null, "text": "366\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n“This is a test for real literacy to give valuable information relating to our\nnative and foreign-born, to our national system of education, and to the functioning of our democracy.\nIt will be a 1930 Census on the nation’s education in citizenship. It will determine that point at which literacy in English begins.\n“The committee has agreed upon the instructions to be given the census enumerators, the form, and method of administering the test, and the minimum word list\nof 319 words. It has listed twenty sentences in question form to be printed each\nupon a card for the examiner’s use. It has estimated the time of administering the\ntest as of 30 seconds, the cost in printing material by the government as at $1,000\nfor the nation.\n“Thus far has the committee gone in its conclusions.\nIt has yet to meet the\nwithering blasts from the Census Bureau, but it hopes to proceed, serenely conscious\nof the value of its project and its faith in its own judgment.\n“We hope that the committee will be continued for even greater efficiency,\nparticularly in the light of a paragraph in Mr. Hoover’s letter of June 14, 1926:\n“ «J should judge that an appropriate time for such hearings and discussion would\nbe at least two years off. In the meantime, of course, we welcome any moves on\n\nthe part of the National Education Association or any other interested body to\ndetermine their own policy and formulate their own specific recommendations.’\n“A copy of the word list and instructions to the examiner is attached to this\nreport, which is herewith respectfully submitted.”\nInstructions\n\nto the Examiner\n\n“Column 17. Literacy-in-English test. Write “no” for any person 10 years of\nage or over who declares himself unable to read simple English understandingly.\nTo all others, 10 years of age or over, administer the test.\n“The purpose of this test is to ascertain the number of those over 10 years of\nage who are unable to read a simple sentence in the English language with understanding of what they read. To prove this, the sentence printed on each of the\nliteracy-test\n\ncards\n\nherewith\n\ngiven you,\n\nrequires\n\nsome\n\nact, or\n\nreply from\n\nthe one\n\nexamined.\n“The one\n\nexamined may read and write one or more languages other than\nEnglish, but if he is unable to read understandingly the test sentences given him,\nhe is to be marked “no” in this column.\n“Select one card and hand it to the one examined for him to read without aid.\nAsk him to read it. If at the end of 30 seconds the one examined fails to respond\ncorrectly to the written question or command, offer another card\ntrial for 30 seconds, if you think it advisable.\nTake back the cards.\nthe same card more than once in any one home.”\n\nfor another\nDo not use\n\n“Each of the following sentences wil be printed on a separate card 3 x2 inches.\n(Printed instructions are thought\none able to read the sentences.)\n\nWhere\n\nsuperfluous\n\nas\n\ndistracting\n\ndid you go to school?\n\nIn what country were you born?\nAbout how old were you when you left school?\n\nAre you married or single?\nHow long have you been living in this house?\nWhat is the name of the street you live on?\nHow many fingers has your right hand?\nIs it now morning, afternoon, evening or night?\n\nand\n\nunnecessary\n\nfor\n\n"} {"page": 371, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEpUCATION\n\n367\n\nWhat day of the week is today?\nWhat month of the year is this?\nWhat newspaper do you read?\nWhere do you work?\nWhat kind of a job have you?\nWhere does the nearest doctor live?\nWhich do you like better, spring or fall?\nIs it now winter or summer?\n\nAre you an alien or a citizen?”\nThe report of the Nominating Committee was made by Mr. Rejall in the absence\nof the Chairman, Mr. Herlihy. It was as follows: President, Robert C. Deming;\nVice-President, Wil Lou Gray; Secretary, Willie Lawson; Treasurer, Ethel Richardson.\n“The report of the Nominating Committee was accepted and the secretary was\ninstructed to cast one ballot for the election of the above officers. It was so voted\nand the officers declared elected.”\nIn view of the fact that the Department of Adult Education is a national body\nand desires to cooperate with all agencies in the teaching of the adult, a motion\nwas made and passed by this body that a Committee of three be appointed by the\npresident to consider carefully the organization of this Department as it relates\nto all fields of adult education and to work out an articulate program by which\n\nthis body may cooperate with all agencies interested in the education of the adult.\nThe motion was amended to read, “Three, with power to add to their number\nas they see fit, and to use any necessary funds from the treasury of the Department of Adult education.”\nAmendment passed. Motion carried.\nThe meeting adjourned at 6:10 P.M., June 29,\nThe report accepted from the Committee on Legislation was made by Mr. John\nW. Lewis, of Baltimore, and was as follows:\n“Four laws relating to immigration and naturalization have passed both houses.\n1. H. R. 3859 (Public Law No. 289) approved May 25, 1926 makes it possible\n\nto take out a Declaration of Intention during the 30 days before election.\nIt\nfurther provides that Declarations of Intention already issued within such a\n30-day period shall not be invalid on that account.\n2. H. R. 9761—carrying text of H. R. 11208—(Public Law No. 294), approved\nMay 26, 1926 extends the privileges of “soldiers naturalization” to veterans of\nthe World War for a period of two years from date of passing of the Act. It\nalso provides non-quota privileges for alien veterans of the World War (also\ntheir wives or husbands and unmarried children under 18 if accompanying or\nfollowing within six months to join them.)\nThe non-quota status applies only\nto aliens securing immigration visas within one year after the passage of the\nAct.\nIt exempts the alien veteran also from some of the requirements of the\n\nImmigration\n\nAct of 1917.\n\n3. S 4251 passed the Senate on May 20 and the House on June 2, and by the\nIt provides that the judge of\ntime this is in print will probably be approved.\none or more examiners or\ndesignate\ndiscretion\nhis\nin\nmay\nCourt\nDistrict\nS.\nU.\nany\nofficers of the Bureau of Naturalization to take testimony, etc., on naturalization\n\ncases\n\nand\n\nreport findings\n\nto the judge\n\nwith\n\nin his discretion and shall upon the demand\n\nrecommendations.\n\nThe\n\njudge\n\nmay\n\nof the petitioner, require the examina-\n\ntion of the petitioner and the witnesses in court but in other cases it is not mandatory that they appear in open court.\n4. H: R. 11204 (Public Law No. 296) exempts from provisions of Immigration\nAct of 1924 certain Spanish subjects residents of Porto Rico on April 11, 1899.\n\n"} {"page": 372, "printed_page": null, "text": "368\n\nNaTIONAL\n\nEpucaTion\n\nASSOCIATION\n\nBYLAWS OF THE DEPARTMENT OF ADULT EDUCATION\nOF THE NATIONAL EDUCATION ASSOCIATION\nARTICLE\n\nI\n\nObjects\n\nThe objects of the Department of Adult Education shall be:\nI. To promote the establishment of classes and schools wherein all\npeople above the compulsory school age may learn to speak, read and write\nthe English language, and prepare to become intelligent, loyal, and lawabiding citizens of the United States.\nII. To promote such attitudes and activities through the medium of the\npublic school and other agencies as will most expeditiously and most\nthoroughly instruct all adults in the fundamentals of education, such as\nthe reading, writing and speaking of English, geography, history, and civics\nand bring about unity of feeling and ideals among all the people of the\nUnited States, both native and foreign born.\nIII. To work for the adequate training of teachers, supervisers and\ndirectors to carry on this work.\nIV. To urge the appointment of state directors of adult education in all\nstates.\nt\nV. To facilitate every cooperation between the various states and the\ntederal government, whereby the state departments of education and the\ndepartments of the federal government which deal particularly with the\neducation and naturalization of adults, may each understand their respective functions and work in harmony and to one purpose.\nVI. To encourage adequate financial support and effective direction,\nsupervision, and instruction in this field in all states in which the need\nexists.\nARTICLE\n\nII\n\nMembers\n\nSection I. Active members of the National Education Association who\nare engaged for full time or part time in the work of teaching, supervising, or administering adult education of students above the compulsory\nday school age in the use of the English language, in American history and\ngovernment, or in preparation for naturalization, and all persons who\nare engaged in preparing persons to do this work, are entitled to become\nactive members of the Department of Adult Education upon the payment\nof the annual fee of one dollar.\nEveryone who is interested in the education of the native or foreign born adult in the reading, writing, and speak-\n\ning of English, geography, history, and civics, will be welcomed to all\nmeetings of the department, but only active members may participate in\nthe business of the department.\nSection II. Members of the Department of Adult Education shall be\nentitled to receive a free copy of the proceedings when issued and will be\n\n"} {"page": 373, "printed_page": null, "text": "DepartMENT\n\nOF ApuLT\n\nEpucaTion\n\n369\n\nentitled to such other consideration as may be decided upon by the Department.\n\nARTICLE\n\nIII\n\nOfficers\n\nSection I. The officers of the Department of Adult Education shall\nconsist of a President, a Vice-President, a Secretary, and a Treasurer.\nThey shall be elected annually at the last formal session of the Department to serve for one year, or until their successors are duly elected.\nNo one shall be eligible to any office in the Department who is not an\nactive member of the National Education Association, and no person\nshall hold the same office in the Department for more ‘than two years\nin succession.\n‘These four officers shall constitute the executive committee.\nSection II. In case of the resignation or death of the President of the\nDepartment, the’ office shall be filled by the Vice-President.\nAny other\nvacancy in the Department shall be filled by appointment by the President\nof the Department.\nSection III. The Treasurer shall, on the first of each month, send to\nthe Secretary of the National Education Association the amount received for dues during the preceding month.\n‘This is to be credited to\nthe Department of Adult Education and added to the amount allowed\nthe Department by the: National Education Association for expenses.\nThis money can be expended only for the Department of Adult Education and under its direction.\nSection IV. The Executive Committee shall hold a meeting immediately following the last session of the annual meeting of the Department.\nARTICLE\n\nIV\n\nElection of Officers\n\nSection I. A committee on nominations shall be appointed by the President of the Department and notified in writing of their appointment to\nsuch committees at least three months prior to the date of the meeting\nat which their report is to be submitted.\n\nSection If. The Committee on Nominations shall consist of seven members of the Department who shall represent both the native and foreign\nborn problem.\nAt least three members shall reside east and three west\nof the Mississippi river and no two shall reside in the same state.\nSection III. Ihe Committee on Nominations shall report at the annual\nmeeting in which they shall present to the Convention the name of at\nleast one person for election to each of the four following offices: President, Vice-President, Secretary, and Treasurer.\nAdditional nominations\nmay be made from the floor.\nSection IV. The election shall be by individual written ballot or by\none ballot cast by the Secretary, as the members present shall decide.\n\n"} {"page": 374, "printed_page": null, "text": "370\n\nNatTionaL\n\nEpucatTion\n\nASSOCIATION\n\nARTICLE\n\nV\n\nMeetings and Sessions\nSection I. The annual meeting of the Department shall be held at the\nsame time and place as the annual meeting of the National Education\nHowever, if not otherwise instructed at the annual meeting,\nAssociation.\nthe President may also arrange a meeting in connection with the Department of Superintendence if he thinks it advisable.\nSection II. Two regular sessions wath formal programs shall be held\nat the annual meeting.\nSection III. In addition, an informal conference of state directors of\nadult education shall be held at the time of the annual convention, and\nthe President of the Department is expected to make every effort to have\na representative from every state in attendance at this conference.\nIf a\nstate does not have a state director of adult education, the President of\nthe Department may invite some other public school official to attend from\nthat state.\n\nSection IV. At the annual convention, and at the mid-winter meeting\nif held, dinner discussions and exhibits may be arranged for, if the President of the Department thinks it advisable.\n;\nSection V. No paper, lecture, nor address shall be read before the Department in the absence of the author, without the unanimous approval\nof the members present.\n'\n\nARTICLE\n\nVI\n\nProgram\nThe program of the Department shall be prepared by the President after\nconsultation with the President of the National Education Association,\nand shall be arranged to conform with his ideas. ‘The President of the\nDepartment shall also confer with the other officers of the Department.\n\nARTICLE\n\nVII\n\nCommittees\n\nSection I. A Committee on Nominations shall be appointed as provided\nfor in Article IV of these by-laws.\nSection II. An Auditing Committee, to consist of three members of\nthe Deparment, shall be appointed by the Department at the first session\nof the annual meeting, all nominations being made from the floor.\nNo\nmember of the Executive Committee shall be eligible for membership on\nthe Auditing Committee.\nThe Auditing Committee shall audit the books\nof the Treasurer and shall make a report to the Department.\nSection III. A committee on Resolutions to consist of three members\nof the Department shall be appointed by the President at the first session\nof the annual meeting, and except by unanimous consent, all resolutions\nshall be referred to said committee without discussion.\nThis committee\n\n"} {"page": 375, "printed_page": null, "text": "DEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n371\n\nshall receive and consider all resolutions proposed by active members, or\nreferred to it by the President.\nImmediately at the close of the first session, the Committee on Resolutions shall hold a meeting at a place to be\nannounced by the President, for the purpose of receiving proposed resolutions and hearing those who may wish to advocate them.\nAll resolutions\nshall be presented in written form.\nSection IV. The President of the Department shall appoint all committees except when otherwise provided for by the bylaws or otherwise\nordered by the Department.\nSection V. No committee shall be continued beyond the time of the\nmeeting at which it was to report unless so ordered by the Department.\nARTICLE\n\nVIII\n\nAmendments\n\nThese bylaws may be amended at any annual meeting by a two thirds\nvote of those present and voting, provided a written notice of the proposed\namendment or amendments has been presented to the members of the Department two weeks before such action is taken.\n\n"} {"page": 376, "printed_page": null, "text": ">a apy ajaetat\neisie\n\nlids!\n\nnowy\naha A] :\n\nthanlr owt. 6,\n\nta\n\nbapggouq oil? Rage\n\n‘bbti\n\noCfeads. tn aiglenyin sit\n\nag.datees\n\ni: ald!\n\nince eWi ieans: me\n\nat.\n\nrte\n\na9\n\na\n\nVek\n\n;\n\n}\" ‘re\n\nregen ©\n\n7\n\n(=\n\nVis ENE\n\n. Fr\n\nWA\n\nSie\n\nis\n\na\n\nOy We cee\n\noe ths\n\nAasatltd\n\neRe\n\nvi iakinpar teic'’ he Pyentear al le Maton Pewisdey\nod\n\nOlt Bevartanied te Aoalnee Sth ‘os ideks, Cl\nte\n\nti ouatetenl\n\nstall a=\n\ni\n\nworse |tyke hic ‘mies\n\n-\n\n:\n\nARTIS\ni\n\n7\n\n2\n\nVii\n\n%\n\n-\n\nOffe\n\nBF\n\nRe A\n\nWEAR\n\n5} -he\n\nTD pee\n\nMt\n\n=i\n\nafl ooepinstigies Seine eingaks teenie hatys\n\nligrevutipe\n\n*¢\n\nConran hee.\n\npei\n\nA\n\n1\n\neodd\n4inti,\n\ntagh\n\nPhe\n\naig eniyt\n\n~ etgiase tart: oa\n\naitiny: Cfwiaiere Rf Sted! the 6\n\ntad “itl sigh yf dete ora. Cigar ley\nRisen e tere\nsea!\n\n*\n\nGee lek Supe\n\nupeadoted,\n\n“ne\nsiren,\nae Gal\n\n>\n\n;\n+s\n4\n\nay &pad-vsl Lutes ee\n\nseth > Pret Any ow ro\n\nbpwiktepyt,\naaa\n\nsarod\n\n'\n\nNe\n\na\nlerstiga\nadwy a .\n\nfw\n\ny\n<<\n\nae\n\n"} {"page": 377, "printed_page": null, "text": "Department of Business Education\n\n"} {"page": 378, "printed_page": null, "text": "y i (HE\n\nDEPARTMENT\n\n1893 :787-807\n1894 :957-990\n1895 :862-891\n1896 :791-836\n1897 :792-285\n1898 :856-893\n1899 :998-1031\n\n1900 :542-582\n1901 :721-758\n1902 :644-702\n1903 :719-753\n1904 :709-737\n1905 :669-707\n1907 :877-905\n\nOF\n\nBUSINESS\n\nEDUCATION\n\nWas\n\ncreated in response to a petition read at the\nmeeting at Saratoga Springs, N. Y., July 12,\n1892, from the Business Educators’ ‘Association, requesting admission as a department of the National\nEducation Association.\nSee Proceedings 1892: 31.\nThe Business Educators’ Association was organized\nin New York City, in 1878. Its constitution was revised for acceptance by the Department of Business\nEducation and may be found on page 958 of the Proceedings of 1894.\nThe officers of the Department for the year 1926-27\nare: President,\nJohn G. Kirk, Director of Commercial Education, Philadelphia Public Schools, 17 and Pine Streets, Philadelphia, Pa.; Vice-President,\nEK. G. Blackstone, Commercial Teacher Training,\nState University of Iowa, Iowa City, lowa; Secretary, Elizabeth Baker, Teacher, Commercial High\nSchool, Atlanta, Ga. This Department meets once\neach year in June. Facts relating to the establishment of this Department and the record of meetings\nare found in earlier Proceedings as follows:\n1908: 871-907\n1909: 701-719\n1910: 833-873\n1911: 827-869\n1912 :1031-1095\n1913: 619-637\n\n[374]\n\n1914 649-663\n1915 :883-941\n1916 :361-397\n1917 :315-345\n1918 :235-249\n1919 :259-271\n\n1920 :263-271\n1921 :369-377\n1922 :575-591\n1923 :553-568\n1924 :429-439\n1925 :354-365\n\n"} {"page": 379, "printed_page": null, "text": "ATTITUDE OF WORKER TOWARD INCREASING\nBODIES OF KNOWLEDGE AND IMPROVING\nHIS SKILL—ABSTRACT\nR. H.\n\nLANDSBURGH,\n\nSECRETARY\nHARRISBURG,\n\nOF\n\nLABOR\n\nAND\n\nHIS\n\nINDUSTRY\n\nPA.\n\nAGERNESS of the individual worker for his own development through\nfurther education has been increasing constantly through the last\nfew years. This is true because time has allowed individual workers\nto see the results which have been achieved by others through additional\neducation along the specific lines of their interests.\nThe increase in evening and correspondence education is sufficient to\nprove this. Evening instruction is not only carried on as a regular part of\nthe public school system of cities of any considerable size, but it has now\nformed for some years a regular portion of the activities of many of the\nleading universities of the country. So important has this branch of education become that it is now carried on by many of our colleges, not only in\nthe cities in which they are located, but through extension courses in other\nsurrounding cities. “Thus the University of Pennsylvania has for some years\nbeen conducting evening courses in Philadelphia, which enrol several thousand students yearly and in addition has been conducting extension schools\nin Scranton, Wilkes-Barre, Reading, Harrisburg, and Williamsport. Practically all of the students in those university evening and extension schools\nare workers whose eagerness to learn and to develop is constantly the subject\nof comment on the part of those who instruct in these schools. Time has\nshown that such evening school instruction not only betters the opportunities\ntor the individual in the business with which he may happen to be connected,\nbut broadens his horizon and his field of opportunity elsewhere.\nHowever, there are certain influences working to dampen the ardor of\nthe worker to increase his knowledge.\nOne occurs when an individual\nemployer sponsors further education of a group of workers and then does\nnot recognize their additional value to him resulting from such education.\nThis makes for dissatisfaction in the individual, and tends to retard the\nprogress of other workers who are told by those affected that additional\nspecific education does not necessarily bring results.\n‘Therefore, educational programs, worked out in cooperation with individual employers must\n\nnever be over-sold to the workers.\nIn commercial education the increase in the teaching of accountancy has\nled to some difficulties because sufficient accounting positions for those who\nqualify are not available. This has caused many trained men and women\nto remain on strictly bookkeeping work and to spend their additional efforts\nand their money without corresponding return. Of course, much of the\nreason for the influx into accounting training during the past ten years has\nHearing of\nbeen development of the new field of income tax accountancy.\nthe large fees paid in certain cases for expert advice on the income tax,\nmany office workers have directed their attention to accountancy training\n[375]\n\n"} {"page": 380, "printed_page": null, "text": "376\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\neee\n\nbecause of the field which they have felt to have existed in income tax work.\nThis problem of office workers has become acute in recent years through\nsudden increase in compensation to the skilled tradesman, whose increased\nwages have ordinarily not been the result of any educational work. The\nopportunities afforded to skilled tradesmen in this generation are such that\nan ever increasing amount of educational effort must be directed toward\nreplacing, through our educational system, the old-time apprentice, who,\nbecause of present social and industrial conditions, has largely been eliminated from our social fabric.\nNumerous plans are on foot in many cities to replace, through the education system, the skilled tradesman of the present for the skilled tradesman\nof the future. Of course, wherever feasible the whole educational effort\nof an individual youth should be directed early toward the trades, if that\nis to be his field. However, there will always be thousands of cases of\nyoung men who have felt that they desire the life of the white collar job,\nas it is usually called, who later find themselves unfitted to this type of\nwork. Surely there must be educational means to provide for their desires.\nI feel that if such educational means were now generally available some of\n\nthe surplus of office workers would be quickly made over into mechanics so\ny\nbadly needed by many of our industries.\nThe worker has been somewhat over-sold on the possibilities that are his\nor hers through education for executive and managerial positions.\nToo\noften we have attempted to make executives by teaching executive problems.\nwhen the workers being taught have not had the fundamental ground work\nor experience to either absorb the instruction or, if able to absorb the instruction theoretically, to place it into practice.\nIt is a general complaint of industry that a large percent of graduates\nof our universities are thinking only of executive positions.\nExecutive is\nusually interpreted in this connection as meaning an absence of detail, the\ndirection of others, flat top desk in one room, and an ante-chamber in which\nvisitors may wait. Although the picture a college graduate has is doubtless\nfrequently over-drawn, it is a fact that not only in our colleges but in all\nof our schools there has been recently too much attention paid to outlining\nthe advantages that accrue in executive positions without calling to the\nattention of the students the fact that the number of such positions is necessarily limited and that equal opportunities probably exist elsewhere.\nThe\nenthusiasm of the workers toward increasing his bodies of knowledge and\nskill should not be dampened by over-selling the opportunities of executive\npositions. Rather his or her enthusiasm should be stimulated in the directions in which real opportunity actually is to be found.\nThe attitude of the worker toward improving his skill combines an extreme eagerness to learn and to widen his abilities, with proper caution that\nhe see the opportunity to reap financial benefits from his efforts.\n\nThose who are giving the instruction should be careful to see that this\ninstruction is of the character that will not only bring results to the individual but will encourage others to develop themselves.\n\n"} {"page": 381, "printed_page": null, "text": "DEPARTMENT\n\nTHE\nR. HELEN\n\nSOCIAL\n\nOF Business\n\nEpucaTION\n\n377\n\nRELATIONSHIPS OF WORKERS\nBUSINESS—A BRIDGED\n\nSTEVENSON,\n\nEMPLOYMENT\n\nCOMPANY,\n\nSUPERVISOR,\n\nPHILADELPHIA,\n\nBELL\n\nIN\n\nTELEPHONE\n\nPA.\n\nThe social relationships of workers in business are inextricably merged\nwith the readily recognized business relationships, but they have not been\ngiven their real position of importance in their influence upon the business\nrelationship until recent years, and the fact that a preparation, by training\nand study, for these relationships is of real and material value not only to\nthe employer but to the employee is at last appreciated by all who have\nseriously considered the situation.\n‘These social relationships in business are the contacts between the worker\nand employer, the worker with the co-worker and that of the whole organization as well as every worker unit in it with the public.\nGoodwill so often valued and placed among business assets, is the monetary value of the social relationship of the business with the public.\nAnd the social relationship of a business organization as a whole with\nthe public is largely influenced and is dependent upon the social relationship\nof each individual in that organization, who reaches the public in a business\nway.\nSo also do the social relationships within the organization, those between co-workers, and those between supervising authority and workers,\naffect not only the internal welfare of the organization but also its social\nrelationship with the public.\nIt is manifestly impossible for a business organization to fulfil in full\nmeasure, its public business obligations, if its internal mechanism is corroded\nby a social relationship which is below par.\nThis social relationship in business is a state of internal business health\nand is good or bad as those attributes which make it apparent are present in\ngreater or less degree.\nThese are confidence in those employed with one, confidence in ability—\nconfidence in business honesty—confidence in the fellow employees desire\nto play fair.\nBut confidence is not all; that is the foundation and like all foundations\nis deep below the surface. But the manifestation of goodwill by one to another breeds kindliness of'thought and action, and this is true within a business organization and in the social relations of any business with the public,\nand nothing perhaps better exemplifies the confidence referred to than the\nability at all times to conduct oneself with serenity and kindliness of manner.\n\nWhy not start the child in school upon a course of study embracing good\nmanners, business etiquette, general courtesy, as soon as he can understand\nthe significance of every act and by the time the technical training is taken\nup the good manners will have become an established habit, a lifelong asset\nin business. And this training would be an asset to the employer, to the\nbusiness organization, just as it would be to the worker.\n\n"} {"page": 382, "printed_page": null, "text": "NATIONAL\n\n378\n\nEpuUCATION\n\nASSOCIATION\n\na\n\nThe early training in business manners tends to establish a fixed habit of\ngood business etiquette and when that training shall have become a usual\n\nprecedent to the entry of the individual into business life, it will go far\ntoward immunizing the business organization against any epidemic of bad\nmanners, and will in itself automatically bring into existence a good social\nrelationship between the individuals who have been so trained, and, through\nthem, between the organization of which they are members and the public.\nThe training of the individual advocated here is not the only means at our\nhands of establishing and improving the social relationship in business.\nIt must be remembered that business, as we look upon it, from the viewpoint of our various commercial organizations, cannot exist without the\npublic, the community—they need commercial organizations and they are\nthe cause of existence, the reason for continuance and the hope and means\nof success of the commercial enterprise, of which commercial business organizations are the operating machines.\nIt is, therefore, of the highest importance to the commercial organization that it establish and maintain a good social relationship with the public, and this social relationship must necessarily be one in business, for the\ncontact of the commercial with the public is a business relationship.\nThis existence of this good social relationship depends primarily on confidence. We must have confidence as a foundation and for the bedrock\nupon which that confidence can be established and maintained there must\nbe service—and then as the structure is raised we add good mannets, the\nresult of training either before or after the beginning of the business venture, willingness to play fair, desire to learn, and loyalty to the army in\nwhich one is enrolled and the good social relationship in business, in the\ncase of the individual or the organization, is easily recognized.\nWhere\nall these fundamental elements are present the result is a sure, certain,\nefficient, friendly cheerfulness, the cheerfulness of success. It is one of the\nrewards for merit of this good social relationship in business, and it and\nthese deep rooted and firmly established virtues of business are the reasons\nwhy.\nThe voice with the smile wins!\n\nATTITUDES\nG. S. CHILDS,\n\nAND CHARACTER DEVELOPMENT\nBUSIN ESS—A BST RACT\n\nNATIONAL\n\nMANAGER,\n\nASSOCIATION\n\nALEXANDER\n\nHAMILTON\n\nOF\n\nOFFICE\n\nMANAGERS,\n\nINSTITUTE,\n\nNEW\n\nAND\n\nYORK\n\nIN\nOFFICE\n\nCITY\n\nThe subject of my talk necessarily divides itself into two’considerations:\nAttitude which, to my mind, is your great responsibility and character. development in business which is our task. ‘The combined efforts of you and\nof us open the way to producing a living soul—a personality—rather than\na more or less imperfect machine.\nLet us forget appearances and concern ourselves with realities. We want\npeople to amount to something, to have ideals, to add something vital to\n\n"} {"page": 383, "printed_page": null, "text": "DEPARTMENT\n\noF Business Eptvcation\nSE\n\ncael yew net thie t\n\n379\n\natE ae R\n\nE\n\nthe life of things around them. As a matter of fact, appearances are most\ndiscouraging. Realities are most inspiring.\nIt is true that in the real of realities, we seldom know what enthusiasm,\ninterest, and effort on our part actually produce. As teachers you may feel\nthat in many instances you are accomplishing little because the students do\nnot seem to show any marked response to your efforts.\nWhat business wants is to make money to be successful. But, this goal\nis reached only by service rendered and effectiveness in rendering it. You\nknow from your own experience that there are certain stores where you dislike to deal because of the discourtesy and attitudes of the clerks. Considering the factors of competition, such establishments are seriously handicapped.\nLet us consider your part in this great responsibility. ‘There are certain\nbasic moral qualities which the home and school influence must establish.\nI have in mind such principles as honesty, morality, and the development of\nthe actual working attitude. Another important point in the establishment\nof attitude lies in what you do to bring about what might be called mental\nstimulation.\n“There are many other important factors, including loyalty,\nenthusiasm, stick-to-it-iveness and that people shall have a purpose pragmatic enough to guide them. A person without any definite purpose is like\na ship without a rudder.\nOur side of the problem is character development in business. The conscientious business man must assume a real responsibility in the fact that\nthe best part of the waking time of his people is spent in business. Failure\non our part to give anything to our people aside from the pay envelope is\ncertainly falling far short of our responsibilities, because our people are\nentitled to gain such guidance and help as will result in development of\ntheir character.\nIt is beyond argument that, if a business wants to get\nsomething worthwhile from its people, it must maintain an attitude of helpfulness and interest that will result in bringing to the front the higher\n\nqualities of the individual. ‘The success of a business is materially limited\nor eliminated by its failure to get its people to give something of their real\nselves to the business.\nWe do not know the possibilities of people that pass through our hands.\nEdison was an errand boy and Schwab a peddler. We have a privilege\nand a responsibility. Anyone would be thrilled to know that he had played\na material part in the development of an Edison, a Schwab, or a Roosevelt,\nor a Lincoln.\n\nCOMMERCIAL EDUCATION FROM THE STANDPOINT\nTHE DEPARTMENT STORE—ABSTRACT\nW.\n\nPATTERSON\n\nATKINSON,\n\nPHILADELPHIA,\n\nOF\n\nPA.\n\nToo often products of business schools are really open to charges of fraud\nby reason of false pretenses.\nThis is because they too often approach\nactual occupation with the thinnest veneer of knowledge.\n\n"} {"page": 384, "printed_page": null, "text": "380\n\nlee\n\nnS\n\nEpuUCATION\nNATIONAL\nipDea eg cae\n\nASSOCIATION\n\nIota teTB NS ing\n\nSr\n\na\n\nen\n\nSe\n\nCommercial education—what is it? It may not mean business administration or secretarial training or the old fashioned ‘‘business course,” but\nfrom the standpoint of a department store, it may include all now taught in\n\nschools of business and more, or it should contain a great deal less.\nWe find in the curricula of business schools twenty or more subjects\nlisted, for example: business English, bookkeeping, accounting, correspondence, arithmetic, salesmanship.\nNow a department store organization includes sections concerned with transportation, auditing, bookkeeping,\naccounting, selling, managing, inspecting, delivering, adjusting. So it looks\nas if the school opened a beautiful vista with a rose-strewn path down to\n\nthe welcoming door of the department store.\nBut does instruction in any of these subjects help an individual in a department store?\nYes, it is undoubtedly helpful in such things as stenography, typewriting, punctuation, grammar, spelling, simple arithmetic,\npenmanship.\nIn others, such as accounting, business management, business\nforms, possibly—and that possibly is faint.\nIn still others, such as business correspondence, business English, and\nbookkeeping, the answer is “No.’”’ Can there be such a thing as business\nEnglish? It sounds like a foreign language.\nDoes it mean terminology?\nCan there be such a thing as business correspondence?\nReal offices in real\ndepartment stores are, we trust, grammatically correct, civilized, and somewhat cultured. So a letter written from such an office should conform to\ncorrectness and the points of excellence found in all letters.\nFurthermore,\nthat letter should be couched in the words, phrases, and sentences used by\ngentlemen everywhere. As for bookkeeping, the new mechanical system has\npractically done away with the old method.\nAnd finally one great consideration must be considered as operative in\nmany stores: that is the old system of apprenticeship. Many large organizations prefer to train their own people in their own way, provided they can\ndo a little arithmetic correctly and not murder the king’s English too\ncruelly, and make themselves understood by visible signs.\nThe conclusion of the whole matter is as the poet feelingly explained, a\nlittle learning is a dangerous thing, and we may add a smattering of much\n\nis worse.\n\nTHE\n\nPRINCIPLES\n\nPAUL\n\nS. LOMAX,\n\nSCHOOL\n\nOF\n\nCOMMERCIAL\nABSTRACT\n\nOF\n\nEDUCATION,\n\nNEW\n\nYORK\n\nNEW\n\nEDUCATION\nYORK\n\nUNIVERSITY\n\nCITY\n\nThe number of students enrolled in commercial subjects represents one\nof the major groups in our secondary school population, and the same thing\nis becoming rapidly true of our colleges-and universities. The commercial\n\nsubjects that are offered these students have greatly increased in number\nand have become diversified in character.\n\n"} {"page": 385, "printed_page": null, "text": "DreaARTMENT\n\nOF Business\n\nEpUCATION\n\n381\n\nThis situation suggests an all-important question.\nWhat is the contribution that commercial education should make in the complete, wellrounded education of American youth who are to be equipped, as members\nof the business world, to render a business service that will result in best\nself-realization consistent with best social progress? This is a far more\nfundamental question than merely to determine what business men say they\nwant or what surveys of business situations reveal to be true.\n‘This major question in turn suggests the need of a set of guiding principles of commercial education that will square with best educational theory\nand practice. What are some of these principles that are needed to evaluate\nour present-day commercial education in common with all education? Here\nare two illustrations.\nFirst, a philosophy of commercial education—lf{ education is the deciding\nfactor in the improvement of business as a social institution, what philosophy\nof life is to guide the business man and the commercial educator in their\ncooperative enterprise? “To what ends and along what lines and with what\nmethods would they seek to improve business through education?\nSecond, a unity of education embodied in the commercial curriculum—\nEvery high school curriculum, commercial or otherwise, pursued by a student, should enable him to cope successfully with his personal physical life,\nfamily life, civic life, recreational life, character life, and vocational life.\nLeave out any one of these major elements and the child is crippled for life,\nfor he has not had a unity of education to harmonize with the unity of life.\nHence so-called academic and commercial education should become complementary to one another.\n“They should be a unity in terms of the manysided experience of life, each the richer, broader, and more educative because of the other.\nCommercial educators will not be able to make their best contribution to\nAmerican education in behalf of the social progress of business and of the\ngreat army of young men and women who annually enter the business\nworld to endeavor to contribute to that progress, until such educators are\nguided by a philosophy, sociology, psychology, research, and leadership of\nthe highest order.\n\nRELATION OF\nPUBLIC'S\nHERBERT\n\nP. SHEETS,\n\nCOMMERCIAL\nEDUCATION\nTO\nATTITUDE TOWARD BUSINESS\nABSTRACT\nSECRETARY-TREASURER,\n\nASSOCIATION,\n\nNATIONAL\n\nINDIANAPOLIS,\n\nRETAIL\n\nTHE\n\nHARDWARE\n\nIND.\n\nFor many generations most of the school texts have been filled with\nbusiness examples presenting erroneous profit theories, and students have\nbeen taught that the difference between merchandise cost and selling price\n\nis profit or gross profit.\nBecause of such texts and such teaching the boy who in his first business\nventure bought a pig for $1 and later sold the shoat for $6, figured he had\n\n"} {"page": 386, "printed_page": null, "text": "NaTIONAL\n\n382\n\nEDUCATION\n\nASSOCIATION\n~~ +\n\nmade a profit of $5, no thought being given to the cost of the feed consumed by the porker nor to the risk involved in its raising.\nOn the same theory merchants are often thought of as making enormous\nprofits from their business when as a matter of fact operating and other\ncosts involved in getting goods to the consumer are such that there is often\nno profit whatever on certain items.\nIt is an unfortunate circumstance also that many people go into business\nbelieving profits are large and easy, only to learn their error by experience,\noften when too late to save their investment; and if, perchance, they realize\ntheir mistake in time they must unlearn a lot of misinformation taught in\nthe schools and get a new understanding of the problems, complexities, and\ncompensation of business as found in actual practice.\nThe campaign for correct terminology has appealed to every thinking\nteacher who knows that the examples used in school work should be a reflection of the problems of real business rather than a repetition of the\nfaulty concepts of the past.\nBelieving it to be in the public interest as well as the business interest to\nhave correct profit terminology taught in our schools, the National Retail\nHardware Association has made a thorough study of the arithmetic texts\nmost commonly used for school purposes, and found that 96 of the 100\n\nbooks studied contained 4560 business examples erroneously stated in respect\nto profit, percentages, and otherwise.\nEach of these examples was rewritten so as to conform to modern terminology and reports were made to 26 publishers with the recommendation\nthat such corrected terminology be adopted for future issues.\nSome of these publishers have already issued new arithmetic series in\nwhich the recommendations have been followed, margin taking the place\nof gross profit and profit, where erroneously used, and profit being used\nonly in its true sense of actual profit.\nThis has been counted as an outstanding accomplishment by educational\nauthorities and business organizations, and as a marked step of progress\ntowards the training of school children to think correctly in respect to business transactions.\nIt is recognized that it profits the public little to think\nof and call profit that which is not profit, and that the public is not benefitted by the high business mortality and resultant economic loss so often\nea\nby the misinformation and unpreparedness of those who go into\nusiness.\n\nCOMMERCIAL\nJAMES\n\nM. GLASS,\n\nSTATE\n\nEDUCATION IN THE\nSCHOOL—ABSTRACT\n\nDIRECTOR\n\nDEPARTMENT\n\nOF\n\nOF JUNIOR\nPUBLIC\n\nHIGH\n\nJUNIOR\n\nSCHOOLS,\n\nINSTRUCTION,\n\nHIGH\n\nPENNSYLVANIA\n\nHARRISBURG,\n\nPA.\n\nThe junior high school is a clearinghouse where long-standing obligations\nto adapt secondary education to the social and vocational needs of modern\nsociety are being liquidated.\n\n"} {"page": 387, "printed_page": null, "text": "DEPARTMENT\n\nOF BUSINESS\n\nEDUCATION\n\n383\n\nEach early adolescent pupil of the junior high school has an inherited\nright to be informed upon the common practices of the business world. A\nnew general course of junior business training acquaints the pupils with\naccounts, bills, invoices, receipts, filing systems, budgets, banking, insurance,\nand the established customs of business with which everyday life is associated. Any plan of education which omits these actual life needs fails to\ndischarge a long-standing debt to modern life and is, to this extent, incomplete.\nA general introductory course of business education similar to the course\nin Junior Business Training should be adopted. The new course should be\na logical progression from general educational values of business education\nmade obligatory upon all pupils to the introductory vocational values of\nbusiness and office practice made elective to pupils who enter the business\nworld.\nBusiness education in the junior high school is comprised of a required\ngeneral course in one semester of the eighth year, followed by an elective\ngeneral course of vocational commercial training and typewriting in the\nsecond semester of the eighth year, and completed in the ninth year by an\nadvanced general course of unified elementary bookkeeping, business practice, and typewriting.\nThe junior high school initiates and the senior high school completes\nsecondary education. Business education in the junior high school must be\nconstituted on introductory courses which will lead naturally and gradually\nto the completion of the commercial curriculum of the senior high school.\n\nTHE NEED\nEARL\n\nW.\n\nBARNHART,\nBOARD\n\nFOR\n\nFOR SUPERVISION IN COMMERCIAL\nEDUCA TION—ABSTRACT\nCHIEF,\n\nCOMMERCIAL\n\nVOCATIONAL\n\nEDUCATION\n\nEDUCATION,\n\nSERVICE,\n\nWASHINGTON,\n\nFEDERAL\n\nD. C.\n\nExperience has shown that supervision is as necessary in education as in\nproductive industry. Employers of large numbers of workers have found\nthat group production is increased by the activities of foremen, heads of\ndepartments, and other minor executives in guiding groups of workers towards the goal sought by the management.\nIn the same way public school\nofficials are finding out that the goal they seek is more nearly reached when\nthrough supervision teachers are given leadership in professional improvement and assistance and guidance in selecting objectives and methods.\nIf a group of teachers waste through misdirected effort, 10 percent of\nthe school time, then 10 percent of the salary cost of the group is wasted.\nIf a supervisor of several hundred commercial teachers, such as are found\nin a state or large city school system, can reduce this waste but half, he will\nsave the taxpayers several times his own salary without counting the value\nof the increased efficiency from other outcomes of his work. The cost of\nsupervision is thus apparent rather than real for the expenditure brings a\n\n"} {"page": 388, "printed_page": null, "text": "NationaL\n\n384\n\nEpucation\n\nAssocIATION\n\nWhen those in charge of a large state or city school\nmany-fold return.\nsystem wherein practically 40-50 percent of all the high school pupils are\nenrolled in commercial courses, do not provide professional leadership\nthrough expert supervision, they are apparently as indifferent to the waste\nof public money and of precious human opportunities as factory executives\nwho employ no foreman.\nThe fundamental problems in commercial education center about what\nto teach the youth who are preparing for employment in offices and stores.\nBusiness men are quite emphatic in pointing out that our commercial courses\nare not teaching what is required for success in modern business offices.\nThus, the National Retail Hardware Association, for instance, reports that\nthey found in 100 textbooks over +500 arithmetic problems which were not\nbased upon a correct use of the word “profit.” ‘The waste of school time\nin this topic in arithmetic alone would seem to be somewhat more than 10\nper cent to say nothing of the additional waste resulting from the erroneous ideas gained by the pupils. Similar waste in much of the instruction in\nall commercial subjects would seem to be preventable through supervision\nwhich brings into the classroom the practices and standards of business.\nThe ultimate purpose of supervision is commonly considered to be the\nimprovement of teaching. As teaching has for its general objective certain\ndesirable changes in the thinking and activities of those being taught, behind\nevery judgment as to what constitutes good teaching lies an idea of the\nnature of the changes considered desirable.\nIn those commercial subjects\nwhich are intended to give preparation for employment in offices and stores\nthe desirable changes are those which contribute towards developing the\nknowledge, attitudes, and skills required for satisfactory service in office\nand store work. What abilities beginners in business need to have must be\nlearned from a study of what beginners are required to do both for satisfactory service as beginners and for promotion within the first few years. One\nof the primary responsibilities of a supervisor, therefore, is to act as a leader\nin making these studies. When the information about occupational requirements is available, he then sees that the teachers make such changes in the\ncontent they teach and the method they use as will develop as far as possible\nthe abilities. found to be desirable. In this way the supervisor brings about\nmore effective teaching, and increased efficiency in the work of the commercial teachers.\n\nARTICULATION\n. AND\nCONNER\n\nT. JONES,\n\nIN. THE TEACHING OF BOOKKEEPING\nACCOUNTING—ABSTRACT\nWEST\n\nPHILADELPHIA\n\nPHILADELPHIA,\n\nHIGH\n\nSCHOOL\n\nFOR\n\nGIRLS\n\nPA:\n\nBookkeeping and accounting are very closely related subjects, one being\n\nmore or less a continuation of the other.\n\nIn fact, authorities disagree re-\n\ngarding the point of demarcation, and as one investigates the matter he js\nforced to the conclusion that no sharp line of distinction really exists\nbut\n\n"} {"page": 389, "printed_page": null, "text": "DEPARTMENT\n\nOF BusinEss\n\nEDUCATION\n\n385\n\nrather that there is a twilight zone in which bookkeeping blends into\naccounting.\nThere are several lines of activity which the students of the secondary\nschool may enter upon completion of their course. Some accept positions as\nbookkeepers, some enter more general lines of business occupations, while\nothers attend the university schools of commerce.\nThe secondary schools\nare faced with the task of acceptably preparing young people to fill any of\nthese occupations.\nThe university schools of commerce are likewise asked to prepare students\nfor widely varied work. On the one hand, some of the students find employment as technical accountants, while others enter fields in which a\nknowledge of accounting is used in an interpretative way.\n_ One of the problems of the university is the unequal technical preparation of the students who ask to study accounting. Some may present up to\nthree years of bookkeeping and are consequently well grounded.\nOthers,\ngraduates of the academic or general high school courses, lack even the\nsimplest knowledge of bookkeeping.\nSome universities are meeting this\ncondition by offering intensive courses in bookkeeping, often catalogued as\n“preparatory accounting,” to students who cannot demonstrate the possession of a good working knowledge of bookkeeping.\nObservation discloses that there is a wide variety in the scope, content,\nand quality of bookkeeping instruction in the secondary school. ‘The same\nstatement may be made regarding the instruction in accounting in the\nuniversity, where too frequently the courses are shaped by the personal\ninterest and limited knowledge of the instructors rather than upon the\nneeds.\nEmployment surveys show that but a small percent of former commercial\nstudents are actually keeping books, but that they are rather scattered\n\nthrough all branches of business and industry.\n\n“This condition clearly indi-\n\ncates that it is the obligation of the teachers in the secondary school commercial course and in the university school of commerce to prepare their\nstudents to become business men and women and not merely bookkeepers.\nBookkeeping and accounting, however, form the most direct avenues to a\nknowledge of a business. The accountant in his capacity of fiscal historian\nof a business acquires a most intimate and comprehensive knowledge of the\naffairs of the business. And so I may well emphasize that after the statements and balance sheet have been prepared by the bookkeeper or accountant\nthey should be used in interpreting the condition of the business.\nIt seems that at present the efforts of the secondary school and the\nuniversity may best be coordinated if the secondary school will drill in\naccuracy until accuracy becomes a habit; offer sufficient routine drill to\nprepare students for bookkeeping positions, which are mostly routine in\ncharacter; acquaint students with business technic and practice, thus pre-\n\nparing for the office and at the same time clearing the path for the more\nprofound discussion of accounting principles in the university; and encour-\n\nage those students with mental characteristics which make for success in\naccounting to continue their studies in university schools of business,\n\n"} {"page": 390, "printed_page": null, "text": "NaTIONAL\n\n386\n\nIMPROVEMENT\n\nEpucaATION\n\nASSOCIATION\n\nOF INSTRUCTION\nABSTRACT\n\nJUVENILIA\n\nCASEMAN,\n\nIN SHORTHAND—\n\nBUFFALO,\n\nN.\n\nY.\n\nSince learning is reacting and is never a passive process, the reactions to\nwhich we give birth result in learning. Thus shorthand teaching should\nfollow a procedure based on precise practice and presented in life situations.\nThe procedure outlined is:\nThe pupil must be made to appreciate the need to learn the shorthand.\nThis need is presented in the form of a problem to write and read shorthand symbols.\nThe teacher sets the model of the shorthand outlines on the board.\nThen the pupil imitates this model.\nHe evaluates and criticizes his own work.\nDrill is given on the outlines to be mastered and the entire sentence is\nthen practiced.\nThe teacher tests the pupil to show teaching results in the pupil learning.\nThe shorthand lesson is presented to the class following the above steps\nand each new consonant, vowel, or rule learned is given in the form of a\nsentence situation, however simple, and the need for the new skill is shown\nthe pupil. The pupil is led to solve the problem by his knowledge of the\nshorthand symbols.\nGeneral and specific objectives have been set up for the teaching of shorthand. They are:\nTo acquaint students with stenographic requirements and with the opportunities in the stenographic, secretarial, and reporting fields.\nTo develop stenographic or secretarial power by an effective correlation\nof technical skill, with a knowledge of business procedure.\nTo develop in the pupils a thorough knowledge of the principles of shorthand and to build that degree of skill in the use of these principles which\nis essential in taking dictation and transcribing on the typewriter.\nTo inculcate in the pupils specific workmanship standards, attitudes, and\nappreciations to serve as standards of conduct in the use of specific shorthand knowledges and skills in business situations.\n\nTHE SIGNIFICANCE\nCLYDE\n\nE. ROWE,\n\nHEAD\n\nOF RECENT STUDIES\nING—A BST RACT\n\nOF THE\n\nCOMMERCIAL\n\nSCHOOL,\n\nPITTSBURG,\n\nIN TYPEWRIT-\n\nDEPARTMENT,\n\nCARRICK\n\nHIGH\n\nPA.\n\nHundreds of dollars and hours, to say nothing of mental energy and\nagony can eventually be saved by the further development of research in\ntypewriting.\nResearch in this field is now in comparative infancy, but several recent\nstudies based on psychology with analyses of time, motions, and copy point\nto a great increase in efficiency of instruction in typewriting.\nWe can\n\n"} {"page": 391, "printed_page": null, "text": "DEPARTMENT\n\nOF Bustingss\n\nEpuCATION\n\n387\n\nscarcely expect to improve instruction in typewriting until we know more\nabout the mental, muscular, and mechanical factors involved and their coordination.\nEvery teacher may become a self-appointed research worker,\nand keep in touch with what is being done through magazines and univer-\n\nsities. ‘The time may then be not far distant when typewriting instruction\nand textbooks might become so efficient that typewriting could be learned\nin half the time and with half the present effort.\nAs commercial teachers, we must be practical, for our work is tested by\nno general academic standard, but by a practical one. The way to more\npractical instruction is through the gate of research.\n\nTEACHING\n\nTRANSCRIPTION—ABSTRACT\n\nESTHER E. HANNA, WEST NEW YORK, N. J.\n\nIt should be the aim of every shorthand teacher to have pupils turn out\nperfect transcripts in the shortest possible time, rather than to teach a few\nshorthand principles, then transcription, then accuracy, and finally speed\nwith accuracy.\nTranscription is certainly more than the ability to read shorthand notes\nand the ability to type that which is read back. Of course these two abilities are absolutely essential; but so also are the abilities to estimate the\nlength of the letter, arrange the letter in correct form, spell, divide words\ninto syllables, punctuate, paragraph, supply an appropriate word when an\noutline has been omitted or is illegible, recognize quotations, etc. These\nabilities may all be inculcated in the mind of the student by much practice.\nIn fact they should all become habits,\nWith the very first lesson the work of transcription should begin. First\n“mixed drills” should be used. By ‘‘mixed drills’ I mean work written\npartly in longhand and partly in shorthand.\nParagraph work as used in\ngraded readings is far more effective than isolated sentences because it\ncreates more interest.\nIt has been said, and rightly so, that if a student can write accurately\nand without hesitation the first thousand words he need not worry about\nthe less frequently used words.\nAs a part of the work in one of Mr.\nBarnhart’s classes at Columbia University last summer a committee of\nthree attempted to show how the shorthand teacher can correlate shorthand, typewriting, and business English. We used Thorndike’s thousand\nword list and composed eight types of letters, each illustrating a different\nconstruction or arrangement of letter. We also attempted to’ show how\none letter could be varied so that the same letter need néver be used a\nsecond time.\nEvery letter which is transcribed should be arranged\n\nin correct\n\nbusiness\n\nstyle as taught in the typewriting class, which by the way, should be taught\nby the same teacher.\nEvery transcript should be carefully checked either by the teacher in\n\ncharge or by some student-checking plan,\n\n"} {"page": 392, "printed_page": null, "text": "NatioNaL\n\n288\n\nMETHODS\nHELEN\n\nAND\n\nHAYNES,\n\nASSOCIATION\n\nEpUCATION\n\nVALUES IN THE TEACHING\nMANSHIP—ABSTRACT\nEMMERICH\n\nMANUAL\n\nINDIANAPOLIS,\n\nTRAINING\n\nHIGH\n\nOF SALESSCHOOL\n\nIND.\n\n‘Too many students are finishing high school with no vocational aim and\ndrifting into the first vacant position with no thought of their real fitness\nfor the position or their opportunities for growth in it. One of the chief\nvalues of the course in retail selling, which is the most desirable course for\na high school, is that it offers the student an opportunity to try out an\nThe\noccupation under the best possible conditions without loss of time.\nstudent’s program of studies is arranged so that it includes the required\nacademic studies, a class in the theory of retail management and salesmanship, and time for practical work in a cooperating store.\nAs the store is cooperating with the school, the conditions for work are\n\nmore favorable for the student than for the ordinary new worker.\nThe\nclassroom work in salesmanship enables the student to interpret his store\nexperience and make the necessary adjustments.\nThe follow-up of the\nstudent on the job makes the adjustment to the business world easier for\nthe student. The stores are glad to cooperate, for many of the students\nenter their employ. “Those who enter the permanent employ of the store\ndo so because their experience has shown them it is the kind of work they\nreally care for and not because it is an easy job.\nThe assistingof the salesmanship classes in the promotion of various\nschool enterprises is also a very desirable adjunct.\nPlanning devices that\nwill make appeals to their fellow students, and organizing campaigns give\ninvaluable training in clear thinking.\nSuch experience obtained from intiuencing the thoughts and actions of people is as valuable as any other\nacquisition that an education gives.\n\nSIGNIFICANCE\nLLOYD\n\nL. JONES,\n\nOF RECENT RESEARCHES\nING—ABSTRACT\n\nVOCATIONAL\n\nCOUNSELOR,\nCLEVELAND,\n\nWEST\n\nIN BOOKKEEP-\n\nCOMMERCE\n\nHIGH\n\nSCHOOL\n\nOHIO\n\nThe Cleveland bookkeeping committee has just completed a piece of\nwork which is indicative of what teachers might do and can do out in the\nfield.\n\nThe following questions or problems came\ncommittee for consideration:\n\nup before the bookkeeping\n\n- Has bookkeeping a place in high school?\n. In what year or years of high school should it be taught?\nTile\ni\n2\n,\n:\n{ be\nwe 3\nphat\ndoReyou, as2 a banker,\nwant the financial records of your customers to\nshow?\nvat What does the revenue department of federal and state governments want\nfinancial records to show?\n\n"} {"page": 393, "printed_page": null, "text": "DEPARTMENT\n\nOF Business\n\n———_—_______..\n\nEpucaTion\n=\n\n389\n=\n\nrer\n\n5. What do you, as a business man, want your financial records to show?\n6. What do you, as a public accountant or auditor, want financial records to\nshow?\n7. What do you, as an accountant, bookkeeper or bookkeeper’s assistant, do?\n8. What do you, as a citizen, or as an officer charged with the duty of enforcing\nthe law, want financial records to show?\n9. What traits of character do you, as a business man, want your bookkeeper\nto possess?\n\n:\n\n10. What historical or social information can be used to dignify the bookkeeper’s\njob and assist in bringing about realization of these objectives?\n\nThe first two of these questions were answered in general by E. W. Barnhart in “Senior Commercial Occupations Survey.”\nThese same questions\nwere answered specifically for Cleveland by Wm. L. Connor, research\nspecialist, in his ““Community Background for the Commercial Course.”\nThe members of the Cleveland bookkeeping committee went into offices,\nfactories, and stores in order to find the answers to the remaining eight\nquestions. Graduates and former pupils of Cleveland schools, employees,\nemployers, bookkeepers, accountants, and business men were interviewed\nand lists of duties made. “These duties of the bookkeeper as the objectives\nof knowledges and skills together with traits of character important to the\nworker have been set up as objectives of the bookkeeping course.\nCleveland bookkeeping teachers, bookkeeping teachers from different\nparts of the country, accountants, commercial education specialists, and\nschool executives have been asked to cooperate in helping to locate the\nelements of the course in their correct place in each semester.\n‘These opinions are coming in and they are being used statistically. “he\nresult ought to be a course of study located in the proper place in the\ncurriculum.\n\nTHE SIGNIFIGANCE\nOF THE LATEST RESEARCHES IN\nTHE ORGANIZATION OF COMMERCIAL EDUCATION\nIN THE JUNIOR HIGH SCHOOLS—ABSTRACT\nHAROLD\n\nB.\n\nBUCKLEY,\n\nSUPERVISOR\nSCHOOLS,\n\nOF\n\nCOMMERCIAL\n\nPHILADELPHIA,\n\nEDUCATION,\n\nPUBLIC\n\nPA.\n\nThat promotion is more a matter of individual ability and the quality\nof work done than it is of the kind of position held, is one of the most\nremarkable conclusions from a commercial occupations survey made in 28\ncities, large and small, in 23 states, with Massachusetts on the east and\n\nCalifornia on the west.\nA capable person may secure promotion by rendering superior service\nin any position, however, humble it may be. Good work always attracts\nattention.\nHe who can do his job better than anyone else often demonstrates his ability to handle a better job. ‘Therefore, it is of little consequence what the job is so long as the worker “shines” in it. The greatest\ndanger is that boys and girls will be trained for bigger jobs than they can\n\n"} {"page": 394, "printed_page": null, "text": "NATIONAL\n\n390\n\nASSOCIATION\n\nEpucaTION\n\nhandle and thus be unable to attract attention to themselves by superlatively good work.\nThe modern school realizes that success in life depends upon direct\nemphasis on the personal and social qualities quite as much as on educational facts. The educated person must not be taught the content of a\ncertain number of books but must know how to live as well as how to earn\nhis own living—in a democracy the ability to earn a living is essential to\ngood citizenship. It is the personal qualities that are fundamental in any\nposition:\nOur personality—appearance,\nof\n\nOur character—habits\nposition.\n\nThe\n\ndevelopment\n\nof our\n\nvoice, and courtesy—“gets”\naccuracy,\n\nneatness,\n\naptitudes—doing\n\nwork\n\nthe position.\n\nand_\n\nself-reliance—“holds”\n\nwe\n\nlike—“wins”\n\nthe\n\npromotion.\n\nToday, the only public school commercial training which most boys and\ngirls receive is from the junior high school since most dropouts occur in the\neighth and ninth grades. Of all who enter the ninth grade 53 percent go\nno further. Therefore, the junior high school gives training in pre-employment subjects, with emphasis on immediate placement and on promotional possibilities.\n\nWHAT\n\nRESEARCH\n\nFE. G. BLACKSTONE,\n\nCAN DO FOR COMMERCIAL\nTION—ABSTRACT\n\nCOMMERCIAL\n\nUNIVERSITY\n\nOF\n\nLEADER\n\nIOWA,\n\nIOWA\n\nTRAINING\nCITY,\n\nDIVISION,\n\nEDUCASTATE\n\nIOWA\n\nIf the business world is no longer run on the basis of prejudice and of\nopinion, the commercial teacher must likewise abandon that method of\ninstructing his pupils and adopt a policy of measuring methods and results.\nHundreds of research studies have been made in the field of commercial\neducation within the past few years, and the teacher who is unacquainted\nwith their findings is far behind the times and may well be apprehensive\nof his right to assume the responsibilities of teaching.\nBecause of the many studies, some of which duplicate others, there is\nneed for a central organization devoted to the control of research and to\nthe establishment of a long-term program of research in commercial education, covering the establishment of experimental schools, the development\nof standardized tests for each business subject, and the like.\nThe experimental school at the State University of Iowa offers its facilities to further the movement for measurement and it is likely that other\nexperimental schools will offer their facilities likewise in order that such a\ncentral organization may begin immediately the working out of its research\nprogram, even before the necessary funds and plans can be completed for\nthe contemplated long-term program.\n\n"} {"page": 395, "printed_page": null, "text": "fogged\n\nte\n\nDEPARTMENT OF Bustness EpucaTION\nTr sae ST\nnS\nen\n\nSECRETARY’S\n\n391\n\nMINUTES\n\nRegarding the session devoted to what business wants, it was believed that the\nrepresentatives of business gave a most worthy and helpful analysis for commercial teachers.\nWhile the department felt more attention should be given to\nsocial relations, attitudes, and character development, it felt, also, that commercial\nteachers had perhaps made greater strides than other groups toward objectively\ndetermining content, organization, and methods, and that it would still be possible\nto accomplish more in commercial education than in other phases of education\ntoward making contributions in the former.\n\nIt was believed that Mr. Glass had given a most excellent statement of the\nobjectives of commercial education in the junior high schools and that all junior\nhigh school students should be required to take a general business information\ncourse which would contain the common elements of business.\nIt was the consensus of opinion that Mr. Barnhart had properly stated the responsibility that\nrests on administrators in providing for adequate supervision of commercial education and that he had excellently stated the need 23 better trained commercial\nteachers to take supervisory positions.\nIn the absence of Mr. Edgeworth, Mr. Barnhart led the discussion on Thursday.\nFollowing this program devoted to research in commercial education, proposals\nwere made regarding initiating a movement toward obtaining a fund for research\nin our field. In this connection C. W. D. Coffin stated that commercial education\nhad done more for business than business had ever done for commercial education. It was pointed out that a large sum for research in commercial education\nwould soon save many times the amount expended.\nAlthough the group were\nunanimously in favor of seeking the fund and believed that it should be made\navailable, no action was taken.\nMr. Malott, President of the Department, announced that he had gathered from all over the United States and in a few instances from Europe statements setting forth the need of research and experimental\nschools to attack problems characteristic of commercial education regardless of\nsize of community concerned, and to attack problems of the content, organization\nand presentation in communities of different sizes and types. Because of the researches that have been carried on in Europe regarding commercial education, an\ninternational research committee in commercial education was proposed, but not\nacted upon.\nMr. Malott, Specialist in Commercial Education, Bureau of Education, Washington, D. C., announced that the Bureau of Education was organizing\na committee on research in commercial education.\nThe report on research, given\nby Mr. Blackstone, was accepted and it was believed that each of the speakers\nhad made a contribution in estimating the significance of completed researches\nand in analyzing and setting forth the need of future studies regarding the subjects which they discussed.\n.\nResolutions were unanimously passed regretting the absence of John J. Tigert,\n\nUnited States Commissioner of Education; thanking the President of the Department for his untiring efforts in arranging for the most excellent program and\ngetting out the largest attendance that the Department had ever experienced; and\nextending the appreciation of the Department to the local committee, the chairman\nof the meetings, the speakers, and those who led the discussions for their excellent\ncontributions to the success of the meetings.\n\n"} {"page": 396, "printed_page": null, "text": "ar o. Th oe\n&\n\n,\n\n-~ Aan a\n\nteat\n\ni\n\ny\n\n; “J Sh\n\nFoem3\n\ndite lle\n\nWiqhtd. hae vitrorersy\n\n‘isin\n\nMontesen\n\nIgtmammins\nMeet,\n\n7\n\nen Kepetere\n\ns81, wale, 317% 2\n\nayal J\n\nYor evget ie ie2a Sortin, ri\n\nmT?\nFrynvid>\n\netre\n\nFd Wire Alvesti eae RE\n\nvoce\nTiheh\nbs Ya vend lien\naT cee, insues4\n\n*\n\nis\n\n. . IS lw eter\nsanctryih 6h a\nfo.ininitiets jasilooes wom & oxy bad eal?\nVe rest bie eloosze gid, iefiy ody\n\n(\n\nSioai\n\nmis\n; tesgaen he Maal Vt veawpas\na9\nae oh eve SL / “eies Mae pOnigarn .pet Login\nsatedt yillidinaw ah\niasaae hen Soedasns, A ie\n\n' ho\n\npbs\n\nNew\n.\n\n1 A\n=A\n\nisipemmny), ig,aoma\n\n(cite obitYat\nJae\nz\n\nok\n\nit\n\n:\n\nbieyat\nSeal a\n\nerErie\n\noer f a6 phtennelt ade bal tts\n,\nGeo nig\n\n12), mail iblymg\n\n5Ries lan\n\nWotR SH ies._{niiroaiteree. tt\n\nHoes7 24? balkwe‘hiffnictds he\n\ni nenenubs lcigtamaregands pene\n\na\n\noopitha, /kiat omens wt nGom Lay getal >\nRattan bre I piayseIGTOD fit Oi osesr sist aye. a\n;\n\npayer at:wry aa\n\nfytodtt\n\nnteniri od\n\n1 ted)\n\n“Ne\n\nbloady\n\ninamizedsll\n\nbsbasgxs\n\ntype\n\nfapsiion. oho\n\ntim\n\nso} to inahiess\"L. na\njal\nn\n\nHi fst @ at bbe asin Hosin? (adi oe\nfenaataly sq, Tig ot esa Vote lt MS\n“Ya ealhveno nolseghs fsinecities toy\nr\nAaiteS Tint ZT\n\nwishin\n\noAl te ere telDey |\n\n;\n,\n\nmri\n\nast gat fo sen etotk © Jeorpes hie enaip oes yale Pa lSenrerws he\nquiies\n\nae Nuiteribe Ieiniomimnon ghibangiy sqoiwl at Gy Kokries\nased bend\n\nbn told aeons toa\n\nist Rowe, iekusasrcarph sa\nttsom,gh ovetety.,\n\n‘mba Ao hese eeomieng hi*ra\n\n~~\n\n“Rint HLA\n\nwe #f Alte a\n\nfe HEDy\n\nqéeiy Varese Te Hoye\n\ni.pbiptenne Wha ve -\n\n' hs\n\nsanlionak \n\n‘i\n\nvane set bro iaeroetad sed Iv\n\na\n\nrer\n\nF\n\n»\n\n'\n\n:\n\ne\n\n4\n\nen”\n\nid\n\nShy\n\n>\n\n-\n\n7\n\n«\n\n5\n.\n\n™\n\nSo\n\nPia\n\n/\n\na\n\na\n\n;\n\ncid\n’\n\nq\n\n,\n\noll\n\n9\n\nCag ie0e rear\n\nMi\n\n’\n\nae\n\n:\n*\n\n-\n\n:\n«\n\n1\n\nriwp\n\n*\n\nGad\n\n’\n\n‘\n\nel\n\nay Raewaletaalte e\n\nsup aleteorl\n-\n\n—\n\n‘\n\n=\n\na\n\nmir 45 Gy tee\n§-) av eee\n1.\n\nEs!\n\nwn\n\n,\n\nfr oa)\n\n‘iilersin,\na\n\ndy\nthe 4\n\nSe —\n\n+\n\nar\n\nRe\nal\n\ni\n\n"} {"page": 429, "printed_page": null, "text": "\\\n\nDepartment of Deans of Women\n\n"} {"page": 430, "printed_page": null, "text": "HE DEPARTMENT OF DEANS OF WOMEN (National\nAssociation of Deans of Women) associated itself with the National Education Association in\n\n1918. Its meeting is first reported in Proceedings\n1918: 391-417.\nThe officers of the Department for the year 1926-27\nare: President, Dorothy Stimson, Dean of Women,\nGoucher College, Baltimore, Md.; Secretary, Elizabeth M. Hause, Dean of Girls, West Chester High\nSchool, West Chester, Pa. This Department meets\nonce a year, in February. Facts relating to the establishment of this Department and the record of meetings are found in earlier volumes of Proceedings as\nfollows:\n1918: 391-417\n1919: 393-426\n\n1920: 357-364\n1921:407-420\n\n1922:693-793\n1923: 621-636\n\n[426]\n\n1924:500-536\n\n1925: 403-449\n\n"} {"page": 431, "printed_page": null, "text": "PERSONNEL\nL.\n\nB.\n\nHOPKINS,\n\nees\n\nWORK\nDIRECTOR\n\nRELATING TO STUDIES IN COLLEGE.\nABSTRACT\nOF\n\nPERSONNEL,\n\nNORTHWESTERN\n\nWORK is not a system, but a point of view.\n\nUNIVERSITY\n\nThis point of\n\n‘view emphasizes the problems of education in terms of the individual.\nInsofar as it exerts an influence, it affects the thinking and procedure\nin such matters as the content of the curriculum, the basis for the selection\nof instructors, methods of teaching, the basis of selection of students, the\npersonal assistance of students in their college work and in their preparation for life, including educational, vocational, and personal counseling and\nhealth and hygiene service, both mental and physical, and in the promotion\nand utilization of the methods of science in research in order that we may\nknow and evaluate better the significance of individual differences.\nPersonnel work is not a new thing in colleges, for any administrator or\nfaculty member who has been led into helpful personal contacts with individual students is, in a very real sense, a personnel worker. Some presidents, deans of colleges, deans of men and of women, and faculty advisers\nhave given a major portion of their time to this type of individual service.\nWith the increase in the number of those seeking and obtaining admission to college, there has arisen the need for coordinating these efforts both\nin service and research and the supplementing of the work so that we may\ndeal with the individual as a whole rather than in parts.\nThe sympathetic appreciation and cooperation of the deans of women is\nessential to satisfactory progress in this work.\n\nWHAT SHOULD BE DETERMINING\nQUIREMENTS FOR ADMISSION\nEXAMINATIONS\nHELEN\n\nSANDISON,\n\nSECRETARY,\nCOLLEGE,\n\nCOMMITTEE\n\nPOUGHKEEPSIE,\n\nFACTORS IN RETO COLLEGE\nON\n\nADMISSIONS,\n\nVASSAR\n\nN. Y.\n\nThe subject of this conference, I take it, is to be interpreted to mean\n“what are the determining factors in our selection of candidates for\ncollege?”\nSelection is forced on us. This is true in varying degrees\nof every college here represented.\nAnd immediately something further\nis forced on us: the determination of the qualities we desire in the college\nfreshmen whom we select.\nThese freshmen are to come together as\nstudents to study, to learn to interpret life, past and present, in a community organized for the purposes of study. It is essential then that\n\nthey have\n\nintelligence;\n\nintellectual\n\ninterests\n\nmanifesting\n\nthemselves\n\nin\n\naggressive curiosity and independent pursuit rather than passive receptivity; adequate preparation both in content and in method of study for\nthe more mature intellectual work before them; health, bodily and mental\n[427]\n\n"} {"page": 432, "printed_page": null, "text": "NATIONAL\nESS\n\n428\nee\n\nEpucATION ASSOCIATION\na\nGe\n\nadequate to the demands of life in the organized group.\nHow shall we find out\nare the qualities we wish.\n\nThese, I believe,\nwhich candidates\n\npossess then, and in what degree?\n\nThe group of colleges which I represent have since 1919 made this\nselection by a balancing of school record, examination results, personal\nand health records, and the impression made in personal conference (whenever that has been possible). Next June we shall employ for the first\ntime as an additional feature, the scholastic aptitude tests (psychological\ntests) of the college board. The balance among these factors is variable;\nit is established separately for each individual case, one factor checking\nanother as each personal situation seems to justify.\nEvidence of a less subjective nature is at hand in the decreasing number\nof students dropped for poor work; in the four years before the change\nthe freshmen dropped for low standing at mid-year (out of about 300)\nnumbered 23, 26, 11, 13; in the three years of transition, 9, 10, 4; in the\nfour years since the change was completely effected, influencing all the\nstudents in college, 3, 2, 0, 1. In the last five years it is true, part of\nthe class has been chosen by competition; but two-thirds have been accepted\nin order of application, as at present. As Dean Thompson says in her\nannual report for 1924-25:\nFor the last four years—the\nfraction\n\nover\n\nenrolled\n\n.\n\n.\n\nrate of academic\n\none percent,\n\nin a college which\n\n.\n\narise from\n\nfailures\n\nsocial adjustment, and almost\npreparation in the student.\n\nnever\n\nmortality\n\nlack of purpose\nfrom\n\nis remarkably\n\ncloses the year with\n\nor from\n\nlack of mental\n\nsome\n\n1120\n\nlow, a\nstudents\n\ndifficulty in\n\nability or of technical\n\nFurther objective evidence is furnished by studies of the comparative\nvalue of school and examination records in predicting the grade of work\nin college. Recently the English departments of four colleges, Smith,\nWellesley, Mt. Holyoke, and Vassar, have made such a study of the\nEnglish grades.\nThe comparison was informal because, whereas the\nEnglish entrance examination grades for all of the 1198 freshmen entering\nthe four colleges in 1924 were compared with the second semester English\ngrades of these students in college, the final school grades in English in\ncomparison with the second semester college grades were taken for only\nthe 227 out of those 1198 who came from schools sending relatively\nlarge numbers to one at least of the faur institutions.\nBut the results\nof the investigation were strongly suggestive of the conclusion that the\nexamination grade at least in the upper registers is a more reliable index\nthan the school grade of performance in college.\nIn discussions of this problem an unpublished report made to a college\nboard committee has been more than once publicly quoted as “indicating\nthat the examinations given by the college entrance board are not so\nvaluable as indications of probable success in college as are the school\nrecords in the same subjects.”\nIt is only fair to add another portion of\nthe unpublished report: that “no records were requested from schools\n\n"} {"page": 433, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n429\n\nthat sent fewer than five pupils to one of these colleges,” that “in cases\nof Mt. Holyoke, Smith, and Wellesley no large group of students could\nbe found who had prepared at any one school” (and Vassar would have\nbeen added if included in the study); finally that the list of schools\nwhose grades were studied for Harvard, for instance, were these and\nthese only: Andover, Boston Latin, Latin, St. George’s, St. Paul’s,\nSt. Mark’s.\nWithout offering the suggestion that conceivably the boys\nmay have been affected in their school success by the very fact that they\nwere working towards the board examinations, one can certainly question\nany conclusions on the general reliability of school records based on such\na tried and trusty ten. Vassar College not only receives a small proportion of its students from schools already well represented on its registers,\nthe value of whose grades is known from full experience, but it also has\na special desire to receive students from schools new to it and in outlying\ndistricts.\nIt feels therefore that it must rely on a uniform objective test\nas a check for the school record.\nAs to the relative value of the intelligence test used for entrance, Vassar\nwill not until next June have an opportunity to make observations; but\nthe predictive value of the psychological tests which Vassar has given for\nsome years to freshmen in the first week after entrance, seems decidedly\nlower than the predictive value of the entrance records, using Board\nexaminations.\nI quote from the 1924 report of the Vassar Student\nPersonnel Service to the National Research Council:\n‘The correlations\nof our psychological tests' with academic achievement have not been high,\nand in but one year higher than the correlations of entrance record with\n\nacademic achievement.”\nCorrelation\n\nwith freshman credit ratio:\n1920-21\n\n1921-22\n\n1922-23\n\n1923-24\n\n1924-25\n\n30\n\n37\n\na7\n\n39\n\n14038\n\nrecord see es cicero\noes 48\n\n45\n\n48\n\n37\n\n38\n\nPsychological\nEntrances\n\n\"test...\n6 iss yi\n\nThe written examination therefore has proved its distinct value, we\nbelieve, in determining fitness for college. Undoubtedly it stands in need\nof the improvement that will come out of the study now being made of\nthe new type of examinations—with the result, I should hope, of greater\nobjectivity and reliability and comprehensiveness, and at the same time\nthe preservation of the test of skill, imaginative response, individual\nmethods of approach, and power to organize and correlate, which certain\nof the comprehensive papers of the board. now offer. ‘The tendency to\n“teach towards” examinations is definitely discouraged by the comprehensive type. The growing satisfaction with the comprehensive type as\ncompared with the old restricted type is indicated by the recent recom-\n\nmendations of the conference on uniform entrance requirements in English,\nand of the school and college conference on English, looking towards the\n\n1 The psychological\nand 1924-25,\n\ntests used\n\nwere\n\nthe Thurstone\n\nthrough\n\n1923,\n\nthe\n\nThorndike\n\nin 1923-24\n\n"} {"page": 434, "printed_page": null, "text": "430\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nen\n\nener\n\nexclusive use of a comprehensive type of English paper; and also by the\nproposed definition of the requirement in Latin, just issued, which would\noffer only comprehensive papers in Latin.\n\nUndoubtedly, too, the results of the written examination in individual\ninstances are misleading.\nIt is also true that since school records and personal recommendations\nare so monotonously alike and when only one candidate out of two or\nthree can be chosen, there is a tendency for baffled committees on admission\nto reach out for tangible examination records, to furnish a counting-in\nBut the admission boards are awake to the\nand counting-out formula,\nWe do not guarantee admission to every candidate who has\ndanger.\npassed an examination in every subject under the old plan, or reached a\nminimum acceptable standard in each of the four comprehensives under\nthe new.\nIf she has barely made the grade, or tried and tried again\nand again before at last proverbially succeeding, she will have to present\nOn the\nunusual strength in all her other credentials to be accepted.\nother hand, if her total record warrants, the committee may allow a\ncandidate another trial under the old plan after a summer of study; and\nin one case this last fall, we allowed a freshman to enter with one examination still not passed because we valued the other evidence she had to\noffer. Under the new plan the influence of the school and personal\nrecord operates much more freely than under the old; though here, too,\nthe examination evidence must regularly be the deciding factor, since the\nschool and other records are fairly uniform.\nIt is searched for show of\npower, and strength at one point may offset weakness at another. There\nis no passing mark.\n‘The comments of the readers as to qualities of mind\nand methods of work are scrutinized more eagerly than the mere grades;\nand the books themselves are at hand on the committee table to be reread\nby committee members in cases of conflicting evidence, for signs of ability\nrather than of information.\nThe Vassar committee distinctly and unanimously prefers this system of examination to the old system of restricted\nexaminations in every subject or part of a subject, since the new plan\nseems fairer to the candidate and more surely predictive of success in\ncollege; and the Vassar faculty, following a proposal made at a recent\nconference of the four colleges, has this year voted to accept the new\nplan only beginning in 1929. This seems to us practically to attain the\nend hoped for by Headmaster Farrand, where the school record will be\nused to show the ground covered and one estimate of the methods and\nresults of study, while the four examinations will supply a further uniform\ntest, at selected points and in whole subjects, of how the work has been\ndone.\nIn other words, the new plan, in use since 1916—of which it\nwould seem Morgan Barnes has never heard—fulfills his desire for the\nfuture, “a combination of written test and certification,’ with examination evidence “supplemented, modified, or offset by first-hand favorable\n\n(or unfavorable)\n\ninformation from the candidate's teacher regarding his\n\ngeneral ability and the probability of his profiting by college opportunity.”\n\n"} {"page": 435, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n431\n\nTHE CONSIDERATION GIVEN TO SCHOOL RECOMMENDATIONS FOR ADMISSION TO GOUCHER COLLEGE\nCARRIE\n\nMAE\n\nPROBST,\n\nREGISTRAR,\n\nGOUCHER\n\nCOLLEGE,\n\nBALTIMORE,\n\nMD.\n\nIt is the policy of Goucher College to admit desirable applicants who are\nwell prepared and able to meet the full entrance requirements on the basis\n.of the school records and recommendations, without requiring entrance\nContact is made with the applicant as early as possible in\nexaminations.\nthe preparatory course, and her progress during the remainder of the course\nis carefully watched. Due consideration is given to the personal qualifications of the applicant. Unless there is every assurance that she will be a\ndesirable member of the college community she is not carried on the lists,\neven though her academic record gives promise of being satisfactory. As\nthe applicant is best known in the school where she has been in daily contact with teachers and principal, the responsibility of saying that she is ready\nfor college is placed upon the school authorities.\nThe principal or responsible officer of the school is requested to indicate frankly and unreservedly\nthe attitude the applicant has had toward her classroom obligations, the\ninfluence she has exerted in the school community, the activities in which\nshe has been interested. At the close of the course the principal is asked\nfor his certification of the preparatory work satisfactorily completed and for\nhis final recommendation and endorsement. The applicant whose personal\nqualifications -are found satisfactory, whose preparation is satisfactorily completed under the guidance of the college, whose final credentials are satis‘This,\nfactory, is accepted without further test of entrance examinations.\nthen, is the Goucher policy of admission by recommendation.\nThere are conditions under which examinations are required on all or\npart of the preparation. An applicant whose grade record is not entirely\nsatisfactory but who is recommended by the principal is eligible for admission upon passing four comprehensive entrance examinations.\nExaminations are required when the preparatory work has been done under irregular\nconditions. Subjects completed outside of school classes or in any irregular\nmanner are credited only upon examination.\nAn applicant who takes examinations for admission to any other college either before or after making\napplication for admission to Goucher College forfeits the privilege of entering on the basis of her school record, and is eligible for admission only\nby making a satisfactory examination record.\nAn applicant who takes\nJune examinations for admission to another college is refused the privilege\nof repeating unsatisfactory examinations in September for admission to\nGoucher College.\nFar more than merely receiving the school record and the formal recommendation is involved in admitting an applicant under the Goucher method.\nAn analysis of the entrance requirements and an explanation of the way in\nwhich they are administered will show the nature of the information secured\nand the consideration given to each applicant. The entrance requirements\nbriefly stated are:\n\n"} {"page": 436, "printed_page": null, "text": "432\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\n}\n1. College preparatory subjects that can be valued at fifteen units,\n2. A general average of 80 for all the grades of the college preparatory subjects.\n3, Graduation from the college preparatory course of an accredited school.\n4, Satisfactory recommendation and endorsement from the principal of the\nschool, showing that the applicant’s influence in the school community has been\ngood and that she is capable of profiting by a college education.\n\nThose subjects recognized by Goucher. College as preparatory subjects for\nwhich entrance credits will be given are English, history, languages, mathe-matics, laboratory science.\nNo applicant is admitted with any entrance\ndeficiency. Entrance credit is granted only for those secondary school subjects that are recognized by Goucher College as college preparatory subjects\nand are so listed in the college catalogue. These two regulations are absolutely enforced in the case of every applicant. When an applicant has not\nso planned her preparatory course as to meet the requirement of fifteen units\nshe is not admitted until she can complete necessary extra work, even though\nshe may be very desirable and have met the requirements in all other\n;\nrespects.\nAs soon as the first contact has been made with a possible applicant the\npreparatory school is supplied with the form known as the preliminary\nstatement of preparation. There is a space on this form for a list of schools\nin which the preparatory work will be taken, with the time of entering-and\nleaving each. “Iwo questions are asked: whether the applicant will be\ngraduated from the college preparatory course, and the probable date of\ngraduation. The main part of the form calls for a statement of all the\nsubjects the applicant expects to take during her preparatory course and\noffer for entrance credit. In addition to the usual information as to amount\nof time devoted to each subject the grade must be supplied for that part of\neach subject which has been completed when the statement is furnished.\nParticular attention is paid to the arrangement of the work of the third and\nfourth preparatory years, so that the preparation may be adequate and may\nmake the best correlation with freshman subjects. The requirements as to\namount of preparation and as to grades are absolutely insisted upon in the\ncase of each applicant. The preliminary statement of preparation must be\nsubmitted before any report will be made upon the consideration that the\napplication will receive. The insistence upon having this complete statement in the early years of the preparatory course has many advantages in\naddition to showing whether or not the preparation is going to be sufficient.\nThe applicant is required to formulate a definite outline of her preparatory\nwork; she is held to a plan at a time when she might be inclined to drift\nfrom one subject to another; she knows what is expected of her and what\nshe will be held accountable for.\nSupplementing this statement of academic work, the principal is asked to\nfurnish a personal statement concerning the applicant. A form is provided\nfor this purpose, with space for the principal to give his opinion of the applicant as a college preparatory student, to state whether he expects to be able\nto recommend her for admission to college, and whether she will be graduated from the college preparatory course of the school.\n\n"} {"page": 437, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n433\n\nThis preliminary correspondence and information is often sufficient to\nshow that the applicant is not going to be able to meet the requimements\nor is not desirable, and is used as a basis for refusing to give the application\nfurther consideration. The way in which a girl has entered into the life\nand work of her secondary school is a fairly good indication of what can\nbe expected of her when she becomes a college student. If grades for com-—\npleted work are low the applicant is dropped at once, for if the earlier part\nof the preparation is weak she is not considered a good risk for college. If\na principal expresses doubt as to his ability to recommend an applicant\nsomething is wrong and further information is necessary before the applicant can be encouraged to complete her preparation. An applicant who is\nnot doing the type of work of which she is capable will be warned that she\nmust improve the quality of her work during the remainder of the course.\nSupplemental grade reports are secured from the school at the end of each\nyear until the applicant has completed her preparation.\nIn the doubtful\ncases grade reports are called for at the end of each term. Whenever the\nrecord of grades shows that the applicant is not keeping up the quality of\nher work, her application is dropped after due consultation with the principal. Applicants are dropped at any time during the preparatory course\nthat the records show inability to meet the entrance standards. Noapplicant is permanently accepted until the preparatory course has been completed and the final record of grades, with the principal’s recommendation\nand endorsement, has been received. Only those applicants are retained on\nthe lists for whom there is every reason to believe satisfactory final credentials will be received. “Those who are carried through to the close of the\npreparatory course have the assurance that they will be permanently accepted if they complete their preparation as planned, secure satisfactory\ngrades, and merit the endorsement of the school authorities.\nAlthough no\nnotifications of acceptance are sent out before the first of July, the applicants\nare not subjected to a period of great uncertainty and anxiety with the subsequent nervous tension and strain. As important as is the preparation of\nthe applicant it is only one aspect of the preliminary consideration that must\nbe given to her. Her personal qualifications must receive equal attention.\nIt is not as easy to secure information in this regard, and the measure of\nstandards is much more difficult to define. Each year greater effort is made\nto establish better methods of ascertaining the character, personality, and\npersona! traits of the individual applicants.\nIn general, applicants may be put into two groups, those who come well\nintroduced through connections with alumnae or former students or friends\nof the college, and those who are unknown to the college except through\ntheir application papers. It is this latter group that we endeavor to become\nas well acquainted with as possible.\nBefore any consideration can be given to an applicant, she must file her\n‘This form covers the applicant's home\nformal application for admission.\naddress; her age; the name, titles, and occupation of the father or guardian:\nthe colleges attended by the father and the mother; her religious affiliations ;\n\n"} {"page": 438, "printed_page": null, "text": "434\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nher relation to any Goucher graduate or former student. Every one of these\nitems is immediately and carefully noted, and correspondence is begun at\nonce in regard to any irregularity. This application form in itself furnishes\nenough information to give some idea of the standing of the family and the\nhome environment. In connection with the application four letters of per‘sonal endorsement are required, two of which must be from teachers, other\nthan the principal, and two from responsible persons, not relatives, to whom\nthe applicant is known. The teachers usually write of the applicant more\nintimately than the principal, and their letters tell of her special interests in\nclass or club work and particularly of her attitude in the classroom. Many\nletters come from persons who have been associated with the applicant in\nschool or community activities and show an earnest desire to interpret the\nFor the most\ngirl as they have known her and are therefore of real value.\npart the other letters are from friends of the applicant’s parents and frequently reveal much that is helpful concerning family conditions, home life,\nand the social standing of the parents. ‘There has been a notable decrease\nin the number of letters from the pastors, who as a rule write only in the\nmost complimentary terms and endorse without discrimination. Yet even\nthese letters generally have some contribution to make, for it is of interest\nand of value to know the extent to which a girl has participated in the activities of her church.\n:\nIt is usually at this point that the officer of admission takes the intiative\nin procuring further knowledge of the applicant. A student now in college\nwho entered from the same preparatory school that the applicant is attending is interviewed. For this purpose a student is selected who is appreciative of the college standards.\nShe is consequently responsive and helpful.\nIf the applicant has indicated that she has any friends now in college, one\nof these is interviewed.\nAlthough the interviews are informal, so that information is freely given, these questions are always covered.\nHow well\ndo you know the applicant? Do you know what interested her in Goucher\nand why she wants to come here? Is she the type of girl who would fit into\nthe life at Goucher and whom you would like to see here as a student?\nHas she a forceful personality and would she enter into the worthwhile\nactivities of the student body? ‘The type of the applicant can be fairly well\nestimated by learning who are her friends among the students or who interested her in Goucher. An alumna or former student living in the applicant’s home town or teaching in her school may be written to for an opinion\nand an estimate of the worth of the applicant. It is our policy to select\nthe alumna whose opinion is desired and to write directly to her rather than\n\nto require that one of the designated letters of recommendation be from an\nalumna. The results are far more satisfactory and reliable.\nAn effort is made to have a personal interview with as many of the applicants as possible, although the personal interview is not made a requirement\nfor admission. An unusually large number of persons visit the college, due\n1 Testimonials that praise the applicant too highly\ntend to put the college authorities on their guard.\n\nor\n\ngive\n\nher\n\ntoo\n\nimpeccable\n\na character\n\n"} {"page": 439, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n435\n\nprobably to the fact that Baltimore is so accessible to persons traveling\nthrough the east. On this account interviews at the college are, to a large\nextent, with parents. Although this contact does not give all that is needed\nto be known in regard to the personality of the girl, it does furnish a background for her and also affords an excellent opportunity to let the parents\nknow something of the ideals and standards of the college and what is expected in the way of cooperation on the part of both parents and students.\nThere is a contract-application that must be signed by both the applicant\nand her parent or guatdian. This contract sets forth certain specific conditions under which the applicant is accepted by the college. The applicant\nand the person responsible for her while she is in college are made to realize\nthat they will be held for the charges of the whole session and for the student’s failure to observe all health, social, and academic regulations of the\ncollege. In the contract the statement is specifically made that the college\nreserves the right to ask a student to withdraw at any time on grounds of\nscholarship, health, or conduct, and that a student who is asked to withdraw.\nis still held responsible for the full charges. While an interview with the\nparent does not take the place of one with the applicant, yet it has a value\nthat should not be underestimated. The officer of admission visits secondary\nschools and confers with principals, college advisers, and applicants.\nA\nwritten account of each interview with applicant, parent, school officer, or\nanyone acquainted with the applicant is made a part of the applicant’s rec:\nord. In all interviews and conferences these are the questions to be answered: Has this applicant a serious purpose in her desire to go to college?\nWhat has interested her in Goucher College?\nWhy has she selected\nGoucher rather than some other college? What has been her attitude to\nher school responsibilities? Has she the character that will enable her to\ndevelop self-control and good judgment when thrown on her own responsi-\n\nbility? Will she be a desirable member of the college community ?\nAll of the foregoing has to do with the applicant while she is still completing her preparatory work. At the close of the course a form is sent to\nthe principals calling for the final school record, recommendations, and endorsements. ‘These items are given as follows:\nSchool record—The record of yearly grades is given for each preparatory\nsubject taken during the course. “This record is one of the most important\nfactors in determining the final acceptance of the applicant, as it shows the\naccomplishment year by year during the entire preparatory course.\nThe recommendation of the principal—‘I hereby certify that the ahove\napplicant is a suitable person to be admitted to Goucher College.\n(By\nsuitable person is meant a pupil who has shown the necessary scholastic\nqualifications, seriousness of purpose, and whose influences in the school\n\ncommunity, on the whole, has been good.) I recommend her admission to\nGoucher College as a regular student on probation, due to ~-_-_-~-- I\nrecommed her admission to Goucher College only by examination, for the\nMeCASOU\n\ntate ee\n\nabove applicant.”\n\nI decline\n\nto furnish\n\nany\n\nrecommendation\n\nfor the\n\n"} {"page": 440, "printed_page": null, "text": "NaTIONAL\n\n436\n\nEpucatTion ASSOCIATION\n\nThe academic standing—‘Number in graduating class, rank of the applicant. Has she shown initiative, originality, or brilliancy? What intelligence test has she taken? The average score, the score of this applicant.”\nSchool activities—‘‘What class offices has this applicant held? What\noffices in the general student government?\n‘To what extent has she participated in school activities, including literary and debating societies, dramatics, athletics, school publications?”\nConfidential information—‘Information in regard to character and influence is required in determining the admission of this applicant and in\ndealing wisely and justly with her after she has entered Goucher College.\nThe principal is requested to give this information in the order indicated.\nPlease give an estimate of the applicant’s character and personality, noting\nher regard for duty, sense of honor, self-restraint, and conscientiousness, or\nlack of these. Please mention any unusual talent or individual traits she\nmay possess.\nPlease indicate the influence she has had in her school community, her regard for school authority, and her attitude toward recreation.\nIf she at any time has been disciplined for conduct, please state the facts.\nPlease give any other facts that should be known to the college authorities.”\nGranting that all preliminary credentials have been satisfactory, the data\non the final record form become the determining factors in the final acceptance of the applicant. The unfavorable character of any one of these items\nmay disqualify the applicant. A satisfactory academic record alone does not\nconstitute eligibility for admission.\nIf the confidential information furnished by the principal is unsatisfactory the applicant is refused admission,\neven though her name may have been on the list for several years. “There\nmust be the desirable personal qualifications as well as the fulfilling of the\ntechnical entrance requirements.\nNo matter how high the school record\nmay be, an applicant is refused admission if she is not given unqualified\npersonal recommendations. On the other hand, an applicant with the highest social and personal endorsements will not be admitted if the preparation\nis not adequate. It is of little purpose to secure knowledge of an applicant\nunless this knowledge is used. Goucher College does not hesitate to refuse\nto admit an applicant whose record does not meet the entrance requirements\nor whose personal qualifications do not give every assurance that she will\nbecome a desirable member of the college community.\n‘The admission of students on the basis of school records and recommendations necessitates an early contact with the applicant, very definite knowledge of the applicant as to her training and personality, and close cooperation with the secondary schools. With no entrance examinations as a final\ntest of preparation, there must be constant watchfulness during the entire\npreparatory course and continual elimination of those who are falling below\nthe set standards. ‘This method of admission allows the applicant to prove\nher worth by her attitude to her daily obligations and by her accomplishment in her actual school work from year to year.\n\nIn considering what actual results are obtained in administering this\nmethod\n\nat Goucher\n\nCollege the first question\n\nthat naturally\n\narises is, to\n\n"} {"page": 441, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n437\n\nwhat extent can the records and recommendations that are furnished by the\nschool be relied upon. By sending the final record form direct to the principal of the school and refusing to accept it unless it is returned by him\ndirect to the college, there is no doubt but that the school record thus\nobtained is a true and accurate account of the grades made by the applicant.\nThere is every reason to believe that the principals are conscientious and\nhonest in rating the applicant and in setting forth her attitude toward her\nschool obligations. But they are honest according to the standards of their\nown particular school, and the real difficulty lies in the fact that the standards of the schools differ. It is therefore necessary to know the schools or\nto judge of their standards by reliable accrediting agencies. We do not\nobligate ourselves to accept the work of a school even though it may be\n‘accredited elsewhere, and we reserve the privilege of exercising our own\njudgment in determining the acceptance of work from any particular school.\nGoucher College has its own list of accredited schools, and no school is\nplaced on this list until it has sent well prepared applicants who have made\nsatisfactory records in freshman courses.\nExtreme caution and an extensive knowledge of secondary schools are necessary for a wise interpretation\nof school records. The privilege of recommending applicants for admission\nwithout examinations is withdrawn from a school when the records for the\nfreshman year show that the preparation has been inadequate or that the\nstudent’s ability has been misrepresented.\nIn general our experience has\nled us to believe that the principals give a frank opinion of the applicant\nand their real estimate of her character, even though the facts may be\ndetrimental to her. Some unfavorable comments taken from recent application files will show that the principals are cooperative. ‘Applicant will\nbe recommended unless her unreliability should result in some conduct\nproblem.\nShows nervous instability.”\n“Has been lacking in her regard\nfor duty and sense of honor.” ‘Too popular.” ‘Her deportment was unsatisfactory.”\n‘Has broken regulations and not cooperated with school\nauthorities, has not responded in the right way to privileges that were given\nto her.’ ‘Failed in self-restraint, was not conscientious about her work.”\n“Did not regard school authority in the most favorable light, had to be\nreprimanded in the office a couple of times.”\nThe elimination of applicants for admission to Goucher is very great.\nOnly a comparatively small number of those interested in entering or making application are admitted.\nThere were 1082 formal applications received for admission to the present session; of these 51 percent were refused, 15 percent were withdrawn voluntarily, 33 percent were accepted.\nIn addition to those who filed applications there were some 400 who were\n\ndiscouraged from even making application. Personal knowledge of 70 percent of those who were admitted was gained through interviews and special inquiries.\nIt is too soon to make any statement as to the number of these new students now in college who will not be able to do satisfactory work. Last\nyear 4.3 percent of the new students were dropped by the end of the year\n\n"} {"page": 442, "printed_page": null, "text": "EpuUCATION ASSOCIATION\n\nNaTIONAL\n\n438\n\non account of unsatisfactory scholarship. These students were all endorsed\nby their principals and stood well in their respective schools, but in several\ncases the preparation was known to be only fair, and more than half of\nthem entered on probation. After considering the preparatory and college\nrecords and the personalities of these dropped students, a general grouping\nof the causes of failure would be: mediocre ability with insufficient training in proper study habits, lack of strength of character, of perseverance,\nand of application, and difficulty in making adjustments due to personal\npeculiarities. A study of 4.3 percent of the same group having the highest\ngrades shows that in every case these students had been outstanding girls\nin the secondary schools, ranking first or among the first in scholarship. In\na majority of the cases they had been the leaders in the school, holding class\nor student government offices and in the full participating in the activities\nof the school. The girl with limited experiences, meager background, undeveloped or undisciplined character, will in all probability find college\nwork and life difficult, even though she may have stood well in her preparatory school. The Goucher College policy, therefore, means absolute insistence upon preparation that in amount and quality meets the entrance standard, a definite endeavor to determine the real character of the applicant,\nand an opportunity given to the satisfactory applicant to prove her ability\nand her worth.\n\nINTELLIGENCE\nHERBERT\n\nE.\n\nHAWKES,\n\nTESTS AS ONE BASIS OF ADMISSION\nCOLLEGE\nDEAN\n\nOF\n\nSITY,\n\nCOLUMBIA\nNEW\n\nYORK\n\nCOLLEGE,\n\nCOLUMBIA\n\nTO\n\nUNIVER-\n\nCITY\n\nThis is an age of machinery when human processes are replaced as far\nas possible by mechanical devices.\nRapidity, interchangeable parts, and\nstandardized processes are the goals of the manufacturer nowadays. The\nanalogy with our educational procedure is not very close, but near enough\nto be suggestive.\nIn selecting boys for admission to college the old method\nof handpicking the boys through aj conference with the president is certainly an illustration of piecework.\nNow we must use machinery even\nthough the results may not be as sensitively adjusted to the work that we\nare doing as the method of exclusive human contact.\nThe aim of our tests and examinations is to isolate the various qualities\nwhich we desire to estimate. For example, the old type content examination affords a result which measures with considerable inaccuracy the complex consisting of native ability, ambition, industry, good teaching, and various other items. If a college is interested in knowing whether its candidates\npass the content examinations largely because of native ability, rather than\nbecause of the qualities of character just enumerated, it is clear that a psychological examination will admirably serve the purpose, for such an examination certainly isolates the native ability so that it is possible to determine\nwhether the candidates who present the same level of entrance work do so\n\n"} {"page": 443, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n439\n\nbecause of high ability and poor application, or low ability coupled with\nunusual application, or possibly a mediocre supply of both.\nNo person in his senses would think of using the psychological examination as the only criterion for admission to college. The school record,\ncontent examinations, and every means must be used to test the qualities\nthat the psychological examination does not touch. Consequently the correlation between the psychological examination and college accomplishment\nmay not be so very high, provided the psychological examination is used\nintelligently, that is to say, provided the information gained through other\nmeans is given proper weight so that a person with a low psychological\nexamination may, on account of high accomplishment in other directions,\nseem to be a good candidate for admission.\n\nTHE\nRAYMOND\n\nPERSONAL INTERVIEW AS ONE\nADMISSION TO COLLEGE\nWALTERS,\n\nDEAN\n\nOF\n\nSWARTHMORE\n\nCOLLEGE,\n\nBASIS FOR\nSWARTHMORE,\n\nPA.\n\nIt seems to me impossible to obtain a proportional sense of my subject\ntoday, ““The Personal Interview as one Basis for Admission to College,”\nwithout some preliminary comment upon the whole problem of college\nentrance.\nI shall try to avoid in this comment a mere repetition of what\nthe preceding speakers have so well set forth. Some review I regard necessary, for only thus can I indicate how relatively restricted is the application\nof the personal interview method and at the same time emphasize how useful the method may be for the small college or for the individual school of\nlarge universities.\nAfter four years of experience with the method at\nSwarthmore, where we have developed it concomitantly with our honors\ncourses, we submit it as a modest contribution to educational technic in the\nhope that others having similar problems may find it similarly helpful.\nThe general situation—A study of 1925-26 registration statistics by the\npresent speaker (School and Society, Jan. 23, 1926) shows that, in 159\ncolleges and universities on the approved list of the Association of American Universities, there is a 7 percent increase this year over 1924-25.\nIn\n29 typical universities the increase in the past five years was 18 percent.\nFacing the problem of accommodation which this expansion has brought,\nit is amusing to remember that twenty years ago, even ten years ago, there\nwasn’t any problem.\nNo college then had applicants greatly in excess of\nits facilities ;many colleges used to have peripatetic philosophers who visited\nhigh schools and academies to suggest, by talks and lantern views, how\nsalubrious the climate, how scholarly the professors, how impressive the\nbuildings and campus at their particular abodes of light and learning.\nGone now is the need for soliciting of this sort. With the still greater\nexpansion of high school attendance the college supply of the future is\nbound to tax the college capacity to care properly for it.\nIn a country of 110 million people, spread over a continent of varied\nclimate, soil, and economic condition, there are logically diverse types of\ncolleges and universities.\nLogically also there are diverse admission pro-\n\n"} {"page": 444, "printed_page": null, "text": "440\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\ncedures to these varying colleges and universities. To trace how they have\ndeveloped historically would be interesting, but would exceed the scope of\nthis paper.\nPresent Methods of Admission to College and University\n1. The examination route—There are now approximately 200,000 freshmen in the 700-odd American colleges and universities listed by the U. S.\nBureau of Education. Of these probably 2500 young men and 2000 young\nwomen enter exclusively by examinations.\nExaminations are absolutely\nrequired by three men’s colleges and five women’s colleges, all in the east.\nCertain colleges call for examinations in individual cases. The total number of freshmen meeting all or part of their entrance credits by examination\nof the College Entrance Examination Board is now about 10,000.\n2. The certificate basis—It will thus be seen that 95 percent of the\nfreshmen in American Colleges are admitted, so far as their scholastic work\n\nis concerned, upon the basis of their grades attained in high schools and\nindependent schools and the endorsement of their school principals.\nWithout exception the graduate schools of the universities waive examinations and accept from approved colleges holders of the bachelor’s degree,\ndeciding which candidates to admit upon the merit of their college records\nand the endorsement of college teachers and administrators.\né\n3. Psychological tests—Psychological tests, as developed since the war,\nhave been found useful in measuring classroom intelligence and are now\nemployed by many colleges as a part of their admission procedure.\nNo\ninstitution, so far as I can learn, makes psychological tests the sole basis of\nentrance. At Swarthmore we give psychological tests to freshmen after\nadmission ;we are accumulating data to judge as to the wisdom of required\ntests in the future.\n4. Character and personality reports—Character credentials are now demanded by many colleges and a number require additional information as\nto general qualifications. At Swarthmore we worked out, three years ago,\na personal rating scale which has proved effective in obtaining from school\nprincipals, teachers, and other persons valuable information about the candidate. In a small coeducational college of Quaker founding and traditions\nit has been exceedingly important to be as careful in regard to character as\nin regard to scholarship. Being careful has made it possible to maintain a\ncollege family where the code of the men is not to drink and the code of\nthe girls is not to smoke.\nThis scale, which is printed on the reverse side of the school report blank,\nis called for after the candidate has covered three years or three and onehalf years of preparatory study. Principals tell us that they appreciate the\nconvenience of checking on a scale, thus presenting without omissions more\nmaterial in a small space and in a few minutes than much writing would\nordinarily supply. Additional comments are welcomed. Knowing that the\ninformation is confidential, principals and teachers have in general been\ncandid in their quality ratings.\n5. The personal interview method—Swarthmore College is a member of\nthe College Entrance Examination Board and we believe that, where candi-\n\n"} {"page": 445, "printed_page": null, "text": "DEPARTMENT\n\nOF DrEans oF WOMEN\n\n44]\n\ndates have attended schools which prepare for the board examinations, they\nare a valuable test of scholastic ability and training. The large proportion\nof our students, however, enter upon certificate from secondary schools\nwhose work we know. As a rule we refuse to consider candidates who\nrank lower than the highest fourth of their graduating class.\nThen, to make our process genuinely selective, we apply our personal\ninterview method. With four times as many men and seven times as many\ngirls applying as we can accept, it is not possible to interview all candidates.\n‘Those whose school records place them in the highest group are invited to\ncall at Swarthmore during their senior year at school.\nMembers of our\nadmission committee conduct a series of interviews at New York, Washington, and other places. When candidates live at considerable distances\nwe arrange for interviews with alumni of Swarthmore living in those sections, and when this cannot be done we seek the help of other college alumni.\nIt is our invariable rule that no candidate is admitted without an interview with members of our faculty admissions committee or some representative of the college.\nJust what is our aim? Well, our chief aim is to discover what is ordinarily not revealed by the written examination, the school certificate, the\npsychological test: I mean the aspiration of the candidate toward the intellectual life, his concern for spiritual values. It is just this aspiration and\nthis concern which would border on priggishness for a young person to\nwrite about in an examination paper or a letter of application.\nIt is hazardous even to talk about them. ‘The main test of us as interviewers is the\nmeasure in which we can sense these things as we see and hear these youths\nand maidens.\nAnother aim of these interviews is to find out how well the candidates\nknow what they know best—not to discover gaps.\nRobert Louis Stevenson declared that the first tool in the kit of the\nwriter is sympathy.\n‘This is doubly true of an interviewer under this\nmethod. To make the candidate feel at home, to establish an atmosphere\nof friendliness is the initial requisite. I know of no other way to accomplish this than sincerely and eagerly to desire friendliness and not to be\nafraid to show it. Once get the candidate talking about his affairs, school\nactivities, the studies he likes and doesn’t like, and why—and you are\n\nmaking real progress in this delicate work.\nOf course we prefer modesty and reserve to forwardness and too much\nglibness. Sometimes candidates, girls particularly, think they haven’t made\na favorable impression on this score, when they most decidedly have.\nBut we do look for enthusiasm. We want our students to be keen about\nsomething. If the enthusiasm is all for dances and social climbing that is\nuseful to learn. As a somewhat literary person myself, I am careful not\nto measure all candidates by the literary yardstick. After my own questioning I sometimes arrange for talks by candidates interested in mathematics, astronomy, chemistry, and other branches with professors of those\nsubjects.\n\n"} {"page": 446, "printed_page": null, "text": "442\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\ne\ncece\nr\nne\n\nIn our search for intellectual enthusiasm and the genuine spirit of service, we find the reading candidates have done or haven’t done to be a valuable index. We make allowances for background and lack of guidance.\nFor a girl to say she adores Gene Stratton Porter and Harold Bell Wright\nis not fatal, if we ascertain that she has been surrounded all her life by\nthird rate influences. The difficulty is that we do not feel justified in taking such applicants when we have many of equal mental caliber who already\nhave done good fundamental reading and who have a sense of values.\nMay I call to your attention several sentences from the recent annual\nreport of President Aydelotte to the Swarthmore board of managers:\nStudents who come from homes in which the talk is about books enter college\nwell read.\n‘Those who come from homes in which the talk is confined to the\nsuperficial routine of the day are much less likely to have learned to read for\nthemselves or to possess any definitely intellectual interests or ambition.\nThat\nhandicap may be overcome only by extraordinary effort in college and in after life.\n\nBut though, in general, we are not satisfied with the reading our candidates have done, we find splendid exceptions, where parents and teachers\nhave clearly worked to counteract present-day distractions and where the\ncandidates have a discriminating sense of values based on the reading of\nmany books.\n‘\nWe are on the alert constantly for signs of exceptional capacity and occasionally we experience the joy of discovery.\nImagine the satisfaction of\ntalking with a youth whose enthusiasm about surgery had led an eminent\nPhiladelphia surgeon to permit him to witness his operations, whose eagerness caused a physician to bequeath him a medical library of 600 books,\nand who won a state-wide prize for an essay in the contest of the American\nChemical Society. Consider our pleasure in chatting with a girl from a\nsmall Pennsylvania city who showed she really knew Shelley and Keats and\nRupert Brooke and who timidly said, when I asked her whether she tried\nverse herself, that she had just had five poems accepted by the Magazine\nWorld, the new journal of the Atlantic Monthly Company.\nIn our interviews we inquire about the probable major subject in college\n\nand the candidate’s present thought as to a later career.\n\nRealizing how\n\nuncertain such choices often are, we don’t place too much stress upon the\nmatter of a career. Indeed we feel the need here of being of more service\nthan we now are, and welcome the study which a committee of university\nprofessors are taking up, with Dean Hawkes of Columbia as chairman, to\ndevelop scientific methods of guiding college students in their choice of a\nvocation.\n\n:\n\nReasons for choice of college—Experience has taught us that it is essential to talk with a candidate alone. We are glad to see parents and friends\nlater. To have them present at an interview is embarrassing to the candidate, and is unsatisfactory for other reasons.\nIt is a part of our procedure to make it clear that, in the phrase of the\nmagazine editors, rejection does not imply lack of merit. ‘This really is\ntrue at Swarthmore.\nOur limitation of numbers to approximately 500\n\n"} {"page": 447, "printed_page": null, "text": "DEPARTMENT OF DEANS OF WOMEN\n\n443\n\nstudents—250 men and 250 women—compels us to say no each year to 500\nor 600 girls and half as many men applicants. To enable those we can’t\nadmit to make other plans, we try to have records in and interviews arranged so as to give a decision early in the spring.\nAs our official statement sets forth, preference is given to candidates who\nare children of members of the Society of Friends and of Alumni of the\ncollege provided their school records meet in all respects the standard set\nby the college for admission. These two elements combined do not constitute more than a fourth of our student body at present. A candidate who\nhas been on our application list for many years (we now have applications\nfor 1940, 1941, and 1942) is given a place as compared with a recent candidate of equal qualifications. A reasonably wide geographical distribution\nof students is likewise sought, in order to prevent provincialism.\nI have dwelt upon the advantages of the personal interview method.\nWhat about its disadvantages, dangers, limitations?\nThe disadvantages lie in the tedious and arduous work it imposes upon\nthe faculty members who serve as interviewers.\nThere are compensations,\nhowever.\nThe dangers are the real dangers of subjective judgment as compared\nwith objective results in written examinations, psychological tests, and\nschool records. —The way to minimize the dangers is to have each candidate\ninterviewed by several persons as we do at Swarthmore and to use the\ninterview along with other evidences.\nThe limitations are the impracticability of interviewing several thousand\ncandidates, as would be necessary in large institutions.\nFor small colleges and especially, it seems to me, for professional schools\nof medicine and law in the universities, the interview method is of real\nvalue. It is simply carrying into the academic world a method universally\nused in final selections for positions of responsibility in the professional, the\nscientific, and the business world.\n\nTHE HIGH\n\nSCHOOL\n\nMARGARET\n\nALLTUCKER,\n\nM.\n\nNATIONAL\n\nDEAN—HER VARIED\nFOR SERVICE\nASSISTANT\n\nEDUCATION\n\nDIRECTOR\n\nASSOCIATION,\n\nOF\n\nOPPORTUNITY\nRESEARCH\n\nWASHINGTON,\n\nD.\n\nDIVISION\nC.\n\nThe individuality of the pupil can be respected and cared for even in\nmass instruction—To see that no student loses his identity in a student\nbody of hundreds or even thousands is the high school dean’s first responsibility. The dean and her assistants must know each student as an individual—not merely his name, but his abilities, his accomplishments, his\nhome environment, his associates, facts about his health, his strong points,\nhis weaknesses, his interest, and his ambitions. Knowing all this, how can\nthe dean help each student to get the most out of school and to make the\nmost of himself? The dean uses no textbook, but her teaching is the most\ndifficult of all the lessons taught in our high schools and colleges—namely\n\nthe development of right attitudes and ideals.\n\n"} {"page": 448, "printed_page": null, "text": "444\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\na\n\nBusiness houses find it profitable to employ directors of personnel to meet\nthe individual problems of their employes. If grown men and women need\nsuch assistance, how much more do high school boys and girls need guidance,\nand the help that comes from knowing that someone is personally interested\nin them and that this person’s specific job is helping individual students\nsolve their particular problems.\nHow can schools be administered to fit individual needs of pupils?—\nFrom the time the student is considering registering in high school, he needs\nthe help of the dean’s or the school counselor’s office. Invariably he is\nWhat are the\nfaced with these questions: What course shall I take?\nmatriculation requirements for college? What electives shall I take this\nterm? A daily schedule of classes in any one of our great cosmopolitan\nhigh schools is like a great educational cafeteria with so many educational\nviands set forth, that the incoming freshman needs guidance in the selection\nof a well-balanced menu. A school counseling program which provides for\nthe sending of students’ records from the elementary to the junior high\nschools and from the junior high schools to the senior high schools in advance of the students’ arrival gives the dean or counselor a basis for sectioning pupils into groups where they can work most advantageously. “The\nnéed for grouping high school students is apparent when the measurement_\nof such factors as age, height, weight, previous accomplishment, and mental\ncapacity as measured by mental tests show variations such as these recently\ndiscovered in a large western high school. The ages of 500 incoming senior\nhigh school students varied from 13 years to 19 years; in weight these\npupils varied from 70 pounds to 170 pounds; in height from 4 ft. 8 in. to\n6 ft. 2 in.; in previous accomplishment from three units of school work all\nbarely passing to seven units of school work, all of grade ‘excellent’; and\nin mental capacity these students, all ranking as low tenth grades, varied\nfrom 69 I. Q. to 143 I. Q. To put all of these students in classes of the\nsame type and to expect the same degree of accomplishment is rank injustice.\nPupil guidance based on facts rather than well-intentioned conjecture—\nHigh school work must be differentiated to fit the individual needs of\npupils. By cooperating with the lower schools the dean or school counselor\nusually has opportunity to visit the lower schools, to meet prospective high\nschool students, to secure in advance the list of subjects which each incoming student wishes to pursue during his first term in high school. With\nthis list of subjects, and each pupil’s “case history,’ showing the age,\nphysical development, health, previous scholastic accomplishment, former\nteachers’ estimates of pupil’s ability and industry, and records of subjectmatter and mental tests, the dean or school counselor is able to plan each\npupil’s program in advance. When he comes to the high schools he finds\nhimself in a physical education class with pupils of the same or nearly the\nsame size and degree of physical maturity as himself; he finds himself in ari\nEnglish class with pupils who can make approximately the same progress\nas he can. He is not discouraged by continually being outstripped by students of far superior capacity; neither is he allowed to develop habits of\n\n"} {"page": 449, "printed_page": null, "text": "DEPARTMENT OF DEANS oF WOMEN\n\n445\n\nlaziness by working in a group which he can always outshine with little or\nno effort.\nCumulative ‘‘case histories” of individual pupils are the only sane basis\nfor programming students.. Even on this basis, some mistakes will be made.\nAll maladjustments in classroom work reported by individual teachers\nshould be carefully checked up by the dean or school counselor, and adjustments made which are fair both to the individual pupil and to the school\nas a whole.\nCumulative case histories form the bases for constructive administrative\npolicies—To encourage individual pupils who are failing in scholarship to\ndo better work is commendable.\nIt is an essential part of the high school\ndean’s work. ‘To discover the real causes of student’s failures is far more\ncommendable.\nAre these failures due to poor preparation, lack of effort,\nill health, lack of interest (and the cause lying back of this), low intelligence, too difficult a course of study, or poor teaching? The result of the\ncase studies of pupils’ scholarship failure should enable the dean to make\ndefinite recommendations as to administrative policies at the end of each\nsemester as to how these failures could be prevented in the future. To\nmeet individual difficulties and not keep track of the number of them and\nthe causes back of them, and study ways and means of preventing them is\nonly doing a fraction of the dean’s job. “Too often it means that only\npalliative measures are being carried out. Educational diagnosis should in\ntime result in prevention of educational ills. In time we may even hope\nto build courses of study to fit the capacities, interests, environment, and\ngrowth needs of children as well as adult social needs.\nThe dean an educational diagnostician—In addition to the sectioning and\nprogramming of students, the prevention of scholarship failures, and the\nstudy and analysis of the causes of these failures when they occur, these are\namong the problems which constantly face the high school dean: How can\nthe needs of individual pupils be discovered, not merely scholarship needs,\nbut health needs, social needs, weaknesses in character, employment needs,\netc.? It is not merely the mind of the boy or girl that comes to school and\nneeds development—it is the whole child that comes—and an all around\ndevelopment must be achieved. How can maladjustments be foreseen and\nprevented?\nHow can innate capacity be discovered and developed? The\npractical answer to all of these questions is a “case study” of each individual\npupil. The more complete the study is, the more accurate will be the\ndean’s diagnosis of the pupil’s difficulties and the more applicable will be\nthe plans which she makes for each pupil. ‘Too often only glaring instances\n\nof maladjustment which seriously effect the welfare of the school come to\nthe dean’s attention. In reality every pupil is maladjusted who is not getting out of high school all that he is capable of getting.\nHow often on\ncommencement night as the graduates are passing off the stage the dean’s\n\nthought is: “How I wish that the school could have done more for that\nparticular girl!” If a case study diagnosing her needs had been made when\nshe first entered high school—and consistent effort had been made during\n\n"} {"page": 450, "printed_page": null, "text": "NaTIONAL\n\n4.46\n\nEpucATION\n\nASSOCIATION\n\nthe four years of the high school course to meet the needs discovered—a\ndifferent personality with talents more completely developed might have\nresulted,\nAttitudes and ideals are caught more often than they are taughi—The\ndean comes in closer contact with pupils than any other administrative\nofficer. The spirit with which she does her work—the unconscious overflow and outflow of her personality, determines in a large way the spirit of\nthe school. From the first day when the dean helps the incoming student\nregister and explains the opportunities of the school, she is helping to form\nthe pupil’s attitudes and ideals. That dean has taught a lesson that carries\non indefinitely, who at the end of a busy week of registration greets with a\nsmile of welcome the last pupil to register, and makes him feel that his\nwelfare is her chief and one concern. Often his loyalty to the school and\nThe parent who visits the school and\nits ideals begins at that moment.\nfinds that the dean already knows his child and at least partially understands his particular difficulty and is eager to understand it more completely, that the dean sympathizes but offers constructive suggestions rather\nthan merely emotion—a parent after meeting such a dean comes to have\nrespect and confidence in the school administration that results in mutual\nbenefit.\nThe social life of the school an educative force—A recent survey! of\nwhat 229 school systems are doing to promote character education brought\nout the fact that in the opinion of school superintendents extra-curricular\nactivities were a tremendous force in the development of character. “These\nten traits ranked in order of importance as to the character education outcomes were listed by superintendents of schools: Courtesy, honesty, cooperation, loyalty, conformity, responsibility, justice, industry, independence, and service. Among the pupil activities other than classroom listed\nas contributing to character development were the following: Club activities, physical education activities, school control activities, school assemblies\nactivities involving individual pupil responsibilities, social activities, welfare\nactivities, and journalistic, and forensic activities.\nThe dean usually has a large share in formulating the policies relative to\nthe extra-curricular program of the high school and in seeing that it is\nsufficiently varied so that every pupil takes part in it, The school’s social\nprogram can be made to contribute as directly to the pupil’s education as\ncan a course in mathematics or English.\nIt can develop attitudes as to\nsocial relationships which later crystallize into ideals as to conduct. It can\ntrain for leisure by creating permanent interests in wholesome recreation.\nFortunately, we are learning that the social life of the school in order to\nbe wholesome need not be tiresome.\nEducation through friendship—The dean above all others on the high\nschool faculty should have the character which draws students into the\nstream of her own great endeavor, whose influence over them should liberSee\n\nChapter\n\nXIV,\n\nFourth\n\nYearbook\n\nof the Department\n\nof Superintendence,\n\n"} {"page": 451, "printed_page": null, "text": "_ DEPARTMENT\n\nOF DEANS OF WOMEN\n\n447\n\nate the best forces in them, and guide them in the most difficult enterprises,\nthe conduct of life.\nFriendship is more than a happy emotion. In its finest sense, it is a constant challenge to better living.\nGeorge A. Gordon has pointed out that: “The great friend is first of\nall a standard to which we look, and by which we measure ourselves, a\nstandard for character, aim, and passionate desire. The great friend is the\ngreat educator.”\nDoctor Gordon in writing on the subject, Education Through Friendship, said this of his three teachers, George H. Palmer, William James,\nWilliam Watson Goodwin: “I had their sympathy but I had something\nbetter, their judgment upon the doings of my mind and spirit, unconsciously\nrendered, perhaps, but forever there, and this was the highest service which\nthese great friends did or could do for me.”\nEach of us can think of some great personal friend whose influence upon\nus silently, invariably, unalterably has been that we must strive, in the best\nsense, to do our best, and thus to justify our friend’s great confidence in us.\nEvery high school dean has had the joy of believing in a student, letting\nhim know that she believed in him and thus helping him to overcome possible indifferences at home, or temperamental difficulties until finally he was\nable to establish inner controls and achieve success.\nThe high school dean’s opportunity for service is not only varied, it has\nno limit except the limitations of the dean, herself. “The job is as big as the\ndeans are able to make it.\n\nDEAN\nHERBERT\n\nE. HAWKES,\n\nDEAN\n\nUNIVERSITY,\n\nTO DEAN\nOF\n\nCOLUMBIA\n\nNEW\n\nYORK\n\nCOLLEGE,\n\nCOLUMBIA\n\nCITY\n\nIt seems to me exceedingly appropriate that a paper like the one to\nwhich we have just listened should be read before this audience.\nThirty\nyears ago we were told that art could not be taught; it might be lived,\nbut it could not be taught. Today we are learning better. And, I\nbelieve that one of the great movements in our college education in\ncoming years will be to realize that not only do we have the responsibility\nfor educating the logical faculties and the cold intellects of our students,\nbut, their emotional life as well, and that the emotional life includes\nnot merely the artistic field concerning which we have heard this afternoon, but also the religious life.\nI do not propose to give a formal paper this afternoon, for we are all\ndeans together, and I wish to speak quite simply and informally about\nthe dean’s function.\nThere is no such a thing as the genus “Dean.”\n‘There is dean of this\nand dean of that, dean here and dean there, but there is no such a thing\nas a “Dean.”\nOften deans who are supposed to do the same kind of\napproach their duty from quite a different angle.\nnecessarily\nwork, must\n\n"} {"page": 452, "printed_page": null, "text": "448\nFe\n\noe\n\nNatIonaLigEpucaTIon ASSOCIATION\n\nI am sure that\nFor instance, in so trivial an item as that of smoking.\na certain\nfrom\nproblem\nher\nthe dean of Bryn Mawr would approach\nwhat\nfrom\njudging\nand,\nMawr;\nBryn\nat\npoint of view; they may smoke\napproach\nwould\nSwarthmore\nat\ndean\nthe\nmorning,\nthis\nus\ntold\nDean Wallis\nI am\nher duty from another angle; they don’t smoke at Swarthmore.\ncertain, however, that the dean of women in the newly organized Duke\nConseUniversity would require smoking of all their under-graduates.\nentirely\nis\nthat\nground\na\nfind\nto\nattempt\nquently, it is hopeless for us to\nWhat I want to do, then, in the time at my disposal, is in a\ncommon.\nvery simple and informal and, probably homely way, to lay before you\nthe results of certain experiences that I have had sitting in the dean’s\noffice in conference with young men.\nSome of these problems, I suppose,\nare quite distinct from those that you deal with as deans of women,\n\nbut\n\non the other hand, I imagine that some of the angles of approach must\nbe similar.\nIn the first place, let me say that the college of about 2000 young\nmen over which I happen to preside, is an urban institution, and, as\nmany of you probably know, an urban institution has pretty much of\neverything except urbanity. That is one of the desiderata which we\nare seeking to overcome.\nI want specifically to mention a certain point of view which, during\nthe last six or eight years, has become increasingly convincing to me.\nStated in one sentence it is this:\nIf one is to do one’s full duty to the students that are under one’s\ncharge, one cannot work by rule.\nI can illustrate by the problem of discipline.\nIn Columbia College,\nthere is no committee on discipline.\nAll discipline is administered through\nthe dean’s office. “There is no appeal or report to the faculty regarding\ndiscipline.\n‘That is a happy situation because I have known other institutions where discipline did come before the faculty and, in my humble\n\njudgment, there is nobody on the face of the earth so unfitted to exercise\ndiscipline as a college faculty. Consequently, the mistakes and the successes are all concentrated in the dean’s office. The advantage of this\nway of doing things is perhaps more clearly seen by the dean than\nanybody else, but at any rate, the method affords a certain benefit, which,\nit seems to me, is very important indeed.\nI can illustrate what I mean,\nmore definitely perhaps, and more clearly, if I refer to one particular\ntype of discipline. We will take up the ugly case of cheating in -examinations. Now, every instructor in college is urged to bring the facts, merely\nthe facts, regarding any case of alleged cheating to the dean’s office,\nwith such documents, or evidence as may have come to his attention.\nHe\ndoes not consider himself in any sense the officer of discipline, but simply\n\nrefers the facts to the dean’s office. The advantage of that procedure is\ntwo-fold. In the first place, it separates the function of teacher and\nspecialist in a certain field of scholarship from that of disciplinarian, and,\n\n"} {"page": 453, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n449\n\nin the second place, it does not place the discipline in the hands of a\nhundred different individuals who treat the same cases in various ways,\naccording to their temperament, or their point of view.\nNow, the young man comes to the office for an interview.\nWe make\na ruling on the merits of each case instead of following in a slavish manner\na rule. It seems to me to be the height of folly to say that if a student\ncheats he is automatically out of college. Such a position turns one’s\nback on the perfectly obvious fact that we are all poor sinners; a fact\nthat each one of us knows in his own heart.\nNow, these cases fall into\nthree classes and it is rather surprising that there are as many individuals\nin certain of these classes as it turned out to be the case.\nIn the first place, there is the boy who has never had a moral awakening. In regard to a question of this kind of dishonesty, he has never\nthought the thing through.\nHe has floated along more or less like a\ncork on the water and been wafted this way and that, without ever havinz\nhad the matter brought to his attention.\nHe has not had what I like\nto call a moral awakening on that point.\nThen, there is the boy who is subjected to a temptation to which he\ngives way impulsively.\n‘The act does not represent his better self, it\nrepresents his very worst, and he himself is just as humiliated and sorry\nfor his error as anybody could be for him.\nIn the third place, there is the boy who is naturally dishonest and\nwho will get away with anything that he can at any time.\nIf a boy is\nessentially dishonest, it seems to me that he ought to go. The college\nis too busy to entertain such a student any longer.\nBut, in the other\ntwo cases, where the youth gives way to a sudden impulse, and where\nhe has not had a moral awakening, it seems to me that a rule which automatically forces a young man out of college is an improper and inhuman\nrule. If you and I had always been taken at our worst, can you imagine\nwhere most of us would be at the present moment?\nBoys of the first two types must be labored with, they must get a moral\nawakening, and they must realize the fact that, on one occasion, at any\nrate, they were not strong enough to do the right thing.\nA very effective means of bringing this about is to make a memorandum\nof the entire incident from start to finish, and read it to the young man.\n\nThis I always do.\n\nI tell him that the memorandum\n\nis being placed in\n\nmy files with his permanent papers and that, when I am asked for a\nrecommendation for him, I shall use my judgment about using the information on the memorandum.\nI shall always see it when I look at his\npapers and, if any similar lapse occurs later on in the course, I shall\nassume that I have given him more confidence than he deserves and he\nwill be expected to go out without argument.\n‘This has proved to be a\nvery effective and sharp remedy, and there are few second offenses.\nIt\nis very interesting to observe that if a mistake of this kind takes place\nin the freshman year, the chances are ten to one that in his senior. vear,\n\n"} {"page": 454, "printed_page": null, "text": "NATIONAL\n\n450\nSee\n\neee\n\nEDUCATION\n\nASSOCIATION\n\neee ee\n\nalong about a month before he is due to graduate, the young man comes\nto the office and stands first on one foot, and then on the other, and\npresently says, ““Now, Dean, do you remember that little incident that\ntook place in my first year with Mr. So and So in History? You made\na memorandum of it, didn’t you?”\n“Ves,”\n\n“What are you going to do with the memorandum?”\n“Well, it is in your folder where it was put at that time.”\nI have played the game, and I have\n“Why can’t you give it to me?\nplayed it squarely, ever since, and, I have thanked God again and again\nthat I was found out in my freshman year since it has saved me from\nI am about to graduate,\nyielding to temptation many times since then.\nand I do not want to go out with that memorandum in my folder. I\nwant to ask you if you will let me have it.”\nNow, when a boy comes across like that, you almost have to give him\nthe memorandum, and I frequently do, to the great satisfaction of the\nyouth.\nNow, a few words about another type of academic problem: the poor\nstudent.\nI do not mean poor in purse, but the student whose academic\nwork is unsatisfactory.\nIf the work of the department of admission is well done—and it is\nfairly well done in most of our institutions—then the fact that a boy is\nadmitted to college, probably means that he has the ability to go through.\nIn my judgment, the admission of a boy or a girl to college, imposes a\nsolemn obligation on the part of the college to do its best in making a\nman or a woman of that boy or girl. It does not mean that the first\nopportunity should be taken to eliminate him, it means that an obligation runs both ways.\nNot only is the student under obligation to do\nhis work faithfully, but the college is under obligation to do its level\nbest in bringing out the finest that is in the student.\nNow, if this is true, there is an implication which is not always\nrecognized and still less frequently followed.\n\nIt is very common\n\nto have\n\na rule that if a student fails in a certain number of courses, recardless\nof the reason for that failure, the student is out.\nNow, in my judgment,\nthis is immoral!\nIf the college has a solemn obligation to make the most of that young\nman, then it has a sacred obligation to go to the bottom of the reason\nfor his failure. The fact that he is in co'leze means that he has the\nability to go through, and, right at that point is where the function of a\ndean comes in. ‘Time and time again, a boy whose academic standing is\nunsatisfactory, turns out to be suffering from adenoids, or one of the\nmany ailments that can lower one’s vitality. Such a situation merely\nneeds a little intelligence to locate the physical difficulty and if it is\nremedial, to insist upon conditions being remedied; if it is not remedial,\nto admit that a mistake might have been made in the physical examination, on the basis of which the boy was admitted to college. Perhaps the\n\n"} {"page": 455, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n451\n\nfinancial situation is causing the trouble.\nIn that case, if the boy has to\nearn so much money to pay his college expenses that he cannot do his\ncollege work well, he ought to drop out for a while in order to get a little\nahead in a financial way, rather than be continuously embarrassed.\nFrequently, a boy is just plain lazy. That, we all recognize and have\nto meet as best we can.\nOften,\n\nthey do not\n\nknow\n\nhow\n\nto study.\n\nThis\n\nis a situation\n\nwhich\n\nrequires the utmost patience and care. Just because a boy has good\nintelligence and is admitted to college does not necessarily imply that\nhe knows how to study subjects of the complexity that the college program\npresents.\nIf a bright boy, he is frequently able to pull himself through\npreparatory school on his keenness, but as he goes to college and the studies\nbecome more complicated, he reaches a natural boundary where his keenness will not carry him through, and he has to do some real solid work\nin order to gain success.\nBoys have to learn this fact, and often must\nbe shown how to get from a printed page, the material that is on it.\nThere are also boys who are so mixed up in college activities that they\ndo not give proper attention to their studies.\nDid you ever imagine that\none reason why so many go out for athletics or dramatics and other\nstudent activities is because those things are frequently better done than\nsome of us are doing our academic work and, that the young people are\nattracted by a good job.\nI do not know whether it is true of young ladies or not, but with\nboys I have found out much to my surprise, that falling in love sometimes has something to do with academic success.\nI mentioned, in passing,\nin a recent report the fact that things of this kind sometimes effect\nacademic standing.\nMy office was full of reports for a week following\nthe publication of this report, all concentrating on that one phrase, and,\nquite a bit of publicity followed.\nSince that time, I have found out,\nmuch to my surprise that the boys have been very much more ready\nto discuss those matters with me than they were before.\nI do not believe\nin throwing a boy out of college for any one of these remediable diffi-\n\nculties, nor do I believe in sending him off to some other institution which\ndoes not know him as well as we do. It seems to me, that we are bound\nto “burn our own smoke.”\nBut, if we all do burn our own smoke—\nwe cannot burn other people’s smoke, for if we did, we would do nothing\nbut burn smoke.\nSometimes with boys, a year more or less, at hard labor, is very useful.\nI was very much amused last fall to have a boy call at my office whom I\nhad not seen for nearly a year.\nAt that time he was doing no work at\nall and his head was completely turned by extra-curricular activities.\nHe\ncould not be brought down to earth. He was told to go out to work and\nto do something hard, something like working on a railroad, or laying bricks,\nwhere he would be compelled to be on the job from the time the whistle\nblew in the morning to the end of the day. I told him that if he took\nsuch a job he might come back in the fall, and I would discuss the matter\n\n"} {"page": 456, "printed_page": null, "text": "452a\n\nNatioNAL Epucation ASssocIATION\n\nof admission with him. He came back after a year’s absence looking like\nHis eye was bright, he stood up straight, and he\na different person.\nI recognized him, and asked him what he had been\nman.\na\nlike\nlooked\ndoing since I had seen him last. He answered, “Why, sir, I have done\nexactly what you told me to do. I went out and got a job laying bricks,\nI joined the Union and am getting $14 a day, but I want to come back\nto college.” In cases of that kind, work is the salvation of the boy, and\nalso helps the system.\nNow, the whole function of the American college, the relation of that\nfunction to the curriculum is something which seems to me very desirable\nNot all institutions are alike. Some questions are\nto think through.\nBut, there are one or two fundaare general.\nthem\nof\nsome\nlocal and\nI do not know whether this\nmental facts which we cannot get around.\nis a physiological fact for young women or not, but I am sure it does hold\nfor young men, that the time when the boy’s intellectuality matures comes\nHe is a boy\na general thing along in the middle of his college course.\nwhen he enters college and he is much more nearly a man when he\ngraduates.\nOn the continent, they arrange things differently, and the boy is engaged\nfor a much longer time in his preparatory work so that the passing from\nthe preparatory work to the university synchronizes fairly well with the\nnatural maturing process.\nBut, with us, as a general thing, maturity\ncomes in the middle of our college course.\nI think that the problem\nindicates the necessity of an adjustment of curriculum in which all of\nus as deans must necessarily be interested.\nIt involves a point of view\nwhich we must all take toward the relation between the first part of the\ncollege course and the last part which is very fundamental.\nIn the first\npart of the course the main object must be to orient the boy and to\nintroduce him into the world of ideas, to learn him, to teach him as well\nas we can, but chiefly to learn him.\nDoctor Wood of the faculty in\nColumbia College remarked to me the other day that if 25 percent of\nthe time of our college teachers was spent in learning their students, the\nother 75 percent which they spend in teaching them would be ten times\nmore effective.\n“The time when we should learn our students is in the\nfirst two years. We should find out what kind of people they are, and\nattempt to determine their interests and trends.\nThen, during the last two years with this understanding that is certain\nto be required, the educational material that is worthwhile seeking for\neach individual can be provided, so that the completion of the course\nmay stand not merely for a college degree, but for discovering and cultivating the mind of each.\nThis whole problem of personnel work, to learn our individuals, reaches\ndown to a very fundamental point in our whole system of American\ncollegiate education.\nWe frequently look-to England as the country where\n\ngentlemen of culture are bred. What has done it? In Oxford and in\nCambridge, which are the homes where these wonderful English gentle-\n\n"} {"page": 457, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n453\n\nmen have been trained, they have their residence halls, and -they have\ntheir dining halls, and, what is more, they have their tutors.\nNow, that\nis education brought to the individual, that is individualized education.\n\nThat I believe is the reason why it has been successful.\n\nThe students\n\nlearn to know themselves in their dormitories, in their dining halls, and\nthrough their tutors, and are treated as individuals and by this process\n\nhave come to a finer flower of individual achievement than the gentlemen of any other nation.\nBut, in this country we cannot do things in just that way.\nIt may\nbe that one or two institutions can introduce the English tutorial system\nand carry it through, but there are two reasons why that system cannot\nbe introduced into this country in any extensive manner.\n‘The first\nreason is because it would cost so much that there is not enough money\nin the world to pay for all of the tutors that would be required to teach\nall of the under-graduate students in our colleges and, in the second place,\nif that money existed the tutors do not.\nCan you imagine anything more\ndismal than to be assigned to a tutor who was the kind of a person that\nmost of these tutors would be? It would be perfectly hopeless.\nConsequently, we cannot solve the problem by that means.\nBut, we\nare attacking exactly the same problem of individual education that the\nEnglish have solved in their Oxford and their Cambridge, through the\nwork that this body stands for. And if the vision of the deans of men\nand the deans of women which is indicated by recent studies and the\nresearches, comes to the fruition, in time and in our own way, we can\nturn out a body of men and women that are comparable with those that\nhave been developed through hundreds of years by the English system.\nWe must, however, do it by our own method.\nIt seems to me that this\nvision is one which places the function of the dean of men and the dean\nof women in an absolutely central position in our scheme of education.\nIf we continue to do our job as well as we have begun to do it in the\nlast few years I believe that we\n\ncan\n\nin time\n\napproximate\n\nthe results of\n\nthe finest education that has ever been known in the world.\n\nSECRETARY’S\nMonday,\n\nMINUTES\n\nFebruary\n\n22, 1926\n\nThe Department of Deans of Women\n(National Association of Deans of\nWomen) convened in annual meeting on Monday afternoon, February twentysecond, at two o’clock, in the theater of the Wardman Park Hotel. The president,\nFlorence Purington, opened the session with greetings.\nAnnouncements were made by the chairman of the Local Committee, Anna L.\nRose, and the Secretary.\nThe minutes of the meetings or the executive committee in Cincinnati, February 28, 1925; in Butfalo, September 4, 1925, and in Washington, February 22, 1926\nwere read and accepted.\nAnna E. Pierce presented the report of the treasurer.\nIt was moved by Miss\nRichards, seconded and voted, that the report be accepted and placed on file.\n\nDean\n\nBlitz moved\n\nthat the recommendation\n\nof the executive committee\n\nappointment of a Committee on Revision of the Bylaws\nwas seconded by Miss Stimson and was carried.\n\nbe adopted.\n\nThe\n\nfor the\nmotion\n\n"} {"page": 458, "printed_page": null, "text": "NaTIONAL\n\n454\n\nEpucATION\n\nASSOCIATION\nee\n\nCollege, University of Dela-\n\nmoved\n\nby Winifred\n\nJ. Robinson, Women’s\n\nware, seconded\n\nby Miss Amos\n\nand voted, that the proposed\n\nIt was\n\namendment\n\nto the By\n\nlaws providing for the creation of a standing Committee on Qualifications and\nPreparation for the Work of Deans be referred to the special Committee on the\nRevision of the Bylaws.\nMiss Ross moved that the president appoint a committee to investigate the\nat the National\npossibility of securing headquarters\nHeadquarters\nof the\nAmerican Association of University Women and of the employment of a part time\nsecretary. The motion was seconded by Miss Kerr and carried.\nResolution providing for committee to raise funds for 1927. All year work on\nthe Association’s national issues—In pursuance of the action taken by the executive committee at its September, 1925, meeting with reference to securing funds to\ndefray the expenses of a central office, the treasurer explained that an estimate had\nbeen made of the expense for the present year of carrying on throughout the\nyear the work begun by the four committees entrusted with the prosecution of\nthe association’s national activities and that it appeared that the amount required\nbeyond what would be available from regular sources will be about $7000. Moved\n\nby Miss Pierce and seconded\n\nby Miss Newman\n\nand carried, that a committee\n\nof\n\nfour consisting of the president, the secretary and Mrs. Ellis L. Phillips, a former\npresident of the association, be and they are hereby appointed and authorized to\nraise a special fund of $7000 or more with which to carry on the national issues\nof the association for the year of 1926-27 with full power in the premises including\nthe power of adding others to the committee, either members or non-members of\nthe association.\nEvelyn Butler, chairman of the Committee on Luncheon for Deans at the\nIndianapolis meeting of the National Education Association, submitted the following report:\n\nMadam Chairman, Friends—I have the honor to submit the report of the\nluncheon meeting of the National Association of Deans of Women, June 29th,\n1925.\nDuring the National Education Association Convention in Indianapolis\nlast June one of the memorable features was the luncheon on June 29th when\nabout sixty deans of women who were in attendance at the National Education\nAssociation gathered in the Florentine room of the Claypool Hotel for a noon\nmeeting. We had as our guests on this occasion William Lowe Bryan, president\nof Indiana University, and Robert Judson Aley, president of Butler College.\nAfter’ a short welcome to the city to visiting deans from your local chairman on\narrangements, Martha Doan, secretary of the state association of deans of women,\nextended the greetings of the state association to visiting deans and their guests.\nThe program consisted of three addresses. The committee had worded the topics\nassigned to Doctor Bryan and Doctor Aley with the intention of allowing them\nto treat their subjects jocularly but they did not take advantage of the chance\nto escape from their customary responsibility of serious discussion.\nDoctor Bryan,\nwhose topic was “Why Is a Dean,” gave a convincing address in which he gave\nas the four chief causes for appointments of deans, first, the necessity of safeguarding young women under present day conditions; second, the fact that the\nhome has practically in large part surrendered its responsibility to the school;\nthird, the present day state of unrest among our young people; and lastly the\nstudent conditions in recent years that makes leadership a necessity. Doctor Bryan\nclosed his remarks by saying that the function of a dean of women is to reconcile\nthe struggle between those who would hold youth to outworn conventions and\nthose who in the name of liberty mistakedly were urging young people to abandon\nconvention proved wise by the experience of centuries.\nDoctor Aley was the next speaker,\nHis subject was, “If I were a Dean of\nWomen” and in the course of his address he gave some very practical and wise\nsuggestions to deans, emphasizing first of all the importance of confidence between\ndean and girls—a dean should demonstrate her faith in her girls and should\n\n"} {"page": 459, "printed_page": null, "text": "DEPARTMENT OF DEANS oF WOMEN\n\nees\n\n455\n\nteach them to have faith in her. Among his suggestions for a dean’s work Doctor\nAley mentioned the desirability of being conversant with the history and lives\nof women of other ages and other lands; of keeping in touch with one’s own\nyouth; of refraining from needless specific regulations; and of bringing women\nstudents into contact with men and women of high achievement.\n“Build up the\nstandards of our girls. Establish their ideals. Cultivate in them the deep abiding\ngraces of gentleness, culture and self-control” were Doctor Aley’s parting words,\nDoctor Aley was followed by Dean Nardin of the University of Wisconsin,\nwhose\n\ntopic was,\n\n“Democracy\n\nin our\n\nUniversities\n\nand\n\nColleges.”\n\nIn asking Miss\n\nNardin to speak on this subject the committee had hoped for an analysis of the\nsorority system which seems I think to most of us the big organized nondemocratic institution sanctioned by the authority of our colleges. Miss Nardin,\nhowever, treated the subject so diplomatically that the newspapers reported her\nas “defending the sorority system.”\nBoth Dean Doan and I have tried to get\nnotes from Dean Nardin that would enable us to present a report of her talk\nbut have had no reply. As I have only a short newspaper report and my own\nThe meeting was,\nmemory to depend upon, I shall not try to make a report.\nI think, a very great success in excellency of the addresses, as social recreation\nThe fact that the American Association of Univerand in number in attendance.\nsity Women had met in Indianapolis earlier in the spring and that a very large\n\nnumber of university and college deans of women\n\nfrom distant points had already\n\nbeen to Indianapolis for that meeting, affected the attendance\nThe result was that a good\nNational Education Association.\npresent were deans and advisers of girls in secondary schools.\n\nof deans at the\npercent of those\n\nIt was voted that the report be accepted and placed on file.\nThe meeting then turned from business to the addresses of the afternoon.\n“Personnel Work, Its Relation to the Student in College,” by L. B. Hopkins,\nNorthwestern University, and “Personnel Work, Its Relation to the College Graduate,” by Emma P. Hirth, Director of the Bureau of Vocational Information, New\nYork City.\nWednesday,\n\nFebruary 24, 1926\n\nThe association met in business session at two o’clock on Wednesday afternoon,\nFebruary 24, Miss Purington presiding.\nLucy J. Newton, representative in attendance at the National Congress of\nParents and Teachers held last May, presented her report which is published\nelsewhere in the Yearbook.\nOn motion the report was adopted and the request\nfor material, valuable for parents and for programs for meetings of parent teachers associations, was referred to the chairman of the Committee on Relation to\nOther Oranizations.\nAnna E. Pierce presented the report of the Committee on Health, a preprint\nof which was in the hands of members, under the title “The Dean’s Responsibility\nto Secure Ideal Health Conditions for Her Students.”\nOn motion of Miss Verder, it was seconded and voted that the report be accepted\n,\nwith thanks.\nMartha Tracy followed with an address on “A New Movement in Student\nHealth.”\nThere was enthusiastic, general participation in the discussion which followed.\n\nThe report of the Committee on Relation to Other Organizations was presented\n\nby the chairman, Anne Dudley Blitz, with the heading, “How Can the Association\n!\nMake Its Relation to Other Organizations More Vital.”\nOn motion the report was accepted and the recommendation of the National\nAmateur Athletic Federation of America was referred to the Committee on\nResolutions.\nThe meeting then adjourned.\n\n"} {"page": 460, "printed_page": null, "text": "NATIONAL\n\n456\n\nASSOCIATION\n\nEpUCATION\n\nThursday,\n\nFebruary 25, 1926\n\nThe National Association of Deans of Women met in business session at 9:30\non Thursday morning, February 25, in the theater of the Wardman Park Hotel,\nFlorence Purington presiding.\nSpecial committees created by action of the association to be appointed by\nthe president were announced as follows:\n\nCommittee\nEthel\nSmith\n\nEducational\n\nPolicy—\n\nCollege; Frances Fenton\nHampson Brewster, Swarthmore\nCollege; Alice Hill Byrne, Western College for Women.\n\nBernard,\n\non\n\nLife\n\nIntellectual\n\nof Women\n\nand\n\nGeneral\n\nHeadquarters—Agnes E. Wells, Indiana University; Florence K. Root, College\nof Wooster; Anna L. Rose, George Washington University.\nRevision of Bylaws—Thyrsa W. Amos, University of Pittsburgh; Mary W.\nSawyer, High School, Brookline, Massachusetts; Irma Hathorn, Teachers’\nCollege, River Falls, Wisconsin.\nReports were\n\npresented\n\nas follows:\n\nCommitee on Press and Publications, by Helen M. Smith, College for Women,\nWestern Reserve University.\nIt was moved, seconded, and carried that the\nreport be accepted and placed on file.\nCommitiee on Membership, by Thyrsa W. Amos, University of Pittsburgh.\nOn\na motion by Miss Pierce, it was seconded and voted that the report of the\ncommittee be accepted, and its work heartily approved.\nCommittee on Budget, by Katharine Rogers Adams, Mills College. It was moved ©\nby Miss Newman, seconded by Miss Wells, and voted that the report be\naccepted.\nCommittee on Audit.\nIn the absence of the chairman, Mrs. Barbour Walker,\nWilliam Smith College, the report was read by the Secretary.\nIt was moved\nby Miss Alvord, seconded by Miss Stimson, and voted that the report be\naccepted.\n\nCommittee on Study of Sororities, by Agnes E. Wells, Indiana\n\nUniversity.\n\nAfter\n\nthis, Louise Leonard, representing the National Panhellenic, spoke.\nIt was\nmoved by Miss Richards, seconded by Miss Alvord, and voted that the report\nbe accepted.\n\nAt this time the following\nMy dear Miss Doan:—\n\nI have been granted\n\ncommunication\n\nleave of absence\n\nwas\n\nread:\n\nfor the first semester\n\nof next year for\n\na trip around the world.\nIn view of this fact it seems best for me to withdraw\nfrom the presidency of this association, and I hereby regretfully tender my\n\nresignation.\nFLORENCE\n\nPURINGTON.\n\nIt was moved by Miss Simrall, seconded by Miss Dutton and passed by a\nrising vote, that the resignation of Miss Purington be accepted with regret and\nwith much appreciation of her service as president of this association.\nThe report of the Committee on Nominations was presented by Emily\nDutton :—\n\nH.\n\nAs President of the Association to complete the unexpired term of Dean Purington—of one year—Dorothy Stimson, Goucher College,\nAs First Vice-President—Margaret Shore Morriss, Women’s College of Brown\nUniversity.\nAs Secretary—Juliet J. Poynter, Science Hill School, Shelbyville, Kentucky.\nIt was moved by Miss Crawford, seconded by Miss Wells and voted, that the\n\nreport\n\nbe accepted.\n\nOn motion\n\nof Miss\n\nPotter\n\nit was\n\nvoted\n\nthat the secretary\n\n"} {"page": 461, "printed_page": null, "text": "DEPARTMENT\n\nOF DEANS OF WOMEN\n\n457\n\ncast the unanimous ballot of the association for those nominated to fill the offices\nbecoming vacant at this time.\nThe ballot was cast and the election declared\ncompleted.\nThe\n\nreport\n\nof the Committee\n\non\n\nResolutions\n\nwas\n\npresented\n\nby the chairman,\n\nJosephine P. Simrall. The articles were read and voted upon seriatim.\nIt was\nmoved by Miss Austin of Illinois College for Women, seconded by Doctor Tracy\nand voted, that the report as a whole with the alterations be accepted.\n\nAn invitation was read from the National Student Council of the Young\nWomen’s Christian Association asking that the National Association of Deans\nof Women send three or four representatives to the National Student Assembly,\na section of the Ninth National Convention of the Y. W. C. A. to be held in\nMilwaukee, April 21-27, 1926.\nOn motion of Miss Crawford of the University\nof Southern California, seconded by Miss Dutton of Sweetbriar College, it was\nvoted that the matter of representatives be referred to the executive committee.\nThe result of the election of officers for the sections was announced.\nThe meeting then adjourned.\n\n"} {"page": 462, "printed_page": null, "text": "a,\n) sis *\n; hg ite)\n\naaah\n\npeer\n\n; hudmat\n§\nmay\n\n7 _ Mga\n\\4 a\n\n“\n\n'\n\nDorey\n[\n\nais\n>\n\ni tery\n\n4\n\n.\n\n;\n\n=\n\nhag\n\n4\n\n‘xt\n\nJw\n\n>\n\npee\n\nny\na\n\n|\n\ni\n\nwee\noie,\n\nleer\n\nel\n\n=\n\ni\n\n‘Gy,\n\nad\n\n’\n\n2 Ge\ny\n\na\n\nWi\"\n\nt\n\ni\n\n’\n\na\n\nns\n;\n\nje ESPs 5\n\neS\n\nho\n\n‘\n\n“rena hy\n\ntea\n\nOy BY tyea\n\nowe\n\nPi\n\n.\n\nseid Lt! guike ,.\n\n2\n\noR\nf\n\n7\n\n; “76 ny a7\n\not\n\na,\n\n-\n\ni\n\n’ ty a mae,\n\nisge\n\n\\\n\ni\n\nor\n\ncM\n\n4\n\nte\n\nyg\n\n(Are\n\nte eas\n\nLG\n\nenti\n\nwt\n\n4\n\nSAE\n\ni\n\n—\n\n7\n\nAA\n\nae\n\nyey\n\nPm 5,Settee “e\n\nis eereaas vee\nReger De qaeet iat .\nMa\n.\npr ery\n‘\nif\nae\n\nAbs\n\nyt\n\nbe\n\nbe ah hy\n\nCa, Sedan 0 pb\n\na\n\naT\n\nniga rs\n\nig\n\nwat\n\n=\n\n°\n\ndye\n\nyew\nfog\n\nr\n\n’\n\ner\n\n,\n\nVG\n,\n\n,\n\n.\n\n}\n\nSe\nIGN\n\n4\n\n> a\n\n4\n\na\n\na\n\nia)\n\nre\n\nie\n\nne\n\n:\n\nToe\n\nhas\n\n«\n\n.\n\n—\n\nfay\n\noo\n\nibe\n\nJ\n\n:\n\n:\n\ni\n—\n\n‘\n\n5\n\nfa\n\nded e\n\nidan\n\nates\n\nh4\n\nphan” ih\n\ncv\n\nah?\n\n~\n\nBart,\nFag\n\n-\n\na\n\n{\n\na\n\no's\nwas\n\nGh\n\nmssethy4\n'\n\nj ray\n\n3\n\ntbs\niP\n\n~\n.\n\n.\n\nres\n\nita\n\nTe\n\n*\né\n\nay\n\n“ss\n\n“\nve\n\nae\nae\n\na.\n\na\n\nae’\n\n[ee\n\n,\n\nae ree:\n\nA\n\nx\n\npol\n\nweedy\n\neG\n\nee\n\n‘\n\naly\ntis\n\nve\n\nby\n\nJ\n\not\n\nhe\n— <<\n\n)\n:\n\n+\n\n-\n\n= 7\nve\n\nfi\nned\n\nnie\n\nesa\n\n¢t4Crrwm\n\nA Tend\n\nanky”\n\nad\n& ie\n\nue\n\na\n\ntl\nf\n\nee\n\n.\n\n(5.\n\n"} {"page": 463, "printed_page": null, "text": "Department of Elementary School Principals\n\n"} {"page": 464, "printed_page": null, "text": "HE DEPARTMENT OF ELEMENTARY SCHOOL PRINcIPALs, temporarily organized as the National\nAssociation of Elementary School Principals\nat the Atlantic City meeting of the Department of\nSuperintendence in February, 1921, became a department of the National Education Association at\nDes Moines, in July, 1921.\nThe officers of the Department for the year 192627 are: President, E. Ruth Pyrtle, Principal, McKinley School, Lincoln, Nebr.; First Vice-President,\nHerbert ©. Hanson, Principal, Talcott School, Chicago, Ill.; Second Vice-President, Julia M. White,\nPrincipal, Steele School, Beaver, Colo.; Third VicePresident, Eva G. Pinkston, Principal, Cumberland\nSchool, Dallas, Texas; Secretary, Warren A. Roe,\nPrincipal, Belmont Avenue School, Newark, N. J.;\nTreasurer, Courtland V. Davis, Principal, J. EK. B.\nStuart School, Norfolk, Va.; Executive Committee:\nM. E. Peterson, Supervising Principal of Schools,\nLos Angeles, California; W. T. Longshore, Principal,\nGreenwood School, Kansas City, Mo.; Jesse M. Fink,\nPrincipal, Palmer School, Grand Rapids, Mich.; Ide\nG. Sargeant, Principal, School No. 10, Paterson,\nN. J. This Department meets twice each year—in\nFebruary and in June. Facts relating to the establishment of this Department and the record of meetings are found in earlier volumes of Proceedings as\n\nfollows:\n\n1921: 453\n\n1922: 851-886\n\n1923 : 653-666\n\n[460]\n\n1924: 545-564\n\n1925: 450-477\n\n"} {"page": 465, "printed_page": null, "text": "PUBLICITY AND PUBLIC EDUCATION—ABSTRACT\nWILLIAM\n\nH.\n\nALLEN,\n\nDIRECTOR,\n\nINSTITUTE\n\nNEW\n\nCITY\n\nYORK\n\nFOR\n\nPUBLIC\n\nSERVICE,\n\nDUCATION’S own spokesmen are closing more doors to educational\npublicity than are editors of newspapers and magazines.\nOfficial\nstatements about education that are dashed off, drooled off in\nuncourteous disregard of readers and auditors are robbing schools of\nsupport and understanding which teachers earn and publics want to give.\n. The greatest obstruction to helpful school publicity is harmful school\npublicity because it mistakes noise and space for benefit; creates more\nopposition and indifference to adequate school support than it removes;\nmiseducates worse than misrepresentation and repudiates through official\naction what it promises in publicity campaigns for support.\nFive specific defects in current school publicity must be remedied\nbefore education can gain the public support which it needs; there is too\nmuch halo over schooling and too little over education; too little variety\nand too much repeating of subjects, speakers, and actors; too little education about school work between emergency appeals; too little informing\nabout the decreased purchasing power of the education dollar; and too\nlittle free speech with almost no open criticism respecting slovenly, dull,\ninaccurate and deceiving school publicity.\nPublics support what they enjoy. They can’t be as liberal about\nsalaries as about stadiums until they enjoy teachers and teachers’ results.\nBeing harangued for schools reduces capacity to be generous toward\nschools.\nBeing agreeable news is better than begging or stunting news\nas a publicity policy for education.\nTo help principals conduct self-surveys by and for their home schools,\nthe speaker and President Ide Sargeant presented to the elementary principals association a checking publicity score card.\nAmong questions\naffecting taxpayers and parents were these:\nDo most taxpayers and\nparents find the annual school report interesting, fairly readable, unreadable? Is school publicity chiefly about school politics, stunts, wrangles,\ngossip, or evidences of school progress?\nAre children taught the news\nvalue of important school work?\nDo taxpayers understand reasons for\nincreased school costs well, fairly, badly? Does school publicity entertain, wheedle, scold or inform the public?\nAmong publicity aids too little recognized were mentioned lay conventions, teacher contact with public, satisfied employers, currently\ninformed parents, democratically conducted school agencies and faculty\nmeetings, and radio programs.\n\n[461]\n\n"} {"page": 466, "printed_page": null, "text": "462\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nTHE EDUCATIONAL\nMARY\n\nMcSKIMMON,\n\nPRESIDENT\n\nPRINCIPAL,\n\nPIERCE\n\nOF\n\nNATIONAL\n\nSCHOOL,\n\nFIELD\nEDUCATION\n\nBROOKLINE,\n\nASSOCIATION,\n\nMASS.\n\nThis\nThis great field is bounded on the north by frozen tradition.\nis what keeps the slow chill of frost holding back the harvest of advancThis is where the conservative spirit distrusts everying knowledge.\nthing new; that holds to the belief that all new discoveries as to the\nneeds of the development of the child are fads. From this region come\nthe cartoonists who forever picture the teacher as an impossible termagant,\n\nthe school boy as awaking in tears daily because the schoolhouse hasn’t\nburned down in the night. Here also dwell the authorities secure in\ntheir unbendable knowledge that the children of today know next to\nnothing of the reading, writing, and arithmetic fundamentals.\nThey\nonly warm up when fury seizes them at the mildest suggestion that the\nteachers’ salaries should be raised. \"Their retort. never varies, “Teachers\nare paid too much now.”\nTo the east of this field lies the land of sunrise. ‘hither our eyes have\nbeen turned often of late. We have now two great interests in that\nland. One is the World Court to which our hearts are sped. ‘This is\nthe confession of the grown people of America that isolation is barrenness and selfishness. We are committed now to the knowledge that what\nis ultimately for the good of all must concern all. Our great inheritance\nof legal truth and diplomacy from John Marshall, Daniel Webster,\nRufus Choate, John Hay, and Walter Hines Page has given us noble\nideals of what fine relationships with foreign peoples might be. And\nour newest educational interest, that of our International Relationships\nstarting with the meeting at San Francisco and continuing at Edinburgh\nbids us wreathe our service to childhood with a great hope. If we can\nweld together the childhood of the world in a common interest in their\ngames, and everyday experiences, we have razed to the ground the greates*\nbarrier to their common friendship. The poet long ago knew how isolation of interest cultivates enmity when he wrote :—\nLands intersected by a narrow firth abhor each other\nMountains interposed make enemies of nations\n‘ Who had else like kindred drops been melted into one.\n\nThe southern boundary of the educational field has a characteristic\ncommon to every other side, inasmuch as so far as it comes in touch with\nprofessional education without fathers so far as any research has discovered.\nPublic days, Education Week, graduations are all attended by\nmothers, so are reports signed, with mothers are school difficulties settled.\nI wonder if any other land harbors families of such interesting boys and\ngirls where fathers know so little about their children’s schools. Who\nshall be the great personality in education able to win the fathers long\n\neneough from business or pleasure to take the interest that would transform\n\nthe boy’s schooling\n\nfor him, making\n\nit alive with\n\na dignity\n\nand\n\n"} {"page": 467, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n463\n\nimportance now lacking. American children need no one thing so much\ntoday as to get school interests out of No Man’s Land.\nThe chief river in this field is Progress, and how. swift its current is!\nEven under our own eye we can almost see new interests take shape and\ncolor. It reminds one of the marvels of the moving picture where a\nsleeping seed breaks through its blanketing soil, growing before our eyes\nto leaf, stem, and flower.\nOur favorite tributary is National Prosperity,\nanother is a newly swollen one, evidently fed by hidden springs, we might\ncall it Passion-for-school.\nWhen we can change this one to Passion-forEducation, or must we despair of substitution and await a new fountain\nto spring into existence bearing a new wealth of power to our river\nProgress?\nThe mountain range is Cast-out-Fear, for from its noble peaks great\nvisions of the future wellbeing of education may be seen, but by the fearless\nalone. The fog of doubt and prejudice make these mountains unsafe\nto the fearful because the great vision such might receive is hidden to\nthem.\nThe great dawn of the real appreciation of education can be seen\nfrom the twin peaks—Education Bill and Child Labor Amendment. This\ngreat vista has long been cut off from some approaches for they lie\nthrough Death Desert, caused by Public Indifference.\nBut there are even in this desert land as in the greatly favored places\ngreat fertile oasis, for the blessed devotion of the teachers of the children\nare changing these deserts into gracious gardens where the barren ground\nis blossoming like the rose of Sharon.\nHere crooked places are being made\nstraight and rough places plain, and the glory of the heritage of the\nfounders is shining from the face of every child.\nIn these shining regions\nthey no longer talk vaguely about child study, but they set themselves to\nstudy every child’s native ability to learn, his need of the right hours of\nsleep, play, and work; they are learning how to protect the best of them\nfrom the clutch of disease.\nThey are finding the best ways of training\nhim into the mind and character of a citizen of no mean land.\nSome day it will be an unfailingly successful task that the people of\nthis educational field have set themselves to do. For when public indifference has disappeared forever, the opportunities for childhood will have\nincreased beyond our power to reckon and the teachers will all be able to\ngive their entire energy and most courageous cheer into this great work,\nfor they will no longer divide the strength that ought to be given to the\nwork they love in vaguely trying to make one dollar do the work of two.\n\nWARREN\n\nTHE ALL-YEAR SCHOOL—ABSTRACT\nA, ROE, PRINCIPAL OF BELMONT AVE. SCHOOL, NEWARK,\n\nN. J.\n\nShall makeshift summer schools be continued or shall our schools be organized upon a sane and practical all-year basis that will substitute for\npreventive, corrective, and sporadic summertime efforts a constructive, progressive, and regular procedure that will contribute genuinely to advancement in the regular courses of the school?\n\n"} {"page": 468, "printed_page": null, "text": "NATIONAL\n\n464\nasi\n\neet\n\nee\n\neS\n\nEpucaATION ASSOCIATION\n0000808\n\neee\n\nSS\n\nThe short term unit, if it be twelve weeks, reduces a penalty for disability eight weeks over the customary twenty weeks. The adoption of the\nsemi-annual term raised the country-wide educational level twenty years\nago. The all-year school with its short term unit is as great a step toward\nthe solution of retardation in our schools as the electric light is an improvement over the candles of our ancestors.\nBy dividing a course of study into the smallest units that are administratively possible and educationally sound, there will be given to the largest\nnumbers of pupils the greatest amount of education thereby reducing the\ncosts, increasing the facilities and attaining toward the ultimate purpose of\neducation, education for all the people capable.of receiving it.\nAll-year schools are just a better means of showing common sense in\nusing the available time, the money a community can spend, the plant it is\nable to maintain, and the trained ability of its teaching body so that the\ntime is best utilized, the money secures the most it can buy, the plant is\nused to capacity, and the teaching ability is made available to the most\npupils.\nAll-year schools are progress with which fine leadership will face a new\ndawn in educational administration with courage, with skill, and the will\nto conquer.\n\nTHE\n\nPRINCIPAL,\n\nTHE\n\nLAW,\n\nAND\n\nTHE\n\nEVIDENCE\n\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION,\n\nBOSTON, MASS.\n\nThe elementary school, years nine to eleven, is to be the promoter of\nsocial and industrial morale, the “safety zone” for educational speeders.\nThe first three years—the babyhood—are the mother’s responsibility.\nThe second three years, three to five,—the childhood—are the family responsibility. “The third three years, six to eight—boyhood initiative—are\nthe years in which he learns how to learn from books. The fourth three\nvears, nine to eleven—boyhood “‘selfstarter”—are the years in which opportunity means responsibility.\nThe elementary school is the school of the elements.\nSince 1800 we\nhave known that elements were made of atoms, that the atoms had distinctive characteristics in each of the elements. Since 1900 we have known\nthat atoms were composed of electrons, that all electrons have the same size\nand weight, so to speak, but they are transformed when they create atoms.\n\nFor instance, there are about two thousand electrons in an atom of hydrogen, about twelve thousand in an atom of carbon, about a quarter of a\nmillion in a atom of radium. While no microscope has ever made it possible to see an atom we know all about even the electrons of atoms of every\nelement. For instance, the nucleus of every independent electron has a\nnegative electric power, but when the electron has become an atom the\natom of each element has a distinctive positive electric nucleus.\nSo the\n“elements” of the years, nine to eleven have a distinctive positive character\nwhich they did not have at eight years of age.\n\n"} {"page": 469, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n465\n\nIn the six-to-eight-year period there is certain negative achievement as\nthe children learn to read, to write, to spell, to know number, to think, and\nto learn. There is comparatively little need of different activities in making opportunities for children to learn from six to eight. It is chiefly a\ndifference in the time required to attain certain abilities. Individuality is\nchiefly a question of the teacher’s patience and of exposure to opportunities.\nThey are primary or primal opportunities.\nAll this changes in the elemental years, nine to eleven. In the primary\nyears he learned to read. In the elementary years he reads to learn.\nHe\nlearned to know number, now he uses number.\nHe has to speak and write\n\ncorrectly, now he speaks and writes correctly to impress what he has to say\nby the skill with which he says it. He learned how to think, now he thinks\nwhat he has occasion to think about.\nNow everything is individual, emerges from the group.\nLike the electron he has the two thousand positive power of hydrogen, or the quarter\nof a million positive power in radium.\nIt is now a crime to limit him to\nthe traditional course of study or to the modern ambitious curriculum. In\nthese three years opportunities increase in arithmetical ratio and the responsibilities increase in geometrical ratio, so that when the boy or girl is twelve\nyears of age the character as well as the scholarship may be established, may\nbe social, civic, industrial hydrogen or radium.\nThe elementary school\nteacher or principal who arrogantly claims the right to cramp the twelve\nyear old stuntingly is only a little less criminal than the curricula expert\nwho aristocratically straps him to a machine that standardizes the cramping\nand stunting.\nCharacter is always a character, is never the character. With ten number characters we can measure eternity, but no one number character does\nthe work of any other number character. Call four five, or five four and\nyou wreck all computataion.\nCall John’s character William’s, and Mary’s Jane’s and you wreck the\ncharacter of all of them.\nUntil we make the school years nine to eleven the school of the elements\nof character as well as of intellect, we will continue to send into life terrible\njungles of nitrogen and chlorine, of hydrogen and radium.\n\nTHE\n\nIDE\n\nG.\n\nPAST, PRESENT, AND FUTURE OF THE DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS\nAS SEEN BY THE OLD GUARD\nSARGEANT,\n\nPRINCIPAL,\n\nPUBLIC\n\nSCHOOL\n\nNO.\n\n10, PATERSON,\n\nN.\n\nJ.\n\nDuring the summer and fall of 1920 and early winter of 1921, groups\nof principals in New Jersey, Texas, and the University of Chicago, independently of one another, gave serious consideration to the necessity for a\nnational organization of principals. Representatives of these groups went\nto the winter meeting of the Department of Superintendence with the\ndefinite purpose to see what could be done to meet this need. When these\nmen and women, together with principals like-minded from other states\n\n"} {"page": 470, "printed_page": null, "text": "466\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nmet in conference there was such unanimity of sentiment that a preliminary\norganization was formed, with Leonard Power of Texas, president, and\nJohn L. Bracken of Minnesota for secretary. This organization was made\npermanent at the annual meeting at Des Moines and became a department\nof the National Education Association.\nThe Department of Elementary School Principals was organized at Atlantic City, in 1921, for the specific purpose of taking a promiscuous group\nof school workers called principals, in the main unorganized, timid, without\nknowledge of their rights and duties, and weld them into a trained group\nwith sufficient class-consciousness, self-respect, and education to constitute\na professional body capable of giving to the big modern school and its community that quality of leadership which the involved conditions incident to\nthe life of a wealthy and rapidly growing industrial nation demands.\nOutside of a limited number of our largest cities, there was no agreement\namong our communities as to what constituted the gist of a principal’s\nwork.\nSuperintendents and school boards did not know.\nNo one knew\nwhether he should be a statistical clerk, a supervisor or combination of the\ntwo. The scholastic training and salary of this so-called school official was\nbut slightly in advance of the classroom teacher. “There were practically\nno books on school administration and supervision which would be of help\nto the principal.\nThe increasing percent of urban dwellers had made much of the\npractical home training of former days impossible with the consequent\nheavier load to be carried by the school. “These conditions and the higher\nlevel of general education called for a new type of school executive who\nmust traverse an uncharted sea in making the modern school one hundred\npercent effective. School superintendents could offer little personal help as\nthe technic and difficulties brought about by the rapidly expanding duties\nof their own field so completely filled all their time as to leave neither opportunity nor energy for the study of the specific problems of the principal.\nColleges and universities had nothing to offer of substantial value in helping solve the difficult problem.\nCollege professors who had given some\nstudy to the problems of elementary education openly stated that they seriously questioned the probability of those now acting as principals, having\nthe ability, training, and point of view necessary to meet the requirements\ndemanded for the principalship of the new type of elementary school. Another solution proposed was to make the principal chief executive clerk, or\nerrand boy of the institution, at everybody’s beck and call, the real work of\nsupervision to be done by special subject supervisors.\nThose of us with\nexperience in the work of the principal knew this meant a balkanized school\nwith its deplorable chain of over emphasis of subjects, vindictive rivalries,\npetty jealousies, and self-seeking flunkyism. ‘Those principals who were in\nattendance at the 1920 meeting of the Department of Superintendence, in\nChicago, were thoroughly aroused to the danger confronting the elementary schools. Its problems were prominent subjects for discussion, but were\nbeing handled almost entirely by those without practical experience in the\n\n"} {"page": 471, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n467\n\nwork under consideration.\nA more depressing situation could hardly be\nimagined.\nEveryone of us started for home with the determination to\nbuild an organization that would give us principals measuring up to the\nexigencies of our time or quit the business.\nWhen our organization had been completed at Des Moines for the purpose of providing thoroughly trained principals of first grade ability for the\nschools, a step had been taken in education ranking in importance with the\ncampaigns of Horace Mann for the better training of teachers and the\nestablishment of Normal Schools, and like the earlier movement both the\nteaching body and the general public must be educated to see the need.\nIt was this situation that brought our department into being. In five\nyears we have built up an aggressive membership that is becoming thoroughly trained along cultural and professional lines. We have received\nthe most cordial cooperation from normal schools, colleges, and universities\nin offering courses that would be helpful in giving to the schools the new\ntype of principal required. Superintendents of the higher order have come\nunreservedly to our help. But let no one unfamiliar with what it has cost\nor its foundation principles imagine that bringing the department to its\npresent strength and efficiency has been an easy task. It has required hard\nwork, wise counsel, and close adherence to the sound traditions of its inception. Further, our continued success means no deviation from the principles and traditions of our early ideals. In order that we may put these\nprinciples and traditions in tangible form, I have asked some of the officials\nwho have been most instrumental in building our structure for a brief\nsummary.\nOur first secretary and editor of the second yearbook, John L.\nBracken, refers to the situation among the principals at the University of\nChicago as follows:\nThe lack of definite literature for elementary school principals, lack of cohesion\non the part of these keymen and women had given rise on several occasions during\nthe course to suggestions, not original with the members of the group, that a\nnational organization of elementary school principals should be consummated.\nThe\nformation of the national association of elementary school principals at Atlantic\nCity in February of the next year is history.\nThe reception of this association\ninto the National Education Association as one of its departments still stands as\na temporal line of demarcation in the professionalization of the principalship.\nIt\nwas the determination to publish the yearbook of our department which definitely\nmarked the Department of Elementary School Principals as a live productive\norganization.\nWorth McClure, Leonard Power, and I held one of the most discouraging meetings of the department at Chicago when we faced the seeming\nimpossibility of securing funds with which to publish the first yearbook.\nIt was\na combination of Leonard Power’s enthusiasm and of Secretary Crabtree’s farseeing wisdom which brought the National Education Association to guarantee to\nfinance this publication. I am writing a few of the things which I remember and\nwhich I feel anyone who shared in this most successful task, in no matter how\n\nhumble a capacity, has infinite cause for continued\n\nself-congratulation.\n\nWorth McClure, editor of the First Yearbook, and second president of\nthe department sets forth our purpose with force and clearness when he\nstates:\n\n"} {"page": 472, "printed_page": null, "text": "468\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nThere are, I believe, three fundamental traditions which have made the Department of Elementary School Principals great. I mean, first of all the emphasis upon\nNot generalities, but\nthe principal’s viewpoint in the study of every problem.\n“brass tacks.’ Not curriculum building in general, for example, but what specific\nthings have principals had to do to courses of study in order to make them function\nI mean, too, the insistence that the presidency of the organizain the classrooms?\ntion shall be held only by those who have previously served the department, not\nonly conspicuously, but by the sweat of the brow.\nThe third, and perhaps the\nmost vital of all three, is that of high professional qualifications for the editor of\nthe yearbook. I was glad when I heard of the proposed honorarium for the editor.\nBut an honorarium and travelling expenses\nThe editor earns it all, and more.\nare attractive to the politically inclined, and for that reason extra safeguards\nshould be thrown around the selection of the editor. The yearbook is the keystone\nThe\nof the departmental arch. If the yearbook collapses, the arch will crumble.\neditor must not only be a leader, but he or she must always be a principal, with\nexperience and training in practical research.\nWe who have been through the\nflames know this, but it may not occur to the present generation, who are about\nto inherit a full-fledged department which is a “going concern.”\n\nLeonard Power, first president of the department, speaks of other phases\nof our work as follows:\nPlease say for me that the principals must not forget their great purpose to tear\ndown those artificial distinctions between elementary and high school. They should\nadhere to their determination to pursue the development of the technic of school\nsupervision and administration to a point beyond that now reached.\n‘They should\nstand with their teachers against the necessity of transfer to a high school in order\nto receive remunerative recognition of further professional training.\nThe American people are for their public schools.\nThey think more in terms\nof the elementary school than in terms of the secondary school.\nThe situation\nwhich has arisen (and which results in a secondary system that sucks the best\nblood from the elementary system) is not yet fully understood by them. They do\nnot realize that the best instruction is needed with the younger children, but we\ncan show them. As a matter of fact, the elementary field of instructional technic\nhas shown much more development than the secondary field.\nSay for me, that I hope the principals will bend their efforts to make it possible\nfor any elementary principal to remain in his school and get as much pay as any\nother principal in the system, provided training and administrative responsibilities\nare equivalent.\n\nOne of our present needs is well set forth by Jessie M. Fink, a former secretary and president of the department:\nOur present greatest need is that of increasing our membership.\nThis will give\nus funds to carry on our program.\nIncreased membership means ability to proceed with the committee work already in progress. It also means acquainting the\npublic with our activities and gaining a sympathetic and helpful support. In these\ndays the layman as well as the educator has to be considered. To give our findings\nto the world at large increases our usefulness and gives us a desirable status.\n\nNo member\n\nin the entire department\n\nhas carried\n\na greater\n\nload, done\n\nmore constructive work or has a better knowledge of the members and their\nsentiments, than the editor of our yearbook, Arthur S. Gist. This is the\nfuture as he sees it.\nFuture problems for the Department\n\nof Elementary\n\nSchool Principals:\n\n"} {"page": 473, "printed_page": null, "text": "ace\n\na\n\nDEPARTMENT OF ELEMENTARY\naie\nSo a eC\nRt\n\nSCHOOL PRINCIPALS\nei\na\n\n469\n\n1. One of the most important undertakings for our department is to study\nscientifically the most vital problems in elementary education and how the\nprincipal may best function in the solution of these problems.\n2. Another important phase is the dissemination of valuable studies in elementary education, especially those dealing with the principal’s aspects\nof these problems.\n\nCaution.\n1. We should be most careful in guarding against the use of our department as a publication bureau for studies made by other organizations.\nSome of these studies might not be of vital interest to principals and\nnone would likely be of much stimulus to principals if they had no part\nin such investigations,\n\nResults of such a program.\n1. Such a program would stimulate all elementary school principals to the\nhighest type of service.\n2. It would result in a large, enthusiastic membership in our department.\n3. It would mean the universal recognition of elementary school principals\nas experts in elementary education.\n\nIn closing I wish to make certain definite suggestions based on my observations and experience after five and one half years of service for the\n\ndepartment.\nFirst—That the editor of the yearbook, after a satisfactory probationary\nterm otf one year, be appointed for a term of two years, making the term of\nservice a period of three years; such official to be nominated by the president, and approved by a majority of the executive committee at the winter\nmeeting; such editor to receive adequate compensation, the amount of\nwhich to be determined by the executive committee.\nFrom the beginning\nit has been felt that the appointment of the editor by the president, after\nthe summer meeting, for a term of one year was a temporary expedient.\nBut inasmuch as we were not in a position to pay for the work done, we\nfelt we could not ask any one to assume this heavy burden for more than\na year. This defect has been minimized largely through the fact that Mrs.\nFink and myself were able to induce Mr. Gist to continue the work he\nhad so ably carried on in Mr. Longshore’s administration. “The executive\ncommittee at the mid-winter meeting in Cleveland recognized the difficulty\nof the late summer appointment and elected the editor at the official breakfast. It was for the same reason, that the nominating commitee at Indianapolis suggested that the editor of the Fourth Yearbook be retained for the\nFifth. Of a like tenor was the action of the executive committee at the\nofficial breakfast in Washington in voting to retain Mr. Gist, as editor,\nfor 1927, with an honorarium of $1000 for the present year if our finances\nwill permit. The position of editor has never been created by action of\nthis department.\nWe are now strong enough financially and in membership to remove this vital position from the nebulous limbo in which it has\nbeen encumbered.\nIt should be legitimately established and be given a\ndefinite status at our business session.\n\n"} {"page": 474, "printed_page": null, "text": "470\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nSecond—Our annual membership fee in the department is now $2. It\nshould be increased to $3. Our income is wholly inadequate for the work\nin hand. Through vigorous effort during the past year we have been able\nto increase our membership by a little over 500, giving us an added revenue\nover last year of about $1000. We need to undertake an effective campaign for new members in the year ahead. We need to do much more\neffective publicity work that the benefits of our organization may be widely\ndistributed. . The published reports of such students of research as Doctor\nMorrison, Doctor Norton, and Doctor Crouch tell a pathetic tale of the\ndegradation of the principalship in thousands of communities with its consequent robbery of the nation’s children. Our Committee on Standards and\nTraining is doing a splendid piece of constructive work.\nIt plans during\nthe coming year to publish its report, a volume of 250 pages, of highest\nprofessional value. This will involve an expense of from $2000 to $4000.\nIt will be a source of pride to every principal in the land. Our department\nmust finance it but to do it we must raise our dues. Annual dues of $3\nwill not deprive us of one worthwhile member which we now have nor will\nit keep one prospective member from joining our ranks. But it will give\nus funds to carry on the important projects which our department has\n;\nundertaken.\nDuring the year the Committee on Educational Progress, under the\nchairmanship of F. H. Duffy, has fully organized with a live member in\nnearly every state. It is the work of this committee to be the eyes and ears\nof the department to keep us in touch with all the most progressive activities in education throughout the nation.\nOur Committee on Enrolment, under the chairmanship of Jessie M.\nFink, is now in the process of effective organization with a working member in each state and territory of the union. This committee has the large\ntask to enrol the 50,000 principals of the country. A strong committee of\nthis kind can do much more effective work than a field secretary, do it\nat much lower cost, and do better follow-up work.\nOur Committee on Cooperation with Civic Bodies, under the chairmanship of M. H. Traphagen, is in the process of formation. This committee\nwill be able to collect information on what is being done and suggest the\nbest lines of operation for publicity, and building an intelligent, effective\nsupport for the schools.\nWe have strong, well thought out committees.\nI wish to caution the\ndepartment against creating new committees.\nWe have enough.\nMore\nmean added cost and confusion. All new lines of work should be referred\nto one of the standing committees, or if necessary, be conducted by a subcommittee of the standing committee. These were matters of little moment\nin the beginning but with the coming of a large membership, financial\nresources, and numerous activities, careful systematic order must be observed. Otherwise, we shall waste our resources, become involved in move-\n\nments not germane\n\nto our work and harmful\n\ncontroversies.\n\n"} {"page": 475, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n471\n\nEach department of the National Education Association should create\na permanent fund at the earliest moment possible. For this a certain percent of our income should be set aside each year. To this could be added\ngifts and bequests to keep it growing.\nIt would be a fine thing for our\ndepartment to be the first to institute this sound financial procedure.\nI\nrecommend that we make an appropriation of $500 to establish the fund at\n\nonce.\nThe income from this fund to be used for carrying on special lines of\nI do not approve of the\nresearch work desired by principals in service.\npolicy of a large vitally important group like the principals going to a\nfoundation or some other body, as supplicants asking for a dole to carry\non necessary work. It means if such outside organization does aid us that\nwe shall be handicapped to a considerable degree by restrictions and cirIt is a humiliation to think that a\ncumstances which we cannot control.\ngreat group like ours should be hampered by any such conditions. Let us\nnot be the victims of an inferior complex any longer. Investigations and\npublications put out by this department must be completely under the control of or the work of principals themselves with no hidden strings attached\nLet us begin now to put our work on a sound\nto discount our work.\nfoundation by making a beginning of a permanent fund. Let us be leaders\nin this fine work as we were with our yearbook.\nThe future is bright with the promise of a great educational calling\nknown as the principalship, a calling offering an attractive and permanent\ncareer to the ablest and most ambitious of the land, a calling not based\non selfishness but on ability to sense higher spiritual values and make them\neffective in the lives of our people through the instrumentality of the public\nschool.\nTHE VALUE OF AN EXPERIMENTAL SCHOOL\nABBY\n\nPORTER\n\nLELAND,\n\nPRINCIPAL,\nNEW\n\nYORK\n\nJOHN\n\nHANCOCK\n\nSCHOOL\n\nCITY\n\nIn this article I am using the term experimental rather than the word\ndemonstration which appears on the program, for it seems to indicate\nbetter the topic assigned me.\nIt is the term used in my city for the\nschools designated by the city superintendent as experimental.\nThose of\nus who are in charge of these schools are expected to demonstrate as well\nas experiment along such lines as the grading and classification of pupils,\ncurriculum revision, methodology, etc. These schools are located in the\nboroughs of Manhattan, Bronx, Brooklyn, and Queens, in various race\nand nationality communities, thereby representing a cross section of cosmopolitan New York; the schools vary in size from a school of 23 classes\n\nwith a register of 762 to a school of 66 classes with a register of 2454;\nthey range from those in a static community as in certain Italian sections,\nwhere there are practically no transfers, to schools with an annual 50\npercent “turnover” in school population as in the case of my present school;\nthey include in type the 6B school, the 8B school and the junior high\nschool.\n\n"} {"page": 476, "printed_page": null, "text": "472\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThe assistant director of the bureau of reference, research, and statistics,\n\nWilliam J. McGrath, in a recent report states that the principals of the\nexperimental schools “have carried on during the last two years a series of\nexperiments in the teaching of vocabulary, silent reading, fundamentals in\narithmetics, dealing with the constancy of the I. Q., and growth in mental\nages and subject ages based on a comparative study of the results of two\nbatteries of mental and achievement tests, the first given in December,\n1922, the second in May, 1924.\nOver 4000 children tested in December, 1922, by the national intelligence test, Scale A, Form 1, were retested in May, 1924. There was a\ncorrelation of .83. This indicated to the principals that on the whole the\ntests they had used for classification were valid. In general, children with\nI. Q.’s of 110 and above were placed in bright classes; with I. Q.’s of\n90-109 in normal classes; and with I. Q.’s below 90 in slow classes.\nClassifying pupils in ability groups demonstrated such advantages as\nare usually given, as (1) helps to hold each group up to a standard commensurate with its ability, (2) helps to improve descipline, (3) helps to\nencourage the slow pupil, as for instance, by developing leadership in this\ngroup, etc., (4) helps to improve academic standards of the school and\nthereby increases promotion and reduces cost. The retests in May 1924 indicated that slow children profited sufficiently by the adjusted course of\nstudy and adjusted methods so that their increased progress and interest\nwere reflected in higher I. Q.’s. 58.2 percent of the original (December,\n1922) 80-89 I. Q. group, usually termed slow, rose on the May, 1924,\nretests above 90 I. Q. into the normal and bright groups; 18.8 percent\nof the 70-79 I. Q. group also rose on these retests into normal and\nbright groups.\nIt would seem therefore that the experimental schools\ndemonstrated that in classification of pupils the I. Q. though on the whole\nvalid and reliable, should always be supplemented by all other available\nand pertinent information, as language handicap, physical defects, habits\nof industry, studiousness, persistence, etc.\nThe schools further demonstrated that from time to time retests should be given to determine growth,\nif any, in mental age.\nPerhaps it would be well to refer briefly to the experimental study\nmade of the teaching of vocabulary, silent reading, spelling, fundamentals\nin arithmetic, and reasoning in arithmetic.\nEach experimental school was\nasked to specialize in certain phases of the study.\nFor instance public\nschool 1 Bronx selected silent reading and public school 157 Manhattan.\narithmetic. _The study has not only demonstrated objectively and statistically certain things that we have all known, as the fact that children\nare appallingly lacking in vocabulary building, but brought to light other\nthings not so generally well known and has made a contribution along\nthe line of methodology, etc. The bureau of reference, research, and\nstatistics of New York Citv will be glad to send to members of the\nDepartment of Elementary School Principals, such reports on the study as\nthey have already made and additional reports as they appear.\n\n"} {"page": 477, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n473\n\nI give below an account of the arithmetic experiment in public school\n157 Manhattan as reported by Mildred Innes, teacher in charge of this\nexperiment:\n1. Material provided—1. Class sets of drills in the fundamental operations with\nintegers, fractions, and decimals.\nThere are forty-two sets for each grade.\n2. Detailed plan for daily remedial work in problems for each teacher.\n3. Pupils’ record cards on which are recorded the results of previous\ndiagnostic and reasoning tests.\n2. Use of Material—The work in fundamentals prescribed for each day consists of from five to ten minute drills from the class drill sheets.\nThe teacher\nconsults the pupils’ record cards to determine where drill is most needed.\nAn\nindividual record is kept by each pupil and occasionally the work is timed to\nenable him to see how he is progressing.\nThe daily work in problems consists of twenty minutes’ work following the\ndirections on the problem sheet for the first four days of the week with a test on\nthe fifth day. The teacher applies the suggestions for remedial work to the problems of her own grade. The pupils’ cards show the ability of the pupil in solving\nproblems.\nThe record gives the number of problems in which the principle was\ncorrect, the number solved within a given time, and the number of correct answers.\n\nAt the end of each term a formal test is given consisting of twenty-one types of\nexamples in fundamentals and fifteen type problems.\nThese tests are recorded\non the cards and from them a report of the median in each type of test for each\nclass is made.\n\nThe progress made in my present school with a median I. Q. of only\n93.03 is shown in the following excerpt of a report made this month\nto our district superintendent:\nIn May, 1925, we gave Form 1 of the Monroe standardized reasoning test in\narithmetic.\nIn May, 1926, we gave Form 2 of this test to measure progress.\nWe\nhave translated the raw score for each class into a grade score.\nThe results of\nthe comparison are as follows:\nGrade\n\nforms\nClass\n\n6B-1\n6B-2\n6B-4\n6B-Opp.\n6A-2\n6A-5\n\nobtained\n\nfrom\n\nthe median\n\nTest,\n\nMay,\n\n1925\n\n8 yr.\n5 yr. 6 mo.\n4 yr. 8 mo.\n5 yr. 4 mo.\n5 yr.\n4 yr. 3 mo.\n\nscores\n\nfor each class:\n\nRetest,\n\nMay,\n\n1926\n\nSyria\neee\n8 yr.\n6 yr. 9 mo\n6 yr. 8 mo.\n6 yr. 8 mo.\n6 yr. 2 mo.\n\nGain Above the\nNormalExpected\nof 1 year\n\nener ters\nlyr. 6 mo.\n1 yr. 1 mo.\n4 mo.\n8 mo.\n11 mo.\n\nAs indicated above, the 6B-1 children did so well that they were not measured\nby the tests except for the fact that it was shown that they ranked above the grade\nIt will be noted that all other classes showed a gain of more than 12\nwork.\nmonths, the normal gain expected in a year.\n\nThe purpose of this paper has been to picture rather concretely the\nvalue of an experimental school:\n1. The experimental schools are serving more and more as a ‘proving\nground,’ a laboratory to ‘test,’ as it were, present theory and practice as\nThe schools\nwell as moot questions in administration and supervision.\nof illusway\nby\ncite\nI\nstatistically.\nand\nconcretely\npresent their findings\nability\nin\npupils\nclassifying\nas\nprocedure\naccepted\ngenerally\na\nsuch\ntration\n\ngroups so as to enable each child to profit to the fullest extent of his\n\n"} {"page": 478, "printed_page": null, "text": "474\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\npowers without hindrance of any other greatly deviating type. Tests in\nthe experimental schools showed that in a period of 17 months from\nDecember, 1922, to May, 1924, dull normal children gained more than\n17 months in arithmetic age, reading age, spelling age, educational age,\nand mental age. The experimental schools reached a rate of promotion of 96 percent as opposed to the city average of 88 percent largely\nunder a nongrouping plan in re ability.\n2. The experimental schools are serving more and more as a laboratory for procedure that seems right as well as for moot questions in\nmethodology.\nA district superintendent, for instance, has requested that\nthe experimental schools test out the results of the Austrian method in\nsubtraction as contrasted with the traditional ‘borrow’ method.\nIt is a\nrecognition that value of various methods can be tested in the experimental\nschools under controlled conditions and that at the end of a given time\nvalid conclusions may be drawn.\n.\n3. The experimental schools are serving more and more as a laboratory for curriculum interpretation, curriculum revision, and curriculum\nmaking.\nIn 1922-1923 a committee of principals of the experimental\nschoo!s, working with the teachers of these schools, prepared a modified\ncourse of study for the dull normal. This course was given to the teachers\nin m‘meographed form, to be used as a basis for further experimentation.\nA committee is now at work on an enriched course of study for bright\nchildren. My own school has been asked by the chairman of the fifteen\nteachers released in my city to work on the Committee on Curriculum\nrevision, if we would be willing to try out in certain classes in Public School\n157 Manhattan the grouping of geography, history, and civics materials\nunder one course of study, social science.\n4. The experimental schools are tending to develop even in the most\nreactionary teacher an experimental attitude, so essential if teachers are to\nhave a share in the effort to realize more and more in the school's the\nfundamertal aim in education, the production of an individual with his\nspecial abilit‘es and aptitudes trained to the maximum to fit him for service\nin the complex society of today. Instead of a task, teaching becomes an\nadventure.\n\nTHE PRINCIPAL\n\nAND THE IMPROVEMENT OF TEACHERS\nIN SERVICE—ABSTRACT\nFRANCIS G. BLAIR, STATE SUPERINTENDENT OF PUBLIC INSTRUCTION\nSPRINGFIELD, ILL.\n\nDuring the Roman occupation of the Holy Land, it was a custom of th>\nRoman soldier in going about the city or into the country to compel a Jev\nto walk by his side for the purpose of protection.\nOut of this practice it\nis said came that great statement of the Master, ‘““Whosoever shall compel\nthee to go a mile, go with him twain.”\nI am old-fashioned enough to believe that there is character and couraze\n\nand education in going some miles under compulsion.\n\nBut I am more and\n\n"} {"page": 479, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n475\n\nmore convinced that real character, real courage, and real education depend\nupon the number of extra miles which we go on our own volition.\nIn dealing with teachers the principal will have to decide how much of\nthe improvement in service will be brought by compelling the teacher to\nfollow certain definite rules and regulations. The management of every\nlarge institution requires the adoption of such rules. There may be difference of opinion while they are under discussion, but as soon as they are\nadopted, then every teacher should follow those general rules and general\norders.\n‘There is no servitude, there is no self-denial in it, there is no\nslavery in it. It is one of the indications of high intelligence and social\ncharacter.\nThe law requires of principals and teachers many things that must be\ndone. The principal and teacher who in their work can do these required\nthings with relish, do them as if they chose themselves to do them, are the\nones who will get the most growth and the most character out of this compulsory mile. In our dealing with teachers in service we can not avoid a\nkind of division of them into two groups. There are teachers who will\nrender their best service to the children and to the district by having almost\nevery detail of the school program outlined. They feel no sense of rectriction, they feel no sense of personal surrender, no loss of personal and individual character through following these rules. The work of the principal\nin this group should be suggestion and stimulation to’ arouse within this\ngroup a spirit of self-initiative, a spirit of wilfulness if necessary to do\nsomething beyond the requirements, to go an extra mile. Any principal or\nteacher who drops into the routine lock step habit of following rules and\nregulations misses all the growing pains, and pleasures of real progress.\nThe principal will discover teachers who are resentful at restraints and at\ndefinite suggestions, but who excel in initiation and innovation. .They are\nthe ones who keep the dead bodies of ancient practices in education from\nsmothering out life and growth.\nIn preparing a course of study the principal has the best means of improving teachers in service. Here every teacher should have the greatest\nfreedom in discussing the materials to be used. But there will come a time\nwhen discussion must cease and something must be agreed upon.\nWhen\nthat agreement is reached, then it becomes the plain duty of every teacher\nto follow the general provisions of the course in order that there may he a\nunified, cooperative effort. The two biggest words in school administration today are independence and cooperation.\nWe want our teachers to\nhave independence, initiative, self-assertiveness. Any rule of the principal\nwhich strangles that kind of a spirit will not tend to improve the teachers\nin service. On the other hand, the teacher must understand that when the\nprincipal asks that every teacher shall conform herself to certain rules and\nregulations which have been agreed upon, that such conformance does not\nimply a surrender of individuality or of independence.\nIt is possible for\nthe best teachers in the system to go the mile under compulsion with just\n\nas much zest and interest as she goes the many miles of her own choosing.\n\n"} {"page": 480, "printed_page": null, "text": "NATIONAL\n\n476\n\nPLAN\n\nEpuUCATION ASSOCIATION\n\nOF THE COMMITTEE ON TRAINING FOR\nELEMENTARY SCHOOL PRINCIPALSHIP\n\nW. T. LONGSHORE,\n\nGREENWOOD\n\nSCHOOL,\n\nKANSAS\n\nCITY,\n\nTHE\n\nMO.\n\nThe Department of Elementary School Principals of the National Education Association is attempting to raise the professional standard of its\nmembers.\n\nOne of the first steps will be to break down the traditional attitude of\nadministrators and principals themselves that there is a real distinction in\ndegree of preparation or experience between the elementary school, the\njunior high school, and the high school principal.\nWe must do away with the false lines that educators themselves have\ndrawn between the various fields of their work. The idea that rank is\nsomehow associated with the grade of the school is false and distasteful.\nWe want to see the principal of each school rated as the equal of the principal of every other school. The elementary school principal is stepping\nout on a platform which includes qualifications equal to that of the high\nschool principal. It differs in kind but not in quality or quantity.\nOur organization desires to see the elementary schools of the nation\nunder as capable leadership as that now found in the high schools, junior\nor senior. We believe that the elementary school offers a splendid opportunity for a life of service and that its duties require as high qualifications\nas the duties of the schools where older children are taught. We also believe that the larger elementary will be found most satisfactory in the\nfuture. The elementary school plants should be as large and as completely\nequipped as are the plants of the junior and senior high schools.\nIts\nteachers should be as well trained as are the teachers in the high schools.\nWith a single standard in mind, based upon training, experience, and\nmerit, and limited of course by the amount of responsibility, we have decided to enlist the cooperation of responsibility, we have decided to enlist\nthe cooperation of superintendents and boards of education.\nWe, the\nmembers of the committee on “Standards and Training for the Elementary\nSchool Principalship,” believe most sincerely in the dignity of the position\nof the elementary school principal. It is not a stepping-stone to some other\nposition and should not be so treated. It is a life work and deserves the\nsame recognition and remuneration as if the life work were done in a high\nschool or college.\n\nWHAT\n\nELEMENTARY SCHOOL PRINCIPALS DO—ONE\nDAY WITH FIFTY-THREE PRINCIPALS\n\nJ. CAYCE\n\nMORRISON,\n\nDEPARTMENT\n\nSTATE\n\nUNIVERSITY,\n\nOF SCHOOL\n\nADMINISTRATION,\n\nCOLUMBUS,\n\nOHIO\n\nOHIO\n\nWhen Rodin carved “The Thinker,” he paid a lasting tribute to the\nphilosopher—whose end from age to age has been the gleaning, sifting, and\ninterpretations of those ideas, ideals, and attitudes that elevate the creative\npotentialities of mankind.\n\n"} {"page": 481, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL PRINCIPALS\n\n477\n\nSince it is a function of the public school to transmit such ideas, ideals,\nand attitudes from generation to generation, adapting them to an ever\nchanging environment, any consideration of standards and training for the\nelementary school principalship calls for the reflective thinking of the educational philosopher to determine to what extent the principal can direct\nthe school toward the realization of the great aims passed on by the thinkers of the centuries.\nBut since the days when the monastic philosophers spent their time debating the question as to the number of angels that could be encompassed\non the point of a needle, there has been a more or less serious conflict of\nopinion between the philosopher and the individual actually confronted\nwith a task to be done. Thus the maxim, “It is easier to teach twenty what\nwere good to be done than to be one of the twenty to follow mine own\nteaching,” is verified. The practical-minded man would start with the job\nin hand and make in it whatever changes or improvements would best\nshape it to his ends. The philosopher would think out his pattern in terms\nof the good he would achieve and then shape the job to fit his previously\nformed conception. Both viewpoints are fundamental.\nBoth are essential\nto a fair determination of the standards and training that should be required for the elementary school principalship.\nMost of the studies thus far made of the elementary school principalship\nhave been fact-finding studies. It is the concern of this paper not so much\nto review what has been learned as to point out the larger meaning of the\nstudies already achieved.\nIn the Ohio study? the average elementary principal claimed that he\nspent 8 hours a day, exclusive of the lunch period, at his school building.\nOf this 8 hour day he devoted 12 percent to clerical duties, 16 percent to\nadministrative and organizing duties, 52 percent to teaching, 15 percent to\nclassroom supervision, and 5 percent to the duties pertaining to the school\nsystem as a whole. It will be pointed out later that this division of duties\nis largely influenced by a number of factors, chief of which is the size of\nbuilding.\nLast year the Department of School Administration of the State University secured from some 380 Ohio elementary school principals a statement of the administrative duties which they found most time consuming.\nAltogether 51 different administrative duties were named ; they were:\n1. Discipline, including corporal punishment\n. Preparation of reports\n. Playground supervision\n. The details of attendance\n. Supervision of janitor service and building conditions\n. Carrying out superintendent’s instructions\nMediator between teachers and parents\nCarrying messages\nCONAN\nPWN\n9. Care of children in basement\n10. Health work\n1 Morrison,\nContributions\n\nJ. Cayce.\nin\n\nSchool\n\nThe\n\nSchool\n\nAdministration,\n\nPrincipalship\nVol.\n\nII, May\n\nin\n\nOhio\n15,\n\nCities\n\n1926.\n\nand\n\nExempted\n\nVillages.\n\n"} {"page": 482, "printed_page": null, "text": "478\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\n11. Preparing a Sunday School Census\n12. Doing janitorial work\nalee Promoting professional study among teachers\n14, Organizing activities of the school\niby, Overseeing the lunch period\n16. Securing the cooperation of parents\n17. Welfare work; e. g., procuring clothes for the needy, etc.\n18. Helping and conferring with teachers\n19. Supervision of corridors (regulating traffic)\n20. Ordering and distributing supplies\n21, Answering telephone\n22, Preparing for and presiding over teachers meetings\n23. Assisting in work of parent teachers associations\n24. Directing the school banking and handling school funds\n25. Care of equipment\n26. Supervision of physical education work\n27. Administering standard tests (including clerical work on tests)\n28. Directing extra-curricular activities (school paper, club work)\n29. Regulation of routine matters; e. g., period bells, etc.\n30. Registration and enrolling pupils, withdrawals, etc.\n3a. Directing the distribution of milk to pupils\n32. Conducting fire drills\n33. Conferences with parents\n34, Conferences with superintendent and supervisor\nSok: Committee work\n36. Preparing and distributing notices to teachers\nBi. Schedule making\n38. Personal interviews with pupils\n39. Receiving callers\n40. Revision of curriculum\n41. Attending various meetings\n42. Civic duties\n43. Visiting rooms (not included in classroom supervision)\n44. Making plans and programs for special days\n45. Settling misunderstandings between pupils and teachers\n46, Securing data for research and health departments\n47. Library work\n48. Directing assembly periods\n49. Following the progress of individual pupils\n50. Working on moral problems of individuals and groups of pupils\n51. Planning work for the school\n\nAttempting to classify these duties is a most interesting pastime.\nFor\ninstance, answering the telephone, carrying messages, receiving callers, mediating between teachers and parents, preparing Sunday school census, regulating traffic in corridors, directing school banking, and working on mora!\nproblems,—all these suggest something of the variety of experiences that\nare uppermost in a principal’s mind. Nor is it without significance to note\nthat the administrative duty first in the mind of most principals, from the\nstandpoint of time consumed, is that of discipline. What the implications\nof this statement are we have yet to learn.\n\n"} {"page": 483, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n479\n\nRecently 53 elementary school principals in Ohio cities kept a detailed\ndiary’ of all their activities for one day. The average enrolment of these\nschools was approximately 700 pupils and the average time spent at school\nby the principal was a few minutes over 7 hours. The work as listed by\nthe 53 principals was analyzed in detail and was roughly classified under\nthe following heads: instructional, clerical, administrative, duties pertaining to the community or the school system as a whole, and professional\nstudy.\n;\nThirty-three and one third percent of the total time expended was devoted to the instructional group of duties. Classroom observation, which\nconsumed 18 percent of the total day, ranked first of all the duties in the\ninstructional list. Classroom teaching was second in the list with 8.5 per-\n\ncent of the day; it included both regular teaching duties and substitute\nteaching. Other items in this list were: conference with teachers concern- ing instruction ;demonstration teaching, both before groups and individua's;\nteachers meetings and preparation for the same; preparation, giving, and\nrating of standard tests and examinations; examining pupils’ work; coaching pupils, both individually and in groups; and studying notes on observation.\nUnder the classification of clerical duties, the most time-consuming\nfactor was the telephone.\nThis included making calls, taking messages,\ndelivering messages, and conversation with parents, school officials, and\nteachers.\nIt is true, of course, that the telephone might be listed as an\nadministrative duty. It was arbitrarily placed in the clerical column because it is assumed that a great deal of the time consumed by the telephone\ncan be cared for by an office clerk quite as well as by the principal himself.\nOther clerical duties, ranked in order of time devoted to them, were:\npreparation of reports for the central office; care of the correspondence, including dictation ;keeping of school records; care of the mail; and ordinary\nclerical work, types not specified.\nAdministrative duties consumed 53 percent of the total time expended\nby the 53 principals during the day. By far the largest item of time in\nthis division was given to conferences, that is, a total of 16 percent of the\n\ntotal day. One third of this conference time was spent with teachers in\nconsideration of matters which had little if any direct bearing upon the\nprocess of teaching.\n\nThis heading included such items as discipline, com-\n\nmittee work on curricula, community affairs, health of children, special\nprograms, special pupil problems, text books and supplies.\nUnder conferences with pupils were mentioned most frequently such subjects as\nathletics, failure in class, group projects, and special pupil problems. The\nremainder of the time spent in conference was with the architect, assistant\nprincipal, book men or salesmen, the janitor on questions not pertaining to\nbuilding, parents, school nurse, and other health officials, parent teacher\nassociation workers, superintendent, supervisors, and visitors.\nAlso the\nbus driver, and school workmen came in for a share of the principal’s time.\n1The form used in keeping this diary was prepared by M. R. Trahue, Director of Educational Research, University of North Carolina for a much more extensive study of the same\nproblem.\n\n"} {"page": 484, "printed_page": null, "text": "480\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nAttendance took nearly 6 percent of the principal’s working day. This\nincluded the checking of daily attendance, conference with pupils who had\nbeen late or absent, conferences with parents either in person or by telephone, and reports to Board of Health and the Attendance Department\neither written or telephoned, to say nothing of searching the streets for\ntruants.\n\nPlayground supervision furnishes a school principal with an excuse for\nrecreation. In one or two cases it seemed to be a specialty. On the average, it consumed nearly 5 percent of the principal’s working day.\nWork directly with pupils, exclusive of conferences mentioned and\ncoaching listed under “instructional activity,” occupied 4 percent of the\nprincipal’s time. Specified under this caption was time spent for discipline,\nenroling new pupils, first aid, guidance, and health inspection or supervision.\nThe elementary school principal has as yet little to do with extracurricular activities outside of special programs.\n“The items mentioned\nmost frequently were scouting, both for girls and boys, and the school\nassembly.\nThe principal’s first job for the day invariably is a general inspection of\nthe building and grounds.\nOccasionally he becomes so enamoured with\nthis special phase of his vocation that he repeats the process at least 3 or 4\ntimes a day. His responsibility for buildings and grounds does not end\nwith inspection, but occasionally the principal is called upon to exercise\nhighly specialized judgment concerning the school buildings. Among these\nfunctions listed were the supervision of landscape gardening, studying of\nplans for new buildings, listing of repairs needed, and inspection of troubles\nin the system of heating and ventilating.\nSo much for the larger items\nunder general administration.\nWere you to look in upon the principal you might find him preparing\nbulletins and placing them on the bulletin board; planning or supervising\nfire drills; inspecting the library or arranging its materials or furniture;\nhelping in the lunch room either as cash girl, as chief police, or what not;\nbusily absorbed in his office following the routine of the job or in daydreaming that defies classification; sometimes working on a plan of organization for the next term, preparing plans, working over his own plans\nor reviewing plans submitted by teachers; distributing, inventoring or\nrequisitioning supplies. At almost every recess or dismissal period he would\nbe found in the corridor supervising the passing of lines.\nWhen he is\ntired of work he walks through the corridor to see that everything is all\n\nright. Occasionally he is to be found in conference with a substitute\nteacher or making arrangements to care for the work of an absent teacher.\nHe still considers administrative details: a suitable reason for teachers\n\nmeeting.\nDirecting and supervising schemes designed to make financiers\nof his pupils is not foreign to his program.\nIn some respects he is a social\nwelfare worker ; he supervises the collection of clothing and old shoes; now\nand then he goes into juvenile court; at any time he may be called from the\n\n"} {"page": 485, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\nclassroom, lunch, or office to talk with indigent parents or children\n\n481\ncon-\n\ncerning their problems of want or misfortune.\nIn a miscellaneous grouping of duties performed we find the principal\nattending funeral services of deceased pupils, calling on parents, entertaining school guests, making announcements through the building, distributing\nmilk to pupils, preparing publicity items, supervising the taking of class\npictures, traveling back and forth between his schools or his own school\nand the central office, trying to find stolen articles, finding and punishing\nauthors of immoral notes, collecting funds for National Education Association delegates, promoting the work of the teachers retirement association,\nfurthering the community chest drive, and attending lectures with puni's.\nPreparation for and attendance at principals meetings constituted, on\nthe day in question, his chief responsibility to the general svstem.\nCommittee organization came second, with the most important committees being\nin order, textbooks and supplies, courses of study, and buildings.\nWork\nin the interests of Parent Teachers Association and the lyceum course\nfound a place in the record.\nThree principals listed time spent in professional study; one of these was\nworking on a study of school banking that would be of direct concern to\nhis own school ,while the two others were devoting themselves to an assignment obtained through an extension course.\nOf all the functions listed it was interesting to note that only two were\nmentioned by more than 50 percent of the principals. These functions and\nthe number of principals performing each on the day recorded were, classroom observation 46 and general supervision of playground 47. Other\nitems performed by one fourth or more of the principals on the day in\nquestion were conferences with parents 25, demonstration teaching 24,\ngeneral inspection of buildings 24, pupil discipline 23, office routine 23,\nchecking attendance 22, correspondence 18, regular teaching 18, enroling\nor assigning new pupils 17, supervision of passing of lines 16, conference\nwith attendance officers 16, answering telephone 15, extra-curricular duties\n\nof some kind 15.\nSize of city and size, of school building are closelv interrelated factors\nwhich have a distinct bearing upon the principal’s dailv job. In Ohio the\n\naverage elementary school principal of cities with 5000 to 10,000 inhabitants, supervises 8 teachers and 290 pupils, whereas the princival in\ncities over 100,000 supervises 20 teachers and over 700 pupils. This difference in the size of buildings is reflected in the fact that the averaze vrincipal of the larger school gives 13 percent of the working day to teaching,\nas contrasted to 65 percent by the principal in the smaller cities. The\nlatter group gives 7 percent to classroom supervision and 11 percent to\nadministrtive and organizing dvties in contrast to 27 and 30 percent respectively, devoted to those two functions by the group in the larger\nschools.\nFurther, the principals of the larger schools exercise a greater\nresponsibility for coordinating the work of the general grade sunervisors,\nfor the direct control of custodial service, and in the amount of time given\n\n"} {"page": 486, "printed_page": null, "text": "482\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nto general supervision. In cities above 100,000 the principal has more responsibility for assignment of pupils to classes, for determining the class\nschedules and for rating teachers under his direction.\nWomen are\nA second factor influencing the principal’s work is sex.\nusually inclined to give less time to clerical routine and prefer to do more\nFrequently they assume less responsibility than do\nclassroom teaching.\nmen for supervising janitorial service.\nThe kind of building leaves its mark upon the principal’s job. A principal in a building without an auditorium or an assembly hall, without\ngymnasium, without a modern lunchroom, or with meager playground\nfacilities is not apt to feel called upon to promote civic organization and\nresponsibility among his pupils.\nThe school principal with only a shabby office room containing no bookcase, no typewriter, no mimegraph machine, it not apt to feel for long the\nthrill of professional leadership within his building.\nWhen we stop to\nconsider that less than 10 percent of the e’ementary school princinals have\nany clerical assistance, it is not surprising that a principal should report\nthat he spends a considerable part of h's day answering telephone calls, recording school marks, doing other clerical work, and distributing supplies.\nAs one searches the field of educational literature for help in understanding the school principa!ship, one is soon confronted with the fact that\nthe chief available information is confined to the publications of the Department of Elementary School Principals. It is reasonable to expect that\nduring the next few years this body will produce an exhaustive literature\ncovering every detail of the work of its membership.\nOne limitation of\nsuch studies of which cognizance should be taken is the fact that the membership of this Department represents the elementary school principalship\nat its best.\nWhen we have found what the principal’s job really is, we shall stil! be\nconfronted with determining what is good and what further should be\ndone. ‘Two types of investigations are still needed.\nFirst, to secure from\n\na small group of men and women who have given long and fruitful thought\nto the skills, attitudes, ideals, and iders the elementary school should transmit to each oncoming generation of childhood, their judgment as to what\nthe elementary school principal may do toward realizing the function of the\nschool. We need a new statement of the cardinal principles of the elementary school. Second, to secure from superintendents and others a list of the\nmost successful principals and then 'earn from them the procedures underlying their success. By taking the best procedures from the most successful,\nwe shall ultimately find a method or technic for attaining every principle\nthat the first group may establish.\nNo other position in American education is due for such rebirth of its\nvision and practice as is the elementary school principalship.\n\n"} {"page": 487, "printed_page": null, "text": "_ DEPARTMENT\n\nTHE\n\nELEMENTARY\n\nJOHN\n\nK.\n\nNORTON,\n\nOF ELEMENTARY\n\nSCHOOL\n\nDIRECTOR,\n\nPRINCIPALS\n\nPRINCIPAL\n\nRESEARCH\n\nASSOCIATION,\n\nSCHOOL\n\nDIVISION,\n\nWASHINGTON,\n\nAND\n\n483\n\nRESEARCH\n\nNATIONAL\n\nEDUCATION\n\nD. C.\n\nWhat should be the relation of the elementary school principal to educational research?\nWhen this question has been correctly answered and\nprincipals have accepted the answer in actual practice, the teaching profession will have found its “place in the sun.”\nIn recent years much has been said about lifting the profession to a\nplace of higher respect by adopting better schedules for salaries, plans for\n\nretirement, and curricula for the training of the nation’s teachers. We\nwould not minimize the importance of these things. \"The work that the\nresearch division of the National Education Association has already done\nand is planning to do in these fields is sufficient to prove our full recognition of their importance in building a better profession.\nBetter salaries,\nplans for retirement, and professional training are essential in any sound\nprogram whose objective is the improvement of the general status of the\nprofession. “These measures alone, however, will not suffice.\nBefore the rank and file of the teaching profession can enjoy economic\ncompensation, social position, and general recognition more nearly equal\nto that of the successful physician, chemist, or engineer, they must deserve\nthese things. “They must have lifted their work to a place where it commands greater respect. Educational procedure in the classroom must have\nbecome as sure, as careful, and as skilled as is that of the physician, the\nchemist, or the engineer.\n“This can be only when the results of scientific\neducational research have made teaching a far more certain procedure than\nit is today.\nWhen a body of exact knowledge exists in the field of education comparable to that back of medicine and enginéering, and when that knowledge\nhas become the guide of educational procedure—the place of the teaching\nprofession in public respect will be equal to or greater than that enjoyed by\nany group of the nation’s professional groups.\nThese\n\nstatements\n\nare supported\n\nby some of the clearest thinkers in the\n\nfield of educational research. A few years back Thorndike in his wellknown article entitled “Education for Initiative and Originality” made\nthis statement :\nI am convinced\n\nthat just as soon\n\nas we develop\n\nmen who\n\nare justly recognized\n\nas educational experts, policies, as well as their execution, will be left largely to\nthem. The world is learning rapidly that when a man of ability has studied a topic\n\nscientifically and makes his judgments about that topic in the impartial, impersonal\nfashion of the expert, it is wise to put on him every responsibility in that limited\nfield that he will take.\n\nA similar opinion has just been expressed by Buckingham in the preface\nof his book, entitled ‘“Research for Teachers.” He says:\n\n"} {"page": 488, "printed_page": null, "text": "484\npk mea al\n\nNaTIONAL Epucation ASSOCIATION\nfh al\na ea\nlg\n\nIt is my firm belief that the emancipation and professionalizing of the teacher’s\ncalling rest far more upon the originality, insight, and expertness which the teacher\nevinces than upon any considerations having to do with salary, tenure, or legal\nThe surest\nstatus. Society cannot be compelled to respect anybody or anything.\nway to win respect is to be respectable.\n\n, Some there are who doubt the possibility of making educational procedure scientific. It is true that the field of education presents difficulties\nto the research worker probably greater than those of any other. ‘The\nmaterial of the teacher is the human being—the most complicated structure\non the face of the earth. This complicated material is played upon by a\nmultitude of environmental forces difficult to evaluate and control.\nThe chemist at the end of a day’s research puts away his comparatively\nsimple elements and compounds. The next day he takes them down from\n\nthe shelf and proceeds in his experiment. His H,SO, is H,SO, both on\nMonday and Tuesday.\nHis test tubes do not change over night.\nHis\nscales weigh as accurately in the afternoon as in the morning.\nHe knows\nexactly what will happen if he pours hydrosulphuric acid on iron filings.\nThe chemist’s materials are comparatively simple and relatively stable and\ncontrollable.\nThe child is not so simple. He does not “stay put.” Johnny Jones on\nMonday at 9:00 A. M. may be a very different animal (if the fundamentalists will allow the use of the word) than he was on Friday at 3:00\nP. M.\nEvery child is constantly changing.\nThe environmental influences which surround him are continually changing.\nCan a science even\nof approximate exactness come out of such a situation?\nIt can. We have made enough progress in the last quarter of a century\nto justify faith in the ultimate possibility of a real science of education.\nTime and industry are but necessary to make educational: procedure as\nexact as medical practice is today. Medicine has become an exact science\nduring the lifetime of men now living. Do not forget that the barber\npole reminds us of the day when the doctor and the barber were the same\nperson.\nOnly in recent decades was the fact clearly established that\ncleanliness is a first essential to successful surgical operations.\nLet me read a paragraph from the life of Pasteur, that great pioneer in\nmedical research, describing the conditions which existed in the army\nhospitals of 1870. The quotation reads:\nIt was perpetual agony, the wounds of all the patients were suppurating, a\nhorrible fetor pervaded the place, and infectious disease was everywhere.\n“Pus\n\nseemed to germinate as if it had been sown by the surgeon.”\n\nThe medical officer who would allow such conditions to exist in a\nhospital today, even under the stress of war conditions, would be courtmartialed and shot at sunrise for criminal negligence—and his fate would\nbe deserved. Some day we will look back upon some of our present school\npractices with the same horror that we now regard the conditions described\nin the last quotation.\n\n"} {"page": 489, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n485\n\nEvery science in existence today has evolved from a lowly place. Alchemy\npreceded chemistry, the medicine man evolved into the physician. ‘These\nand other fields have been purged of the fanciful notions and individual\nopinions which formerly stood in the way of their progress toward becoming a science.\nNo field of human activity to which has been applied the scientific method\nhas failed to profit therefrom.\nResearch, that is, systematic, purposeful,\nopen-minded\n\nsearch\n\nfor the truth,\n\nhas yielded\n\ntremendous\n\ndividends\n\nin\n\nevery field in which it has been employed. Why should we doubt that\nreseach will give us control of educational processes—particularly when\nwe remember that education has already enjoyed some initial successes in\nthis direction?\nIt seems safe to assume that each year will bring increases in the body\nof exact knowledge upon which educational practice may be based—will\nincrease education’s claim to be considered a science. What, then, is the\nrelation that the principal should have to this development?\nThe principal will more and more be called upon to serve as the intermediary between research workers and classroom teachers. This function\nwill involve the interpretation of research findings—and their application\nto classroom procedure.\nIn the future, the principal who does not bring\nthe practice of his school in accord with the knowledge research has revealed will find it increasingly difficult to keep the respect of his associates\nor the position that pays his salary. “The bungler in any field sticks out\nlike a sore thumb when he works beside experts.\nIn short, he who holds a position as a principal will be held responsible\nfor knowledge of the results of scientific research that are applicable to\neveryday practice in the classroom, just as the modern physician is held\nresponsible for shaping his procedure in accordance with the proved findings of medical research.\nWhether we like to admit it or not, typical schoolroom practice today\noften is not modified as fully as it should be by research findings.\nEducational practice probably lags further behind educational research\nthan practice in other professions lags behind research in their fields.\nLet me give one or two illustrations: Over a year ago there appeared an\nexcellent summary and evaluation of much of the research conducted in\nthe last two decades concerning the teaching of reading.\n.What percent of elementary school principals during the last year have consciously\nmodified their practice in supervising the teaching of reading because of\nthe important pronouncements of this investigation?\nLet me give another illustration: Two years ago there appeared a\nyearbook of the Department of Superintendence of the National Education Association entitled Research in Constructing the Elemen ary School\nCurriculum.\nThis contains a summarization of much of the significant\nresearch that has been conducted which bears upon the development of the\nelementary school curriculum.\nSome seventy curriculum specialists cooperated in bringing together this important publication,\nWhat percent\n\n"} {"page": 490, "printed_page": null, "text": "486\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nof our elementary school principals are so familiar with the contents of\nthis important summary that they are capable of exercising the leadership\nthat should be expected from one in their positions in the re-shaping of\nthe curriculum of the American public schools?\nKnowledge already exists in the field of education which if intelligently\nEach\napplied would modify existing school practice with great benefit.\nyear will make this fact, if it continues to exist, more difficult for the\nprincipal to justify.\nNot only the individual but the profession as a\nwhole will pay the price unless educational research and educational\npractice are drawn closer. together.\nA heavy responsibility rests upon the principal to interpret the significance\nof research findings. Teachers too often lack the training, or the time and\nenergy, so that they may be expected to apply the results of research\nwholly upon their own initiative. It is the principal who must be the chief\narbiter between the results of educational investigation and the application\nof these results in the classroom.\nThe place that the elementary principal\nwill occupy in public esteem, in fact, the position of the teaching profession\nas a whole in future years will largely depend upon the success with which\nelementary school principals come to discharge this important function.\nThere are reasons that explain the lack of agreement between research\nfindings and actual procedure in the classroom.\nMany of our principals\nlack training, and the salaries they have received have been too small so\nthat adequate training could not be demanded.\n‘The multitude of clerical\nand administrative duties, which many principals have been forced to\nhandle without clerical assistance of any kind, has often made it impossible\nfor them to be little more than high grade clerks.\nAnd then, we may as well face the fact, much of our educational research has not been worth a great deal—that is in immediate applicability\nto classroom practice. Worst of all, perhaps, has been the attitude of the\npublic. A high type of service is not demanded of the principal in many\ncommunities. The public conscience too often does not set high standards\nfor this office.\nBut these are explanations—excuses.\nSo long as we are willing to be\ncontent with explaining why the principal has not lived up to the highest\nideals—progress will be slow. These obstacles must be surmounted.\nCompensation on a level that will justify more extended and careful\nBut if the demand is not fully met, the\ntraining must be demanded.\ntraining must be obtained none the less, through summer school, extension\ngroups, and careful use of professional reading time. Adequate office help\nand equipment must be striven for—but if it is not always striven for with\nsuccess, this must not be a signal for settling into a routine rut, the edges\nof which obscure the view of an advancing science of education.\nIf the\npublic expects an. unskilled job in the classroom, its viewpoint must be\ncorrected by using every resource to make it a skilled performance,\nIf\n\nsome college professors are academic and impractical, drive them out of\n\n"} {"page": 491, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\nep\n\n487\n\nbusiness by failing to enroll in their courses. Learn to select what can be\napplied from what cannot be applied in the classroom.\nIs it enough that the principal should use every reasonable means to bring\nthe practice of his school into accord with the varified findings of educational research?\nShould he go further and conduct some research on his\nown initiative? The principal should be listed among those who understand and use research methods.\nBy this it is not. meant that he should\nundertake investigations merely as a means of assembling a certain amount\nof data which may be used as a basis for a magazine article. Rather,\nresearch should become the handmaiden of the principal in the intelligent\nResearch is nothing more than an ovenadministration of his school.\nminded, systematic, and intelligent attempt to collect data that aid in the\nsolution of some important problem. It is to solve the everyday practical\nproblems of the school that the principal should make use of research\nmethods.\nTime will suffice for one illustration: A principal had this problem to\ndeal with. One of his teachers found it impossible to maintain discipline.\nThe class in which the most difficulty occurred was made up of two sections—a high and a low seventh grade. It was the brighter pupils who\ncaused most of the trouble. ‘Trouble began as soon as one section of the\nclass was left to study while another section recited. The recitation on\none side of the room would proceed for part of the period and then trouble\nwould begin on the side supposedly studying.\nPrincipals will recognize\n\nthe situation as a common one. ‘The principal in this instance gave the\nusual suggestions such as the necessity of definite assignments, sufficient\nwork to occupy the attention of the study group during the full study\nperiod, etc.\nHe suggested particularly that the brichter puvils be given\nspecial and additional work. The teacher did not take kindly to the suggestion.\nShe believed that one assignment was enouch and that if the\nbrighter pupils had extra time they should go over their lesson again so\nthat they would not forget it so soon, and she added, ‘“Those who learn\nquickly soon forget.” ‘This remark suggested the possibility of an experiment in which this teacher could cooperate.\nThe pupils of the class were assigned a definite piece of subject-matter\nof a character which could be readily and objectively tested.\n“They were\ntold to study this until they were sure they had it and then were to begin\nwork on a second assignment.\nEach of the pupils was asked to keep a\nrecord of the time when they finished the study of the first assignment.\nThe next day a test was given covering the work of the first assignment.\nTaken as a whole the results were clear. Those who spent the least time\nA test given on the same\non study generally made the highest scores.\n\nsubject-matter a week later verified this finding. The results of this\nexperiment, although probably of little value from a strictly scientific\n\nviewpoint, were sufficient to effect a change in the teacher’s viewpoint, so\n\nthat she cooperated\n\nin the development of a new\n\nplan of school work\n\n"} {"page": 492, "printed_page": null, "text": "488\n\nNational EpucaTiIon ASSOCIATION\n\nassignment, which attempted roughly to adjust the amount of work required to the ability of the pupils to learn.\nThrough this and other devices the teaching technic was improved until\nmuch of the disciplinary trouble encountered disappeared.\nThere are many practical problems which the principal encounters\nIn\nwhich may be solved through the application of research methods.\nsome cases the results of investigation will indicate their solution.\nIn\nother cases the direction of soluticn will be indicated, and experimentation\n\nundertaken along the line iniicated will reveal the answer.\nWe predict, therefore, ‘that in the future the principal will be not on'y\na user of the results of research but will more and more produce research\nfindings as a byproduct of successful school supervision.\n‘The place the\nprincipalship, in fact, the place the whole teaching profession occupies in\npublic esteem will largely bere upon the degree to which this prediction\nis fulfilled.\n\nA SINGLE\n\nSALARY\n\nSCHEDULE\n\nFOR\n\nPRINCIPALS\n\nW. F. WEBSTER, SUPERINTENDENT OF SCHOOLS, MINNEAPOLIS, MINN.\nA single salary schedule for all principals immediately strikes the average superintendent as impossible. And it may be so. Certainly it is hard\nfor some to think that the principal of a sixth grade building should receive\nthe same compensation as goes to the master of a large high school.\nIt\nnever has been so. A high school prepares youth for college; its prineipal\nmust know much to be able to direct a school which gets boys and girls\nready for this distinguished life. Whereas an elementary school is just\nteaching reading and arithmetic. Any person with a little gumption, ability to do the rule of three, and pronounce words correctly is ready for such\nan elementary task. It is p'ain as a pike staff that little knowledge or skill\nis demanded, and for little skill there should be a corresponding reward.\n‘The tenacity of tradition is always confounding. We claim to be reasoning beings; yet we are in bondage’to yesterday and the day before. And\nit has taken us fifty years to get away from the old notion of the superior\nposition of the high school, and we are not so far away yet that our vision\nis entirely cut off. However there are some who have come to the belief\nthat to lead little chidren among the mysterious symbo!s of language and\nnumbers—a region more magical than any traversed by Marco Polo, requires great wisdom and tact.\nI almost said that more mystery and more adventures for the growing\nmind are to be found in this region than it will ever find on a college\ncampus. Some persons have only heard fabulous stories of this new land;\nand for many teachers or principals of fifty years ago the wonders and the\nlegerdemain of modern instruction are as little understood as the tricks of\nKeller or Houdini. Yet for decades the traditional cleavage between high\nand elementary schoo!ls has persisted. Why disturb peaceful slumbers?\nAnd many have never seen a modern elementary school. It is not alone\na place where the fundamental skills are established, but it has widened\n\n"} {"page": 493, "printed_page": null, "text": "DEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n489\n\nits sphere of influence to include the entire social life of a community.\nWherever disease lurks, clean-handed nurses are there. They show a clear\nway to the land of health. Wherever poverty and hunger bar the progress\nof little feet, the visiting teacher comes to remove the obstacles, and put\ncourage where dark failure has come to dwell.\nThe elementary school\nwatches John and Ruth as they start out into the troubled world to make\ntheir way; and at each turn in the road through the early years, some\nteacher is there to counsel and cheer. For many little folks, the elementary\nschool is the only instructor in the eternal truths of life; whatever they\nknow of the things which are right and pure and of good report, they have\n\nlearned in the elementary school.\nIn the kindergarten is the loveliest\ndemocracy the world can see. It makes no difference whether the child\ncomes in a limousine or with toes breaking into the light, whether his\nbreakfast was made of black bread or white, whether her clothing was of\ncotton or of silk, the only requisite for companionship is willingness to “play\nwith me” or to help. A light that radiates to all the streets and alleys to\nbring tidings of cheer; a power that forces back the hosts of evil and fights\never for righteousness, a haven of comfort for distressed mothers, a throbbing center of a better life for thousands is a modern elementary school in\na great city. And he who leads such a school to the emancipation of the\nlife of a community—who shall say his work shall not receive its reward?\nAnd shall it be less because he labors with little children who have not yet\nlearned to read?\nA single salary schedule for teachers is based upon two premises: that\nwith equal training and equal experience, teachers shall receive the same\nsalary, without regard to the position they hold in a system of schools.\nThat is, a person with a college degree shall be paid the same salary for\nteaching in a kindergarten as for teaching in a high school. This does not\nassume that a kindergarten position should be given to a college man; for\nthere might be persons better fitted for kindergarten instructors than some\nbrands of college men—probably than any college man.\nIt is intended to\nsay that besides holding a diploma, a person must place behind this exhibit\nsome very definite record of fitness for a particular assignment.\nPhysics\ninstructors would scarcely qualify as second grade teachers, though they\nhold an accepted certificate to teach in any grade of school in a state. Because teachers colleges center their efforts on the preparation of elementary\nteachers, and colleges of education are directing their energies toward preparation for high school instruction or administration, it rarely happens that\na college woman is found teaching in elementary schools, and very few\nnormal school graduates ever are found instructing in high schools. The\nlaw does not permit the latter. Though a single salary schedule exists, its\napplication is really not so different from the ordinary schedule. Only the\nexceptional person gets out of the traditional position, either up or down.\nCollege degrees are held by high school instructors; teachers college diplomas are the common possession of elementary school teachers.\nWhen we consider a salary schedule for principals, a third element enters\ninto the composition: the size of the school. Should size of school be a\n\n"} {"page": 494, "printed_page": null, "text": "490\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n—~\n\n:\n\n¥\n\nAe\ny\n\nSc\n\n;\n\n1)\n\n.\n\n«\n\n4q\n\n,\n\nea\n\nwh\n\n3)\n\nso)\n\n‘\n\n6\n\n3\n\nBs\nts\n\noa\n\nsy\n\nWaite,\n\ntis\n\nMe\n\n‘anatit\n\n“A\n\nSd\n\nhie\n\nWivArte\n\net\n\nWiens\n\n.\n\neeay fyi,\n\namg 7]\n\nby\n\ndort,\n\n'\n\nae\n‘;\n\nsldiea.\n\nine\n\ny\n\ntiny\n\nWIT\n\nveh) toe\n\nShe\niy\n\n;\n\ntee\n\nau\n\nSTU\n;\n\narsed uo\n\nEE\n\nrk\n\n=\n\nvp ait\n\nsai lia\n\nlitte nb ni\n\nvittida’\n\nwell eeelenE\n\nParal\n\nWA cage Salis\n\nHE\n\nWot\n\n%\n\nwal\n\neareye\n\ni, a\n\nts.”\n\nes\n\nSlob ae\nevieters SA hy ood!\nbits he 5\" Hol. Goiangdly\n99h\nity\nea\na\nead Dl petra\n\nrye” bated\n’\n\n9%\n\n“Teo fails a\n\niy\n\neel\n’\n\ne\n\niF\n\n“ahnie 4 ort sees\n\nEt\n\n* oy ean\ni\n\n‘\n\nminihowe ad 4 ‘oir ee a\n\n, ab ee\n\nLi\n\n|\nelocyh\n\n5 he\n\nsliede “oulhwu\n\n134\n\n|\n\n;\n\n\" \\rxeaepeas i wpiebea\n\noh shies!Shot voal-s! ~\" ‘ebtida!\n5s\n\nvert\n\nRn\n\nGait\n\notter,\n\nin\nay\n\nlV\n\na\n\nSi,\n\nbe oie\n\nyma\n\nfis\n3\n\nia f\n\nver ae\n\noer, joi italy HQey\n\nA wuts?\n\non\n\n{ vn + seh\noT\n\nth =i iro\n\n1\n\n(A\n\n% JH\n\nhaps\n\n(te\n\nGans) Misha\n\nLia “pa ut\n\n;\n\nviggans\n\nfT\n\nnai Coan i\n\n1\n\nsoashiaie\n\n}\n\na”\n\nch\n\nom\n\nrewins\n\n“S088:\n\nPy\n\nbaued\n\nid\n\n_\n\n‘pit\n\nMannie,\n\nwert\n\n>\n\ntin\n\n4\n\nat\n:\n\neee\n\nsd-Sadhiclies\n\n:\n\niP ake\n\nthf.\n\nPusga, op bielom pits72M “att i\n2)\n\net’\n\nJie,\n\ntrie dl\n\ni\n\nt@ptiegle\n\nrad\n\n-\n\n“a\n\n/\n\nyee, OES\n\n2\n\nay iM\n\nome\n\n¢ 0,\nsey\" para\n\n.\n\nbese «dghionely\n\nTe\n\nae\n\nE\n\nhet Fay a\n\nvi\n\nSPA\n\n’\n\nFE\n\nahF\n\n‘\n\nou?\n\n;\n\n-\n\na\n\n‘\n\naba?\nhd\n\neT\n\nsee\n\nhe\n\naaey\n\nMTN\n\n<\n\nay agyys\n\nAOioyh. £“esiita ba\n\need\n\n.\n\nTh\n\n"} {"page": 533, "printed_page": null, "text": "Department of Music Education\n\n"} {"page": 534, "printed_page": null, "text": "Te\n\nDEPARTMENT\n\nOF MUSIC\n\nEDUCATION\n\nWas\n\ncre-\n\nated by the Board of Directors at the Madison,\nWis., meeting in 1884. See Proceedings 1884:\n23. This department cooperates with the Music\nSupervisors’ National Conference.\n''he officers of the Department for the year 192627 are: President, George L. Lindsay, Director of\nMusic, Philadelphia Public Schools, Grant Building,\n17th and Pine Streets, Philadelphia, Pa.; Vice-President, C. A. Fullerton, Head of Department of Music,\nIowa State Teachers College, Cedar Falls, Lowa;\nSecretary, Agnes Benson, Supervisor of Music, Public Schools, 3819 Pine Grove Ave., Chicago, Ill. This\nDepartment meets once each year, in June. Facts\nrelating to the establishment of this Department and\nthe record of meetings are found in earlier Proceedings as follows:\n1885\n:369-405\n1886: 563-599\n1887: 607-653\n1888: 625-665\n1889: 665-703\n1890: 811-827\n1891: 807-827\nAe ase\n\n1894:925-957\n1895: 765-807\n1896: 718-754\n1897: 772-792\n1898: 832-856\n1899:970-998\n1900:531-542\n1901; 704-721\n\n1902: 614-644\n1903: 683-719\n1904: 675-709\n1905: 627-706\n1906: 703-706\n1907: 849-877\n1908: 835-862\n1909: 673-701\n\n[530]\n\n1910: 789-833\n1911: 787-827\n1912: 1001-1031\n1913: 601-619\n1914: 625-649\n1915: 847-883\n1916: 575-613\n1917: 473-491\n\n1918: 315-323 1919: 291-303\n1920: 309-311\n1921: 507-515\n1922: 1047-1063\n1923: 733-737\n1924: 597-613\n1925: 504-522\n\n"} {"page": 535, "printed_page": null, "text": "WHAT\nJAMES\n\nFRANCIS\n\nSCHOOL\nCOOKE,\nPRESSER\n\nEFAMERICA\n\nMUSIC\n\nEDITOR\n\nOF\n\nTHE\n\nFOUNDATION,\n\nreally at war\n\nMEANS\nETUDE,\n\nTO\n\nAMERICA\n\nAND\n\nPRESIDENT\n\nPHILADELPHIA,\n\nwithout\n\nrealizing\n\nOF\n\nTHE\n\nPA.\n\nit?—Thought\n\nenergy\n\nis\n\nthe dynamic force of civilization.\nBecause the teachers of America\nare the construction engineers of this great force, their work takes\npreeminence over all other forms of human endeavor.\nIt makes little\ndifference whether thisis recognized by the public of the moment or not.\nThe fact remains, and the public is being compelled to recognize it for\nthe protection of civilization.\nThe vast interest taken in music and musical education is one of the\nsignificant signs of the increase in general education.\nIt has been estimated that from two to three million dollars a day are being spent by\nthe American people upon music.\nA very large portion of this is being\ndevoted to musical education. More and more, music is becoming a part\nof public school work.\nWhen Charles W. Eliot, President Emeritus of Harvard University,\nproclaimed some fifteen years ago that ‘“Music is second to no other\nstudy in its educational value,’ he was merely emphasizing what laboratory psychologists and educational clinics have scientifically ascertained,\nand what the great educators, from Plato to the present, know full well.\nAmerica’s huge expenditure for music is, in the eyes of the experienced\neducator and the psychological experts, an investment which must bring\nrich dividends.\nApart from the public, which looks upon music purely as an entertainment, those who know, realize that music has an immense value in\nindustry, therapeutics, religion, ethics.\nIt would be possible to spend hours in giving evidences of the marvelous possibilities of music in each field of activity.\nAs the editor of\na musical magazine of international scope, it has been my good fortune\nduring the last eighteen years to meet not only practically all of the\ngreat musicians of our time, but also the outstanding men and women\nin the phases of human activity where music is of the greatest service.\nMy position has been that of the man in the conning tower overlooking\nthe great seas of human endeavor in relation to music.\nIn the field of industry, many of the foremost industrial leaders of\nthe world have given me their personal assurances of their enormous\nvaluation of the importance of music as a stimulant, an inspiration, and\na refreshment from the terrific demands of daily life for the workers\nin the depths of the mines, in the puddling rooms, on the topmost girders\nof the steel skeleton, from the humblest worker to the highest executive.\nCharles M. Schwab, America’s great steel king, has long made music\nstudya part of his daily program.\nIn a conference with him, he said that\nhe knew nothing in life to excel it for the great purposes of relieving the\n\n[531]\n\n"} {"page": 536, "printed_page": null, "text": "532\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nstrain of modern business. At least twenty other men of the front rank\nin business and in industry have told me the same thing in the most\nchauvenistic terms.\nIn musical therapeutics, every month brings reports of the almost miracuI doubted\nlous value of music in treating mental and nervous trouble.\nthese reports, but I went personally to three of the most prominent psychiatrists in the state of Pennsylvania and found them thoroughly convinced of the practical value of musical therapeutics when applied by\nexperts in cooperation with the brain doctors.\nIt is unnecessary to comment upon the importance of music in religion.\nIn education, it would require several volumes for me to recount the\nresults of a vast number of conferences upon the value of music in education.\nFrom the first steps in music study, rote singing, dancing in\nrhythm, musical appreciation through the talking machines and the player\npiano, through the practical study of music, by means of musical instruments, there is nothing in the whole pedagogical field which leads to develop a higher degree of coordination between the mind and the body,\nnothing that demands more accurate thinking, nothing that promotes the\nmusical memory to a larger capacity and a higher degree of responsiveness, nothing that accelerates the mental processes to as great a speed,\nnothing that develops a finer sense of form and balance as does music. °\nThe pity is that my time is so limited that I cannot give you scores\nand scores of illustrations of the vast significance of music in this connection. “Take music from our schools and we would rob them of one\nof the most powerful and illuminating dynamos in the whole scheme. of\nmind development.\nIf you look into the history of education, you will\ndiscover a whole chorus of the greatest pedagogs of the ages emphasizing\nthis opinion.\nThe value of music in connection with character building is largely that\nof putting the mind in tune, in proper mental condition, for the reception\nof great ethical principles. Music in itself is something quite apart from\n\nethics, but when combined, the effect is like that of turning on a mighty\nelectric current to a piece of idle machinery.\nNothing has given me a greater inspiration than the widespread interest\nin public schools in what is known as the “Golden Hour Ideal,’ which\nwas first announced through my editorials many years ago. Under various names, the Golden Hour Ideal, which is merely the title for an entirely non-promotive plan or program to teach ethics (character building)\nin the public schools, together with the inspiration of music, has been\nemployed as a means to combat the total absence of any worthwhile\nethical training in the cases of hundreds of thousands of children.\nBy\nmeans of some such plan, the teachers of America have a work of the\nhighest importance in fighting the most dangerous forces of distinction\nthat face our beloved nation at this moment.\nIn a period of unheard of crime of every imaginable description, our\nown police and courts have shown their impotence by the fleets of armored\n\n"} {"page": 537, "printed_page": null, "text": "DEPARTMENT\n\nOF Music\n\nEpucatTion\n\n533\n\nmotor cars in the street.\nWe are really at war with an enemy and\nnobody seems to realize it. On one side are the most desperate crooks\nand drug fiends the world has ever known,—on the other side is the\nclergy, the home, and the school.\nThe child in the school must have\nwhat ethical training he does not get from the church or his parents.\nThrough regular study of character training and through the powerful\ninspiration of music at the same time, we can grow and train a new\ngeneration of young people whose stamina and character will not be questioned in excelling the forces that would destroy the highest standards\nof modern civilization.\n\nMUSIC\nC.\n\nA.\n\nFULLERTON,\n\nHEAD\n\nTEACHERS\n\nIN RURAL\nOF\n\nTHE\n\nSCHOOLS\n\nDEPARTMENT\n\nCOLLEGE,\n\nCEDAR\n\nOF\n\nFALLS,\n\nMUSIC,\n\nIOWA\n\nSTATE\n\nIOWA\n\nProbably one fourth of the school children in our country attend oneroom rural schools, and in the main the musical training that they receive\nin these schools is extremely unsatisfactory.\nThere are two outstanding needs in regard to music in the one-room\nrural schools.\nOne is that the pupils and teachers have good ideals as\nto what music is; and the second is that they have adequate training in the\nre-creating of music. People who have technical skill but lack in worthy\nideals in music are often a greater liability from a musical standpoint\nthan those who have good ideals but are lacking in skill. My twenty-nine\nyears in the music department of a teachers college have convinced me\nthat the most effective way to develop satisfactory musical ideals in a\none-room rural school and also develop technical skill, is to bring the\nmusic itself into contact with the children by means of a phonograph.\nThe minutes available for teaching music in a one-room rural school are\nfew and precious. It is highly important that false motions be eliminated\nand that only songs of the best quality be used, and so far as method\nis concerned a one-room rural school is certainly no place for bungling\nand ineffective methods of procedure. It took the world a long while to\nlearn enough about children to be able to use efficient methods in teach-\n\ning them, and music was one of the latest phases of education to get the\nbenefit of the best educational ideals.\nI have spent some years in attempting to use in the musical education of children the same\n\nprocesses by which\n\nchildren educate themselves\n\nin language before they get into school. I realize that it is an ambitious\nattempt, for it is generally conceded that children make a better record\nin educating themselves up to the age of five than they ever make later\nwith the aid of the teacher.\nThe first need in the musical training of children is to develop an\nexperience in music—both melody and rhythm that corresponds to the\n\n"} {"page": 538, "printed_page": null, "text": "534\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n—_\n\nspeaking vocabulary that the child brought to school with him at the age\nof five, and music obviously has one advantage over language in that\nchildren usually bring some bad habits in speech to school with them\nthe first day, while most of them bring no habits in music the first day.\nHere is presented a wonderful opportunity for the schools to ‘‘get there\nfirst” with good habits and see that none but good habits are developed.\nIf every one-room rural school in the country would supply itself with\na phonograph and some records and proceed systematically to develop\nmusical power in the children, both in rhythm and melody, it would be\nbut a few years till coarse strident tones and drawling rhythm would\nbe supplanted by musical tones and light, buoyant rhythm.\nIt is easy to write about rural school music.\nThere is something in\nit that appeals to the imagination.\nFrom the standpoint of the rural —\nchildren, however, the first step for those who are training rural teachers\nis to get acquainted with the rural schools; the second is to. work out\n\na successful method for teaching music in the rural schools, and the third\nis to incorporate that method into the course of study for rural teachers\nin the teachers college, the normal training high school, the extension\nstudy centers, county institute, etc.\nThe rural school music problem is\nclearly the rural teacher problem, and it will take some time to get °\nthem all well prepared to do the music work successfully, but “Here a\nlittle, and there a little’ will work wonders if persisted in. If in every\ncounty institute even one hour of effective work could be devoted to\nmusic in the rural section, a gradual transformation in rural school\nmusic would take place.\nDuring the remainder of my thirty minutes, with the assistance of\nSims Song Slides and the Victor Talking Machine, I shall illustrate\nhow I would use the time in the rural section of a county institute in\npreparing the teachers to get the beauty of music into the lives of the\nrural children and give them good musical training.\nOutline for Two Hours of Work with the Rural Teachers in a\n\nCounty Institute\nMaterial and Methods taken from “The One Book Course in Elementary Music and Selected Songs for Schools,’ supplemented by Sims Song\n\nSlides and Victor Records.\nFirst Hour\nSinging: Song on screen.\n1. “My Old Dan,” page 7, V. R. 19831.\na. Listen while phonograph plays first stanza.\nb. Sing as indicated, page 7, and screen.\nSong on screen.\n2. “The Fiddle,” page 16, V. R. 19831.\na. Listen while phonograph plays first stanza.\nb. Sing as indicated.\nc. Class exchange parts with instrument.\nd, Class sing entire song with instrument,\n\n"} {"page": 539, "printed_page": null, "text": "DEPARTMENT\n\nOF Music EpUCATION\n\n585\n\nRhythm: (with V. R. 18017.)\n“Tenth Regiment.”\n(Also without phonograph.)\n1. Slide hands upward alternately, palms touching.\n2. Clap hands, touch shoulders.\nSy, Clap rhythm (loud, soft).\n4. Imitate marching, with hands moving downward and upward alternately,\npalms open and turned inward.\n(Like wooden soldiers.)\nImitate marching with hands, mark time in place with feet at the same time.\nnn\n\nMark time in place, beginning on accented beat with left foot. Say, “Left,\nright, left, right, class halt, one, two.”\nAfter the word “halt,” take one\n\nstep forward (one) and bring the other foot forward to a parallel position\n(two).\nTe Step (marking time in place) quarter and eight notes in alternate measures:\n1, 2, 3, 4; l-and, 2-and,\n\n3-and, 4-and.\n\nSinging: Song on screen.\nil “A Frog He would\n\nA-Wooing Go,” page 13, V. R. 19830, 3 stanzas.\na. Listen to first stanza as instrument plays.\nb. Then class join with instrument on “Mm-mm.”\nSong on screen.\n2. “Stars of the Summer Night,’ page 66, V. R. 18627.\na. First listen to entire stanza.\nb. Then sing as follows:\nInstrument\n\nalone:\n\nClass with instrument:\n\nStars of the summer night,\nHide, hide your golden light\nShe sleeps,\n\nFar in yon azure deeps,\nShe sleeps, my lady sleeps;\nShe sleeps, my lady sleeps.\n\nc. Later, class sing entire song with piano accompaniment.\n3. “Good Morning,” page 44, V. R. 19830.\n\na. Instrument play entire stanza.\nb. Class sing as indicated.\n4. “Soldier Boys,” page 11, V. R. 19831.\n\na. Class listen while instrument plays first stanza.\nb. Class\n\nClass\n\nwith\n\nlisten to entire song.\n\nClass join in “Tr-r-r-um,”\n\ninstrument:\n\nInstrument\n\nete.\n\nalone:\n\nForward, march, boys, brave and true,\nReady, steady, bearing the flag along.\nand strong;\nSoldier boys, Soldier boys, singing a\nTr-r-r-um, Tr-r-r-um, Tr-um, Tr-um,\nsoldier song.\nTr-um.\nc. Later, sing entire song with phonograph.\n\nd. Then\n\nsing entire song with piano.\nSecond Hour\n\nSinging:\nSong on screen.\n34s “My Old Dan.”\na. Review as in previous hour.\nb. Then class exchange parts with instrument.\nc. Later class try to sing entire song with instrument;\naccompaniment.\n\n2: “The Fiddle.” Song on screen.\na. Review as in previous hour.\nb. Clap rhythm while violin plays melody.\nc. Sing syllables with instrument; commit.\nRhythm:\nil Review first hour.\n2. “Dancing Song,” page\n\n35, V. R. 19891.\n\nSong on screen,\n\nthen with piano\n\n"} {"page": 540, "printed_page": null, "text": "536\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\na. Listen while instrument plays first stanza.\nb. Clap rhythm (loud-soft-soft) to entire stanza.\nc. Clap rhythm as indicated on page 35.\n\nSinging:\n1. “Bow-Wow,” page 16, V. R. 19830. Song on screen for all songs.\na. Listen to first stanza.\nb. Sing as indicated on page 16.\nc. Class exchange parts with instrument.\nd. Later class sing entire song.\ne. Clap rhythm (loud-soft-soft-soft) as violin plays melody.\n\nART\nGEORGE\n\nOF ACCOMPANYING AS APPLIED\nMUSIC—ABSTRACT\nH. GARTLAN,\n\nDIRECTOR OF MUSIC, PUBLIC\nNEW YORK, N. yY.\n\nTO\n\nSCHOOL\n\nSCHOOLS\n\nOF GREATER\n:\n\nIt is generally understood that perhaps the most important element in\nschool music today is the development of artistic songs of a high order of\nmerit. To accomplish this, music material must be presented in a manner\nwhich is sufficiently artistic and cultured to make the necessary impression\nupon children in order that it might arouse in them a desire to learn more\nabout music and to understand its true message. “The average assembly in\nthe public school is after all a poor affair. Songs of patriotism and devotion are, or should be, a part of every assembly exercise. From this should\nbe developed a degree of music appreciation which is not necessarily arrived\nat through listening lessons, but which grows out of the actual doing of\nmusic by the pupils themselves. “The assembly exercises should be the result\nof the music work which has been done in the grades, and not merely an\nadded part of school activity which has no direct bearing upon the business\nof music teaching.\nThere are two distinct elements in the conduct of assembly singing:\nFirst, the leader; second, the pianist. ‘There must be a thorough understanding between the two in order that the accompaniment shall not only\nbe in strict accord with the interpretation as given by the leader, but shall\nbe an integral part of the singing, and not something which is merely added\nbecause it is a necessary requirement.\nAn unsympathetic accompanist can\ndestroy the work of the leader and practically nullify an artistic result.\nIt is not the purpose of this article to go into any lengthy discussion on\nthe technical requirements of a pianist, but it is important to note that no\none should attempt this work unless there is a certain degree of digital skill\ncombined with an artistic sense of interpretation which would ordinarily fit\nsuch a person for public appearance and performance as a pianist.\nIt is\nnot necessary to reach into the field of piano virtuosity as we understand it\nto develop a successful accompanist, but it is necessary that this particular\npianist be at least able to play the prescribed scales, octaves, and interval\nprogressions, together with certain standard rhythmic combinations which\nare a part of every good accompaniment,\n\n"} {"page": 541, "printed_page": null, "text": "Department of Rural Education\n\n"} {"page": 542, "printed_page": null, "text": "lees DEPARTMENT OF RURAL EDUCATION grew out\nof the Department of Rural and Agricultural\nEdueation which was authorized by the Board\nof Directors in 1907. See Proceedings 1907: 44-45.\nAt the Chicago meeting in 1919, the Department was\nreorganized with the three organized rural groups\n\nthen existing—The National Association of State\nSupervisors and Inspectors of Rural Schools, the\nCounty Superintendent’s section of the National\nEdueation Association, and the National Association\nof Persons Engaged in the Preparation of Rural\nTeachers—under the name of the Department ,of\nRural Education. See Proceedings 1920: 279.\nThe Department meets twice each year, in February and in June.\nThe officers of the Department\n\nof Rural Education for the year 1926-27 are: President, Julian E.\nButterworth, Cornell University, Ithaca, N. Y.;\nVice-president, May Trumper, State Department of\nEdueation, Helena, Mont.; Secretary, Katherine M.\nCook, Bureau of Education, Washington, D. C.;\nTreasurer, C. G. Cooper, County Superintendent,\nTowson, Md. .\nThis Department sponsors the publication of a\njournal or bulletin, which is sent regularly to members thereof. Facts relating to the establishment of\n\nthis Department and the record of meetings are\nfound in earlier Proceedings as follows:\n1906: 716\n1911 :1365-1391 1915:1131-1161 1919: 281-289 1923:745\n1908:1187-1217 1912:1365-1391 1916: 613-637 1920: 271-278 1924:651-715\n1909: 953-993\n1910:1081-1108\n\n1913: 801-812\n1914: 877-909\n\n1917: 599-615\n1918: 271-295\n\n[538]\n\n1921: 523-617 1925:522-563\n1922:1099-1197\n\n"} {"page": 543, "printed_page": null, "text": "ESTABLISHING AND MAINTAINING STANDARDS\nSUPERVISION—A BSTRACT\nI, JEWELL\n\nSIMPSON,\n\nASSISTANT\n\nSTATE\n\nSUPERINTENDENT\n\nIN\n\nOF\n\nMARYLAND\n\n[ WE ACCEPT the definition of a supervisor as “‘a leader charged with\nthe responsibility of organizing a teaching force for the study of its\nprofessional problems,” we must recognize the fact that such leadership calls for cértain standards of preparation and of accomplishment.\nIn addition to high certification qualifications, successful supervision requires :\nThat\nThat\nThat\nThat\n\nthe supervisor know good teaching and that he be a good teacher\nhe be able to secure the right attitude on the part of the teachers\nhe know how to measure, check, and test the results of teaching\nhe have tact, personality, and the ability to get on with people\n\nThat he shall not spread himself out too thin.\n\nExperience has demonstrated that it is a valuable asset to a supervisor\nif he himself has had the opportunity of teaching and of developing in a\ngood supervisory system—in other words, if he has had experience in receiving supervision.\nAfter securing supervising teachers the school system has the responsibility of promoting their growth and of maintaining high standards of supervision. A state department of education may do this through four major\nactivities:\n1. By means of a summer-school course in the theory and practice of supervision,\nconducted in accordance with the ideals of the school system in which the supervisors are working.\n2. By means of visits of the state supervisors to the local supervisors.\n3. By means of state-wide conferences and regional conferences of supervisors\nand superintendents.\n4. By publishing and distributing professional bulletins designed to give practical\naid for the day’s work.\n\nKeeping its teachers and supervisors growing professionally is the acid\ntest of a good school system.\n\nTHE ADVANCEMENT\nTRAINED\nJ. R. GRANT,\n\nSTATE\n\nOF RURAL EDUCATION\nTEACHERS—ABSTRACT\n\nSUPERVISOR\n\nRURAL\n\nSCHOOLS,\n\nLITTLE\n\nWAITS\nROCK,\n\nON\n\nARK.\n\nIn maintaining that rural education\nRural education is a broad term.\nIt is\nwaits on trained teachers, one is covering a great deal of territory.\nputting a great responsibility on the rural teacher; it is saying that the\nadvancement of rural people, intellectually, morally, socially, and economically, depends to a great extent on the work of the rural teacher. It\n\nis saying more\nupon\n\nthan that: the advancement\n\nof a nation largely depends\n\nof its rural people.\n\nAs a rule, the rural teacher\n\nthe advancement\n\n[539]\n\n"} {"page": 544, "printed_page": null, "text": "540\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nIn general, the people\n‘s not conscious of his far-reaching responsibility.\ndo not realize the big task that has-been assigned to the rural teacher.\nBecause teachers and patrons have failed to see the real importance and\nbigness of rural education, the rural teacher, as a rule, is too young, too\ninexperienced, and too poorly trained to shoulder this great responsibility.\nBecause more teachers and patrons still believe that the importance of\nthe teacher’s position depends on the age and grade of the pupils taught,\nwe still find teachers seeking “higher up” positions. Because most teachers\nand patrons still believe that when a teacher goes from the rural school\nto the urban school he has been promoted, we still find teachers seeking the\nurban positions.\nMost of us admit, regardless of where we live, that in\nrural communities where the one-room teacher is the superintendent, office\nhelp, principal, supervisor, specialist, nurse, truant officer, janitor, and so\nforth, we should have our very best teachers.\n\nWe\n\nadmit\n\nthat the rural\n\nteacher who teaches all the grades should have a broader training.\nAs we go abroad, even in our imagination, and study the educational\nsystems of other nations and see that all the leading governments of the\nworld pay their teachers for what they do regardless of where they do it,\nwe return home with a little less enthusiasm for our forty-eight systems\nof education and especially for the many smaller unit systems within these\nforty-eight systems.\nWe return home more convinced that a nation has\nno way to perpetuate itself except through the education of all its people.\nIn order to get a national view of the teacher-training problem, information has been obtained from the forty-eight state departments of education.\nThese departments answered the following five questions:\n1. What education standard do you require of all teachers?\n2. How are your teachers certificated?\n3. When your teachers go from the rural school to town or city schools, do they\nthink of it as a promotion?\n4. Has your state special “Rural Teacher-training Departments?”\n\n5. In some states, most trained\nsolving this problem?\n\nteachers go to towns\n\nand cities.\n\nHow\n\nare you\n\nThe replies to question one show that the tendency is toward a two-year\ncollege standard for all elementary teachers and a four-year college standard for all secondary teachers. Replies to question two show that the examination system is being replaced by certification on credentials, also that\nthe states rather than the local authorities are issuing certificates.\nReplies\nto question three show that people in general consider it a promotion when\nteachers go from the rural school to the urban school. Replies to question\nfour show that a majority of states have rural teacher training departments.\nThe answers to question five show that the problem of keeping trained\nteachers in rural schools is not being solved.\nA few states, however, are\n\ndoing a great deal toward solving it,\n\n|\n\n"} {"page": 545, "printed_page": null, "text": "DEPARTMENT\n\nCAN RURAL\nKARY\n\nC.\n\nOF RURAL EpuCcATION\n\n541\n\nSCHOOL FORCES AID IN SOLVING\nTURAL PROBLEMS—ABSTRACT\n\nDAVIS,\n\nPROFESSOR\n\nOF\n\nCOLLEGE,\n\nAGRICULTURAL\nNASHVILLE,\n\nAGRICUL-\n\nEDUCATION,\n\nPEABODY\n\nTENN.\n\nOur national progress depends upon agricultural prosperity.\nRural\neducation should be for life, not life for education. The struggle in our\nschools between culture and utility should be ended by a close coalition\nof the two. The rural people are paying more for education, and receiving less, than any other class. E. E. Windes, rural education specialist in\nthe Federal Bureau, says:\nIn no other field of educational\n\nendeavor\n\nare conditions\n\nso chaotic as in elemen-\n\ntary school agriculture,\n\nThis Department of Rural Education at its Indianapolis meeting last\nJuly resolved to attack some of the agricultural problems. In 1922 this\nDepartment resolved that, ‘““The safety of society demands a new kind of\nrural school suited to the preparation of rural people for the new world\nsituation.”\n:\nThe conditions found among farmers at present may be briefly pictured\nas follows:\n1. People are too often dissatisfied with the work of the rural schools.\n2. Pupils are allowed to drop out at 10 or 12 years of age.\n3. Truancy laws too often fail to remedy this.\n4. Illiteracy of all those over 10 years of age is 8 to 12 percent\npopulation.\n\nof the rural\n\n5. The average education is below fifth grade.\n6. Schools give little time to living subjects and environments of rural people.\n7. Teachers are not in sympathy with rural life.\n8. Teachers are not trained for rural life.\n9. There\n\nare too many\n\n“suitcase” teachers—not\n\nliving in the communities\n\nwhere\n\nthey “keep school.”\n10. Schools are, too often, not social, literary, and recreational centers—no leaders, no organizations.\n11. Taxes for schools are voted down or paid grudgingly.\n12. Taxes in many regions equal or. closely approach the annual rental value\nof land.\n13. The average farm income, including food, fuel, and shelter, was $17 per\nmonth for the great south central states during the years 1922 and 1923.\n14. Farms\n\nare\n\nsteadily\n\npassing\n\ninto the hands\n\nof the landlord\n\nclass—the\n\nper-\n\ncent of farm tenantry having greatly increased in the last census period.\n15. A large proportion of supervisors of rural schools, superintendents and rural\nteachers, consider these matters as none of the business of the educational forces.\n\nThe present problems are largely suggested by these fifteen statements\nof conditions.\nThe aims of this Department should be and are to try to remedy many\nof these conditions; to try to save our rural people from becoming a peasant\nclass; to unite in well directed efforts to allow the farmer to receive his\njust dues and be so trained as to be successful in his business and also enjoy\n\n"} {"page": 546, "printed_page": null, "text": "542\n\nNaTIoNaL EpucaTIon\n\nASSOCIATION\n\na genuine rural culture with eyes open to the beauty and glory that surround him.\nIt seems an almost inexcusable condition of affairs, that the great mass\nof rural school forces, with funds reaching almost a billion dollars annually,\nshould so greatly miss the true purpose and aim in rural education.\nDevices and methods—America has, through experimentation of nearly\n39 years, evolved a truly wonderful science of agriculture which is, even\nnow, largely unavailable for farmers. Such an educational resource should\nbe put into operation where it will do the farmers the most good.\nThe recent experience of Denmark in training the rural classes through\nthe teaching of agriculture in the schools, has shown that farmers can be\nlifted from among the poorest to the richest in the world; this in spite\nof natural adverse environment.\nThe agricultural extension forces should be used by the rural schools.\nMen and women agents, cooperating with the schools in a few states,\nenlist vast numbers of boys and girls in club work. In many states little\nor no cooperation exists. “Teachers, supervisers, and county superintendents\nmay assist county agents in formulating and pursuing annual programs of\nwork for boys’ and girls’ clubs, schools, farm bureaus, and community organizations. ‘The activities of all these movements should center at the\nschools and much of the school work and discussion should revolve about\nthese activities.\nThe Smith-Hughes forces should also be used by the rural schools.\nIn\none state at least, this is succesfully done.\nEach teacher of vocational\nagriculture coaches the agricultural teaching in several surrounding districts—through teacher-supervisor conferences, visitations, printed outlines,\nand mimeographed teaching plans. He also supervises the home projects\nof the rural school pupils. “The whole plan greatly improves rural teachers\nin service and makes the school work function at home.\nHow rural supervisors and superintendents can help—At a regional\nrural supervisors’ conference held in December, 1925, the thought of\nhaving the schools suit their communities was not discussed.\nHome\neconomics, agriculture, and rural health were not mentioned except by\none speaker, and then parenthetically and apologetically.\nToo many of\nthese supervisors and superintendents are showing decided indifference\nto rural conditions—or they seem to want to throw their burdens onto the\n“other fellow.”\nThey are sorry that farming people show such indifference to the schools—taking children out with trivial or no real excuses;\nbut why try to solve it? Why try to suit the schools to rural conditions?\nIs it not easier and better to transplant city methods, city subjects, cityminded teachers and city courses to the new consolidated rural districts?\nPerhaps all this happens because supervisors and superintendents are themselves city-minded or have been blinded by the glare of city ideals.\nWhy not reorganize the courses around the home and farm? Why not\nattack the problems of the poor, under-educated farmer struggling with\ntoo heavy a load? Why not make much of the school work center in the\n\n"} {"page": 547, "printed_page": null, "text": "DEPARTMENT OF RuRAL EpucaATION\n\n543\n\nfarm life—offer farm shop work, improved agriculture, and home economics, including health and rural sanitation.\nShould not rural supervisors be expected to know the rudiments of\nthese things themselves?\nShould not the composition, history, arithmetic,\ngeography, spelling and drawing be founded upon agriculture—the home\nand farm life of the children?\nHerbert Quick has portrayed this plan\nvividly.\nThe type of agriculture—The resolutions at the Indianapolis meeting\nlast July very wisely stressed the importance of teaching the principles and\nmethods of cooperative marketing.\nIf the rural schools of America will\nearnestly attack this vital matter they can, in time, solve one of the greatest\nfarm problems. The benefits of standardization, grading, packing, storing,\nholding, pooling, releasing, locating demands, and other features of good\ncommodity marketing must become household terms in America as they\nare in Denmark.\nFarm management must be considered in connection with each farm\nproject instead of abstractly. Managerial jobs are more easily solved when\nattention is focussed upon them, than are many of the operative jobs. Such\nmatters can readily be handled by bright teachers without danger of bigboy criticisms.\nThe modern investigations, scientific principles, soil, plant, and animal\nnatures, economic phases, use of laboratory exercises, readings from texts\nand bulletins, problems and computations of rations, costs of equipment\nand cost of production, compositions on operations, records of production\nand sales, planning of fields, projects, buildings, rotations, etc.—these are\nleading the pupil beyond the ordinary daily humdrum, and cause his mind\nto delve deeper into the problems of life.\nThe 57 varieties of losses on farms should be studied with remedies for\neach.\nCommunity competitions and contests are used very effectively in many\nplaces. The states of West Virginia and Oklahoma, and a few counties\nin some other states, as Kentucky, have some valuable community contests\n\nincluding agricultural features.\nIllinois has a good plan for stimulating\nrivalry among students in agricultural endeavors.\nPurposeful surveys have been and are being made in a number of places\nwith the hope that the special problems of localities may be considered by\nthe rural school forces, and by local drives and campaigns.\nPublicity—The agriculture, home economics, health, and allied subjects\nof the schools, should be given their due share of publicity. ‘The public can\nbe kept in sympathy with school work when proper attention is given to\nletting people know that really rural life work is being done at the school.\nThis also has its own reflex action. School forces should give far more\nattention to this.\nFar too many absolutely ignore it. Many forms of\npublicity are suited to different places.\nHome studies and investigations—Pupils should be given problems for\ninvestigation by observation and inquiry of successful neighbors and parents,\n\n"} {"page": 548, "printed_page": null, "text": "NATIONAL\n\n544\n\nEpucaTION\n\nASSOCIATION\n\nregarding the regular lessons in home economics, agriculture, marketing,\nData brought from home should form the basis\nand health conditions.\nSuch daily exchange of infor compositions and arithmetic problems.\nformation will greatly help both the home and the school. Patrons will\ncease to criticise and begin to praise.\nThe rotation plan—Agriculture is such a live subject that in schools\nhaving all the grammar grades together, pupils listen to the work in agriculture in spite of all efforts to the contrary. This naturally suggests the\nmethod of allowing all of the upper grades to take this work together.\nThe work is divided into a series of years (2, 3, or 4) to be taken by the\nupper grades, 2, 3, or 4. Thus a rotation of subject-matter is established\nfor that school, or for the whole county or whole state. This plan reduces\nthe number of classes to be taught.\nIt answers the objection of overIt saves time of pupils. It avoids undue duplicrowded daily programs.\ncation of subject-matter.\nIt opens wider opportunity for correlation with\nother school subjects.\nState systems—lIt remains for the first state to thoroughly work out a\nsystem of instruction—a rural school curriculum—in which the common\nbranches are thoroughly correlated with the farm and home life of the\ncommunity.\n‘This paper cannot go into the details of that. The state\nwhich first does this will set forth an example which all others will, im\ntime, follow.\nThis will mean real live schools. Children will strive to attend them.\nParents will praise and support them. Agriculture problems will be solved\nby them. Farmers’ burdens will be lightened by them.\nLet us hasten the day when rural schools will be suited to rural conditions; when subjects will be taught less abstractly and will be linked with\nvital rural problems.\nLet the slogan be: “A well prepared rural teacher in every room correlating the school work with the lives of the people.”\n\nSTANDARDIZATION OF RURAL HIGH SCHOOLS AWAITS\nDEFINITELY ACCEPTED OBJECTIVES OF RURAL\nEDUCATION\nW.\n\nL. SPENCER,\n\nDIRECTOR\nOF\n\nOF\n\nSECONDARY\n\nEDUCATION,\n\nEDUCATION,\n\nMONTGOMERY,\n\nSTATE\n\nDEPARTMENT\n\nALA.\n\nAll over the United States we hope the day is soon to come when it\nwill be possible for practically all boys and girls of high school age to\nattend standard high schools without living away from home in dormitories or boarding-houses.\nWe hope the number of high schools will be\nincreased where necessary, and that roads and transportation will be developed until practically every child can reach a high school of recognized\nstanding each morning from his home and can return in the afternoon\nwithout serious hardship or undue loss of time. Not many serious persons\n\n"} {"page": 549, "printed_page": null, "text": "DEPARTMENT OF RuRAL EpucatIon\n\n545\n\nwill refuse to join us in this wish for universal high school advantages\nfor all our population, but not all of us have realized the enormity of the\nundertaking. The task is still far from complete, but already the number\nof small high schools is so great that a recent report from the Bureau of\nEducation states that about three fourths of all the high schools in America\nenrol less than 100 pupils, while a majority of our high schools enrol less\nthan 51 pupils. It seems that the average boy or girl is now entering\nhigh school, whereas, according to Inglis’ estimate, only one boy or girl\nin ten entered high school in 1890. We should remember, however, that\nwhile this growth has been extremely rapid in rural communities, city\nchildren still attend high school in larger proportions than do those from\ncountry homes.\nParallel with this great growth in secondary education a change in\nemphasis in college entrance requirements has been developing in various\nparts of the country.\nInstead of definite quantitative requirements in\nvarious subjects for college entrance, the quality of work is now beginning\nto receive the greater attention.\nGradually we seem to be approaching\nthe time when college authorities will ask candidates for admission not\n“What subjects have you studied?” but “What is the quality of the high\nschool from which you come, and how well did you do your work there ?”\nThis has thrown a heavy burden upon the state authorities and university\nofficers who are responsible for standardization.\nFifteen years ago the\nmovement for the accrediting of high schools was well established, but\nthe value and importance of standardization has been increasing enormously\nsince that time.\nSome of the most insistent questions which arise are as follows:\nIs it\nright to accredit rural high schools by the same standards as city high\nschools? Most of us seem convinced that considerable differences in standards of accreditment must be made between the high schools for country\nchildren and those for our city boys and girls. Shall the rural high school\ntry to induce all its pupils to spend their lives in the country? It would\nbe undemocratic and unjust if we tried to keep all these pupils in the\ncountry. On the other hand, some of us feel that many rural high schools\nare sending a majority of their pupils into the city, thus robbing the country of its finest and costliest resources and taking a large proportion of\nthe children away from their best chance for a successful career and a\nsatisfactory life. Should standardization attempt to correct these rural\nhigh schools which are in this way undermining and impoverishing country\nlife? Shall the differences be only in interpretation of our standards? In\nthis case the task is thrown upon the discretion of the accrediting officers.\nDiscretion may often be the greater part of valor, but there are times, we\nfear, when expediency seems to be the greater part of discretion. If standards for the two types of school are not to be alike, shall inferior standards\nbe set up for the rural high schools? We believe it would be a catastrophe\nto accredit rural high schools on a basis of lower quality than that set in\n\ncity high schools.\n\nWhat\n\ndifferences then in standards should be made?\n\n"} {"page": 550, "printed_page": null, "text": "NATIONAL\n\n546\n\nEpUCATION\n\nASSOCIATION\n\nShall the teachers of a high school be expected to decide whether their\nhigh school is rural or urban? Just what is a rural high school ?\nEvery day we men who work in the state supervision and standardization\nof high schools must use some answers to these questions—empirical,\ntemporary, and. unsatisfactory as they often must be. ‘These answers\ncannot be made satisfactorily until the meaning and values of rural life\nhave been clearly recognized, stated, and accepted, and the relation of high\nschool education to rural life has been thoroughly formulated.\nReal\nstandardization of rural high schools awaits definitely accepted objectives\nin rural education.\nThe modern high school must give serious consideration to the following\nobligations:\n1. The high school is primarily\ncommunity first of all.\n2. The\n\nindividual\n\ndifferences\n\na community\n\nof high school\n\nenterprise\n\npupils must\n\nand\n\nmust\n\nserve\n\nbe discovered,\n\nthe\n\nguided,\n\ndeveloped and used for the service, growth, and enrichment of the community\nand as the basis of the happiest and most valuable careers of the pupils.\n3. The urgent demands for reasonable standardization which are now prevalent\nall over the country must not be neglected.\n\nNo one of these then can be disregarded without great danger.\nFor a\nschool to consider any one of them alone is fatal.\n:\nWe believe that all high schools, whether rural or urban, should recognize the vital importance of these obligations to serve the community\nwelfare, to provide for individual differences and to make the organization\nand administration of the school conform to reasonable requirements of\nstandardization.\nBut when we consider the average rural high school\nwith its enrolment of less than fifty pupils, its limited teaching force,\nmeager building facilities and equipment, and restricted curricula we realize\nthat much achievement in any of these directions is difficult.\nThere are other special problems which the rural high school must consider seriously. Some of these are as follows:\n1. A smaller proportion of rural children attend high school than of urban\nchildren. This seems to be true even where facilities for high school children are\nas convenient\n\nfor the rural population\n\nas for that of the cities.\n\n2. The ratio of boys to girls in the rural high schools is smaller than in those\nof the cities.\n3. Farm children show a wide scattering of ability; rural high schools undoubtedly have to serve a pupil group which exhibits wide individual differences.\n\nThe claim has been made that rural children are inferior to urban children in mental ability. “The evidence for this claim is not conclusive or\nconvincing to many of us.\nBut there seems to be good ground for the\nbelief that pupils in rural high schools show a wide scattering in ability\nand in individual differences.\nIn our impatience we may ask why the rural high school seems so\npersistent in the neglect of the urgent needs of the community and its\nchildren. A part of the answer to this question is that the high school\n\n"} {"page": 551, "printed_page": null, "text": "DEPARTMENT\n\nOF RurAL Epucation\n\n547\n\nin the country seems to be the last stronghold of the traditional philosophy\nof secondary education of three or four decades ago. So far as any objectives at all are consciously held in mind, in many of these schools three\nof the main ones to be recognized are as follows:\n1. To make the country high school an imitation of a reduced sort of the city\nhigh school of the last century.\n2. To make the school a mental gymnasium for formal discipline of the type\nso largely abandoned by our best high schools.\n3. To prepare pupils for college entrance requirements which were in large part\nabandoned years ago by many of our colleges.\n\nThe correction of these conditions will be possible only when the meaning and\n\nvalues\n\nof rural\n\nlife have\n\nbeen\n\nclearly\n\nformulated\n\nand\n\nstated,\n\nwhen life in the country presents as powerful and dignified an appeal to\nyoung people as city life now holds, and when the relation of the high\nschool to the community and its future have been clearly defined and\nforcibly presented to the principals and teachers in rural high schools.\nThe standardization of rural high schools awaits definitely accepted objectives of rural education.\n\nRURAL\nFRANCIS\n\nEDUCATION\n\nB. HAAS,\n\nSTATE\n\nIN THE\n\nSTATE\n\nSUPERINTENDENT\nHARRISBURG,\n\nOF\n\nPROGRAM\n\nPUBLIC\n\nINSTRUCTION,\n\nPA.\n\nThe basic nature of our government is such that the nation must rise\nor fall as its educational system supplies, or fails to supply, the process for\nthe realization of its political ideals. The progressive realization of these\nideals upon which our government is founded is conditioned, therefore,\nupon equalization of educational opportunity and upon the fostering and\nstrengthening of those factors, which in their operation, tend to produce\nequalization of educational opportunity.\nIt follows that the nature of the\nstate’s interest in education is such that its various social programs must\nbe developed so as to maintain relative values, and that underlying any\nspecific educational interest must be a philosophy that has in mind the\n\ngeneral welfare of the state.\nThe state program of education, if the public schools are to perform their\nprime function as the interpreter and preserver of national ideals, must be\ndeveloped, so that the interdependence of the various parts will be defined\nin terms of mutual interest, obligations, and responsibilities, with the socalled rural program clearly visioned as an integral part of the state pro-\n\ngram. The outstanding need in rural education is a crystal clear recognition of the fact that the state is an entity and that every one of its parts\nlas an equity in and a fundamental responsibility for all phases of education that have to do with the rural communities.\nAs part of such a state program, the rural program must challenge the\nimagination and deserve the support not only of the rural community but\n\n"} {"page": 552, "printed_page": null, "text": "548\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nof the urban community as well. ‘The various types of communities have\nfailed to realize that an important part of their own program is a clear\nunderstanding of its relative value to’ the general educational policy of\nthe state.\nThe point I wish to emphasize here is that the town dweller, contrary\nto a very common concept, has a vital concern in rural education and that\nthe dweller in the “wide open spaces” has a vital interest in the urban situation. An important phase of this interest on the part of the urban community, and one which has not had great consideration to date, has to do\nwith the educational aspects of the flow of population from the rural areas\nto the urban centers. Ina very real sense rural education appears to represent the preliminary education for an appreciable proportion of our urban\npopulation. Here is an almost virgin field for research. What is the rate\nof flow in the population shift from the rural to the urban community?\nWhat is the significance of this so far as the educational institution is concerned? Has it any significance so far as the course of study is concerned?\nWe need to study intensively the social fabric of the urban community and\ntrace to the source those threads which come from the rural communities.\nIt is significant that the large meaning of this interdependence is gradually seeping into the urban consciousness. “The illustration of this is found\nin the domain of public health service.\nLarge urban communities havé\ncome to see that individual self-preservation, so far as health is concerned,\nis closely related to certain aspects of rural life. It is essential that the hogs\nbe sound, and the milk be pure. It is not yet so readily apparent, however,\nthat the most economical method in the long run to secure this, is to make\nsure that the rural dweller has high ideals and then adequate opportunity\nto approximate realization.\nThe importance of the health situation is apparent and fairly easy to\ndemonstrate, but it is just as true that in all of our social reactions there\nis an inseparable tie-up between the urban and rural interest. It is child’s\nplay to quarantine against “‘hog cholera,” as compared with the maintenance\nof a quarantine against the ills that follow human ignorance and depravity.\nBy the same token, rural education has some concern not only with those\nwho presumably will remain in the rural community, and this, of course,\nis the large problem, but it has some concern with that percent which\nwill change its habitat.\n‘The philosophy that must be driven home is a simple realization that all\ngroups are members of a large family with its perpetual problems of infancy,\nyouth, old age, and dependency and the mutual obligations and responsibilities confronting the members of the family are always present. The\ninterdependence of the various types of community life that go to make up\na state must be clearly recognized in developing a modern educational program, and such a program from the very outset must realize that unequal\nopportunity for any part means undesirable results for every other part.\nGranting the interdependence of the various parts, it must be self-evident\nthat a program will be sound and workable in direct proportion as it results\n\n"} {"page": 553, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\n549\n\nin cooperative effort upon the part of those having an equity in the result.\nSuch a program must from the very first give to the rural communities the\ncommon inheritances of a great state as well as those things needed to meet\nthe requirements of individual situations. The rural program must, therefore, be professionally sound, financially feasible, administratively workable,\nand possible of interpretation to its beneficiaries.\nIt is not my purpose to discuss at this time the status of education as a\nprofession.\nI am assuming as an administrative officer of the state that\neducation is a profession and that there is available in the great technical\ninstitutions and in the professions at large the necessary technical advice and\nassistance if state leadership has the vision to utilize such technical assistance.\nIn other words, state leadership must insist that the accumulated\nexperience of the profession be incorporated in the state program.\nThe curriculum must be adapted to the varying needs of the children of\nall the people. The personnel must be progressively prepared with a full\nunderstanding of these needs. “This means adaptation of the normal school\ncourses and provision for in-service training and inspiration.\nIt comprehends the professional use of the institute, the extension class, and the\nteacher conference for all purposes.\nIt means that there must be first, an\nunderstanding of the necessity for support and, second, a reasonable plan\nfor securing such support. ‘The assistance to the layman must be positive\nand constructive on these two vital points.\nThe justification for financial support is one phase of the larger problem\nof interpreting the schools to the people. It is in my judgment one of the\noutstanding needs. “There must flow into our legislatures through the representatives of the people a sympathetic attitude and understanding and a\nfaith in our profession. ‘This is a contribution that can be made only by\nthe teacher in the first line trenches.\nResponsibility for reasonable plans for financial support is no doubt debatable.\nIn my judgment professional leadership can no longer take the\nposition that ours is the business of spending money with the implication\nthat it is the business of the local community and the legislature to supply\nit in limitless quantities.\nThe whole problem of financial support is inextricably tied up with the\nideals of the local community and the state, and as a profession we must\nassume responsibility for setting up and justifying sound adequate ideals\nnot only in terms of desired educational results, but also of equalization of\nthe burden of support.\nHere again the best professional technic is available for the state program.\n‘The important problems of the size of the unit, the relative distribution of the burden between the state and the local community and the\ncharacter of the taxables become uppermost.\nBasically we can not escape the proposition that in our form of government, the power is with the people, but that the responsibility for education\nis a state function and that therefore in final analysis, progress rests with\nthe faith of the people in their leaders, and that leadership in a democracy\n\n"} {"page": 554, "printed_page": null, "text": "NATIONAL\n\n550\n\nEpUCATION\n\nASSOCIATION\n\nmust be achieved through the machinery of cooperation and coordination.\nThe leaders must not confuse\nLess than this means less than democracy.\nthe merely complex with the profound. Education is a social process. Our\nCertification, supervision,\nleaders must be students of social phenomena.\nclassification, instiattendance,\nequipments,\nand\nplants\ncurriculums, school\ntutes, publicity, consolidation, centralization, standardization, legislation,\netc., must be included in a professional perpetual inventory.\nIn conclusion it must be obvious that if education is to achieve its primary\nfunction the profession must “clear the decks” so far as rural education is\nconcerned, and set up a philosophy and immediately assume the responsibility that is implied in achieving the practical objectives. This means that:\n1. The ideals of our Constitution must be written into our bylaws in\nthe form of practical minimums as approved and tested by professional\nleadership.\n2. Relative values must be maintained among the component parts. The\nstate can not subsidize one type of community at the expense of another.\n3. The achievement of our political ideals is inseparably intertwined\nwith the realization of our educational ideals.\n4. The question is not primarily the cost, but rather the quality and\nquantity of the value received for the money expended.\n5. The form of our democracy necessarily implies dependence upon pees\ners. Leadership implies as its outstanding qualification the ability to hold\nrespect and confidence.\nRural education needs more than anything else\ncourageous, understanding and sympathetic leaders who vision the problem\nin its proper perspective in relation to the other important problems in the\neducational field.\nFinally, the ideals that characterize our nation and are essential to its\ngrowth and perpetuity can not be realized if we do not adequately care for\n\nthe education in citizenship and economic efficiency of the girls and boys\nof our rural communities.\n\nTHE SOCIAL ASPECTS OF RURAL EDUCATION, WITH\nPARTICULAR REFERENCE TO THE LEADERSHIP OF\nTHE COUNTY SUPERINTENDENT\nFLORENCE\n\nM.\n\nSTATE\n\nHALE,\n\nSTATE\n\nDEPARTMENT\n\nSUPERVISOR\nOF\n\nOF\n\nEDUCATION,\n\nRURAL\nAUGUSTA,\n\nEDUCATION,\nME.\n\nThe last phase of my topic first appeals to me because I well realize that\nthe leadership of the county superintendent in the social aspect of rural education, as in all other lines of work, depends largely upon the opportunity\nthat is given him to lead. In those parts of the country where the old\nmethod still holds of electing the county superintendent by popular vote,\nI must confess that it takes some imagination and optimism for me to put\nmyself in the place of such a county superintendent who must spend considerable time paving his way toward the next successful election, as long\nas this election depends, not so much upon real educational achievement\n\n"} {"page": 555, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL EpucaTION\n\nHoi\n\nduring a term of office as upon popular favor, and as long as the term of\noffice is limited in time, just so long will it be the case that the community\noften leads the superintendent in social and every other kind of relationship. Thisis not always true butit takes unusual “back-bone” to stand\nfirmly for progress when a superintendent sees his rival gaining the election\non some such slogan as ‘““What was good enough for our fathersis good\n“Long live the little\nenough for us!” “Down with fads and fancies!”\nold red schoolhouse!”\nThose superintendents who are working under the county unit plan or in\nNew England—under the union supervision idea—do not always realize\ntheir blessedness and sometimes do not take into account that at the start\nin this matter of social leadership they have, through the method of election, a psychological advantage over the one not so elected.\n‘The first\ncharacteristic of a leader is strong personality but a certain amount of\nassurance that one’s efforts will avail something and not be wholly overthrown at the next election—if that personality has proved to be a bit\ntoo strong for the “yes, yes’? communities—is necessary to that pose of attitude and air of decision which we all admit to be prerequisite of a leader’s\npersonality.\nThe more the rural department can help, through every\navenue, to take our rural schools out of politics over the country, the more\nwe will make it possible at the start for the country superintendent to\nassume the leadership, socially and otherwise, which should be his. In\nother words, let us work that our county superintendents may be “leading\neducators” and not “leading politicians.”\nWith the above in mind it is nevertheless true that the county superintendent and his co-workers must recognize the fact that rural education\nhas an increasing responsibility toward the social life of rural communities.\nPerhaps the ideal organization of a community for a healthy community\nlife is typified by a splendid little rural town in Maine where the most\nimpressive sight on the village street is a row of three buildings—the\nlittle consolidated school, the village church and the Grange hall, typical\nof the cooperation which should exist between these important agencies.\nThe Rural Department of the National Education Association has\nalready studied for some years the different recognized organizations for\nrural social life—the Four H Clubs, the various forms of service rendered\nby the Young Men’s and Young Women’s Christian Associations, the\nGrange, the Parent-Teacher Association and the School Improvement\nLeague.\nIn my own state the School Improvement League adapts itself\nparticularly well to the superintendent with widely separated schools as\nHe can act as a\nhe can identify himself with this work at a distance.\nclearinghouse for suggestions, can supply materials and keep thus in touch\nwith pupils, teachers, and citizens when it is not possible to be present in\nKenyon Butterfield, in his book “Chapters in Rural Progress,”\nperson.\n\nsays:\nThe best example of this work is a plan that is being used in the state of Maine,\nand is performed\n\nthrough\n\nthe\n\nagency\n\nof what\n\nis called\n\na school\n\nimprovement\n\n"} {"page": 556, "printed_page": null, "text": "552\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nThe purposes of the league are: (1) to improve school grounds and\nleague.\nbuildings; (2) to furnish suitable reading-matter for pupils and people; (3) to\nThere may be three forms of the league:\nprovide works of art for schoolrooms.\nthe local leagues organized in each school; the town leagues, whose membership\nconsists of the officers of the local leagues; and a state league, whose members\nare delegates from the town leagues and members of the local leagues who hold\nschool diplomas. Any pupil, teacher, school officer, or any other citizen may join\nthe league on payment of the dues. The minimum dues are one cent a month for\neach pupil, for other members not less than ten cents a term. But these dues may\nbe made larger by vote of the league. These leagues were first organized in 1898\nand they have already accomplished much. They have induced school committees\nto name various rural schools for distinguished American citizens, as Washington,\n‘They give exhibitions and entertainLincoln, and others prominent in history.\nments for the purpose of raising funds.\nSometimes they use these funds to buy\nbooks for the schoolroom.\n‘The books are then loaned to the members of the\nleague; at the end of the term this set of books is exchanged for another set\nIn this way, ata slight exof books from another school in the same township.\npense, each school may have the use of a large number of books every year.\nThe same thing is done with pictures and works of art, these being purchased\nand exchanged in the same way. ‘Through the efforts of the league, schoolhouses\nhave been improved inside and out, and the school grounds improved.\nIt is not\nThe\nso much the doing of new things that has been attempted by this league.\nimportant item is that the school has been organized for these definite purposes,\nand the work is carried on systematically from year to year. It needs no argument\nto show the value of this sort of cooperation to the pupil, to the teacher, to the\nschool, to the parents, and ultimately to the community as a whole.\n\nIn many rural communities and in many consolidated schools the parentteacher organization is doing excellent work. ‘The several -current books\non rural school management and rural community life each take up in\nhelpful detail these definite organizations for securing and utilizing community interest. . It is not, therefore, necessary to take the time in this\nsomewhat brief discussion to review material, especially the personal leadership of the county superintendent.\nRural workers who seek to become leaders in community life must\nfirst of all be “rural minded” and must know people better than they know\nbooks.\nProfound scholarship in rural problems and valuable results of\nresearch are often wasted if the superintendent does not know how to\nget them over to the people. It must be remembered that innovations—\nimprovements—lasting progress of any kind in a community cannot go\nmuch faster than public opinion permits. A superintendent cannot have\na permanent influence upon the life of a community until he becomes one\n\nof the community in the work of the church, the grange, the Rotary, or\nKiwanis—or some recognized form of community enjoyment.\nThe superintendent will find it greatly to his advantage to cultivate\nthe ability to stand upon his feet and express himself clearly, briefly, and\nattractively. The impression made upon a community by an educator who\ncan do this is favorable from the start. In speaking at community meetings the superintendent should not try to deliver a long, learned technical\n“speech,” nor should he “write a paper” filled with long quotations from\nleading educators. ‘Truly enough, these things should have a part in form-\n\n"} {"page": 557, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n553\n——$<<$<—<—$——\n\ning his own philosophy of education but a community meeting is much\ninterested in the superintendent’s original and simple presentation of educational procedure as applied to that community.\n“Dare to be yourselves\nand try to cultivate a power of ready and apt illustration.\nStudy the\naddress of Abraham Lincoln and the teachings of Christ to see how wonderfully impressive illustrations from common, simple events may become.\nThe superintendent also may do much to create an impression that will\nresult in his eventual leadership by going about to the homes of the community and learning first hand what his constituency is thinking about,\nwhat they are choosing for their leisure hours—with what they are surrounding the children whose work during school days the superintendent\nmust direct. In turn the educator may make it seem to the worried taxpayer more worthwhile.\nAbove all the superintendent must be “rural minded.”\nPeople are constituted so that some are happy, even with discomforts, in certain environments which are exceedingly depressing to those persons of opposite makeup. For example, in my own case, any prolonged stay in a large city is\ndepressing.\nAs I see myself, one of the million “ants” coming out of a\nNew York subway, I realize as never elsewhere what is meant by “the\nfutility of life.” The sense of nobody caring, people too busy to stop for\na friendly word, the hectic struggle to get somewhere one is not, all take\nhope and ambition out of me.\nNeighbors to chat with in between times,\nsomebody to notice enough to wonder how I can afford that new hat,\nsomebody to reprove me for my absence from the bean supper last night\nare all as the breath of life to me. So may I not call myself rural minded?\nTo be sure, sometimes I weary of the cold water in the ice pitcher, of\ntoo great comment upon my coming and going and the choice of my\napparel. Sometimes I long right then and there to hear some wonderful\nmusic or a great orator’s voice, or to see a glorious scene reproduced on\ncanvas by a great artist instead of the one daily painted by nature’s hand—\nbut not more so than, any person in any walk of life occasionally longs\nfor the sights and sounds foreign to his daily habitat.\nIf, amidst these\nrural scenes, one constantly feels scornful, constantly makes mental reservations in his dealing with rural people, looks on his enforced stay in a\ncountry place as “the winter of his discontent,” then we may safely judge\nthat he is not “rural minded.’\n‘That person should certainly not engage\nin rural work nor seek to be a leader in any rural community.\nThe real\n“rural minded” person may see far lights beckon, may hear distant voices\ncall, may be tempted by positions of greater ease and larger financial return\nbut when it comes to giving up this rural work, to leaving his opportunity\nfor service in a place where there are still friends and neighbors, he will\nreply as did Ruth to Naomi in the beautiful days of old:\nEntreat me not to leave thee or to return from following after thee; for whither\nthou goest I will go and where thow lodgest I will lodge; thy people shall be\nmy people and thy God\n\nbe buried;\nand me,\n\nmy God.\n\nthe Lord do so to me\n\nWhere\n\nthou diest, will I die and there will I\n\nand more\n\nalso, if aught but death\n\npart thee\n\n"} {"page": 558, "printed_page": null, "text": "NATIONAL\n\n554\n\nEpUCATION\n\nASSOCIATION\new\n\nTHE RELATION\nCHILD—THE\nWILLARD\n\nOF THE FACTORS IN EDUCATION—THE\nLEARNING PROCESS—THE TEACHER\n\nBEATTY,\n\nASSISTANT\n\nSUPERINTENDENT\n\nWINNETKA,\n\nOF\n\nSCHOOLS,\n\nILL.\n\nThere are two phases to our work in Winnetka—the individual and the\nBoth aim at the same thing—the adaptation of the individual\nsocial.\nchild to his membership in the social group. Because our individual work\nhas been stressed so much in the past, I am going to emphasize our attitude toward social development.\nWe are running our schools to fit children for life—and there is only\none way to do that. It is to make the schools themselves the center and\ninspiration of all the child’s activities. Arithmetic, reading, spelling, and\nother subject-matter of our curriculum are only tools of living. They are\nnecessary tools to be sure, but life itself is a complex social experience, of\nwhich activity is the keynote.\nOf equal importance with subject-matter is the child’s response to ethical\nsituations within the school and in outside life. For instance, when Johnny\ncheats in a test, we are faced with a situation of greater importance than\nwhether or not Johnny knows how to find the answers. We are faced with\neven a more important problem than punishing Johnny for his evil ways.\nHow do the rest of his fellows regard Johnny’s act?\nIf Johnny was\nknowingly dishonest, he expects the teacher to disapprove, if she catches\nhim.\nBut too often he knows that he will in all probability have the\napproval of his classmates in his attempt to outwit the teacher. Here is a\nsituation which strikes deep at the root of his ethical responses.\nHere in\nthe classroom are situations which will determine his own response to situations of trust in after life—experiences which account for dishonesties in\npublic life. And here in their tacit approval of outwitting authority, the\nrest of the class are receiving the training which will make them complaisant in the face of business and public chicanery in adult life.\nThese are living issues with which the teacher must be prepared to deal.\nHe must recognize them as social situations, and so direct the group response that such situations are seen in their real light and are condemned\nby the other pupils. An individual may defy authority while his fellows\napprove and sit complaisantly by, but few individuals will fly in the face\nof public opinion. In adult life we meet that situation in the present attitude of Americans toward the 18th Amendment.\nThis attitude toward law has its origin in the schoolroom—and it is in\nthe school that situations must be created which will bring public opinion\nto condemn the wrong-doer and disapprove his acts.\nThe teacher should be guide and director of these activities and must\nabdicate the position of dictator. Public opinion can only be made effective\nwhen its strength is recognized and directed.\nAs a stimulator and guide\nof his children in effective social living*the teacher will find a bigger and\nmore influential job than as lawgiver and dictator of assignments, The ma-\n\n"} {"page": 559, "printed_page": null, "text": "DEPARTMENT OF RuRAL EDUCATION\n\n555\n——3\n\nterial and methods of instruction will be some of the tools which he will\nuse in adapting the children to their environment—but they must be recognized as tools and not ends in themselves.\nWhen parental kickers descend on your schools, as they occasionally do\nupon ours, demanding that the schools limit themselves to training for proficiency in the three R’s of the “‘little red schoolhouse,” let us remind them\nthat society now demands of our schools that their products be prepared\nto live well, in their lives outside of school—and that training for such\nliving is becoming increasingly the obligation of the school. The test of\nthe school of the present and future is the manner in which its pupils respond to the ethical problems which they encounter in life. And the test\nof the good teacher is the extent to which he can turn the tools of education and the life contacts of his children into laboratory experiments in\ngood living.\nTo do this, to take a situation of unfairness on the playground, and\nmake of it an experience in civic responsibility takes time. Today the job\nof teaching occupies so much time that we are forced to close our eyes\nto many of the social situations on playground and in schoolroom which\nare part of our job of ethical training, because we haven’t time to undertake their social solution.\nOur problem is many times increased by the\nfact that with class instruction the bright boys and girls find time on their\nhands in which to concoct mischief, while we labor with the slow ones.\nWhile on the other hand, the very slow ones, who find themselves unable\nto grasp what is going on, sit with bowed heads expecting and getting the\ncaustic criticism of their teachers and the jibes and jeers of their classmates,\nbecause of their intellectual inferiority. But their minds must be engaged,\nand beneath many of those sluggish exteriors the human mind is struggling\nfor some social compensation—and we find them breaking out at the most\nunexpected places with misbehavior which will win them the thoughtless\nplaudits of their brighter fellows.\nOur technic of individual instruction as developed in Winnetka aims\nto organize much of the school work so that there is always something new\nin advance for the bright pupil to do—and material so arranged that the\nslow pupil may reread and ponder, seeking for that point of the explanation which escaped him to begin with.\nWhat we are doing may be expressed in three steps:\nFirst we are expressing the curriculum in concrete terms—eliminating\nall dead wood, in an attempt to retain in the general course only those\nthings which every one needs to master equally well. This has meant cutting\nout a lot of material which you and I had to wade through when we were\nin school. Out goes shingling, papering the wall, laying carpet, and figuring board measure.\nNot one in a hundred of us have ever found occasion\nto do any one of these things—and when that one came to do it, he didn’t\nremember what his arithmetic text had taught him, but went by rule of\nthumb, general knowledge of how to measure, or the directions on the\n\npackage.\n\nIn the place of the dead wood thus eliminated, we demand a\n\n"} {"page": 560, "printed_page": null, "text": "NATIONAL\n\n556\n\nEpUCATION\n\nASSOCIATION\n\ngreater accuracy and mastery of those fundamental processes and principles.\nwhich are retained. No longer do we promote on 60 percent or 70 percent,\nbut we demand that each child do each unit of work with 100 percent\naccuracy—or as near that as is physically possible.\nOnce we have determined what it is that all children must know, we\ntry to express that in terms of concrete achievements—‘‘The ability to add\nso many columns, so many addends high, in three minutes,” “the ability\nto use capital letters in the correct places in the address of an envelope,”\netc.\n\nj\n\nSecond, it is necessary to provide some objective measure which will\ndetermine whether or not children have mastered each of these units of\nachievement. To do this we have developed a series of standardized and\nobjective tests covering each “goal.’’ When a child completes the practice work of any unit, he first tests himself on a “‘pupil’s practice test,”\nand if he finds himself 100 percent perfect on this test, he applies to his\nteacher for a final standardized test. Passing this test, he is ready for the\nnext unit of work, and may proceed independently of his fellows.\nIf he\ntails the test, it is in a majority of cases diagnostic and keyed in such a\nmanner that it indicates to what portion of his practice work he should\n:\nturn for additional explanation and drill.\nThird, and perhaps most important for the smooth operation of the whole\nscheme, we are developing a series of self-teaching practice exercises, leading up by graded steps to the complete mastery of each goal. ‘These selfinstruction lessons may be placed directly in the hands of the children.\n‘They are addressed directly to the children, in language carefully graded\nto the comprehension of the age-group, and they explain and illustrate each\nstep of every process, and supply the necessary drill exercises. “These drill\nexercises are self-corrective—that is, the answers are provided and keyed\nin such a manner that the child may locate the sources of his own weakness,\n\nand by referring back to earlier sections of work, review his difficulties.\nAs rate of progress is purely individual, and as advancement is controlled\nby standardized tests which are supervised and corrected by the teacher, a\nchild soon discovers that there is no advantage to cheating himself while\ndoing the practice work, if he is so inclined, and we find little tendency to\nsuch dishonesty.\nI think you can see at once the advantage of such material in an ungraded\nroom, or small country school, where children in all stages of advancement are clamoring for attention and help from the teacher. By means of\nsuch materials, placed in the hands of each child, the child will have at\nall times definite explanatory materials from which he can secure the explanations for which he had formerly to depend on the teacher. If, while\nworking arithmetic, he encounters a snag which will not resolve itself in\nspite of his most energetic endeavors, he can check that difficulty in the\nbook, for future reference when it comes his turn to receive personal help\nfrom the teacher, and he can then turn to his spelling, his language or\nsome other subject in which the material is also individualized, and devote\nhis time to that—instead of wasting it waiting for explanations.\n\n"} {"page": 561, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\n557\n\nIn all of the material which we are developing we are increasing materially the amount of practice work provided.\nYou teachers who have\nspent hours at night preparing sheets of additional examples for Tom Jones,\nin order to perfect him on some process that had escaped him in the examples provided by the text, will appreciate what it means to have additional units of practice material, organized in each case about a given step\nor difficulty and offering practice upon that particular type. This practice material is divided into a, b, and c sections, each involving the same\ndifficulties. ‘Che bright child usually masters the work in the drill offered\nby the “a” section—the slower children, or those encountering special\ndifficulties using the “‘b’”’ or ‘‘c” sections.\nWhile we are preparing materials of instruction in the social studies\nwhich offer vastly richer readings, self-directed map location work, etc.,\nwhich for a one-room school containing. all grades would be far superior\nte the usual text book in either history or geography, we ourselves consider\nthe social studies as distinctly socializing material. Around the core of enriched readings we are building a large amount of discussion, dramatization, debate, project work, etc., in which all children participate as members of a social group. Progress in the social studies is as a group, rather\n\nthan individually.\nIn conclusion, I would say that individualization of work, together\nwith subject promotions when the work is complete, has resulted in great\neconomies in time for both pupil and teacher. “This time has enabled us\nto develop hitherto untouched realms of social, civic and moral experiences—has in fact, enabled us to make the school in a very real sense the\ncenter of the child’s life experiences.\nBecause we feel so keenly that one\nlearns to live by living—that better living can come through growth and\nexperience under wise direction—we believe that we are approximating a\nwiser relationship between the child, the teacher, and the learning process.\n\nTHE\n\nONE-TEACHER SCHOOL—SPECIAL FEATURES—\nORGANIZATION AND PROCEDURE\n\nU. J. HOFFMAN,\n\nSTATE\n\nSUPERVISOR\n\nOF\n\nRURAL\n\nSCHOOLS,\n\nSPRINGFIELD,\n\nILL.\n\nThere are two processes which must be clearly differentiated in the\ndiscussion of this subject—the teaching process and management or procedure.\nIt is the program for procedure which will be discussed in this\npaper.\nTeaching—Teaching is the process of one person helping another to\nlearn. The process must be guided by the nature of the learner and the\nexperience which the learner has previously had.\nThe nature of children is practically the same whether they live in the\ncountry or in a city. The previous experience of these two classes is\nThe teaching process then need differ only because of\nquite different.\ntheir basal experience. Teaching of a subject is the same for both, due\nconsideration being given the difference in experience.\n\n"} {"page": 562, "printed_page": null, "text": "558\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\nil\n\nProcedure—The procedure, the manner of conducting the school, must\nbe determined by the conditions under which the teaching is to be done.\nThe determining conditions in a one-teacher school and a graded school\nrequire a decidedly different procedure.\nGrading the One-Teacher School—It was perfectly natural when the\none-teacher school was graded that the methods used in the graded school\nwere adopted by the teachers who were themselves educated in the graded\nschool.\nIt was a decided step in advance when the one-teacher school\nadopted a regular course of study and divided the course into year’s work\nin accordance with the advancement of the pupils.\nIt was, however, a\nfatal mistake when the attempt was made to conduct the day’s work with\neach grade as it is conducted in a room where there is but one grade, when\ni\nthere are eight grades in the one-teacher school.\nIn the graded school exclusive, group or class instruction has been\nthe rule from the first. Even in the graded school this method has been\nvery unsatisfactory to thoughtful and forward-looking educators.\nGreat\nefforts are being made to find a way to serve the needs of the individual\npupil, for it has been found that all cannot be adequately served by group\ninstruction only. They find it difficult to break away from the method\nto which every one has become accustomed. ‘Their problem is complicated\nin many ways. Our task is not so difficult for the situation is less complicated.\nIn the one-teacher school there are really no classes. One or even five\npupils do not constitute a class except in name. “They are so many individuals whose needs may be met either as individuals or in groups, as seems\nbest. The school is a big family composed of children of all ages living\nwith a teacher of mature mind and character. This is a decided advantage\nover a room full of children of the same age.\nAs the school is now conducted, copying the graded school, the teacher\nhas only a few minutes with the group; the rest of the time he serves only\nas policeman.\n‘The situation is favorable.\nHe can so organize and\nconduct his school that he will have ample time to serve the needs of every\none of his pupils. It is only necessary to devise a program, being guided\nby pedagogical principles, instead of copying the graded school.\nA correct program will not teach the school, but it will make conditions favorable for good teaching.\n\nGuiding\n\nPrinciples\n\nA school defined—A school is a place where under the guidance of a\nteacher, children may learn those things which enable them now and in\nthe future, to be and to do what will bring the greatest good to themselves\nand to others with whom they live. A school gives the children the opportunity, under favorable conditions, to educate themselves.\nThe children\nthemselves must do the work.\n‘The teacher and others can only make\nconditions favorable and help.\n\n"} {"page": 563, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n559\n\nLhe chief work performed in the school—The work of greatest importance in the school is learning, not teaching.\nLearning is brought\nabout by the pupil applying his mind and will to the solution of problems\nwhich confront him; that is, by study. Without this effort on the part\nof the pupil, the Siool fails.\nThe Teacher's Work—The work of ie teacher is to give the pupil the\nhelp he needs in his efforts to learn.\nFirst—The first step in helping the pupil is to get him to want to learn, arouse\nhis curiosity, awaken interest in what is to be done, inspire him to make the necessary effort.\nSecond—The second step is to show the pupil what to do (assign the lesson)\nhow to begin, how to proceed, and keep him at it.\nThird—When the pupil is halted by difficulties which he cannot overcome, by\nsuggestion and guidance the teacher shall help him over the difficulty that he may\nproceed.\nFourth—The teacher should lead the pupils in their efforts to work together in\nthe solution of the problem, the mastery of the lesson.\nIn all class work there\nshould be the sense of working together, not only pupils together, but teacher and\npupils together.\n“We will” not “you must” should be the attitude, though “you\nmust” may be necessary in exceptional cases.\n\nFor what the program should provide—Ilf the foregoing principles are\ncorrect, the program should be primarily a pupil’s program, a program for\nstudy, and only secondarily a teacher’s program, a program for instruction.\nThe great evil of the usual program under exclusive class instruction is\na program for hearing recitations.\nIf a study time is suggested, it is so\ninconspicuous in the minds of pupils and teacher that it counts for little.\nFirst—The program should provide for subject-matter and exercises suited to\nthe needs of the learner; that is a well-planned course of study.\nSecond—The program should provide for ample and uninterrupted time for the\n\npupils to study each subject.\nThird—The program should\n\nprovide for ample time for the teacher to help\nthe pupils when they most need help; that is, while they are trying to study.\nFourth—The program should provide ample time for the teacher and pupils\nto work together in helpful class and other group activities, class instruction,\ndiscussion, and testing.\n\nFifth—The program should provide for two kinds of study, individual study and\nclass study. That which pupils do at their desks is necessarily individual study.\nThe learning process goes on while the pupils are at their desks. It should not\nstop when they go to class. ‘The class meeting should be for guidance, for conference, for stimulation of interest and effort.\n\nKinds\n\nof Instruction\n\nThere should be also two kinds of instruction: class instruction when the\nwhole class may be advantageously served; individual, when the needs of\neach pupil may be served without embarrassing him or wasting the time\nof others.\nThe class instruction period-—Suppose it is a class ready to begin long\ndivision. All are equal in that none can divide a large by a larger number.\n\n"} {"page": 564, "printed_page": null, "text": "560\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe teacher confronts them with the difficulty, arouses their curiosity as\nto how to overcome it. He shows them step by step, selects another problem, requests them to tell him what to do step by step. Then he gives\nSome\nthem an easy problem and asks them to solve it each for himself.\nit.\ndid\nhe\nhow\nfailed\nwho\nthose\nshow\nto\nthem\nof\n-succeed. He now asks one\nAll\nit.\ndo\nto\nhow\nknow\n“you\nsays,\nHe\nsucceed.\nall\nand\nanother\ntry\nThey\nyou need is practice. \"Tomorrow you may work problems and I will help\nthose that need help. Let us see how soon we can do all the problems in\n\nthe book.”\nIndividual instruction—The day following class instruction the pupils\nbegin to solve problems.\nSome have no trouble, others are “stuck” or\nare uncertain.\nThe teacher should have time at the beginning of the\nstudy period to go to those who are in difficulty and help them out. ‘The\nothers should keep right on with their work.\nOf the slow pupils he requires the minimum amount of practice that will enable them to advance\nThe gifted pupils are encouraged to do even more\nto the next exercise.\ndifficult problems than those assigned to prove to themselves that they\ncan do them.\nThe discussion period—The class should now meet to talk over what\nthey have learned, the difficulties encountered and how overcome.\nErrors\nin thinking may be corrected, devices suggested to gain speed and accuracy.\nThere should be no suggestion of a test to determine the rank of pupils.\nThey should be encouraged to say they do not understand and to ask\nfor help.\nThe test—The exclusive class instruction method has driven teachers\nof one-teacher schools to make every class period a test. Yesterday he\nhad time only to tell them what to do and maybe how to do it. Today\nhe must find out whether they did what they were told to do. He has\nno other way of finding out. “This practice is not only of little use; it is\npositively injurious to the pupil by creating a wrong attitude toward\nthe work and toward the teacher. Daily he is brought before the judgment\nseat and he comes to hate both the work and the teacher.\n_\nThe mastery of a problem, the learning, should partake of the nature\n‘of a game.\nIt may be harder than work but it nevertheless is a game\nand is enjoyed.\nAfter sufficient practice which is not unpleasant, has\nbeen undergone, comes the test. It is not dreaded; it is the culmination\nof the joy of the game. In working together to be ready for the test they\nhave become friends, not judge and culprit.\nEven the less gifted pupil knows he can stand the test.\nHe knows\nthat the teacher thinks he can stand it. He undergoes it not to prove to\nthe teacher or to get a high mark, but to prove to himself that he can do\nwhat he undertook to learn how to do. If the test proves that some\npupils are not as proficient as they should be, they will admit it and be\nready for additional practice and instruction.\nThe gifted ones can go\ntheir pace without being held back by the less gifted. The reward of the\ntest should not be the attainment of a mark but permission to advance or\nopportunity to make up deficiencies.\n\n"} {"page": 565, "printed_page": null, "text": "561\nOF RuRAL EDUCATION\nDEPARTMENT\n\nGHONVAGCY\n\nao\n\nasINOD UI sedBg\nSGaVUY)\n\n‘[ENprlAIpuUy savy 4OU PIp FVY} SOY} OF SSBIC)\n‘[ENPIAIpU] savy JOU PIP FVY} Csoy} OF ssBTy\n\n9199 YOU T[LM yey} OsoYy 07 [ENPLATPUT\n“ALE SsBIH\n\n02\n02\n\nresstusiq | OT\n\n0€:Z\n\nCF:\n\n00:€\n\nOF:\n02:\n\n00:4\n\nAydeis00%)\n£10481\n\n‘Boon BP YSTH | 02\n(8 ‘2) (9 “¢)\n(F ‘e) (% ‘T) |APMIG “YBN Y¥sU0H | ST\n\n(8 ‘2) (9 ‘S)\n(8 ‘2) (9 “¢)\n\nST\n\nSOIAT) PSA\n\n| GT\n\nGh:Z\n\nwey |\n\n(8 *2) (9 ‘¢)\n\nAvg popord\n\n“podisop S¥ [BNPLATPUT 10 SseIH\n\nCFI\n\nce:1\n\n0g\n\nasensuvy | OT\n\n0g:\n\n00:21\n\n00:1\n\neG: 11\n\n09\n\noeuryyy | Ge\n\nGO: 1T\nG01\n\nO€:0T\n\nWVADOUd\n\nulseg\n\n00:6\n\nyoy | ST\n\nSSVI)\n\nouIL],\n\nOr\n\nST:O1\n00:01\n08:6\n01:6\n\nOSIOIOX “Ws\n\nqoatqng\n\nTVOGIAIGN]\n\nGNV\n\nTPedg PIM | ST\nsurpeay | =GT\nsurpeoy | 08\nZurpeoy | 02\n\n“WINN 2 “PBoy\noTOUNy TY\n\n0Z\n02\n\nuoON,\n\nieurMvIg | 0%\n\ngit | aBensuey p pray | GT\n\nIV\n\nNABAA NOILONULSNYT\n\nSopBir\n\nTV\n(8 ‘4) (9 °S) F\nSel\n(8 ‘2) (9 ‘9) F\n\now\nRS Le 9 GLP\n\n(8 ‘2) 9 ‘¢\n\n8 ‘2 “9 ‘¢\n\n(F ‘8)\n\n‘WRID) FY VSBNSUL'T\n\n“ALE Ssv[Q\n\npo ye Moy SG:\n\nYor\n\n‘TENpPlAIpuU]T eAvy 4OU PIp 7BY} Vso} OF SSBIA)\n\n“APEC S801\n\n“OPLOGL YOU [ITAA VY} BSOY} OF [BNPIAIPUT\n\nsourey) puv younT\n\n‘{ENPIATPU SAVY JOU PIP FY} eso} OF SSBI\n‘ATV SsBID\n‘otOoI JOU [ILM YVY} SOSSBTH OF [BNPIATpUT\n\nAvg popelld\n\n‘ojo ‘SJUMAM JUALIN ‘ISNT\n\nSI NOILOGULSNT\n\nWOTJONIYSUT JO puly\nNI das8—) ATIVEUNGY)\n\nTVOGIAIGN]\n\n‘sku oUIe}TV WO SsvI)\n‘[BNPIAIPUL 9ABY OU PIP FEY} OsOl]} OF SST\n“ATE SSB\nayTood YOU [ILM 7BY} Sassepo OF ‘[BNPIAIpPUT\n\nGHL\n\n"} {"page": 566, "printed_page": null, "text": "562\n\nNatIoNnAL Epucation AssociATION\neo\n\n‘The day is made up of four sessions. Each session is devoted to a major\nstudy and during the session the pupil does his work in that subject and\nreceives the necessary help from the teacher, either individually or in class.\nFirst session—9:00 to 10:30—90 minutes, Major subject, Reading.\nSecond session—10:45 to 12:00—75 minutes, Major subject, Arithmetic.\nThird session—1:00 to 2:30—90 minutes, Major subject, Language.\nFourth session—2:45 to 4:00—75 minutes, Major subject, Social Studies.\n\nWho should have class instruction daily—The first, second, and third\ngrades should have class instruction every day in every subject.\nThey\nlearn chiefly from oral instruction by the teacher. Much drill is required\nand what individual direction any one needs can be given in a few minutes\nduring the individual instruction period.\nThe upper grades learn chiefly from books. The most valuable assistance\nthat the teacher can give them is to guide them in the use of books as a\nmeans of learning.\n\"To make them students should be one of the chief\nobjectives.\nThe first session is devoted to reading. In class exercises, the primary\ngrades are taught how to read.\nFormal readers are chiefly used.\nThe\nother grades are taught to read to use their power not by the use of formal\nreaders except for drill purpose and appreciation, but by the use of library\nbooks which attract them and from which they learn something of value.\nDuring the second session the whole school is engaged in the study\nof arithmetic with the exception of the first and second grades. ‘There are\nfour arithmetic classes, the seventh and eighth grades being combined and\ndoing the seventh and eighth year’s work in alternate years.\n‘Twenty minutes at the beginning of the session is devoted to individual\ninstruction to the classes that will not receive class instruction that day.\nThe other classes pursue their study unaided.\nThirty minutes are next devoted to giving class instruction to the primary\ngrades. ‘The time can be apportioned to the needs of the classes.\n:\nThirty-five minutes are next devoted to giving class instruction to the\nclasses that did not receive individual instruction at the beginning of the\nsession. Every class receives the services of the teacher every day.\nThe time for individual and class instruction is not arbitrarily fixed.\n\nThe adjustment can be made to meet the needs of the classes.\n\nIt may\n\nbe found best to have class instruction several days in succession. Again,\nit may be best to give individual instruction several days in succession.\nClass periods may be reduced to sixteen a day, four in each session, and\nyet the teacher will have twenty minutes in each session to help those who\nneed special help. One fourth of the day the ‘teacher is free to do real\nteaching where and when it is most needed, and the most effective. The\naverage is fifteen minutes to the class, time enough to do real class work.\nThe pupils have definite and ample time to study a subject and not\nbe interrupted to go to class in another subject, yet he has all the help\nfrom the teacher that he needs.\n\n"} {"page": 567, "printed_page": null, "text": "DEPARTMENT OF RurAL Epucation\n\n563\n\nOften the whole school may be the group to receive instruction when all\ncan profit by it. A pupil or the teacher may have found something in\nreading that all can enjoy. Study may be laid aside while this is read\nSome process in arithmetic or drill for speed\nby a pupil or the teacher.\nmay be engaged in by all classes above the third grade. A pupil may give\na talk on a topic in geography or history that all will enjoy. A current\nevent may be explained to the profit of all. The younger children will\nthus be interested in what is to come further along in their course.\nThis program makes it possible for the pupil to study and the teacher\n.to teach the fundamental subjects which give the learner intellectual equipment and power. Not only this; the force of circumstances and procedure\nadjust the pupil and teacher so that right attitudes and character develop\nnaturally.\nThe pupil soon learns without being told that he is working\nfor himself, not for the teacher. If he succeeds in getting the child interested, he will want to do his. work because it is of value to himself. The\nteacher helps him when he feels that he needs help. He is his friend.\nThese are attitudes absolutely essential.\nWe make conditions favorable\nfor effective instruction and study, and what is of even greater importance,\nfavorable to exercise that influence through personality and management\nwhich will awaken aspirations and establish high ideals and make these\ndominant in the lives of his pupils.\nThis procedure makes conditions favorable for the teacher to improve\nday by day. The best guide for a teacher to learn how to teach is a pupil\neager to learn. All he needs to do is to find out what the pupil needs\nand do his best to help him. It gives him the opportunity to learn to teach\nby teaching; the only way it can be learned.\n\nSUPERVISION\n\nOF ONE-TEACHER\n\nVERA M. TELFER, HELPING TEACHER, WARREN\n\nSCHOOLS\n\nCOUNTY, BELVIDERE, N. J.\n\nBepccmision means the training and direction of teachers both before and\nafter beginning service.\nThere are about 300,000 ree now employed in our one and two\nteacher schools, who are in immediate need of special direction. The 90,000\nwho will begin teaching next September and the following September\nshould now be receiving special rural feats which will fit them for their\nimportant work.\nIf we had the selection of all new teachers for our rural schools, what\nare some of the qualifications we would want each applicant to have?\nBecause of the complexity of the position to be filled, it would be necessary\nfor us to be more careful in the selection of a teacher for a rural school,\nthan for a graded school. Some of the requirements would probably be\n\nthese.\n1. He should be normally intelligent.\n2. He should show some native ability necessary for the success of a teacher such\n%\n\n"} {"page": 568, "printed_page": null, "text": "564\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nHe\nas love of children, pluck and perseverance, good judgment and initiative.\nthe\nshould have a kind of pleasing positiveness in his personality which demands\nrespect of children.\n.\n3. He should be unusually healthy.\n4. He should have had at least a four year high school academic course.\n5. And should have had two years of special professional training in a normal\nschool.\n\nWhat should be the minimum requirements with which to begin this\nHow can this so-called supervision, administered\nprocess of development?\nboth before and after beginning service, best help to build up this important\nleader of a one-teacher school ?\n1. Intelligence—One very important factor in the make-up of a successful teacher is intelligence, and this is something which no amount of excelA competent teacher cannot be\nlent training and direction can improve.\ndeveloped from a less than competent human being, yet this is what superSome people who are\nvisors are expected to do in a great many cases.\nalmost morons take up the teaching profession because they cannot do anything else. They have the idea that anybody can teach a country school,\nand the public too often acquiesces.\n2. Personality—Some people never will make good teachers, no matter\nhow intelligent they are. “They lack something very hard to define—something, which for want of a better term, we call personality.\nIt includes\nenthusiasm, tact, pluck, and initiative.\nUnless a teacher has the innate\npower to command the respect of children; the ability to inspire them to\nwant to learn, his teaching will be worth nothing—worse than nothing,\nin fact, for boys and girls will be getting training in disobedience, laziness,\nand rowdyism.\nSomething must be done to keep such people out of the\nteaching profession. But who is to be the judge of this personality?\nIn\nNew Jersey the high school principal is being asked to recommend as teachers, only those who seem fitted for the work. Let us pray for conscientious\njudges everywhere.\n3. Health—Good health is an asset to every teacher, but to the teache\nof the one-room school it seems essential. He has, as a rule, so many more\ndemands for physical strength than the town teacher has. Many teachers\nmust travel long distances to their schools over rough country roads, and\nhave full charge of janitor work when they get there. One teacher, whom\nI know, travels two miles and a half down a rough mountain road, and in\nwinter wades through deep snow. She manages to get to school each morn-\n\ning in time to have the schoolroom warm when the children arrive. The\ncolder the morning, the earlier she gets there. Actual physical hardships are\nexperienced by many rural teachers. The work is too hard for anyone who\nis not unusually strong. A certificate of physical fitness given only after a\nthorough examination should be required from every rural teacher.\n4. Academic training—Another qualification which we all know should\nbe demanded of a teacher is a four year high school course. Every state\nis\nworking towards this goal, and many have already passed such legislation\n.\nYet about 50 percent of our 300,000 rural teachers now in service have\nnot\n\n"} {"page": 569, "printed_page": null, "text": "DEPARIMENT OF RURAL EpUCATION\n\n565\n\ncompleted high school; about 10 percent or 30,000 have gone no farther\nthan the 8th grade, and 15,000 have only finished the 6th grade. One of\nour special problems, then, is to work towards placing in our schools teach-\n\ners who are equipped with at least a four year high school amount of subject-matter.\n\n5. Special professional training—Two years of special professional training beyond a four year high school course should ultimately be the minimum requirement of teachers in every state. It will be a long time before\nthis dream will come true, because of the great annual demand for teachers\nand the small number of normal schools. Very few teachers who now graduate from the normal schools enter rural schools. The high school training schools and state summer schools are helping considerably, yet about\n50,000 are entering our small schools each year without one day of professional preparation. Would it be too much to set as the next step towards\nour goal, a minimum requirement of at least one year of professional training, whether it be in a normal school or high school training school? ‘This\nshould, however, be followed by another year after two years of teaching.\nWhat special training should these teachers get in the professional schools,\nwhich will best fit them for their particular piece of work?\na. The same general course including technic of teaching, psychology, etc., might\nbe given to rural and town teachers alike.\nb. Courses in professionalized subject matter should be given by the regular\nteachers in these subjects, but it would be helpful if the rural students could be in\nspecial sections, so that some rural adaptation might be given to the work especially in arithmetic, reading and health training, including physical training.\nNature study, the kind which stimulates observation and love of nature should,\nalso, be a part of the rural teacher’s training.\nc. A special course should be given to rural teachers in rural school organization\nand management, since this constitutes one of the greatest difficulties of rural school\nwork and is entirely different from the situation in a graded school.\nImagine the\nbewilderment of a young, untrained inexperienced city girl or boy trying to untangle the maze of teaching eight grades. He must have help, or hours and hours\nof pupils’ time will be wasted.\nd. Probably the most helpful part of this pre-service training is the actual practice teaching in the one-teacher school under careful supervision.\n\nRural supervision is quite new.\nIt began in this country about ten years\nago, and supervisors have had to learn by experience just how they can be\nof the greatest possible help. They have learned that the general principles of supervision are the same for country and city, but because of the\ngreater difficulty and variety of problems to be solved, the teacher of the\none-room school needs certain special direction.\n1. Arranging study groups and making the daily program—When a new\nteacher arrives in his school for the first time, he is confronted with a heterIn some\negeneous group of children all at different stages of development.\nquestions:\ncertain\nfor\nanswer\nan\npossible\nas\nquickly\nas\nway he must find out\nHow much does each child know and what should he learn next? In what\ngrade or study-group does he belong? What books should each child be\n\n"} {"page": 570, "printed_page": null, "text": "566\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\na5\n\ngiven? How should the program be arranged in order to give each pupil\n;\nthe greatest possible help?\nIf there is a rural supervisor in this county he has already anticipated\nsome of these problems, and the new teacher finds in his desk a list of the\npupils, the grade and study-group to which each belongs, and the subjectmatter and books with which to begin work. There is, also, a copy of the\nprogram used the previous year. In order to give this help the supervisor\nmust each year become acquainted with the ability and achievement of the\nindividual pupils. This is where the standard test has proven to be of\nvaluable service. Towards the end of each school year the teacher and supervisor consult the summary sheet of test results, take into consideration the\nchild’s every day efforts and achievements, his age, health, etc., and they\ntogether decide into which group each boy and girl will be likely to develop\nmost the following year.\nThe supervisor arrives as soon as possible in the fall, he examines the\nsituation and is able to give the teacher help in making any necessary\nchanges. Some state departments send out very helpful suggestions on the\ngrouping of grades and the making of daily programs, but no two schools\nare exactly alike, and the classification of pupils and program or work in\na given school this year may not fit conditions in the same school next year. This work of adaptation is a big problem and one in which the rural teacher\nis in great need of help.\n2. Teaching children how to study—Special direction is needed by the\none-room teacher in teaching his pupils how to study. The real test of a\nteacher’s success or failure lies in the answer to the question, “How much\nare the children learning?”\n‘The amount of learning depends upon how\nwell the pupils have acquired the art of studying. ‘Therefore, the teacher,\nwho is a success has taught the children how to study. “This applies to the\ntown teacher as well as to the rural teacher, but because of the greater\namount of unsupervised study time given to pupils of a one-teacher school,\nthe rural teacher has the greater task. Good assignments given by the\nteacher are the key to good study on the part of the pupils. Therefore,\nassignments which are more than mere page assignments are especially necessary in a one-teacher school. So-called seatwork, if educational, is nothing\nbut independent study, and, therefore, should be carefully planned, assigned\nand tested by the teacher. The rural supervisor must help in this task of\nkeeping the little children profitably employed at their seats for several\nhours every day. A good assignment means thoughtful planning.\nThe\nwork of the day should be so arranged that the teacher will not have too\nmany assignments to make; hence the necessity of gathering the children\ninto study groups.\n:\nTo be successful, the rural teacher must learn to realize the importance\nof the class periods for these study groups as an aid in teaching children\nhow to study. The so-called recitation period should not be simply an\nopportunity for the children to tell the teacher what they have learned, but\nit should be largely a study lesson. It should point the way to individual\n\n"} {"page": 571, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEpUCATION\n\n567\n\nstudy, by introducing the subject in such a way that the children will want\nto do independent work. Through study questions it should help the pupils\nto select the important parts. It is not always necessary to have a class\nperiod every day in the upper grades, but whenever there is one, the teacher\nhas an opportunity to teach his pupils how to organize and summarize the\nideas gained through independent study. All of these are important steps\nin the art of study, therefore, the rural teacher should receive special direction in their use.\n3. Selecting and adapting subject-matter—Another kind of help which\nthe teacher of the one-room school is especially in need of, is in selecting and\nadapting subject-matter which best fits the needs of boys and girls. This\nis particularly necessary in the country school, because in most states there\nis no course of study for rural schools. “Teachers are given the state course\nof study which includes an amount of subject-matter which it is impossible\nto cover efficiently in a one-teacher school.\nThe most important, worth\nwhile parts must be selected.\nAnother reason why the selection of subject-matter is especially necessary\nin the country school is because of the lack of up-to-date and suitable textbooks in many schools. The habit of literally teaching from the textbook\nis, therefore, especially harmful.\n4. Keeping in mind the real purpose of education—the making of citizens—Because of the multitude of the every day duties of a rural teacher,\nit is easy for him to forget the big purpose of all of his efforts—the making\nof citizens. ‘Each visit of the supervisor should help him to develop that\nkind of democratic discipline which will establish in the boys and girls ideals\nof good citizenship; which will create habits of good citizenship through\nactual practice in fair play, industry, honesty, kindness, cheerfulness, etc.,\nand in bearing responsibilities in citizenship in their own school; it should\nbecome the style to be good citizens because of pupil public opinion, rather\nthan because of the teacher’s orders.\nThe formation of good health habits is another important phase in the\nmaking of citizens, which needs special emphasis in the country. In many\ncounties rural supervisors are helping the teachers to make use of health\nclubs, civic clubs, or young American clubs as a means of teaching citizenship.\n5. Stimulation for growth—A teacher in an isolated one-room school is\nvery apt to get into a rut. He doesn’t have the stimulation from daily\ncontact with other teachers. Very few people come to the school unless it\nNobody seems to care, and he is apt to\nis to complain about something.\nsay, ‘“What’s the use of trying?” ‘There is need of a rural supervisor—one\nwho will capitalize the teacher’s ability for growth—one who will stimulate\nand inspire him with enthusiasm and eagerness to improve.\nGood judgment, self-reliance, initiative are qualities which should be developed especially in a rural teacher. The exercise of judgment has to be\nbrought into play more frequently by a teacher in a one-room school than\nby one in a graded school, for he hasto deal not only with the children,\n\n"} {"page": 572, "printed_page": null, "text": "NATIONAL\n\n568\n\nEDUCATION\n\nASSOCIATION\n\nbut with parents and board members, and with the community at large.\nSuch an important individual\nHe has the entire school system to manage.\nmust develop a certain intelligent independence and initiative, and his\nsupervisor should find ways to help him.\n6. Working for certain definite goals of attainment in classroom subjects—The rural supervisor is confronted each day with a great variety of\nHe must grow in the ability to quickly see the needs of each\nproblems.\nschool, and give help where needed. ‘There should, however, be a certain\nclearcut county plan for improvement in some definite subject or subjects\neach year. The interest and cooperation of the rural teacher is best obtained if too much is not attempted at once. Let us say, for example, that\nreading is being stressed throughout the districts. Tests should be given\nat the beginning of the year and standards of attainment set up.\nHelp and\ndirection should then be given towards the attainment of the goals established. This should be followed by another test so that teachers and pupils\nmay see the results of their efforts.\nThis type of supervision is especially helpful in rural schools, because\nteachers then have an opportunity to compare their results with those of\nnearby schools and it makes them feel that they are a part of a county plan\nof improvement.\n7. Friendly help and encouragement—The rural supervisor must be first\nand always a friend and helping teacher; not so much a superior but a coworker in the carrying out of the plans which he, the county superintendent\nand the teachers themselves have agreed are for the best interests of the\nschools. His arrival at the school should not be a dreaded event, but a\nwelcome one to the teacher and to the pupils. He should give tests and\nteach classes in such a way as to add an incentive for better school work.\nHe should take an interest in the progress of individual pupils, and especially of the eighth grade pupils. He should play games with the children.\nIn fact he should show an interest in everything connected with the school.\nBy consciously looking for and commending whatever is worthy of praise,\nthe supervisor is able to give to the rural teacher one of the biggest possible\nhelps—encouragement to “carry on.” He knows that he has a friend who\ncares and has faith in him.\n\nRURAL\nM.\n\nTHERESA\n\nSUPERVISION\n\nWIEDEFELD,\n\nASSISTANT\nSCHOOLS,\n\nIN MARYLAND\n\nSTATE\n\nBALTIMORE,\n\nSUPERVISOR\n\nOF\n\nELEMENTARY\n\nMD.\n\nIn Maryland we are so thoroughly convinced of the value of good school\nsupervision that we believe that if a good supervisor is at work in a county\n\nall impediments\n\nin the way of good schools will be overcome.\n\nSchool\n\nboards are so sure of it as a means of improving all phases of school work\nthat they are willing to bid against other counties for a good supervisor\nand to outbid a competing county should another position be offered to \"\nsupervisor whom they employ. Parents of children are so confident of its\n\n"} {"page": 573, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\n569\n\nvalue to the teachers and to their children that they frequently send special\nrequests to the supervisor to visit their school. They try to keep informed\non what the supervisor is doing and become dissatisfied with teachers who\ndo not follow his suggestions.\nWe believe also that the position of supervisor is one of the most difficult\nin the teaching profession, and we know that it is very hard to find people\nfully qualified to meet its many demands.\n' The supervisor must above all be a teacher of teachers. We may call\nhim a supervising teacher, or a helping teacher—he supervises and he\nhelps—but he is above all a teaching teacher. If teachers are to improve\nthey must learn and he who guides and directs learners is a teacher.\nHis group is composed of teachers ranging from thirty in the smallest\ncounty to an average of fifty or sixty in the largest counties. ‘They are\nscattered about in one or two room schools at distances of four or five miles\napart. They fall into as many groups as the children of a rural school.\nThere are beginning teachers and teachers of experience, teachers who need\na great deal of help and teachers who can progress with every opportunity,\nformal teachers, and teachers of the freedom type, teachers who are workers, and teachers who are shirkers, and the supervisor must help each one\nto become the best teacher he is capable of being.\nLike the teacher of a rural school he must do mass teaching, group teaching, and individual teaching. The rural supervisors of Maryland bring all\nof the teachers of their group together at least once a year, sometimes oftener.\nhere are policies, plans for improvement, suggestive procedures\nwhich are for every teacher and every child. In addition they hold small\ngroup meetings of teachers of the same locality, of the same experience, or\nhaving the same difficulties or similar problems.\nThese meeting are judged by the same standards by which we judge\nclassroom teaching. ‘Those are:\n‘\n1. Purposes\n\nor objectives\n\nas evidenced\n\nby his organization\n\nof materials\n\nand\n\nac-\n\ntivities, as evidenced by his distribution of time and emphasis.\n2. The realization of purposes as evidenced by teacher participation, as measured\nby the knowledge, principles of education, devices, standards, inspiration, gained by\n\neach individual.\n3. The supervisor’s technic as evidenced by his method of questioning, of handling teacher’s contributions, of organizing materials, of clinching and summarizing, of providing in his planning and in his executing for review and drill and for\ndevelopment and discussion of new problems and procedures, and for maintaining\nright balance between theory and practice, caring all the while for individual differences among the teachers, stimulating initiative, providing opportunities for developing leadership, and assuring some help to every teacher in the group.\n4. The supervisor’s philosophy of supervision as evidenced by his plan and\nmethod\n\nof conducting the meeting, by its tone or atmosphere, by the attitude of the\n\nteachers.\n\nThe quality of teachers’ meetings has greatly improved in the last few\nyears. All kinds and phases of teachers’ meetings have been discussed at\nour conferences of supervisors conducted by the assistant state superintendent, Miss Simpson. The bulletin, Worthwhile Teachers Meetings, was\n\n"} {"page": 574, "printed_page": null, "text": "570\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nLast year and this\ngiven not only to the supervisors but to the teachers.\nyear we held sectional meetings of supervisors in various counties of the\nstate for the purpose of observing a supervisor conduct a teachers’ meeting\nand evaluating it in the light of the standards mentioned previously.\nAs\nWe face problems here and there which seem difficult to remedy.\nmeetings are lifted to a higher professional plane there is a danger of making\nthem strained. ‘Teachers and supervisors work long and earnestly, the air\nbecomes charged with tension, the supervisor becomes pitched too high, and\nteachers respond in a similar key.\nThe expert leader who can play with thoughts upon a group, decrease\nrestraint and stimulate responsiveness, must be a deep thinker if he would\nstimulate thinking, must be understanding and sympathetic if he would\narouse confidence, must have a sense of wit if he would prevent tenseness,\nand must be artistic if he would be soothing to his hearers.\nSuch a combination is hard to find in one individual; so, many meetings\nwill continue to be all work, some will be more enjoyable than others, and\nsome will be crude in the monotony of procedure or the colorless presentation of the leader.\nAll will be helpful to the teacher in proportion to the worthwhileness\n\nof the material presented in its relation to needs which are felt to be real\nby the teachers.\nWe have found that the individual teaching, classroom visiting, is more\ndifficult for some than the group teaching; for some it is the other way.\nThe success of classroom visiting depends in the main upon the ability of\nthe supervisor to adjust himself, his personality, his knowledge, his personal\nopinions, his tastes, his intelligence, to the classroom situation in which he\nfinds himself. His work there is diagnosis and prescription.\nHe needs to study the physical equipment; what the teacher has to work\nwith, what he can improve and what he cannot, and how he uses what he\nhas. He needs to study the personal equipment of the teacher; his training,\nknowledge of subject-matter, teaching aptitude, physical condition, daily\npreparation, temperament, attitude toward the supervisor.\nFrom a consideration of these he must judge just how much he can\nexpect and with that in mind, he watches children to see if they are learning, if they are working at maximum capacity; if they are improving along\nany line, if they are doing worthwhile things. He watches the teacher to\ndiscover why he is succeeding or failing. On the basis of this diagnosis he\ndecides upon his line of procedure.\nIf the teacher seems to have no grasp of how he ought to proceed, if\nhe starts to teach a second lesson following the same poor procedure, if\nhe seems to have the right principles but does not know how to put them\ninto practice, or if he asks for teaching, the supervisor will teach for him.\nThe supervisor who has not had sufficient teaching experience to enable\nhim to plan a lesson which will help the teacher at the time when help is\nvital to the teacher and pupils in ten or fifteen minutes, cannot do the\ntype of supervision we do in Maryland, Our experience has shown us that\n\n"} {"page": 575, "printed_page": null, "text": "DEPARTMENT oF RuRAL EpucaTION\n\n571\n\na rich teaching experience under good supervision is a far more necessary\nand valuable preparation for supervision than college courses in supervision. It gives him standards by which he can evaluate teaching. It provides a background of ready material from which he can recreate practical\nsuggestions for the teachers.\nIf the teacher shows preparation and ability to go on toward some goal,\nand a foundation for understanding, the supervisor holds a conference with\nhim at a convenient time when he discusses the work seen. He may have\nfound that the teacher needs subject-matter, help with planning, with questioning, organizing, formulating problems, study assignments, adapting\ntextbooks, etc. No matter what, all can be helped in a discussion in which\nteacher and supervisor work together, each with the confidence, good will,\nand sympathy of the other.\nHis most important problem is to help the\nteacher realize his needs. Once the teacher presents a problem, is conscious\nof specific weaknesses, or asks for definite help, the rest is easy.\nFor ability to decide upon the needs of the teacher and to determine a\nplan of action quickly, the supervisor must depend upon his training and\nexperience. A growing system must be built upon a growing experience;\nsO, a supervisor needs to keep his theory and his practice up to date.\nHis ability to adjust himself to each individual teacher, to be able to\nput himself into the place of the teacher and build from there, depends\nupon his own personality and his power over his own temperament.\nAs a rule his policy should be to:\nDominate, but not domineer.\nAdvise, but not demand.\nEncourage, but not flatter or mislead.\nAnalyze, but not criticize.\nStimulate, but not intoxicate.\nBe sincere but not unnecessarily frank.\n\nBe diplomatic but not deceiving.\nBe kind but not too easy.\nBe firm but not harsh.\nTear down only what\n\ncan\n\nbe rebuilt.\n\nJust as teachers meetings have greatly improved, so also has classroom\nvisiting.\nOur plan is to train supervisors in the field just as we train\nteachers. They are supervised by the state supervisors, who observe them\nat their work of visiting schools and conducting teachers’ meetings, evaluate it and offer suggestions. “They are brought together for two-day conferences twice a year. During the past summer all helping teachers, and\nsupervisors new to Maryland, pursued a three-hour course in the theory\nand practice of supervision for six weeks under the direction of the state\nsupervisors and credited by the Johns Hopkins University.\nOur policy is not to dictate to any county its plans of supervision; it Is\nadvisory in the main.\nConditions vary greatly in the different counties;\nsupervisors differ, and our purpose is to help each supervisor do better his\n\nown work in his own way.\n\n"} {"page": 576, "printed_page": null, "text": "S12\n\nSOME\n\nNATIONAL\n\nADVANTAGES\n\nEDUCATION\n\nOF THE\n\nASSOCIATION\n\nCONSOLIDATED\n\nSCHOOL\n\nC. G. SARGENT, DEPARTMENT OF RURAL EDUCATION, FORT COLLINS, COLO.\nI see no reason why good consolidated schools should be radically different from other good schools in the same locality, county, or state. With\nrural free delivery of mail at the farmer’s gate, the telephone, radio, moving pictures, good roads and the auto, town and country people, and especially their children, will mingle together much more freely in the\nnear future than they have ever done in’ the past. On this account, and\nfor the further reason that I believe that this is a good thing for both\ngroups, such increased intercourse should be promoted and encouraged by\nall rural leaders. ‘The fact that all roads lead to the trading center is not\na bad thing from any point of view, since the interest of these two groups\nof rural dwellers are inseparably bound up together and since neither can\nfunction efficiently without the other. A consolidated school in a rural\nsetting, whether the school is located in the open country or in a village,\ntown, or small city of from one to ten thousand population should plan\nits courses of study and place its emphasis so as to best suit the needs of the\npeople it serves, and the best results are not obtained by taking either of\nthe two possible extremes, and attempt to make the school either 100: percent rural or 100 percent urban.\nEvery good rural village, small town, or city in Colorado is completely\nencircled by a fringe of rural school districts, unless they have already\nbeen consolidated, as many of them have. ‘This is the best field we have\nfor consolidation, and if all such possible consolidations should be effected,\nmost of the children in the open country in my state would be cared for\nin the best schools that it is possible to build and operate under our conditions. No doubt the same is true of many other states. In all such consolidations with which I happen to be acquainted the country people have\nleast to lose and most to gain by the union. In my opinion the educator\nwho attempts to consolidate schools without first considering all of the\nchildren and all of the factors essential to a good school in the natural\ngeographic unit, whether it be a neighborhood or community, just for the\nsake of locating the new school out in the open country, is, after all, not\na leader, but a bungler who may do more harm than good.\nThe larger unit brought about by consolidation gives opportunity for\ncertain advantages not possible of attainment in the smaller school district.\nIt at least gives the opportunity for greater specialization on the part of\nteachers.\nIt makes possible an enriched curriculum better suited to the\nneeds of the children, and provides wider and richer social contacts for\nboth the children and their parents.\nWe consolidate schools to create\nbetter schools, with larger and better grounds, new and better buildings,\nmodern and adequate equipment, better trained teachers, local supervision,\nbetter gradation of pupils, longer terms, and other obvious advantages that\nhave proven so successful in all of our best schools.\nThat all of these\ndemonstrated advantages have always been immediately realized in every\n\n"} {"page": 577, "printed_page": null, "text": "DEPARTMENT OF RuRAL EpUCATION\n\n578\n\ncase is not claimed here, but that they are being realized in a constantly\nincreasing degree in most cases has never been successfully disputed.\nWhat I regard as the greatest advantage of the strong consolidated\nschool is the fact that it is a complete school unit, affording an unbroken\ncourse from the first grade through the twelfth. This type of consolidated\nschool is a double blessing to country children. It not only provides a high\nschool for all who are prepared to enter, but at the same time it has enough\npull on the sixth, seventh and eighth grades to keep thousands of boys in\nschool at this critical time when so many drop out of our small, weak\nschools.\nConsolidation is a forward-looking movement based upon the principle\nof cooperation of all concerned in the enterprise. “There are two important lessons that most farmers still have to learn—first, to cooperate with\neach other as producers, and, second, to cooperate with their immediate\nneighbors in their trading center.\nConsolidation is the farmer’s best lesson in cooperation thus far. Some 15,000 or 16,000 consolidated schools\nin all parts of the United States testify to the success of the movement to\nget farmers to work together in the education of their children. Succeeding\nin this, it is not so difficult to get them to cooperate in many other activities\nclosely related to, or that may be made to grow out of, a good consolidated\nschool, such as school and community athletic, recreation and health programs, and a great variety of wholesome social contacts made possible\nthrough well directed school activities.\nLocal vocational and economic\nproblems may well be discussed at the schoolhouse with the school board,\nthe superintendent, and the teachers of vocational agriculture and home\nmaking, present with the farmers and such outside specialists as may be\nsecured to aid in the solution of local problems. The consolidated school\nis the best agency yet devised for adult education to improve farm and\nhome practices in evening classes in charge of the local vocational teachers\nand such outside assistance as can be secured to assist them.\nThe consolidated school district may also be the voting precinct, and this\nwould seem to be a good thing. It gives the rural group an opportunity\nto discuss local, county, and state candidates and issues and gives them\nsome chance at least to work and vote for their own interests. It promotes\ndiscussion, encourages the people to take new interest in political and civic\naffairs, and promotes community solidarity.\nThe same area and the same group of people that make an efficient\nunit for one strong consolidated school, will for exactly the same reasons\nmake an equally good unit for one strong community church whose creed\nis the essence of the Golden Rule instead of some half dozen or more weak\nand struggling and starving denominational efforts that make but a feeble\nappeal to a few of the faithful who still try to live on the husks of the\n\ngospel of real brotherhood.\nSo, it is our opinion that the consolidated school district when wisely\nlaid out and when it includes a national geographic area and all of the\npeople included within it, forms the best neighborhood and community\nunit yet devised.\n\n"} {"page": 578, "printed_page": null, "text": "574\n\nNationaL Epucati0n AssOctaTion\n\nDEMOGRATIC\n\nADMINISTRATION\nSCHOOLS\n\na\n\nW. J. AVERY,\n\nSUPERINTENDENT\n\nOF\n\nALEXANDRIA,\n\nSUPERVISION\n\nAND\n\nSCHOOLS\n\nOF\n\nRAPIDES\n\nOF\n\nPARISH\n\nLA.\n\nAs in other states, the basic principles of the public school system of\nLouisiana are found in the state constitution and in legislative acts. Much\nof authority, however, is vested directly in the state board of education,\none member elected from each of the eight congressional districts, two at\neach two-year interval, for terms of eight years, and three appointed by the\nGovernor for four-year terms. Further and more immediate authority is\nvested in the parish school board which is the governing authority in all\nmatters pertaining to the business or financial affairs of the schools of the\nparish (county). The members of the parish board are elected, one third\nat each two-year interval for terms of six years, the elections being held\nat congressonial elections instead of at the time of the state primary and\nstate general election in order to prevent political entanglements.\n‘The\nmembers of the parish boards are elected by wards, at least one member\nfrom each ward, more from the more populous wards.\nOther authority\nand duties are vested by law in the parish superintendent.\n°\nThe parish superintendent is the executive officer of the parish school\nboard.\nHis qualifications are prescribed by the state board of education,\nand his duties to some extent by the same body. His term of office is four\nyears, but he may be removed by the board from office for cause.\nSince\nthe board is an overlapping one, not more than one third of the membership being new at any one time, the policies of the board and of the superintendent are usually harmonious and continuous, the result being that in\nmost cases the superintendent is several times reelected.\n‘The superintendent must maintain his office at a point in the parish designated by the\nparish school board, usually at the courthouse, and shall keep his office open\nduring the “usual office hours,” except when visting schools or attending\nto his duties elsewhere. As secretary of the school board, he is required\nto make quarterly reports upon the condition of the schools; make an annual\nreport to the state superintendent of education and such other reports as the\nstate superintendent may require; he must keep a record of all business\ntransacted by the board and by himself as superintendent, secretary or\ntreasurer ;and must publish the minutes of the board meetings in the official\njournal of the board and must perform all other duties pertaining to the\noffice as secretary of the board, such as preparing all papers and documents\npertaining to the holding of elections to vote bond issues, taxes for building\nschool houses and for the maintenance of schools, and all papers pertaining\nto the issuance and sale of bonds when voted.\nAs treasurer, he must receive and disburse all school funds and must account to the parish board and the state supervisor of public accounts for\nthem.\nIn his capacity of superintendent, he must see that all teachers have the\n\n"} {"page": 579, "printed_page": null, "text": "DEPARTMENT OF RurRAL EpucaATION\nproper\n\n575\n\ncertificates; appoint all principals and teachers, subject to the ap-\n\nproval of the board, which may by a majority vote of the members present,\nreject any appointment, and by a majority vote of the entire membership\nof the board, appoint without the superintendent’s nomination.\n\nThe super-\n\nintendent signs contracts with teachers (the president of the board signs\nall other contracts). He “‘shall visit as often as possible each school in the\nparish and shall exert his best endeavors in promoting the cause of public\neducation; shall faithfully carry out the requirements of the state school\nlaws and the rules and regulations made for the schools by the state board\nof education. While not enumerated in the laws, the duties and responsibilities of the parish superintendent are varied and numerous.\nSome of\nthem are: Appoint and contract with teachers; appoint and contract with\ntransfer drivers and janitors, determining their salaries; keep the school\nbuildings and equipment in repair; purchase and distribute all equipment,\nfuel, school supplies, laboratory equipment, library books. In other words,\nhe is the business manager for the school board, its secretary and treasurer\nand the superintendent of the schools, having final authority in cases of discipline. He helps determine the kinds of school buildings to be constructed\nand has general supervision over their construction, very often not by authority directly placed in him, but by the very nature of his position. In\npractically all cases his authority is under that of the parish board, but since\nthe board does not as a rule have frequent meetings nor for long sessions\nusually, the board determines upon general policies or plans and then relies upon the superintendent for results.\nEven though this assistance in\nsecuring funds (bonds or building taxes) for constructing school buildings\nand for the maintenance of schools is very necessary, the most valuable\nservice that the superintendent can render is in the selection, appointment,\nand supervision of the teachers. In Louisiana, as already stated, all teachers are appointed by the superintendent subject to the approval of the board\nand on him must rest that responsibility.\nIn most cases, I presume, the\nboard ratifies his appointments without question and in many instances fails\nto pass upon the matter at all. In my own parish, Rapides, it is understood that the president of the board, the member or members of the board\nfrom each ward and the superintendent,\n\ncompose\n\na committee\n\nfor the ap-\n\npointment of teachers in the ward concerned so that the board may not need\nto concern itself as a whole about this matter. ‘The conclusion of this committee concerning an appointment is considered the conclusion of the board.\nThe committee, at least the member or members of the board in the ward\nin which it is to be made, discuss the appointment of the principal of the\nmost important school, particularly the principal of a high school and occasionally it is necessary to discuss the reappointment of a teacher. As a\nmatter of practice, all other appointments are in most cases made by the\nsuperintendent without consulting anybody.\n‘The responsibility for the\nproper organization and successful operation of the schools is his and he is\nrather free and unhampered .in his activities. Much of his authority and\nresponsibility depend upon the confidence he enjoys with his board.\n\n"} {"page": 580, "printed_page": null, "text": "NATIONAL\n\n576\n\nEDUCATION\n\nASSOCIATION\n\nSince the board meets only a few times each year, the superintendent\nmust very often take upon himself full responsibility. In all cases, however,\nthe president is by law his adviser. The practices of the school board and\nsuperintendent vary in detail. The tone of this paper, therefore, necessarily\nconforms in a large measure to the practices and policies followed in Rapides\nparish, particularly from this point on.\nSupervision—Supervision of the schools is accomplished along several\nlines about as follows:\n1. Prior to the opening of the schools in September the superintendent holds\na conference, usually one evening, with the principals of the twelve large schools\n\nof the parish—one high school, four large elementary schools and seven combined\nhigh and elementary schools. At this conference the discussions are entirely informal, general policies usually being given the greater attention.\nSince these\nprincipals are employed by the calendar year, their programs for the year have\nalready been worked out and approved.\nBut such things as the testing program,\nadmissions, classification, grading, promotions, keeping of records, transfers of\npupils, transportation of pupils, making of regular and special reports, modifications of the courses of study, receive attention.\n\"These are conferences, not meetings for giving directions, though that feature has its place.\nII. One day before schools open these same principals and their assistant teachers\nmeet with the superintendent and assistant superintendent to discuss the subjects\n\ntaught in the several grades of the schools, the methods\nadministering\n\ntests\n\nand\n\nmeasurements,\n\nthe\n\nduties,\n\nof teaching, giving\n\nresponsibilities,\n\nand\n\nand\n\nauthority\n\nof the principals, the duties, responsibilities and authority of the teachers.\nThis\nconference is usually subdivided for a part of the day into two groups (a) high\nschool teachers, (b) elementary grade teachers.\nGenerally one or two study\nsubjects in each group receive special attention. It may be reading or arithmetic,\nspelling or writing in the group of teachers of elementary grades, and English or\nmathematics, foreign language or science in the high school group.\nOne or two\noutside speakers, usually from the state department of education, are perhaps\npresent by invitation, each formally presenting some one or more subjects.\nThe\nmajor part of the discussions are as a rule by the teachers, principals and assistant superintendent.\nIt is always understood that everybody present is invited to\ntake a liberal part.\n\nIII. Another day, the superintendent, the assistant superintendent, and probably\na representative of the state department of education meet with the teachers of\nthe rural schools. The teacher turnover is greatest in this group, thus necessitating something similar to a reorganization each year.\nHere more detailed and\nspecific instructions and information must be given.\nMuch detailed information\nmust be given concerning the opening day program; admission, grading, promotion, transfer of pupils; keeping of records; making monthly and annual reports;\ncare of school buildings and equipment; building up, use and care of libraries;\nrelations of teachers to pupils, parents, the communities in general; their relations\nto the superintendent and his assistant. This is the one time that the superintendent\n\nand\n\nthe\n\nassistant\n\nsuperintendent\n\nhave\n\nto make\n\nthe teachers\n\nfeel\n\nthat\n\nwhen\n\neither visits a teacher in his school it is not for the purpose of inspection and\nadverse criticism, but that all visits are for the purpose of finding what the actual\nconditions in the school are and to give, if necessary, sympathetic advice and assistance.\n\nMethods\n\nof teaching,\n\nof giving\n\nand\n\nusing tests\n\nand\n\nmeasurements\n\nare\n\ndiscussed. The results of the day are that teachers have a fairly good understanding of the whole situation and of their duties, responsibilities, rights, and\nauthority.\nIV. Conferences\n\ndemands\n\nwith the principals of the larger schools are held as occasion\nand time permits throughout the year, sometimes with all of them and\n\n"} {"page": 581, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\n577\n\nat other times with groups.\nSpecific situations or conditions receive attention at\nthese conferences.\nIt seems impossible to find time to hold enough of these conferences.\nV. Regional institutes or conferences are held during the year as often as\n\npossible.\nThese groups are sometimes of teachers of strictly rural schools; at\nother times the groups are of elementary teachers of the high-elementary schools,\ncombinations of the two, including the principals, or of high school teachers.\nAt\nsuch conferences or institutes a part of the program is formal but there is always\nopportunity for free discussion.\nOften a teacher of superior ability is selected to discuss methods of instruction,\nanother to teach a demonstration lesson.\nOften, however, the teacher selected is\nyoung and inexperienced, with not much scholarship, one who knows little of\nmethods.\nHe is thereby required to give considerable work to the preparation of\nhis lesson.\nHe necessarily secures much help, but he likewise gains much information and something of the technic of teaching that will be of value to him\nduring the remainder of the year.\nOnce a teacher actually writes a good lesson\nplan and teaches a lesson better than ever before, he has more self-confidence\nand has before him a higher standard of excellence.\nSome of our teachers who\nonly a few years ago had little scholarship, no experience, and only indistinct\nideas of method can and do now do excellent teaching.\nThe regional meetings\nof small groups of teachers held on Saturday permit teachers to become rather\nwell acquainted with one another, especially since they take their dinners and\nspend the day. This situation permits an ease and freedom that more formal\nmeetings prohibit. Two or three such meetings are often held during each month\nof the fall and spring but since there is considerable other work to be done, the\nschedule is often broken into, especially by other meetings and by holidays during\nthe winter season.\nIt may AG the entire year for enough regional meetings to\nbe held to reach every part of the parish, but during that time some of the\nteachers have been able to attend more than one meeting. These meetings are held\n\nby the assistant superintendent\nthe superintendent.\n\nThis\n\nof schools, sometimes\n\nsort of meeting\n\nhas many\n\nvisited in the afternoon\nadvantages,\n\nsuch as\n\nby\n\nfreedom\n\nof discussion, seeing demonstration lessons, giving demonstration lessons, sometimes by teachers outside the group, by the assistant superintendent and occasionally\nby a state department of education representative.\nVI. As soon in the fall as the schools are well under way, the principals send\nto the office copies of all daily schedules. These are checked and filed in a book\nif satisfactorily made. If not, they are sent back to the teachers with suggestions\nfor improvement and as soon as they are in acceptable form a complete office\nfile is made.\n‘These schedules are expected to be posted in all classrooms of\nthe parish and are for the guidance of the visiting superintendent or assistant\nsuperintendent who expects to find each teacher following his schedule; also as\nsoon as possible after the opening of the schools the assistant superintendent begins\nto visit the schools of the parish, particularly the rural schools.\nHe makes the\nfirst round of visits as rapidly as possible, staying long enough, however, in each\nroom to form a fairly accurate idea concerning the ability of the teacher to govern\nhis school or room and to do his teaching correctly.\nBefore leaving the school,\nit is customary to confer with the teacher or teachers about the course of study,\nthe classification of the pupils, the preparation of the teacher, his methods, the\narrangement of the daily schedule and any other matters that may be considered\nvital. It is not customary to try to point out all of the defects in the school at\none time, but to help in some way to remedy the most glaring ones, having\nIn all cases, the visitor to the\nto do with essentials rather than minor details.\nschool, whether the superintendent or the assistant superintendent—generally the\nlatter—makes notes in order that he may make a full report after returning to\nthe office, which report is made in duplicate, the original filed in a book kept\nIn the twelve large\nfor that purpose and a carbon copy sent to the teacher.\n\n"} {"page": 582, "printed_page": null, "text": "Nationa\n\n578\n\nEpuca'tion Association\n\nschools the principals attend to the classroom supervision, thus permitting the assistant superintendent to give practically all of his time to the rural schools.\nSince it is not possible for one person to visit more than one or two schools in\none day, it takes a considerable time, especially considering interruptions, for\none person to make a round of all of @he rural schools of the parish. As soon as\nthe first visit is over, however, a second round is undertaken, not necessarily in\nthe order of the first, as it is almost impossible to make and adhere to a schedule\nof visits.\nIt is necessary to do otherwise, especially since the teachers in seme\nof the schools are fairly well trained and can be depended upon to follow advice,\ninstructions and suggestions. In other schools the teachers have little scholarship,\nknow very little of methods and therefore need more supervisory attention, ‘The\nafternoon visits probably prove to be of more value to the teachers since there is\nmore time after school hours for conference.\nThe written report has several distinct values:\n1. The teacher has in permanent form a statement of observations, criticisms,\nsuggestions, and advice of the visitor. There is nothing hazy about it.\n2. The assistant superintendent, who is the supervisor, does not have to depend\nupon his memory concerning previous observations.\n3. It gives the superintendent an opportunity to keep in touch with the situation\nthroughout the entire parish.\n\nSucceeding reports usually show progressive improvement on the part\nof the teacher.\nIf there is no improvement, the matter may be forcibly\ncalled to the attention of the teacher. Every teacher is given a real chance\nto improve while in service.\nSuggestions designed to be of assistance to\nhim are given from time to time either orally or in written form, generally\nin both, the suggestions being given in a spirit of sympathy and cooperation\nand in this spirit they are usually accepted by the teacher.\nCircular letters, lesson plans, etc.: suggestions, outlines, information,\nlesson plans, methods of teaching or study, are used somewhat freely.\nSome of the lesson plans are written by young teachers after having had\nsome training in service. Most of them are written by older, well trained,\nand experienced teachers.\nCredit is always given to the teacher whose\noutline of lesson plan is used and passed on.\nOccasionally stenographic\nreports of lessons taught are made and distributed. “These circular letters,\nlesson plans, stenographic reports, etc., secured from any source obtainable,\nare of value to the most of the teachers, particularly those with little\nscholarship and experience.\n\nDEMOCRATIC\nJ. W.\n\nADMINISTRATION—HOW\n\nHUFFINGTON,\n\nSTATE\n\nSUPERVISOR\n\nBALTIMORE,\n\nOF\n\nACHIEVED\n\nCOLORED\n\nSCHOOLS,\n\nMD.\n\nAdministration of schools has to do with securing suitable laws for advancement of a school system, ordering and defining policies which are\npermitted within legal limits, and securing funds for the effective execution of policies of a system of schools.\nOur problem for consideration is—How may this inclusive type of\n\nadministration be realized in a democratic rather than an autocratic way?\nDemocracy in no sense precludes worthwhile leaders whether it per-\n\ntains to the several activities of a state, city, nation, or to a system\n\nof\n\n"} {"page": 583, "printed_page": null, "text": "DEPARTMENT oF RugkAL Epucation\n\n579\n\nschools. According to records, Athens, which is reputed to have been one\nof the most thoroughly democratic of all nations, did not show contempt\nfor its leaders even though it may have ostracized-one occasionally.\nHence, the first requisite for the realization of democratic administration\nis—a leader as state superintendent (or by whatever official title he may\nbe known), with professional and personal equipment to influence both the\nlaw-making and the school levying bodies, that satisfactory school laws\nmay be secured and funds provided for the execution of policies; a leader\nwith judgment to interpret needs as they exist and with vision to shape\nadministrative policies to meet these needs; a leader with sufficient courage\nto fight for his policies, if combat be a necessity, in order to safeguard or\nto execute them; a leader with tact and a readiness to employ diplomacy\nwhen an administrative end will be served without the violation of any\nprinciple, in short, a real leader.\nDemocracy in administration, I think,\nawaits such an official.\nSecond—Given the leader, he should have the authority to nominate\nfor election all members of the state department of education.\nIn this\ndepartment there will be, of course, his professional assistants who serve\nas supervisors or directors, as the case may be of respective divisions of work,\nhigh schools, elementary schools negro schools, compulsory attendance,\nspecial subjects, etc. “The necessity for this would seem to be obvious.\nIt is a physical impossibility for any leader to direct in person every phase\nof his administration, hence he must depend somewhat on his professional\nassistants.\n“The qualification, the industry, the loyalty, of these will determine very largely the success or failure of the superintendent’s policies.\nAs he is charged with leadership, he should be obliged to have no one in\nhis department who will fail to follow in every detail his leadership.\nT hird—While the state superintendent is charged with initiating policies,\nhe can beget democracy in his own department by requesting every supervisor or director of a division of work to submit for discussion of the entire\n\ndepartment what objectives seem worthwhile to be undertaken during a\nspecific period. ‘These may be modified, but none of them should be discarded unless the group led by the superintendent should decide them to\nbe unattainable or impracticable for the time at hand.\nThe effect of this scheme is that every member of the department\nrealizes that when he works during a period he is not making an effort to\nrealize just anybody’s,\n\nor even\n\nthe department’s\n\nobjectives, but his own\n\nobjectives; and if he has any ambition at all to have his work honestly appraised, he will do his best to bring his undertakings to a successful conclusion.\nFourth—While the state superintendent may have certain prescribed authority throughout\n\nthe state, yet democratic\n\nadministration\n\nwill be fur-\n\nthered if he never insists that his policy shall be the state’s policy, regardless.\nThere are the heads of smaller units in the state as county superintendents,\nsuperintendents of a town, a township, or small city. ‘These officials\nshould be summoned for conference once or twice a year. ‘They should\nbe requested to suggest policies for discussion, salary scale, provisions for\n\n"} {"page": 584, "printed_page": null, "text": "580\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nsupervision as such, bases for certification, etc. Such items that affect the\nsystem of an entire commonwealth should be mulled over by such a group\nbefore being put forward either for legislative enactment or for execution\nin the several subdivisions of a state’s system, for then they represent\nthe policy of the entire group and not the policy of one individual only.\nFurthermore, such a procedure prevents any official of the system from\napologizing for the policy with respect to his individual unit of administration and charging up to the discredit of the state department every policy\nwhich may not be well understood and perhaps unpopular in his particular\nsection.\n\nFifth—Every member of the state department of education should do\na similar thing with those officials in the several units of the state with\nwhom he works.\n‘To be specific—The high school supervisors should\nhave frequent conferences with principals of high schools on administrative\nmatters pertaining to their institutions.\n“The supervisors of elementary\nschools should have group conferences of county supervisors at which the\ngroup, not the state supervisor, sets up goals to be attained within a\ndefinite period and procedures mapped out for the realization of the\nobjectives.\nFrom time to time, there should be conferences for checking\nprogress or lack of it. The supervisor of colored schools should do something of the same kind with the county supervisors with whom he works.\nThe director of compulsory attendance should summon the county attendance officers for conference at which ways and means are devised for a\nmore-and-more effective enforcement of a state compulsory attendance law.\nSuch a procedure as described above places the responsibility for the\ncarrying out of policies upon all of a group engaged in the particular line\nof work. Members of the group have a personal, as well as a professional\nobligation to put over policies because they have had a share in formulating\nthem.\nSixth—Visits to the several units of a state by members of the state department should rarely be made for inspectional purposes only but should\nbe made with the primary purpose of extending aid to the county authorities in putting over policies whether they be purely administrative or\npurely supervisory.\nVisits made in a helpful and advisory spirit will\n\nnever be resented, but will be welcomed by the county officials. If made in\na dictatorial, fault-finding spirit, this phase of administration is autocratic,\nnot democratic, and too soon the several units of a state system will begin\nto murmur about lack of democracy on the part of the state department\nof education.\nSeventh—One important piece of administrative work is the getting of\nschool laws enacted to serve as a safeguard for policies.\nIn addition,\nadministration is concerned with securing money with which these policies,\nbuttressed by statute, may be made dynamic.\nThe legislative, as well as the tax-levying body, is amenable to public\nopinion. ‘Then, it would seem that the spirit of democracy may be realized\nin this regard by administration when it arouses masses of people in favor\nof a particular bill which has to do with school legislation or a levy suffi-\n\n"} {"page": 585, "printed_page": null, "text": "¢\n\nDEPARTMENT\n\nOF RURAL EpuUCcATION\n\n581\n\ncient to care for the needs of schools. This attitude of the masses, translated into action, becomes as public opinion a potent influence with both\nthe legislative and the tax-levying body.\nThe non-democratic procedure would be for administrative officials to\nsay—“This thing is needed. We must have it. The people do not know\nwhat they need, etc.”\nSome of the means at our disposal for reaching masses of people are\nparent-teacher association, closing exercises and commencements of schools,\nfarmers’ picnics, the grange, women’s clubs, chambers of commerce, Rotary,\nKiwanis, Lions’ clubs. ‘These may be employed as an aid in realizing\ndemocracy in this phase of administration.\nMay I conclude by saying that such procedures as I have described are\nthose which are carried out by the state department of education of Maryland, which has the good fortune of having at its head a real leader, in\nthe person of its State Superintendent of Schools. One with a vision, one\nwho does not hesitate to confer with and request policies from his own staft\nas well as from the heads of the several units in the state, one who holds\nhimself primarily responsible for the. execution of all policies after they\nhave been agreed upon. And further, the state is fortunate in having a\nthoroughly professional group of county superintendents, county supervisors—white and colored—who respond with the finest sort of spirit to the\ntype of democratic leadership as practiced by the state superintendent.\n\nDEMOCRATIC\nA.\n\nR.\n\nHALL,\n\nADMINISTRATION OF SCHOOLS—HOW\nMAY BE REALIZED\nMEMBER\n\nOF\n\nCONGRESS,\n\nINDIANAPOLIS,\n\nELEVENTH\n\nIT\n\nDISTRICT,\n\nIND.\n\nI was told that I was to be one of three to discuss this subject. I am\nsupposed to be from the outside, yet my coming from the outside has been\nso recent it is impossible not to have an inside viewpoint.\nIn discussing a democratic school administration, it is necessary to place\na limit on the field which opens for our consideration.\n‘The word “democratic,” I feel, has been somewhat overworked recently. It has come to be\nlooked upon as an end to be sought, when in reality it should be considered\na means to an end. In the political world, we say all powers spring from\nthe people and this is correct. It is when the same principle is applied to\nother organizations that trouble arises.\nDemocracy implies self-government and self-government is only possible when the individuals which compose the government have reached a standard where intelligent cooperation\nis possible; where they submit peaceably their own interests to the will of\nthe majority. To do this, selfish interests and little interests must give way\nto the larger. To state it differently, law which represents the majority\nwill, is supreme to the will of the individual. That community organization, individual, or nation has reached the state where a democratic government is possible when individual rights gives way to universal rights.\n\n"} {"page": 586, "printed_page": null, "text": "582\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nWe have some interesting illustrations just now of governments failing\nin the supreme crisis. ‘The capacity of different nations for self-government\nis being tested. The test is coming in their capacity to meet a great moral\nor economic crisis. Today we see self-government failing in Europe with\na dictator directing the governments of Spain, Italy, and Greece ;and almost\ndaily we are expecting a like fate to befall the great nation of France.\nOur own capacity is being tested in the present discussion and the enforce;\nment of the 18th Amendment.\nWith this idea of democracy before us, I am constrained to the opinion\nthat in the school democracy is an impossibility. ‘There is in the subject\nunder discussion “How to Make Our Schools Efficient,’ an implied fault\nthat today our schools are not efficient. This statement I would challenge;\nfurther, “Yet Keep Them Democratic,” implies democratic administration\nis desirable and that we now have it, or else why attempt to keep it? It\nwould appear that we have a democratic administration and that our\nschools are not efficient.\nThis would lead us to believe that democracy is not conducive to\nefficiency, which is more nearly the truth.\nTherefore, what I have to say to you would be more along the line of\nproper results in a system which is a benevolent despotism—where the in-.\ndividuals comprising the organization have in mind not suppression of individuals, but development.\nThere are certain evils which every organization must face. In passing\nthrough a manufacturing plant where the buildings are good, machinery in\nplace, order prevails and everything appears busy, one may expect that the\nbusiness is prosperous.\nIf, however, the true standing is to be found, we\nmust look beneath the outside; within the books we must see the cost of the\nproduct, overhead expenses, the sales, and the profits.\nIf we observe a school system, we may check over uptodate buildings and\nthey are good; we may delve into intricate masses of statistics that may be\ngood; a large percent of the faculty have college degrees and it is well; the\norganization runs smoothly; reports are on time and that is all fine. But\nwe can have all this and yet not have efficiency.\nA small executive can gather statistics, read reports, maintain order, but\n\nit takes more to go beyond the system and permit the human element to\nexpress itself. Nature abhors uniformity in organized being. The scientist\ntells us that no two blades of grass are alike, that no two ears of corn are\nidentical, that no two hairs upon our head are alike in every particular and,\ncertainly, no human beings conform in every particular.\nThen in maintaining our organization, we must not expect conformity\nin every particular, but allow individuality to express itself.\nMuch rests upon the type of the executive. He must clearly understand\nthe purposes of school and school organization.\nHe must be very much\nhuman to see beyond the records, forms, and standards and there find the\nchild. Now in the relationship between the administrating power and the\n\n"} {"page": 587, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n583\n\nteacher, he must allow that freedom of expression to the teacher for proper\nadministration of the school.\nThere is another quality which the successful administrator must possess.\nHe must realize that the system does not exist for himself. Someone has\nsaid that if you would get along with people, get interested in their problems, rather than trying to interest them in your problems.\nSo the successful administrator who would maintain a democratic administration must\ninterest himself in the human interests of the teachers of the community\nand the children. It has been my experience, also, that one of the greatest\nreasons for the development of the dictorial school system where the incividuality of the teacher has been subverted and all the initiative is destroyed has come from false standards in qualifications; namely, license,\ncredits, and degrees. I say they are faults for the reason that no amount\nof training in itself can develop a true teacher; nor can all the degrees from\nthe universities in themselves create a successful administrator.\nBut so\nlong as we have incapable or low standard hiring officials, false standards\nfor teachers’ qualifications must continue.\nIn my early experience as a teacher, soon after my graduation from college, it was my belief that if one made himself successful that that would\nbe the best argument for being hired to a better position. I have since revised those early idealistic views, revised them because of practical experience.\nI learned that if an individual hired himself to the average school\nofficial, the thing that counts is not ability, but degrees.\nA school man has something for sale. It may be genuine ability of a\nhigh order, but if it is not wrapped in a beautiful package with tinsel cord,\nit will remain upon the shelf; dust will settle upon it, while an inferior\nbrand of goods properly decorated will become the best seller.\nMy solution to the problem involved of maintaining efficiency and democracy in the school is to eradicate false standards of qualifications and substitute the human element; raise the standard of hiring officials to the\nplace where they know the qualifications a teacher should possess; find that\nadministrator who is big enough and human enough to see beyond system,\ncost and teacher, the child.\n\nTHE\n\nSTATE\n\nAND\n\nTHE\n\nRURAL\n\nSCHOOL\n\nJOHN H. LOGAN, STATE COMMISSION OF EDUCATION, TRENTON, N. J.\nThe first and most important problem in connection with the state’s relation to the rural schools is that of securing teachers. The state must train\nthe ablest and best of its youth which can be brought into the teaching\nprofession. To this end it should be tireless in the activity of persuading\ncitizens that every classroom in city, town, and rural community should\nhave a well trained teacher. Every teacher should have at least two years\nin the normal school, or the equivalent of this, in addition to four years of\nstandard high school work. This should be the rule. Of course, here and\n\n"} {"page": 588, "printed_page": null, "text": "584\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthere is to be found an excellent teacher who has never\n\nbeen inside of a\n\nnormal school or a college. A few good military leaders never attended a\n4\ntraining school, but they are the exception.\nsufficient normal school\nsupply\nto\nstate\nthe\nfor\nThis makes it necessary\nare performing their\nschools\nnormal\nthe\nthat\nit\nto\nsee\nto\nfacilities and\nfunction.\nWhile it is within the authority of the state to prescribe the qualifications\nfor certification, it is not yet practically possible to secure for all the schools\nSome teachers still\nteachers who meet the requirements that are desired.\nhave to be employed who have had much less than two years of normal\ntraining. In New Jersey we admit to the profession a limited number who\nhave had only one summer-school session of special training. “They receive\na limited license which may be made permanent after experience and further\ntraining. We are fully aware of how bad this practice is and steps are\nbeing taken to require in the very near future at least twice the training\nnow required for beginners. It is our hope that by 1930, no one can begin\nteaching in New Jersey with less than two years of normal-school training\nfollowing four years of high school work. Such a rule is now being considered by the state board of examiners and it seems probable that a rule to\nthat effect would successfully function. It is our plan to make an extensive\nsurvey of teacher training and teacher needs of the state during this school\nyear, and if the study will justify a rule to the effect of requiring normal\nschool graduation for entrance to the profession by 1930, I shall strongly\nurge its adoption.\nIt is clearly the duty of the state to cooperate with the poorer and less\nattractive communities in working out a plan that will attract normal graduates to these places and keep them there until they have had time to accomplish something.\nBetter housing, with attractive surroundings, and a\nbetter scale of pay would help to solve the problem. Why shouldn’t the\nrural school have as good a teacher as the city or the private school?\nIs\nit less important to educate the country boys and girls? Have city children\nmore brains and more character than rural children?\nThe greatest obstacles to improvement in rural conditions are the natural\nconservatism of the population and the absence of wealth. In many places\nthe people cannot understand why their local girls who have a little learning, but practically no training, should not teach in the local school.\nIn\nsome cases they are downright obstinate on this point. When one of these\ngirls has the ambition—and the other essentials—to go to the normal school\nfor two years or longer, she can seldom be persuaded to return to the rural\ncommunity to work.\nShe can get better pay in the town or city, where\nthere are better opportunities.\nOf course, we cannot blame her.\nIt is\na “job” with her and she seeks the best job to which her training will admit her. The rural school has to get along without her. It is true that\nthere are many normal graduates without employment, but they do not\nalways seek employment where they are most needed.\n\n"} {"page": 589, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL EpUCATION\n\n585\n\nThe outstanding and principal fact is that, notwithstanding state aid of\none sort or another, the rural community has far inferior educational opportunities to those of the towns and cities and there is no way to cure this\nexcept by a large amount of financial assistance. Everything else is merely\nmaking the best of a situation which no one seems to be willing to cure in\nthe only way in which it can be cured. The rich community pays for and\ngets very much that cannot be had in the rural place. I am not thinking\nso much of the one-room school, which under favorable conditions has compensations ; nor of the relatively poorer type of building, for a good school\ncan be conducted in a comparatively inexpensive building. We could have\nas good schools in the country district as there are in the city, if we had\nany way of paying for them. And they need not cost nearly so much as\nthey cost in the city. I am a believer in the rural school, in the learning\nand the inspiration the children get. There is no excuse for the great\ndifference which too often exists between the rural school and the city\n\nschool.\nOne of the things I would like to see is more men in the rural schools.\nNot that there are too many men in the city elementary schools, but it is\nworse in the country district. “The number of women teachers as compared\nwith the number of men teachers is a real and increasing peril, it seems to\nme. ‘There seems to be no natural reason why only girls can be secured\nto do this big and important work. I believe in the masculine hand and the\nmasculine mind in the elementary school. All of us are grateful to the\nwomen who taught us in childhood, but some of us are also grateful that\nwe had some men for our teachers. If I were a member of a rural school\nboard I would insist upon having a male teacher now and then. I would\neven offer special inducements in order to get a man.\nIn New Jersey, we\nare trying to attract men to the normal schools. All of our normal schools\nhave a few men and this fall one school will have nearly a hundred men.\nIn New Jersey we require at present about 2200 new teachers every\nyear for our elementary schools. ‘The normal schools of the state give us\n\nabout 1200 graduates and we get about 500 or 600 teachers from neighboring states. This leaves about 500 teachers entering the profession without\ncomplete\n\nnormal\n\ntraining.\n\nNevertheless,\n\nI believe\n\nthe demand\n\ncould\n\nbe\n\nmet with normal graduates if conditions were as they should be and can be\nmade to be.\nThere are about 1500 teachers—some 8 percent of the elementary\nteachers of the state—under the supervision of helping teachers, who are\nappointed by the commissioner of education and who work in close cooperation with the county superintendents and with the assistant commissioner\nThese helping teachers are capable and exfor elementary education.\nperienced supervisors, and consequently it is very fortunate that 70 percent\nof the teachers, who enter the service with the minimum special training,\nEvery rural school in New Jersey which\nwork under their supervision,\n\n"} {"page": 590, "printed_page": null, "text": "586\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\ndoes not have its own supervising principal is under the direction of a\nhelping teacher.\n:\nThere are thirty-six of these helping teachers in eighteen of the twentyone counties of the state. They vary from one to four in each county,\nThe state allows $500 per year\naccording to the rural school population.\nfor traveling expenses, enabling the helping teachers to devote the major\npart of their time to actual classroom supervision.\nThey have salaries ranging from $2000 to $2850, with an allowance of\n$500 for expenses. The average pay during the present year is $2700, but\nmost of them receive $2850, and we have set the maximum at $3000 for\nthe present.\n_ This system has done much to improve rural education in New Jersey\nand to raise the actual standard of work done in rural schools. With all\nof the various administrative duties which devolve upon the county superintendent, it is obvious that that officer would do very little actual supervising. The helping teachers bring to the schools the point of view of\npeople who are thoroughly acquainted with rural school conditions.\nAll\nof them have had excellent training and have taught in rural schools themselves. Their program of supervision is carried on by means of classroom\nvisitation, demonstrations, organization, and promotion of club work, group\nand individual conferences, administration of intelligence and accomplishment tests, adaptation of the course of study, and so on.\nWhat makes their task particularly difficult is the amount of time which\n\nhas to be given to the initial training of the inexperienced, untrained beginners. [hese beginners come to the rural schools having had only one\nsummer of state summer school work.\n‘The helping teachers must take\nthem and attempt to train them in a knowledge of the course of study and\nin desirable technics and attitudes.\nSometimes 50 percent of a helping\nteacher’s staff are new to the work.\n“Then in a year or two, as soon as\nthese teachers acquire some ability, they go to larger schools or resign,\nand the helping teacher has his work to do over again.\nThe complex organization of present-day schools and the demands of\nsociety for an efficient output has made it imperative to provide supervision\nand leadership for the classroom teacher.\nIt should be apparent that this\nkind of activity is more necessary in the rural schools, where teachers are\nnot trained, than for city schools, where on the whole, teachers have\nreceived adequate training. It is usually impossible for rural communities\nto provide supervision because of the financial difficulties involved.\nThe\nstate should, therefore, assume this responsibility and provide adequate\nsupervision for the teachers in the rural schools of the state, in order to\nbring these schools up to proper level and to equalize to some-extent the\neducational opportunities of the children in the rural and city districts.\n__ As special state aid to the rural counties our law provides that 10 percent,\nless certain deductions, which amount to about 1.5 percent of the thirteen\nmillion dollar state school tax, shall be apportioned among the counties\nin the discretion of the state Board of Education.\nThis means that over\n\n"} {"page": 591, "printed_page": null, "text": "DEPARTMENTOF RuRAL EpUCATION\n\n587\n\none million dollars is placed in the hands of the state Board of Education\nto be used for the equalization of educational opportunity in the state. Ten\nof the twenty-one counties in New Jersey were assisted last year with\nvarying amounts, in accordance with their respective needs, to the extent\nof nearly one half million dollars. One percent of the total state school tax,\nor one tenth of the reserve fund, amounting to about $135,000, is placed in\nthe hands of the Commissioner of Education who may apportion it direct\nto the districts which have low ratables in proportion to their school needs.\nThis emergency fund was created by the legislature for the relief of a few\nvery needy districts, and, so far, it has not found any extensive use, most\nof it going back into the reserve fund of 10 percent of the school tax,\nbecause not apportioned by the commissioner.\nWe are trying to work out\na plan by which the entire amount may be used, but on condition that\ncertain improvements in teaching and teaching equipment be made by districts receiving assistance.\nRural high schools—Under the plan of consolidation provided in our\nschool code two or more districts may combine in order to provide better\nschools than single districts can afford.\nConsolidation is practicable in\nsparsely populated sections where large areas provide a sufficient number\nof children to make a satisfactory school.\nWe are not committed to\nconsolidation as necessary in all cases for good schools, but much consolidation has been made.\nIn one county in the central part of the state where\nthere were fifty-five one-room rural schools less than ten years ago, there\nare now only two. Consolidation has not gone nearly so far in other parts\nof the state, but each year the number of one-room schools decreases.\nConsolidation is not sufficiently inclusive to make districts large enough\nto support a high school, and the consolidation plan of the state is of no\ndirect aid to secondary education.\n“The law authorizes two or more districts to appoint a board composed of members selected from the district\nboards, to provide a central high school. However, practical or imaginary\ndifficulties are always in the way, so that no use has been made of this\npower and we have no rural consolidated high schools.\nDistricts which\ncannot support a high school send their pupils to a neighboring high school,\npaying tuition, which usually does not exceed the cost of the service. Since\nthe district having the high school generally has more ratables than the\ndistricts which do not have high schools, and since-a district maintaining\na high school receives subsidies and attendance allowances from the state,\nthe sending districts have to be reimbursed for a portion of the tuition\ncharges. To meet this necessity, the county pays out of moneys apportioned\nby the state $40 towards the tuition of each pupil transported to another\ndistrict and in addition three fourths of the cost of transportation.\n‘The\nstate department of public instruction, through its approval function, insists\nthat pupils be transported to neighboring high schools where this is feasible,\nThe\ninstead of being kept in small and inefficient district high schools.\ntable:\nfollowing\nthe\nfrom\nresult of this policy is seen\n\n"} {"page": 592, "printed_page": null, "text": "NATIONAL\n\n588\n\nDISTRIBUTION\n\nOF\n\nEpUCATION ASSOCIATION\n\nSCHOOLS\n\nON\n\nA\n\nEnrolment\n\nNumber\n\n4000-5000\n3000-4000\n2000-3000\n1000-2000\n900-1000\n800-900\n700-800\n600-700\n500-600\n400-500\n300-400\n200-300\n\n1\n1\n5\n13\n2\n3\n10\n3\n4\n14\nily\n23\n\n100-200\n0-100\n\n;\n\nSCALE\n\n32)0(4 ryan:\n13,; (4 ,y2.)\n1S\nSig\n\nTotal\n\nOF\n\nENROLMENT\n\nof Schools\n\ncml (3 kya)\n16) (3eyz.)\n\n(2 hyra)\nb4aC@eyr))\n\neae\n\nyrs)\n\nFifty percent of the high school pupils of New Jersey are enroled in\nschools of over 1000 pupils each.\nOnly 7 percent of the high school pupils of New Jersey are in schools\nhaving under 200 in attendance.\nOnly 1 percent of the pupils are enroled in schools below 100 pupils, and\nthat percent is too large.\n\nTHE\nJOHN\n\nC.\n\nCOUNTY\n\nLOCKHART,\n\nAND\n\nTHE RURAL\n\nSUPERINTENDENT\nRALEIGH,\n\nN.\n\nWAKE\n\nSCHOOL\nCOUNTY\n\nSCHOOLS,\n\nC.\n\nAny program of education for country boys and girls is inadequate which\ndoes not provide for them opportunities approximately equal to those provided for city children.\nCertain conditions in the cities and towns have\nbeen favorable to the development of school systems which offer advantages\nsuperior to those which the rural schools provide.\n“These superior\nadvantages are due to: (1) larger schools which favor specialization on the\npart of teachers; (2) longer school terms; (3) better prepared teachers;\n(4) better buildings and equipment; (5) more adequate financial support.\nIn order to improve the opportunities offered rural children it is necessary\nthat these factors be made the bases of the plan for improvement.\nHow can\nthis be done?\nThe answer is to be found in making the county the unit of support and\norganization.\nFor example, the question of how large an area is to be\nserved by one school must be answered, not in terms of district lines established a quarter or half century ago, but in terms of the needs of boys and\ngirls of today. The school unit must be large enough to provide the conditions which have made possible the development of adequate city schools.\nSuch school units can be provided for most advantageously by a countywide plan of school organization and consolidation as distinguished from\nthe small district type of organization.\n\n"} {"page": 593, "printed_page": null, "text": "DEPARTMENT OF RURAL EpucATION\n\n;\n\n589\n\nThe responsibility for working out and putting into effect a countywide plan of school organization should rest with the county board of education in the same way that the responsibility of organizing. city schools\nrests with city boards of education. ‘This is the principle underlying the\nreorganization of the schools of Wake county. In short, it is our purpose\nto put into effect a county-wide plan which will give to the rural boys and\ngirls modern educational advantages under modern conditions.\n\nTHE\nEUGENE\n\nTEACHERS\nFAIR,\n\nCOLLEGE AND\n\nPRESIDENT,\n\nTHE RURAL\n\nNORTHEASTERN\n\nCOLLEGE,\n\nKIRKSVILLE,\n\nMISSOURI\n\nSCHOOL\n\nSTATE\n\nTEACHERS\n\nMO.\n\nIf any of the education institutions of the United States have ‘“‘a charge\nto keep” in relation to rural schools it is the teachers college. “Teachers\ncolleges have realized that they have such a charge and have sympathetically, in most cases, tried to work out the problem.\nIn the enthusiasm of working out a problem and doing it as quickly as\npossible errors have been made, but some very definite things have been\nfound out. ‘These findings should be known and made use of by all the\nteachers colleges.\nIt may not be amiss to point out the more important of these findings.\nIn the first place, there must be a thorough going acquaintanceship with\npeople as individuals and communities.\nOne of the best illustrations is\nseen in the work of the state teachers college at Hays, Kansas, under the\npresidency of W. A. Lewis and the leadership in rural education of C. E.\nRarick.\nMr. Rarick’s time is largely free from classroom responsibilities\non the campus. He takes time to know not only the school board members\nand teachers in the communities where he is working, but the influential\ncitizens. He knows them in a way that one good neighbor knows another.\nHe is careful to waive aside his personal conveniences and minister to\nhis people at any time when they feel themselves in need of him.\nThis close acquaintanceship has led inevitably to a sympathetic understanding of each other. People of the community seek, care for, and pay\nattention to the rural leader in especially the varied school activities of the\ncommunity.\n“lo meet the exacting demands upon him he must not only\nbe a man of very wide information but he must be able to apply it to a\ngiven situation. It may be that the rural leader desires consolidation in a\ngiven community with all his heart and that he knows that there are votes\nenough to put it over, but he may also observe that the result of such a\nvote would be a divided community for a long time to come.\nHence, his\nadvice will be against consolidation for the time being, at least. Such advice is a fair illustration of a sympathetic understanding between the\nteachers college and the rural school.\nAcquaintanceship and understanding naturally open up an opportunity\nfor leadership on the part of the teachers colleges. Few, if any, would\ndispute the unquestioned good which the teachers colleges are doing in\n\n"} {"page": 594, "printed_page": null, "text": "590\n\nNatioNAL EDUCATION ASSOCIATION\n\nthis matter and the good which is being done for them. It was my pleasure\nHe was\nto take a trip into the field recently with a rural school leader.\nHe\nmatter.\ne\nconceivabl\nasked to advise and help people on almost every\ncould\nYou\nabroad.\nministers\nour\nof\none\nto\nwas in fact in a similar position\nsee, however, that such contacts were the very breath of life to him personally and also the real, substantial background for his class work on the\nAnother rapidly developing rural leader has told me that his\ncampus.\nwork in rural schools, which is that of a cooperating teacher, has caused him\nBefore his contacts\nto reorganize entirely his courses in rural education.\nin the field, his class work was dry and insipid, now it is living and to his\ngeneralizations are attached concrete experiences which stir the imaginations of the students and cause them to wish to help better rural conditions.\nJust now, too, there is no more important aspect of this leadership than\nthat of heartening the rural communities and getting each one of them to\nhave a firm belief in its capacity to have as good a school as any other.\nAn “inferiority complex” is present in many rural communities who could\ndo much more to help themselves than they are. Such communities need\nto turn their eyes toward the wonderful possibilities in boys and girls and\nto cultivate more dignity and self-respect.\nAnother thing found out is that, taking the United States as a whole,\nthere must be in rural communities a larger unit for taxation and administration. Most of the one room rural schools should within a few years become a thing of the past. Hence, most of the constructive efforts of the\nteachers colleges in rural communities should be in connection with consolidated school plants.\nTaking this position does not gainsay the fine influence which such\nschools as Porter rural school has been and will be. So long as we have\nthe one room rural school, Porter and others may be used as models. ‘Then\nagain the spirit which such schools have engendered should be of untold\nvalue in the development of consolidated schools.\nEvery teachers college\nshould have at least one faculty member who understands thoroughly the\nhistory of rural education in the United States and who knows even more\nthoroughly, if possible, all phases of rural consolidated schools.\nIf the\ncollege can bear the expense, it would be well to have this faculty member\nengaged primarily in research work.\nHis knowledge of the people the\ncollege serves should be intimate and far reaching. It is equally important\nto have a faculty member who can interpret this information to the people.\nThey need to be told in press, pulpit, individually, what is the best thing\nto do in a given community.\n‘\nFurthermore, the teachers colleges have found that their work for rural\nschools is largely judged and should be by their products—the teachers who\nare sent into the rural communities—hence the need for a definite curriculum in the college for the rural teacher—one of scope, power, and dignity\nand one which cultivates versatility and resourcefulness; hence the need,\ntoo, to follow up the teachers sent out, cooperating with them, supervising\nthem, and possibly above all, to keep going a pervading enthusiasm for and\nbelief in rural people and their boys and girls.\n\n"} {"page": 595, "printed_page": null, "text": "DEPARTMENT OF RuRAL EpuUCATION\n\n591\n\nIt has also been definitely found out that each teachers college whose\nconstituency is largely rural, must have enough laboratory schools to represent every typical phase of rural school work in the district or state which\nthe college is serving. In other words, the college should demonstrate its\nspoken words so that all who come may see and learn.\nIn these schools\nalso experimentation and constant research should be going on.\nTeachers colleges are finding out rather clearly that the improvement of\nteaching everywhere and especially in the rural schools is bottomed on the\npersonal equation, so personal in fact that each college may have an excellent curriculum, expert research workers as teachers, very good demonstration schools, and still lack something which keeps each teacher\nin an attitude of desiring to do something just because he liked to do and\nnot because he is duty bound.\n‘The cooperating library work is a good\nexample of an undertaking to reach the personal equation.\nOne reads a\nbook not for credit, but because it makes one joyous. Joyousness becomes\ninfectious.\nWith the above mentioned things found out and other information\nwhich will come, the teachers college and the rural schools may well press\nforward together in enthusiasm and good will. All that is done and will\nbe done belongs to enthusiasm and good will because it belongs to youth.\n\nHOW\nNANCY\n\nMAY RURAL EDUCATION MEET AMERICA’S\nCHALLENGE TO HER TEACHERS?\nGRACE\n\nWRIGHT,\n\nWEST\n\nRIDGE\n\nSCHOOL,\n\nHIGHLAND\n\nPARK,\n\nILL.\n\nA big question and one worthy of our most careful thought and consideration before attempting to answer.\nThe greatest obstacle to any constructive progress in the rural school, is\noften due to the teacher’s attitude.\nIf the position is accepted, not as a\nmatter of choice, but merely as a lead to something better, there is likely to\nbe that feeling of martyrdom, which will unconsciously react detrimentally\nin the daily work. If we are to be truly successful, our concern need not\nbe about what particular position we hold, but rather about what we are\ndoing in that particular position.\nConsequently, the greatest requisite is\nthat the teacher believes not only in himself, but in his work.\nMany disadvantages are cited when rural school work is mentioned,\nbut no place in the educational field of labor holds such wonderful opportunities of getting the influence of the school into the home.\n‘Guide\nthe home and you guide the nation, for America is built around the family\n\nand the home.”\nTherefore, if we as rural teachers, are willing to forget self in generous\nenthusiasm; to believe that our school can be the best school; our community the best community and to grasp every honorable opportunity to\nbring to our boys and girls experiences which shall produce for them\nsound bodies, clear minds, happy spirits, and worthy characters, surely\nrural education will meet America’s challenge to her teachers.\n\n"} {"page": 596, "printed_page": null, "text": "NatIonaL\n\n592\n\nEpucaATIon ASSOCIATION\n\nA PRINCIPAL OF A CONSOLIDATED SCHOOL ANSWERS\nAMERICA’S CHALLENGE TO HER TEACHERS\nFLOYD\n\nC.\n\nFRETZ,\n\nSUPERVISING\n\nCONSOLIDATED\n\nPRINCIPAL,\n\nSCHOOL,\n\nUNIONVILLE\n\nUNIONVILLE,\n\nJOINT\n\nPA.\n\nSchools everywhere throughout this broad land of ours are charged with\na definite responsibility, a sacred trust, which is the same in principle\nwhether it be in the great metropolitan centers maintaining their large\nschool buildings magnificently equipped or in the sparsely settled regions\nwith their one-teacher schools supported by a very minimum amount of\nequipment. This responsibility is, as I see it, the challenge America makes\nto her teachers.\nEvery citizen regardless as to where he may live has a\nright to expect that the school to which he is compelled to send his child\nwill first of all develop within him power to deal effectively with social\nproblems and, secondly, that he may be prepared for whatever vocational\nwork his temperament and mentality will permit him to follow.\n“It is true that different schools must and do approach this problem in\ndifferent ways. “This morning we are therefore privileged to consider for\na time how certain types of rural schools and organizations are handling\nthis problem as it presents itself to them in the form of a challenge.\nFor my part I represent a joint consolidated and vocational school situated in the center of four townships, or school districts, out in the open\ncountry, without a town of any size within its borders, strictly an agricultural community. “This community is dominated by the Friends, sometime known as Quakers, and always has been extremely conservative in\nall of its dealings.\nPrior to consolidation three years ago these districts\nmaintained eighteen one-room, one two-room, and one four-room schools,\nnearly all of which were in a dilapidated condition. High-school facilities\nwere available only to those who could afford to transport themselves to\nthe nearest urban school. Finally these schools were closed and all children,\nboth high and elementary, are now transported by busses owned and\noperated by the districts to the one central school.\nHere the first four\ngrades are classified according to ability and are handled by teachers doing\nstraight grade work.\n‘The fifth and sixth grades form a separate unit\nwith all work completely departmentalized.\nThe high school then is\nof six years’ duration, a junior senior high school, with no breaking off\npoint or line of demarcation anywhere between seventh and twelfth grades.\nIn addition to this we have a vocational high school whereby all boys in\ngrades 9 and 10 must spend half of each day on agricultural and other\nrelated work, while the girls in the same grades must spend a similar\namount of time in home-making.\nIn grades 11 and 12 an advanced course\nis offered in both departments for those who wish to elect it. Thereby we\nfeel that we are meeting one phase of our challenge, in that all girls, many\nof whom sooner or later will become home makers, are given valuable\ninstruction that will be of paramount importance to them when the time\ncomes to exercise it. “The boys who expect to discontinue their scholastic\n\n"} {"page": 597, "printed_page": null, "text": "DEPARTMENT\n\nOF RURAL EDUCATION\n\n593\n\ntraining at the end of their high school career and begin their life’s activity on the farm are definitely prepared for such work.\nIn addition to these activities, however, we offer sufficient academic work so that\npupils capable of doing college and other advanced work are enabled to\nenter such institutions without exams or conditions.\nI have given you this brief outline of our school in order to impress\nupon you the fact that ours is a rural school dealing with typical rural children, and may I digress long enough to say that I believe that rural children\nshould receive their elementary and high school education in the country\nwhere they are taught by teachers who understand and are in sympathy\nwith rural life, rather than by compelling them, as is most frequently the\ncase, to go to the more populous centers at a considerable expense and\ninconvenience to themselves to complete their secondary education where\nthey are a minority group in a school that is organized for a group of\nchildren differing from them socially, psychologically, and temperamentally.\nIn the remaining portion of time allotted to me I shall outline for you,\nhastily and very briefly, a few of the things we are doing for our boys\nand girls in addition to the regular content work we find in all schools.\nIn order that I may not be misunderstood let me say that I am not at\nall lukewarm on content subjects and the value of the same, but believe\nthat the first challenge every school must meet is to see to it that more\nrather than less emphasis is placed on the content subjects.\nWhen we\ncome to discuss these extra-curricular activities, I am thinking about something in addition to rather than in place of the regular routine work of\nthe school.\nThese activities as I see them mark the differentiation between the schoolof yesterday where the 3 R’s were paramount and the\nschool of today which should train boys and girls to live in a democracy\nby living in a democracy.\nThis, my friends, is the first premise of such\nactivities. \"The second premise I should like to establish is the fact that\nnearly all extra-curricular activities should grow out of curricular activities and should return to enrich them.\nWith these two thoughts in mind let us look at a few of these activities.\nMusic—We have employed as one of the members of our faculty a\nyoung man who is capable of teaching not only vocal but also instrumental\nmusic as well. I have believed for a long time that it is just as important\nto teach a child to sing providing that is possible, and, if he desires it, how\nto play some musical instrument, as it is to teach him Latin, algebra, and\nmany other content subjects of the high school. Two years ago we decided to try out this scheme of music in our school; remembering that our\ncommunity is a Quaker conservative one, however, we put the proposition\nup to the students, that we would give them absolutely free of charge\nclass instruction in any orchestral or band instrument they would select\nproviding they would procure their own instrument and would spend a\nNearly 100 boys and\nreasonable amount of time in practice at home.\ngirls expressed a desire immediately for this work but when they realized\n\n"} {"page": 598, "printed_page": null, "text": "NATIONAL\n\n594\n\nEpuUCATION ASSOCIATION\n\nthe price of the instrument and talked it over with their parents, many\nof whom said “It can’t be done,” it -finally narrowed down to about 30\nboys and girls who ‘appeared with their instruments ready to take up this\nYou of course appreciate the\nwork which for them was entirely new.\nfact that in urban schools many boys and girls have had private instruction in music, but here such training was practically negligible. I haven’t\ntime to relate the progress made by these people except to say that before\nthe year was out they had taken part in several entertainments much to\nthe surprise and pleasure of the patrons of the school.\n‘This year our\ninstrumental classes doubled in size so that at the end of the year we had\nan orchestra and a band numbering over 60 pieces.\nIs it successful\nand worthwhile?\nAre we meeting America’s challenge in this regard?\nMy answer would be, ask any patron of our school and suggest that we\ndo away with it.\nA second element of our program that we are stressing is the matter\nof health. We believe we cannot have a healthy mind without a healthy\nbody. We begin our consideration of this problem in the first grade and\ncarry it through the high school. ‘This year we made out our own course\nparticularly adapted to our own requirements.\n‘This course has the following aims and objectives:\n.\nAim: To cause\n\nsuch desirable changes in the habits, attitudes, and knowledge\n\nthe children that they conserve\n\nand improve\n\ntheir own\n\nof\n\nhealth.\n\nObjectives:\n\n1. To establish habits of right living.\n2. To maintain at all times a clean school environment.\n3. To develop habits of wholesome recreation.\n4. To cultivate enjoyment of physical health, satisfaction in the development of right personal habits, and a sense of responsibility for helping\nkeep others well.\n\nIn addition to our program of hygiene we are also stressing physical\neducation.\nEach teacher in the elementary school, both morning and afternoon, raises all windows for a few minutes and has a form of calisthenics suited to the particular grade. At recess time teachers all go to\nthe play ground and supervise the play activities. Every child is required\nto take part in these activities unless for some reason his health will not\nwarrant it.\nAnother problem I shall touch briefly, is the matter of guidance. When\none realizes how many mistakes are made by boys and girls in selecting\ntheir high school electives, and how many a little later drift into the\nvocations they are to follow with little realization whether they are fitted\nfor such a vocation and what its future prospects are, then we can realize\nthat a community has a right to challenge us to see to it that such information which is readily available is placed at the disposal of their children.\nIn our school every boy and girl in the seventh and eighth grades are\ngiven such courses in educational and vocational guidance. These courses\n\nare intended to help these children make their proper selections in high\nschool and to think about the vocation they will follow later in life.\n\n"} {"page": 599, "printed_page": null, "text": "DEPARTMENT OF RURAL EDUCATION\n\n595\n\nThere is, however, no choice or selection made at this time. In addition\nto this we secure during the high school career of each pupil definite information regarding himself, as to his habits, aptitudes, abilities, etc. This\ninformation is secured from the child himself, from his parents, and from\nhis teachers. We then plan to consult with each child during his senior\nyear, or earlier if required, to help him decide upon his proper vocation.\nThis counciling will be done and conclusions arrived at through the abovementioned information, his standing in school, and the results of the\nvarious tests that he may have taken.\nThe next activity that I should like to mention is that of clubs. There\nis one fact we have to face and that is that boys and girls will form\nclubs whether we want them to or not. Many of us can recall certain\nclubs we belonged to while in school whether we called them by that name\nor not.\n‘These clubs were unsupervised except for the natural leader\nof the group.\nIf he stood for good, his club did likewise, but if he was\ninterested in destruction or other things not so good his club was likewise. “Today, however, realizing these facts, our community says to us:\n“Since these boys will form clubs whether we want them to or not, the\nonly plausible solution is to replace the old gang by a modern supervised\nclub such as the boy scout organization.”\nThis we have done in our\nschool.\nWe employ a teacher for 12 months in the year with the understanding that he will spend practically half of his time on scouting both\nduring the regular school day, during the evening or Saturday, and during the summer vacation.\n‘There is, as I see it, no club more important\nto stimulate proper attitudes among boys than a carefully planned scout\nprogram. Merely to read the oath tells in a way what it stands for:\n“On my honor I will do my best to do my duty to God and my Country\nand to obey the scout law; to keep myself physically strong, mentally awake,\nand morally straight; to help other people at all times.”\nIf these facts are as true in your community as they are in mine, then I\nbelieve America again has the right to challenge us to see to it that some\nprogram is worked out through the schools for this improvement.\nThe various other clubs we have assist more in the way of providing\nmeans a little later for caring for leisure time. Few boys and girls, men\nand women go astray during their working hours or their sleeping hours;\nthe time most serious is that when they haven’t anything definite to do,\ncommonly known as leisure time. Very few of us can refer back to our\nschool days and find a solitary incident that prepared us for this important\nI am, however, thoroughly\npart of each day we have at our disposal.\nconvinced that America has a right to demand of us that somewhere\nthrough our influence a better, more profitable and more wholesome\nleisure time may be at the disposal of the next generation.\nStudent participation in government is a part of the school that I shall\nFirst of all let me say that the hardest\nhave time to merely mention.\nway to manage a school is through student participation, but in spite of\nthe fact that it is harder to handle, it gets results in a democratic manner\n\n"} {"page": 600, "printed_page": null, "text": "NATIONAL\n\n596\n\nEpUCATION\n\nASSOCIATION\n\nand at the same time has an educational effect on the pupils participating.\nIf we are training boys and girls to live in a democracy, then why shouldn't\ntheir school life be a democracy?\nA feature of school work, especially rural school work, generally neglected\nis that pertaining to publicity, whether it be through the press or better\nstill through the schools’ publications, the newspaper and the magazine.\nEvery community has a right to know what is being done at school and\nwhy certain things are done. Furthermore, it is to the advantage of the\nschool to have this information circulated throughout the community,\nbecause when parents learn of actual conditions and how best to remedy\nthem, generally speaking, they are willing to go more than half way in\nimproving them.\nThe last activity that I shall have time to mention briefly is that of\nthe home room.\nWhen a child enters the high school he has just left an organization\nwhere one teacher has been more or less interested in him and the work\nhe has accomplished.\nHe then enters this larger organization with every\nteacher interested in him in as far as his own subject is concerned, but\nno one definitely interested or apparently so in all of his activities of the\nschool. The home room is the one organization that fills this gap. In\nour school they meet daily for a 10-minute period and then once a\nweek for a full period where a definite program is put across.\nThe\nteacher remains in the background but is ever ready with a guiding hand\nto help the progress of the meeting.\nPrograms were posted in each\nhome room and from these as suggestions the weekly discussions were\ndrawn.\nIn conclusion let me say that all of the above activities we are attempting to carry out in our own school at Unionville.\nWe do this\nbecause we believe that in addition to the reasons given before it is the\nduty of the school to teach the child to do better the desirable things\nhe will do anyway.\n\nAMERICA’S CHALLENGE\nTO. HER TEAGHER\nSUPERVISOR OF RURAL SCHOOLS ANSWERS\nCORA\n\nPEARSON,\n\nSUPERVISOR\nCOUNTY,\n\nOF\n\nELEMENTARY\n\nMONTGOMERY,\n\nSCHOOLS,\n\nA\n\nMONTGOMERY\n\nALA.\n\nFor supervision to be worthwhile it must include both ideals and\nactivities.\nIn other words, the supervisor must have dreams and visions\nand at the same time must be able to help them come true.\nIn_ his\n\nideals are involved the growth of teachers, a high level of attainment on\nthe part of the children, an effective and broadened organization of\nsubject-matter, best procedure in instruction, and a desirable attitude\ntoward the work from the standpoint of the school and the community.\nOn the activity side, that of attaining these goals, it must be said that\nno particular road can be selected, and no infallible pattern of procedure\n\n"} {"page": 601, "printed_page": null, "text": "/\n\nDEPARTMENT OF RURAL EDUCATION\n\n597\n\ngiven.\nThe supervisor’s function is to help teachers plant their feet\nfirmly on the principles which must underlie all good teaching.\nThen\nhe may point the way, but not prescribe the manner.\nThe first thing to be considered in a supervising scheme is the selection\nof the right person for a leader.\nHe should be possessed with that personality which at the same time inspires respect and manifests a sympathetic understanding.\nThere should have been that close personal\ncontact with schoolroom problems—in other words, that rich experience\nin classroom work which gives one a basis for judgment and decision,\nand enables him to project himself into a situation, understand its difficulties, and help the teacher to think through them.\nThere should\nbe that adaptability which makes him able to feel the thrill with those\nattaining the heights, and at the same time hold the hand of the one\nwho is discouraged and afraid.\nIndeed he must be a student in the\ndeepest sense, of books, of conditions, and of people.\nWhy a student of books?\nIn the first place, he cannot be the intelligent leader which he should be unless he is continually drinking\nfrom the springs of educational thought.\nNeither McMurray’s standards, nor Kilpatrick’s purposeful act is a cure-all for our school ills,\nbut surely an understanding of them makes one more able to think\nfor himself.\nA knowledge of psychology gives an interpretative basis,\non this one can stand for working out solutions of many problems.\nIn the second place he should be able to lead those who are under\nhis direction to sources of knowledge and help. Not every teacher can\nsit at the feet of Dewey, Kilpatrick, Thorndike, Bagley, and others\nwho have thrown so much light on the teaching situation; but this\nlight can be made to shine through their books into the teacher’s work,\nthus revealing the deeper meanings and illuminating the path of procedure.\nNot very many teachers read seriously unless directed—this is\nmainly because of two things. “The inexperienced teacher has a limited\nbasis for interpretation, and most teachers are so absorbed in the details of everyday work that the mind craves a diversion when that is\nfinished.\nOn the other hand most teachers will read more if material\n\nwhich is pertinent and definite relative to their own problems is brought\nto them..\nAn illustration is seen in the following: One big objective\nwhich has obtained throughout the time in which I have worked in\nMontgomery county has been that of improvement in the reading situaThe organization in the county was new when I began and\ntion.\nWhile some attempts were made to get\nwas necessarily disjointed.\nan upward trend in the subject, during the first year not much progress was made until the Thorndike-McCall reading test was given and\n‘This brought teachers to\ngraphs of results placed in each schoolroom.\n““What can we do?”\nsay,\nto\nbegan\nthey\nand\nneeds\nof\na consciousness\nThey were disubject.\nthe\non\nmaterial\navailable\nall\ngathered\nI had\n\nrected to this, and it is needless for me to tell you that they read\nGood\nintelligently and that this reading influenced results materially.\n\n"} {"page": 602, "printed_page": null, "text": "598\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nSometimes\nreading on other subjects has resulted in the same way.\nand\npattern,\nsome\nfollowing\nmerely\nwas\ngirl\na\nit has been found that\nkind\nthis\nof\ninstance\nAn\nlost.\nbe\nwould\nshe\nwork\nto\nfailed\nthis\nwhen\nwas found in a young girl who had been teaching a year or two and\nHowever, the particular year of which\nhad given very good satisfaction.\nI\nI am speaking brought some problems different from the usual ones.\ndifferent\nthe\nwith\nprocedure\nand\nmade some suggestions as to grouping\nI saw there were some questions in her mind so let her exgroups.\npress them.\nShe said, “I don’t see how we can do that and finish the\nWhat could a group do\nwork. Will I have time for so many groups.\nwhile I am working with others?”\nMy main thought was to get her\nmind away from the subject-matter and on the children.\nI placed a\ncopy of Scott’s Social Education and Wilson’s Motivation of School\nWork in her hands, and gave her certain passages in a copy of Child\nPsychology to read.\nI did not press her, but little by little I saw\nOne day much later when\nthat some of the principles had taken root.\nI was in the room, I said, “Well, you have found it! I could hardly\nhave hoped to see so evident a change in work and atmosphere in this\nroom.”\nShe said, “I know now that I must study the child first,\nand then the subject-matter.\n“The whole thing means so much more\nto me.” Another instance which comes to my mind is that of a young\nwoman who had recently come into the county system, and so had\nI sat in her room and lismissed one beginning program on reading.\ntened to a recitation in which there was no life. The questions had\nnothing in them to provoke thought—in fact the whole thing was nothing\nmore than memory work. [I laid before her two situations, one in which\nthe teacher was merely “hearing” a lesson, the other in which she is\nleading the children to think through situations, guided by live questioning and wise direction.\n\nI asked,\n\n“In which\n\nof these\n\nclasses\n\nwould\n\nyour recitation be placed? She evaded by saying, “I know no other way\nto do it.” After giving her some suggestions, I asked her to come to the\noffice and that we would find something which would help her. On my\nnext visit she said, “I want you to see me try the same kind of lesson\nagain.” I marveled at the difference between that and the former one.\nMany other instances could be given showing how the supervisor can function in this way.\nWhy a student of conditions? Can a physician hope for the best results\nunless he is a student at all times of both causes and results? Can a lawyer\nsuccessfully plead his cause unless he knows not only the history of his\ncase, but all connected circumstances?\nJust as truly, the supervisor must\nbe able to diagnose the conditions which he may meet.\nIn the first place,\nhe should from his knowledge of standards acceptable in the educational\nworld, know whether or not the physical situation is satisfactory ;whether\ncr not teachers are regarding the laws of health and sanitation; whether\nor not the work being done is merely the result of dictation on the part of\n\n"} {"page": 603, "printed_page": null, "text": "DEPARTMENT\n\nOF RuRAL EDUCATION\n\n599\n\nthe teacher, or of that character which insures the growth of the child—\nin other words that the child is stimulated, but not forced, directed but\nnot circumscribed. Every schoolroom is a different situation, and therefore\nbrings its own distinct challenge to the supervisor. He must make it his\nbusiness to study the situation as he finds it, and know how to meet the\nneeds in such a way as to encourage and help. This brings to my mind a\nnumber of situations which illustrate the function of supervision in this\nrespect.\nLast September a young girl just out of normal school was\nplaced in charge of the fifth and sixth grades in a consolidated school. I\nsoon saw that the children were running away with her, and that almost\nnothing was being accomplished.\nIt was difficult for her to see that she\nwas failing. ‘This placed her continually on the defensive. I learned that\na different approach was needed, so I talked to her about the advantages\nof team work at this age and asked her to be on the alert for some lead.\nThis brought the desired results in the form of a school garden. It worked\nout from their studies in agriculture.\nIt was a splendid illustration of\npurposeful activity. “They selected the ground, went to the woods and got\nposts, and put up the wire themselves. Investigation was made as to what\nkind of fertilizer was needed, and this was purchased. The work was done\nentirely by the children. “They sold sufficient vegetables not only to pay\nall expenses incurred, but to buy a beautiful picture for the walls of their\nschoolroom.\nNeedless to say that the problem of discipline was solved in\nthat room and that there was much live activity in the instructional work.\nIn another schoolroom a young girl was teacher of first, second, and third\ngrades. When I made the first visit I entered the room while she was\nteaching first grade reading. “This was early in the morning. As soon as\nthey had finished she dismissed them and they were soon romping everywhere. On being asked why they were sent out, she said it was her idea\nof freedom.\nShe was a learner however, and it was not difficult for her\nto see that there can be freedom in the schoolroom while the children are\ndoing something worthwhile. She hardly batted her eyes while I was talking and on my next visit I found things quite different. At the end of the\nyear she had one of the best prepared first grades in the county.\nWhy a student of people? Because it is through people and for people\nthat the whole work is done. The supervisor no less than the teacher must\ntake into account individual differences.\n“The group with which he has\nto work will reach all the way from the young, inexperienced teacher to\nthe mature one; all the way from the timid, shrinking, little girl to the\none who is cocksure; all the way from the weakling to the superior teacher;\neach with his own personality and his own needs. There are many other\npersonalities which touch his work, who must be taken into account, but\nhis direct work is with the teacher himself. “The importance of this close\nstudy can best be told by illustrations. Among the many which come to\nmy mind is that of a girl who has now been teaching six years. She began\nafter graduating from high school. She is very temperamental, and was\nin the beginning boisterous. However, being endowed with a high degree\n\n"} {"page": 604, "printed_page": null, "text": "600\n\nNavrioNAL\n\nEpucaTion\n\nASSOCIATION\n\nof intelligence, and having a burning ambition to succeed, she had at all\ntimes been a learner. ‘This has kept her alert for every opportunity for\nShe is a tireless worker and only needs to have encourageimprovement.\nment with a word of direction here and there. Her children have made\nhigh records in achievement, in fact have usually led in the county. Last\nyear she fell heir to a group of children very poorly prepared, and became\nvery much discouraged. She came to me and said, “I’ll have to give up,\n1 can’t bring these children up to standard.”\nI said, “The good teacher is\nene who takes the problem as she finds it, and solves it as best she can.\nNow, I believe in you, and believe you can do this job.” She brightened\nup and said, ‘“‘I’ll do it.’ It proved to be her best piece of work. Another\ncase is that of a little woman who is of middle age. She is a person with\na highly classical turn of mind. She belongs to the old type of teacher but\nhas ambition to know and use new ideas. Whenever a suggestion of change\nor innovation has been mentioned to her it seemed to rather frighten her,\nand she would almost invariably say, “I don’t believe I can do it.”\nI\nwould say, ‘All right Miss Mary, don’t worry if you can’t.”\nI knew\nwhat would happen.\nMany times before I left the building she would\ncome and say, “I believe I can.” I knew that at least I would find her\nworking at it when I returned.\nIn the case of the timid little girl who\nfeels that the supervisor is coming to criticise, it is difficult to know just\nhow to approach.\nMany times I begin the conference by talking about\nthings personal, entirely apart from the school work, then lead her to talk\nabout her work.\nIn this way the restraint is removed and she begins to\nfeel the presence of a friend. Another situation in which there must be\nsympathetic and wise direction is that of the young girl just out of training.\nShe comes bubbling over with enthusiasm over what she is going to do.\nShe faces a situation so different from that which she knew in the training\nschool, tries out her theories and they fail to work.\nShe becomes discouraged and loses herself. An instance of the type described above was\nthat of a little girl who came to us last year. She was placed in a threeteacher school in charge of two grades. The groups were very small and\nwe did not dream that she would have trouble. To nmiy great surprise, on\ngoing to the school just a few days after it opened, I found her completely\nsubmerged.\nShe met me with the statement, ‘““These are the meanest\nchildren I ever saw.\nDon’t you think I’d better quit?”\nI said, “Can\nyou afford to quit?” This little girl could answer intelligently almost any\nquestion one might ask on theory, and she did not understand why it\nwouldn’t work. ‘The truth was that she had applied it from without instead of within, and, there had been no contact of souls between her and\nthe children. She made a master effort, and really had improved decidedly\nwhen she was called home on account of the death of her father. There\nare many other instances which ‘could be given showing the necessity of\nunderstanding personalities.\nSuffice it to say that it must be a continual\nstudy on the part of anyone who is to succeed with the work.\n\n"} {"page": 605, "printed_page": null, "text": "Department of School Health and Physical Education\n\n"} {"page": 606, "printed_page": null, "text": "P i “HE\n\nDEPARTMENT\n\nOF\n\nSCHOOL\n\nHEALTH\n\nAND\n\nPHYS-\n\nICAL EDUCATION was known as the Department\nof Child Study until July 18, 1911. See ProThe Department of Child\nceedings, 1911: 870.\nStudy was created at the Asbury Park meeting,\nJuly 10, 1894. See Proceedings, 1894: 40. In July,\n1924, the department was merged with the Department of Physical and Health Education under the\nname of the Department of School Health and Physical Education. See Proceedings, 1924: 96.\nThe officers of the Department for the year 1926-27\nare: President, Melville Stewart, State Supervisor\nof Physical Education, Charleston, W. Va.; VzcePresident, Mary E. Gross, Director, Department of\nPhysical Education and Hygiene for Women, University of Washington, Seattle, Wash.; SecretaryTreasurer, Florence D. Alden, Director, Department\nof Physical Education for Women, University of\nOregon, Kugene, Ore. The Department meets once\na year, in June. Facts relating to the establishment\nof this Department and the record of meetings are\nfound in earlier volumes of Proceedings as follows:\n1893: 615-678 1902:737-759 1908: 999-1047 1914:683-721 1920: 311-323\n1895; 944-950 1903 :817-847 1909: 745-789 1915:971-995 1921: 517-523\n1896: 893-937 1904:803-843 1910: 921-949 1916:681-699 1922:1085-1099\n1897: 870-916 1905:755-781 1911: 905-939 1917:521-535 1923: 744-842\n1898;\n898: 929-959 1906:711-713 1912:1141-1153 1918:339-359 1924: 637-651\n1899 :1064-1097\n1901: 758-771\n\n1907:925-951\n\n1913: 667-695\n\n[ 602]\n\n1919:315-323\n\n1925: 577-598\n\n"} {"page": 607, "printed_page": null, "text": "CLARK\n\nTHE NEEDS\n\nOF PHYSICAL\n\nW.\n\nHETHERINGTON,\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nNEW\n\nYORK\n\nOF\n\nEDUCATION\n\nPHYSICAL\n\nUNIVERSITY,\n\nNEW.\n\nEDUCATION,\nYORK\n\nSCHOOL\n\nCITY\n\nPi sesine Grow.\n‘This growth is related usually to a service in\nsatisfying human needs. New demands on a profession and the inability of a profession to render a service create problems and needs\nfor the profession.\nPhysical education considered as a profession that has a service to render\nhas made great progress since the world war began. To date thirty-three\nstates have passed laws requiring physical education in the public schools.\nSeveral great social movements are promoting its cause.\n\"The opportunities for service are great; the needs for the service are greater.\nOn the other hand, physical education is enormously handicapped by\ntraditional conceptions of education, and by narrow prejudices about the\n“physical” and about “play” that are subtle survivals in American social\npsychology of ancient and discredited philosophies; viz, asceticism with its\nexaltation of the mind and its contempt for the body; scholasticism with\nits exaltation of the intellect and its neglect of the emotions; and puritanism\nwith its exaltation of seriousness and its fear and ignorance of play. The\n“body,” the “emotions” and “play” give physical education its being.\nThese prejudices, strange as it may seem, are strongest among the\n\nso-called cultured classes.\n.\nThe prejudices and their products in educational organization have\nmade many educators antagonistic or indifferent towards physical education. .They have confused public opinion.\n‘They have enabled selfish\nworkers to twist popular movements to selfish ends. They have hampered\nand discouraged practical workers.\nPhysical education as a profession, both because of the new demands\nupon it and because of the prejudices that hamper it, has needs and problems to solve if it is to render its service.\nThese needs and problems are of four classes:\n1. The need of an interpretation of physical education and a statement of its\nobjectives ;\n2. The need of a scientifically formulated program of physical education that\nschool men and the public may recognize as standard;\n3. The need of a standard university professional education that will produce\nan adequate supply of competent leaders who can organize and conduct the program; and\n4. The need of a promotional campaign to develop a supporting public opinion\nthat will make it possible for professional workers to execute the program and\nachieve its objectives.\n\nThe first need of physical education is an interpretation of its nature\nand a formulation of its objectives. ‘The main items in such an interpretation and statement of objectives may be suggested. Physical education is a\nIt is a teaching profession and it has grown with the\npart of education.\n\n[603]\n\n"} {"page": 608, "printed_page": null, "text": "604\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nsocial need for an institutionally organized education, especially in the\nschool. To interpret it, the first essential is to recognize that the conceptions of both education and physical education have changed with social\nprogress.\nEducation as a whole has been completely revolutionized in fifty years.\nThe original function of the school, as we know it today, was to give a\nAll the rest of educat‘on\nnarrow literacy and book cultural education.\n(life and the preparation for life) went on as a natural process in the\nEducation in this larger sense was identical with\nhome and community.\nlife. But the school, on account of the social changes due to the introduction of machinery into industry since 1860, and the practical elimination\nof educative activities from the home, has been compelled to assume many\nnew functions and to incorporate into the curriculum many new “subjects\nof study.” Hence a curriculum of “subjects of study” has evolved which\nis complex, unscientific, difficult to administer, and economically wasteful.\nThis unsatisfactory situation is compelling still further change in school\norganization.\nThe new significant tendency in organization is the unification of old\nartificially separated “subjects of study” into natural teaching and administrative divisions of activities which are similar to or identical with out-ofschool natural life activities and which enable the school organization\nof\nactivities or curriculum to carry over into the out-of-school life and control\nit. Note the tendencies to unification in the social science activities, the\nnatural science activities, the manual activities, the musical activities, the\nlinguistic communicative activities and the big muscle activities. “These are\nnatural units of activities for teaching and educational administration.\nThe school organization is drifting to this type of organization of a curriculum of activities and a total direction of child life.\nPhysical education through its basic activities, the big muscle activities,\nhas become one of the fundamental teaching and administrative divisions\nor units in the newer school organization.\nAs a part of the larger change in education as a whole and because of\nthe same social influences, physical education has had two histories. One\nis the history of “formal”’ activities or “gymnastic drills” in the schoolroom\nwhich are rapidly dwindling in influence because of exploded values; the\nother is the history of the natural play life of children and youth out of\nschool in the home and community environment.\nThe history of the play life shows two movements; first, the tendency,\nprevious to 1906, to break down under the cramping influences of an\nadult organized industrial civilization, and then, after 1906, the reestablishment of the play life by an elaborate social propaganda.\nThis propaganda was initiated and conducted by adults especially through the Playground and Recreation Association of America.\nIt carried a new conception of an institutionally organized physical education and it established\na new technic in the practical conduct of physical education.\nThe new physical education is the racially old natural physical education\n\n"} {"page": 609, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucaTion\n\n605\n\nthrough play but enormously elaborated and systematized to meet the\neducational needs of children and youth under present-day conditions of\nliving and an institutionally organized education. ~It is centered in the\nplay activities of the play space, the playground, the athletic field, the\ntrack, the swimming pool, the dancing floor, the park, the road, and\nthe open fields.\nThis is the activity content of the new program in\nphysical education that is being assimilated into the school organization, and\ninto other institutional organizations of education.\nFor brevity we will\nrefer only to the school organization.\nThus we conceive of physical education as one of the six fundamental\nteaching and administrative divisions or units of the total school organization of general education. We can hardly overemphasize this conception.\nOne of the items in this conception that needs great emphasis is that physical education is not concerned with “exercise” in the adult sense except\nfor adults; but with a primary division of fundamental educative activities.\n\nAs physical education is a part of education, its objectives, like those of\nany teaching and administrative division of education, can be stated or\ndefined only as a part of the objectives of education as a whole; and the\nobjectives of education as a whole must be defined in broad enough terms\nto include all the objectives of all the teaching and administrative units,\nelse the statement is false or partial.\nA review of the literature shows that the objectives of education are\nstated from four points of view, all of which are interrelated.\nThe first point of view in stating objectives is that of the organizing\nleadership of children or individuals in activities. All the objectives or\nvalues there are in education, whether in the school or out of the school,\nare resident in the activities and in the leadership of the activities. Hence,\nthe first aim of physical education is to organize and lead children in one\nteaching and administrative unit of educative activities—the big muscle\nactivities.\nHere, we deal directly with the individual’s own conscious\nactive life.\nAs compared with other units of activities, the big muscle activities,\nespecially during childhood and youth, are the most generally interesting\nto all children, the most time consuming, the most dominantly social, and\nthe most vigorous.\n‘These are the educational characteristics of physical\neducation activities.\nThe second point of view in stating or defining objectives is that of the\ndevelopment of the powers of the organism in educative activities.\nEducators and society as a whole are interested in the cumulative, remote\nor end results of educative activities in terms of the development of the\npersonal powers of individuals and the adjustment of the developing powers\nto adult social ways of living. Development is primary. All the end results as objectives are resident or inherent in the developmental changes in\nactivities. All learned activities involve changes in the organism and in the\nadjustment of the organism to the environment.\nThe cumulative results\nof the changes give development.\nThe four aspects in considering the\nchanges and the results in development are:\n\n"} {"page": 610, "printed_page": null, "text": "606\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\na. The primary changed meaning of the situation\nterpretive or intellectual development;\nb. The primary change in satisfaction or annoyance\npulsive development (interests, drives, etc.);\n\nand\n\nthe\n\ncumulative\n\nin-\n\nand\n\nthe\n\ncumulative\n\nim-\n\nc. The primary change in neural connections and muscular contractions and\nthe cumulative development of the nervous system or menti-motor strengths and\nskills; and\n:\nd. The primary change in the nutritive function and the cumulative development of nutritive or organic power, symbolized by endurance.\n\nThese changes in the activities are the source of all learned activities\nand all acquired abilities. They are the source of all development of the\norganism as distinct from the growth due to heredity. ‘The changes are\ninherent in the learning responses; the development is inherent in the\nrepetition of the responses or activities.\nAll the aspects of change take place in every teaching and administrative\nunit of educative activity but in different degrees. Hence the values and\ndevelopmental objectives of any teaching and administrative unit of activities, as distinct from any other educative activity, are inherent in the\nnature of the activity and the capacities it exercises. For this reason the\nbig muscle activities are superior to any other unit of educative activities,\n(a) in the development of general organic power or vitality and endurance; (b) in the development of the general integrating function of the\nnervous system, of general nervous power illustrated by menti-motor\nstrength and skill including the well recognized habits of posture and carriage; and (c) in the development of the deeper and more powerful emotional mechanisms and thought processes in total-body overt responses to\nthe material and human environment. ‘The development of organic power,\nnervous power, emotional power, and habits and interests is the developmental source of health.\n‘The development of habits in the emotional\nmechanisms and thought processes in the intense social relationships of\nplay is the basic laboratory source of character. ‘The realization of these\nfundamental results are the special developmental objectives of physical\neducation.\n;\nThe third point of view in stating or defining objectives is that of social adjustment to the adult functions of life: the vocational, civic, cultural, recreative, domestic.\nAdult adjustment to adult social ways of living in performing the functions of adult life arises from the specific development in the specific activities of adult life. The abilities, however, to enter into the specific activities of adult life are acquired slowly and they depend on development\nin the more general educative or developmental activities characteristic of\nchild life. Adjustment depends on development.\nEach of the fundamental teaching and administrative units of educative activities makes its distinctive contribution to the development necessary\n\nfor efficiency in the adult functions. This contribution is according to the\npowers developed by the unit of activities.\nPhysical education through\nthe development inherent in big muscle activities makes its fundamental\n\n"} {"page": 611, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucation\n\n607\n\ncontribution, but this contribution is the same as that listed under the developmental objectives, not in specific adult adjustments.\nAll adult adjustment is built on the powers outlined under the developmental objectives.\nTime prevents the amplifications of this significant relationship.\nThe fourth point of view in defining objectives is that of standards or\nideals. Standards as objectives are judgments of the quality of the activity,\nor of development or of adjustment or of the organism, derived from racial\nexperience or science. Only two groups of standards as objectives can be\nconsidered here: moral character and health.\n\nCharacter is a system of action traits. The source of all the learned\nways of acting or action traits is entirely in the developmental results of\nactivities.\nWithout activity there can be no development of character.\nBut the moral quality of the responses and of the traits exercised in the\nactivity is determined chiefly by leadership. This leadership is either social\nexample or a positive directing companionship or teaching.\nEach unit of educative activity has inherent in its nature the exercise\nof certain tendencies, abilities or traits that, under a standardizing leadership, establishes standard character traits, as, for example, interests. Further, each activity because of its nature has characteristic moral situations\narise in the social relationships of the activity which furnish the leader the\nopportunity to guide moral judgments, attitudes, and practices.\nPhysical education or the big muscle play activities have inherent in them\nthe exercise of the deepest and most powerful character forming emotional\ntendencies in human nature and they furnish the richest source of fundamental moral situations in the social relationships of children and youth.\nBecause of the universal interest in these big muscle play activities, their\nintensely social nature, the great amount of time they naturally consume,\nand their susceptibility to leadership, they are the fundamental laboratory\nactivities of a school program in moral education. Moral education is one\nof the supereme objectives of physical education.\nHealth is a condition of the organism.\nIt is idealized as positive good\nhealth. ‘This is the social standard of health. It is the product of heredity,\nactivity (or behavior) and the environment.\n‘The school in its educative\nor teaching function, is concerned with the individual’s activity or behavior.\nIt is also concerned with the protection of children from the results of the\nother two factors which will be considered later. ‘The health of the adult\nindividual depends largely on his own conduct and this conduct requires\nthe establishment of health practices, impelling interest and judgment.\nThe difficulty with the school problem in teaching health (or “health\neducation” properly defined) is that the most important health practices\n\ntake place outside the school and away from the teacher’s personal direction. Further, health practices are not generally interesting or satisfying\nin themselves and satisfaction is the primary guide to conduct.\n‘This reduces the school problem in teaching health to a central problem of developing interests in health that will carry over to out-of-school health situations.\nThis interest requires a purpose. The purpose that is psychologically valid\n\n"} {"page": 612, "printed_page": null, "text": "608\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nis found in the “keep fit” or “‘training” or conditioning ideal because of\nthe relationship of condition to the enjoyment of activities or the achievement of purposes in life activities. The primary purposes of children are\nresident in the developmental activities; the keep fit purposes are secondary\nand the drive in them is related to the primary purposes.\nPhysical education, because of the teaching and administrative unit of\nactivities it directs, furnishes the broadest and deepest setting for an effective method in teaching health. It is the natural foundation for the building of interests in health.\nOther units of activities may supplement the\nbuilding of interests and expand the information but physical education is\nthe natural correlating center for such efforts. The teaching of a habitbuilding, interest-driven, thought-controlled conduct is one of the chief\nobjectives of physical education.\nSo far we have considered the objectives only in bes educative function\nof the school or of any institutional organization of education.\n‘Traditionally, education has been concerned with the leadership and the results\nof activities; but when institutionally organized as in the school it must\ntake over another of the two primary functions of parents and all adults\nin dealing with the immature, viz., the protective function.\nThe purposes or objectives of this protective function are to free children and youth from the handicapping influences of crippling injuries, an\nunhygienic environment, growth defects, infections and communicable diseases. This is the old function of the home and part of the function of\npublic health protection. Such protection by the school is necessary if children are to grow and develop normally, and profit by the educational procedures of the school. Hence, education, in its institutional organization\nin the school, has been compelled in self-defense, to assume this protective\nattitude more and more.\nThe protective function is a moral and usually a legal responsibility of\nthe school. It is a moral responsibility of every teacher in personal charge\nof children and usually in administratively assigned function in some degree\nof every teacher in the elementary schools. —\nAs the protective function is a moral responsibility of every teacher, it\nis a responsibility of every teacher in physical education. Where educative\nactivities are departmentally organized as in large elementary schools, in\njunior and senior high schools, and in normal schools and colleges, this\nprotective function becomes a special responsibility of the specialized director of physical education. ‘This is a natural division of administrative\nresponsibilities because of the physical educator’s special responsibilities in\nachieving health objectives in the educative functions of the school. The\nobjectives in the protective function become special objectives of physical\neducation.\nIn the interpretation of education and the part of it called physical education it is important to emphasize the distinction between the educative\nand protective functions, otherwise there is a disastrous confusion in the\nadministrative organization of these functions in the school.\nThe chief\n\n"} {"page": 613, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucation\n\n609\n\npoint is that the protective function is an administrative function not a\nteaching function. It has primarily no necessary connection whatever with\nskill in teaching health. While some of the procedures in health protection\nmay be used in the procedures in teaching health, the latter is a matter\nof skill in the educative function, not in the protective function. Health\nprotection is purely an administrative function which is fulfilled by its\norganization as an administrative responsibility. Skill in this responsibility\ncarries with it no skill in teaching.\nThis distinction is vitally important for the unique, fundamental educative functions of physical education because of the tendency to put medical\nmen in charge of departments in schools including health and physical\neducation who are by training totally incompetent to administer the educative functions of physical education. ‘This tendency in administrative organization is the logical result of the vicious, though usually unconscious,\ntraditional habit of thinking of children’s big muscle activities in terms\nof exercise in the adult sense and therefore as a “health practice.” In this\nsense, children never “exercise” spontaneously.\nThey play, and play is\nnature’s method of education. ‘The educator is the expert ally of nature\nin the organization of play, not the pathologist. Further, health is a condition of the organism and an ideal, not an activity. Health cannot be an\nadministrative unit in the school organization, except for health protection,\nbecause it has no activity to administer.\nHealth, as an ideal, sets standards\nfor all life activities or right ways of carrying on the activities; it should\nsaturate all activities.\nIt is not a separate activity.\nAdministration is\nresident in the teaching and administrative units of activites; the standards are a function of the leadership of the activities. To set up health\nas an administrative unit in education, including health protection and one\nunit of educative activities, is as ridiculous as to set up morals as an administrative unit based on moral protection and one unit of educative activities.\nTo summarize this first need of physical education in an interpretation\nand statement of its objectives in relationship to education as a whole, two\ndefinitions may be presented. School education is, first, a leadership of individuals in activities which give development and adjustment according\nto standards, and, second, a protection of individuals from handicapping\ninfluences so growth, development and adjustment according to standards\nmay proceed naturally and normally.\nPhysical education is that phase of education which is concerned, first,\nwith the leadership of individuals in big muscle activities to gain the development and the adjustment inherent in the activities according to standards, and, second, with the protection of individuals from handicapping influences so that growth, development, and adjustment through the general educative function of the school may proceed naturally and normally.\nThe second need of physical education in its professional service is a\nscientifically formulated program. ‘The word program in this sense, refers\nto the organization of the professional procedures used in any service in\nachieving results with the individuals being served.\n\n"} {"page": 614, "printed_page": null, "text": "610\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThe program is naturally based directly on the objectives in the functions\nof physical education.\nThese functions and objectives of physical education give two broad divisions to its program: (1) the educative program, and (2) the protective program.\nI. The educative program because of the objectives it must realize has three\nThese are: (a) the program in activities or the curricunatural sub-programs.\nlum of activities; (b) the program in character education, and (c) the program\nin teaching health or health education.\nA. The activity program is the basic program.\nThere can be no education\nwithout activity.\nIn the scientific formulation of this activity program several\nprinciples are of fundamental importance.\n1. The activities must be selected according to their values.\nSuch a selection\nby criteria of the developmental and adjusting values of the activities puts the\nemphasis on the natural developmental or play activities.\nWhile the program\nmust retain the artificial or formal activities for use, where such activities have\na specific value, they are relegated, in a scientific process of evaluation, to a distinctly subordinate place.\n2. The activities must be adapted to the age, sex, and individual differences in\nmental tendencies and in motor and organic capacities and needs determined by\ntests.\nThese principles give an age progression in activities by years witha\ndifferentiation in the activites for boys and for girls over ten years of age and\nan individual progression according to motor ability.\nThe principles require\nfurther an adaptation to organic capacity and to special individual handicaps.\n3. The adapted and evaluated activities must be formulated for practical organization and leadership under school conditions to meet the developmental\nneeds for a large amount and a great variety of activity. This principle requires\nan organization to teach activities within school hours that will tend to go on by\ntheir inherent interest during out-of-school hours and it requires an extension of\nthe school organization into the out-of-school leisure time.\nSuch an activity program is a natural program that carries over into child life\nand on into later adult life. Its scientific validity is a guarantee that the developmental objectives of physical education may be achieved.\nB. The character education program is based on the activity program but has\nits own teaching procedure.\nCharacter, morals, and manners are developed in\nactivities and only in activities under a standardizing leadership. But an instructor may organize and teach the coordinations and the strategy in physical education activities perfectly and not consciously direct the character and disciplining\nresponses in the activities.\nSuch direction requires a knowledge of and skill in\nthe special technic of leadership or teaching in the character training that is inherent in the activities and in the moral situations that arise in the social relationships in the activities,\nPhysical education must have a special program of teaching constructed by a\nscientific analysis of the character training and moral situations that arise in big\nmuscle activities and by a scientifically tested technic in the leadership of the\nresponses in the activities and situations. Sportsmanship, the Golden Rule applied\nto the ethics of play, is the popular keyword that suggests the nature of the program. The program is fundamental to all school efforts in moral education.\nC. The health teaching program is also based on the activity program. But an\ninstructor may secure all the values for health in the development of organic,\nnervous, and emotional powers and in activity interests, without establishing an\neffective and abiding self-directing interest in health practices.\nOn this self-impelling interest the stability of health practices depends.\nSuch an interest and\nself-directed practice require a special program of leadership and teaching pro-\n\n"} {"page": 615, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucation\n\n611\n\ncedures in which the physical educator must be as consciously skilled as in teaching the activities. Further, he must know the values of and methods in the other\nteaching units of activities. Because of the interest in the activities he directs, he\nis the correlating center in all school efforts to teach health.\nThe program must be constructed by a scientific analysis of the psychology of\nhealth practices and of conditioning the self. Training or keeping-fit are the\npopular notions of this program.\nThis program must be formulated as the foundation of all school efforts in teaching health,\nThese three sub-programs of activities, character training and health teaching\nconstitute the natural educative program due to the essential nature of the activities\nand the standardizing leadership of the activities in physical education as a teaching and administrative division of education as a whole.\nII. The protective program is built on the second function of the school and of\nthe physical educator: the care and protection of children so all handicaps on the\nnormal growth, development and the educational progress shall be removed.\nTraditionally this program has been referred to as health supervision, health inspection, health work, medical inspection, etc., all of which are unsatisfactory\ntitles because they do not suggest the function of this program.\nThe function is\ndistinctly one of protection.\nThe principles in the scientific construction of the protective program are better\nunderstood than the principles in the educative program so time need not be devoted to them.\nFor clearness, however, because of the confusion due to the overhead\n\nadministration\n\nof departments\n\nof physical\n\neducation\n\nand of health, one point\n\nshould be noted.\nPhysical educators, or those who have specialized as health\nexperts, must construct a protective program that they can administer in connection with their educative functions.\nThis is a necessity if there is to be a protective service, especially in the supervision of teachers in rural and small city\nschool systems and in consolidated high schools.\nThis primary program should\ninclude the health inspection, the reference, and the follow-up.\nIt should not include any special clinical service.\nSpecial clinical service is a larger program\nrequiring the employment of physicians.\n\nThe third need of physical education is a standard and recognized professional education.\nThe success of physical education depends ultimately\nupon the scholarly expertness of physical educators.\nThe need for a broader and higher professional education in physical\neducation has been in evidence for more than twenty years. During this\ntime the need has been indicated by three demands; (a) the demand in new\nmovements for a leadership or technical service that could not be met by\navailable workers; (b) the demand by progressive school officers and others\nfor advanced experts who were too scarce to meet the demand, and (c)\nthe demand on the part of ambitious professional workers for advanced\nThe efforts to meet\ntraining of a type that was not offered anywhere.\nthese needs and demands have been totally inadequate. In this connection,\na review of the history of professional education since the early nineties\npresents two conspicuous groups of facts.\nThe first group of facts is that the schools of education in universities\n(the institutions that are supposed to train the leaders and experts in education) have, as'a rule, paid no attention to physical education or to a\nprofessional education in physical education. As a consequence (a) educational leaders who are the graduates of these institutions have gone into\n\n"} {"page": 616, "printed_page": null, "text": "612\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nservice without knowledge, insight, or criteria of judgment about physical\neducation; and (b) earnest physical educators have not been able to secure\nthe advanced professional education that prepared them specifically for the\nmore difficult problems with which they have to deal.\nThe second group of facts is that the men in physical education now\npassing off the stage, who assumed the leadership and dominated the leadership of physical education during the last generation, all advocated a medi“The reason for this advocacy was\ncal education for physical education.\nthat under contemporary public prejudices against the physical, the medical\neducation gave a social and academic status, and it gave authority to make\nphysical examinations and deal with health problems.\n\nBut the results of this advocacy were disastrous for the progress of physical education.\nIt left physical education, unlike medicine or engineering\nor other learned professions, without an organized promotional development,\nsupported by its leaders, of a distinctive professional education.\nIt left\nphysical education without a professional education that produced professional experts progressively competent according to social needs to think\nand solve the educational problems of physical education. A medical education gives no competence to solve the educational problems of physical\neducation.\n:\nThe lack of such a distinctive university training in the past has left\nphysical education today with a disastrously inadequate supply of educationally trained experts of high ability who have the experience and the\nmaturity in years of the forties and early fifties to step into positions of\ngreat responsibility. Frequently medical men are put into these positions\nwho are not trained as physical educators.\nIn either case physical education does not achieve its objectives.\nSo the supreme need of physical education, in the interest of the unique\nand fundamentally important service it has to render, is a distinctive university program of professional education.\n\nRecently, especially since the war, the movement in universities for the\nestablishment of a higher professional education has gained great momentum.\nBut the past has left this movement without adequate criteria or\nprecedent as the structural organization of a professional training curriculum. ‘The problem in the construction of such a curriculum is complex,\nyet its solution is mandatory if physical education is to render its service.\nThe only scientific or valid method of formulating the nature and the\ncontent of a curriculum in professional education is, first, to determine\nthe functions of experts and’ specialists in physical education, and then determine the training necessary to give competence to perform the functions.\nThe method of determining the functions (the basic problem) is a constructive job or vocational analysis. The word “constructive” refers to\nthe necessity of determining not only what the physical educator is doing\nbut what he must do. What he must do is determined by the needs of\nchildren, the objectives of physical education and the nature of institutionally organized education.\nThis analysis reveals the fact that society\n\n"} {"page": 617, "printed_page": null, "text": "DEPARTMENT\n\nOF ScHOoL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucation\n\n613\n\nand education must have in the physical educator an expert trained as the\ndirector of the normal growth and development of children with the direction centered in education through physical activities. This requires the\nability to examine and classify children according to their needs and adapt\nactivities to the needs.\nThe courses which give the training necessary to perform the functions\nrevealed by the constructive job or vocational analysis fall into three divisions:\nI. General academic or “cultural” studies apart from sciences\nII. The foundation sciences\nIII. The professional sciences in which the courses in personal technic in\nthe activities and in methods of teaching are only one of several groups.\n\nConcerning the lists of courses under these headings, time permits only a\npassing comment on two points: first, the content of the training, and second, the degree of training.\nFirst as to the content of the training, we need to insist that an individual may have endless personal skill in physical education activities, and\neven great skill in coaching some of them, and know nothing about the\nscience of physical education so he is a safe expert in the direction of children’s activities. The reverse proposition of ignorance of the activities also\nneeds emphasis. Great personal skill and teaching skill in physical education activities are imperative for any individual who presumes to be an expert in physical education.\nWithout this knowledge and skill one cannot\nthink the scientific problems in physical education, and, experience shows,\ncannot even administer physical education to achieve its objectives.\nTo be competent, the physical educator must be a technical expert in\nthe activities that determine his teaching and administrative division of\neducation and he must know the sciences of physical education.\nThese\nsciences require a deeper laboratory training in prerequisite foundation\nsciences than any other teaching and administrative division of education.\nThe degree or amount of training required of the expert dictates a division of the professional education into an undergraduate and a graduate\ncurriculum.\nThe problem becomes: at what point in the sequence of\ncourses should the distinction be made between a standard four-year undergraduate curriculum and a standard three-year graduate curriculum.\nA\npractical and clear-cut distinction is possible. It is the distinction between\nthe training necessary, on the one hand, for the personal skill and teaching\n\nskill to act as high class instructors in conducting the practical programs,\nand, on the other hand, the training necessary for competence to perform\nthe full functions of the physical educator in»positions of large responsibility\n_or in positions requiring specialization in the sciences of physical education.\nWith such distinctive professional training curricula in the many universities now developing professional training programs, physical education\nwill have in time an adequate supply of experts, and thus be able to render\nits unique service.\n\n"} {"page": 618, "printed_page": null, "text": "614\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nThe fourth need of physical education is that the profession shall organize a promotional development of physical education.\nPhysical education cannot render its service and achieve its distinctive\nobjectives without a supporting public opinion. Public opinion determines\nthe kinds of positions open to physical educators and the kind of service\nthey can render when in the positions. Public opinion as it works on, and\nSchool officials need help.\nthrough school men, is especially important.\nThey must face the public with the mounting costs of education, and the\ncosts of a real physical education are high. ‘The costs are due to the great\nspace required for playgrounds, athletic fields, running tracks, swimming\npools, gymnasium floors, and the further high cost of equipment for all\nthese centers of activity. Yet physical educators can show that if physical\neducation is properly organized, the costs are overbalanced by savings in\nother costs through a reduction in the inefficiency in education in general,\nin the wastage of character, in ill health, and in delinquency and crime.\nThat there is no general public consciousness of such values is obvious.\nSchool men should be convinced of the facts so they can use them with the\npublic.\nThat the profession of physical education has not adequately met the\nneed for a promotional development of public opinion to keep it abreast\nof the social need for the service of physical education, might be proved by\nmany striking illustrations. Most striking among these is the number of\nsocial movements that have arisen and that have been established in public\nfavor without at the same time any effective effort being made to establish\nthe public recognition or conviction that the movements were physical education movements.\nFor example, the playground movement is a physical\neducation movement.\nThe playground is a place for physical education.\nThe activities on the playground are physical education activities. “The\nplayground, as an institutionalized play center, has never been and never\ncan be anything but a physical education establishment. Yet few citizens\nhave any illuminating consciousness or conviction about these facts. Public\neducation has been neglected.\nOther social movements that are in whole or in part physical education\nmovements, might be presented with similar arguments, as, for example,\nthe athletic movement, the Boy Scouts movement, the summer camp movement, the outdoor recreation and ‘exercise’? movement for adults, the\nhealth education movement, etc. Physical educators have been conspicuous\nfigures in all these movements, but the organized profession has not interpreted physical education through them so the public sees physical education\nin them, or sees them as physical education. The confusion of public opinion is the proof.\nThe public, especially since the beginning of the war, has felt a need that\nis not satisfied by any past professional leadership or service. This need the\npublic has not been able to interpret as a whole or to find a total method’\nof satisfying. The public is conscious of a partial satisfaction through\neach of the social movements just listed.\nBut physical education is the\n\n"} {"page": 619, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucation\n\n615\n\ncorrelating center of a professionally organized service that satisfies the\nneed as a whole. The profession should declare the fact.\nAmong the items that should be promoted by a systematically organized\neducational campaign is a public understanding of the phrase “physical\neducation.”\nThe word “physical” has been a handicap to the service of\nphysical education, but no one has been able to suggest a satisfactory substitute. The phrase “health education” as a substitute name, it might be\nshown, would be a greater handicap. So it is with other names. “Physical\neducation” is the traditional phrase that symbolized a dominant human\nneed and it is a distinctive professional service under modern social conditions. What is needed is a proper public understanding of the meaning\nof the phrase. The source of the prejudice against the word “physical” has\nbeen suggested. The prejudice should be lifted. By proper promotion the\nattitude towards education through “‘physical” activities could be changed\nto a dynamic public approval just as the prejudice against the word “play”\nwas lifted by the playground and recreation movement.\nThe prejudice must be eliminated. It must be replaced by an intelligent\npublic opinion. The progress of child welfare, health, and morality depends\nupon it. But the need for this change has greater social significance than\nthe progress of physical education alone.\n‘The stability or progress of\ncivilization itself depends upon a sound organism or “physical” as a\nnational trait. There can be no sane, wholesome, moral national life, in\nthe long prospective, without a people with sound bodies. In the achievement of a sound physical, as a racial ideal, eugenics holds the key to latent\ncapacities, medicine holds the key to the elimination of diseases, physical\neducation holds the key to the development of the fundamental latent capacities as they function in activity or behavior.\nThus, physical education as a profession has special professional needs\nand problems to solve in order that it may render its distinctive service.\n\nPUBLIC\n\nSCHOOL\n\nGROVER\n\nMUELLER,\n\nW.\n\nHEALTH\nSPECIAL\n\nAND\n\nASSISTANT\n\nEDUCATION,\n\nPHYSICAL\nTO\n\nTHE\n\nPHILADELPHIA,\n\nEDUCATION\n\nDIRECTOR\n\nOF\n\nPHYSICAL\n\nPA.\n\nFolks are usually interested in what is actually being done, in what is\nbeing tried out, and in the practical application of some of the principles\nthey have read and heard so much about. And so I decided to discuss\nsome practical applications as they have been worked out in the city of\n\nPhiladelphia. I shall do this rather briefly and in so doing will try primarily to show how we endeavor to gain the child’s interest and cooperation in health by correlating health education with a program of physical\nactivities.\nDoctor Broome, our superintendent of schools, has very definitely adopted\nthe policy that health education should be in the hands of the department\nof physical education in all of the grades, from the first to the twelfth.\n\n"} {"page": 620, "printed_page": null, "text": "616\n\nNatrioNAL\n\nEpuCATION\n\nASSOCIATION\n\nOur supervisors supervise the instruction in health education in the seventh and eighth grades of the elementary schools, in all of the grades of the\njunior high schools, and have just begun in the senior high schools. Within\na year or two the first six grades of the elementary schools will undoubtedly\nbe included.\nWe are not yet sure that the teaching of health education in the senior\nhigh schools should be limited to teachers of physical education. We are\nsure, however, that it should be directed and supervised by our people.\nDuring the past few months I have been visiting the senior high schools in\nthis city in order to find out the amount and scope of health education\nwhich is offered in such courses as general science, biology, physiology,\nI found that a considerable\ncivics, social studies, and the domestic arts.\namount of information was being offered the pupils which requires but that\na health slant be given it to make it valuable as health education.\nIt is\nvery possible that the best results may be obtained by spreading out the\ninstruction over these several subjects, and giving the instruction in the\nrequired courses in physiology and hygiene over to teachers of physical\neducation for the purpose of focusing the information gained in the other\nsubjects more definitely upon health. And also for greater emphasis on the\nside of its practical application.\nWe in Philadelphia are in enthusiastic agreement with the idea that\nhealth education and physical education should be very closely correlated.\nWe recognize in them two intimately related factors in the process of physical and social development. We believe that health education should consist primarily in the development of an intelligent and enthusiastic attitude toward health. Such an attitude as I have in mind can not be developed by the mere dissemination of health information nor by the inculcation of certain health habits, important as these are. The desire for health\nmust be vital in the child. The child must desire it if results are to be\nobtained.\nThe behaviorists tell us that the only way we can educate or\nreform is thru the desires, the needs, and the interests of the individual.\nWe try to carry out this idea in our program by means mainly of the\ncorrelation between health and physical education to which I have already\nreferred.\nThe course of study in health education which we have just completed\nfor grades 7, 8, and 9 is arranged in four parallel columns which respectively embrace the following subject-matter :\n1. Anatomy.\n\n2. Physiology.\n3. Conditions to be remedied or avoided.\n4. Related health habits.\n\nJust enough anatomy and physiology is taught to provide a basis for and\nto make possible an understanding of the “conditions to be remedied and\navoided” and, what is of greater importance, the “related health habits.”\nThe effect and value of exercise is introduced in every possible relation-\n\n"} {"page": 621, "printed_page": null, "text": "DEPARTMENT\n\nOF ScHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucation.\n\n617\n\nship. And the effect of the practice of the various health habits, such as\nresting, eating, sleeping, breathing fresh air, et cetera, upon proficiency in\nphysical activities is strongly emphasized.\nIn the program of physical activities we try to offer a large amount of\n\ninteresting material much of which is accurately measurable.\nThus, we\nhave age-aims in track and field events and climbing for all pupils except\nthose in the lowest grades. These aims are revised from time to time and\nare based upon the actual accomplishment of all the pupils in the city.\nThat accomplishment which represents what 75 percent of the children at\neach age can do is taken as the minimum aim for that age. We believe\nthat practically every healthy normal child should be able to at least meet\nthis aim. Ifa child cannot, the chances are that he is not in normal health.\nIn many cases the cause of the inability is undoubtedly traceable to a\nnonobservance of the laws of health. Teachers are urged to examine the\nchild who cannot do physically what he should, to find the cause for this\nphysical backwardness.\nThe reason for retardation may be underweight\ncaused by some fault in eating. It may be underheight caused by a lack\nof exercise, or a lack of sunshine.\nIt may be some physical defect that\ndemands attention of the family physician.\nDuring the last few years we have prepared a ‘“‘measuring stick’’ to help\nus understand our pupils. This is a chart showing the relation of height\n~ and weight to age, and also to the physical type—tall and slender, average,\nstocky. This chart is now to be found in every school. If a child is placed\nin the doubtful class because of his inability to perform the physical work\noutlined for his age, the height-weight-type chart is used to find out how\nhe compares with other children of his type and age, or his type and height.\nIf according to this measurement he also is below normal, our teachers\nhave additional evidence upon which they can give advice or base the\nspecial treatment necessary for the child.\nIn these ways, both in the physical education activities and in the health\neducation classes the intimate relation between the observance of health\nhabits and physical efficiency is emphasized to the child.\nAthletic ability tests—For those who have accomplished the minimum\naims, we have higher aims which are designated “good achievement.’\nAnd beyond this we have six sets of athletic ability tests, three each for\nboys and girls, of increasing difficulty. Any child who has met his age-aim\nrequirements may take these tests. ‘The tests exist not only on paper, but\nare actually and extensively carried on. Last year, 10,466 boys and 9041\ngirls took test No. 1; 4966 boys and 3807 girls took test No. 2; and 56d\nboys and 194 girls took test No. 3. This year a considerably larger number took part.\nSuch tests serve the purpose not only of providing interesting and healthful activity but provide at the same time an incentive to all; and also, we\nhope, a strong motive for the practice of health habits.\nCompetition—intra-school activities—We believe thoroughly in the value\n‘of competition in the education of the child; not alone for its physical,\n\n"} {"page": 622, "printed_page": null, "text": "618\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nmoral, and social values but also because it affords a powerful incentive\nto healthful living. We put much effort into attempts to organize afterschool play and athletics in such manner that many boys and girls are\ngiven an opportunity to take part in these activities, and are thereby enabled to derive the benefits of competition.\nThe board of education has established 50 after-school playgrounds which\nare open daily for two hours after school and also for six hours on Saturday.\nThese grounds are in the care of paid teachers who are selected from the\nteaching staff of the local school. The first hour of each day is devoted\nmainly to intra and inter class activity, most of which is in the form of\norganized competition.\nBesides the 50 organized playgrounds a great many of our elementary\nschools and also of our junior and senior high schools conduct organized |\nintra-school play and competition under voluntary supervision. During the\npast year, 92,478 junior high school boys and girls were participants in\nsuch competition. This figure, of course, embraces all of the participants\nduring the year and therefore many pupils are counted more than once.\nIn the same way, there were 44,578 senior high school participants. I have\nno exact figures to give for the elementary schools.\nInter-school competition—Finally, for the physically superior boys and\ngirls, we conduct an extensive program of inter-school competition.\nCarefully selected men and women officiate in all of these contests. In the ele-\"\nmentary and junior high schools they are paid by the board of education.\nThe activities include the various games and athletics with which you are\nall familiar, and are suitable to the grade in which they are used. Let me\nquote a few more figures to show the extent of our interschool competition.\nThis year 109 of our 199 elementary schools participated in this form\nof activity. Many of the schools which did not take part have only six\ngrades. ‘The competition was organized into 67 sectional leagues. “Three\nhundred and three teams were entered, 737 games were played, and 10,109\nboys and girls participated. “These figures do not include our annual sectional field meets. One hundred and forty teachers of physical education\nand 139 teachers of other subjects carried on this work.\nIn our 12 junior high schools, 4918 boys and girls took part in 442\ncontests. Forty-four teachers of physical education and 53 teachers of other\nsubjects were active in this work.\nIn the senior high schools, 3626 participants engaged in 295 contests\nunder the direction of 73 teachers of physical education and 30 teachers of\nother subjects.\n\nBy means of all that I have mentioned we try to vitalize the desire for\nhealth by means of interesting and vigorous activity. We try, furthermore, to use the accomplishment in many of these activities as definite\nmeasuring rods of the child’s health. That we have by no means a perfect\nprogram no one realizes better than we ourselves. But we do feel that\nwe are on the right track.\nVitalizing health education—I believe you will be interested in hearing\n\n"} {"page": 623, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND PuysicaL\n\nEpucation\n\n619\n\nof a plan which we have carried out during the past two years for vitalizing health education in the junior high schools. We are quite satisfied with\nthe results so far shown.\nThe plan was made possible by the sincere cooperation of the health\nday committee of Philadelphia. Several conferences lead to the formation\nof definite principles that should underlie a plan to win the interest of that\nmost impressionable group, the junior high school pupils, in the formation\nof definite health habits and to win these adolescents over to a constructive\nprogram for health education. The public health day committee donated\na bronze trophy that annually should be presented to the junior high school\nthat during the year did most among its pupils to promote the health\nhabits included in the plan.\nThe factors for awarding the trophy are as follows:\nI. Physical vigor of the pupils (weight, 50 points).\nII. Correction of remedial defects (weight, 20 points).\nIII. Health habits (weight, 30 points).\n\n1. The physical vigor of pupils is to be determined by the percent of pupils\npassing the jumping, throwing, running and apparatus aims.\n2. The record of a school in “Proportion of Physical Defects Corrected,” as determined by the Division of Medical Inspection, is used in computing this\nscore.\n3. Health habits. Weight, 30 points, divided as follows:\nA. Proper weight for age, type and height.\n(Weight 10.)\nThis factor is to be determined by the use of the age-type-heightcharts of the division of physical and health education. Every overweight and underweight pupil is starred (*) when the pupils are\nfirst weighed. Pupils weigh themselves frequently and if the proper\nweight is reached before the end of term the star (*) is removed.\nB. Cleanliness.\nWeight, 20, subdivided as follows:\n1. Of pupils.\n(Weight, 10.)\n2. Of building.\n(Weight, 10.) Note: Only those conditions for\nwhich the pupils are obviously responsible are considered.\n\nA committee of three supervisors make a sanitary inspection once a term\nusing the following scale for rating the schools:\nToilets, washrooms,\nLunchrooms (3).\nGymnasiums\n\nshower\n\nbaths, drinking fountains\n\nand play yard\n\n(1).\n\n. Hallways and locker rooms\ngoo\ncB Classrooms (1).\n\n(1).\n\n(4 points).\n\nAs stated previously, we are satisfied with the results so far obtained.\nCharacter education—Another project in which you will probably be\ninterested is one which has been named the “‘Merit Grouping Plan.”\nRecent years have seen many plans to unify all phases of school work\nand so make them contribute more toward the goal called “Character education.”\n,\nA like idea, several years ago, led to a reorganization of our physical\neducation work and to a rearrangement of value-weights of some of this\n\n"} {"page": 624, "printed_page": null, "text": "NATIONAL\n\n620\n\nEpucATION\n\nASSOCIATION\n\nwork. After several years of experimentation the procedure that was found\nto be most advantageous was called a “Merit Grouping Plan.”\nThe fundamental idea underlying the plan was to group and arrange\nthose features now operating in our schools into an ideal that in the eyes\nof adolescents was worth striving for. The goal set before the pupils was\nto become a “Merit Pupil” by qualifying in definite worthwhile educational standards.\nThe plan places before the pupils an ideal embracing five factors. “The\nfactors are physical ability, scholastic standing, a sound physique, personal\nhygiene, and sportsmanlike conduct.\nPupils who receive a rating of “G”\nin all the five factors are classed as merit pupils and are awarded a ‘“‘Certificate of Merit.”\nIn order to have an ‘“‘accomplishment scale” for these factors, definite\nrequirements had to be outlined by means of which a pupil could see where\nhe stood in each factor. This rating scale is as follows for the five factors:\n1. Physical quotient—G, represents 115 or more; F, 100 to 114 inclusive, and P,\n99 or less.\nThe procedure for calculating the physical quotient is found on our score sheet.\n2. Scholastic standing—G represents a rating of “G” or better in five or more\nsubjects, two of which must be in the following: English, mathematics, social\nstudies and science.\n“F”\nrepresents non-promotion.\n\n3. Remedial\n\nrepresents\n\nphysical defects—“G”\n\nleast one, and “P” indicates removal\n\n4. Personal\n\nHygiene—‘G”\n\npoor attention.\n5. Sportsmanslike\n\npromotion\n\nat the\n\nindicates\n\nnone,\n\nof the\n\n“F” indicates\n\nterm\n\nand\n\nremoval\n\n“P”\n\nof at\n\nof none.\n\nsignifies good\n\nconduct—‘G’\n\nend\n\ndenotes\n\nattention,\n\n“F” fair attention,\n\ngood, “F” fair, and\n\n“P”\n\nand\n\n‘“P”\n\npoor.\n\nThis project entails a considerable amount of work and must be undertaken with enthusiasm to be successful.\nFor this reason no attempt has\nbeen made to push it into all of the schools at once. Only in those schools\nin which the supervisors felt it would receive support and encouragement\nwas it introduced.\nEach year finds a few additional schools taking it up\nand without exception these schools seem well pleased with the results.\nOne principal said a few days ago that if the department of physical education ever decided to discontinu the plan he would carry it on of his own\naccord.\n\nHEALTH\n\nAND\n\nCLIFFORD\n\nJ. SCOTT,\n\nPHYSICAL EDUCATION\nSCHOOLS—ABSTRACT\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nIN\n\nTHE\n\nEAST\n\nPUBLIC\n\nORANGE,\n\nN.\n\nJ.\n\nTo integrate an adequate, comprehensive program of health and physical\nactivities with the total work of the schools raises problems not easy of\nsolution by the administrator. The challenge is to both the specialist and\nthe superintendent.\nThe successful health program is one that permeates the whole of school\n\n"} {"page": 625, "printed_page": null, "text": "DEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucation\n\n621\n\nlife and work. Health, stated separately as one of the objectives of education, is involved in nearly every other aim that is listed. Other aims are\ncontingent upon its attainment.\nThe reverse is equally true, its realization cannot be achieved should it stand alone. In fact, the movement of\nthe whole educational process is toward a unified, coordinated, interrelated\nprogram of studies.\nThe definitions of education in recent years have given a broader scope\nand a change of emphasis to our aims. The school’s general problem is how\nto produce the self-active, socially-minded\n\nindividuals who\n\ncan be trusted\n\nwith the privileges of citizenship.\nThe things we do in school are not\nends in themselves but are society’s means of securing worthy members\nwith developed individual capacity and a genius for cooperation. ‘The purIts\npose, then, of education is to improve the quality of human living.\nprocess. is not one of putting into cold storage for some future use of cerThe process, consequently, in health and physitain subject information.\ncal education is one of securing the continuous living by individuals in a\nThere are those\nwholesome manner physically, mentally, and socially.\nwho believe that the education of the youth should minister to his present\nneeds and that the curriculum should be built around his changing interests. Others hold the traditional belief that the school’s chief end is to\nprepare for adult life and that the curriculum should give that which\nserves the pupil when an adult. In our physical education program, no such\nchoice is necessary since it is so evident that both objectives should prevail.\nIt is doubtful, however, if many of our actual programs do definitely seek\nto serve not only the wellbeing of the present boy and girl, but also to\ngive interests and attitudes and activities that carry over into later life.\nThe formal calisthenics and gymnastic exercises will not adequately serve\nthis larger two-fold purpose. My plea is for a conscious, intelligent major\nendeavor on the part of our physical instructors to carry on a program\nIn this connection it may be said\nwhich does not end with schooldays.\nthat to narrow and confine the purpose of physical education to that of\nproducing good health is to an extent defeating the desire that the pupil\nbe given something that is lifelong in its satisfaction and use. ‘The life\nthat finds joy in recreation, that has interest in games, and that seeks activities that call for physical prowess, is one from which health naturally\nIf we direct our efforts to the end of securing the child’s health\nflows.\nand neglect the interests and pleasures that supply the permanent means\nof healthful living after instruction and direction end, we fail to realize\nHealth education must eventuate\nthe larger goal of physical education.\nin wise self-guidance.\nIt is not necessary that all the aims of the school be discussed which\nphysical education may serve, in order to make emphatic the need that this\nphase of our work be directed to the accepted educational goals. A list\nof them, however, would also include the wise use of leisure time, the\nbuilding of character, the development of potential leadership, and the\ncorrection of unsocial attitudes.\n\n"} {"page": 626, "printed_page": null, "text": "NATIONAL\n\n622\n\nEpuCcATION ASSOCIATION\n\nIt is important that physical education leaders fully realize that the\nschool administrator must count heavily on their understanding of these\naims and clearly see the great significance of their work in the attainment\nof the objectives for which the present-day school must strive.\n\nTEACHING\nELMA\n\nROOD,\n\nAND\n\nASSISTANT\n\nSUPERVISING HEALTH\nABSTRACT\nPROFESSOR,\n\nCOLLEGE\n\nFOR\n\nNURSING\n\nTEACHERS,\n\nEDUCATION—\n\nEDUCATION,\n\nNASHVILLE,\n\nGEORGE\n\nPEABODY\n\nTENN.\n\nTeaching and supervising health education involves a clear translation\nand analysis of the life situations and activities in order that the classroom\nteacher may appreciate all available factors which influence the health,\nbehavior, and attitude of each child, excluding from the child’s experience\nthose factors whose influence is unfavorable, and searching for and bringing into the child’s experience those which contribute to his fullest development.\nEvery child in the country now has at hand thousands of these experiences which may be drawn from home, school, and community.\nThe job\nof the health education supervisor is to bring these possibilities into the\nconsciousness of the school administrator, teacher, and to help them become\nconstructively critical of all the factors which come into the lives of their\nchildren.\nIt then becomes the task of the school to see that these factors function\nin a positive way, thus serving as basic material for the teaching of positive\nhealth principles. The child should be the center of such a program—the\nefforts of everyone concentrating (1) the development of favorable attitude\nbasis, these resulting, (2) healthful activities on a voluntary basis, crystallizing into (3) health habits, which intelligently practiced are conductive\nto the highest development possible for each child in the school.\n\nTHE PREVENTION AND CONTROL OF THE COMMON\nCONTAGIOUS DISEASES AMONG SCHOOL CHILDREN—ABSTRACT\nPHILIP\n\nM.\n\nSTIMSON,\n\nCORNELL\n\nMEDICAL\n\nSCHOOL,\n\nNEW\n\nYORK\n\nCITY\n\nThere are a number of questions about the common contagious diseases\nfor which school health workers want and need to know the answers.\nThese questions include: what constitutes exposure to disease; how long\nshould an exposed child be isolated; when are the first evidences of the\nsecondary cases ;and what can be done’to prevent a child from contracting\nthese diseases. “These questions are applied to diphtheria and scarlet fever,\nmeasles, whooping cough, chicken pox, mumps, and German measles.\nStress is also laid on the subject of common colds. These are of special\n\n"} {"page": 627, "printed_page": null, "text": "DEPARTMENT\n\nOF ScHOOL\n\nHEALTH\n\nAND\n\nPHysicaL\n\nEpucation\n\n623\n\nimportance in any campaign against the spread of common contagious\ndiseases, first, because colds reduce resistance to the common contagious\ndiseases, second, colds aggravate the severity of the contagious disease, and\nthird, colds tend to obscure the diagnosis of the onset of several of these\ndiseases. Hence, any intelligent campaign aimed at preventing the spread\nof these diseases, should be primarily directed against common colds.\nAll children should be immunized against diphtheria, scarlet fever, and\nsmallpox.\nSchool health authorities should have records kept in their\nrespective schools, which will show the percent of possible school attendance which is lost thru absence due to various causes, particularly due\nto respiratory infections, to contagion, and to quarantine.\nBy a comparison of methods used with results obtained, standardization of the best\nmethods can be worked out.\n\nSECRETARY'S\n\nMINUTES\n\nTuesday, June 29, 1926\nThe first session of the Department of School Health and Physical Education\nwas held on Tuesday, June 29, in Room No. 400, William Penn High School. The\nprogram was as follows:\n\nTHE\n\nScHooL PROGRAM IN PuysicAL EpucaTion—Clark W. Hetherington, New\nYork University, New York.\nPusiic ScHOoL HEALTH AND PuysicAL EpucATionN—Grover W. Mueller, Special\nAssistant, Department of Physical Education, Philadelphia, Pa.\nTHE SPORTSMANSHIP BROTHERHOOD—Captain Percy R. Creed, Secretary, National\nAssociation The Sportsmanship Brotherhood, Inc., New York City.\nA WorkING PLAN oF SPORTSMANSHIP—Daniel Chase, Chief, State Bureau of Physical Education, Albany, N. Y.\nAgnes R. Wayman, Professor of Physical Education and Hygiene, Barnard\nCollege, New York City, was to speak on the subject Physical Education for the\nCollege Girl, but was unavoidably absent.\n\nThursday, July 1, 1926\nOn Thursday,\n\nJuly 1, the following program\n\nwas\n\npresented:\n\nHEALTH AND PHYSICAL EDUCATION IN THE PuBLic ScHoors—Clifford J. Scott, Superintendent of Schools, East Orange, N. J.\nTEACHING AND SUPERVISING HEALTH EpucaTION—Elma Rood, Teacher Training\nStaff, George Peabody College for Teachers, Nashville, Tenn.\nTue PREVENTION AND CONTROL OF COMMON CONTAGIOUS DISEASES AMONG SCHOOL\nCHILDREN—Philip M. Stimson, M. D., Cornell Medical School, New York City.\nFrankwood E. Williams, chairman, National Committee for Mental Hygiene,\nNew York City, was to speak on the subject, “The Relation Between Recreational\nActivities and Mental Hygiene,’ but was not present owing to unavoidable circumstances which prevented his attendance.\nBusiness meeting—A business session was held on Thursday, July 1. The\nfollowing resolution presented by Sally Lucan Jean and seconded by Doctor Kahn\nwas unanimously adopted:\n\n"} {"page": 628, "printed_page": null, "text": "624\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nWhereas the superintendent’s section has declared that health is the first objective in education,\n:\nBe it resolved, that a larger and more important place be given this topic in\n\nthe program of the National Education Association.\nThe officers elected for 1926-27 are:\nPresident—Melville Stewart, State Supervisor of Physical Education, Charleston,\nW. Va.\nVice-president—Mary E. Gross, Director Department of Physical Education and\nHygiene for Women, University of Washington, Seattle, Wash.\nSecretary-treasurer—Florence D. Alden, Director Department of Physical Education, for Women, University of Oregon, Eugene, Ore.\nDoctor\n\nHerbert\n\nR. Stolz,\n\nState\n\nSupervisor\n\nof Physical\n\nEducation,\n\nSacramento,\n\nCalif., was elected to the executive committee for four years in place of Francis\nN. Maxfield whose term expired.\nThe following representatives on the National Council of Education were elected:\nMelville Stewart, State Supervisor of Physical Education, Charleston, W. Va.,\nsix years.\nWilliam Burdick, State Supervisor of Physical Education, 7 E. Mulberry Street,\nBaltimore, Md., four years.\nEthel Perrin, Associate Director, Health Education Division, American Child\nHealth Association, 370 Seventh Avenue, New York City, N. Y., two years.\n\n"} {"page": 629, "printed_page": null, "text": "Department of Science Instruction\n\n"} {"page": 630, "printed_page": null, "text": "y i {HE\n\nDEPARTMENT\n\nOF\n\nSCIENCE\n\nINSTRUCTION\nis an\n\noutgrowth of a State Department of Natural\nScience Teachers which was organized at a\nmeeting of the Colorado State Teachers Association\nin 1894. See Proceedings, 1895: 951. It was first\nknown as the Department of Natural Science Instruction.\nThe officers of the Department for the year 1926-27\nare: President, Hanor D. Webb, Head of Chemical\nDepartment, George Peabody College for Teachers,\nNashville, Tenn.; Secretary, Francis D. Curtis, Assistant Professor of Teaching of Science, School of\nEducation, University of Michigan, Ann Arbor,\nMich.\nThis Department meets once each year in\nJune. Facts relating to the establishment of this\nDepartment and the record of meetings are found\nin earlier volumes of Proceedings, as follows:\n1895: 951-959\n1896: 937-968\n1897: 916-959\n1898: 959-985\n1899 :1097-1118\n1900: 592-609\n1901: 771-803\n\n1902:759-790\n1903:847-897\n1904:843-897\n1905:781-827\n1906 :719\n1907:951-959\n\n1908: 965-999 1914:721-773\n1909: 789-829 1915:995-1029\n1910: 949-969 1916:699-751\n1911: 939-993 1917:535-557\n1912 :1153-1195 1918 :295\n1913: 695-717 1919 :289\n-\n\n1626]\n\n1920: 305-309\n1921: 663-667\n1922:1239-1267\n1923: 843-861\n1924; 753-775\n1925: 598-609\n\n"} {"page": 631, "printed_page": null, "text": "NATURE\nARTHUR\n\nNEWTON\n\nSTUDY\n\nAND\n\nCITIZENSHIP\n\nPACK, PRESIDENT OF THE AMERICAN\nTION, PRINCETON, N. J.\n\nNATURE\n\nASSOCIA.\n\nA PLAYGROUND equipped with every one of the fifty-seven varieties of\n-\\\nswings, shutes, ladders, and lattices is a wonderful starting point for\n\nplay. Yet unless there is direction to the play, boys and girls miss\nthe best fun of all and perhaps ruin the playground to boot. One can not\nsuccessfully make a baseball diamond out of a garden and still have flowers\nto enjoy and fresh peas to eat. Once upon a time there were so many\nmiles of forests, ponds, and meadows that a thousand trees cut, a thousand\nflowers picked, a thousand birds and animals shot or trapped made an impression on the great playground of the out of doors too small to be noticed.\nSome have never learned how to use nature’s gifts, and millions of people\ntoday still keep to the old destructive ideas as being the only form of true\noutdoor recreation.\nBut sentiment is changing, and nowdays in our schools we mix the study\nof forests and of forest destruction with geography and history, and make\nit a lesson task to write compositions on trees and the things which come\nfrom them; about birds and the insects which they eat. If only we do not\nforget that nature study is not exclusively a textbook science and that\nactual experience and contact is a better teacher than a classroom.\nIt is\nfun to plant a tree. It is fun to hike into the woods, to find and catch a\ntree frog or a newt and watch him jump for flies. ‘There are a thousand\ngames, a thousand discoveries.\nThe boy and girl scouts and similar organizations are continually\ndeveloping new ideas of nature in play; the summer camps are sounding\nan urgent call for leaders and counselors who have been trained to find\nconstructive play in forms of nature along every trailside; but our public\nschools, nevertheless, have a great function to perform in connection with\nnature study as a preparation for effective citizenship.\nWhat is this connection? I wish to suggest to you that it is two-fold.\n1. Nature study engenders respect for public and private property, or\nin other words, the slogan now being widely adopted through the help\nof the General Federation of Women’s Clubs, the American Automobile\nAssociation, and others—‘Roadside Good Manners.”’ ‘Thoughtless destruction of flowering trees, shrubs, and wild flowers; the littering of beautiful\nspots chosen for camp or picnic with papers and refuse; the careless leaving\nof unextinguished camp fires; and, from all these causes, a callous attitude\n\ntoward beauty and neatness, which permits highways to be shaded only by\nugly and dangerous signboards—these are all contrary to the principles\nof good citizenship.\n2. Nature study engenders participation in the active economic problems\npertaining to natural resources, such as conservation of forests and water\nsupplies, game protection, the importance of song birds in destroying insects, and that curious problem called the “balance of nature” which\n[627]\n\n"} {"page": 632, "printed_page": null, "text": "628\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n—\n\ngoverns the fitness and place of all living things as the truest example of a\ngreater wisdom and gigantic plan.\nSo much for the need of nature study and its essential importance as a\npart of modern education. The question resolves itself into one of means\nand methods; and the surest means of helping the next generation to absorb\nthese fundamental ideals is individual and personal leadership in schoolroom and playground, camp and field. To bring this about there must be\nactive sources of practical inspiration; there must also be facilities for exchange of ideas and methods.\nIn the field of those two particular functions of good citizenship above\nreferred to the American Nature Association operates.\nOrganized to encourage public interest in nature, it numbers nearly 100,000 members\nwhose contributions are used solely to carry on the work of supplying\npopular and scientifically correct nature articles through the newspapers\nand through its publication, Nature Magazine.\nThe American Nature Association was organized in the latter part of\n1922 to publish the Nature Magazine and principally to stress inspirational\nhelp for nature teachers. As the association grew, the necessity of providing facilities for exchange of ideas and methods continuously confronted us.\nWe wished to be able to render not merely an inspirational, but also. a\npractical service to nature teachers; and, as we were unable to accomplish\nthis with a purely editorial staff, we sought the aid of the American Nature\nStudy Society whose publication—The Nature Study Review—had been\nmerged with Nature Magazine. Anna Botsford Comstock of Cornell gave\nus much help and advice.\nSubsequently, with her inspiration in mind,\nthe speaker made a trip across the continent, inquiring in educational circles\n\nas to how the American Nature Association could extend its usefulness in\nthe nature study field. On the Atlantic Coast and in California alike he\nfound that E. Laurence Palmer of Cornell seemed to be everywhere known\nand regarded as the coming leader in nature education.\nAccordingly, we\nsubsequently arranged with Professor Palmer to associate himself with us\nand to continue the making of a survey of nature education which had\nalready been started by the American Nature Study Society.\nWe have\nalready published and made available to nature leaders two sections of this\nsurvey in bulletin form. ‘The information therein collected is most significant, and the survey is still being continued, actually at the request of the\nvarious cooperators who have themselves become so interested in the value\nof the results obtained.\nOn the completion of the survey next spring we shall publish a rather\nunique handbook for nature teachers and leaders, which will contain within\nits covers not only the complete survey of nature education in the public\nschools, above referred to, together with a survey of normal school and\nteachers college problems, but also a rather complete list of various helps\nto nature study. This list will comprise information covering a large\nnumber of national organizations who have helpful material, or conduct\nNature Education work in some form or other. Their material will be\n\n"} {"page": 633, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n629\n——S\n\nlisted in brief form, and the address of the secretary of the organization will\nbe given, thus enabling the teacher to have a reference book of real value.\nThe same volume will also give in brief form a study of nature work in\nthe organized camps and among groups such as the boy and girl scouts and\nso forth. Finally, one section will be devoted to an almanac or calendar\nof nature’s more important events, prepared by Professor Palmer in form\nsimilar to that in which it now appears monthly in Nature Magazine.\nProfessor Palmer has been at work collecting his portion of the data for\nthis publication for over a year, and to complete and render as practical as\npossible the results obtained, he will make a tour of the country this fall\nand winter under the auspices of the American Nature Association, attending teachers conventions and parents and teachers association meetings in New England, the middle Atlantic states, the south, middle west,\nand Pacific coast regions.\nI should also like to mention at this time that the American Nature\nAssociation is undertaking in connection with the publication of color\nplates in Nature Magazine, the preparation of nature study leaflet material\nin the fields of birds, mammals, insects, and probably other fields as well.\nIt will be possible for us to distribute colored leaflets with accompanying\noutline drawings similar to those which have been furnished in the past\nby the National Association of Audubon Societies, but in smaller size, at\nvery low cost, because of the fact that the plates are paid for by the publication of Nature Magazine.\nWithin the next year we thus expect to be\nable to publish leaflet material on seventy-two subjects.\nAs far as our\npresent plans go, these will comprise a set of twelve common insects—the\nplates of which appear in the July issue of Nature Magazine—twelve\nwestern birds, most of which have not heretofore been covered by any\nleaflets, and twelve mammals.\n‘The size of each individual picture is such\nthat it can be cut out and pasted on the ordinary field notebook page such as\nthat of the notebook issued by the Comstock Publishing Company.\n‘The\ndescription, or life history, appears upon the back of the colored plate, but\ncan be copied by the child on the notebook page below the picture. This,\nwe are informed, is a desirable plan from the point of view of making the\nchild prepare his own notebook. The association will also furnish outline\ndrawings to exactly match each color plate. These are for hand coloring\nby younger children. Suggestive questions and further material will appear\non the back of the outline drawing for use by teachers or for copying by\nthe child onto a second page of his notebook.\nThe colored plates with\naccompanying outline drawings are being made available by the American\nNature Association at less than one cent apiece.\nThe American Nature Association has also recently undertaken to a\ncertain degree the preparation and distribution of educational nature\nmotion pictures.\nWe have not yet, however, been able to work out a\nplan for lending these to individual schools.\nDuring the winter season\nwe have three lecturers connected with the association continuously in the\nfield—William L. Finley, Guy C. Caldwell, and Howard H. Cleaves.\n\n"} {"page": 634, "printed_page": null, "text": "NATIONAL\n\n630\n\nEDUCATION\n\nASSOCIATION\n\nMotion pictures have also been used for educational purposes at the association’s recent exhibit on Central Pier, Atlantic City, where continuous\npictures have been shown with splendid results, judging by the number\nof teachers who have visited the exhibit with their classes. Other educational exhibits of this character have been maintained by the association\nat the convention of the Department of Superintendence of the National\nEducation Association in Washington; at the Educational Exposition in\nNew York; at the recent Outdoor Life Exhibition in Chicago; and at\nother places.\nThrough the American Tree Association, which is affiliated with the\nAmerican Nature Association, there has been made available in the past\nyear to teachers several publications having to do with trees and forestry.\nThe most outstanding of these is the Forestry Primer which condenses\ninto a few pages, illustrated with pen and ink cartoons, the whole story of\nforest destruction and forest use, with an outline of what forest conservation means.\nOver four hundred thousand copies of the Forestry Primer\nhave been distributed during the last few months. ‘The association hopes\nto get out in the near future a special school “‘project’”’ edition of the\nForestry Primer.\nOther publications of the American Tree Association\ninclude a free bulletin on town forests and their application to local conservation problems.\n\nNATURE\n\nSTUDY\n\nIN OPEN\n\nAIR SCHOOLS—ABSTRACT\n\nJESSIE H. SICKELS, OPEN AIR SCHOOL, ROCHESTER, N. Y\nIt is a self-evident fact that nature study is an essential part of the curriculum of every school, and if this is true of the normal school, how much\nmore is it true of the school filled with children physically below par!\nThe children in open air schools are not sick enough to be in bed, nor\nyet well enough to be in a regular grade room.\nIt is not difficult to be\nvery sick; it is when one is half sick or half-way well that time hangs\nheavily about his shoulders, and he worries about his imaginary ills, or he\nbecomes listless and indifferent to life and’ living. The problem of the\nopen air teacher is to avoid just these conditions. A child in the open air\nschool must become physically strong, and strongly health-minded.\nHis\nmind must be kept so occupied that he has no time to worry, and his days\nso filled that he has no time to miss the violent athletic games which are\nforbidden him. The three R’s fill a large place, but here is the opportunity\ntor the teacher who loves the great outdoors to inculcate that same love\ninto the souls of his pupils. Parents willingly cooperate in anything which\ntends to make for health and happiness of their children, there is less\nanxiety about “making the grade,” and the teacher is practically free to\nmake his own course of study.\nHere too is an opportunity to drive home the lesson in democracy, nature\nis a great leveler. These children represent all classes, and nature affords\n\n"} {"page": 635, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n631\n\na common interest, a pleasant rivalry which unites them into the most\nwholesome kind of friendship. It is not unusual to see the bright, capable,\nintelligent child explaining insects to the timid, frightened child from a\ncongested settlement district ;for we find it true that those whose lives are\nspent far from the open fields fear and distrust the simple things of nature\nwhich are sources of pure delight to the more fortunate children.\nIn the open air school the relations between teacher and pupil become\nmore intimate than anywhere else, thereby affording an excellent foundation whereby the child becomes acquainted with his own life-history. It is\na very simple thing to tell a group of children that the eggs of that beautiful\nPromethea moth will probably not hatch, as there has been no male to fertilize the eggs. Is it immodest?\nNo, it is just natural. Will those children ever make wrong use of knowledge thus gained, or pass it on in an\nunclean manner, or be betrayed into telling smutty stories? I doubt it.\n‘Their interest is not in the sex of those moths, but in their development\nthrough their different stages.\n\nNATURE\nEMMA\n\nSTUDY IN THE HAWAIIAN\nDAVIS, TERRITORIAL\n\nNORMAL\n\nISLANDS—ABSTRACT\n\nSCHOOL, HONOLULU,\n\nHAWAII\n\nWe have in the islands 240 schools, with 2181 teachers and 64,916 pupils.\nSixty-five of the schools with 462 teachers and 9872 pupils are private institutions.\n“The other 175 schools are public and have a total of 1719\nteachers and 55,044 pupils. ‘The nationality of the pupils is prevailingly\nOriental as can be seen in the accompanying table.\nRace\n\nNo. Pupils\n\n(anv aitans seem ake. teert\nree ete Sh8iS)\nPart-Hiawatiian ones.\nn0.) ee 5,596\nAnglo-Saxon aceite, oes\n1,816\nSpamishterrts\ntie ac cee\ncies wees\n315\nIPOTtUS UCSC\nrae Gree «alesse\n5,704\nPOL OM IRICAT) tener chers|ior\nobs ke bate yete 1,043\n\nRace\n\nNo. Pupils\n\nCHINCSE ce tear ns Ger ea eae s 55270\nJapanese?\nVOL Aware\nnena 28,363\nKoreanwug\nhan. agai\nease. oe:\n1,032\nFilipinos fa.eesten anand\nmaneeee\n1,945\nOther sts) asic Bg hoped eenaeadusec\n582\n\nMROta Incite. shores creators 55,044\n\nLife in the Hawaiian Islands is essentially agricultural and rural. ‘The\nproduction of cane sugar and pineapples constitutes the occupation, either\ndirectly or indirectly, of the major part of the population. ‘The sugar and\npineapple industries are owned and controlled by a very small proportion\nof the population and the bulk of the rural population is made up of\nplantation laborers, who live in the quarters called “plantation camps”\nThe rural schools\nthat are provided for them by the plantation owners.\nare the schools located in these camps for the most part. Relatively few\nof the rural schools are in localities independent of the plantations. I do\nnot have the figures showing the proportion of enrolment in the rural and\nurban schools.\nNature study is on the program of all the public schools both rural and\n\n"} {"page": 636, "printed_page": null, "text": "632\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncity in grades 1 to 4 inclusive; agriculture is taught in grades 5, 6, 7, 8,\nand 9, and is elective in the high schools.\n\nThe private schools, also, include nature study in their courses and several offer agriculture in the junior and senior high schools.\nWhile we have a rather comprehensive program of nature study we likeNaturally\nwise have many serious obstacles to carrying out that program.\nthere are in the Hawaiian Islands considerable numbers of what are sometimes spoken of as “tourist teachers’’—those who come to spend a year sightseeing. Personally I think their influence on the schools is ultimately wholly\ngood. They bring in new ideas and new methods, and their experiences are\nusually wider than those of teachers born and educated in the islands.\nBut they find themselves distinctly handicapped when they are expected to\nteach nature study. The plants and animals of their new environment are\nentirely unfamiliar to them; weather conditions are different; the rocks\nand soils may even be unlike those they have been accustomed to. Under\nsuch conditions the trained teacher turns at once to the literature dealing\nwith the thing he is unacquainted with. In Hawaii the literature of the\nnatural environment is disappointingly meager and so technical that the\naverage teacher is unable to make use of it when he has access to it. Of\nthe teachers native to the islands many are familiar with the materials\nwhich constitute the stuff of nature study but their knowledge is in most\nAs I see it the\ncases unorganized and is often shot with superstition.\ngreatest need of those who are to teach nature study is a book written expressly for the schools of the Hawaiian Islands and dealing with the material peculiar to that region. Nature study books are plentiful enough\nI am now\nbut none that I have seen are fitted to conditions in Hawaii.\nengaged in collecting material which I hope to offer to the teachers of the\nHawaiian Islands in printed form in the near future.\nI must acknowledge indebtedness to the Bishop Museum in Honolulu,\nthe various experiment stations and to the University of Hawaii for ready\nand courteous assistance at all times.\nI have spoken of the differences between the flora and fauna of the\nislands and that of other parts of the United States.\nLét me mention\nsome of the outstanding instances.\nI might enumerate the plants and\nanimals that are the common forms there but to most of you their names\nwould be of little interest.\nInstead I shall speak briefly of those which\nare common here which do not occur there. It is interesting to note that\nthe only amphibians which are found are introduced frogs. True, I have\nseen one individual toad during my five years’ stay but I have looked in\nvain for salamanders. There are no snakes of any kind, and no squirrels.\nNaturally the trees are practically all different from the trees of the\ngreater part of the United States, as are the smaller plant forms.\nI miss\nthe delicate wild flowers that mark the early spring in the east.\nIndeed,\nthe change of seasons with all the attendant variations of plant and animal\nlife, and all the changing activities which accompany them is almost wholly\nlacking. Consequently the nature study program is very much the same\n\nthroughout the year.\n\n"} {"page": 637, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n633\n\nI would like to be able to report that provision is made for careful and\nadequate supervision of the nature work in all the schools of the islands\nbut unfortunately we are in the same position as the majority of the\nschools in the United States. We lack the necessary funds. We do reach\nmany of the schools through the normal school and we are gradually extending our service to teachers out in the field through the medium of\nlate afternoon classes and correspondence. We hope in the near future to\nhave an appropriation which will enable us to make personal visits to the\nschools to organize extension classes among the teachers. We expect also\nte have published a series of nature study leaflets for use in the schools.\nNature study is required of the students in the normal school who are\ntraining to be teachers in the primary grades. The work is offered in the\njunior year and is a three-hour course in both semesters.\nEmphasis is laid\nupon the methods of teaching nature study in the schools, the use of nature\nstudy materials and nature study literature. At present considerable attention must be had to giving the students an acquaintance with the subjectmatter of nature study but we hope to more and more get away from that\nphase and to deal more with the problems of teaching. We try to impress\nupon the girls in training that whether they teach in a fishing village or on\na sugar plantation their part in the nature study field is to help the children to understand and appreciate their environment.\nElementary agriculture, or school gardening is offered to the students in\nthe normal school who elect to be teachers in the intermediate grades.\nThere are also courses in agriculture for the students who will become\nvocational teachers. Much attention is given to school gardening throughout all the islands.\nOn the whole, Hawaii’s nature study program compares very favorably\nwith the programs of other parts of the United States.\n\nNATURE\nANNA\n\nSTUDY\n\nBOTSFORD COMSTOCK,\n\nAS I SEE IT—ABSTRACT\nPROFESSOR\n\nUNIVERSITY,\n\nOF NATURE\n\nITHACA,\n\nSTUDY, CORNELL\n\nN. Y.\n\nFor a quarter of a century nature study has been a part of the curriculum\nin many schools; and now we are able to look over the field and see, at\nleast in part, where this education in natural environments leads. It has\nmany paths, and no one school with which we are acquainted has set the\nfeet of its pupils marching along them all.\nFirst, nature study leads the child to a realization of the value of truth.\nThe first experiences he has in observing living things is a training in seeing the truth and in telling it.\nIn this day of frenzied hurry and speeding autos there is the path that\nleads to the quiet fields and woods, and thus introduces them to the companionship of the birds, the little animals, the plants, and the trees in which\nthey will find quiet and rest.\n\n"} {"page": 638, "printed_page": null, "text": "NATIONAL\n\n634\n\nEpUCATION\n\nASSOCIATION >\n\nOne path leads to a true understanding of plant life, its adaptations, its\nstruggles, and its means of success.\nA branching path leads to the trees. There is something in a tree that\nappeals to those who understand it.\nThe study of animal life also has many bypaths. First of all there comes\n‘The\na knowledge of the adaptation of creatures: to their environment.\nthe\nto\nout\nlead\nthat\npaths\ncreates\nzoo\nor\ncircus\nthe\nin\nanimals\nof\nstudy\ngeography of the world, from the arctic regions with its seals and bears\n‘to the tropic jungle with its lions and tigers and monkeys.\nAll the paths in the fields and woods will cultivate in the child an\nunderstanding of the laws of nature and the beauty of the universe. An\nappreciation of the beauty in the many pictures that nature paints for us\neverywhere is an asset to happiness, and to spiritual uplift. However, the\npath that leads to the stars most of all helps the growth of the spirit and\nwidens the spiritual vision.\n\nTHE\n0.\n\nE.\n\nUSE\n\nOF\n\nUNDERHILL,\n\nTHE\nEDITOR\n\nQUESTION IN\nTEACHING\n\nGENERAL\n\nAND\n\nOF\n\nSCIENCE\n\nSALEM,\n\nMASS.\n\nNORMAL\n\nMANAGER\nSCHOOL,\n\nSCIENCE\n\nQUARTERLY,\n\nSTATE\n\nThe question and answer method of presenting material is the most .\nuseful in the teaching of general science to pupils of junior high school age\nand younger. ‘This type of teaching is the oldest known, but it still has its\nplace for the development of new ideas through stimulating the pupil to\noriginal thinking.\nIts misuse is the using it solely as a means for determining the amount of factual knowledge retained by the pupil of some\npreviously assigned lesson. “The pupil should be led by means of question,\nfrom things about which he is familiar, to the new ideas. “This familiarity\nmay be gained’in three ways: (1) experience; (2) demonstrations by\nteacher or pupils, or by laboratory work; (3) assigned reading.\nBy far the greater part of the questioning should be based on the pupil’s\neveryday experience. “The aim is to train the pupil to. ask questions of himself, that is, he is taught to think. The scientific method of procedure is\nto gather facts, formulate a theory to explain these facts, and then test the\n\ntheory with all other known facts. This is what we teach the child to do\nwhen we teach him to draw conclusions as to the principles and laws underlying his environment by a study of the environment.\nBy this means the\npupil is led to his own conclusions, rather than made to learn scientific\ntheories and rules, a process which often becomes mere memory work, without any real thinking. This method applies to the problems of life as well\nac those of science classroom. The man who makes the most correct decisions based on the facts he has at hand makes the biggest success. We say\nhe is a straight thinker.\nWhile the major object is to teach the pupil to think straight, he is at\nthe same time given certain information about his environment which will\n\n"} {"page": 639, "printed_page": null, "text": "DEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTION\n\n635\n\nbe of use to him later in life either directly or through its cultural value,\nand through an appreciation of the part played by science in the development of our civilization.\nVarious points in the effective use of the question were illustrated by\nextracts from a series of dialogs between teacher and pupils written by Mr.\nUnderhill which have been published in the General Science Quarterly\nfrom time to time during the past two years. In illustration of a lesson\ntime, a model clock was demonstrated, which can be assembled before a\nclass to show the principles involved.\n\nTHE\nN.\n\nPLACE OF CLASS EXPERIMENTS IN AN\nTARY PHYSICS COURSE—ABSTRACT\nHENRY\n\nSCHOOL\n\nBLACK,\nOF\n\nASSISTANT\n\nEDUCATION,\n\nPROFESSOR\n\nHARVARD\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nELEMENGRADUATE\n\nCAMBRIDGE,\n\nMASS.\n\nBy class experiments I mean lecture experiments or demonstration experiments as distinguished from individual laboratory experiments.\nWhat I\nhave to say about physics instruction applies equally well to our elementary\nchemistry instruction in both schools and colleges. ‘This sort of experimental work in which both teacher and student cooperate to develop the\nsubject by solving some real problems together is not novel but in recent\nyears has been crowded out by laboratory experiments, by numerical problems, and especially by the multiplicity of new topics demanding attention.\nIf one judged the present status of such work by the number of demonstration experiments which are described in our modern textbooks, we\nshould conclude that the average physics teacher did at least 100 such experiments in the course of a year with apparatus which costs in toto from\n$500 to $1000.\nBut from the reports of summer-school students, from\nsurvey reports, and from personal observation, I conclude that less than\nhalf this number of class experiments are attempted, that the high schools\nexcept in large cities lack equipment, and that the teachers are wofully\nlacking in the time and the experience needed to do this work successfully.\nWhat can we do about it? First, urge the apparatus dealers to make\nbetter, more modern apparatus and scrap their obsolete stuff. Second, urge\nteachers to take account of stock, repair the broken apparatus when worthwhile, learn to use more effectively what apparatus they now have, and\nbuild up progressively their equipment. Third, urge our teachers colleges,\nschools of education, and the departments of education in our largest cities\nto offer training courses for science teachers in which to practice the technic of class experiments, to test out thoroughly new apparatus, and to learn\nthe use of simple tools in the construction and repair of apparatus. Fourth,\nsend our most promising science teachers abroad to study in Germany,\nFrance, and Switzerland what facilities such as storerooms, apparatus, and\nbooks are needed for effective class experiments and, what is most difficult\nto describe, to observe the art of using this apparatus.\nMy own experience and all the recent statistical studies in this field\n\n"} {"page": 640, "printed_page": null, "text": "636\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nshow that class experiments are valuable and in fact necessary in our science\nteaching to arouse the pupil’s interest,to keep the teacher alert, and to give\nscience its rightful place in the school curriculum.\nSECRETARY'S\n\nMINUTES\n\nTuesday, June 29, 1926\nHa.or A. Webb, secretary of the Department, was unable to be present owing to\nsickness in his family, so C. E. Baer was elected secretary pro tem.\nS. R. Powers elected chairman of the nominating committee.\nMoved, seconded and carried that the officers for the coming year be instructed\nto bring in at the next meeting a plan for a more permanent form of organization\nfor the Science Department.\nS. R. Powers, reporting for the nominating committee, placed the following\nnames in nomination:\n\nPresident—Hanor A. Webb, Head of the Department of Chemistry, George\nPeabody College for Teachers, Nashville, Tenn.\nSecretary—Francis D. Curtis, Assistant Professor of the Teaching of Science in\nthe School of Education of the University of Michigan and Head of the Department of Science in the University High School at Ann Arbor, Michigan.\nThe report of the nominating committee was accepted, and no further nominations being made from the floor, the secretary was instructed to cast a unanimous\nballot for the election of these officers.\nThe secretary then declared these officers elected.\nMeeting adjourned at 4:20 P. M.\n\n"} {"page": 641, "printed_page": null, "text": "Department of Secondary School Principals\n\n"} {"page": 642, "printed_page": null, "text": "Y\n\n\\HE\n\nDEPARTMENT\n\nOF\n\nSECONDARY\n\nSCHOOL\n\nPRINCI-\n\nPALS was organized in Topeka, Kansas, in 1886\nunder the name of the Department of Secondary Instruction.\nSee Proceedings 1887: 395.\nAnticipating the proposed merger of the National\nAssociation of Secondary School Principals with the\nNational Education Association, the name of the De-\n\npartment has been changed to the Department of\nSecondary School Principals.\nThe officers of the\nDepartment of Secondary School Principals for the\nyear 1926-27 are: President, Charles Edwin Keyes,\nPrincipal, Oakland High School, Oakland, Calif. ;\nVice-President, Eugene Kile, Principal, High School,\nOilton, Okla.; Secretary, Margaret Durkin, 1824\nPittston Avenue, Scranton, Pa. Facts relating to the\nestablishment of this Department and the record of\nmeetings are found in earlier volumes of Proceedings\nas follows:\n1887: 395-442 1895:579-635 1903: 429-486 1911:555-657 1919: 195-204\n1888: 403-433 1896:557-619 1904: 473-536 1912:663-765 1920: 209-230\n1889: 499-533 1897:644-699 1905: 423-479 1913:469-499 1921: 667-678\n1890: 615-655 1898:664-700 1906: 633-637 1914:445-488 1922: 1267-1293\n1891: 617-687 1899:601-818 1907: 521-710 1915:723-753 1923: 861-880\n1892: 332-373 1900:428-453 1908: 577-667, 1916:517-574 1924: 775-802\n1893: 177-242\n1894: 743-794\n\n1901:565-604\n1902:455-492\n\n1909: 479-522° 1917:253-284\n1910: 443-533\n1918:177-189\n\n1633]\n\n1925: 450-477\n\n"} {"page": 643, "printed_page": null, "text": "PRACTICAL\n\nPROCEDURE IN CHARACTER EDUCATION\nIN HIGH SCHOOLS—ABSTRACT\n\nC. V. COURTER,\n\nPRINCIPAL,\n\nFLINT\n\nHIGH\n\nSCHOOL,\n\nFLINT,\n\nMICH.\n\nae PARAMOUNT problem in public school administration today is the\n_ acquiring of a technic for the development of moral character in the\nnation’s future leaders. ‘The waning influence of the typically overindulgent American home and the bald fact that statistics show an army\nof 27,000,000 Protestant youth uninfluenced by any church indicate just\nhow vital the problem is and makes its solution increasingly imperative.\nIt is the purpose of this paper to describe the very crude beginnings of\ncharacter development technic in the field of high school administration.\nCharacter development as a school program requires the development in\nstudents of a state of mind appropriate to right conduct and the making\nhabitual through the provision of proper living experiences a state of conduct appropriate to right ideals. ‘The development of a mental state appropriate to right conduct is the work of the morale technician. ‘The making\nhabitual a state of conduct appropriate to right ideals is the real essence of\ncharacter training. [The former, however, is prerequisite to the latter.\nIn embarking upon a definite program of character development, therefore, the school administrator needs to proceed along four lines. First, he\nmust develop a technic of morale control. In other words, he must apply\nscientific principles to the development of a mental state appropriate to\nright conduct. Second, he.must formulate methods of disseminating moral\nconcepts throughout his student body, which tested by the student in his\nschool activities and found workable, become in the student’s mind moral\nconvictions.\n‘Third, he must furnish the student with practice in living\ntypes of experience that are real, not artificial, that present problems in\ngroup conduct that the student by his own efforts in cooperation with his\nfellows can at least partially solve and which appear to him desirable of\nsolution.\nFourth, he must provide a program of activities in which the\nstudent can make choices of conduct in keeping with his moral convictions.\nThe foregoing sketches briefly the viewpoint upon which a program of\ncharacter development is being carried forward in the Flint high school.\nWhat follows describes the nature of our activities under the four heads\njust enumerated.\n1. As to the control of morale—For character development group morale\nis of especial significance. It results from the fusion of individual mental\nstates into a group mental state vastly different from the mental state of\nany individual in its group, but at the same time it exercises a powerful\n\ninfluence upon the individual mental state. Key individuals exercise disproportionate amounts of influence upon the group.\nSelf becomes submerged.\nIndividual effort becomes cooperative effort, the individual’s determination to do his part culminates into a mass determination to carry\nthrough, individual understanding of self and self appreciation develop into\n[639]\n\n"} {"page": 644, "printed_page": null, "text": "640\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nunity of understanding and mutuality of appreciation and sympathy, the\nindividual’s feeling of fitness for the task at hand gives rise to a sense of\nsolidarity of strength and purpose in the group.\nCertain measures may be taken in every school to promote morale. Such\nmeasures are:\n1. Stimulation of pride in the school.\n2. Arousing interest in morale among teachers,\n3. Development of enthusiasm, cooperation, unity, and good fellowship.\n4, Increasing school contentment of students by careful attention to adjusting the\nstudent to his level of ability through proper grouping.\n5. Correction of bad influences in the school as ascertained from teachers and\nkey students.\n\n6. Association of the principal with community organizations to secure their\nsupport of the school’s activities.\n7. Relations with the press in complete cooperation with reporters to secure\nexploitation of incidents and facts helpful to morale and to prevent the publication of distorted facts harmful to the school.\n8. Interaction of the student with the community.\n9. Special attention to: a. Freshmen; b. Foreign born students; c. Negro students; and d. Personal problems of boys and girls by dean of boys and dean of\ngirls.\n\nIt is absolutely essential that the student be in complete harmony with\nhis school environment if the school is to have any measure of success in the\ntraining of his character. This is well illustrated by the following problem\nin moral control.\nFor a number of years the senior class had been given wide privileges\nand numerous concessions in the raising of funds for a three days trip to\nthe Niagara Falls. “This became the supreme interest and the one aim of\nall senior classes. It absorbed the energies, the best ability, and the leadership of the class. At the same time it was essentially a selfish project. The\nprincipal, therefore, with the approval of the majority of the faculty, as\ntactfully as possible, suggested to some of the leaders of the class that the\npractice ought to be discontinued.\nAbout fifty percent of the class were disturbed. The principal realized\nthat here was a mental state that is highly contagious.\nIn certain individuals the instinct of constructiveness which had begun to function in elaborate planning of the organization of the class for the raising of funds and\nthe anticipatory conduct of arrangements preceding and during the trip,\nwas interrupted in its operation.\nThe difficulty is almost entirely the result of the interruption of the natural operation of basic instincts and the exercise of traits peculiar to adolescence. Such interruption of instincts naturally results in a discontented\nstate and puts the individual seriously out of harmony with his environment.\nThe problem must be treated immediately to check the spread of the contagion. ‘The principal called a meeting of the senior class at the earliest\npossible moment.\nIn addressing the class, since so many strong instincts\nwere affected, he must, to be effective, arouse other instincts in the class,\nand sublimate those instincts that have been denied satisfaction.\nIn other\n\nwords, the strong feelings that had been attached\n\nto the instincts already\n\n"} {"page": 645, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n641\n\noperating must be fastened to a new object and the instincts allowed to continue operating toward satisfying new desires. If possible new instincts\nshould be excited.\n2. The development of moral convictions—Our problem is to present to\nthe student the proper social concepts and allow him in contact with the\nopinion of his fellows and through his school experiences to formulate his\nown opinions. Our plan for doing this is the following:\nThe school is administered upon a six sixty-minute period day. Each\nstudent has four periods of class work per day, one period in the library or\nstudy hall and one period in which he alternates between the gymnasium\nand special activities.\n“The special activities are organized into what we\ncall a social arts department.\nEvery student must be in an activity group\nof some kind in this department during his entire high school career. Each\nof these groups contain approximately fifty students.\n‘They meet every\nother day, giving three sixty-minute meeting periods one week and two\nperiods the next week.\n“I‘wenty minutes are devoted at each meeting of\nthese groups to group discussion of moral topics. [hese topics are presented in what have come to be known as auditorium lessons.\nOne of these lessons is discussed by each group each week. ‘The teacher\nplays no part in the discussion except to stimulate it. He offers no personal\nopinions. He knows the conclusions that the students are expected to formulate because he is supplied with these conclusions in advance. He seeks\nmerely to guide the discussion toward the correct conclusions.\nA high\norder of team work results. ‘The desire to be of service to the school develops rapidly and becomes practically universal.\nLessons are developed around a general topic for each semester.\n“The\nrange of topics for one semester will suffice to illustrate how the general\ntopic for a semester is covered. ‘The following are the separate topics discussed in the 10th grade, second semester, under the general head of ‘“The\nstudent’s relation to the school organization”’ (specific)\nThe student’s contribution to the life of the school:\n1. In the classroom\n2. At the games\n3. As a member of a team\n4. At the parties\n5. In the assemblies\n6. In the study hall\n7. In the library\n\n10.\n11.\n12.\n13.\n14.\n15.\n16.\n\nIn the corridors\nIn the homeroom\nIn special activities\nAs a member of the Student Union\nAs a member of a class\nAs a member of a club\nIn the 8th hour\n\n8. In the gymnasium\n9. In the cafeteria\n\n18. Before\n\n17. At the inter-class sing\nand after school\n\n‘There is a moral idea in each lesson which when brought to the surface\nby the student in discussing phazes of his school life becomes to him his own\nidea. When it is held in common with his fellows it becomes a moral con;\nviction.\nBecause this work has developed in the senior high school and has not\nyet found its way in the junior high schools of our city, it 1s, as yet, unsupported by the systematic teaching in the grades immediately below of\n\n"} {"page": 646, "printed_page": null, "text": "642\n\nNATIONAL\n\nEpuUCATION\n\nideals of a more elemental nature.\n\nis upon social ideals.\n\nASSOCIATION\n——\n\n‘The emphasis in the senior high school\n\nMy own conception of the nature of the ideals that\n\nshould be taught in the junior high school in a fashion similar to what has\nbeen described is as follows:\n7th grade—Ideals associated with one’s physical and material welfare,\ncovering such matters as health, safety, thrift, etc.\n8th grade—Ideals associated with one’s moral and spiritual welfare,\ncovering such topics as honesty, truthfulness, industry, service, etc.\n9th grade—Ideals associated with one’s personal relations with other\nstudents, teachers, and adults, covering such items as helpfulness, courtesy,\nconsideration, respect for age, etc.\n3. Practice in living types of experience—Having given attention to adjusting the individual to his environment and maintaining him there in as\ncomplete harmony with his surroundings as possible, and having provided\nfor his acquiring certain indispensible viewpoints and attitudes and a body\nof ideals, our next problem is to furnish him with experiences of a nature to\ngive him practice in living. The high school must become a cooperative\ncommunity of young Americans engaging in most of the activities of community life. It must be a real community in the fullest sense of the term\nwith real community activities which it conducts and real community problems which it attempts to solve. “The modern progressive high school is\nrapidly becoming such a community.\nIn keeping with this thought we have organized a student union as the\nbasis upon which is built the community life of the school. Membership in\nthis organization is voluntary..\nNevertheless it is almost universal.\nTo\nparticipate in any of the activities of the school outside the classroom the\nstudent must be a member of the student union.\n‘The dues are $1 per\nsemester. All activities are activities of the school community free to all\nmembers of the community. ‘Thus the school community or student union\nmember attends all athletic contests, school parties, plays, operettas, debates,\netc. without charge. “The school community is governed by a set of school\nofficers and a council which in turn is divided into special commissions each\nhaving charge of some phase of the school community’s activities. The\ncouncil is made up of one representative from each group in the social arts\ndepartment. ‘The following are typical activities of the school community:\nThe conducting of assemblies, the maintenance of a system of corridor\nguards, the supervision of automobile parking and traffic on the school site,\nthe direction of noon-day recreation, the sale of candy, hot-dogs, popcorn,\nthe profits of which go into the school community’s treasury, the. control\nand supervision of social activities, etc.\nThere are certain vital principles that must be operative in this type of\ncommunity activity:\n1, The idea must prevail that allegiance to the. school community is primary\ni\nand class and club allegiance secondary.\n2. The idea must prevail that all concessions are the property of the school\ncommunity.\nWhen a special group sells anything at a football game for instance\n\nthe group acts as agents for the student union.\n\n"} {"page": 647, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n643\n\n3. Students must be allowed to solve their community problems with a minimum\nof direction from teachers.\n4. There must be a teacher advisor for every undertaking and in charge of every\ngroup.\n5. Students must be made to feel that the school is their school to make or mar.\nThe teachers are their co-workers. The whole is a strictly cooperative enterprise.\n6. A school bank is a necessity.\n7. The annual receipts and disbursements of such a community organization\nmay aggregate in a large school as much as $50,000. First class business methods\nand excellent business management must prevail.\n\n4. Activities for training in conduct—The setting up of a community\norganization for practice in living purposes does not in itself solve the problem of training all students in proper conduct.\nIt furnishes the medium\nthrough which all individuals may gain certain community attitudes and\nto some individuals endowed with initiative and capacities for leadership,\nit furnishes avenues for the development of these abilities, but just as in\nthe adult community, there are large numbers of people who play no active\npart in the community life so in the school community large numbers will\nnormally be passive spectators. We need a plan, therefore, that systematically organizes as part of the required work of the school universal participation in activities designed to furnish training in conduct.\nTo meet\nthis phase of the total problem we have in the Flint high school activity\ngroups organized in what for lack of a better term we have called the\nsocial arts department, mention of which has already been made.\nThe\nthought behind the organization of these groups, since the purpose is training in conduct, is community service. ‘The groups are self administrating.\nThe teacher in charge of each group acts merely as advisor. The technic\nemployed by the teacher is that of the successful executive secretary of community associations. A program of work, standing committees, an executive\ncommittee, special committees, committee reports, is the general method of\nwork,\n‘The activities themselves are in the nature of school community\nprojects all looking to the improvement of the life and tone of the community. The following indicate the nature of the groups and the projects\nthey participate in:\nThere are two poster groups.\n“These groups make posters advertising\nactivities, promoting the theme of special weeks by appropriate slogans, etc.\nThere are four service groups, each performing some service such as the\nhall guard service, the traffic service, the library service, and miscellaneous\nservice. “These groups are also promotional groups.\nThere are four dramatic groups. “These groups concern themselves with\nfurnishing good school community entertainment.\n\n"} {"page": 648, "printed_page": null, "text": "NationaL Epucation\n\n644\n\nTHE PROBLEM\n\nOF INDIVIDUAL\n\nASSOCIATION\n\nCAPACITIES—ABSTRACT\n\nH. M. CORNING, SUPERINTENDENT OF SCHOOLS, TRINIDAD, COLO.\nWithin a comparatively few years our thinking along the lines of classifiFormerly we\ncations and pupil progress has been completely changed.\nto follow\nthem\nof\nall\ngrouped children largely by age and we required\ned ourcongratulat\nWe\nthem.\nfor\ndevised\na course of study which we had\nschool\nOur\nprocedure.\nour\nof\ns\nthoroughnes\nthe\nand\njustice\nthe\nselves upon\norganization was sound, indeed, we argued, for all were treated alike.\nThe fact that many children failed to be promoted only strengthened our\nconfidence, for these fatalities proved that the standards of our schools\nwere high and that we were vigorously impartial in holding all children\nto those high standards.\nGradually, however, our calm was disturbed by the realization that the\nnumber of these failures was overwhelmingly large. “The situation was\ncarefully studied in many places and educators were amazed to learn that\nnearly half of the children were over age for their grade and that many\ndropped out of school each year because they were unable to keep up the\npace. Almost simultaneously with this discovery came the realization that\nin every classroom there were some children who completed each day’s\nassignments with no apparent effort. They led the group, but they accomplished this so easily that we began to fear that the tasks assigned them\nwere not sufficiently difficult to require any real mental exertion.\nThen came the rather general use of intelligence tests in our schools.\nFrom the results of these tests we learned that by nature children differ\nin capacity to learn.\nSome could learn but little, others had unusual\ncapacities, while the majority were of average ability.\nWhen this truth was established, education was confronted with the\ngreatest challenge in its history. How shall we make the schools fit the\nchild? How can we best accommodate these children of widely differing\ncapacities?\nIt would be interesting, if time permitted, to review the various types\nof school organization which were presented to meet; this challenge. To\nprevent the continuance of the lock-step type of procedure by making\nschool organizations more flexible, many devices and types of reclassification\nwere tried. The semi-annual promotion plan, the Cambridge plan, the\nBatavia plan, the Pueblo plan, the Dalton plan, the Winnetka plan, the\nspecial promotion plan, the many flexible grouping plans all were devised\nto meet the need for differential education. While no one will claim that\n‘any one of these plans fully and adequately provides for individual differences in capacity, all will agree that each of them is an improvement over\nthe old type of classification. They all mark the happy tendency in modern\neducation to consider the needs of the individual instead of the group.\nMeritorious as all of these plans are, however, a weakness more or less\ncommon to all of them may be demonstrated.\nThey all recognize individual differences in that they permit children to progress through the\n\n"} {"page": 649, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n645\n\nschools at varying rates of speed.\nThey operate upon the theory that\nsome work slowly while others work rapidly. This is splendid, but does it\ngo far enough? The use of intelligence tests has taught us that some work\nmore rapidly than others and, furthermore, that some can ultimately learn\nmore than others.\nThis paper argues, therefore, for a type of school organization which\nrecognizes that some children by reason of native limitations can never\ncomplete successfully the normal course of study, while others are of such\nunusual capacity that they receive little stimulus and mental exertion by\n,pursuing a curriculum which would be sufficiently difficult for children of\naverage ability.\nIf individual differences are to be adequately provided\ntor we must do more than recognize that some children can progress\nmore rapidly than others. We must provide a course of study for those\nof less than average ability which will be so limited in scope and extent\nthat the less fortunate can successfully perform the daily tasks assigned\nthem, and that with reasonable effort they can progress normally through\nthe schools year after year. On the other hand, we must so enrich the\ncurriculum for the brilliant students that a degree of effort is required of\nthem which is commensurate, at least, with that required of the average\nand dull groups.\n‘There should be no quarrel over the type of organization which will best\nserve as a medium for carrying on this differential education.\nSome will\nargue for individual instruction, others for ability grouping.\n‘The argument is unnecessary, however, since the type of organization is of secondary\nimportance. ‘The end should be to furnish differentiated courses of study,\nsuited to the capacities of the individuals. It matters but little whether instruction in these courses be furnished to individuals or to groups that\nare homogeneous as to ability.\nBecause it is desired to present this paper from the standpoint of practical\nexperience rather than from theory, the discussion which follows deals\nmainly with the ability grouping plan with differentiated courses of study.\nTo avoid the theoretical also, it is necessary to refer to the experiences\ngained with this type of organization in the schools of Trinidad, Colorado.\nThis is done with no thought of claiming that we have more skilfully\nhandled the problem than have others.\nWe are very mindful of the\nsplendid work that has been done along this line elsewhere.\nWe are\nkeenly mindful, too, of imperfections in our plan. All we claim is that\nwe are more definitely regarding the welfare of the individual than we\ndid before our schools were reorganized.\nThis group is more interested in the work as applied to high school\nstudents.\nHowever, the operation of the plan through the grades so\ndefinitely changes the high school problem that it is necessary to refer\nbriefly to the grade school reorganization.\nThe schools of Trinidad were reorganized four years ago with intelligence as the basis of all classifications.\nFrom the kindergarten through\nthe high school there are three distinct tracks.\nChildren were assigned\n\n"} {"page": 650, "printed_page": null, "text": "646\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nto these tracks on the basis of IQ, with mental age the basis of assignment\nto grades. The tracks are designated A, for the dull children, B, for\nthe average children, and C, for the superior children. Although in theory\nthe classifications are permanent, in practice they are not, since it is sometimes necessary to change students to higher’ classifications. “The groupings\nare so flexible, however, that these transfers can be made with little\ndifficulty. Generally, students who enter the first grade on the “A” track\nare promoted to the same division of the second grade and so on through.\nThe widely differentiated courses of study for these tracks were devised\nnot according to anyone’s theory but by the actual performance of the,\nThe first year no courses of study were followed but teachers\ngroups.\nof “A” divisions were instructed to limit the work and progress as slowly\nas was necessary. The “C” division teachers with the aid of supervisors\npushed their brilliant students rapidly and supplied additional material of\nmany sorts by way of enrichments. As a result of this year of experimentation, tentative minimum essentials were set for work in the various\ndivisions of each grade. “Thus the minimum essentials of these courses,\nestablished by actual classroom procedure, provide work that dull children can do, and require sufficient additional material to keep the brilliant\nchildren busy in the performance of profitable tasks.\nThe limitation of ‘‘A”’ division work and the enrichment of “C”’ division\nrequirements start in the first and continue through the eighth grades.\nStudents completing the eighth grades are promoted to the high school but\nin varying degrees of preparedness for high school work.\nFor example,\nin the eighth grade the ‘“‘A”’ divisions in arithmetic complete the work\nordinarily found in fifth and low sixth grade courses and are promoted to\nthe high school on the completion of those simple requirements.\nThe\ncourses in the other subjects are similarly limited.\nOn the other hand,\nthe “C” divisions completely cover grade school arithmetic in the seventh\ngrade and spend the time ordinarily given to arithmetic in the eighth\ngrade studying general science. ‘Their preparation in the other subjects\nis similarly broadened and enriched.\nThe ‘“B” divisions complete the\nusual course of study, but their work is more thorough and complete\nbecause they have not been obliged to wait for the dull ones nor to he\nconstantly overshadowed by the brilliant ones.\nFrom these three tracks, then, students are entering the Trinidad high\nschool each year. Obviously, the high school must adjust its courses to the\nindividual differences in ability and preparation.\n\nTHE PROBLEM OF INDIVIDUAL CAPACITIES—ABSTRACT\nWILLIAM A. WETZEL, PRINCIPAL, SENIOR HIGH SCHOOL, TRENTON, N. J.\nThe problem of individual differences among secondary school pupils\ninvolves differences in aptitudes for different curriculums and differences\nin capacity to master subject-matter in the same curriculum.\nThe solution of the problem of differences in aptitudes for different\n\n"} {"page": 651, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n647\n\ncurriculums is limited partly by the educational facilities furnished by the\ncommunity.\nThe problem of differences in capacity to master subject-matter in the\nsame curriculum confronts every administrator regardless of the character\ncr the number of curriculums offered.\nThe solution of this problem is theoretically simple, if one will take the\ntrouble to resolve the problem into its elements.\nThe first step is to get a measure of differences in ability to master\nsubject matter.\nSince a book is the fundamental tool of instruction, it\nseems reasonable to suppose that a measure of reading ability is a good\nindex to differences in capacity to master subject matter in the same\ncurriculum.\nIn the Trenton senior high school, the correlation between\nreading ability coefficients and academic ratings was found to be slightly\nhigher than the correlation between I. Q.’s and academic ratings. ‘The\nchief advantages of reading ability coefficients are that they are easily\ndetermined and can be openly used.\nThe second step in the solution of this problem is to arrange the course\nof study so as to make a differentiation according to ability possible.\nTeachers have been too apt to think that the solution of the problem of\nvarying capacities begins with homegeneous grouping.\nVariation of work\nis possible even without homegeneous grouping, provided the course of\nstudy outlines such variation:\nThe third step is to evaluate the parts of the course of study in terms\nof scores, so that progress in the achievement of the course of study may be\nreadily measured.\nThe fourth step is to place the rating of the pupils on a scientific basis,\nso that pupils themselves can see the relation between their ratings and\n\ntheir achievements.\nFinally a plan must be provided by which pupils will be inspired to\ntheir best efforts.\nThe ratio between accomplishment and capacity becomes a measure of\neffort, best only when accomplishment and capacity are stated with some\ndegree of scientific accuracy. When this ratio is unity, the pupil is making\nnormal effort. It is possible to plot these ratios graphically, so that pupils\nmay readily find their own effort rating. Such an effort chart has been\nused to advantage in the Trenton senior high school.\nThe problem of differences in capacity involves not only an adjustment\nby which pupils with low capacity may “get by,” but also an adjustment\nby which pupils of high capacity may be held to high attainment,\nThe public school has too long been a device to educate all to the common\nlevel of mediocrity.\n\n"} {"page": 652, "printed_page": null, "text": "648\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\nTHE INDIVIDUAL\nA. J. STODDARD,\n\nSUPERINTENDENT,\nBRONXVILLE,\n\nMETHOD\n\nBRONXVILLE\n\nPUBLIC\n\n:\nSCHOOLS\n\nN. Y.\n\nUpon what fundamental principle is the individual method based?—\nA generation ago we knew that boys and girls differed widely in ability.\nToday, we realize, as a result of accurate measurement, just how wide is\nAmong high school students of the same chronological\nthis variation.\nage it is not at all unusual to find a range of six years in ability to acquire\nsubject-matter. To complicate the matter further the same student often\nThe\nvaries considerably in his ability among the different subjects.\nindividual method is based upon the fundamental principle that time of\nlearning, on the one hand, and amount or quality of learning, on the other,\ncannot both be made constants for a group of high school students. “The\nclass method makes time the constant for most of the students and neces-\n\nsarily varies amount and quality. If this variation were in addition to\nthe minimum that should be required of all and did not result in “partMoreover, this process of\nlearning’ it would not be so objectionable.\nadjusting learning to varying ability is based upon the theory that each\nstudent will partake of what goes on in the class according to his ability,\nwhich is not borne out by the facts. “The individual method chooses the\nminimum amount or quality of learning as the constant for all, letting time\nbe the variable.\nUnder this plan, adjustment of additional requirements\nbeyond the minimum essentials of the subject are made according to varying ability and not left to chance absorption.\nWhat is the essential difference between the operation of the individual\nand class methods?—The essential feature of the individual method is\nthat of the individual and personal check-up of each and every student.\nEven though he may study with a group, or acquire some of his facts,\nknowledge or skills from class conference or otherwise, the testing of\nwhat he has attained is an individual matter.\nThe essential feature of the class method, as it is generally used, is the\nclass recitation. ‘The following criticisms can be made legitimately of the\nusual class recitation:\n1. As a testing device the recitation is ineficient because of lack of time to\ntest adequately what every individual student has learned.\nUsually the students\ntested are those that didn’t need the testing.\nTesting the class as a whole has\nvery little value.\nMoreover, testing in recitation provides little opportunity to\nremedy difficulties as revealed by the testing because this must be done individually\nif done efficiently.\n2. As a teaching device the class recitation is inefficient.\nIt is based upon a\nchild’s acquiring knowledge through listening as a member of a group.\nWe\nusually have no assurance that an individual student is giving attention as a\nmember of a group—that he is “tuned in” to what is being broadcasted by either\nthe teacher or a fellow-student.\nEducation is in proportion to the amount of\neffort or energy that is expended by the learner and the best assurance that\neffort is being expended by the learner comes from his doing something himself.\n7:\n\n"} {"page": 653, "printed_page": null, "text": "DEPARTMENT\n,\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n649\n\nEducation is a matter of growth from within and does not come through a “pouring into” process.\n3. The value that is claimed for the usual class discussion is not as great as it\nis said to be. Usually but a few take part in the discussion and it is so mixed\nwith testing that but little is gained from it. Much of our class discussion under\nthe Class Method is what it has been characterized, “Forensic exchanges of\nignorant opinion”!\nOne is led, frequently to doubt the forensic part!\nWhatever\nvalue there might be in class discussions is preserved in the group or class conferences that are held under the individual method.\n\nWhat is the relationship of the pupil to his work under the individual\nmethod?—Under the individual method every attempt is made to throw\nmore responsibility onto the student and to make him feel that his school\nwork is his and not the teacher’s job. A pupil soon finds out that unless\nhe puts forth all the effort of which he is capable he makes very little\nprogress.\nUnless he does his work day by day he does not succeed, but\nhe is not brought face to face with the fact in just the same direct way\nand as constantly as he is under the individual method.\nIf the schools\nof America can bring boys and girls to a realization that each one of them\nis responsible for his own progress and success, that unless he does his work\nday by day he will find his next day’s tasks “staring him in the face,” that\nno one else will do his work for him, and that he must actually complete\none task before he goes on to another, perhaps the biggest lessons of all\nwill have been taught.\nWhat is the function of the teacher under the individual method?—\nThe individual method makes the progress of each and every student the\nmeasure of the efficiency of the work of the classroom.\nIt changes the\nteaching process from that of pouring education into the student to that\nof providing a classroom situation and other materials that are favorable\nto the best learning on the part of the student. ‘Thus the teaching becomes\na means to learning by the student, which is the end of all the process. It\nrecognizes the principle that education is dependent not so much on how\nmuch the teacher does or says but how much the teacher can get the student\nto do that is worthwhile.\n‘The student gets his own education—it is not\ngiven to him—which is more nearly in accordance with life as he will\nmeet it.\nHow is the progress of the pupil determined and what is the function\nof testing?—According to the individual method as it is usedin Bronxville, subject-matter is divided into its larger parts constituting “goals” or\n“objectives.” Assignments are written, covering these goals or objectives.\nDifferent parts of the assignment are given one or more “unit” values.\nA “unit” is the part of an assignment that would be accomplished in the\nnormal amount of time on that subject in a day by a normal pupil. When\nthe student has completed an assignment he is given “practice tests” which\nare diagnostic in nature. “These tests are corrected by the student according to answer sheets that are so keyed as to indicate what he is to study\nif he has not fully completed the part of the assignment covered by the\ntest, or are reviewed with the teacher who points out or assigns what\n\n"} {"page": 654, "printed_page": null, "text": "650\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nfurther work must be done, as revealed by the test. He may take several\ndifferent forms of practice tests on a particular part of the assignment\nbefore he completes it, although usually he takes a succeeding test over\n\nonly the part that he missed on the preceding test. After the teacher and\nstudent are convinced that the student has qualified himself for the final\nJust as with the practice\ntest over the assignment, it is given to him.\ntests, the whole or parts of the final test may have to be taken several times.\nWhenever the final test is passed completely, the student is given the next\nassignment in the subject. One subject is not made to carry any other\nsubject and a student will progress in one subject as rapidly as he can if\nhe does not slight his other subjects as far as proportion of time is concerned. If he does get behind schedule in a subject he is required to give\nit special time at the close of the day.\nW hat personal contact has the pupil with the teacher under the method?—\nDuring the time that the student is progressing through the assignment\nhe may have one or more personal conferences with the teacher. ‘This device of a personal conference has proved one of the most valuable in use\nwith the method. ‘The student seeks the conference and the teacher talks\nover with him his problems, difficulties, and progress.\nAlso, the personal\nconference offers excellent opportunity to test the student on what he has\naccomplished. It affords the teacher an opportunity to give the student’an\nappreciation for the subject that is not possible in the broadcasting class\nmethod.\nDo the class and the teacher meet together?—Class conferences are held\nat least twice a week in each subject, and may be held oftener if needed.\n‘These conferences are quite different from the usual class recitation. All\ntesting is omitted because it has been done so much more efficiently through\nthe method outlined above. ‘They offer opportunity for review and summarizing and are used extensively for that purpose. Also they are used for\nspecial .reports, special discussions, oral English, and group matters that\nare of especial interest to the whole group and in which the whole group\ncan participate. They are often economically employed for the purpose\nof anticipating processes that are to be involved in future assignments.\nlt is during these conferences that purposes may be initiated and projects\ncarried on, giving rise to social values that might be lost during the more\nindividual work on assignments.\nHow does the pupil’s school day differ under this method?—According\nto the plan, students pass from one laboratory (a room where a pupil\n\nstudies) to another at will, the only exception to this being when a particular room is in use for a conference or is filled to capacity. A student\nmay stay as long as he wishes in a particular laboratory, with the exception\nthat he must meet his class conferences when they occur.\nOf course, the\nstudent is guided in all of these matters. Our students have shown surprising progress in their ability to plan efficiently their day’s work.\nWhat means are employed to keep track of the use of a pupil’s time and\n\nhis progress?—Each pupil has a time card on which he plans his work at\n\n"} {"page": 655, "printed_page": null, "text": "DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n651\n\nthe beginning of each day. On this card he records the use of his time\nduring the day, indicating where he studied each subject and how much\ntime he put on it. His progress is recorded on a graph card which shows\naccurately to anyone just what has been accomplished. The method does\nnot necessitate any extensive or complicated machinery but is quite simple\nin its operation. ‘The use of the time card enables the teacher to help the\nstudent grow in the use of his time and also to direct the use of his time\nif that is necessary.\n\nWhat phase of the use of the individual method sometimes causes students and parents to object to it?—It will be noted that a student is required to complete one assignment before he goes on to another—not just\n“pass.” [his causes the progress of many of the students to seem to be\nquite a little bit slower than under the class method.\nBut, really, it is\njust the opposite, Because all pupils are reciting together in a class does\nnot signify by any means that all of them are up to that point. The fact\nthat it is necessary for a student to really master his subject-matter as he\ngoes along is one of the greatest significance and importance.\nIt is this\nrequirement that meets with most objection on the part of many students\nand their parents.\nThey are so accustomed to the evils of the class method that they do not\nsee them as such but rather look upon the attempt to correct these evils\nas constituting the only evil. Under the class method, the pupil sits with\nthe same class day by day unless he fails at the end of the semester or the\nyear. Only asmall percent of the pupils fail and then only when conditions\nare very serious.\nIt is difficult to get parents and pupils to realize that,\neven though they all stay together and appear to be together, they are\nwidely apart—far more widely apart than if some of them were allowed\nto “pass” on to the next grade while others were to fail. Under the individual method a large number of the pupils seem to be “behind”’ and the\nparents of these pupils are constantly confronted with that fact. It is a\nsource of discomfort to them and the issue is a daily one instead of once\nor twice a year. Parents and pupils must be slowly and patiently shown\nthat when a pupil is doing the work of which he is capable there is no cause\nfor complaint on the part of either parent or pupil and that it is only under\nsuch conditions that real progress is being made.\nUnder the requirement of completion of work, a student may not always be ready for regents’ or college board examinations when he or his\nparents think he should be. A student is certified as eligible for regents’\nor college board examinations in a particular subject when he has completed all of the assignments that make up that subject. While it may\ntake many students a longer time to get ready for their particular examinations, the records they make are higher, and the mortality lower.\nWhat are the principal problems that confront us in the use of the\nmethod?—-The direct problem that has caused most of our work and study\nup to date has been that of the assignment. There is still a tendency for\nthe assignments to be too complicated and to require as a minimum for all\n\n"} {"page": 656, "printed_page": null, "text": "652\n\nNaTIONAL EpucaATION ASSOCIATION\n\nIn other words, our assignwhat should be the maximum for many.\nfor all with enriched and\nessentials\nminimum\nthe\nrequire\nments should\n\nThe\nextended requirements for those that are capable of doing more.\nindividual method will not function really until both the rate of progress\nand the subject-matter required is adjusted to each individual’s capacity.\nWe are not interested in students completing their high school courses in\nless than four years, but we are attempting to get each pupil to work\nmore nearly to his capacity.\nPerhaps the biggest problem under the individual method is the biggest\none under the class method—that of getting boys and girls to work each\nday according to their capacity. Under the individual method this problem\nabsolutely must be solved or the method will fail to receive the support\nthat it should. When it is evident to all that the student is making no\nprogress something must be done about it. Under the class method this\nstudent could be “failed” but under the individual method something\nmust be done, either to get the student to do what he is capable of doing,\nor, if he is already doing that, to adjust curriculum materials to him so\nthat he can make progress. “The individual method makes it possible for\nus to deal directly with the fundamental problems that confront boys and\ngirls in their development.\nAfter using the individual method for three years what are some of the\nresults that are being attained?—Most of our students are studying harder\nand more earnestly than before.\nIt is too early to tell definitely whether\nor not they are learning more than before, although results so far are\nencouraging.\n‘There is no question but that many of our students are\ngrowing in their ability to plan their own time efficiently and in their\nwillingness and desire to assume responsibility for their work.\nBoth our\nstudents and our teachers, because of the assignments, know more definitely\nwhere they are going than they did before. Students work constantly with\ntheir subject purposes in mind—in fact, they cannot do their work unless\nthey keep their purposes in mind, constantly. Teachers plan their work\nmore carefully than ever before and know more about what each student\nis accomplishing.\nThe teachers are beginning to assume, as the measure\nof the effectiveness of the work, the progress that each student makes—\nthat is, how far he goes from where he is. The question is not so much\nas to where he is but as to how far he gets from there.\nIt is surprising to learn that there is an immense, untapped source of\nmotivation in the acquiring of facts, knowledge, and skills if the task is\nclearly, definitely and concisely set before the student in terms that he is\nable to understand and within the reaches of his ability to master. A great\ndeal of our necessity for motivation of our school’ work has come about\nfrom the procedure by which we expected the student to learn. We have\nbeen doing too much for the student and not expecting enough of him.\nIt is surprising how quickly he demonstrates that he is eager and willing\nto accept responsibility if he is asked to assume it. From the kindergarten\nthrough college, boys and girls have been told instead of being allowed to\n\ndo for themselves.\n\n"} {"page": 657, "printed_page": null, "text": "Department of Social Studies\n\n"} {"page": 658, "printed_page": null, "text": "HE DEPARTMENT OF SOCIAL SCUDIES was formerly\nthe National\n\nCouncil\n\nfor the\n\nSocial\n\nStudies\n\nand was created as a Department of the National Education Association by the Board of Directors at the Indianapolis meeting of the Association in\n1925. The officers of the Department of Social Studies for the year 1926-27 are: President, Bessie L.\nPierce, Associate Professor of History, Iowa State\nUniversity, Iowa City, Iowa; Vice-president, R. O.\nHughes, Vice-Principal, Peabody High School, Pittsburgh, Pa.; Secretary-Treasurer, Edgar Dawson,\nProfessor of History and Politics, Hunter College,\nNew York City; Corresponding Secretary, Mary V.\nCarney, Teacher of History, Central High School,\nSt. Paul, Minn.\n\n1654]\n\n"} {"page": 659, "printed_page": null, "text": "MAKING\n\nANNA\n\nTHE\n\nCONTRIBUTION OF THE SOCIAL\nEFFECTIVE\n\nL. LINGELBACH,\n\nPROFESSOR\n\nOF\n\nHISTORY,\n\nPHILADELPHIA,\n\nM\n\nTEMPLE\n\nSTUDIES\n\nUNIVERSITY,\n\nPA.\n\nY EXPERIENCE has been with three types of college students. For\none year of the war I lectured to Bryn Mawr girls—probably as\nfine a group of young women intellectually as can be found in the\ncountry. Since then, at Temple University, I have come into contact with\nvery different but no less interesting classes. In this great, live institution\nwith its enrolment of over 10,000 students I have had on the one hand the\nstudents of teachers college, on the other, those of the school of commerce.\nThe latter have been my especial problem. ‘These many young men and\nfew young women, studying finance, business administration, journalism,\nand kindred subjects, most of them working their way through college\neither wholly or in part, looked askance at history when it was introduced\ninto the curriculum. The Bryn Mawr girl gives her instructor a sense of\nresponsibility in training for leadership; the teacher, as a student, makes one\nfeel the unlimited multiplication of one’s best efforts when passed on to\nothers, but the students of the school of commerce have constituted a peculiar challenge. ‘To use their own terms, how could the social studies be\nsold to them?\nI believe that the first value of the social studies lies in the orientation\nafforded through these subjects. History provides that orientation in regard to the past; geography, economics, sociology, and political science in\nregard to the present.\nHistory is, indeed, as H. G. Wells has called it, “the great adventure\nof mankind.” Ages, races, and nations, have played their part in human\ndevelopment; each has contributed toward our heritage of today. What\nCarlyle called “the mighty tide of thought and action” has been rolling on\nits majestic course.\n“The details furnish the working material of the\nscholar; on the other hand the general laws of progress, the main lines of\ndevelopment, are what should concern the ordinary student, with limited\ntime at his disposal. ‘Today it is scarcely necessary to add that in such a\nsurvey, political history should not be paramount.\nAll the great streams\nof human progress should not be charted. ‘Thousands of years lie between\nthe rude drawing on the cavern walls of Spain and southern France and\nthe masterpieces of Michaelangelo and Raphael, years that marked man’s\nslow and painful evolution from the reindeer age to that of modern times.\nWhat is true of painting is just as true of architecture, religion, literature,\ncommerce, the rise of universities, the growth of cities, the development of\nindustry and the rise of nationality. All are part of man’s past experience\nand each has contributed to the accumulated culture of today.\nIt is not enough, however, to give a student something of the historical\nbackground of the world in which he lives. ‘The other social studies are\n[655]\n\n"} {"page": 660, "printed_page": null, "text": "656\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nalso essential to an understanding of the present. Geography explains the\nEconomics teaches the\nrelationship between man and his environment.\nly or by group\nindividual\nwhether\nliving,\na\nmake\nmen\nwhich\nby\nprocess\nactivity. Sociology deals with society as made up of interrelated groups,\nProblems of population, immigracarrying on interdependent activities.\nof education, come within the\neven\ncrime,\ntions, public health, poverty, and\nscience deals with law, with\npolitical\nFinally\nsubject.\ngreat\nthis\nscope of\neovernment, with all the manifold activities of organized states and with\nthe international relationships of these states.\nThus through the social sciences the student should understand clearly\nthat the present has developed from the past through an unbroken line of\nhistorical continuity, and at the same time he should be brought into a\ncloser and more conscious relationship with the community, the state, and\nthe world within which he lives.\nKnowledge is not enough however.\nOur students should not only assimilate culture, but should also be ready to make their own contributions\nto life. The nature of these contributions, and their value, can be determined largely by the teaching of the social studies.\nVocational efficiency should be increased through the linking up of one’s\nparticular work with life as a whole. ‘This is not only true of the teacher,\nthe minister, the doctor, and the lawyer, but also of those who work with\ntheir hands. As a college girl I heard Robert Collyer, who had been a\nblacksmith in his younger days, but had come to be one of the most famous\npreachers of his day, tell of the honest pride he still had in the wrought iron\ngates he had made half a century before, and that would be standing long\nafter he was gone. On at least one student’s mind an indelible impression\nwas made of the dignity of labor.\nMore and more, however, is the average person finding that a normal\nday’s work leaves a considerable margin of strength and leisure. ‘The use\nof this surplus energy and time, we are trying to teach through the social\nstudies.\nThere is a theory of education today that calls itself new, though it is\nas old as human history. It is that which insists upon self-expression and\npersonal liberty regardless of the best interests of the community.\n‘This\nwas the spirit of the man with the club in prehistoric days, that has found\nform in more recent years in the supreme egotism of Artzibashev’s ‘“Sanine,”\nor of Nietsche’s “Superman.”\nThere surely was never a time when the need was so great for a training in citizenship that will combine the highest happiness of the individual,\nwith the highest good of the community.\nNot only is democratic government imperilled by stupid indifference and selfish greed, but our civilization\nitself is in danger.” American institutions are not a mushroom growth.\n‘They are a precious heritage, the slow result of long and difficult struggles\nfor freedom. Yet one of the most experienced leaders of reform in Philadelphia told me the other day that he believed it would be difficult to carry\na closely contested election in Pennsylvania with the expenditure of less\n\n"} {"page": 661, "printed_page": null, "text": "DEPARTMENT\n\nOF SOCIAL STUDIES\n\n657\n\nthan a quarter of a million dollars and that this would be honestly spent,\nmost of it in hiring so-called watchers to get out the vote! We have to be\nurged, and even led to the polls! The Russian government of today is\nfrankly founded on class warfare and the brutal merciless extermination\nnot only of so-called capitalists but of intellectuals as well, for, according\nto some of their leaders, intellectual supremacy is just as dangerous to the\nproletariate as is the capitalistic. Yet a distinguished European professor,\na Communist leader, told me last summer that such extermination is a necessary step in the progress of civilization! Millions of lives were sacrificed\nin a so-called attempt to make the world safe for democracy.\nYet one\nEuropean nation after another has been establishing dictatorships.\nEven\nFrance has scarcely veiled her demand for a strong man.\nSelfishness, indifference, and ignorance are everywhere the foes of democracy. Too often\nit has become a choice between despotism and misgovernment.\nMeanwhile\nfew Americans return from Italy without praise for Mussolini. Why?\nAmerican educators have gathered here this week from the entire nation\nto discuss our public school system and all possible means for its betterment,\nyet the current issue of one of our magazines has a leading article on “New\nHorrors in Warfare,” that includes in its discussion, not only the perils\nof the submarine and aviation, but also of the compounding of war gases\nthat will make masks of no avail, and of the germ study for war uses that\nis going on night and day. Compare our own attempts to educate our\nyoung people with these hideous plans for their future destruction. Doesn’t\nit make us feel that we may not be fully facing our problems?\nIs it not\nplain that material things have too much prominence in life? “That mechanical inventions, industrial exploitation, and commercial rivalries, have\noutrun the development of spiritual forces. We have multiplied our human\ncontacts by overcrowding our cities and bringing together the peoples of\nthe earth. Our papers tell us in never-ending editions of an outbreak in\nChina yesterday, or of some French criticism of America, made a few hours\nago.\nMeanwhile we are not taking enough trouble to get one another’s\nviewpoint, to develop the basis for better understanding, to instil and motivate the ideals that will make for a higher type of individual responsibility.\n1 am therefore filled with a keen sense of responsibility as I face these\nstudents of mine in the school of commerce.\nAgain and again they confess to me personally, a liking for history never experienced before. “That\nis something to the good, but it is not enough. When they graduate from\ncollege will they carry with them the knowledge, the training, and the ideals\nthat will make them good citizens? Will they take with them into the\nbusiness or professional world the enthusiasm and the desires that will lead\nthem to give their best?\nIf training\nThe answers to these questions really lie with the teacher.\nnone too\nis\nbest\nthe\nthen\ndemocracy,\na\nof\nduty\nfor citizenship is the first\n\ngood in the way of instruction. Money as spent is the finest type of inIt is the teacher who not only strikes the keynote of the classsurance.\n1oom, but who also supplies much of the dynamic force that becomes trans-\n\n"} {"page": 662, "printed_page": null, "text": "658\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nrouted into the mental images and spiritual concepts of the student. The\nteacher of social studies becomes a creator in a way, by taking the dry dust\nof facts and breathing into them the breath of life.\nSome of us are still convinced that teachers are born and not made, but\nwe know that the born teacher is made better by training. Training not\nEspecially\nmerely in pedagogy, if you please, but in general culture.\nshould the teacher of social studies not only specialize in one chosen field\nbut also acquire as extensive a knowledge as possible of allied subjects.\nThe teacher of history, for instance, should also know much of geography,\nand political science, and something at least of economics and sociology.\nNext to the teacher in importance comes the printed materials. Whether\nthis be textbook, illustrative sources, or collateral reading.\nIn following\nout the theory that the past should be made to live again, I have had great\ndifficulty in finding desirable textbooks.\nIn one course I actually changed\ntextbooks every year in the attempt to get what I wanted—that. is good\nbook making, accuracy, fairness, and proper emphasis, presented with lifelike presentation. Some of the best collateral reading I have found in the\nYale chronicles. Several of these I have used as texts, especially Farrand’s\nFathers of the Constitution and Corwin’s John Marshall.\nBiography\nshould have a large part in the teaching of the social studies. I have little\nsympathy with the recent tendency to besmirch and belittle great men.\nLet us not indulge in maudlin sentimentality.\nOn the other hand let us\nadmire and honor the noble traits that have led men onward in the march\nof human progress.\nHere again is the force of personality.\nAny young\nman is richer in experience, for instance after reading the life and letters\nof Walter Hines Page. The popularity that makes best sellers of biographies in recent years is cause for congratulation to those interested in social\nstudies.\nKnowledge is too apt to be bookish, cut and dried. Knowledge is of true\nvalue only when it is the tool of a trained mind and sound character and\nlike other tools is only used effectively when it is used with a will.\nPeople are slightly moved by knowledge.\nOn the other hand feelings\nand emotions are the guiding forces of most of the action of mankind.\nIs\nit not a special function of the social studies to train these feelings and\narouse these emotions?\nHugh Walpole has recently said that the present generation is too clever\nto believe in God, and too stupid to have heroes. For whatever of truth\nthere may be in this statement the teacher of social studies is partially responsible. We have life itself as our subject-matter, life in all its varied\nforms of human activity and human relationship.\nNormal youth turns\ninstinctively to energy, action, and vitality. Why give a stone when we\ncan give bread?) Why make of truth a poor drab creature when it has been\nvibrant and pulsating through the ages? The vanity box of a dancing girl\nof ancient Carthage, or the student life of. Medieval Pans show the sameness of human nature yesterday and today. Self-sacrifice becomes a living\npresence in the person of a Livingtone or a Chinese Gordon; loyal devotion\n\n"} {"page": 663, "printed_page": null, "text": "DEPARTMENT\n\nOF SOCIAL STUDIES\n\n659\n\nto country in Abraham Lincoln; and enthusiasm for civic righteousness in\nTheodore Roosevelt.\nIt may be old fashioned to talk about faith and loyalty, devotion to duty,\nand courageous self-sacrifice. But these are the fundamentals of progress,\nthe means by which the physical and material world has been dominated\nby the mental and spiritual in the past, and will have to be in the future.\nI believe that they can be taught through the social studies and that through\nthese subjects we have today in the public schools the normal school and the\ncollege an extraordinary opportunity to teach the knowledge, to give the\ntraining, and to inculcate the ideals that develop the finest individual and\ncommunity life.\n\nMAKING\nEDGAR\n\nTHE\n\nC. BYE,\n\nCONTRIBUTION OF THE\nEFFECTIVE\nHEAD\n\nOF\n\nTHE\n\nDEPARTMENT\n\nOF\n\nSCHOOL,\n\nCOATESVILLE,\n\nPA.\n\nSOCIAL\n\nSOCIAL\n\nSTUDIES\n\nSTUDIES,\n\nHIGH\n\nI am going to address myself chiefly to the third of the trio of questions\nwhich have been proposed for our consideration today. As to the first,\n“How should the social studies benefit our pupils?” I may reply with the\nassertion which is so pregnant with meaning to every teacher, “I know the\nanswer, but I can’t say it.’’ As to the second, “Are they doing what they\ncought?”\nI am willing to admit, for the sake of argument and in order\nthat I may continue my speech, that they are not. Mea culpa is a healthy\nstate of mind for a teacher to be in—when he is not in the classroom.\nThe third question, “How can they do their work better?” is a challenge. It is a challenge to everybody from the state superintendent down\nto the classroom teacher and all may contribute to its solution.\nI am\ngoing to suggest five ways in which I think the social studies may become\nmore effective. If I seem to deal too largely with the problem of curriculum construction in what follows, it is because I am interested in this field\nas a student of education and because the day-by-day work of the classroom\nteacher is so vitally interrelated with the curriculum. A curriculum, like\na constitution, should not be merely a legal or historic document, but a live\nthing made alive by the constructive daily use of it by teachers in meeting\nconcrete situations. The Constitution of the United States is not just so\nmany pages of fundamental law struck off by the Constitutional Convention, ratified by the states, and printed with notes in the back of the history\nbooks. It is that document as it has been constructively used by five generations of statesmen, and others.\nMy first suggestion is that we must have a more definite statement of\nIt involves the first quesobjectives. This is no doubt a commonplace.\ntion on our program, to which I admitted I knew the answer. You know\nthe answer, too. You know and I know what the social studies should do\nfor our pupils, but we have been dodging the real difficulty too long by\nassuming omniscence.\n\n"} {"page": 664, "printed_page": null, "text": "660\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nWe seem to be agreed that the ultimate object of the social studies is\n\nthe development of social effectives; that is, of units in the social group\nwho have a sense of responsibility for intelligent and adequate reactions\nto their social environment, in order that the environment may be progressively modified while the unit is itself in process of objective realization\nTo quote Spencer, “The ultimate man will be\nthrough self-expression.\none whose private requirements coincide with public ones. He will be that\nmanner of man who, in spontaneously fulfilling his own nature, incidentally\nperforms the functions of a social unit; yet is only enabled so to fulfil his\nown nature by all others doing the like.”\nThis statement of ultimate aim means that the social studies curriculum\nmust be of such a character that the boy or girl who has finished the course\nwill be prepared to participate intelligently and adequately in the social\nrelationships and activities of life. But we are still dealing in generalities.\nHere let us begin the descent to the concrete. What are the social relationships and activities of life? A classification of these will obviously furnish\nus with a set of secondary objectives. We may begin with the cardinal\nprinciples or Bonser or Bobbitt or make our own classification of the activities of man. If we make our own, we may restate our major objective\nmore definitely as follows: Fitness to participate in (1) domestic activities, (2) vocational activities, (3) citizenship activities, (4) general social\nactivities, (5) religious activities, (6) intellectual activities, (7) esthetic\nactivities.\nWe may now speak of the domestic objective, the vocational\nobjective, the citizenship objective, the general social objective, the religious\nobjective, the intellectual objective, and the esthetic objective. I shall not\npause to defend this grouping, since I am not here trying to answer the\nquestion, “How should the social studies benefit our pupils?” but only\nattempting to suggest the need for a more careful analysis and a more\nprecise statement of objectives.\nWhatever classification of human activities we begin with, we must next\nrealize that fitness to participate in each of these activities will result from\nthe building up of certain appreciations, attitudes, habits, and skills. These\nappreciations, attitudes, habits, and skills can be built up through certain\ncontrolled experiences and the acquisition of certain knowledges which\nmake these experiences intelligible.\nOur problem is then twofold: (1)\nWhat are the necessary appreciations, attitudes, habits, and skills in each\nfield?\n(2) What are the experiences and knowledges which will contribute most effectively to building up these appreciations, attitudes, habits,\nand skills in children?\n\nThe solution for the first part of our problem must be arrived at through\nthe cumulative efforts of state superintendents and supervisors, college protessors and students of education, principals, and classroom teachers, pupils,\nand their parents. Much research is now going on. Professor Tryon in\nthe May number of the Historical Outlook provides the latest summary\nfor the high school. As the work proceeds, objectives must be stated and\nrestated with increasing clearness not only by educational theorists but by\n\n"} {"page": 665, "printed_page": null, "text": "DEPARTMENT\n\nOF SocraAL STUDIES\n\n661\n\nthe classroom teacher for himself as he approaches each new year of work\nand each new day dedicated to the realization of some objectives, however\nvaguely discerned.\nMy second suggestion, dealing with the second part of the problem just\nstated, is that the materials of instruction must be selected to satisfy the\nobjectives. Too often elaborate statements of objectives have been made\nand equally elaborate courses of study appended to them, but the courses\nhave been based on tradition and have had little or no relation to the prefixed objectives. Professor Tryon, in the recent article already referred to,\nexpresses a doubt whether this method of setting up specific objectives and\n\nthan seeking subject-matter to satisfy them is practical and sees certain\nhandicaps which he says, “seem unovercomable.”\nHowever, the experience\nwith this method now being gained by the various committees of the North\nCentral Association which are using it will serve to demonstrate its practicability or impracticability. There can be little doubt that if the method\nshould prove practical, the work of the social studies will be greatly improved by having materials definitely selected for the purpose of realizing\nobjectives.\nIn the selection of materials, experiences should come first, and afterward\nsuch socially valuable information as may be needed to make the experiences\nintelligible and point the way to enlarged meanings and wider interests.\nIn most curriculum making, the informational content, based upon tradition or adult notions of what the child ought to know, has been chosen\nfirst and the activities or experiences introduced as a teaching device to\nmake the dose more palatable.\nIn witness whereof, examine any of the\nrecent history texts with their predigested chapters followed by lists of exercises, problems or activities. The experiences of pupils may consist in (1)\nparticipation in home, school, and community life, (2) the solution of\nproblems, (3) discussion.\n‘The informational content may be acquired\nthrough (1) observation, (2) hearing, (3) reading. Since the social studies cannot make the total and only contribution to the realization of many\nof the objectives, other than strictly social studies material will, of course,\nhave to be included in the social studies curriculum content.\nAssuming that a method can be devised for selecting materials of instruction so that they will satisfy the objectives, the next step is to organize the\nmaterials in such a way that the organization will contribute to the same\nI believe that the organization of\nThis is my third suggestion.\nends.\nMy main point here\nselection.\ntheir\nthan\nimportant\nless\nno\nmaterials is\nis that the objectives should not be lost sight of when the work of organization begins. If our major objective is social fitness, and it can be analyzed into various types of fitness, each of which is to be developed through\nthe acquisition of certain appreciations, attitudes, habits, and skills, which\nare the result of certain controlled experiences, supplemented by certain\nsocial valuable knowledges, then it follows that, in organizing these experiences and knowledges into a graded system, we must arrange our material\nso as to provide in each grade for an appropriate degree of progress toward\n\n"} {"page": 666, "printed_page": null, "text": "662\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsocial fitness of the various types. As I see it, this means that formal organization along traditional subject lines, from the point of view of the\nThe historian, for example, organizes his\nspecialists, will be inadequate.\nmaterial with a major objective in view, but his major objective is not the\nThe historian has accommajor objective of the social studies teacher.\nplished his purpose when he has achieved a faithful reconstruction of the\npast (perchance an interpretation).\nThe social studies teacher has accomplished his purpose when he has contributed adequately to the training of\na socially effective individual.\nIf we are really aiming at this objective,\nand not at that of the subject specialist, how can we teach history as history, economics as economics or civics as a description of government or\ncommunity?\nI am advocating, as you see, a unified social studies course.\nThe fourth necessity, if the social studies are to do their work better,\nis a teaching technic definitely designed to realize the objectives.\n“Iwo\npoints claim attention here. ‘The first is that a qualitative as well as a\nquantitative difference in technic is necessary for children of varying mental\ncapacities, whether they be grouped according to ability or not. It is not\nenough to select and organize subject-matter, on the basis of the interests\nand needs of children, so that it will tend to increase their social fitness,\nbut the subject-matter must be taught so that various types of children of\nvarying mental ages and degrees of social maturity will be accelerated along\nthe proper paths for them toward the degree and kind of fitness of which\nthey are capable. ‘The second point is that the method must be adapted to\nthe nature of the subject-matter being used, or to put it another way, the\nsubject-matter must be so manipulated that the objectives will tend to be\nrealized by the use of it. No particular method is here advocated as best.\nThere are times for socialized recitations, projects, supervised study periods,\nlectures, textbook recitations, Dalton plans, laboratory methods, and all the\nrest. While the curriculum may suggest the best methods at certain points,\nhere is where the classroom teacher has the greatest opportunity for creative work—a chance really to be an educator and not merely a time-serving\nholder of classes. In order to be creative the teacher must at no time lose\nsight of the ultimate objectives.\nMy fifth and final suggestion for improving the contribution of the social\nstudies is that adequate methods need to be worked out for determining to\nwhat extent the objectives have been realized.\nIn other words, we need\ntests and measures, formal and informal, which will show us objectively\nwhether or not we have arrived, not merely at some goal, but at the goals\ntoward which we were aiming. At present, no satisfactory answer can be\ngiven to the question, ‘‘Are the social studies doing what they ought ?” because of the lack of such measures.\nj\nIn short, to sum up, we do not know just how the social studies ought\nto benefit our pupils nor do we know whether they are doing it. We have\n\nbeen going forward on a great adventure of faith, trusting that the result\nwill be “somehow good.” Perhaps it has been, perhaps not. We hear much\ntalk today about the sickness of society and salvaging civilization.\nNot\n\n"} {"page": 667, "printed_page": null, "text": "DEPARTMENT\n\nOF SOCIAL STUDIES\n\n663\n\neveryone is agreed that this is the best of all possible worlds nor even that,\nwhatever may be wrong with Europe, the heart of the American people is\nsound. At least there is a difference of opinion on the subject. It has been\nsaid that the difference between learning golf and motoring is that at first\nin golf you hit nothing and in motoring you hit everything. .It is hard to\nsay which we have been doing in the social studies. The one thing we can\nbe sure of is, that whether the teaching of the social studies has as yet made\nany appreciable contribution to civilization or not, there is unquestionably\nstill a possibility of doing our work better. May I remind you that I have\nsuggested five avenues toward improvement?\nA more definite statement of objectives.\nSelection of subject-matter to satisfy these objectives.\n\nOrganization of subject-matter so as to satisfy these objectives.\nA teaching technic which will satisfy these objectives.\nSi\nOT\nAdequate methods of determining whether the objectives have been satisfied.\n\nMy main point has been that the objectives must not be lost sight of at\nany point, either by the curriculum maker or by the classroom teacher.\nWork can be carried on simultaneously along all these avenues of improvement, the classroom teacher contributing creatively in his daily work and\nyearly planning.\nIf teaching is to be a profession, all of us must feel a responsibility, not\nmerely for improving our teaching technic, but also for cooperating, within\nthe limits of our several abilities and opportunities, in the general improvement of our field. ‘This is the essence of the so-called “professional attitude,” without which, on the part of teachers, the social studies can never\nmake an effective contribution.\n\nSECRETARY'S\nThe\nNormal\nHughes\n\nDepartment\n\nof Social\n\nStudies\n\nmet\n\nMINUTES\nin the Auditorium\n\nof the Philadelphia\n\nSchool, Monday, June 28, 1926, at 2:15 Pp. M., with Vice-President R. O.\nin the chair.\nThe program consisted of a series of discussions on the\n\ngeneral theme, “Making the Contributions of the Social Studies Effective.”\nThe\nspeakers were A. B. Meredith, State Commissioner of Education, Hartford, Conn.;\nAnna L. Lingelbach, Professor of History, Temple University, Philadelphia, Pa.;\nPrincipal Charles C. Tillinghast, Horace Mann School for Boys, New York City;\n\nand\n\nEdgar\n\nC. Bye, High\n\nSchool,\n\nCoatesville,\n\nPa.\n\nDiscussion\n\nfollowing\n\nthe ad-\n\ndresses was opened by J. Lynn Barnard, State Director of Social Studies, HarrisSince Dr. Meredith and Dr. Barnard spoke from brief notes, a report\nburg, Pa.\nof their remarks cannot be given; but the papers read, or outlines thereof, of the\nother speakers appear herewith.\nThe officers of the Department for the current year, who serve in the same\n\ncapacity for the National Council for the Social Studies, are as follows: President,\nBessie L. Pierce, State University of Iowa, Iowa City, lowa; Vice-President, R. O.\nHughes, Vice-Principal, Peabody High School, Pittsburgh, Pa.; Secretary-Treasurer, Edgar Dawson, Hunter College, New York City; Corresponding Secretary,\nMary V. Carney, Central High School, St. Paul, Minn.\n\n"} {"page": 668, "printed_page": null, "text": "r¢\nresti\n\nwosme\nyi\n\naviel,\nor a \"i\n\nbquee ag ina}\n‘\n\nawer\n\nrf\n\n4\n\nae peste\n\nhe eT\n\ntelly\n\nTELE\n\nmi)\n\na\n\nUMA\n\n“\n\na\n\n28\n1\n\n4\n\n:\n\n#\n\niw\n\nf\n\n;\n\n-\n\n“\n;\n\nsor\n%\n\n‘\n\nes\n\nMe?\n\nme\n\nTinD\n\nRARE\n\n;\n\n‘145\nrrie.\n\note!\n\na”\n\nHest\n\nirs\n\n»\n\na\n\nayitt al est\n\n;»\n\nco\n\nTh\n2G\n\nedie\n\n5\n\ncl?\n?\n\naso).\nt\n\nz\n\n’\n\ni\n\n\na\ninl\nfs\n\nUi\n\nbe\n\nSP ¢:, Ao\nOn) ERS\n\nsath;\n\n\\\n\n,\n\nghia:\n\ni\n\ndai\n\nA\n\nor?\n\nful\n\nd\n\nu\n\nwilt\n\n‘a\n\ns \n\nirutes<( linia\n\nod\n\nute\n\nor\n\nOi\n\nw\n\na)\n\ngt\n\n)\n\nepaagd +\n\nwine\n\nMa\n\n‘\nr\n\n3\n\n,\n\ndenne\n.\n\n:\n\nrs\n=\n\n-\n\n.\n\n*;\n\n*\n\n-\n\n"} {"page": 669, "printed_page": null, "text": "we\n\nDepartment\n\nof Superintendence\n\n"} {"page": 670, "printed_page": null, "text": "HE DEPARTMENT OF SUPERINTENDENCE—At the\nmeeting of the National Teachers’ Association\nin Harrisburg, Pa., 1865, the state and city\nsuperintendents present decided to form an organlzation, to be composed exclusively of those engaged\nin supervisory work in the schools.\nThis group decided to meet in Washington, D. C.,\nin February, 1866, at which time the work of organizing was completed. The new organization was called\nthe National Association of School Superintendents.\nNine States and twenty cities were represented. The\nmayor of Washington gave the new organization a\ncordial welcome, and the members were received by\nPresident Johnson, who expressed great interest in\ntheir aims and purposes.\nIn 1870, the National Association of School Superintendents merged into the National Educational\nAssociation as a department. Following a change in\nthe bylaws of the Association, adopted in July, 1921,\nthe department was reorganized under a new consti-’\ntution, with a full-time secretary. It publishes a report of its annual meeting, which appears also in the\nAssociation’s Proceedings and a yearbook which is\nsent only to its members.\nThe officers of the Department for the year 1926-27\nare: President, Randall J. Condon, Superintendent\nof Schools, Cincinnati, Ohio; First Vice-President,\nFrank W. Ballou, Superintendent of Schools, Wash-\n\nington, D. C.; Second Vice-President, David A.\nWard, Superintendent of Schools, Wilmington, Del. ;\nEzecutive Secretary, S. D. Shankland, 1201 16th St.\nN. W., Washington, D. C. Facts relating to the\nestablishment of this Department and the record of\nmeetings are found in earlier volumes of Proceedings\nas follows:\n1873: 244-271\n1874: 297\n1875: 291\n1877: 253-261\n1879 ;223\n1880: 235-237\n1881: 252\n1882:\n7-112\n1884; 281-292\n1885: 160-192\n\n1886: 335-353\n1887:511-538\n1888: 515-547\n1889:613-617\n1890: 367-545\n=1891:379-527\n1892: 559-745\n1894: 252-592\n1895: 213-429\n1896: 231-391\n\n1897: 195-317\n1898: 303-489\n1899; 251-380\n1900: 183-297\n1901: 189-349\n1902: 151-306\n1903: 139-301\n1904: 173-333\n1905:155-271\n1906: 29-215\n\n[666]\n\n1907: 145-329\n1908: 129-329\n1909: 159-232\n1910: 143-307\n1911: 161-331\n1912:329-499\n1913: 99-355\n1914: 133-293\n1915: 253-527\n1916; 895-1099\n\n1917: 661-853\n1918: 473-685\n1919: 483-675\n1920: 407-537\n1921: 679-851\n1922: 1295-1465\n1923: 881-1025\n1924: 803-963\n1925: 633-863\n\n"} {"page": 671, "printed_page": null, "text": "FRANK\n\nPLACING\n\nA WREATH ON THE TOMB\nUNKNOWN SOLDIER\n\nW. BALLOU,\n\nPRESIDENT\n\nAND\n\nSUPERINTENDENT\n\nOF THE\nOF\n\nDEPARTMENT\n\nSCHOOLS,\n\nOF THE\n\nOF SUPERINTENDENCE\n\nWASHINGTON,\n\nD. C.\n\nS THE FIRST official act on the program of the fifty-sixth annual convention of the Department of Superintendence of the National Education Association, this representative body of school superintendents\nof America has made this pilgrimage to the final resting place of the earthly\ntabernacle of our Unknown Soldier.\nWhile the name of this soldier is unknown, he is, however, not a stranger\nto us. He is typical of that great body of young men who but a few\nyears ago left our educational institutions to participate in the great World\nWar fought on the battlefields of Europe in defense of those ideals of\nliberty, freedom, and honor for which this nation stands.\nMay this sacred spot in the hills of Virginia, overlooking the majestic\nPotomac and the capital of the nation in whose service this young man\nmade the supreme sacrifice, ever be a patriotic shrine.\nMay it inspire\nthose who stand in its presence to that high sense of individual and civic\nresponsibility which shall guarantee a democracy safe for the world, demonstrating to future generations that this youthful patriot has not died in vain.\nBy this simple service we would do honor to the Unknown Soldier and\nto the patriotic ideals which are forever identified with him. By this act\nof devotion we, the superintendents of the nation, would draw from this\noccasion renewed inspiration, courage, and strength for the great responsibility resting on us to so lead the public schools of the nation that its youth\nshall ever be prepared in peace or in war to defend the republic against all\nfoes, whether within or without, to the end that this “government of the\npeople, by the people, and for the people, shall not perish from the earth.”\nA\n\nADDRESS AT VESPER\nTHE RIGHT REVEREND JAMES E. FREEMAN,\n\nSERVICE\nBISHOP OF WASHINGTON\n\nDear friends, it is my practice always by way of preface, to send a word\nof greeting from the National Cathedral, to the great multitude scattered\nover the Atlantic sea-board and far out to the westward, and this afternoon\n\nI want to send my greetings, coupled with my earnest prayers, especially\nto those who are shut-in, to the sick who are scattered far and near, and\nwho, somehow or other, I have come to recognize as part of the flock to\nwhom I am sent; to the sorrowing, to those who are in the shadowland ;\nmay God soften and ease to them the blow that has fallen. As I am\nspeaking this afternoon in this auditorium to the representatives of the\npublic school system of America, representatives in the higher ranges of its\nadministration, may I send to my fellow teachers—and I deem it a privilege to count myself one in their profession—over the length and breadth\n[667]\n\n"} {"page": 672, "printed_page": null, "text": "668\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nof the land, fraternal greetings, not from the Bishop of Washington but\nfrom a fellow teacher who rejoices in the privilege that he may be counted\namong the teachers of his day and generation. I am confident that I am\nreflecting the sentiment, as I speak to the great unseen congregation, especially to the teachers who are hearing my voice, that I reflect the sentiment\nof this noble gathering here in this Memorial Continental Hall, when I\nsay that every superintendent jojns with me in sending fraternal and affectionate greetings to every teacher engaged in the public school system.\nMy dear friends in this hall today, it is an unusual privilege to come and\nspeak to you, because I recognize that you represent one of the most potential agencies, not only in the United States, but one of the most potential\nagencies in the world. When I reflect that approximately 92 percent of\nall the children of the United States are in your care, when I realize that\nyou are dealing with the plastic clay of youth and that your hands are fashioning not only the minds, but possibly the characters of our children, I\nam compelled to be deferential to you and I am bound to recognize that\nno agency in the United States, (I make no exception) carries a larger or\nweightier responsibility, and I venture to say carries it with more dignity,\nor with a greater sense of obligation than that which you represent as the\nheads of the public school system of this vast country of ours.\nAnd so this afternoon, with the consciousness of what you are—at least,\nof what I think you are—indeed, what I know some of you to be, I am\ngoing to invite your attention to a passage in Holy Writ that I think has\nas large a significance, to those who are confronted with as great a problem,\nas has ever been presented to mankind in the history of the world.\nThe\nwords of the text are in the twenty-second verse of the first chapter of the\nGospel according to St. John: ‘“Who art thou? What sayest thou of thyself? And he said, ‘I am the voice of One.’ ”\nIt carries me back in thought to military days when, entering Camp Dix\none night long after taps had been sounded, but fortunately for me in the\ncare of an orderly of the commanding officer, suddenly I heard ring out\non the still air of the night, the words: “Halt, who goes there?’\nWe\npaused, and presently we stepped out of the car and were told in very\nprecise language just how many paces we were to take: and just exactly\nwhat we were expected to say, and not until the countersign had been\ngiven and assurances had been made to the humble sentry on his post, were\nwe able to proceed to headquarters and find rest and repose.\nThe word addressed to John, the forerunner, has in it the elements of a\n\nchallenge:—‘‘Who\n\nart thou?\n\nWhat\n\nsayest thou of thyself?”\n\nIt was a\n\nsearching inquiry, for it was not one addressed to a man concerning his\nantecedents; it was not an inquiry concerning what he had or possessed,\nnor indeed what he represented in himself of authority.\nIt was a query\naddressed to him concerning those qualities and gifts that guaranteed to\nhim a place of hearing and a place of assurance among men.\n‘They had\nbeen curiously inquisitive of this man.\nHe was unique among his kind.\nHe was living a life quite apart from the common life of men.\nEven his\ndress was unlike that worn by his fellows.\nHe had wrought strange\n\n"} {"page": 673, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n669\n\nmiracles, and his message had been with such power, notwithstanding the\nfact that it was severe to the point of being vituperative, that he had engaged at least the curiosity of the people, and they wanted to know, not\nwho his parents were or in what place he had been born, but for what he\nhimself stood. It is interesting to note, that when the inquiry was made\nof John, he made no reference to anything saving that which in his person\nhe represented. He was the messenger of a messenger.\nHe was the forerunner of a Master.\nHe was only a voice articulate with the message of\nHim who had sent him, and it was in the consciousness that he was a personality presided over and inspired and thrilled by another personality, that\nhe was able to gain adherents to his cause and to win a unique and distinguished place among men.\nThe world is making a searching inquiry of every man and woman today,\n(and God help those who are unable to answer it, for whether we like it\nor not makes no difference, we are compelled to hear it) the inquiry addressed to you and to me, from the President down to the humblest citizen\nin this nation who-is essaying the role of leadership, in the smallest or\nlargest degree is, “Who art thou? What sayest thou of thyself?”\nI address this query to you who are dealing in a very large way with\nthe making of personality,—for if you are not concerned with the making\nof personality, you have missed your calling. I venture to suggest to you\nthat the biggest job in the world is not legislation. We have too much\nof that right here in the city where you are seated. It is not the making\nof laws: we have too many of them disobeyed, altogether too many of them,\nand are losing more and more respect for laws and sometimes for lawmakers. No, the big business of this country today, is not the manufacture\nof steel, although they call this the “age of steel,” nor is it the throwing\ninto space of our collossal buildings that outvie anything the world has ever\nknown; nor is it in the extended transportation lines that fairly girdle the\ncontinent, nor again is it the great sea-going ships that cross trackless\nwaters. The biggest job in the world, today—and if we are not attentive\nto it, all else will ultimately fail—is the making and developing of personality. And, let us be very clear about it, personality while it may be cultivated and enriched through education, personality of the kind that you\nand I believe in—is personality that carries with it knowledge coupled\nwith responsibility, and no man carries knowledge with a high sense of\nresponsibility, who lacks moral courage born of moral character. It is unthinkable that a man shall, through education or culture or refinement\nalone, become a capable, an efficient, and a useful citizen of the state, unless\nbehind it, directing, impelling, controlling and inspiring it, resides a strong\nand stable personality.\n\nWho were the outstanding men and women of the late war?) They may\nbe numbered upon the fingers of one hand. I particularize only two, one\nTheir names leap to your lips without my\na man, the other a woman.\nuttering them, one of them a noble prince of the church, Cardinal Mercier,\nthe great Cardinal of Belgium. ‘The world thrilled to his utterances. He\ndared to withstand the hand of iron. He dared to rebuke, with all author-\n\n"} {"page": 674, "printed_page": null, "text": "NATIONAL\n\n670\n\nEpuUCcATION ASSOCIATION\n\nity and to guard with the robes of his sacred office the children committed\nto his pastoral care. What does he represent? Does he represent to our\nconsciousness only the cardinal of a great church? Do we think of him in\nterms of scholarship? Do we think of him in terms of ecclesiastical power?\nNo, no, he is the cardinal of all men, because he carries in his person, patents\nroyal. Men looked upon him, as I did in Detroit, and see in the very\nlineaments of his face the clear evidence that upon his brow had been laid\nordaining hands once pierced with nails. It is that kind of a personality\nThere is no classification for such\nthat wins the confidence of all men.\naman. He belongs to the ages, to all races, and to all times. He is neither\nCatholic nor Protestant. He is the Vice-gerent of his Lord and Master, and\ncarries the evidence of authority, nay, the imprimatur, not of a church\nalone, but of his sovereign Lord. Ask him, if you will, General Von Bissing, “Who art thou?\nHe makes no\nWhat sayest thou of thyself?”\nreference to his scarlet robe nor to the church of great power behind him,\nbut with a consciousness of his highborn duty, he issues his ultimatum, and\neven the man of iron yields respect to him. There stands the man!\nTurn to the woman. She too is in Belgium. I went to the very spot just\noutside the beautiful city of Brussels a year ago last June, drawn there by\nreverent curiosity, to stand, if but for an instant, in the place where Edith\nCavell once stood. There she was led out, a lonely woman.\n‘Think of\nher, detached\n\nfrom\n\nhome\n\nenvironment,\n\nshut off from\n\nall communication\n\nwith her people, with only a gentle minister of the church in the gray\ndawning of the morning to give her the Blessed Sacrament.\nCan you\nimagine yourself writing on the fly leaf of your prayer book or service book,\nlines of assurance, nay, lines of triumph, and then walking all serenely\nforth to stand before the firing squad; there alone and unattended by loved\nones, commending your soul like Him who was lifted upon the cross, unto\nthe all-wise Father? ‘That kind of personality is the kind that, like John’s\nanswers back to the inquirer when the question is asked, ‘“Who art thou?\nWhat sayest thou of thyself ?”—“I am the Voice of One.”\nIt is interesting to discover, as we study the page of history, as we read\nthe story of those great figures that focus human interest and about whom\nall periods revolve, that they were the incarnation of some mighty principle,\nthe representative of some strong and noble personality. We need not go\nback to remote times, we need not think even in terms of the late war,—\nrather let us think who are the men and women to whom we yield homage\ntoday. Are they the weak, the flabby, the emasculated? Are they the men\nand women who lack conviction; are they those who seek to evade or circumvent law? Are they those who, meteor-like, for a while flash across\nthe dark spaces, illuminating the night, only to pass out into utter darkness?\nIs it some bright, clever, adroit man of business, who, for a while dazzles\neven Wall Street, that wins the confidence of a community and ultimately\nthe gratitude of an age? Tell me, superintendents of schools, are the teachers who are showy, flashy, picturesque in their presentation of the theme they\nhave in hand, rather superficial even though clever, and yet who, in the\npinch or in the testing time, lack stability, are they the ones upon whom\n\n"} {"page": 675, "printed_page": null, "text": "a\n\nirc\n\nDEPARTMENT\nee\n\nOF SUPERINTENDENCE\n\n671\n\nAmerican education depends?\nThen, God save America.\nNo, no, it is\nsome one like my old superintendent in a public school in New York, far,\nfar remote in time, now, one John D. Robinson.\nI can see him in 52d\nStreet public school, I can hear his very voice articulate the superb sentences as he reads each morning to 1600 or more lads, never to be forgotten\nin all the after years, as he reads one of the matchless, classical portions of\nHoly Writ: I bow my head even now after the flight of forty years, as I\nrecall the noble extempore prayers’that fell from his lips as, like a brooding\nfather, he literally prayed his boys into the Kingdom of his Lord and\nMaster. I can think of him as I was sent to his room by my teacher, perhaps because of some dereliction,and of the gentleness yet firmness of his\ntouch as he attempted to mold and shape the plastic clay of my then\nyouth. I carry in my personality today, literally, the marks of this splendid\nman, a man who could say in response to the query “Who art thou?” “I\nam not merely a superintendent of public schools; I am a personality, carrying the authority of a supreme Master. I am as the Voice of One.” I am\nthe living witness on the platform this afternoon of the continuing influence\nof a man charged with the work of education, who thought so much of his\nresponsibility that he molded not only the mind but the character of his boys.\nCharles Dickens says somewhere that that system of education is incomplete, which simply informs the head and the hand; that that form of\neducation alone is comprehensive which recognizes and deals with the whole\nman, body, soul, and mind.\nDo you see what I am attempting to lead up to as applied to your and\nmy profession? For you and I, more than the world thinks, are comrades\nin arms, carrying a common responsibility, and I venture to say, out of\nthirty-two years’ experience in the ministry, our professions are converging\ntoday as they have never converged before. What I am leading up to and\npreaching to myself as I preach to you is this: that the only warrants to\nreal efficiency (and I think that is the term we conjure with today), the\nonly guarantee of real efficiency in your profession and mine is to be found\nin this; that somehow, some way, however we may express it, we are\nliterally ambassadors, carrying our authority, not so much from men as’\nfrom the consciousness that we are as “the Voice of One.”\nDo you remember that superb statute of Phillips Brooks in Boston? It\nis a great conception. I am not so much interested in the figure of Brooks\nas I am in the fine imagination of the great artist. “There he stands, the\nmaster of the pulpit of his age, with his superb figure, a veritable Apollo.\nIt is a great portraiture of a very great and outstanding man.\nWhat the\nartist has wrought into that statue that caught my imagination is not the\ncolossal figure of Brooks, but the figure behind him, just a bit elevated\nabove the master preacher, with outstretched hand resting on his shoulder.\nThere stands the man of Galilee, the world’s central figure, its divinest\nman, its God in human form, its exemplar of all virtue, its Redeemer and\nSaviour. There behind the master stands the Supreme Master.\n‘That is\n\nthe secret of the preacher’s power. ‘There is no power in the ministry apart\nfrom it. They are only jugglers with words; they are only bewildering\n\n"} {"page": 676, "printed_page": null, "text": "NaTIONAL\n\n672\npm\n\nEpUCATION\n\nASSOCIATION\n\na\n\nyou with their fanciful conceits, who do not cherish in their persons something more than that which ordination by human hands confers, the consciousness that somehow they are ambassadors clothed with authority by\nthe Supreme Master of men. That is the conception I bring to you. Is it\nworthwhile? I venture to tell you that all your mechanisms and all your\nmodern improvements in education, so infinitely in advance of anything we\nknew in our boyhood or girlhood, will ultimately fail of their purpose,\nunless they are shot through and through with that which alone comes\nthrough personalities that are conscious of their high authority.\nI have been exceedingly interested in conference with leading educators\nin the country in the past few months, men and women of unchallenged\nand outstanding distinction, to hear them express the conviction that they\nhold the teaching office as a sacred and not as a secular one. I think of you\nin terms of a ministry. Why not? What lower place would you occupy\nin the work of character building. You are the makers and molders, not\nmerely of physique, not merely of mind, but of heart and of soul. I have\nbeen interested to find with what readiness educators are recognizing the\nplace that religion plays in the whole scheme of education.\nAs a matter\nof fact there is not a reflective man in public life in Washington who is\nnot profoundly concerned just now about this question, namely, what are\nwe going to do about fashioning the moral character of the future citizens\nof this country? Are we to educate them? Of course. Is knowledge to\nbe so diversified and so widely spread that the whole level shall be lifted\nand we shall come to occupy a new place in the course of human history?\nObviously so. Everything indicates it. “The very mechanisms we deal\nwith in our educational systems give evidence of the fact that we are progressive. Are we so progressive that we feel confident we are really registering advance, that we are really, with all our modern agencies and curricula, so developing the minds of our youth that we have no concern about\ntomorow? If you are so thinking, then live in Washington for a few weeks\nand you will get another point-of-view. You will find that great leaders,\nfrom the President down, are thinking more deeply and less superficially\nthan you are concerning these questions. More and more men in high office\nin the government are recognizing the force of what Mr. Coolidge said\nrecently, namely, that “the government of a people never gets ahead of the\n\nreligion of a people;” and again, that we “cannot substitute the authority\nof law for the virtue of man.” You will discover, as you come to analyze\nthis sentence, why certain laws now upon our statute books seem, for the\nwhile, to be inoperative, while men freely discuss whether they will obey\nthem or not.\n\nYou cannot superimpose a law upon a youth or upaqn an adult\n\nunless the youth or the adult has enough moral character to obey it, and\nmy contention is, that the business of my office is not to discuss the merits\nof the law, but to see to it that in whatsoever capacity I may exercise my\nministry, I so build the moral character of those committed to my care that\nthey obey the law, whether they like it or not.\nNow, the interesting thing that I commend to your thoughtful consideration is not what a bishop says, though he speaks with a modicum of author-\n\n"} {"page": 677, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n673\n\nity—but what great leaders of thought are saying. Only recently—and we\nstill hear the echoes of the discussion—there was a great controversy on\nbetween science and religion. Well, that discussion is just about as old as\nthe race, and the undiscriminating sometimes seem to feel that the very\nfootings of the Christian faith are being shifted about at the pleasure of\nmen, with their conceits of learning. Listen to what one of the acknowledged scientists, not only of America but of the world, has to say concerning the relation between science and religion. Says Professor Henry\nFairfield Osborne, who, in his domain is unexcelled, “religion and science\nwill unite to control the future of mankind.”\nWhat a responsibility, my fellow teachers, rests on us, where science and\nthe eternal word of God are joined together to secure the wholesome, the\nsweet, the enduring things of our civilization. Listen further to what he\nsays. Concerning your particular sphere and function, he adds: “I am a\nstrong advocate of restoring the teaching of religion to our public schools.”\nNow, note how he qualifies it: “Why not brand upon the minds and the\nhearts of our boys and girls such elemental imperatives as: Thou shalt not\nkill; thou shalt not steal; thou shalt not commit adultery; thou shalt not\nbear false witness against thy neighbor?\nImperatives of all human experience.”\nI wonder how much you agree with him? I will tell you how much |\nagree with him. I agree with him because there is a drift in our life today\nthat is fraught with grave perils, and the man or woman who cannot with\na reasonable gift of diagnosis see the drift and tendency in the life of our\nage and the perils it inevitably leads to, must be deaf, dumb, and blind,\nor like Rip Van Winkle, have been asleep for twenty years of time.\nWhat say the great judges of this country concerning tendencies that |\nneed not enumerate here, tendencies not to be refuted. Judge Harry Archibald, of the Juvenile Court of Los Angeles, California, says: “My observation leads me to believe that 95 percent of the youthful delinquency\ntoday can for the most part be blamed on bad home conditions,” and the\nconclusion of the article is, that in his own court in Los Angeles, the increase in juvenile crimes in one year was 23 percent.\n\nI know, (let us hide our faces in shame) that the twentieth century\nhome, in the main, is recreant to the business of making and molding moral\nand spiritual character. I know that certain modern tendencies, unnamed,\nhave somehow or other largely swept out of existence the kind of mother\nthat you and I knew in our youth.\nI am one of the old-fashioned kind,\nthat believes that “‘no man is ever greater than his mother.”\nI always wish\nthat that sentence might be writtenof the fathers as well as the mothers.\nWith the abrogation of the old conventions, with the setting aside of the\nniceties of deportment, with what Agnes Repplier, one of the most brilliant\nwoman writers in this country, calls: “the repeal of reticence’”—you know\nwhat that means, at least you ought to know, being heads of schools—with\nthe “passing up,” to use a common phrase that your lads use, of those habits\nand practices that you and I indulged in, and by which, please God, we\nprofited some—with the growing independence in that kind of personal\n\n"} {"page": 678, "printed_page": null, "text": "674\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nliberty that issues in license, I tell you solemnly, my fellow teachers, there\nis a responsibility upon you, which if you do not exercise it, I see dark\nshadows on the future of this country. |\nI believe profoundly that in answer to the query that I addressed to you,\n“Who art thou? What savest thou of thyself?” that you have to answer\nin something more than terms of education.\nYou have to say that you\nhave something plus knowledge. You have to say that you have something\nother than your scientific skill. You have to say that you have something\nbesides your modern inventions and mechanisms for training the minds and\nthe bodies of youth. You have to say that you have so much of moral\ncharacter, sustained by a profound religious conviction, that your great conception of duty leads you to believe that the primary and not the secondary\nbusiness of life is the molding and the shaping not only of minds, not only\nof bodies, but of souls; and unless you can see the emergence of the souls\nof the youths committed to your care, I care not what your genius as educators may be, you are playing false in the most critical time in human history, and if you are unresponding to your high and solemn obligations, you\nmay wreck the civilization that lies ahead.\n“Who art thou,” O, Superintendent, teacher, man of affairs, who art\nthou? Not what is vour wealth, what your antecedents, what your honors,\nbut who art thou? I challenge you on the open highway of twentieth century life, ‘what sayest thou of thyself?’\nShall we say as with one voice,\nrepresenting many systems, many churches, but conscious the while of the\nsovereignty, the glorious sovereignty of Him whom we acknowledge as the\nworld’s Master, “I am but the voice of One.\nI am as the voice of one\nspeaking, speaking in certain terms, with strong conviction in this age of\nuncertainty. Behind me resides the sovereign of my life. Here I stand.\nSo help me God, I can do none other.\nBack of the beating hammer\nBy which the steel is wrought,\nBack of the workshop’s clamor\n\nThe\n\nseeker may\n\nfind the thought,\n\nThe thought that is ever master\nOf iron and steam and steel,\nThat rises above disaster\n\nAnd\nBack\n\ntramples\n\nit under\n\nof the motor’s\n\nheel.\n\nhumming,\n\nBack of the belts that sing,\nBack\n\nof the hammer’s\n\ndrumming,\n\nBack of the cranes, that swing,\nThere is the eve that scans them,\nWatching through stress and strain,\n\nThere is the mind that plans them,\nBack of the brawn the brain.\n\n"} {"page": 679, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n675\n\nMight of the roaring boiler,\nForce of the engine’s thrust,\nStrength of the sweating toiler,\nGreatly in these we trust,\nBut back of them stands the schemer,\nThe thinker who drives things through,\nBack of the job the dreamer,\nWho makes the dream come true.”\n\nGod bless you, fellow teachers, I give you greetings in the name of Him\nwho declared Himself to be the Way, the Truth and the Life.\n\nADDRESS OF WELCOME\nMAJOR\n\nW.\n\nE. R. COVELL,\n\nASSISTANT\nDISTRICT\n\nOF\n\nTO THE\n\nENGINEER\n\nCOMMISSIONER\n\nCOLUMBIA\n\nMr. President, members of the Department of Superintendence of the\nNational Education Association, ladies and gentlemen, it is an unexpected\npleasure and privilege for me to be here this morning to welcome you to\nyour capital city. I say “unexpected” because it was only last evening that\nI learned that two of our District Commissioners were ill, and that the third\nwas required to appear before a congressional committee this morning on\nthat all-important subject of traffic. I say “pleasure” because as a highschool student I have stood before you with trembling knees to receive some\nsevere censure for some dereliction of my scholastic duties, while this morning my position is reversed and my opportunity arrives.\nI say “privilege” because it is seldom that this national capital greets a\ngroup either officially or unofficially which, in numbers of members, in the\nequipment which you possess, in training and in the positions which you\nhold, geographically and professionally, is so enabled to pass on to the coming generations your impressions, gained by personal observation of the seat\nof that government of which this rising generation will soon form the most\nimportant part.\nIn spite, therefore, of the risk of needless repetition, I would like to suggest a word this morning concerning the government of this city, to impress\nupon you that this is your city, that its administrative officials are indirectly\nresponsible to you and that they hold in trust for you the affairs of this\ncity—they hold in trust the affairs of this city for you, as well as for those\nresidents who happen to reside here temporarily or permanently.\nWay\nback in 1783 the Continental Congress was roughly treated by unpaid\nWith this\nrebellious soldiers of the Continental army in Philadelphia.\nexperience in mind, just four years later, the framers of our Constitution\nprovided that the Federal Congress should have exclusive legislative power\nover such district as may become the seat of government of the United\nStates. This Congress, therefore, elected by you, is our supreme govern-\n\ning body.\n\n"} {"page": 680, "printed_page": null, "text": "676\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nAfter experimenting with a mayor and later with a governor, Congress\nestablished a government of three commissioners and four years later\nmade this form permanent. © Three commissioners are appointed by the\nPresident of the United States with the consent of the Senate. Two must\nbe residents of the District, and one, the engineer commissioner, must be\nan officer of the Corps of Engineers of the United States Army, representing\nthe extensive federal interest in the whole affairs of this city. The engineer\ncommissioner has charge of the public works.\nOne of the two civilian\ncommissioners has charge of the police and fire departments, and the other\nhas charge of the remaining administrative functions of our government.\nThe same three commissioners form a Public Utilities Commission, which’\nregulates the public utility companies of the District.\nThere are other bodies, largely federal, which have as their object some\nparticular phase of the beautification or improvement of this city, but after\nall, that is the purpose of every official from the district commissioners\ndown.\nWe are going to make this city as nearly perfect as possible in\nbeauty, in culture, in charm, in education, and in government, worthy in\nevery respect of the nation whose government it houses.\nIn doing this, we\nfeel that we are carrying out your wishes and therefore look to you for\nconstructive criticism and for support.\nIf you believe, and I think you do\nbelieve, that this should be the finest capital in the world, in your hands,\nmore than any others, the opportunity rests of giving the greatest assistance\nto the completion of this object.\nIn the name, therefore, of the Commissioners of the District of Columbia,\n| welcome you to your capital city, feeling that if this city can inspire you,\nyou in turn will see that its future is inspired.\n\nPRESENTATION\nRANDALL\n\nJ. CONDON,\n\nOF GAVEL\n\nSUPERINTENDENT\n\nCINCINNATI,\n\nOF\n\nSCHOOLS\n\nOHIO\n\nMr. President, I noticed that when you came upon the platform this\nmorning you were fully equipped in all respects except one.\nIt seemed\nespecially appropriate that a presiding officer should have the badge of\noffice with which he can enforce his decisions and as he had forgotten that,\nit seemed that somebody else ought to remember it. Ohio being the state\nwhere presidents are made, or from which a number of them come, it\nseemed that we ought to, from that state, present to the president of this\ngreat Department the badge of his office, and as he taught for many years\nin Cincinnati, and was elected at the department meeting there, I decided\nit would be most appropriate that the gavel and block should be made in\nCincinnati and presented from that city. Having decided that, it was easy\nto know where it should be turned, in the oldest high school west of the\n\nAlleghenies, and the school from which the Chief Justice of the United\nStates graduated.\nHaving decided that, I was somewhat in doubt as to\nthe wood from which it should be made.\nI thought of Harriet Beecher\n\n"} {"page": 681, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n677\n\nStowe.\nI thought of Stephen Foster and the grocery store in Cincinnati\nwhere he worked while he was writing or preparing to write those wonderful songs, “Way Down on the Swanee River’’ and all those other songs.\nI thought of Audubon.\nI thought of Powers.\nI thought of Theodore\nThomas, but I was not sure whether they had left any wood behind them\nor not, and if they had, I decided that there was only one place in the\nUnited\n\nStates from which the wood\n\nshould be obtained, and I wrote\n\nto\n\nAntioch College and asked them if they could let me have some wood asso- .\nciated with Horace Mann in his administration of that college, and they\nsent me the wood from which, Mr. President, this block and gavel have\nbeen turned by the pupils of Woodward High School.\nWhen the Horace Mann home was burned in 1924 at Antioch College,\nin Yellow Springs, there were very few pieces of furniture saved. Among\nthem was a beautiful four-poster bed that had been the personal possession\nof Horace Mann, and they sent me a part of the split wood from that bed\nand from that wood the base of this block is made and from the laboratory\ntable that Horace Mann installed in that institution, they sent me the\ncherry from which this gavel and the base of the block are made. I present\nthem to you, Mr. President, to use during the sessions of this Department,\nand retain as your personal possession, knowing that in your hands they\n\nwill exemplify those things for which Horace Mann stood.\nWith pleasure we ask you to wield this gavel with justice and firmness\nand with devotion to the high ideals for which Horace Mann lived.\nDr. Ballou—Dr. Condon, fellow superintendents, it is the ambition of\nyour president to so preside over the sessions of the Department that he shall\nexemplify, as the last speaker has, the high ideals of devotion to our common profession.\nI could wish for no better success than to hope that as\n\nyour presiding officer, I shall fulfill my duties and responsibilities with the\ndignity, grace, and delight that Dr. Condon fulfilled his duty and obligations on this particular occasion.\nIn that spirit, I accept this gavel with\nvery great pleasure indeed.\n\nTHE OBJECTIVES\n\nOF ELEMENTARY\n\nEDUCATION\n\nJOHN J. TIGERT, U. S. COMMISSIONER OF EDUCATION, WASHINGTON, D. C.\nIt is understood that we have in mind in this discussion the first six\ngrades of the school and are to suggest the desirable goals of instruction\nrather than the subject matter or curriculum content which should be\nemployed.\nNor do I believe that agreement can be reached as to means\nuntil educators have arrived at some working understanding of the ends.\nWe are dealing with finalities, not with methods, materials, or workmen.\nRecently, my attention was attracted to this apothegm on the cover of a\nlittle magazine, ‘Education is our only political, industrial, and individual\nsafety. Outside of the Ark of Education, all is deluge.”\nI took up my\npencil and wrote: ‘‘And every creeping thing that creepeth upon the earth\nafter its kind has crept into the Ark of Education.” Verily, we have taken\n\n"} {"page": 682, "printed_page": null, "text": "678\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nevery living thing into the schools—and a good many dead things besides\nlanguage and fossils.\nIn preparation for this address, I began collecting from books and persons\na catalog of objectives of elementary education. After gathering a few\npages of these I threw the whole collection away, as I saw it would require\na very large part of my allotted time to read or summarize these objectives.\nI began my task with the thought that the curriculum might be jammed\nfull of all kinds of things, but, as many curriculum materials converge\nupon a single objective, the number of objectives could be reduced to a\nbrief statement.\nIn this I was mistaken. The Ark of Objectives is just\nas crowded as the Ark of the Curriculum, because one soon discovers that\nknowledge or skill in practically each branch of the curriculum is proclaimed by some enthusiast or reformer as one of the objectives, if not the\nchief objective of elementary education. We have witnessed the spectacles\nof educators and laymen competing to make their respective hobbies or\nvested interests the objectives of education.\nThen there is a considerable company who will not permit the ashes of\nthe old faculty psychology to rest in peace, but who persist in setting up\nsome objective to correspond to each and every inherent capacity of the\nchild. Those who realize that a sound educational philosophy must rest\nupon social welfare as much as upon individual development have begun\nthe endless process of analyzing human experience to discover what the\naims of education should be. Citizenship, culture, and character they declare to be glittering generalities, without meaning and without definition\nas objectives. The scientific analysis of human experience will undoubtedly\nbe helpful when completed. ‘The progress of this enterprise always recalls\nmy experiences some twenty-five years ago in New York.\nOn the sightseeing excursions, the announcers would often indicate the site of a certain\nedifice which was to be used for public worship. “When completed,” they\nwould say, “‘it will compare in size and beauty with the greatest cathedrals\nof the Old World.\nDuring the past ten years, there have been fourteen\nmen and one boy at work upon it. Tomorrow, there will be fifteen men.\nThe boy will become of age.”\nWhen the scientific analysis of human experience is complete it will compare favorably with the greatest accomplishments of modern scientific\nendeavor, but in the meantime I fear that all of our boys will become of\nage. The social organization grows apace and human experience changes\nwhile the analysis is being made. There is danger, unless Mr. Bryan and\nthe fundamentalists are right, that when this analysis of human experience\nis complete, man may have suffered psychological metamorphosis and\nevolved into another type of being which may require analysis before we\ncan discover the objectives of education in a scientific manner.\nMeanwhile,\nthe Ark of Education sails on, the taxpayer cries “Help,” and the children\nperish in the deluge.\n\nLet us assume that education involves the process of discovering natural\nlaws and analyzing human experience, and culminates in a proper application of this knowledge so that man may derive the maximum of social and\n\n"} {"page": 683, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nindividual welfare in his present environment.\n\n679\n\nLet us assume likewise that\n\nsocial and individual welfare are consistent and correlative. Some one may\narise to dispute these assumptions, particularly the latter. Undoubtedly,\nthe progress of knowledge has transformed life on this planet. Change will\ncontinue and social adjustment will be a recurring problem. But we must\nnot forget that the educational process will never function without regard\nfor the individual child. Emphasis upon individual needs should parallel\nincreasing attention to social welfare as an educational objective. All instruction presupposes certain inherent presentiments, preparation, intuition,\nand capacity in those who are taught; we can only teach what the individual is capable of learning and, in a sense, what he already knows. This\nprinciple of education is likewise a social law. Nations and peoples grow\nonly along the lines of their racial aptitudes and social tendencies. Try to\ndrive an individual or a nation along other lines and you are confronted\nwith retardation, incapacity for improvement, and often rebellion.\nIf we make these assumptions with reference to the definition and the\nnature of education, can we not say we have enough knowledge, scientific\nand otherwise, regarding the boy and girl of today, the school of today, and\nour social problems of today, so postulate that there are a few general\npaths that elementary education should take and that there are certain\nobjectives which require greater emphasis in the immediate future if we are\nto promote the welfare of the child and the nation more effectively? Perhaps we know enough to say that these few general pathways should converge upon a goal of fundamental importance in our stage of civilization.\nThe game of chess is an inexhaustible game. “The moves, variations, and\ncombinations on the chessboard are infinite.\nIf every man, woman, and\nchild, now alive, should begin to play out the variations and should live as\nlong as Methuselah lived, the game of chess would not be exhausted. And\nyet, if you study the play of the masters, you will find that their games\nfollow fixed lines of progress and there is much repetition and sameness in\nthe openings and the continuation of the combinations.\nIt is the “King’s\nPawn Opening,” the ‘King’s Bishop Gambit,” the ‘““Ruy Lopez,” or some\nother recognized method of procedure that is emp!oyed by successful players.\nA scientific exhaustion of the game is impossible, but those who do best at it\nfollow certain conventional lines of departure, based upon experience.\nI believe that we have sufficient empirical knowledge today that enables\nus to point out certain objectives of elementary education that should be\nstressed at this time, without waiting until the possibilities of natural law\nIf any of these paths lead us astray\nand human experience are exhausted.\nor others must be added, experience and increasing scientific analysis should\nAnd just as each of the various openings and\nenable us to detect them.\n\ngambits in the chess game attempts to bring about a characteristic relation\nof pieces and pawns from which an attack is made to checkmate the king,\nand thus a number of tentative objectives converge upon a single grand\npurpose, so it may be that we may venture to suggest that the several\ngeneral objectives of education at this time are driving toward some supreme end of highest significance in the age in which we live.\n\n"} {"page": 684, "printed_page": null, "text": "680\n\nNaTrioNAL\n\nEpucaArion\n\nASSOCIATION\n\nIf the objectives of elementary education could be established in this way,\neven tentatively, we would have a working basis upon which to construct\na curriculum. All curriculum content could be tested in relation to these\nobjectives, and those materials which were found to be most effective in\npromoting the ends desired, could be included. Materials unrelated to our\nobjectives, or duplicating other materials more effective and already sufIf\nficient for the purpose, would then be eliminated from the curriculum.\nsome such practical device for testing curriculum methods is not soon\nadopted, pending the completion of a scientifically constructed curriculum\nwhich will require a long period of years, I fear that the public, the overburdened taxpayer or some one else, will rise up and take the matter in\nhand.\nI believe that there is general agreement that health is a fundamental\nobjective in the elementary schools. I am aware that the scientific curric-\n\nulum makers will say: “Nobody knows what health is or how it should be\ntaught.”\nStrictly speaking, that may be true, but in our present understanding of social problems, health and health-teaching, do we not know\nenough to say that better health is something devoutly to be wished for,\nthat it depends in large measure upon proper eating, drinking, sleeping,\nexercising, cleansing, breathing, protection from disease, correction of\nremediable defects, and certain other things upon which we are reasonably\nwell agreed? Do we not know enough about health-teaching, at the present\ntime, to say that it is useless to attempt to teach the philosophy or principles\nof hygiene to children in the elementary schools, but that successful health\nteaching depends very largely upon the formation of proper health habits\namong children of this age, and good health habits can be formed if we\nhave systematic physical examination, periodic weighing and measuring,\ndaily inspections, regular and careful supervision of exercise and play, complete records, and so on through the program that our present experience\nsuggests? Furthermore, when we know that mental phenomena are somehow correlated with and organically conditioned upon health and bodily\nvigor, when we have reasonably accurate data with reference to the existence of physical defects among school children, when we know that one\nthird of the men examined in the late war were found to be physically\nunfit for any kind of military service and one half unfit for unlimited\nservice, and when we know that our nation suffers an annual economic loss\ndue to preventable disease and death among wage-earners that is greater\nthan our entire annual expenditure for all kinds of education, and when\nwe have other information equally as significant with reference to social\nconditions, are we not safe in saying that our present knowledge of the\nconditions in the country, of health, and methodsof teaching justify us\nin asserting that health should be made a fundamental objective in the\nphilosophy of elementary education? I believe that we can answer all these\nquestions very emphatically in the affirmative. We can then proceed practically in the light of present knowledge and needs, while the scientific\n\nanalysis of health, methods of teaching, relation of mind and body, human\n\n"} {"page": 685, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n681\n\nexperience, and other related matters may continue from time to time to\nshed new light upon the problems involved.\nAgain, I think that there will be general agreement that we have sufficient\nknowledge of the problems involved to say that elementary education should\naim very definitely to implant the fundamentals upon which depend the\nuse of written and spoken language and numbers, and to instill the rudiments which are essential to efficient functioning, in a modern society, and\nwhich are likewise the basis upon which a broad superstructure of culture\nmay be erected in later years. By all this, I have in mind the mastery of\nthe vehicles of expression and intercommunication, a general grasp of the\nhistory, customs, and habits of the peoples who have created our civilization, including a beginning of discrimination with regard to contributions of\nart, music, science, and industry.\nI use the word ‘mastery’ deliberately\nand with the implication that, due to the multiplicity of purposes now in\nvogue in the school program or for some other reason, we are not now\nthoroughly teaching the fundamentals.\nI am convinced that we shall do\nbetter if we strive for a few things and do them well than if we attempt\nmuch and master little or nothing.\nI am aware that the curriculum-makers sometimes allude with pity or\nscorn to those so naive as to suggest such general purposes as I mention here.\nPossibly, of all the terms descriptive of the goals of education which have\nbeen weighed and found wanting by the surveyors of scientific knowledge\nin the field of educational aims, the term “culture” has been banned with\nthe greatest finality.\nI make bold to assert that we have sufficient general agreement as to what\nculture means, sufficient knowledge about how culture is imparted, and\nmore than sufficient knowledge of the dearth of culture in this country at\nthe present time to justify us in saying that it is a fundamental purpose in\nthe scheme of the elementary school. The fact that so many people prefer\n“jazz” to music; the books of the hour, with their sordid appeal to sex and\nvulgarity, to literature; the trashy and salacious shows to drama, and\nsimilar predilections, indicate that we need a real invasion of culture.\nIlliteracy is such a serious tragedy that one hesitates to suggest that it could\nhave any possible virtue, but a sampling of some of the popular literary\npabulum that is now being swallowed by the American people would lead\none to surmise that illiteracy may have some compensation and at least serve\nas a literary vaccination which renders one immune to mental pollution. It\nis recorded that the American people rejected as a free gift and our art\ngalleries would not provide wall space for Whistler’s portrait of his mother,\nwhich now hangs in Luxembourg Gallery in Paris, and is said to be valued\nat more than a million dollars.\nIt is not pleasant or provocative of\npatriotism to dwell upon these things, but they certainly point clearly to\nthe need of thorough injection of a broad and deep ground work of culture\nin the elementary school.\nA third general purpose of the elementary school should be efficiency in\nboth personal and social matters. I realize that the hair-splitting analysis\n\n"} {"page": 686, "printed_page": null, "text": "682\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\nmay condemn this objective as being almost as indefinite and vague as\nculture. But the mighty emphasis which has been developed in recent years\nupon learning by doing is indicative that we sense the fact, however indistinct the concept may be at the present time, that we need to give the boy\nor girl of the elementary school a better preparation to meet practical\nsituations. We see the need of more hard work and the skills of action.\nOf course, there is nothing vocational implied and, while the major effort\ntoward vocational diagnosis should be postponed to the junior high school\nperiod, still, I believe that the elementary school has a distinct obligation\nin discovering and developing aptitudes and interests of a non-vocational\nIt should at least begin to lay a foundation upon which vocacharacter.\ntional training may be later built. Likewise, economic efficiency (which is\nmore than thrift), perseverance, industry, and the joy of effort belong here.\nEducation is not simply the emancipation of the intellect, but it implies the\nliberation of the will, skill, and satisfaction in successful achievement.\nConsequently, our third objective supplements and correlates our second\nobjective. Efficiency and culture should not be antagonistic; they are allies\nin our educational scheme. “The “impractical scholar” has too long been a\nby-word in the world. One of the greatest scholars in a university I once\nattended tried to cut a plank to make a shelf. He wanted to shorten it two\nfeet and went through two operations, cutting off one foot at each end.\nGood practical common sense and skill in action has sometimes been lost in\nscholarship. We are not inveighing against learning, but are pointing out\nthat knowing much and doing well are not contradictory.\nIn 1777, the\nMarquis de Lafayette, in a letter to a friend, wrote as follows: “I read;\nI study; I examine; I listen; I reflect; and out of all this I try to form an\nidea into which I put as much common sense as I can.”” To these words of\nthe great Frenchman, I would like to add those of President Roosevelt, who\nin addressing the Department of Superintendence at the White House in\n1908, said: “Let us show that we regard the position of the man who\nworks with his hands as being ordinarily and in good faith as important and\ndignified and as worthy of consideration as that of business men or professional men. We need to have a certain readjustment of values in this\ncountry. “Teach the boy and girl that their business is to earn their own\nlivelihood; teach the boy that he is to be the home-maker; the girl that\nultimately she is to be the home-keeper; that their work is the most important by far in all the land; that the work of the statesman, the writer,\nthe captain of industry, and all the rest, is conditioned—first, upon the\nwork that finds expression in the family, that supports the family. We\nhave all of us often heard some good but unwise woman say ‘I have worked\nhard; my daughter shan’t work,’ the poor woman not realizing that great\nthough the curse of mere drudgery, of overwork, is, it is not so great as the\ncurse of vapid idleness; and it does not make any difference whether\n\nthat\n\nidleness is that of the hobo at one end of the scale, or the gilded youth at\nthe other. Teach the boy and girl to work; then teach them more; teach\nthem to build upon this as a foundation for the superstructure of the\nhigher life.”\n\n"} {"page": 687, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n683\n\nHigher living implies culture and also implies character. Character education should certainly be a fundamental objective of the present-day elementary school. The horrible statistics of increasing homicides, divorces,\nand crime are shocking and alarming thoughtful persons. The number of\nhomicides in the United States has trebled in the last twenty-five years. In\ntwenty years we have had 170,000; of these, 34,000 have since died ;18,000\nare still in prison, and 118,000 walk our streets free and unmolested.\nIn\n1921, we had 32,844 burglaries, 49,460 robberies, and 10,000 murders.\nIn England and Wales during the same year, 211 robberies were reported\nto the police and less than 100 murders.\nIn all of France there were presented for trial about 385 killings and 47 robberies. In 1870 in the United\nStates there was one divorce for every eighteen marriages. Last year, there\nwas one divorce for every eight marriages. The percentage of crime now\nreported among boys an¢ girls of high school age by reputable authorities\nhas become almost incredible and I refuse to give any further currency to\nthe statistics on this and other shocking social conditions. We have enough\nto know that there has been a serious breakdown in character and integrity.\nNo doubt, most of us will readily admit that the social need of character\ninstruction is great, but the difficult problem here is how to teach it.\nThe evolution of purpose in education is traceable with tolerable ease.\nIn ancient times, when citizenship was the right of a few and most men\nwere slaves, or enjoyed only partial rights of citizenship, education was a\nluxury for a small group. ‘This view was intensified in Europe with the\nrenaissance of Greek and Roman\n\nculture, but when, after the Dark Ages,\n\nthe Roman Church assumed the role of bringing order out of chaos as both\na temporal and religious power, education became peculiarly the task of\nthe Church and the prerogative of the priesthood. ‘This idea persisted in\nAmerica.\nWitness, for example, how largely the colleges of our country\nwere religious in origin and purpose.\nWith the growth of democratic political ideas, education has become\nsecular and not only the privilege of the many, but in the case of elementary\neducation, a necessity which the state attempts to enforce upon all.\nWe have wisely separated the function of church and state, but, in\navoiding the Scylla of political interference with religion, we have steered\nupon the Charybdis of state education without religion. It is doubtful if\nwe can introduce religious instruction in the public school without interference with religious freedom, but we must find a way to produce character\neffectively. Just how we are to solve the problem is difficult to suggest.\nWe are making studies at the present time. ‘There are the various plans\nwhereby children are dismissed from the school for religious instruction\nin the church of their choice, such as are in use at Gary, Indiana, Toledo,\nOhio, and other places. Then, too, we are making considerable progress\nwith moral instruction. ‘The Character Education Institution has done a\ngreat deal to stimulate research in this field of character training and its\nefforts have resulted in the Iowa Plan. Moral instruction has been tried\non a large scale in France and reports are that results are gratifying. The\nmethods can be successfully evolved and lie outside the scope of this dis-\n\n"} {"page": 688, "printed_page": null, "text": "684\nAS\n\nee\n\nEpucaTion\nNationaL\nee\nee\n\nASssOcIATION\n\ncussion, but we are stressing the obvious need of character as a primary\npurpose of the elementary school.\nSharp instruments are needed for surgical operations, but it is far\nDull instrumore important that the instruments should be sterilized.\nsociety\nModern\nones.\nsharp\nthan\ndangerous\nless\nments that are foul are\nis\ncriminal\neducated\nAn\nalso.\nvirtue\nneeds\nit\nbut\nt,\nenlightenmen\nneeds\nmore dangerous than an ignorant one. Progress depends upon both knowledge and character. Amiel gives us the philosophy of this when he says:\n“There you have the two worlds: Christianity brings and preaches salvation by the conversion of the will, humanism by the emancipation of the\nmind. One attacks the heart, the other the brain. Both wish to enable\nman to reach his ideal. But the ideal differs, if not by its content, at least\nby the disposition of its content, by the predominance and sovereignty\ngiven to this for that inner power. For one, the mind is the organ of the\nsoul; for the other, the soul is an inferior state of the mind; the one wishes\nto enlighten by making better, the other to make better by enlightening. It\n\nis the difference between Socrates and Jesus.”’\nJohn Ruskin says: “The entire object of true education is to make\npeople not merely do the right thing, but enjoy the right thing; not merely\nindustrious, but to love industry; not merely learned, but to love knowledge; not merely pure, but to love purity; not merely just, but to hunger\nand thirst after justice.”\nWe have offered four fundamental objectives as the end of elementary\neducation—health, mastery of the fundamentals as a basis of culture, personal and social efficiency, and character.\n‘These objectives are not exhaustive, nor mutually exclusive. Any statement of aims is essentially overlapping, and, to some extent, artificial,\nSuch terms as recreation, worthy\nhome membership, proper use of leisure time, and other current phases all\nintermix as ends of education.\nFurther, we do not pretend to have set\ndown these four objectives in the order of importance.\nLet us return, in conclusion, to our figure of the chess game.\nWe have\nset out four general lines of departure for the elementary school, similar\nto the conventional openings in the chess game.\nDo these lines of attack,\nto be employed by the school, converge as do the openings in the chess game\nupon a major purpose?\nWe have traced the evolution of the purpose of the school. We have\nalready hinted that the major objective of the school today is worthy\ncitizenship. In the medieval period, it was service of the church. Today,\na state-supported system of education implies a system devoted primarily to\nstate service. Our four objectives converge upon the idea of good citizen-\n\nship. The man in poor health cannot make the best citizen and may become a liability to the state; likewise, the illiterate, the ignorant, the in-\n\nefficient, and the wrong-doer.\nIn the age in which we live, citizenship is\nthe primary function of the school. As the social organism develops, it\nmay be something else at another time, but we are now witnessing the\nflowering of democratic principles in social organization, which rests upon\neducation as a basis.\n\n"} {"page": 689, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n685\n\nUnfortunately, the increased diffusion of education in this country has\nnot everywhere been attended by better citizenship. As knowledge has\ngrown, the discharge of civic obligations has not everywhere correspondingly\ndeveloped. For example, once 80 percent of the eligible electorate voted in\nnational elections.\n‘This has steadily diminished until now scarcely 50\npercent of the eligible voters exercise that privilege and we are among the\nlowest of the civilized nations in the percentage of voting citizens. Even\nGermany, so lately established on a democratic political basis, turns out 80\npercent of her voters.\nIt may be that diffusion of knowledge is not casually related with\ndiminished exercise of duties of citizenship, but, whatever the cause, the\nproblem can only be solved by attention to citizenship training in the school.\nIt is at least pertinent to inquire why the percentage of educated persons\nwho interest themselves in civic matters is often very small.\nIt was\nrecently reported that among seven professors in a great university, not\none could call the name of the Congressman who represented that district.\nWe are all encouraged at the rapid progress we have made toward better\nmethods of teaching citizenship in the school and there is little doubt that\nthe educational program of today will meet the situation adequately. We\nare decidedly optimistic about the school of today and the future. It has\nshown remarkable aptitude in adapting itself to the need of the hour. It\nis probably the most flexible institution that we have and has made more\nprogress in the past decade than at any other time in history.\nI began this discourse with a picture of the Ark of Education, laboring\non the surface of the deluge. I did this because I remembered the words of\nGod to Noah: “‘Whenever I shall bring a cloud on the earth, the bow\nshall be upon the cloud.”\n.\nIt requires no educational Noah to see spread above the Ark of Education a resplendent rainbow, which is the reflection of the glorious triumph\nthat our present plans for training citizenship shall eventually achieve. I\nthink we can readily detect amid the brilliantly colored banks of that rainbow of worthy citizenship the unmistakable hues of good health, broad\nculture, economic prosperity, and noble character.\n\nTHE FUNCTION\nPATTY\n\nS.\n\nHILL,\n\nDIRECTOR,\n\nEDUCATION,\n\nOF\n\nTHE\n\nDEPARTMENT\n\nCOLUMBIA\n\nKINDERGARTEN\nOF\n\nUNIVERSITY,\n\nKINDERGARTEN-FIRST\nNEW\n\nYORK\n\nGRADE\n\nCITY\n\nThe kindergarten has three distinct but overlapping functions, two of\nwhich are fairly well accepted at present. The third is not yet realized\n\nbut is on its way through the work of the nursery school.\n\nUntil the kinder-\n\ngarten is provided with facilities for meeting all three of these functions\nit will fall far short of what can, may, and must contribute to American\neducation in the future.\n\n"} {"page": 690, "printed_page": null, "text": "NaTIONAL\n\n686\n\nThese\n\nthree\n\nfunctions\n\nEpucaTION\n\nASSOCIATION\n\nare as follows: The\n\nfirst and\n\nmost\n\nimperative\n\nfunction of the kindergarten is to minister to the nature and needs of chil-\n\ndren from four to six years of age; its second duty is to look forward to\nthe nature and needs of children as they develop through the sixth year.\nThe kindergartner must see the relation of her work to the curriculum of\nthe first grade with its activities, subjects, and achievements, laying the\nInsofar as she can accomplish\nfoundations of these in the kindergarten.\nn child to free, full dekindergarte\nthe\nof\nright\nthis without sacrificing the\nvelopment on his own level, she is fulfilling one of the legitimate functions\nof the kindergarten; the third function of the kindergarten is to look backward to the home, studying the experiences and types of learning which\nhave taken place there. Many of these should be carried over into the\nschool to reduce the gap between forms of learning which take place in the\n\nhome and those which may be learned under better conditions in the kindergarten. ‘The curriculum of the nursery school builds on the activities of\nthe home, continuing these while introducing medical, psychiatric, psychological, and nutritional control. ‘These must be carried forward into the\nkindergarten.\nFew will question the first and second functions as stated above, though\nillustrations of present violations of these in present practice in both kindergartens and first grades may arouse discussion and disagreement.\n;\nThe third function of the kindergarten seems well nigh impossible under\npresent public school administration, but when we realize that thousands\nof dollars can and will be saved to communities which will provide for all\nyoung children the type of physical, mental, and emotional diagnosis and\ncure now given in nursery schools, perhaps we can inspire taxpayers to provide these facilities. When they are provided the kindergarten may hope\nto send on to the school children sound in body, mentally and emotionally\nsane, and socially adjusted to meet the problems of the school with a minimum of friction and expense to the public. Now that enlightened public\nschool systems have school doctors, school psychologists, psychiatrists, nurses,\nand nutrition experts, the possibility of utilizing the kindergarten as an\ninstitution for the prevention, or detection and cure of the beginnings of\nphysical and mental diseases, does not seem to be the idle dream of an\nidealist.\n\nWhen the kindergarten was introduced into this country more than a half\ncentury ago, it survived as a philanthropy long before it was accepted as an\norganic member of the educational system.\nDuring this long probation\nperiod it was eagerly sought by missions, institutional churches and philanthropic organizations as the most hopeful form of social regeneration.\nThis was a period of national consciousness and religious disillusionment.\nNationally we were gradually awakening to the new social problems in this\ncountry due to enormous increases in foreign population. The sources of\nimmigration brought peoples difficult to assimilate and inoculate with our\nnational ideals and standards of living. Our slums were in process of formation. These became sources of disease, crime, delinquency, and industrial\n\n"} {"page": 691, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n687\n\ndisorders, breeding centers of problems which we were nationally unprepared to meet.\nReligious disillusionments followed the efforts of churches to locate missions in the slums of our cities, as\n\na means of conversion.\n\nThoughtful\n\nre-\n\nligious leaders awakened to the fact that an “over-night conversion,” even\nwhen sincere, had to cope with the habits of character due to years of wrong\nliving. The spirit might be willing, but the flesh was weak, and little could\nbe accomplished through efforts to reconstruct adult society.\nThe kindergarten appeared on the horizon at the right moment for\nphilanthropy, but the wrong one for education. Society turned to the young\nchild as the one great hope, and kindergartens opened rapidly under religious\nand philanthropic influences all over America. These were located in the\nworst slums of our cities, and the finest specimens of America’s young\nwomanhood prepared themselves in philanthropically supported normal\nschools. ‘They entered upon the work with rare enthusiasm and consecration to the cause.\nNo neighborhood was too criminal, no family too degenerate, no child too bad. Into Little Italy, Little Russia, Little Egypt\nand the Ghettoes they went—offering daily care to humanity in its early\nyears—the pre-school years.\nBoth kindergartners and philanthropic heads\nsoon saw the need of the ministrations of the physician, the nurse, the social\nworker, or visiting teacher. Funds were low, so the kindergartner taught\nin the morning and spent her afternoons as a social welfare worker, seeking work for the unemployed, space in hospitals for ill mothers, sisters, and\nbrothers, searching for physicians who would remove adenoids and tonsils,\nor dentists who would extract diseased teeth. This was the contribution\nof the pioneer kindergartens. Often the kindergarten was the only social\nagency offering a helping hand. An example of the confidence aroused in\nboth mother and child is demonstrated by an experience of a supervisor in\nthese pioneer days: as she was approaching the kindergarten, which had\nbeen installed in an old building discarded by a saloon, she, the only clean\nand decently dressed person in the streets, was closely observed by a little\nragged specimen of humanity who was struggling unsuccessfully with a\nhuge safety pin, in his efforts to make his rags hold together until he arrived at the kindergarten.\nWhen failure stared him in the face and the\ndisaster of losing what by courtesy may be called trousers was imminent,\nhis eye fell upon one too well-dressed to be going anywhere in that neighborhood but to the kindergarten.\nHelp was at hand, and shouting at the top\nof his voice he called ‘“‘Lady, lady, are you going to the kindergarten?”\n“Yes” she answered, then came the confident response ‘‘Please Miss, pin\nme briches on me,” which she proceeded to accomplish with great difhculty, but with a willing heart and hand.\nEducation and philanthropy were widely removed in those days. Schools\naccepted no responsibility for the physical condition of the child, or for the\nhome which sent the child to school ill-nourished and diseased in body and\nmind. ‘Thus the kindergartner of that day came into daily contact with\nfamily life at its lowest ebb. She was trained by necessity to see the child\n\n"} {"page": 692, "printed_page": null, "text": "NATIONAL EpucaTION ASSOCIATION\n688\npeat SSNS EST\niinrriinrenmmentnnn™c\nsn\n\nshe attempted to teach handicapped in his learning by the social conditions\nof the home.\nPhilanthropy then turned to the schools asking them to accept the kindergarten as a member in good and regular standing. As an entering wedge,\nthese boards requested the use of vacant rooms in public school buildings—\nfor there were such in those days and the kindergarten was allowed to\nenter, somewhat as a stepchild it is true. The least attractive room, left\nunused for this reason, was turned over for her use rent free, salaries and\nrunning expenses still being defrayed by the philanthropic agencies who\nwere convinced.through experience of the educational as well as the philanthropic value of the kindergarten. The next step was to persuade boards\nof education to accept full responsibility, and the kindergarten became part\nof the public school system.\nThe kindergarten was something of a misfit for many years for many\nreasons.\nIn the first place, the long experience under philanthropic influences greatly increased the inherent philosophical tendency of the kindergarten to include in education responsibility for all those conditions in the\nhome which hindered the learning and general welfare of the child. When\nthe kindergartner entered the public schools she found no opportunities to\ncontinue this welfare work. \"There was no medical inspection, no school\nnurse, no school luncheons, no school psychologist, no social case-worker,\nno\nvisiting teacher, etc. The kindergartner’s previous training in philanthropy\nwhich included such ministrations as these, struck a strange cord in a public\nschool system.\nIn the second place, kindergarten teachers had been trained in separate\nnormal schools. Her philosophical background, her curriculum, materials\nand methods were too unique to be understood by grade teachers, who had\nbeen trained to use a curriculum based upon the acquirement of the three\nR’s in their baldest and most barren form. ‘Thus was ushered in a new era.\nThe kindergarten was in the school but not an organic part of it. The\nkindergartner brought with her a peculiar philosophy of education deemed\nhighly sentimental, and a correspondingly strange conception of a curriculum, based upon play.\nShe encouraged children to talk, sing, dance,\ndramatize, model, paint, draw, build, and construct.\nWhoever heard of\nanything so preposterous as activities such as these in school buildings dedicated to silence and inactivity. The method of handling behavior problems was considered sentimental—a form of “soft pedagogy” which was\nsupposed to ruin the child for work with the three R’s in the grades. Of\ncourse the kindergarten did not prepare a child to enter the first grade.\n\nKindergarten children were not welcomed by the primary teacher.\n\nWhy\n\nshould they be? This was not the fault of either kindergarten or first-grade\nteachers. It was due to the fact that children were supposed to pass on\nfrom one teacher to another with continuity of work when the two teachers\nwere trained in diametrically opposed philosophies, curricula, and methods.\nFortunately for children as well as teachers, this whole situation has\nchanged. Kindergarten and primary teachers are trained in the same nor-\n\n"} {"page": 693, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n689\n\nmal schools, with the same psychology and philosophy, the same materials\nand methods; they are prepared to teach in either kindergarten or primary,\nand can change from one to the other with slight adjustment to the different levels of maturity of the children.\nThere is a growing tendency to\nplace both kindergarten and primary grades under a common supervisor\ntrained in both fields. Kindergarten and primary teachers are cooperating\nin the construction of a unified curriculum in which the activities, subjects,\nand materials of the kindergarten are traced on up to the second, third, or\nfourth grade.\nAll the activities and subjects of the primary schools have their foundations laid in the kindergarten.\nWe regard a kindergartner as most unintelligent if she fails to see her opportunity and obligation to discover and\nutilize the beginnings of all the school subjects in the spontaneous work\nand play of the four to six year old child. In like manner, we are most\ncritical of any primary teacher who is not prepared to build the achievements\nof the first grade level upon those mastered in the child’s previous experience in the kindergarten.\nWhile the majority of the kindergartners do\nnot deem it wise to teach reading and writing as such in the kindergarten,\nshe fails as a teacher in this field if she does not recognize and utilize the\nexperiences out of which they spring.\nThe International. Kindergarten\nUnion has a committee appointed to work out standards and tests by\nwhich we may detect evidences of reading readiness for kindergarten use.\nIf these can be used in the kindergarten, much positive information regarding the child’s readiness for reading can be passed on to the first grade\nteacher.\n“This would save much time in discovering the proper groupnig\nof children in the first grade according to the level of reading achievements\nfor which they are ready. While any progressive kindergartner will readily\ngrant that she is most remiss in her duty as a teacher unless she is prepared\nto detect and utilize the beginnings of all school subjects in the spontaneous\nwork and play of the kindergarten, she may question seriously the present\ntendency of some more enthusiastic than wise school administrators who\nhave discovered a new use for the kindergarten.\n‘Their unique scheme is\nto seize the kindergarten as a good place to locate and prevent the alarming\nproportion of failures in promotion from the first grade to the second.\nWhy this difficulty cannot be cured in the grade in which the failures take\nplace is yet to be explained. One would think that ordinary common sense\nwould prompt us to look with doubtful eyes into any first grade curriculum\nin localities where failures of promotion are said to run all the way from\n\ntwenty-five\n\nto fifty percent.\n\nThe\n\nnecessity for certain\n\nhard and\n\nfast\n\nachievements in reading are not questioned save with regard to quantity\nand pace decided in the light of certain intelligence tests. “hese may test\na child’s ability to do, but not necessarily his present readiness for, or his\nability in first grade achievements.\n‘These sacred first grade achievements\nmust not be altered at any cost! If a goodly proportion of the children\ncannot acquire them, so much the worse for them and the teacher. The\ncame stupid mistake we have made for centuries is repeated!\nThe child\n\n"} {"page": 694, "printed_page": null, "text": "690\n\nNationaL\n\nEpucaTion\n\nAsSsocIATION\n\nmust be made to fit the curriculum, not the curriculum to fit the child.\nAchievements found too difficult for maturer first grade children to bear\nup under are to be pushed on down in the kindergarten, on thesis that\nif begun sufficiently early and kept up long enough through both kindergarten and first grade the failures may be reduced at the end of the first\ngrade. The first grade curriculum has been “reading driven” for centuries,\nand failures continue. The proposition is to have “word recognition” and\npre-primer reading taken over by the kindergarten in order to relieve first\ngrade pressure and failure. The worst of it is that parts of the argument\non which these experiments are based are undoubtedly sound. The kindergarten can and should help to relieve first grade failures in reading by any\nmeans which do not sacrifice the kindergarten child’s right to activities and\nexperiences which minister to his growth on his own level. But when the\nkindergartner takes over the reading activities of the first grade she not only\nimposes a higher level of achievement on the less mature, but robs the immature child of activities and experiences which not only minister better to his\npresent level, but prepare in a more effective manner for first grade achievements. It must be granted that many children of six-year mentality are in\nkindergartens, and of five-year mentality are in first grades. ‘Chese errors\nare easily located and should be corrected. It is also agreed that the kindergarten can greatly’ contribute to reading facility in the grades by: (1)\nbroadening the kindergarten child’s first hand experience; (2) by helping\nthe child to gain from these experiences clear images and ideas which may\nbe easily recalled through the printed word; (3) by helping the child to\ndeepen and clarify the ideas gained through varied modes of expression, by\nbetter organization of these ideas in his work and play, including oral language; (4) by encouraging the child to utilize these ideas in his play purposes and plans, improving these in both content and form through the\napplication and use of ideas gained in contact with people and things. These\nare the backgrounds which will familiarize the child with the meanings\nfound later in the printed page, but when enthusiasts add to these normal\nbackgrounds the reading activities of the first grade, some of us raise a\nquestion.\nIn one of the most ingenious experiments trying out pre-primer reading\nin the kindergarten the school principal has all unconsciously changed the\nwhole kindergarten curriculum so as to make it directly or indirectly circulate around word recognition; the lists of words selected from primers\nwhich the child is to master later. It is called a “fifteen minute period,”\nbut the program of activities for the whole day admirably illustrate how\nstories, discussions, pictures, dramatization, and handwork are all selected\nand arranged to further this one end. Are we conscious of what is happening? Reading achievements have dominated first grade curricula for\nyears. All else has had to yield to its demands.\nA child is promoted or\nfailed largely in the light of his ability and achievements in this one subject. Still the scheme fails with twenty-five and thirty percent. What is\nthe cure suggested for this situation? Push the problem on down into the\n\n"} {"page": 695, "printed_page": null, "text": "DEPARTMENT\n\nkindergarten.\n\nOF SUPERINTENDENCE\n\nBegin it earlier and earlier.\n\n691\n\nSoon the nursery school will\n\nbe invaded for the same purpose.\nIt is not a question of what can be done, but what should be done. Two\nquite full-fledged experiments were tried in the kindergarten of the Horace\nMann School in 1915 and again in 1916. The children were accommodating and happy. They learned to recognize many words, but they made\nlittle or no progress in reading in the first grade over and above that made\nby the kindergarten children without this preparation.\nA teacher equally\nsuccessful in kindergarten and primary was placed in the kindergarten the\nfollowing year with full permission to follow her best judgment in beginner’s reading. The plan was to have this teacher move on with the same\nchildren as they passed into the first grade the next year. The year passed.\nNo reading, as such, was in evidence in our kindergarten, but every experience which prepared for later reading was utilized.\nThis does not argue that no word recognition is ever to be used in the\nkindergarten.\nOn the contrary, all kindergartners should be trained to\nmeet the need when it arises.\nBut she must see to it that this does not\ndominate her thinking or her program or crowd out the experiences more\nimportant for the kindergarten child. Nor must her grading as a teacher\ndepend on her success or failure in teaching reading. Here is the rub!\nAnother experiment in kindergarten reading most intelligently conducted,\nargues as one proof of its advisability, the increased appreciation and enthusiasm of the parents.\nHere we have another example of giving parents\nwhat they want instead of training parents to want what young children\nreally need.. The superintendent equally enthusiastic over the results following a “fifteen minute” period devoted to recognizing forty words selected\nin the light of their frequency in primers and readers, cites the increasing\nenthusiasm of a board member who objected to kindergarten expense, and\nthe wholehearted appreciation of taxpayers who were converted to the value\nin kindergarten education after reading was introduced. A glance at the\nprogram in which this experiment was carried out reveals the extent to\nwhich a list of forty words may actually dominate a kindergarten. Were\nthe forms of work and play characteristically those providing fullest opportunity for development at the kindergarten level? Were they selected first\nand foremost for this reason?\nOn the contrary they give evidence of\nselection on the basis of the opportunities they offered for the recognition\nof the forty words.\nThe kindergartners seemed equally unconscious of\nsacrificing the kindergarten for the grade and lent themselves tamely to\nthe experiment.\nPerhaps their success as teachers would be measured in\nthe light of success or failure in teaching word recognition!\nTests and standards for promotion from kindergarten to first grade\nshould be carefully planned. Miss Mary Read of the department of Kin-\n\ndergarten-First Grade\nsearch along these lines.\n\nEducation\n\nof Teachers\n\nCollege is conducting\n\nre-\n\nShe says: “The purpose of this study is to derive\n\na technique for the promotion of children from kindergarten to first grade\nwhich will be based upon native capacity and ability of children to achieve.\n\n"} {"page": 696, "printed_page": null, "text": "692\n\nTION\nNaTioNAL EpucATION ASSOCIA\na\n\nknow\nIf we can locate children fairly accurately in an achievement scale and\num\ncurricul\ngrade\nfirst\na\nplan\nthen\ncan\nwe\nh,\naccomplis\nto\ntheir capacity\nsays\num\ncurricul\nthe\nwhich will start where children are instead of where\nthey should be.”’ Six such criteria for judging promotion standards have been set up and\nare to be tested in the promotions of children from the kindergarten to the\nfirst grades in the Horace Mann and other schools. It is refreshing to hear\na voice crying in the wilderness of confusion regarding the advisability of\nthe introduction of reading into the kindergarten. “This problem is most\nadmirably handled by Gertha Williams, Head of the Department of\nPsychology, Detroit Teachers College, in a short but telling article in the\nIt is so sound in its\nDetroit Educational Bulletin for October, 1925.\ninsight that one is tempted to quote it in full.\nUnless the aims and objectives of the kindergarten are one and the same\nwith those in the first grade, there is something vitally wrong with one, the\nother, or both. Some of us would go so far as to suggest that in any large\nscheme of curritulum reconstruction undertaken in a school system, the\nfirst step should be to call upon kindergarten and high school teachers to\nsee how far the “beginnings” are in the “ends,” and the “ends” are in the\n“beginnings.” Otherwise how can there be continuity throughout? Some\nof us check kindergarten objectives with those selected from the best high\nschool curricula. If there is to be continuity in education, then such a procedure is justifiable.\nThe third function of the kindergarten is to discover in the early years\nevidences of any conditions which will hinder development all through later\nschool life. “This is a contribution offered by the kindergarten to the whole\nschool. However, this is a future function of the kindergarten rather than\na present one. To accomplish this great purpose two great changes would\nhave to take place. First, the training of the kindergartner would have to\ninclude more psychology, psychiatry, nutrition, nursing and medicine, than\nis now provided in most normal schools. Second, one would have to awaken\nthe public in general, superintendents of schools, and boards of education\nin particular, to provide the kindergarten with facilities, not only for instruction as such, but for training children in correct ‘habits of eating, sleeping, open air life, etc. Such a kindergarten would be open to the criticism\ngiven by a visitor to our experimental nursery scHools. She said: “This\nlooks like a cross between a home and a baby hospital,” and she was right.\nIn that there was the preparation and cooking of food, setting of tables,\neating meals, out of door play, beds with sleeping hours, etc.—the nursery\n\nlooked more like a home than a school. The presence of doctors, nurses,\npsychologists, and Psychiatrists made the nursery take on the aspect of a\nclinic or baby hospital. With the cooperation of our superintendents,\nboards\nof education, school doctors, nurses, psychologists, and visiting nurses, we\nshould begin to provide for our public school kindergarten\nchildren the\nintelligent care now being given to nurser y school children from\ntwo to four\nyears of age.\n\n"} {"page": 697, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n693\n\nThe proper start in school subjects and activities common to all good\ncurricula is a worthy function for the kindergartens, but it is not the most\nimportant. Of still greater importance are the foundations of physical and\nmental health. ‘Those of us working with enthusiasm in nursery schools for\nchildren two to four years of age, appreciate the tremendous importance of\nthese early impressionable years, but important as these are in locating and\ncorrecting the beginnings of physical and mental disease, many of us would\nfind ourselves less enthusiastic did we not believe that all good things provided for the mental and physical welfare of nursery babies must be pushed\non up into the kindergarten and lower grades, if the good start there is to\nbear fruit in later years. All these rare opportunities, now provided for\nthe two to four child in our best nursery schools, many of us struggled for\nyears to provide for the kindergarten child. But alas, we had no facilities,\nno intellectual or financial support, when we became a part of the public\nschool system. Because the nursery school is as yet too young to have any\nhighly crystallized traditions, because as a movement it has sprung into\nexistence at a happy moment when the whole world is awakening to the\ntremendous importance of these early years in conditioning the physical,\nmental, emotional and social conditions of later life, it is in a position to\naccomplish all those conditions which were prophesied and prescribed by\nG. Stanley Hall a quarter of a century ago.\nWe who studied with him at that time see in the nursery school a realization of his prophecy of the kindergartens of the future.\nBeginning his\nstudy of the kindergarten in 1895, he emphasized a new type of training\nfor kindergartners, including psychology, mental hygiene, nutrition, nursing\nand medicine.\nAmong his most eminent students is Dr. Arnold Gesell\n\nwho is carrying forward to fruition our ideals and hopes for better conditions for young children through the researches in the Psycho-Clinics of\nYale University.\nThe child welfare institutes of research with their clinics and their\nnursery schools in the Universities of Iowa, Columbia, Ohio, Cornell, Chicago, Minnesota and others; the excellent courses in child care and training offered in the household economic departments of our colleges; the\nscientific studies of children in the Merrill-Palmer School of Detroit; the\ndemonstration nursery schools in such cities as Boston, Cleveland, and many\n\nothers, are one and all evidences of what can and must be done for young\nchildren in the near future. Nor must this clinical study of young children\nbe confined to the kindergarten. It should begin at the second and continue\nup to the eighth year, at least. ‘This means a new type of training for\nteachers—a training now provided only in these institutes of child research.\nMore and more we are convinced of the fact that the physical, mental and\n\nmoral problems of school and later life are not only discoverable, but largely\nsolvable, in their early stages. Nursery schools, kindergartens, and the early\nprimary grades could serve as child and parent guidance clinics. \"These\nneglected conditions in early life, calling for physical, mental, and emotional\ndiagnosis and care, grow more and more serious and difficult with each\n\n"} {"page": 698, "printed_page": null, "text": "694\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nsucceeding grade. We would like to substitute such care as that now provided in our nursery schools, for the growing tendency to move the teaching\nof reading back into the kindergarten.\nThe following are some of the types of research now being made in\nnursery school clinics: Tests of the heart, glands, blood, and blood pressure,\nurine, and contents of intestines; teeth, posture, and flat foot; tests of emotional stability and social maturity; daily records of digestive, bowel, and\nsleeping habits; colds, their cause, prevention and cure; the effects of exercise, and frequency of exercise on learning; the effects of approval and\ndisapproval on improvement; the effects of likes and dislikes, fears, etc., on\nconditioned reflexes and learning; the effects of timidity, a sense of failure\nand self depreciation in relation to success and failure; the effects of tantrums and stubbornness on later mental sanity and crime; the effects of too\nmuch and too little affection in relation to mental health; sex disturbances,\ndreams, etc.\n\nWhether nursery schools are to become an integral part of the public\nschools of America as in England, yet remains to be seen. State laws would\nhave to be changed and the public convinced that the early years are as\nworthy of state care as those later. Eager as some of us are to see this day,\nwe would not have it come until the nursery schools of today now affliated\nwith clinics, have a chance to fulfill their promise under the freer regime\nof research centers. If they go into the public school system prematurely\nbefore their promise is developed into realization, they may be exposed to\nthe danger of conforming and adjusting to public schools as they are. Instead they must bring the work of the public kindergartens and lower\ngrades up to their level, stimulating them to study the child as a whole.\nWhen we come to the stage where we build curricula based upon the right\nof the younger child to learn healthy habits of food, sleep, rest, open air\nplay and work, emotional sanity and social poise, we can hope for the\nnursery schools, kindergartens, and the lower grades to unite in contributing\na most highly honored function in our public school systems of America.\n\nCHARACTERISTICS\n\nOF AN EFFICIENT\nSCHOOL PRINCIPAL\n\nMARY\n\nMCSKIMMON,\nPRINCIPAL,\n\nPRESIDENT,\n\nPIERCE\n\nSCHOOL,\n\nNATIONAL\n\nELEMENTARY\n\nEDUCATION\n\nBROOKLINE,\n\nASSOCIATION\n\nMASSACHUSETTS\n\nIf the National Education Association had done nothing else in the last\nfive years except to awaken the elementary principal to study his own problems, to find out what his serious responsibilities and highest opportunities\nare, it would be worth to the education of the children of America all\nthat\nthe Association has received from all sources during this whole period.\nThe\nelementary principal comes closest to the entire population of children\nto be\ntaught and their teachers, of any one official concerned. We can\npoint with\n\n"} {"page": 699, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n695\n\npride to the progress we have made in the study of our own problems, for\nwe have found out our own status, and our chief professional responsibilities—things entirely vague and undefined five years ago—and it is today\nour chief pride that this study was undertaken by no compulsion from without but rather from the self-determination of the group itself, as we came\nto recognize of our own accord, the indefiniteness of our powers and the bewildering demands imposed upon us, and the lack of common agreement\nupon which to plan as the newly organized National Education Association\nbegan to draw us in large numbers to its great meetings.\nTwo years before our group began to organize itself for the study of its\nproblems, a great spur to study our own problems came to us by W. C.\nReavis’ compelling article in the Elementary School Journal in December,\n1918, entitled ‘““The Duties of the Supervising Principals.”\nTo us most\nof the duties were traditional. To be sure new duties were often added\nby the higher authorities, but no one duty was ever taken away.\nFor the\nfirst time as a group the elementary school principals applied themselves\nto weighing this serious list of scores of responsibilities that heretofore had\nbeen taken, as a matter of course, one after another like steps in a flight of\nstairs, equal in importance.\nNow we began to ask, “Are the things that\ndevour our time equally valuable in this work of giving all the children\nof all the people the best in our power to give?” Long and earnestly we\nstruggled to find their relative values, then we appealed to the superintendents and professors of education in the universities to study and weigh\nthe relative merits of the clamoring and conflicting claims of priority of\nimportance for the principal’s time. Their points of view were interesting\nindeed.\nWhile the superintendents agreed that the principal should devote\nfifty per cent of his time to supervision, the actual practice as observed by\nthe university professors was that administrative duties and clerical work\ntook together almost four times as many hours as was given to supervision.\nSupervision, nevertheless, came to its own place through this investigation,\nthe objective of the efficient elementary school principal.\nHow to organize\nhis school so as to give the major portion of the school day to the improving\nof the learning by the children, through the improving of the teaching\nprocess, and then to define the status of the principal have been subjects of\nthe most earnest study during the existence of our organization.\nWhat is\nour real job, and what are the powers delegated to us to accomplish it?\nIf the first task is supervision for improving the learning process, how\ndoes the efficient principal attain the end he has set for himself?\nThe\natmosphere in which he works is one peculiar to the school and is a miracle\nto the outside world, for it is in the land of hope, the children dwell forever\nin tomorrow; never, save under compulsion, turning their heads over their\nshoulders to cast a glance at yesterday.\nIn.this stimulating atmosphere\ncourage and cheer become the principal’s daily comrades.\nThe principal knows that his real service to his school world consists in\nbeing an interpreter.\nIt is only a matter of careful study under well\n_ equipped authorities to find out how to give mental tests that shall measure\n\n"} {"page": 700, "printed_page": null, "text": "696\n\nNATIONAL\n\nEpucaTion\n\nASSOCIATION\n\nthe child’s native ability to learn, but how to profit by the knowledge that\nHe must know how to interpret the\nhe gains is not so simple a matter.\nHe must persuade\nfacts so as to make the right adjustments for the child.\nthe school boards to make provision for shifting the emphasis from the study\nof subject matter and method to the study of the nature and needs of the\nindividual child. He may still have to allay the distrust of mental tests\nin the mind of the average parent.\nHis work of adjusting the limited or\nthe gifted child is growing simpler each year as more and more the grade\nteachers are studying the whole subject of testing both by mental and\nachievement tests in the courses now given in both summer and Saturday\nmorning programs.\nWhen the principal’s supreme interest is the improving of the learning\nprocess, he soon finds it necessary to help his teachers improve their own\nteaching.\nThis is the real test of his leadership.\n‘The superintendents’\nwork of rebuilding the curriculum has been of inestimable value to the\nprincipal. When this subject has been worth the most extended study that\nthis leading educational body in our country has yet bestowed upon education, the helping of teachers keep step with the advancing curriculum has\na dignity of appeal far ahead of the old ways of evaluating these subjects\nby which we educate the children.\nThe salvaging of the gifted child is not a difficult task in this land where\nopportunity springs up over night. ‘There is always promotion possible,\nalways opportunity for enriching his course by the materials giving new\nexperience and awakening that greatest reward for work, the joy of\nachievement.\nBut it is just as fine an achievement to discover the gifted\nteacher, and one that has long waited accomplishment.\n‘The price that\nthe really gifted genius among teachers pays for advancement is promotion\nto a position of administration where the children are robbed of her power\nto awaken, of enlarging their horizon. As Emerson says of such, “By\nsimple living, by an illimitable soul, you inspire, you correct, you instruct,\nyou raise, you embellish all. By your own act you teach the beholder how\nto do the practicable. According to the depth from which you draw your\nown life, such is the depth, not only of your strenuous effort, but of your\nmanners and presence.” You are all recalling at this moment just such a\nrarely gifted teacher that you have once known.\nCannot this honorable\ngroup find some way to reward such service, and keep it for the healing of\nthe world through its blessing to little children; some means of real recognition that will enable the gifted teacher to grow in power till her achievement is as known and acclaimed as that of a great musician?\nThe efficient principal has learned how to make sure of professional\ngrowth for the whole faculty through the regular teachers’ meetings.\nIf\nthe teachers are bored or unwilling participants, “The fault is not in our\nstars but in ourselves.”\nDr. Cubberly has neatly and completely charted\nthis kind of enterprise, and it is a wholesome thing for us to take up his\nstudy of meetings with our teachers, and honestly face the danger of having\nto confess ourselves guilty of some of the worst types in not so remote a\n\n"} {"page": 701, "printed_page": null, "text": "=\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n697\n\npast as we might wish.\nWe all know his bulletin-board type where the\nnotices and directions, wearying to exhaustion the already tired group,\nmight just as well have been consigned to, the kindly silence of the patient\nbulletin boards.\nSome of us know the grievance type—an apple sour as\nvinegar—where the time that should have been spent for professional\ngrowth and understanding of the finer things is snatched by a small group\nfor the rehearsing of all the discouraging things in the whole profession, forgetting that the irritations of one condition of life are common to all and\nare what the poet calls—\nMachinery just meant\nTo give the soul its bent\nTry thee and turn thee forth sufficiently impressed.\n\nThe principal has learned that neither the grievance type monopolized by\nthe disaffected, nor the grumbling type expressive of his own dyspeptic\nhours, nor the routine that looks like real business, but is an easy way to\nkeep up the appearance of progress without doing the hard delving for the\nhidden treasure that makes for true growth is what the golden moments of\nthe teachers’ meeting should be spent for. Nor is it the lecture-meeting\nwhere the principal mounts his favorite hobby and ambles along apparently\nat a great rate, but amounting to little more than giving his teachers brief\nperiod of troubled rest.\nMilton knew that kind of leadership when he\nsaid: ‘““The hungry sheep look up and are not fed.”\nThe really efficient elementary principal knows that this time beyond\nprice devoted to conference or formal meeting is his golden opportunity to\nawaken the latent powers and professional devotion of the teachers in his\nschool.\nIt is he who must take the blame when his meetings are dead and\nimprofitable to his teachers, exactly as they must assume the responsibility\nwhen their work falls cold and dead upon the children in their classrooms.\n‘There are no such opportunities that can come to the principal comparable\nto this experience by which he is continually being weighed in the balance.\n‘The meeting worthy of a professionally minded principal is a professional\nmeeting—one carefully planned with real objectives, with common interest\nparticipated in with careful study by way of preparation by all, contributed\nby all, but always under the control of the master mind of the principal as\nleader.\nFor it is he whose professional insight and wisdom must be the\ncompelling force in making the meeting like a watered garden, a place and\ntime for beautiful growth of power and skill and renewed courage and confidence.\nWhen tired, discouraged teachers leave these meetings rested and\nrefreshed, the principal may know that he has met his great opportunity and\ntakes with him the reward of the real victor which is the ability to do a\nharder and less promising piece of work with even greater victory the next\ntime. And that is the happiest recompense that could come to him, for just\naround the corner of his career, the new and greater difficulty is lying in\nwait. At a Washington women’s club recently the meeting included a\n\n"} {"page": 702, "printed_page": null, "text": "698\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n*€\n\nlittle prayer that seemed\npeculiar grip:\n\nto me\n\nto belong to teachers’\n\nKeep us, O God, from pettiness, let us be\nLet us be done with fault finding, and leave\nLet\nhasty in judgment and always generous.\nto grow calm, serene, gentle.\nTeach us to\nstraightforward\n\nand\n\nunafraid,\n\nand O, Lord\n\nmeetings\n\nwith\n\na\n\nlarge in thought, in word, in deed.\nMay we never be\noff self-seeking.\nus take time for all things; make us\nput into action our better impulses\nGod,\n\nlet us not forget to be kind.\n\nThe efficient elementary principal gets his real power through his touch\nHe is a member of the church of his choice, men’s\nwith his community.\ninterests, the board of trade or chamber of\npolitical\nclubs for social and\ncommerce will welcome him if he is the real producer of human values that\nhe should be. Anything that will get him and keep him in touch with men,\nreal, live ones, will be his salvation, for at times it seems as if his mind has\nbroken from its moorings, for he seems to be in a world where fathers are\nThe Parent-Teacher organization is one of the greatest assets in\nno more.\nAmerica today to his profession, but after a few years he begins to wonder\nOur\nif the entire population of his school are the children of widows.\nentire profession is suffering today because those who earn the money for\nthe taxes by which education is maintained are only very remotely interested\nin the education of their own children whose entire future life depends in\nlarge measure on what we are doing to those same children today. “The\nprincipal must leave the walls of his own profession and all its activities if\nhe is to get into touch with those whose ignorance of the aims and attitudes\nof education today is costing us so much.\nBut if you want to know what\ncontact—living, vital contact—with this world of men, outside the school\nmeans, read President Ide Sargent’s splendid account of his Dr. Pearl in\nthe Elementary Principals’ Fourth Yearbook.\nWhat holds us? We whose limitations financially, socially, even professionally, loom so great? ‘The principalship is not simply a stepping stone\nto the superintendency and strangely enough, some have even refused preferring the intangible rewards of life and service to the apparent ones.\nListen to the confession of one who deserted from the ranks.\nWho among\nthe wise of the outside world could blame her? But listen!\nIn the town where I first taught, schools were closed on account of influenza.\nEvery teacher in the town volunteered to nurse and did it. We\nwere all hundreds of miles from home.\nMy landlady said, ‘Remember, if\nyou get sick, you can’t come back here.” When schools convened in December, the school board refused to pay our salaries during the entire period\nof our serving the community.\nI taught two years in the rural schools, our clothes, friends, actions, telephone conversations and mail were all closely observed and freely criticised.\nThen I left and went to college to get a city position. I spent five years in\ncollege and post graduate work learning to teach.\nI had more personal\n\nliberty in the city school, but the classroom liberty was nil. Courses of\nstudy were planned by a speed maniac remote from boys and girls. We\n\n"} {"page": 703, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n699\n\nwere allotted three days for Burke’s Conciliation and one day each for\nMacaulay’s speeches.\nThen I gave it up and went into business. Without any special preparation I doubled my salary, then I tripled it. No one\nexpects me to perform miracles.\nNow listen!\nYet, sometimes I feel like one who has seen the glory of God—and\ndeserted.\nHigh faith in the future, love of eager boys and girls, sacrifice, service—\ncould one who has known them forget?\nWhat is the test of the efficient principal?\nIs not the test what it has\nbeen from the beginning, the imperishable part of the product?\nThose immaterial things, which stronger than steel, more enduring than adamant,\ninform the mind and soul of those in whom he lives to create. For he is a\ncreator, not merely the builder, nor the discoverer, nor even the interpreter.\nFor it is through his touch on the plastic life of his school that the miracle\nof the inner life takes place.\nDust as we are, the immortal spirit\nGrows like harmony in music\n\nsang Wordsworth in his great poem explaining the growth of childhood’s\nsoul.\nIn our own day, H. G. Wells has immortalized the soul of all great\ndevelopers of childhood.\nIn his book, The Undying Fire is revealed the\nmortal antagonism between the blindness of the world gone mad over money\nsuccess, and that devotion to an ideal that holds to its end, though crushed\nbetween the upper and nether millstones.\n‘This great schoolmaster here is\nappropriately enough named Job, and when he has passed unscathed through\nthe fires of trial, and the sunlight of great blessing and great peace visits\nhim again, he sings his paeon of trust in unforgettable words, and dares for\nonce to speak of his own gift to the lives of his scholars—golden words for\nthose of us who dare to lift our eyes, to confess the high calling to which\nwe were called: ‘“My boys have learned the history of mankind so that it\nhas become their own adventure.\n“They have learned geography so that the world is their possession.\n“T have had languages taught to make the past live again in their minds\nand to be windows upon the souls of alien peoples.\n\n“Science has taken my boys into the secret places of matter and out again\ninto the nebulz.\n“Some of my boys have made good business men because they were more\nthan business men.\n“(When the war came my boys were ready. They went to their deaths—\nhow many have gone to their deaths!” and would you not, my fellowworkers, have to search the veritable book of Job to find a more perfect\ntribute to the great ideal of education?\n\n"} {"page": 704, "printed_page": null, "text": "700\n\nNatioNAaL EpucaATIon ASSOCIATION\n\n“And for the future, I simply want this world better taught so that wher.\never the flame of God can be lit, it has been lit.”\nThe lamp of knowledge, my fellow-workers, yes, but lit with the flame\nof God!\n\nPROBLEMS\n\nOF RURAL\n\nLIFE AND\n\nRURAL\n\nEDUCATION\n\nFRANK 0. LOWDEN, FORMER GOVERNOR OF ILLINOIS\nA healthy rural community life is essential to any continuing civilization.\nIs the rural community breaking down in the United States? Many think\nso. I recall the country school of my early days. It was the center of a\ngenuine community life. ‘The school house was a simple structure, plain\nand unadorned.\nBut the country school itself was a different thing from\nwhat it is today. There were pupils enough in each district to make the\nschool a vital thing. It was large enough to stimulate the group spirit.\nThe school could feel a pride in its numbers and in its achievements. There\nwere present all the elements required for the growth of a fine spirit of\nsportsmanship, both in the classes and upon the playground.\nAnd this\nspirit has been found indispensable to success among self-governing peoples.\nThe school house too was something more than a mere educational center.\nSpelling classes, arithmetic classes, and debating societies drew from the\ncountryside for miles around not only the school children but the adults\nas well. How changed the country school of today!\nThe population in the school district, due largely to improved farm\nmachinery, has steadily declined. A few years ago, the State of Iowa enacted a law by which, when the number of pupils in any school district was\nreduced to five, the school should be closed and provision made for carrying\nthose pupils to another school. Under that law five hundred schools in the\nState of Iowa alone have been closed. ‘The country school, therefore, has\nlost its old vitality and its old importance in the life of the people. It is\nhard to make the school directors themselves believe that they need give\nmuch attention to so small a group.\nFor the most part, the little school\nhouse which was once so dynamic a thing in the life of the community has\nfallen into neglect. It remains upon the hilltop as of yore. It too often,\nthough, has an appearance of decrepitude and is usually a melancholy memorial of better days.\nAt the same time that the rural school has been undergoing this evolution, the schools in the towns and cities constantly have improved.\nHandsome and stately buildings have taken the place of the ruder structures of\nearlier years; the course of instruction has been greatly broadened; sanitation and recreation have been provided for. In other words, for a half\ncentury, at least, the rural schools have been going backward, while town\nand city schools have been moving forward.\nThe old isolation of the farm in a sense has been broken down by the\ntelephone, the automobile, and the radio. Communication and interchange\n\n"} {"page": 705, "printed_page": null, "text": "DeEpaRTMENT OF SUPERINTENDENCE\n\nwma\n\n701\n\nof visits between those who live in the country and those who live in the\ncity are becoming more frequent all the time.\n\nThe farmer knows how the\n\ncity man lives. The farmer’s wife knows the conveniences that the house\nwife in the city enjoys. The farmer and his wife and children know of the\nsuperiority of the city school over the country school. The time therefore\nhas come when we must strive to equalize conditions of living upon the farm\nand in the towns and cities. We shall be unable much longer to maintain\na double standard of living in the United States, as we have in recent years.\nIf the inequalities which now exist shall continue we shall not much longer\nbe able to keep the normal boys and girls upon the farm. The trek cityward is already under way. If it shall go on as rapidly as it has in the last\nfive years, the next generation will witness a farm population largely composed of the physically and mentally unfit.\nEducators have not been blind to this distressing contrast.\nIn some sections of the country consolidated country schools have been established.\nThese schools have marked a vast improvement in the life of the community.\nFor farmers are as eager to give their children a good education as are\nthose who live in the cities and towns. “They have found, though, that the\nconsolidated school, to be at all adequate, means a heavier tax burden than\nthey can bear.\nThe National Education Association has been aware for years of the\nparalysis slowly creeping over the country schools. It initiated the movement for the consolidated country school. But it found that the consolidated school could not be adopted generally until the farmer’s income\nwas increased.\n“The representatives of this great Association, therefore,\nundertook a study of American agriculture, with a view of learning if pos-\n\nsible why it was that the farmer was unable to give his children as good an\neducation as the children of the city schools enjoyed.\nTheir conclusions\nform one of the most interesting chapters in the entire history of education\nof which I know. ‘They delved into the subject deeply. “They studied not\nonly the conditions surrounding the American farmer, but they went abroad\nto learn what lessons the farmers of other lands might teach. ‘They found\nthat where the farmers had organized themselves into cooperative marketing\nassociations, there agriculture was in its best estate; there rural education\nwas most advanced; there a finer community life had been evolved; there\nit was no longer difficult to keep a desirable citizenship upon the farm. And\n\nso this great Association resolved to bring to children of America, through\nthe public schools, the gospel of cooperation.\nA committee was created\ncharged with the duty of preparing a course of instruction for the public\nschools, which should convey to the minds of the future citizens of the re-\n\npublic the spirit as well as the substance of the cooperative method in agriculture.\n\nIt was\n\na great and a patriotic movement\n\nwhich\n\nthis association\n\ninitiated.\nOrganization is a most powerful factor in human progress. “The economists as long ago as Adam Smith found in organization the key to industrial growth.\n\nOrganization\n\nmeans\n\nthe difference\n\nbetween\n\nthe mob\n\nand a\n\n"} {"page": 706, "printed_page": null, "text": "702\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nhighly organized progressive society. “The psychologists tell us that in an\nunorganized mass of men the primai instincts have full sway. Therefore,\nhe who apeals most strongly to the passions of the unorganized mass inReason, justice, mercy, all the finer qualities which\nfluences them most.\ncivilization has evolved, are swept aside by the rising tide of the primitive\n‘The voice of the scholar, of the humanitarian, of the\npassions of men.\nmoralist, and of the preacher, is drowned.\nNow, if we take this same\nunorganized mass and shall succeed in giving it thorough organization, the\nwisest and best men within it rise to positions of leadership. ‘The result is\nthat its conduct, instead of inclining to the plane of the lowest, will tend\nto rise to the level of the highest. Through organization only does progress\ncome.\nEverywhere else organization has been the dominant note of the last\ngeneration. Labor has availed itself of the power which organization gives.\nIndustry has proceeded in the same direction. A few great corporations in\nevery field have taken the place of innumerable smaller independent units\nscattered over the land. Not only are there fewer manufacturers relative\nto production in every line, but they in turn are organized into a great\nnational body. The association thus formed meets at least once a year\nand considers questions of world supply and demand and other subjects of\ncommon interest to the industry. The great corporations which go to make\nup the industry therefore are able to plan the next year’s operations intelligently and in a measure to adjust their production to the probable demand.\nFrom time to time they determine the price for their product,\nwhich remains until new conditions require a change.\nIn agriculture alone\nhave the methods of marketing made no improvement except as to the sale\n\nof those products which are now being marketed through cooperative commodity marketing associations.\nIndeed, while the farmer generally has retained his old methods, they have lost much of their original efficacy because\nof the tendency towards organization on the part of the purchasers of his\nproduct. The number of sellers has constantly increased, while the number\nof purchasers has as constantly decreased.\nAgriculture, therefore, finds itself with its millions of members freely\ncompeting among themselves, while it is obliged to sell its products in a\nhighly organized industrial and commercial world. Now if the farmers are\nto put themselves upon terms of equality with the great industries of the\ncountry they too must organize. It is not desirable that they should imitate the great industries, adopt the corporate form of organization and\noperate their farms through corporate management.\nIt would weaken our\nwhole social structure if our millions of farmers were to surrender their\nindependence in this way. Nor is it necessary. While much improved efficiency in production is still possible, farmers have made and are making\nconstant progress in this respect. The problems which press hardest upon\nhim today are concerned with the marketing of his products at a price\nwhich will enable him to live and to go on producing.\nFor some years\nthe price level of farm products has been below the general price level.\n\n"} {"page": 707, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n703\n\n‘The farmer must find some way to restore the right relationship between\nthe prices he receives for his products and the prices he pays for other commodities. The farmer too must organize for the purpose of marketing his\nproducts.\nRecently the National Industrial Conference Board has been making a\nstudy of the agricultural problem. That board was created by the chief\nindustries of the nation primarily for research on subjects directly affecting\nindustry. Some time ago it resolved to depart from its usual path and to\ninvestigate the farm problem. For the board recognized the vital relation\nof all industry to agriculture.\nIts preliminary report has just been made.\nThe board finds that:\nAgriculture has been able to compete with other branches of our economic life\nfor labor and capital only by virtue of consumption of its own basic capital and\n\nby virtue of the qualities of the farm population itself.\n\nIt concludes:\nAmerican agriculture is faced with the need of adjusting itself through new\nforms of organization to the new system of economic life in which it finds itself\ntoday.\n\nCooperative farm marketing associations are no longer an experiment. In\nDenmark and Holland they have existed longest and perhaps have achieved\ntheir greatest success.\nIn California the fruit growers for many years\nhave been marketing their products through cooperative associations. There\nare innumerable other instances.\nWherever cooperatives have been employed, there we find agriculture in its best estate. In those communities\nfarms are better improved and are kept in a higher state of cultivation and\nrepair. The rural school has made great progress; an air of thrift and\nprosperity is likely to abound; a better community spirit has evolved; the\nfarm has more nearly approached the ideal requirements of a home.\nAnd, therefore, the far-reaching consequences of this movement which\n\nyou have inaugurated no man can estimate. It means the betterment of\nAmerican agriculture. But it means more.\nIt means the development of\na finer rural citizenship; and in times of stress it is this citizenship upon\nwhich the nation must rely. The cooperative way in agriculture is not an\neasy one to attain. It requires the exercise of many virtues. I think these\nhave been best catalogued\n\nby Professor\n\nE. C. Branson, of the University\n\nof North Carolina, in his book called Farm Life Abroad.\nWithout\nordination\n\nthe cooperative virtues of sagacity, faith in one’s fellows, willing subto self-chosen authority, vigilance, loyalty, and courage, a man would\n\nbetter stay out of a cooperative society, for it tests character more severely than\nany other mode of business, way of life, or form of civic enterprise yet devised by\n\nThese are the very virtues, however, which must be nourished and strengthIt happens, therefore, that\nened if self-governing nations are to survive.\nabout cooperation he is\ngirls\nand\nboys\nthe\nwhile the teacher is instructing\ncivilized man.\n\n"} {"page": 708, "printed_page": null, "text": "NatioNAL\n\n704\n\nEpucaTIon\n\nASSOCIATION\n\nalso laying the foundations of a better citizenship. Experience has shown\nthat only the educated farmer is qualified for membership in a cooperative\nsociety. It has been the opinion of our profoundest statesmen from the beginning that self-government can endure permanently only through an intelligent citizenship.\nI am wondering if in this age in which material triumphs everywhere\nstrike the eye and captivate the fancy, we are not losing faith in the value\nof an educated citizenship. I am wondering if we are not entertaining the\nnotion just a little bit that this stupendous machine-made civilization of\nours will go thundering on its way forever even though we deny the value\nof some of the things which our scholars and statesmen of earlier time\nthought vital.\nThe leaders in the cooperative movement are finding too, more and more\nthe need of strong local organizations.\n“They are stressing this as never\nbefore. “The ideal country school also tends to develop a closer community\nspirit.\nAnd so a better type of rural education and farmers’ cooperative societies\ngo hand in hand. They reenforce each other,\nThe progress and security of a nation depend largely upon the kind ot\npeople who live in the country. The cities may be more splendid and brilliant. They are more likely to attract the notice of visitors from far lands.\nThey may have a more conspicuous place in the histories which men write.\nHe, however, who would measure the soundness of a nation and predict its\nfuture will go out into the open country to learn what manner’of men he\nthere will find. A city may burn to ashes and a more splendid one arise\nupon its ruins. But when the soil from out of which the greatness of the\ncity springs is once impoverished or the people living upon it reduced to\npenury, the city will vanish from the map of the world. History records\na long line of great, splendid, metropolitan centers that enjoyed their brief\nday—brief as history measures time—and then disappeared forever because\nthey neglected the country-side which has nourished them. This may have\ncome about by the exhaustion of the soil. It may have been by the gradual\nimpoverishment of those who till the soil. It does not matter.\nFor the\nmaintenance of the soil and the well-being of those who cultivate it are\nequally vital to any nation that would endure.\n\nINTRODUCTION\nFRANK\n\nW.\n\nENCE,\n\nBALLOU,\nAND\n\nPRESIDENT\n\nOF PRESIDENT\nOF\n\nSUPERINTENDENT\n\nTHE\nOF\n\nCOOLIDGE\n\nDEPARTMENT\n\nSCHOOLS,\n\nOF\n\nSUPERINTEND-\n\nWASHINGTON,\n\nD. C.\n\nThis first evening meeting of the fifty-sixth annual convention of the Department of Superintendence is unusually significant.\nIt is held on the one hundred ninety-fourth anniversary of the birth of\nGeorge Washington, It is especially fitting that this meeting tonight should\n\n"} {"page": 709, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\n\n705\n\nconsider some of the ideals and the spirit of one of the founders of our\ncountry, since it is through education that these patriotic ideals and. traditions are transmitted from one generation to the next.\nThis meeting of the Department of Superintendence is held in the nation’s capital. Superintendents from the states, from the cities, and from\nrural communities are in attendance at this convention to consider their\ncommon educational problems, if possible to find a satisfactory solution to\nsome of them, and to gain that inspiration and professional profit which\ninevitably comes from a visit to the capital of our nation wherein are\nfound so many patriotic shrines and evidences of our national greatness.\nEighteen years ago this month the Department of Superintendence last\nmet in Washington. Since that time it has been impossible for the Department to meet again in this city because no single meeting place has been\nsufficient in size to accommodate the attendance at the convention.\nThe\nWashington Auditorium provides such a meeting place and the superintendents who are here assembled are happy to return again to this city which\nthey look upon as the heart of the nation.\nWhen the Department last met in Washington, President Roosevelt received the superintendents in the East Room of the White House and delivered an extended address.\n“Tonight we meet in this great Washington\nAuditorium, where are gathered six thousand people; among them are the\nstate superintendents from the forty-eight states, and the city superintendents of schools in cities of all sizes scattered from the Atlantic seaboard on\nthe east to the Golden Gate on the west and from the wintry climate of\nthe Northwest to the genial warmth of Florida.\nOn the former occasion the address of the President was made to a comparatively small body of superintendents in the East Room of the White\nHouse, and was later printed and distributed to those in attendance; today\nin this great auditorium the address of the President is made to a visible\naudience of six thousand people, while by radio his message is broadcast to\nan invisible audience of unnumbered thousands who sit in their homes, not\nonly in the city of Washington but hundreds of miles from the presence of\n\nthe speaker.\nThis assemblage comprises practically all of the school officials in directive educational positions throughout the country.\n‘The officers are\nin direct contact with the great body of nearly eight hundred thousand\nteachers of the United States. “These officers are responsible for the super- .\nvision of the daily education of more than twenty-five million school children in the public schools of the nation.\nConditions have materially changed since we last met in Washington.\nNot only has the Department increased in size but the importance of our\neducational meetings has increased enormously until today the meeting of\nthe Department of Superintendence is considered the greatest educational\ngathering held anywhere in the world.\n\n"} {"page": 710, "printed_page": null, "text": "706\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nWe, the superintendents here assembled, are profoundly appreciative of\nthe consideration which has been shown us by the speaker of the evening\nin honoring us with his presence and in addressing us on this occasion.\nI have the honor of presenting to you the President of the United States,\nCalvin Coolidge.\n|\n\nWASHINGTON’S\n\nBIRTHDAY\n\nADDRESS\n\nCALVIN COOLIDGE, PRESIDENT OF THE UNITED STATES\nIt is doubtful if anyone outside of certain great religious teachers ever\nso thoroughly impressed himself on the heart of humanity as has George\nWashington. No figure in America has been the subject of more memorial\ntributes and more unstinted praise. And yet the subject never seems to be\nexhausted and the public interest never seems to be decreased. The larger\n- our experience with affairs of the world, the more familiar we become with\nhis life and teachings, the more our admiration enlarges, and the greater\ngrows our estimation of his wisdom.\nHe represented the marvelous comIn the character of\nbination of the soldier, the patriot and the statesman.\neach he stands supreme. —\nAs a brave soldier he won the Revolutionary War.\nAs an unselfish\npatriot he refused to use the results of that victory for his own benefit, but\nbestowed them all on his fellow countrymen. As a wise statesman, gathering around him the best talent of his time, he created the American Republic. All the increasing years only reveal to us how universally great he\nwas.\nIf to set a mark upon the minds of men which changes the whole\ncourse of human events is teaching, then Washington ranks as a prince of\nteachers.\nThe world is not the same as that into which he was born on that February day in 1732. It is a better world. ‘The stately march of civilization\nwhich has since advanced so far, has proceeded in a course which he marked\nout. The imposing edifice of human progress which has since been raised\nso high rests to a large extent upon the foundations which he wrought.\n‘To those who wish more civilization and more progress there must be a\ncontinuing determination to hold to that course and to maintain those\nfoundations.\nIf any doubt what benefit these have been, they have but to\ncompare the present state of America especially, or even of the rest of the\nworld, with what it was when Washington was born.\nHistory seems to indicate that he led and directed a transformation that\nwas growing with an increasing strength over western civilization. The\nfires of the Middle Ages had burned out. The reaction from the days of\nCromwell had run its course in England. The glory of the old régime in\nFrance was declining. The power of Spain was shifting to other hands.\nBut while the old was passing the new had not yet begun. Materially and\nspiritually, things were at a low ebb in the-Old World.\nIt has been described as a time\n\n"} {"page": 711, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n707\n\nwhen poetry sank into dull prose; when philosophy rarely soared above the\nmaterial or the purely logical; when the only earnestness existing took the\ndirection of greed or self-indulgence; when the public service was corrupt; when\npublic morals were licentious and when common language was profane.\n\nThe finances of the people were in a disordered condition. It was distinctly a transition period in America. The early settlers who had come\nfrom the old country had passed away. A very large proportion of the inhabitants of the Colonies, estimated by some as nearly 90 percent, were native born. The pioneer crusading fervor was gone. The new awakening\nhad not come. The attachment to those institutions that are represented by\n\nan order of nobility was breaking down.\n\nBoth in the Old World and in the\n\nNew the ancient aristocracy was crumbling; but the modern democracy\nhad not yet arisen. An era was approaching which was to give less and\nless attention to kings and more and more attention to the people. In that\nera Washington was to be the heroic figure.\nNo doubt the most powerful influence which was working to establish\nthe new order was the revival of religion. “This movement had been started\nin England by John Wesley and George Whitefield in 1729. It was distinctly an effort to reach the common people. ‘They went down among\nthose who were not otherwise reached, preaching the gospel. In America,\nJonathan Edwards led two revival movements, culminating in 1742.\nWhitefield came to this country and preached to great congregations during\nthis period, and the followers of Wesley sent Bishop Asbury here in 1771.\nThese religious activities were distinctly popular movements.\nThey rested\non the theory that every human soul was precious.\n‘They resulted in a\nleveling process; but it was not a leveling down, it was a leveling up.\nThey raised every person that came under their influence to a higher conception of life. A new recognition of spiritual worth gave to all humanity\nan increased importance.\nAnother very predominating influence, supplementing religion and flowing from it, was education. ‘This movement was not new in the Colonies\nbut it increased in volume after 1732. It has been claimed that the Reformed Dutch Church of New York founded an academy in 1633 and that\nthe Boston Latin School was established in 1635. In the same year Boston\ntook action in a town meeting to support a school, and in Connecticut and\nRhode Island schools were opened within a few years.\nIn Philadelphia,\n\nNew Jersey, Maryland, Virginia, and South Carolina, and other Colonies,\nearly action was taken to provide schools, but the effort was not followed\nup so assiduously as it was in New England, where the clergy were very\nactive in its promotion.\n‘This influence was seen in the first compulsory\nschool law in America, which was passed in Massachusetts in 1647.\nit being one\n\nchief project of the old deluder\n\nSatan\n\nto keep men\n\nfrom\n\nthe knowledge of the Scriptures,” the preamble recited, the General Court ordered\nthat each township “after the Lord hath increased them to the number of 50\nhouseholders\nsuch children\n\nshall then forthwith\nto write and read.\n\nappoint\n\none\n\nwithin\n\nevery\n\ntown\n\nto\n\nteach\n\nall\n\n"} {"page": 712, "printed_page": null, "text": "708 .\n\nNationaL EpucaTion AssociaTION\n\nee\nee\n\nyt\n\nTowns of 100 families were required to have a grammar school and a\nteacher able to prepare youths for the university. Penalties were fixed for\nthe violation of this law.\nIn 1732 there were already three colleges in America—Harvard, William and Mary, and Yale—with a combined attendance which is estimated\nat about 275 students.\n‘The intellectual awakening that went on between that time and the\nopening of the Revolutionary War could not be more plainly revealed than\nby the establishment during that period of only a little over 40 years of no\nless than 10 additional colleges. Then were laid the beginnings of such\ngreat institutions as Pennsylvania, Princeton, Columbia, Brown and Dartmouth. When it is remembered that a knowledge of the truth has always\nbeen the maker of freedom, this remarkable quickening of the religious and\nintellectual life of the Colonies in these years just prior to the Declaration\nof Independence becomes of enormous significance. Rightly considered, it\nwould have been an ominous warning to the British Government that\nAmerica had long since begun to think for itself and unless justly treated\nwould soon begin to act for itself.\nWhile this intellectual and spiritual awakening was taking place during\nthe youth and maturing years of Washington, he benefited by it not so much\nfrom taking part in it as in later directing the results of it. Although he\nlived in one of the most populous and perhaps richest of the Colonies,\npopular education around him was still undeveloped.\nNewspapers were\nalmost unknown in the New World and permanent and regular lines of\ntransportation did not exist. About the only regular visitors to his Colony\nwere foreign tobacco traders, dealers in fur, and peddlers.\nThe clergy\nwere almost the only professional class. “The people were very largely engaged in agriculture.\nAt the early age of 3, however, Washington was placed under the instruction of a tutor, who seems to have confined his teaching to the most\nrudimentary subjects. When he was 11 another man took charge of his\neducation and began to instruct him in the fundamentals of the forms of\nbusiness. Some of his copy books of that day are still in existence. There\nis evidence that he was taught some Latin, but his preliminary education\nwas virtually completed when he was 13 years old. Paul Leicester Ford\nsays that:\nThe end of Washington’s school days left him a good cipherer, a bad speller,\nand a still worse grammarian; but fortunately the termination of instruction did\nnot by any means end his education.\n\nAfter this he studied surveying and pursued that occupation for several\nyears. ‘This was an exacting calling, training him in accuracy. But when\n\nhe was 15 he came into close contact with Lord Fairfax, a cultured gentle-\n\nman of 60 years, who had a considerable library.\nHis diaries of that\nperiod show him reading English history and essays in the Spectator.\nBut\nthese early opportunities constituted only the beginning of his education,\n\n"} {"page": 713, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n709\n\nwhich he continued in one form or another almost to the end of his days.\nHis experience, his power of observation and absorption finally overcame\nthis lack of early training, so that in his later days his writings, correct in\nform and taste, adequately revealed the great strength of character which\nhe had developed.\nPerhaps because of his own early experience he was the more solicitous\nfor the members of his family. To one who was charged with the care of\nJohn Washington he wrote as follows:\nIn respect to the kinds and manner of his study, I leave it wholly to your\nbetter judgment.\nHad he begun, or rather pursued, his study of the Greek\nlanguage, I should have thought it no bad acquisition; but whether if he acquire\nthis now, he may not forego some useful branches of learning, is a matter\nworthy of consideration.\nTo be acquainted with the French tongue is become\npart of polite education; and to a man who has the prospect of mixing in a\ndarge circle absoiutely necessary.\nWithout arithmetik, the common affairs of\nlife are not to be managed with success. The study of geometry and mathematics\n(with due regard to the limites of it) is equally advantageous.\n‘The principles\nof philosophy, morals, etc., I should think a very desirable knowledge for a\ngentleman.\n\nHis practical interest in education in his later life was further manifest\nby his accepting the position of a chancellor of William and Mary College\nin 1788.\nIn religion he conformed to the practice of his time. It is related that\nhe was baptized when two months old and probably attended church regularly until he was 16. From that time until 1759 he was largely engaged\nin expeditions. After his marriage and settlement at Mount Vernon he\nwas made vestryman in two parishes, for one of which was instrumental\nin erecting a building. While he was not a constant church attendant, he\nwas a constant contributor and always gave respectful consideration to\nthe religious beliefs of others.. He was tolerant in all things.\nThe mature opinion of Washington upon the importance of the intellectual, moral, and religious forces of the Nation is not only revealed by his\n\nactions, but is clearly set forth in his statements.\n\nHe looked upon these\n\nattributes as the foundation which supported the institutions of our Republic. This opinion was most forcibly expressed in his farewell address,\nwhere he said:\nOf all the dispositions and habits which lead to political prosperity, religion\nand morality are indispensable supports.\nIn vain would that man claim the\n\ntribute of patriotism, who\n\nshould\n\nlabor to subvert\n\nthese great pillars of human\n\nhappiness, these firmest props of the duties of men and citizens.\nThe mere\npolitician, equally with the pious man, ought to respect and to cherish them.\nA\nvolume could not trace all their connections with private and public felicity.\nLet it simply be asked where is the security for property, for reputation, for life,\n\nif the sense of religious obligation desert the oaths, which are the instruments\nof investigation in courts of justice? And let us with caution indulge the supposition, that morality can be maintained without religion.\nWhatever may be conceded to the influence of refined education on minds of\npeculiar structure, reason and experience both forbid us to expect that national\n\n"} {"page": 714, "printed_page": null, "text": "710\n\nNATIONAL\n\n;\n\nASSOCIATION\nEpUCATION\npee\nce i ad 2 A\net\n\neee\n\n’Tis substantially true\nmorality can prevail in exclusion of religious principle.\n‘The rule\nthat virtue or morality is a necessary spring of popular government.\nWho\nindeed extends with more or less force to every species of free government.\nthat is a sincere friend to it can look with indifference upon attempts to shake\nthe foundation of the fabric?\n\nThe policies of Washington always had a national outlook. He warned\nhis country against sectionalism. He promoted internal improvements calculated to bring together different parts of the Nation. When he came to\nthe consideration of the problem of training the youth of the country he was\nnot only in favor of education for its own sake, but sought to make it\ncontribute to the national spirit. Believing thoroughly in American ideals\nand in the American Union, it early occurred to him that a national university would be beneficial both by the power it would have to present the\nprinciples on which the Republic was founded, and the power it would\nhave to resist provincialism, by creating a forum for the exchange of ideals’\nthrough a student body drawn from all quarters of the Nation. It is said\nthat he expressed this thought soon after he took command of the Continental Army at Cambridge.\nHe referred to it in a general discussion of\nthe subject of education in one of his early messages to the Congress, in\nwhich he said:\nNor am I less persuaded that you will agree with me in the opinion that\nthere is nothing which can better deserve your patronage than the promotion of\nscience and literature.\nKnowledge is, in every country, the surest basis of\nhappiness.\nIn one in which the measures of government receive their impressions\nso immediately from the sense of the community as in ours it is proportionably\n\nessential. To the security of a free constitution it contributes in various ways—\nby convincing those who are interested with the public administration that every\nvaluable end of government is best answered by the enlightened confidence of\nthe people and by teaching the people themselves to know and to value their own\nrights; to discern and provide against invasions of them; to distinguish between\noppression and the necessary exercise of lawful authority, between brethren, proceeding from a disregard to their convenience, and those resulting from the\ninevitable exigencies of society; to discriminate the spirit of liberty from that\nof licentiousness, cherishing the first and avoiding the last; and uniting a speedy\nbut temperate vigilance against encroachments with an inviolable respect for\nthe laws.\nWhether this desirable object will be best promoted by affording aids to\nseminaries of learning already established, by the institution of a national\nuniversity, or by any other expedients, will be worthy of a place in the deliberations of the legislature.\n:\n\nAnd in his farewell address he again uttered this same thought as follows:\nPromote,\n\nthen, as an object of primary\n\nimportance,\n\ninstitutions\n\nfor the general\n\ndiffusion of knowledge.\nIn proportion as the structure of a government gives\nforce to public opinion, it is essential that public opinion should be enlightened.\n\nHe urged it more strongly in a letter to the Commissioners of the District\n\nof Columbia in 1795, and finally he declared in his will—\n\n"} {"page": 715, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nFAM\n\nThat as it has always been a source of serious regret with me to see the\nyouth of these United States sent to foreign countries for the purpose of education, often before their minds were formed or they had imbibed any adequate\nideas of the happiness of their own, contracting too frequently not only habits\nof dissipation and extravagance, but principles unfriendly to republican government and to the true and genuine liberties of mankind, which thereafter are\nFor these reasons it has been my ardent wish to see a plan\nrarely overcome.\ndevised on a liberal scale which would have a tendency to spread systematic\nideas through all parts of this rising Empire, thereby to do away local attachments and state prejudices as far as the nature of things would, or indeed ought\nto admit, from our national councils.\nLooking anxiously forward to the accomplishment of so desirable an object\nas this is (in my estimation),\nmy mind has not been able to contemplate any\nplan more likely to effect the measure than the establishment of a university\nin a central part of the United States to which the youth of fortune and talents\n\nfrom all parts thereof might be sent for the completion of their education in\nall the branches of polite literature in arts and sciences—in acquiring knowledge\nin the principles of politics and good government—and (as a matter of infinite\nimportance in my judgment) by associating with each other and forming friendships in juvenile years, be enabled to free themselves in a proper degree from\nthose local prejudices and habitual jealousies which have just been mentioned\nand which when carried to excess are never failing sources of disquietude to\nthe public mind and pregnant of mischievous consequences to this country.\n\nAnd he therefore made a bequest to the national government on condition that it cooperate in carrying out his wish for a national university.\nHis desire for the increase of knowledge was further elaborated and reiterated in his will. In that instrument he even provided for educating\nthe slave children which he set free. He made bequests to two academies\nbesides that for the founding of a national university. Although the Congress failed to cooperate, so that this wish was never carried into effect as\nhe had contemplated it, yet the city of Washington has been made the seat\nof no less than 10 colleges and universities, and the larger institutions all\nover our country are more national than local in their precepts and teaching.\nWhile there has been agitation lasting almost up to the present day for\na national university, if the idea ever prevails it will probably not be an\ninstitution devoted to the regular collegiate courses, but one for postgraduate and original research work, for which there are such abundant sources\nand opportunities already located in the capital city. “The federal government, however, has not been remiss in the support of advanced learning and\nof vocational training, for which it has appropriated more than $90,000,000\nin the last 35 years, while for general educational purposes it has donated\nabout 95,000,000 acres of the public lands.\nThe country at large has not failed to follow the precepts of Washington.\nFrom the three institutions of higher learning in existence at the time of\nhis birth the number has grown to 913, with a total enrolment of over\n\n664,000 students and over 56,000 teachers, an endowment of nearly $815,000,000, and a property value of over $1,000,000,000.\nOur elementary\nand secondary schools have expanded until they provide for more than\n26,000,000 pupils and require over 822,000 teachers.\nIn 1912 the total\n\n.\n\n"} {"page": 716, "printed_page": null, "text": "712\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nS\nBe\na\ne\nOe\n\nes\n\namount expended yearly for all educational purposes was about $706,000, 000. This has been increasing with great rapidity, until in 1924 it reached\n$2,400,000,000. The source of this enormous expenditure, so far as public\nmoney is concerned, is almost entirely from the local and state governments.\nThis represents the result which has been secured by. the carrying out of\nIt should be\nsome of the most important policies of our first President.\na desire for\non\nbased\nare\nThey\npeace.\nof\npolicies\nthe\nare\nthese\nthat\nnoted\nintellectual and moral enlightenment. They are the only means by which\nmisunderstandings, suspicions, hatreds, and wars can finally be eradicated\nfrom the earth. They are the foundation of order, of law, and of an advancing civilization. It is these elements of domestic tranquility and foreign\nharmony that Washington helped to build into the structure of our institutions. There is no other structure on which they can rest.\nEnvy, malice, uncharitableness, class jealousies, race prejudices and international enmities are not realities. ‘They do not abide. ‘They are only\nthe fictions of unenlightened comprehension.\n‘Those who preach them are\nnot safe advisers and not sound leaders. Nothing but discord and disaster\nat home and abroad can result from following these policies. Washington\nwas the antithesis of all this. His writings and teachings breathe a higher,\nbroader purpose, a more inspired leadership.\nNo man clung more tenaciously to what he believed was right, or was prepared to make greater\nsacrifices in its support. But he viewed the right as a universal principle,\nto be applied not only to himself but to others, not only to his own state\nbut to the nation, not only to his own countrymen but to foreigners. There\nwas nothing about him of the small American.\nHe believed our own political institutions were superior to those of\nother countries, but he never preached hatred of all things foreign and he\nmade large concessions in the negotiation of treaties for the settlement of\ndisputed questions which were for the advantage of foreign nations.\nHe\nbelieved that obligations were mutual; that what we expected to receive\nwe should be ready to give, both in the field of citizenship and in the larger\ndomain of international relations.\nHe clung to the realities. That was\nhis greatness.\nWashington has been known as one of the most practical of leaders. He\nwas not emotional.\nHe was possessed of that broad comprehension of a\nsituation which made his judgment eminently sound.\nWith the possible\nexception of the field of Monmouth, when disobedience to his orders\namounting almost to treachery was losing the day, history always reveals\nhim as calm, cool, and collected. He always knew what he was doing. He\n\nwas not a sentimentalist. But he was a man capable of deep and abiding\naffection and of exalted and inspiring ideals. He loved his country with\nan abounding devotion. He lavished upon it a wealth of genius.\nWe are wont to thing of him as a military commander and a civil administrator—as a man of public affairs.\nHe was surpassingly great in\nall of that. But he was very much more. He wished to see his country\n\n"} {"page": 717, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n713\n\nnot only materially prosperous and politically successful, but beyond that,\nand above it, he wished to see the intellectual, moral, and spiritual life of\nthe people developed. This is the side of Washington to which too little\nattention has been given. He did not fail during his lifetime to give the\nmost painstaking thought to these subjects.\nIn his Farewell Address he\nsolemnly warned his countrymen that these are the foundations on which\nrest cel American institutions.\nMore than that, they are the foundations\non which all civilization must rest. It is as an expounder of these great\nprinciples that he performed the greatest service for the world.\nOur country has prospered, our government is secure.\nBut that prosperity and that security flow from the school and the church.\nThey\nare the product of the mind and the soul. “They are the result of the\ncharacter of the American people.\n‘Through and through Washington\nis the great example of character.\nHe sought to bestow that heritage\n\nupon his country.\n\nWe\n\nshall fail in our estimation\n\nand understanding\n\nof him unless we remember that during his lifetime he helped to build\na place of religious worship; in his will he provided for institutions of\nlearning, and in his Farewell Address he emphasized the spiritual values\nof life.\nBut what he did was even more eloquent than what he said.\nHe was a soldier, a patriot, a statesman; but in addition to all these he\nwas a great teacher.\n\nTEACHING\nHENRY\n\nSUZZALLO,\n\nPRESIDENT,\n\nAS A PROFESSION\nUNIVERSITY\n\nOF\n\nWASHINGTON,\n\nSEATTLE,\n\nWASHINGTON\n\nThere has been so much said in the discussion of education as a profes-\n\nsion that I have no desire at this time to give any full treatment of the\nsubject. My inclination is to speak of such aspects of the problem as now\nseem to have a current and special importance.\nThe subject of the profession of teaching has largely been discussed from\nthe standpoint of the obligations imposed upon the individual member of\n\nthe profession, but I think a far more profitable discussion at this time\nwould cover the collective or the corporate responsibility for the group as\na whole. In other words, it is the profession as an organization rather than\nthe profession as an individual that I shall consider this morning.\nI might suggest to you that perhaps the largest single problem confronting\nus now is the danger of our not advancing with sufficient speed in the\ndirection of becoming an autonomous profession. It would be a very difhcult thing indeed for physicians and surgeons if legislatures, political executives, the public generally speaking, would constantly interfere with the\nexpert performance of duties in that profession, but that is exactly the situation which has faced, and will continue to face, the teaching profession.\nI want to call your attention to four distinct tendencies that are present\nin our current or contemporaneous social or political life that are deserving\n\n"} {"page": 718, "printed_page": null, "text": "714\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nIn the first place, our public education has never adeof our attention.\nquately escaped from the domination of politics. Great progress has been\nmade in this direction, giving the schools a certain independence which is\nCourts and\ncomparable to that which has been possessed by the courts.\nschools do not deal with contemporaneous issues, with transient values and\nCourts and schools\nwith the bitter, unsolved controversies of the press.\nd law, and on\nestablishe\nthe\nhand\none\nthe\non\ndeal with fundamental matters,\n. We still\nprinciples\ntal\nfundamen\nand\ntruth\nd\nestablishe\nof\nthe other hand\nhave to do a very great deal in developing the independence of this important branch of government, because in a democracy education is certainly\none of the great guarantees to the citizenship which provides for law, order,\ncooperation, and progress.\nThe second thing to which I would call your attention is that under the\nstress of modern economy and current ideals of government there is a constant tendency towards centralization in the management of the government.\nIn the municipalities there is a growth of the commission and the\nmanagerial form of government.\nIn state political administration there is\nthe development of the so-called “Administrative Code,” all a means to\ngain physical economy, largely by centralization, but every time these laymen or lawyers or fiscal managers in government proceed to centralize\npower, they leave out the courts, they tend to drag the schools in, and unless\nthe profession as a whole is alert in every so-called plan for economical and\nefficient management which tends to centralize control, the profession tends\nto lose its autonomy and the schools their independence.\nEvery movement\nfor the centralization of government should be watched by every school\nman, otherwise the condition which has been growing for 150 years in\nAmerica may be partially abandoned and the benefit of school independence\nlost.\nThe third thing to which I call your attention does not require any long\ndiscussion. ‘This is the disposition of certain classes and groups, sometimes\na majority; very frequently a minority, to make the schools instrumentalities of class consciousness or class opinion. There are two ways in which\nthis manifests itself.\nIn the first place, it tends to manifest itself by the influence of organized\ngroups who wish to use the school for good purpose but for special or propagandistic purposes. I am referring now to all the “Days,” “Apple Day,” in\nour country, ‘Safety Week,” “Constitution Week,” varying all the way\nfrom something to which we can give substantial approval and purpose, to\nmatters not of any great importance to the public, to things which have a\npurely selfish motive associated with them. Now, there are two evil effects\nof such movements.\n\nIn the first place, they disturb the whole balance wheel of education,\n\nwhere things are laid out in the curriculum and in the time schedule\n, upon\nthe basis of any scheme of relative value. But what is far more importan\nt\nis that every time we make a change in the teaching system\nof the public\nschool by responding to local pressure and to organized propaga\nnda, we just\n\n"} {"page": 719, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n715\n\nto that extent lose the autonomy of the profession. We get people used to\nthe right of interference, and that is a very dangerous thing.\n. The fourth thing to which I call your attention is nothing but a modification of the first, that is, the disposition to do it not by local pressure on\nthe school board but to do it by state legislation.\nI am referring in particular this time to the attack made on Zion City studies by certain religious\ngroups.\nBut this is not a novel situation.\nPressure has been put upon\nlegislatures until finally the laws of states are frequently cluttered up with\n20, 25, 30, 35, specifications that represent no balanced idea of curriculum\nmaking, but merely the pressure of some group with a special interest.\nThe truth of it is that when we look upon these four tendencies, the\nprofession is actually in danger of losing ground instead of gaining ground.\nWe realize, for instance, that in a democracy we must follow a certain\nvery fundamental line of philosophy, and the best philosophy that I know\nof for a democratic society, for state and school systems, is the philosophy\nthat teaches that the truth can never hurt a democracy. Democracy stands\nfor the interests of everybody.\nIt certainly, in its opposition to monarchy\nin the course of historical evolution, did not propose to permit an aristocratic class consciousness to dominate our society, yet when somebody says\nyou shall or you shall not teach a specific scientific doctrine, we are engaging\nin a great defense against substituting a class opinion for science in public\nschool teaching. It merely means that somebody has grabbed the schools for\nthe sake of grabbing society, and ultimately for the sake of grabbing the\ngovernment.\n\nThe truth is the safest thing for a democracy to rest on.\nNow, if these four situations are at all real situations, then one of our\nchief purposes in the profession is to do everything that we can to get a\ncertain independence in the public school system and a certain autonomy\ntor the profession itself. How is this to be done? Not merely by pointing\nout things which I have indicated as dangerous things, but we should seek\nto so organize the profession that we are not, possibly, uttering diverse\nphilosophies, but uttering an educational philosophy in terms of the American social philosophy, so that we can be more or less united.\nThe difficulty is at the present moment that we are not a teaching profession any longer. In reality we are a profession of educationalists. “The\none who has the vital relationship with the student is now surrounded by\nprincipals, supervisors, superintendents, scholars, textbook writers, scientific investigators, normal school teachers and a whole group of highly important and expert accessories. For the most part they may be performing\nmore difficult tasks than the teacher, but nevertheless they are purely acces-\n\nsory to the actual profession of teaching.\nThe danger in that situation lies in high specialization, and specialization\nmeans a centripetal tendency in a profession, a tendency to see the common\nproblems of our educational life in America from a particular angle, and I\nwould suggest the very great necessity of substituting some centrifugal in-\n\n"} {"page": 720, "printed_page": null, "text": "716\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nfluence for the centripetal influence of high specialization in the profession.\nThe way to do it, of course, is in two ways.\nThe first is for all of us so-called “educationalists,” who are not teachers,\nto remember every working day of our lives just how our job is related to\nthe teacher.\nThe second is in this day of high specialization to set up a demand on\nteachers colleges, normal schools and universities, that while they are developing high specialists they should proceed to develop some philosophy\nof education to keep all this scattered detail working together in some\nThe more specialization there is in this world, the more\nunified scheme.\nnecessity there is for the generalizer and the relator, and the school superintendent who has to unify all things in terms of relative value, as we\nhave to do when facing all the facts, and is the one person in the world\nwho should demand that the scholarly side of our profession provide an\nadequate number of philosophers and integrators, to offset the scattering\ntendencies of so many modern specialists.\nI would suggest in addition that this unity of attempts which characterize the profession would go a long way towards developing, because\nof its common forcefulness upon large public questions, independence and\nautonomy, which I lay down as the essential characteristics as applied to\nthe educational group.\n;\nBut I would suggest two more points which seem rather important to\nme. ‘The first is that we will get autonomy for the practice of our profession from society, and independence in the operation of the public school\nsystem just to the extent that we do two things.\nThe first of these things of which I will speak is that we must not\noffend the public sense of fair play in the management of their educational\ninterests.\nI would say that one of the things that we have to do is to\nremember that professional independence is a comparatively different thing\nfrom individual freedom in the classroom.\nEvery profession must have its\nseveral restraints as well as its positive obligations. The teacher must work\nunder social limitations. Educational freedom is not identical with personal\nfreedom.\nWhen the teacher teaches, he represents organized society and\ncivilization, and not merely himself.\nOnce he enters the classroom he\nstands for both, more than himself.\nHe must not confuse his private\nviews with his public duties. There is a difference between what a teacher\nhonestly believes as a person and what is proven scientifically or generally\naccepted socially. The schools should no more be subject to the private\npartisanship of a teacher than to the organized propaganda groups outside the school. Long since it was settled that we should not impose our\nprivate religion and our partisan politics on our pupils. Similarly we have\nno right, directly or indirectly, to inject our private doctrines or conclusions on current economic and social issues.\nThere is no difference between the established conventions and those\nthat I ask you to establish. Once we had some differences over religion,\nand then we said the teacher shall not teach private religion. Then when\n\n"} {"page": 721, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n71T\n\nit was chiefly a fight over partisan politics in a succeeding epoch, we said,\n“You shall not teach your own private politics.”\nBut the heated issues\nhave now moved on.to new grounds, and the burning controversies of today\nare economic and social. “The teacher has no right to impress upon the\nmind of the child his or her own particular economic or social doctrines.\nIf there is a distinction between education and propaganda—and there\nis, in spite of the looseness with which these terms are used—it applies to\nthose inside the school quite as well as those outside the school.\nThe\nfreedom and independence of a teacher in the classroom, like that of a\njudge on the bench, depends on his own self-restraint and his fairness to\n\nthe interests of society which have been committed to him. I emphasize\nthis because many teachers do not seem to realize that the professional\nindependence of teachers as a group is directly dependent upon a certain\nrestraint of private views, however sincerely held.\nFurthermore, many\npersons in their enthusiasm for educational independence—now I refer\nmore particularly to outsiders—regard the public schools as hardly instrumentalities for social reform, for bringing in the new Utopia.\nNothing\ncould be more fatal in the long run than for us to accept this view.\nSchools do reform their students up to current social standards and ideals.\nThey are reformatory of individuals, not reformatory of society and social\ninstitutions.\nThe schools cannot become radical in that sense. ‘The reform of social standards and ideals is better made out in the public forum\nof adult criticism, opinion and discussion, where all the people may participate and with the decisions left to the mature, not in the classroom,\nwhere the classroom is in charge of one particular class or group, namely,\nthe teaching profession, and where it is easy to impress their ideas on the\nchildren, because their minds are young and plastic and uncritical. Russia,\nof course, is using the schools for propaganda purposes.\nIt represents the\ngovernmental opinion of those in power.\n‘The school system can never\nrepresent the opinion either of those temporarily in power upon controversial issues, not yet the opinion of some particular party or class group.\nIt is the function of the whole of a democratic society, not merely\nan intelligent class, not even the school teacher class, to settle what shall\nbe the reforms in our civilization. “This is not to say that schools do not\ncontribute to progress and reform.\n‘They do, but they do it indirectly.\nTheir contribution is through the disciplined and enlightened individual\nthat they send out into society to function as citizens or persons making\nthe current discussion and resolving the public will.\nI speak of the importance of these negative considerations and of these\n\nneeded self-restraints when the teacher enters the classroom, because every\nbreach of the ethics controlling that situation will lead to a deprivation of\nprofessional freedom in the classroom and a usurpation of power over the\nschools through the expression of groups, both politically and socially.\n‘The last idea that I wish to leave with you is a different idea. I do not\npropose to discuss it in detail, but merely to mention it, to indicate its\nimportance and to suggest its scope.\nThis is the positive principle that\n\n"} {"page": 722, "printed_page": null, "text": "NATIONAL\n\n718\n\nEpucATION\n\nASSOCIATION\n\nwe in the profession of teaching profess: We profess to a certain expert\nOne reason why\nability that stands far above the powers of the layman.\nof trustees\nboards\nof\nmembers\nwhy\nand\niniquitous\nso\nare\nthe lay critics\nuntrained in education frequently usurp our functions is that they are\nNow, expert service is not\nnot sufficiently convinced of our superiority.\nexpertness is not merely\nr\nservice—o\nexpert\nIt is not\na simple question.\nsuperior to you in\nvastly\nbe\nmay\nI\nterms.\nindividual\nin\nto be described\nsome particular line of workmanship, yet I will not enjoy the position of\nFirst I must be superior\nan expert. ‘There is a social side to expertness.\nI am superior and give\nknow\nmust\nas an individual, and second the public\ns in a profession is\nExpertnes\nn.\nrecognitio\nthat\nof\nstatus\nme the social\nlargely a matter of social status succeeding individual superiority.\nJust to the degree that educational practice beWhat is the answer?\ncomes more scientific in its spirit, its method and its accomplishments, just\nto that extent will society leave us alone, give us an autonomy, permit us\nto perform on them a mental operation, as the doctor can perform a\nphysical operation, without too much outside interference.\nWhere are the fields in which we must develop the science of education? I am not going to discuss that in any detail, for I will leave that\nto Dean Russell, but I merely want to make three gestures over the field\nand permit you to appraise just how far we are presenting an even front\non the matter of scientific advancement.\nA teacher first of all must know society and civilization.\nWhat is\nthis business of education?\nWe have had a lot of definitions, and as\n\nfast as they are ruled out we take up a new one. I would say that education for general purposes is nothing but civilizing the child’s mind.\nNow, a great many teachers do not have the culture that represents civilization. ‘They don’t know social civilization. ‘They have a lot of speed\nin teaching but they are not always conscious where the speed and success\nand efficiency is going to take them.\nI am ready to say that the first field in which we must develop a new\nscientific expertness is in the field of objectives, of knowing our social\ngoal. Now, no single, vague, and general end of education, such as social\nadjustment or good citizenship or the development of the personal capacity\nof the child for service will do. I don’t believe that the recent statements\nof eight or ten or a dozen objectives, each supplementing the other, are\nvery much better. What we want are about two or three thousand specific\nsocial objectives, and not eight or ten, and certainly not just one.\nWhat\nwe want to utilize is the method of job analysis. You know, living today\nin this complex civilization is considerable of a job, and what the profession needs is a job analysis of civilized life: This should be the basis\nof the real liberal course of study. Trained investigators should come to\nthe aid of the ordinary teacher by providing the necessary surveys of individual contacts and adjustments with civilization that the child will\nhave to meet.\n\nWe\n\nhave scarcely done a thing in the field of sound inves-\n\ntigation of life itself in statistical terms.\n\n"} {"page": 723, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n719\n\nNot only must we know civilization but we must know the child. We\nmust know human nature.\nWe must know the raw material which we\nare to transform, and this is the field of educational psychology in which\nmost of the tremendous and revolutionary researches of the last fifteen\nyears have been made.\nThe third field is in the field of technology, methodology, to use the\narchaic phrase of our craft. We are diagnosing, we are testing, we are\ndiscovering the laws of mind, but how far are we, scientifically speaking,\ndeveloping a technique of teaching?\n‘The profession is always inventing\nsomething new, and we are ready to take on something new, because we\nare always borrowing from each other. We would not have to ponder so\noften if we were sure the thing invented or borrowed were scientifically\nright. What we need in this country in the domain of teaching technique\nor methodology is a new methodof research.\nI would call it ‘““Comparative experimentation in teaching methods.”\nIf there are two methods\nin common use, we ought to know which is the better. We ought to be\nable to set up the parallel groups, measure ability when we start, and\nmeasure the differential in ability at the end.\nThere are three fields where science ought to be brought to bear, in the\nfield of educational sociology, surveying of life and its objectives, which\nwe have done for the professions but have not done for general education;\nthe field of educational psychology, which is proceeding splendidly; and\nthird, the field of comparative methodology by the experimental method,\nwhere we have scarcely made even a beginning.\nIf we avoid abuses of public trust and make ourselves scientifically expert in the performance of our duties, then you may be sure of one thing,\nthat society will give the schools more independence and the profession\nmore autonomy.\n‘The basis of it lies in ethical restraint and in scientific\ndiscovery.\n\nTHE\nJAMES\n\nSCIENTIFIC\n\nE. RUSSELL,\n\nDEAN,\n\nMOVEMENT\nTEACHERS\nNEW\n\nYORK\n\nIN EDUCATION\n\nCOLLEGE,\n\nCOLUMBIA\n\nUNIVERSITY\n\nCITY\n\n‘Twenty-eight years ago this month I proposed to Charles B. Gilbert,\nthen superintendent of schools in Newark, N. J., that he give in Teachers\nCollege a graduate course in school administration.\nI told him that prospective school superintendents would be his students, and that his task\nwould be to help them anticipate the solution of the problems which would\n\nlater confront them in practice.\nHe asked me how much was wanted,\nand when I replied that a course worthy of graduate credit should be\nat least two hours a week throughout the year, he exclaimed, ‘‘Why, man,\nI haven’t enough to last six weeks!”\nHere was a superintendent of schools, one of the ablest of his time,\n\nwho probably knew as much\n\nabout educational\n\nadministration\n\nas anyone\n\n"} {"page": 724, "printed_page": null, "text": "720\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nSS\nSS\nEE\nSS\nwe\n\nin this country, whose stock in trade was so limited that he could tell\nall he knew in a few hours. Why?. Just because he knew only his own\nschool system and the problems that he himself had met. He, like other\nleading school superintendents, had faithfully attended meetings of this\nAssociation and his state conventions, he had visited a few schools in other\ncities—chiefly for the purpose of recruiting teachers—and I assume he\nBut nothing\nwas familiar with the educational literature of the period.\nthat he did, and nothing that was written in those days, gave him any\nbasis for comparison of his own work with that done by others in different\nEach school system was sufficient unto itself. Some of them\nsituations.\nwere of outstanding excellence, and some superintendents were eminently\nsuccessful in meeting the requirements of their particular positions.\nI\ncould name a dozen who were as outstanding and as successful in their way\nas any dozen who could be named today. The fact remains, however, that\nthey were individualists, and much of their wisdom died with them. They\nwere artists who pursued their careers untroubled by the scientific foundations of their profession, and they were often impervious to the criticisms\nof those who tried to analyze their methods.\nWhen one contrasts the prevailing ignorance of thirty years ago, ignorance of facts pertaining to all kinds of schools in all kinds of situations,\nwith what is known today with respect to the business management\nof\nschool systems, including finance, accounting, building programs, and\nschool equipment, to say nothing of the light cast upon school procedure\nby the new psychology, one is impressed with the magnitude of the change\nwhich has come about under our own eyes.\nIt is this change which\ngives the title to this paper; it is the scientific movement in education.\nThe first step in science is taken when one fact is compared with another fact. So long as each school system was considered an entity in\nitself there was no possibility of developing a science of school administration; but as soon as one system was set over against another system,\ndifferences were observed, differences in school organization, in maintenance, in buildings and equipment, in length of school term, in curriculum,\nin methods of supervising and teaching—all these and many more affecting pupil cost and pupil achievement.\nSuch comparison invites questions\nand answers.\nBut before answers can be given in dependable form, the\nextent and nature of the variations must be measured.\nMeasurement in\nturn demands the establishment of norms—zero points from which variations occur—and standards to which the extent of variation can be referred: the yardstick and pound weight peculiar to each type of noticeable\ndifferences.\nInasmuch as education has to do with human nature, it was no accident\nthat the clue to a scientific treatment of school work in all its ramifications was found in the pure science of psychology. Nor is it strange that\n\nthe beginning was taken in a study of the nature and extent of individual\n\ndifferences.\n“hat children differ in mental abilities is no new discovery:\nteachers have ever been painfully aware of that fact.\nBut so has it been\n\n"} {"page": 725, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n721\n\nknown from the dawn of intelligence that some things were longer than\nothers and some things heavier than others, and yet the world waited\nthousands of years for the genius to develop the system of measurements\nupon which all our physical sciences rests.\nThe genius who invented a\nmethod of measuring individual differences in the mental capacity of\nschool children appeared at the turn of the present century.\nThe possibility of ordering and systematizing the chaotic mass of impressions gained\nfrom the observation of the mental life of children sent a thrill through\nprofessional workers in psychology and education.\nNever before had such\na stimulus been presented for the systematic study of how the minds of\nchildren work, how knowledge is acquired, how skills are fixed, how attitudes and ideals develop.\nThe scientific output in this field in the first\ndecade of this century is little short of marvelous—how marvelous we\nlittle appreciate because we have been too close to it to see it in perspective.\nThe psychological deduction that the mental possibilities of the individual are unalterably ftxed from birth, confirmed by the biological studies\nin heredity, has completely undermined the theory upon which education\nhas been based for the past one hundred and fifty years. ‘The invention\nof standards for the measurement of capacity and achievement, standards\nstill crude but capable of perfection, has shaken the confidence of educators\nin the doctrine of formal discipline, justified the introduction of new curricula, and questioned the efficacy of traditional methods of instruction.\nThe old education is put on the defensive. Like the Knights of the Round\nTable, its supporters still do heroic deeds, but clad in armor fitted to each\nindividual and supported by henchmen from their own domain, they come\nbadly off in a contest with opponents entrenched with scientific skill and\narmed with weapons of scientific precision.\n“The outcome is no longer\nin doubt.\nSometime in the future school work will be based on fact instead of opinion; its faults will be due to indifference to what is known\nrather than to dependence upon tradition.\n‘Then our successors will appreciate how great a revolution has been set in motion in this first quarter\nof the twentieth century.\nNo contribution to the scientific movement has been of greater practical\nworth than the method of statistical treatment of educational data. Without this aid, the findings of investigators might have been left in the limbo\nof pure science, interesting because true, but not applicable to the work\nof the everyday world in which teachers and administrators live and have\ntheir being. ‘The statistical method gives the means of interpreting the\nresults of research in terms which the practitioner can understand and\nwhich he can apply to the situations which confront him.\nNot isolated\nfacts, but facts coordinated and systematized by statistical treatment, are\nprerequisite to an understanding of the problems of school organization\nand school finance, of classification and advancement of pupils, of curriculum construction and methods of instruction, and of all similar problems which yield to test and measurement.\nNo other innovation in educational administration has met with such hearty approval of business men\n\n"} {"page": 726, "printed_page": null, "text": "722\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nas the modern budget system and building program—both the result of\nThese devices are\nscientific investigation within the past twenty years.\nOf course,\nsaving millions of dollars annually to American taxpayers.\nof\ninfallibility\nthe\nin\nfaith\nonce\ntotal costs have greatly increased, but\ncosts\nschool\nkept\nhave\ncould\nearth\non\npower\nno\nlost,\nwas\nformal discipline\ndown to the level of thirty years ago. Were it possible to reestablish a\nsystem of education based on the Three R’s in’ the elementary grades,\nand on Greek and Latin and mathematics in the high school, that system\nwould be both the cheapest and the dearest that could be devised. Granting\nthat the only way to save money is to get better returns from what we\nspend, it is apparent that a business-like administration is good economy.\nIf beside these business devices for correcting wastage, mention be made\nof the increased efficiency in the classification and advancement of pupils,\nin ways of checking retardation, in the use of instructional materials, in the\nmeans of testing and developing proficiency, in the methods of securing\ninterest, in the ways and means of fixing desirable attitudes and habits,\nand in the adjustment of the school to the child rather than of the child\nto the school—if these means of increasing efficiency be taken into account,\nit is clear that the American public is profiting enormously from the introduction of scientific methods into educational procedure.\nAn enumeration of the direct gains, however, does not tell the whole\nstory. A by-product of the scientific method has become almost as significant as the main purpose.\n“The search for facts with which our educational science deals has led to investigations ranging over the entire field\nof educational administration.\nComparisons have been made of the relations existing between the central state organization and its subordinate\nunits, of state and national policies in education, of compulsory school laws,\nof school finance and the distribution of school funds, of child welfare\nand public health, of continuation schools and adult education, of vocational training, of equalizing educational advantages within the state and\nbetween states, of professional training and improvement of teachers in\nservice, and of our American ideals and practices in education as contrasted with those of other countries.\nNot all these problems are susceptible of scientific treatment, if by that is meant quantitative measurement\nby accepted standards; but if, according to Webster, science is “accumulated and accepted knowledge which has been systematized and formulated\nwith reference to the discovery of general truths or the operation of general\nlaws,” then it is clear that in one generation research workers have gone\nfar toward the establishment of a science of educational administration.\nThe mere availability of reliable data spread out in such profusion by the\nnumerous surveys of school systems is a constant spur to those choice spirits\nwho can not rest content without knowing the meaning of things. Out of\nthis mass of materials, now almost unintelligible, they will ultimately bring\norder and system. And when comparable facts are so ordered and systematized that all unprejudiced observers must travel the same roads to the\n\n"} {"page": 727, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n723\n\nsame conclusions, we shall have enlarged still further the bounds of the\nscience of education at the expense of tradition and personal opinion.\nI would not have it appear from this appreciation of the nature and\nimportance of the scientific movement in education that I consider it the\nonly important happening in our generation, or that the use of available\nscientific methods reduces the art of education to the precision of a wellregulated machine.\nThe educator does not deal with materials that may\nbe pounded or molded into set patterns.\nMoreover, the means that he\ncan use with some degree of scientific accuracy are involved with other\ngreat forces, social, political, economic and religious, over which he can\nexercise no control whatever except by way of influencing their course.\nSo overpowering are some of these forces at times that the schoolmaster\nmay be forgiven if, in a moment of depression, he feels that his science\naffords poor protection against the blasts of unreasoned public opinion.\n\nOf the many influences which have served to mark the trend of public\neducation within recent times I shall comment only on two which run\ncounter to the scientific movement of which I have been speaking: one has\nto do with the changing world in which our pupils live, and the other\nwith the changing conceptions of the aims of education as reflected in\npublic opinion and legislative enactment.\nThe world in which we lived a generation or two ago was a small and\n\ncircumscribed affair.\n\nSome one has said that its limits were marked by\n\nthe distance that a horse could travel in a day. At any rate, the neighborhood was the unit of social contact.\n‘The deserted country church\nwith its dilapidated horse sheds is an eloquent reminder of an age that\nhas passed. Poor roads made intercommunication difficult and sometimes\nimpossible.\nAcquaintance with the outer world was confined to a few\nnewspapers and, outside the cities, these papers came only once a week.\nBut when the paper did come, it was read every word as if it were gospel\ntruth.\nDoubt had not yet entered the reader’s paradise, although pride\nand prejudice made partisans of all who did read. Nevertheless, the ability\nto read created a thirst for more reading.\nIncreasing prosperity provided\nthe means of satisfying the thirst.\nThe telegraph brought news from\ndistant lands, and finally the telephone and radio united in blotting out\nbounds of ocean and continent.\n‘The railroad and the automobile have\nwholly changed the character of intercommunication.\nMarket quotations\nbroadcast from New York tonight dictate what shipments will be made\nfrom the ranches of Texas or Montana or California tomorrow.\n‘The\n“movies” and the daily newspaper are to be found in the smallest hamlets,\nand no one expects ‘‘gospel truth” from either. Modern science has come\ninto being by questioning the validity of what had previously been believed\nto be true, and in pursuing its relentless way, it has cast doubt upon nearly\n\neverything that the past held sacred.\nIt is from such a world that children come into our schools. ‘They read\neverything—witness the stuff displayed upon our news stands; they go\neverywhere—witness\n\nthe automobiles\n\nand\n\nthe railroads;\n\nthey see\n\nevery-\n\n"} {"page": 728, "printed_page": null, "text": "724\n\nNatTIoNAL EpuCcATION ASSOCIATION\n\nthing—witness the movies; they participate in public affairs once reserved\nfor their elders—witness political campaigns and welfare drives; they have\n\norganizations of their own inside and outside of school—witness junior\nleagues, summer camps, church clubs, scouting and the like. With minds\naccustomed to hear and see every new thing, informed or misinformed\non whatever attracts public attention, skilled in discussion at home and\namong themselves, and unabashed in the presence of authority, these chil-\n\nNo standardized course of study and\ndren can not be muzzled in school.\nIf\nthem or keep them in school.\nrestrain\nm\ncan\nno uniform curriculu\nthere\nchildren,\nof\ncapacities\nmental\nthe\nin\ndifferences\nindividual\nare\nthere\nare also individual differences in their personalities, differences due not\nmerely to heredity, but more largely to the interplay of forces inherent in\nmodern life. In my opinion, therefore, the type of pupil in our public\nschools, particularly the pupil in the middle and upper grades reenforced\nby ambitious parents, is largely responsible for the type of school and the\ncharacter of instruction that we have today. The enrichment of courses\nof study, the differentiation of curricula, the introduction of new subjects,\nthe classification and segregation of pupils, the emphasis upon practical\napplications and the method of give and take between pupil and teacher\nwould all have come about and been much as they are today if there had\nbeen no scientific movement in education.\nWhat the scientific movement\nhas done is to justify much that has happened and to give to the educator\nthe means of discriminating between true and false conclusions.\nThe other side of the picture is equally clearcut.\nPublic opinion has\nhad a part in shaping events.\nThe children’s crusade is not the only\ncrusade in history, medieval or modern.\n‘Their elders have busied themselves with perfecting an organization designed to preserve as much as\npossible of what they consider good in the past and to perpetuate what\nthey think best in the present. The old education was individualistic, just\nas the old schoolmaster was individualistic. Boys and girls didn’t count for\n\nso much as they do now: boys were sent to school to fit themselves for\nleadership.\n‘They paid their way and naturally assumed that what they\ngot was theirs to do with as they pleased. But with the coming of public\nschool systems, complete from kindergarten to state university and supported at public expense, It was inevitable that in time the emphasis should\nshift from individual preferment to social needs. So long as public schools\nwere the refuge of those who could not afford to pay the fees of private\nschools, they were distinctly class institutions, charitable enterprises, whose\nsupport was justified on the grounds that ignorance is a menace to public\nwelfare. Now, with public schools dominant and universal, police control\nas a motive gives way to constructive training for citizenship. ‘The American public school at present, whatever its virtues or defects, is the measure\n\nof public interest in the maintenance of American ideals.\nGood citizenship as an aim in life is nothing new.\nPatriotism, intelligent devotion to civic welfare, wherever found and at all times, bespeaks\nan education that is consciously acquired.\nBut good citizenship as a domi-\n\n"} {"page": 729, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nW25\n\nnant aim of the American public school is something new.\nIt brings\nwith it almost a revolution in the choice of materials of instruction within\nthe old categories of school subjects, and it puts an entirely new emphasis\nupon methods of teaching. It subordinates the disciplinary values of studies\nwhich have been conceived as fitting the individual to use his powers in\nany way that he might wish to the formation of character through precise\nknowledge and approved modes of behavior calculated to produce a predetermined result. Coupled with military discipline, it has always been\nthe chief reliance of autocratic governments in guarding the safety of the\nstate.\nFor the first time in history, as I see it, a social democracy is\nattempting to shape the opinions and bias the judgment of oncoming\ngenerations.\nThe urge to self-perpetuation may be no less strong in a\ndemocracy than in other forms of government, but its realization under\ndemocratic control is exceedingly difficult. A thousand American school\nboards may make more noise, but their voice is not so distinct as that\nof a Prussian Kulturminister.\nBut we have school boards which employ\nteachers, determine what shall be taught, and pass judgment on the out-\n\ncome.\nPublic opinion, back of school boards, fixes our educational creed\nand controls all our undertakings. Any other control, even state control\nexcept within limits, is inconceivable while we maintain our present ideals\nof American democracy.\nThe decision given one hundred and six years ago by the United States\nSupreme Court in the Dartmouth College case has protected private educational institutions from external partisan interference.\nIn Chief Justice\nMarshall’s opinion: A charter once granted by the state confers immortality\nupon its recipient. Recently, in the Oregon case, another decision preserves\nto parents the right to choose what school they will for the education of\ntheir children, provided that nothing be taught inimical to the public welfare. Now we are awaiting a further decision from the same high court\nwhich should elucidate the proviso in the Oregon case: What is inimical\nto public welfare?\nMay the state use its police powers to regulate the\nschools and decide what shall or shall not be taught in them?\nIt is diffcult to see how, under our system of government, those who provide the\nfunds for school support can be denied the right to decide how such funds\nshall be used. From the viewpoint of the schools, the Tennessee case has\na far wider significance than an imaginary conflict between science and\nreligion. The Oregon case turned on the freedom of learning; the Tennessee case questions the freedom of teaching. ‘The issues involved are of\nvital importance in the future development of public education.\nBut\nneither of these issues was raised for a hundred years, and neither of them\ncould have been raised until the public became aware that what was\nactually taught in the schools had some effect on the character and beliefs\nof the learners.\nThe\n\ntrend of public opinion in matters\n\neducational\n\nis part and parcel\n\nof the tendency of the times to shape conduct by legal enactment. Whether\nwe like it or not, some school boards will sit in judgment on history texts\n\n"} {"page": 730, "printed_page": null, "text": "726\n\nNatTioNAL EpucaTion\n\nASSOCIATION\n\nand some will bar out modern science. The war taught us that German\nWho knows what labor unionists,\ncould. be eliminated from our schools.\nor chambers of commerce, or Biblical fundamentalists will insist on next?\nI foresee trouble enough to keep us from stagnation. Once a homogeneous\neroup, bent on having its own way, gets the notion that the schools can be\nused to promote its particular tenets, that group will surely seek to shape\neducational procedure. As soon as one group succeeds in influencing school\naffairs, some other group will rise in opposition and demand to be heard.\nThis is no idle speculation: parties and sects and unions are even now\ncontending for preferment in a way embarrassing to those who look to the\nlarger good. The most hopeful sign is that contending groups may neutralize each other, thus giving the teacher a chance to work out his own\nsalvation.\nAgain I am obliged to point out that our modern philosophy of education rises to explain what has already happened. It is a case of applauding\nthe champion after he has won his battle.\nBut I am not sure that the\nbattle is won.\nWe accept the dictum that the summum bonum of education is the good life, and then we proceed to define the good life as including responsible citizenship, good character, good health, cooperation in\nservice, and similar high-sounding terms. The truth is that all these terms\nare abstractions which may be interpreted in a variety of ways to suit the\nvagaries of the user. Scholarship, mental discipline, and open-mindedness,\nwhether they be conceived as aims or as by-products of education, are also\nabstract terms.\nIf ever such ends as these are attained, it will not be by\npreaching about them or worshiping them.\nScholarship, for example, is\nnot something laid down in a curriculum, or handed over a teacher’s\ndesk, or conferred with a degree.\nIt is knowledge, ordered and systematized, that has been built up bit by bit until it has become part and\nparcel of the life of the learner. The builder knows that he has a long\nway to go from the making of the sketch to the completion of his building.\nThe putting of 50 or 500 or 5,000 workmen on the job without reference\nto the skills needed and with no more specific plans than the watercolor\ndrawing of the ideal, will hardly produce the desired result. The builder\nknows he must have working drawings of every detail; he must pick and\nchoose from the many materials available precisely those best suited to his\nneeds; he must select workmen skilled in the several trades that are required, before he is ready to begin construction.\nBeam and girder, stone\nand mortar, brick by brick, find their places as the structure grows and the\nideal is finally realized. If builders of character, or of scholarship, or of\ncitizenship had the knowledge and the skill appropriate to their trade\nthat the builders of our modern houses have, and if laymen would put the\nsame confidence in the educator that they put in the engineer or architect,\nwe should be more certain of the product of our schools than we are now.\nThe implication of my argument is that we need more of science in education than we have yet attained.\nFirst of all, we need a better understanding of the actual facts—facts pertaining to what happens within the\n\n"} {"page": 731, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n727\n\nschools and facts pertaining to the forces operating outside the schools. A\nfair start has been made in getting the facts concerning what goes on in the\nschool by way of knowing better the minds of learners and the employment\nof means for securing better results. These facts are disclosed in increasing\nprofusion through greater use of tests and measurements of school pupils\nand of school surveys in general. But what of the forces that press so hard\nupon schools from the outside?\nHow much do we know about them?\nWhat of the demands made upon those who leave schools? How do they\nfit into and fit themselves for the work that they must do, and how do they\nadjust themselves to the lives that they must live? ‘The truth is that we\nknow little about such things. We act as if we believed that education\nends with the school days, but we know that is not true. Can we wash\nour hands of all responsibility for what happens to our children outside\n\nof school and in the years after school?\n\nEverybody knows that the most\n\ncritical period in the lives of young people is the years immediately following school, and the earlier the age of leaving school, the more critical is\nthe period of adjustment.\n‘That is the time when the ideals upheld in\nschool either expand into controlling life-motives or fade away into embittered memories.\nAnd when ideals fail and ambition ceases, personal\ndiscontent, social unrest and social antagonism follow in order. Herein is\nthe origin of crime waves and the most significant cause of waywardness.\nIt is no accident that the majority of our law-breakers are youths in their\nteens and early twenties. Many agencies can doubtless be used to combat\nthis unsocial menace: home, church, the press, and police power; but whatever the agency, the process must be educational, and it cannot be divorced\nfrom our public schools.\nBut before the schools can perform their full\npart, we must have more knowledge, more accurate knowledge, more scientific knowledge, of what happens to our children outside of school and\nin the years that follow schooling.\nIn conclusion, I wish to say to this audience that the stress that I have\nput upon the significance of the scientific movement in education is intended\nparticularly for our own consumption.\nFamiliarity with the science of\neducation and its promotion through research and investigation are the duty\nand privilege of our profession.\nI wish, however, that I could impress\nupon the American public the significance of the art of education and their\nduty and privilege with respect to it. The science of education, like the\nscience of surgery, is a personal and professional possession; but the art\nof education, like the art of surgery, is what is put at the service of the\npublic. The science without the art is mere learning; the art without the\nscience is quackery. Art directed by science is what the world needs and\nshould be willing to pay for. A fraction of the costs of asylums and\nprisons, of police forces and military establishments, of wastage in trade\nand industry through inefficient service, would speedily develop a science\nof education and support artists in education from the nursery school to\nthe university for the benefit of learners from the cradle to the grave, the\nlike of which the world has never seen but of which this world of ours\n\n"} {"page": 732, "printed_page": null, "text": "728\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nstands in desperate need. While some of us must bend our energies to\nscientific study, most of those in this audience have the splendid opportunity\nof perfecting themselves in the art of our calling. You are conducting your\nschools more successfully than schools have ever before been conducted\nin a democracy, you are doing your work more skillfully every year, you\nare making better and better contacts with your communities, you are\nguiding teachers into ways of greater efficiency. You will eventually get\nthe recognition that you deserve from an appreciative public.\nBut the\nacme of your success will be attained when we have a science of education\nadequate to our professional needs and provocative enough to call forth\nyour finest skill in the service of your fellowmen.\n\nEDUCATION\n\nAS A NATIONAL\n\nASSET\n\nHERBERT HOOVER, SECRETARY OF COMMERCE\nI have been reluctant to accept the honor of your invitation to address\nyour body, because I feel that no layman can instruct a great profession\nsuch as yours, whose traditions and skill have been builded upon a century\nof experience.\nNevertheless, it is the duty of the layman to express the\nindebtedness which lies upon us to so great a body as yours.\nAbout one fourth of the whole population of our country is always\nsimultaneously engaged in the same occupation—the job of going to school.\nIt is the largest group in any one employment.\n‘To use a term of the\ncensus, it is truly a “gainful occupation.”? Moreover, as nearly the whole\npeople have worked at it at one time or another, no matter how diverse\ntheir later life may become, they all have a common memory of the school\nyard and the classroom, and they all have a lasting affection for some\nteacher.\nNot three other industries in our country can boast of so large a physical\nplant as yours.\nHundreds of millions are invested in new construction\nevery decade, and still, in commercial slang, you are behind your orders,\n\nas witness the unsatisfied demand for seats in the schools of every city in\nthe country.\nYours is a big business.\nAnd it is big in its responsibilities and bigger in its possibilities than any other business ever undertaken\nby our countrymen.\nNo nation in the world’s history has so devoutly\nbelieved in, and so deeply pledged itself to, free universal education.\nIn\nthis great experiment America marches in advance of all other nations.\n‘To maintain the moral and spiritual fiber of our people, to sustain the\nskill required to use the tools which great discoveries in science have given\nus, to hold our national ideals, we must not fail in the support and constant\nimprovement of our school system. Both as the cause and the effect the\nmaintenance of our complex civilization now depends upon it.\nFrom generation to generation we hand on our vast material equipment,\nour knowledge of how to run it, and our stock of intellectual and spiritual ideas.\nIf we were to suppress our educational system for a single\n\n"} {"page": 733, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n729\n\ngeneration the equipment would decay, the most of our people would die\nof starvation, and intellectually and spiritually we should slip back four\nthousand years in human progress.\nWe could recover the loss of any\nother big business in a few years—but not this one. And unless our educational system keeps pace with the growth of our equipment we will slip\nalso.\nTo you school men and school women is entrusted the major part in\nhanding on the traditions of our republic and its ideals.\nOur greatest\nnational ideal is democracy. It is your function to keep democracy possible\nby training its children to its ways and its meanings. We have seen many\nattempts in late years to set up the forces of democratic government, but\nmany of them are but the forms, for without a literate citizenry taught and\nenabled to form sound public opinion there is no real democracy.\n‘The\nspirit of democracy can survive only through universal education.\nAll this has been said often enough before, and lest our national critics\nshould object to its repetition I may add that we don’t expect you to\nteach the gamut of local, national and international problems to children.\nWhat democracy requires is a training of mind which will permit an\nunderstanding of such problems, and the formation of a reasonable opinion\nupon them.\n‘That the resultant will in the long run be an enlightened\npublic opinion is a hazard upon the intelligence of our race that believers\nin democracy are willing to take.\nAnd democracy is the basis of human relations far fees than the form\nof government.\nIt is not only a form of government and an ideal that\nall men are equal before the law; it is also an ideal of equal opportunity.\nNot only must we give each new generation this spirit of democracy, but\nwe must give to them a fundamental contribution to an equality of opportunity through educational equipment.\nSome poetic mind called America the melting pot for all races; there\nhave been some disappointments in melting adults, but none will deny\nthat our public schools are the real melting pot, pouring out a new race.\nUnder our schools race, class and religious hatreds fade away.\nFrom this\nreal melting pot is the hope of that fine metal which will carry the advance\nof our national achievement and our national ideals.\nSuch a result in carrying forward national ideals was bound to accrue\nfrom the nature of our educational system.\nIt has called its teachers\nfrom the body of the people, and has commissioned them to teach the\nideals of the mass as well as the knowledge of the more favored few.\nIt is, therefore, in itself truly democratic.\n‘This teaching of ideals is by\nits nature spontaneous and unstudied. And it has had to be sincere. ‘The\npublic school teacher cannot live apart; he can not separate his teaching\n\nfrom his daily walk and conversation. He lives among his pupils during\nschool hours, and among them and their parents all the time.\nHe is\npeculiarly a public character under the most searching scrutiny of watchful and critical eyes.\nHis life is an open book.\nHis habits are known\nto all. His office, like that of a minister of religion, demands of him an\n\n"} {"page": 734, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\nkd ccnaali rota\nEa\nEr ose\n\n730\neM\n\nexceptional standard of conduct.\n\nthat standard!\n\n| ee SeSet\n\nAnd how rarely does a teacher fall below\n\nHow seldom does a teacher figure in a sensational head-\n\nline in a newspaper! It is truly remarkable, I think, that so vast an army\nof people—approximately eight hundred thousand—so uniformly meets its\nobligations, so effectively does its job, so decently behaves itself, as to be\nIt implies a\nalmost utterly inconspicuous in a sensation-loving country.\nwealth of character, of tact, of patience, of quiet competence, to achieve\nsuch a record as that.\nDoubtless this means, also, that the profession attracts naturally the\nkind of people that ought to be in it—men and women of character and\nideals, who love young people and who wish to serve the nation and the\nrace.\n‘Teaching has always been an underpaid profession—though I do\nnot admit that our rich democracy can any longer excuse itself for niggardliness toward those who so largely create its ability and upon whom\n‘Teachers always have preferred, and\nits whole existence is so dependent.\nprobably always will prefer, to lose a little money rather than to lose\nthe chance to live so abundantly in the enriched lives of the next generation. They feel about their work as the critic Hazlitt felt about the\nconversation of literary men, ‘‘poor as it may be, once one has become\naccustomed to it, he can endure no other.’”’\nI have never seen a teacher\nwho left the profession, either a woman who married out of it, or a man\nwho left it for other profession or business, who did not seem to hanker\nfor the old scene where he or she was the leader of a little host that\n\nmight contain in it the most important citizen of the world a few years\nhence. Certainly in your collective classrooms today sit practically all the\nIt has been often said that one of you has a future\nleaders of tomorrow.\npresident of the United States under training for his work; another has a\nTo\nfuture great artist, a great administrator, a great leader in science.\na mighty extent, that future eminence will be the work of your hands.\nNor is it enough to have trained minds, or even to have implanted\nnational ideals. Education must stimulate ambition and must train character.\n[here have been educational systems which trained the intellect\nwhile they neglected character.\nThere have been systems which trained\nthe mind and debauched the character. And there have been educational\nsystems which trained the body and mind and character to effectuate routine jobs while they failed to give either hope, inspiration, or ambition.\nThere are countries whose school systems so depress ambition that the\ngreat mass accepts its absence not desparingly but gladly, where for any\nto attempt to rise above their groove is ridiculed even by their mates.\nYour results have surely been different.\nIf there is any man in America\nso\n\ndead\n\nto ambition\n\nas\n\nnot\n\nto strive\n\nfor a better\n\nlot, no\n\nmember\n\nof\n\nCongress or officer of the federal government has ever met him. It seems\nto us at times as if every citizen of the Republic had descended upon\nWashington, ambitious to get something better than he now has.\nIn the formation of character you have played a great and an increasing\npart. Your transformation from the spare-the-rod-spoil-the-child theory of\n\n"} {"page": 735, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n731\n\ncharacter building to that of instilling of sportsmanship, leadership, and\npersonal responsibility is making for character faster and better than ever\nbefore.\nI would not go so far as to say, nor, I am sure, would you\nclaim, that you are altogether responsible for the distinctive virtues of\nthe American character. You would yourselves refer to other influences,\nnotably religion and the home, which share with you the responsibility\nfor molding the characters of our young people. But certainly your part,\nas teachers, is very large in the result. There may be failures in character,\nand while the educated crook may achieve success as a crook, he does not\nsecure honor or applause.\nAnd I am less interested, as you are really,\nin what you put into young folks’ heads than in what you put into their\nspirits.\n\n‘The best teaching is not done out of a book, but out of a life;\n\nand I am sure that measured by this standard, it will be agreed that\nAmerican teaching has been marvelously productive.\nA century of scientific discovery has vastly increased the complexities of\nour national life. It has given us new and more complicated tools by\nwhich we have gained enormously in productivity and in standards of\nliving. It has vastly increased the opportunities for men and women to\nattain that position to which their abilities and character entitle them.\nIt has necessitated a high degree of specialization, more education and skill.\nIt has greatly reduced the amount of human sweat.\nIt has given the\nadult a greater leisure which should be devoted to some further education.\nIt has prolonged the period and widened the chance for the schooling of\nchildren.\nAnd from it all, your responsibilities have become infinitely\ngreater and more complex, for you must fit each oncoming generation for\nthis changing scene.\nI could dwell at length upon the economic aspects and setting of our\neducational system.\nBut I feel even more strongly the need of compensating factors in the nation’s assets: learning and the development of\nscience apart from material rewards, disinterested public service, moral\nand spiritual leadership in America rather than the notion of a country\nmadly devoted to the invention of machines, to the production of goods\nand the acquisition of material wealth. Machines, goods, and wealth, when\ntheir benefits are economically distributed, raise our standard of living.\nBut it requires the higher concept to elevate our standard of life.\nAnd\n\nin all these\n\ngreat\n\ntests of your\n\nwork,\n\nthe maintenance\n\nof our\n\nnational ideals, the building of character, the constantly improving skill\nof our people, the giving of that equipment which makes for equality of\nopportunity, the stimulation of ambition to take advantage of it, no greater\ntribute can be paid you than to say that you are succeeding better than\nwas ever done before in human history. No one pretends that the great\nAmerican experiment has brought the millennium.\nWe have many failures, but that great and fundamental forces like yours are battling for\nmoral and spiritual improvement is the warranty of confidence.\nOur public school system can not stand still in the form and character\nof its instruction—it must move forward with every advance in knowledge\n\n"} {"page": 736, "printed_page": null, "text": "732—\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nand it must erect additional bulwarks against every new malign social\nforce. You are permitted but a short term of years in which to infiltrate\n‘Therefore our school\na mass of ideas into each succeeding generation.\nto the very best\nmaterial\nhuman\nand\nintellectual\nits\nutilize\nmust\nsystem\nProbably the greatest lesson we had from the war was that\nadvantage.\nof the better utilization of all our resources, whether human or material.\nBefore the war many economists contended that any general war could\nlast but a few months.\nThey held that burning the candle at both ends\nby drafting millions of men away from production of food and other necessities into armies which were bent on destroying vast quantities of material,\nwould shortly bring its own breakdown.\nBut the war revealed that by\nbetter training and by the better utilization of men and material we could\ngreatly increase production and decrease waste. “The impetus of this lesson\ncontinues with us still. One of its results has been to increase the desire\n\nfor more education and we are overwhelmed by the demands of our youth\nfor further instruction.\nThe astonishing increase in our high school and\nuniversity attendance is but one of its results.\nWith this has come a\nrenewed earnestness of your profession to reexamine the basis of education\nto bring this instrument to bear more effectively upon the present world.\nYour efforts to solve the problems of misdirected\n\neducation, of better or-\n\nganization of the school system itself, to vitalize its relations to the rural\ncommunities, to further integrate our educational systems into the life of\nthe communities, and a host of other problems, are not only great services\nto the nation but they are also proof of the vitality of your profession and\nof the fine acceptance of your responsibilities.\nHundreds of demands are made upon you to introduce new strains of\ninstruction. I, myself, as head of two organizations, one for Child Health\nand another for Safety, have been guilty of such requests.\nYou can not\nabandon the fundamentals of knowledge and training for the inclusion of\neverything, no matter how worthy. And most of us are willing to trust\nto your judgment upon our appeals.\nBut after all our schools do more than merely transmit knowledge and\ntraining; they are America itself in miniature, where, in a purer air and\nunder wise guidance, a whole life of citizenship is levied experimentally\nwith its social contacts, its recreations, its ethical problems, its political\npractice, its duties and its rewards.\nIdeals are developed that shape the\nwhole adult life. Experience is gained that is valuable for all the years\nof maturity.\nI would be one of the last people in the world to belittle\nthe importance of the exact knowledge that teachers impart to their pupils—\nas an engineer I set a high value upon precise information—but knowledge,\nhowever exact, is secondary to a trained mind and serves no useful purpose\nunless it is the servant of an ambitious mind, a sound character, and an\nidealistic spirit. Social values outrank economic values.\nEconomic gains,\neven scientific gains, are worse than useless if they accrue to a people unfitted by trained character to use, and not abuse them.\n\n"} {"page": 737, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n733\n\nI should say that your work, then, is of three categories: ‘The imparting of knowledge and a trained mind, the training of citizenship, and the\ninspiring of ideals. I should rank them in that ascending order. And I\nshould add that our nation owes you a debt of gratitude for your accomplishments in them.\n\nWHAT\n\nIS IT ALL ABOUT?\n\nE. C. HARTWELL, SUPERINTENDENT OF SCHOOLS, BUFFALO, NEW YORK\nRecently I picked up a book written by an Oxford dean, which began\nwith these words: ‘For fifty years I have been a teacher. I am spending\nthe remainder of my days wondering what it was all about.” Is it possible\nthat any of us may live long enough to have a similar experience? Year\nafter year we gather at these great conventions to listen to the doctors\nand hear grave argument.\nIt was seventeen years ago that I came to\nthe first of these conventions.\nI remember the first speaker to whom I\nlistened. He declared that the educational methods in use in the penal and\nreformatory institutions of this country were so far superior to those in\nuse in the schools, that very many boys were deliberately becoming criminals\nin order to take advantage of them.\n‘The next year I heard another speaker declare that ninety percent of all\nthe crime in this country was caused by the study of algebra. I had always\ndisliked algebra as a boy, but never knew until then the reason.\nThe third year a great speaker, from one of our great universities,\npredicted that they were shortly going to burn every course of study,\ndestroy the desks and throw away the textbooks. I knew what my board of\neducation would say to that. And for the next ten years one or more of the\nspeakers to whom we continued to listen continued to denounce what we\nwere doing. During the same decade we coquetted with simplified spelling\nand military training.\nOne year we “socialized” and another year we\n“standardized” and still others we ‘‘motivated.”\nWe have issued ringing\nresolutions from this Department about pretty nearly everything under\nthe sun.\nI have even known young inexperienced men to go home from these conventions and actually try to reorganize their schools in harmony with the\ntheories advanced by some of our prominent speakers, only to learn later\nfrom these same speakers, that they had not meant their theories to be\ntaken seriously. ‘They were designed merely for stimulus.\nThe public has had a right to wonder whether we know what it is all\nabout.\nNow, the fact of the case is that our membership has a far better understanding of what it is all about than some of the platform utterances of\nsome of our speakers would indicate.\nIf this convention were asked to\nanswer the question in seven minutes, the result might read something\n\nlike this:\n\n"} {"page": 738, "printed_page": null, "text": "734\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\n“We believe that the fundamental principles of the public school ot\ntoday are what they always have been, to train the pupil for character and\n\ncitizenship, to stimulate his zeal for knowledge, to develop the power to\nthink clearly and properly, to lay the foundation of an education by a\nthorough training in the fundamental subjects.\n“We believe that the ideal system of public education will give to every\nboy and girl a sound, vigorous body, an intelligent understanding of the\nlaws of health, high ideals of useful service, and a desire and a capacity to\nIt will inculcate in these boys and girls habits of\nrender such service.\nreverence and honesty and thrift and industry and fidelity in the discharge\nof responsibilities.\n“Tt will develop a generation of citizens with an intelligent understanding\nof the meaning of democracy, as distinguished from disorder, and a\nthorough comprehension of the theory of a representative government.\n\n“It will give to its graduates a capacity for enjoyment which is innocent\nand elevating and refining.\n“It will produce attitudes of mind indispensible to the intelligent and\npleasurable use of leisure time.\n“Tt will emphasize in every possible way the importance of worthy home\nmembership.\n“We believe that the attainment of these objectives would represent very\nnearly an ideal system of education, and that if in reach for the stars we\nhave discovered the shortness of our arms, there is still much in the way\nof progress of which we have every right to be proud.”\nIn spite of the prevailing note of criticism we have an ever-increasing\nmeasure of public confidence and support.\nIn communities where from thirty to sixty percent of all the local taxes\ngo to schools, there is obvious progress in securing recognition of the importance of educational service.\nWe have more teachers with training for their work than ever before\nin the history of the country.\nWherever possible we have substituted\nscientific measurement for mere opinion. We know that a knowledge of\nour children as the fundamental subject grows better all the while. We\nbelieve in our boys and girls. We believe in what we are trying to do,\nand we know better than anyone else how far short we fall from the high\nideal we have set for ourselves.\nWe wish, as superintendents, that our capacity for wise educational leadership might be greatly quickened and increased. We wish we might have\nmore time to exercise it; and that less of our energy were consumed with\nbuilding programs and budgets and legislation.\nIt is getting increasingly difficult for me to find a superintendent of\nschools who has time to talk about education. We wish we could greatly\nincrease the number of teachers who realize that it is more important to\nteach boys and girls than it is to teach subjects, teachers who are more\nconcerned with what a boy reads than with how rapidly he reads it, teachers\nwho recognize that the right attitude of mind in a graduate is infinitely\n\n"} {"page": 739, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n735\n\nmore important than the successful passing of the examinations. ‘There is\nno substitute in methods of organization, money or equipment for this kind\nof a teacher.\nWith those objectives ahead of us we are doing our best to know what\nit is all about.\n\nOUT\n\nOF THE MECHANICAL\n\nINTO\n\nDAVID B. CORSON, SUPERINTENDENT\n\nTHE PSYCHOLOGICAL\n\nOF SCHOOLS, NEWARK,:N.\n\nJ.\n\nRecently a friend, who had moved from New York to a great city on\nthe Pacific coast, said to me that even the moon was different in that\nclimate and environment.\nMine host, in further conversation upon the\ndelights and advantages of life in Southern California, asserted that for\ntwo thousand years the earth had been in the sign of the fish and was now\npassing into another constellation, which fact was ushering in a new civilization, the center of which would ultimately be the rapidly growing city\nwhere he lived. While not prepared to either accept or reject this somewhat fervid statement, it suggested the changing conditions in the educational world.\nThe increase in the size of schools in our great cities magnifies the mechanical features of administration.\nGreat numbers of pupils under one principal are common and few protests are heard of the danger to real education.\nConstruction and operating costs are saved, but the mechanized\norganization and management do not contribute to the welfare of the\nchildren. ‘The machinery tends to crush the personality of the pupil and\nto make him conform to a well defined type of submissive, closely adjusted, and mechanically managed individual. A cooperating and interested\nchild is quite different from the human school machines which overmechanized schools are apt to develop.\nThe success of a pupil is dependent largely upon whether he conforms\nor not. For him to pass from grade to grade requires the attainment of a\nstandard accepted as a measure of fitness. “The reasoning is that if a pupil\nhas not done a required percent of the work acceptably he should not be\npromoted to a higher grade, there to flounder and cause anxiety to his\nteacher, making the difficulties of mass instruction greater.\n‘The pupil\npasses through the elementary and secondary courses and is admitted to\nhigher institutions on a mechanical plan mechanically administered. ‘The\nsecondary courses everywhere are measured in hours—a purely mechanical\ncontrivance to insure the completion of the required work.\nIt is a quantitative and not a qualitative education that we are encouraging pupils to\nobtain. There is not, under such conditions, the love and joy in achievement that ought to exist. Mechanizéd schools and the quantitative measurements generally used influence children differently.\nThe majority\nwithstand the rigors of the system but a large minority become discouraged\nand fail. These failures cause unfriendly criticism of the schools. Are the\n\n"} {"page": 740, "printed_page": null, "text": "736\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nAre the children\nschools failing? No: only with these failing children.\neducable? Yes, even the mental defectives are trainable and the physically\nhandicapped, educable.\nThe explanation appears to be that conditions\ncause us to accept failure complacently, as a necessary evil, and to acquiesce in it. ‘There must be a reversal, particularly in the elementary\nschools where are the great mass of the children.\n‘There must not be\nfailures but adjustments of schools, of curricula, of procedure. Particularly\nthere is needed a more vital and more personal interest which shall submerge the mechanical so long prominent and influential.\nAs long as introspective psychology gripped us we were weak in our\npractical use of its findings, but now that we are taking account of the\nbehavior of children and reasoning about it, there seems to be cause for\nencouragement.\nThere are several significant facts which indicate that\nwe are passing out of the sign of the mechanical into the constellation of\nthe psychological.\nIt is acknowledged that children have different capacities, but school\npractices hitherto have been in accord only partially with this truth. We\nnow agree that they should be classified in homogeneous groups according\nto their ability. This does not necessarily imply the acceleration of the\nbright children, nor the retardation of the slow.\nIt does mean the adjustment of work in quantity and quality to the abilities of the children, so\nthat the organization of the school shall not be a handicap in their education.\nThe methods of individual instruction now in experimental use are\nadditional evidences of the passing from the mechanical to the psychological\nin our educational practice. The opportunity for the individual to work,\nfreed from the hampering and crushing influence of the mass, seems assured.\nUnder these various plans there is the stimulus to self-activity,\ninitiative, perseverence.\nIndividuals may function differently. The pupil\nuses his powers to the utmost and becomes self-reliant. This educational\nadjustment is very promising for the future.\nIn the study of the so-called special subjects there are situations that require the use of all the child’s powers. The first-hand dealing with things\nin which his mental powers are exercised tends to break down the formalism\nof the schools. The value of these subjects justifies even greater place\nthan is now given them. They should no longer be considered incidental\nand special but fundamental, since our purpose is to educate and not\nmerely to impart information through routine study.\nThe use of tests requiring pupils to discriminate and to exercise other\npsychological powers must in time have a great influence on our educational procedure.\nIt will result in specific training in the development\nof perceptive power.\nFor years we have talked about teaching elementary science in the lower schools for this purpose, but have done little.\nThe efforts were desultory and incidental until the platoon school was\nestablished.\n‘The plan of organization provides a definite time and program for this important activity.\nOther opportunities are provided for\n\n"} {"page": 741, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n737\n\nreal educational effort by pupils, notably in the auditorium.\nIt is thus\nbecoming more and more possible for a pupil to be a participant rather\nthan a mere spectator in educational activities.\nThe children in their games have the greatest opportunity afforded by\nthe school curriculum for the exercise of their powers.\nIn sports there is\na constant necessity to make quick decisions of real importance in winning.\nThe pupil is responsible to his mates. The urge for his utmost exertion is\ngreat. All his powers are on the qui vive. He wants to succeed.\nThe\nmotivization is tremendous.\nThe value of this is readily acknowledged.\nIt cannot be too strongly commended as a condition to work for in all\nschool subjects and activities.\nAdditional evidence of the change suggested is seen in the establishment\nof departments of psychology or child guidance in school systems. These\ndepartments are just now functioning more particularly for subnormal\nchildren. They may well extend their work to “problem” children of all\ntypes, and in time may become tremendously influential even in dealing\nwith normal children. It is conceivable that under such influence, teachers\nmay come to value psychology and to use it as merchants and salesmen use\nit. This will be a long step forward in the development of the individual\npersonality of children. It is possible that child guidance departments may\nbecome indispensable in the administration of school systems seeking to\nchoose between the mechanical and the psychological and to give a qualitative rather than a quantitative education.\nWhen that time arrives the\n\ndignity and splendor of the teacher’s work\npreciated than it now is.\n\nwill be even\n\nIS THE\n\nHIGH\n\nTHE\n\nWILLIAM\n\nJ.\n\nSCHOOL\n\nBOGAN,\n\nA PART\nSYSTEM?\n\nASSISTANT\n\nOF\n\nSUPERINTENDENT\n\nmore\n\nPUBLIC\nOF\n\nSCHOOLS,\n\nfully ap-\n\nSCHOOL\nCHICAGO,\n\nILLINOIS\n\nA depressing feature of the American high school is its loose articulation\nwith the elementary school.\nDominated by the college, fostered by the\ncollege, provided with a ready-made college preparatory curriculum, the\nhigh school overemphasizes the subjects demanded by the minority. It was\norganized as a “select” school and has not completely outgrown the\ndefinition of the title. ‘The word “‘select” in the private school vocabulary\nmeant the socially elect. ‘To bar the socially undesirable pupils it seemed\nnecessary to set up social restrictions, but in the high school exclusiveness\nis secured more efficiently by a system of academic restrictions.\nFor years\nthe barriers labeled Greek, Latin, and Algebra restricted education to one\nnarrow type—the classical. The unfortunate pupils who lacked the ability,\nthe desire, the leisure or the money to master this type of education\nwere out of luck. Education was not for them. At least school education was not for them. Conditions have improved in recent years. Science,\n\n"} {"page": 742, "printed_page": null, "text": "738\na\n\nNaTIONAL\naEpucaTion\n\nASSOCIATION\n\nshop work, drawing, commercial subjects, and other practical and liberalizing features have been added to the curriculum, but the slaughter of the\ninnocents still continues, though in lesser degree. ‘The high school does not\nIn fact the phrase “public\nappear to be part of the public school system.\nschool” in the minds of many people still maintains its old significance of\n‘‘Graded school” is a phrase that speaks for itself.\nelementary school.\nEach grade fits in to the one above and each is presumed to be as well\nadapted as the others to the children of particular grades and ages.\nA\nwell graded curriculum, that is, one well fitted to the needs, abilities and\ninterests of the pupils of the various grades will show about the same percent of successes or failures in each grade. “This statement holds true in\npractice in our best school systems, but the high school, though nominally\npart of the graded system, seems to be outside the laws of the system. To\nillustrate: the average percent of failure in our elementary schools is 9, but\nin the first half year of the high school the average is 16. In English it is\n15, in modern language 16, in history 17, in commercial subjects 17, in\nmathematics 19, in Latin 25. ‘The high school appears to be outside the\ngraded system.\nThe high schools belong to the people, to the majority. Educators are\ntheir agents. If the people understood that the high schools in this day are\ntruly select schools providing education for the few at the expense of thé\nmany they would insist upon a change. For many years leading educators\nhave dreamed of the high school as a people’s college but the tendency to\nmaintain college standards for non-college students is too strong to be overcome in the near future. “The change is coming slowly but it may come\nsuddenly and disastrously unless educators are guided in their ROS att\nby the principles of science.\nWhen I was a boy one of my heroes was old Joe Soulier, a French pilot\nwhose only task in his declining years was to pilot the Gunboat Michigan\ntwice each summer through the tortuous channel of St. Mary’s river to the\nSoo. The captain of the Michigan had great confidence in Joe, and would\ntrust no one else to handle his ship. Whenever the gunboat entered the\nharbor of the small town where Joe and I lived everyone knew that the\ncaptain was in need of a pilot. On these momentous occasions I would run\ndown French Lane to Joe’s hut and pound at the door as I shouted, “Joe,\nthe Michigan.” When I heard “ Je suis ici” from within, I rushed back\nand reported to the captain that all was well. Joe was coming. A few\nminutes later Joe would mount to the pilot house and proudly take command.\nHis system was a by-guess-and-bygolly one but it worked so long\nas conditions remained stable. As he went up the river he would steer for\na large pine on the right until he “picked up” another landmark on the\nleft. Thereupon he would head for the new mark until he picked up another. This method kept the boat always in the deep channel. One of his\nnever-failing guides was a large hill near Hay Lake channel.\nLike many\neducators Joe knew foreign conditions better than local ones.\nHis only\nnewspaper was published in Paris. Hence he did not learn until too late\n\n"} {"page": 743, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n739\n\nthat the government dredges in cutting the channel had picked up his hill\nand carted it away. When Joe tried to “pick it up” he found that the government had beaten him to it. As a result of a lack of scientific information\nthe Michigan went on the rocks and Joe went out of commission as a pilot.\nEducators, by following too closely the sign posts of tradition, and precedent sometimes meet Joe’s fate. It is a good educational system that can\nkeep in advance of those whom it educates.\nAnother disturbing feature of the high school is its airy elimination of\nsubjects taught in the elementary school. There time and money are given\nlavishly to instruction in subjects that are ignored in the high school. Much\nof the value of penmanship, arithmetic, reading and other elementary subjects is lost because little attention is given in the high school to their conservation. Is there any justification for discarding the skill acquired in the\ngrades? Silent reading is taught in the grades but investigations show that\nin the comprehension of reading matter high school seniors frequently fall\nbelow the attainment of freshman.\nPenmanship receives little attention\nexcept in commercial courses, although courtesy and economics require good\npenmanship from every one.\nSpelling, too, is taught in the elementary\nschools but is promptly relegated to a few English classes in the high school.\nIt is taught incidentally and therefore accidentally.\nAnother subject\nstressed in the lower grades is accuracy in computation. ‘There the proving of results has become a settled policy, but in the high schools accuracy\nseems unimportant.\n‘The business and industrial world have good cause\nto complain of inefficiency if it is found that twelve years of schooling is not\nsufficient to teach the accurate addition of a simple sales slip.\nSuperintendent McAndrew tells of the pride which he and his school.\nderived many years ago from the fact that in the city-wide contests for\nspeed and accuracy in arithmetic they always stood at the top of the list—\nin speed. True, they were rather low in accuracy, but this fact did not\nlessen their pride until a critic asked how speed could be so completely\ndivorced from accuracy. “Not until then,” says McAndrew, “did I realize\nthat this remarkable record meant that my school was always the first to\nget the wrong answer.”\nIt may be that the difference between the elementary and the high school\nis so great that “never the twain shall meet” but no one in this audience\nwould dare make such a confession. ‘To use the figure of a famous superintendent: “Our educational system is a huge cave in which the high school\nis a stalactite made from the drippings of the college. Below it, but not in\nplumbline with it is the elementary school, a stalagmite made from accretions of many kinds. An educational plumber is needed to wipe the joint.”\nThe revision of the curriculum gives him the opportunity to become a\nnational benefactor by fitting the high school to the public school system.\n\n"} {"page": 744, "printed_page": null, "text": "740\nCEO\n\nTHE\n\ncee\n\nNational. Epucatrion\na es del he ee\n\nCOMBINED\n\nCOUNTY\n\nAND\n\nAssocliATION\n\nCITY\n\nSCHOOL\n\nSYSTEMS\n\nLAWTON B. EVANS, SUPERINTENDENT OF SCHOOLS, AUGUSTA, GA.\nThe thought of the profession has long been upon the improvement of\nthe rural schools. The country school has not kept up with the city school,\nOf late we have\nbecause the farmer has not kept up with the city man.\nof pupils doing\nn\ntransportatio\nbegun consolidation of rural schools and\neight, and ten\nsix,\nbuilding\nand\nschools,\nroom\ntwo\nand\naway with the one\nWe have made a\nroom schools, with all modern appliances and courses.\nbeginning only.\nOf the twenty-five million children in the public schools of America there\nOf them\nare twelve million in rural schools, and small village schools.\nnearly five million are in the one room, one teacher school. One fifth of\nthe school population of the entire country is taught in country or small\nvillage schools of one room. Consolidated rural schools have nearly three\nIt is this large proportion of our school\nmillion or about twelve percent.\npopulation that should demand our attention from the standpoint of\norganization.\nThe time has come for us not to have country schools as such and city\nschools as such, but all of them schools, some in the country and some in the\ncity, and each fully equipped to prepare the pupils for their life’s work.It is to our economic advantage to nurture conditions that improve life\nin the rural districts. This we seem to forget or ignore until city life and\nfarm life, city people and country people, have become different types, to the\ndisparagement of the farm. The farmer has too long been a caricature in\nart and literature.\nIt has not done him justice, has been to our disadvantage, and has not encouraged his sons to be like him. No boy is willing\nto grow up “a hayseed’ if that is what the world thinks his father is. He\nbecomes envious of the city boy and hates the farm.\nWe have lately aroused to this condition and given the farmer better\nroads, rural telephones, rural mail delivery, farm demonstrators, county\nagents and a few other things, to keep him on the farm, all of which the\ncity helps to pay for. But when it comes to schools for the farmers’ children the cities have been singularly aloof. The result has been that the\ncity schools of America are wonderful schools but the country schools of\nAmerica are not. This has made the farmer dissatisfied.\nHe wants\nwonderful schools, too—but he and his tax paying district cannot afford\nthem. ‘They need help.\nWe can remedy this condition and check this urge of city advantages by\nmaking farm life attractive, and furnishing the right sort of schools to\nfarmers’ children, but the cities which have wealth must help pay for them.\nThe County Unit of Organization will organize the whole area of our\ncountry, regardless of city lines. Instead of being good in city spots we will\nbe good everywhere in county area. There will be no difference in the individual community emphasis. Wherever a good school is needed it should\nbe placed, whether by the asphalt or on the highway.\n\n"} {"page": 745, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n741\n\nWhat is the scheme?\nOne board of education composed of members\nfrom the rural districts and city wards in proper proportion will have one\nschool fund for the entire county, there will be one requirement for teachers,\none length of school term, one salary schedule, one course of study, one\nsuperintendent, one body of supervisors. The advantages of education will\nbe evenly distributed regardless of city and county lines.\nThis will be economical for it means a reduction of overhead expense.\nIt will bring expert supervision in rural schools for it will mean better\nsalaries for supervisors and superintendents than rural schools unsupported\nby city appropriation can afford. It will mean better teachers and better\nteaching and better buildings. It will bring the schools in the country up\nto the same standard as the schools in the city, for there will be but one\npurpose in the mind of the administrative board, and that it is to care for all\nchildren regardless of where living.\nWherever this plan has been tried it has worked well. Some states are\norganized on the County Unit plan. In other states some counties are thus\norganized. “Those states and counties can testify that when the wealth of\nthe city comes to the aid of the schools in the country, there results a happy\ncombination that is to the advantage of both.\n\nADDRESS\nCURTIS D. WILBUR, SECRETARY OF THE NAVY\nIn the harbor at Charleston Navy Yard, Boston, lies the Constitution,\nfamiliarly known as “Old Ironsides.”\nWe are asking the schools of\nAmerica to recondition this ship. I see that this morning you are all properly decorated, because the school children of the Hawaiian Islands contributed their quota before the public officials of Boston were willing to\nallow the campaign to be carried on in the schools of Boston, where the ship\nlies.\nI think only a few words from me will be necessary, and I am very sorry\nto interrupt this singing, which I very much enjoy, but perhaps a few words\nwill be necessary.\nYou see on my right a model of the old Constitution, and below is the\nsail plan of the Constitution gotten out from the files of the Navy Department for the purpose of reconditioning the ship, allowing people to see\n\nsomething about it.\nThe purpose of asking the school children of America to contribute to\nthe reconditioning of this ship must, I think, be obvious to those of you who\nare charged with the responsibility of educating the young people in principles of patriotism, and devotion to national duty and loyalty to the principles of the government of the United States.\nThis campaign authorized by Congress and by the President of the\nUnited States has for its purpose the reconditioning of this historic ship,\nwhich was started under the authority of an Act of Congress signed by\n\n"} {"page": 746, "printed_page": null, "text": "142\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nGeorge Washington when President of the United States, a ship whose\nhistory is almost a parallel of that of the United States. The obvious and\neasy thing to do was to ask Congress to make the necessary appropriations.\nMy contact with school children as a judge of the juvenile court, and in\nother capacities, led me to believe that it was vital that if this ship should\nbe reconditioned, she should find a place in the hearts of the school children\nof America.\nThey tell a story of a sea captain who was in New York harbor with\nhis ship. An American citizen wished to go aboard at a time when visitors\nwere not allowed. When he was told that visitors were not allowed he\nremonstrated with the officer of the deck somewhat in this fashion: “I want\nyou to understand that I am one of the owners of this ship, and that as such\nThe officer of the deck reached down and\nI am entitled to go aboard.’\npicked up a rope yarn and handed it to this man, and said, “Here is your\nshare, get out.”\nAnd now we are reversing that process. We are asking individual school\nchildren to pick up a rope yarn and hand it to the school authorities and\ntransmit it to the Navy Department, and with these rope yarns, and these\nsplinters, we hope to bring this ship back to her original condition.\nThose of you who have not had the pleasure of visiting this ship should\n\nknow that she is today substantially in the condition that she was when first\nlaunched, with the exception of the fact that some of timbers are decayed\nto the point where you can grasp them in your hand and crush them to\npowder; that she will require complete reconstruction in order to again be\nseaworthy, but today you see on her deck the same guns, the same type of\nequipment, the same accommodations, which were utilized by Captain\nIsaac Hull and his successors in their victories during the War of 1812.\nI have been asking myself what, no doubt, many of you have asked\nyourselves since you eame to this capital of this great nation, what after all\nis the United States of America? Upon what is the government founded?\nYou will find a yellow parchment on exhibition in the Library of Congress\nand you will be told that that is-the original Constitution of the United\nStates. If you visit the National Museum you will see a monument on\nwhich a code of laws is inscribed, the code of Hammurabi.\nOne is vital,\npulsating with life, because it is inscribed not on parchment, but on the\nhearts and in the lives and in affections and loyalties of the American\npeople. The other is a dead code of dead people.\nThe point I am suggesting to you is one no doubt that you suggest frequently to the young people under your supervision, that after all the\nloyalties of life are heart loyalties, and we wish that through the study of\nthe history of this ship, through a recognition of its name as associated with\nthe Constitution, a study of the dramatic story of her fight with the\nBarbary pirates, which would interest any boy, the dramatic story of hér\nduels and her escapes in the War of 1812, the children who today ride in\nautomobiles and are taught in schools costing tens of hundreds of thousands\nof dollars, shall realize the humble beginnings of this Republic.\n\n"} {"page": 747, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n743\n\nThe President of the United States has authorized a competition of essays\nin the various schools—I will not take the time to give you the titles, but\nbronze and silver and gold medals have been provided, hundreds of them,\nto be given to the school children who write the successful essays in competition, and means have been adopted to bring to the attention of the\nschools the plans for reconditioning of this ship.\nOne obstacle has been met in this connection, one with which you are\nfamiliar, the prohibition against the solicitation of funds in the public\nschools, a prohibition which I would not like to see changed, but we are asking a voluntary tax; we are asking the children, who are not compelled by\ntaxation, to make a contribution of four or five cents. It is true that the\ngovernment of the United States could provide the funds, and it could do\nit by putting a tax of one cent on each package of chewing gum, and thus\ncompel the children to recondition this ship but we are asking you to assist\nus in presenting this in such a fashion that the slight sacrifice involved will\nbe readily taken over and will add to the interest of the children in this ship\nand its history. I wish I had time to tell it to you. You cannot give me\nthe time, and I cannot take the time, even if given to me, but it is a story\nthat will thrill the young people when they visualize Decatur on the deck\nof the Constitution defying three powers in the Barbary states, provoking\nand settling—or rather, beginning and settling—two wars after he had\nsettled the war he had been sent over to terminate—three wars begun and\nended in thirty days.\nNow, I cannot stay longer with you, because of your program. I ask you\nto look at this simple model of the old ship and compare it with the new\nSaratoga and Lexington. One of the exploits of Captain Isaac Hull was\nsending out rowboats, as you would call them, cutters with men in them, to\ntow the ship. I asked the Chief of the Bureau of Engineering how much\nhorsepower they got by sending these men forward, and he said about forty\nadditional horsepower. ‘The sails of this ship would give her a speed equivalent to about 600 horsepower in a fair wind. ‘The horsepower of the Lexington and Saratoga combined are 360,000—180,000 each.\nAs we have\ncome to these larger things, may I ask you to assist us in bringing to the attention of the school children the humble beginnings of this great republic,\nand to focus their hearts’ affections not only upon the flag but upon the\nConstitution?\nI thank you for your very courteous attention, and wish to express my\npleasure at the opportunity of speaking to you, and my regret that I am unable to attend your meetings and get the inspiration which you bring to each\nother and will carry out to the schools represented by you, but I ask you to\ncooperate with us in this system of voluntary taxation of the children of\nAmerica, in order that they may have an interest in “Old Ironsides,” and\nher stories and history.\n\n"} {"page": 748, "printed_page": null, "text": "NaTIOoONAL\n\n744\n\nTHE MAJOR\n\nEpUCATION\n\nOBJECTIVES\n\nASSOCIATION\n\nOF PHYSICAL\n\nEDUCATION\n\nGEORGE R. STALEY, SUPERINTENDENT OF SCHOOLS, ROME, N. Y.\nThere was once a railroad president who had laid on his desk the\nreport of an employee showing unusual application and fidelity to duty.\nThis man, the report showed, had worked for the company continuously\nfor twenty years in the same position without the loss of a single day.\nThe next time the president rode over the line which passed through the\ntown where this man was engaged, he made it a point to stop and\n“Bill,” he was informed,\nlook him up. He inquired for “Bill” Jackson.\nwas out in the yard. He went out and found him busy—also colored. “‘Is\nyour name William Jackson?” he asked. “Yes, Sah, my name is Bill Jackson.”\n‘Twenty years, Sah.\n‘And how long have you worked here?”\nNever lost a day, Sah. Not a day.” “What kind of work do you do?”\n“Well, Sah, every time a train comes in I takes my hammah and goes over\nall the wheels on every car. “Taps ’em with my hammah like this, Sah.\nNever misses a single car. Never misses a single wheel.”’\nThe president said: ‘““That’s fine;” and as he mentally calculated what\nkind of reward such a man should have, he asked his final question. ‘‘And\nnow what do you tap these wheels for?” And the faithful Bill answered\ncheerfully: “‘Damfino.”\n;\nHave you never wondered as you have watched a formal exercise in\nphysical training whether any of our physical training teachers have some\nslight mental relationship to the redoubtable Bill? Are they getting anywhere or are they going through the motions?\nIf there does exist some\ncloudiness regarding their objectives then it must be at least as much the\nfault of us who are supervisors as it is of those who actually carry on\nthe work.\nCertain it is that physical education lends itself to routine to\nsuch an extent that objectives are easily lost sight of. These objections\nvary with the physical and mental variations of the three major groups of\npupils which are to be recognized in every school.\nThere is the group who by careful physical examination are found to\nbe physically defective in ways which can be minimized or eradicated by\nan individually prescribed course in: physical exercises, diet, and habits of\nhealth and hygiene.\nThere is at the other extreme a second group whose natural tastes and\nexperiences lead them to place an exaggerated value on and to give an\nundue amount of time and thought to that form of physical education we\ncall athletics. These, of course, are the ones least in need of attention.\nThen there is the group between these extremes and larger than either\nof them physically and mentally capable of wholesome participation in\ngames and in other forms of physical exercise, who avoid everything they\nare not compelled to do, and who take their enjoyment in sport vicariously\n\nby standing on the side lines and watching the most expert of their\nfellows perform what they might much more enjoyably and beneficially\nbe doing themselves,\n\n"} {"page": 749, "printed_page": null, "text": "DEPARTMENT\n\n—\n\nOF SUPERINTENDENCE\n\n745\n\nOur courses in physical training all look well on paper, but in actual\noperation they are likely to be weak on one end, crazy on the other and\nclock-worked in the middle.\nWherever physical deficiency is found careful diagnosis must prescribe\nthe corrective exercises and daily regimen which will accomplish improvement.\n‘This improvement must be carefully noted by means of measurement, scales and comparative data. Proving progress week by week and\nmonth by month is the only way to maintain the individual pupil’s interest\nand cooperation in this effort.\nIn all groups, likewise, enjoyment is possible in some kind of health-giving\nspirit-lifting game if universal participation is the accepted rule, and if the\nfeeling is eliminated that unless one excels in one game to the degree that he\nmay represent his school on some team that competes with another school,\nthen there is no use of “going out’ at all. With this large group the principal valid objective is to create a wholesome interest in games for the\ngames’ sake, without thought of glory or sport page notoriety. An athletic\n“hero” is an anomaly in any American high school. The fact that one boy\nis a “hero” is frequently the most effective deterrent against some other boys\nentering the game at all, since he knows he is not the stuff of which athletic\nheroes are made.\nAthletic hero-worship is pernicious also because it substitutes means for\nends and distorts in the public mind the purpose of education. ‘This must\nalways be more largely mental than physical.\nI doubt if any high school principal will contradict the statement that\nwhat we refer to as institutions of learning are grievously handicapped in\ntheir real purpose by increasingly great numbers of boys and girls who\nare content to “hang on by their teeth.” ‘These put the minimum of effort\non their school work as the disagreeable but necessary price of membership in the student body. For membership in the student body gains for\nthem their own paramount purpose of participating in the athletic and\nsocial affairs of their group.\nHappy is the school whose “school spirit”\nholds scholastic achievement in as high and as general admiration and\nsupport, as it does the victories of its picked athletic teams.\nBut games when played for the games’ sake develop courage, develop\nself control, develop initiative, develop the sense of justice and fairness,\ndevelop aptitude for working with others, develop friendships, all of\nwhich find their consummation in that intangible thing we call character.\nThe athletic field, the playground, and the gym take rank with the schoolroom, the family fireside, and the temple of worship as the places where\ncharacter of strength and fineness are produced\n\nunder the most\n\nfavorable\n\ncircumstances.\nSir Henry Newbolt once wrote a poem which bears the title “He Fell\namong Thieves.” It tells the story of a young Englishman who was taken\ncaptive by bandits in India. In his stubborn resistance he killed one of their\nnumber, he was sentenced to die at dawn.\nHe flung his empty revolver\ndown the slope and climbed alone to the eastward edge of the trees. All\n\n"} {"page": 750, "printed_page": null, "text": "746\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nHe heard not the roar of the river and he did\nnight long he brooded.\nnot see the starlight on the hills. What he saw was his boyhood home\nwith its little schoolroom, the April sun shining on his books, the wistaria\nHe heard his father’s voice from the terrace\ntrailing in at the window.\nbelow, calling him down to ride.\nHe saw the gray little church across the park\nThe mounds that hide the loved and honored dead,\nThe Norman arch, the chancel softly dark,\nThe brasses black and red.\nHe saw the School close, sunny and green,\nThe runner beside him, the stand by the parapet wall,\nThe distant tope, and the crowd roaring between,\nHis own name over all.\nHe saw the dark wainscot and timbered roof,\nThe long tables, and the faces merry and keen:\nThe College Eight, and their trainer, dining aloof,\nThe Dons on the Dais serene.\n\nAnd as one picture succeeded another it was dawn.\nHe rose strong on\nhis feet and strode to his ruined camp below the wood. He turned toward\nthe dawning light which chilled the blood-red snow peaks to a dazzling\nwhite and cried:\n“O glorious Life, Who\n\ndwellest in earth and sun\n\nI have lived, I praise and adore thee”\nA sword\n\nswept.\n\nOver the pass the voices one by one\nFaded and the hill slept.\n\nIt is a moving and memorable picture of a brave man facing fate cleareyed, steady-nerved, strong-souled. A lover of life, yet meeting death unafraid because of a character strengthened and sweetened by the balanced\ninfluences of youth which minister most effectively to heart and mind and\nbody.\nGlory is an eloquent word but it is not a valid objective of physical\ntraining.\nHealth, enjoyment, mental balance, human adaptability—these\nare the legitimate ends and aims of a well-considered physical program.\n\nDEVELOPMENT\n\nOF CHARACTER\n\nTHROUGH\n\nWORK\n\nC. B. GLENN, SUPERINTENDENT OF SCHOOLS, BIRMINGHAM, ALBAMA\nIt has been the custom each year in our school system to select a major\nobjective, or general theme, toward which everything points and around\nwhich everything centers. Two years ago it was “Health—The Physical\nwelfare of Teacher and Pupil.” The school authorities counted the great\ncost of sick or physically unfit teachers and pupils and deemed it worth\nwhile as an economic measure to drive intensively to reduce the number.\nThe plan in this as in each of the other objectives presently to be named\n\n"} {"page": 751, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n747\n\nwas not to teach health more but to afford greater opportunity and incentive for practicing healthful living. Certain verifiable results followed,\nfewer absent teachers, a higher percent of attendance of pupils, and apparently a happier and more optimistic outlook on life by all.\nLast year the central aim was “True Sportsmanship.”\nThe local press\njoined the board of education in launching this campaign. The president\nof the school board personally provided a loving cup to be awarded at the\nclose of the year to the school adjudged to have manifested this spirit to the\ngreatest degree. A committee of citizens selected by the board acted as\njudges, visited the schools, attended the inter-school athletic contests, observing not only the teams but the student body occupying the grand stands\nIn the efforts of the pupils to excel, sportsmanship was\nand bleachers.\nsometimes exaggerated—never a cheer, for example, when an opponent\nmissed the ball or failed to gain distance, but only for the success of one’s\nCourtesy was at times. plainly studied, if not forced, sometimes\nown team.\nthe efforts became humorous and occasionally ludicrous, but the net results\nwere good. In fact the moral tone of the community as a whole seemed to\nOnly one\nhave been elevated following the example of the children.\nother illustration of ‘“‘A little child shall lead them.”\nThis year the objective is ‘“[he Development of Character Through\nWork.”\nAn industrial leader addressing an audience of our teachers recently,\nsaid, ““What concerns industry most regarding the public schools today is\nthe attitude of their product toward work.\n‘Technical information, although of great value, is much less important than a wholesome attitude\ntoward work and social obligations.”\nIn my own section,—though having traveled and resided in other sections, I am convinced it is by no means limited to any one locality—manual\nlabor is often regarded as degrading. In the opinion of many this attitude\nis increasing with the general increase of wealth.\nWhether this is true or not certain it is that the attitude with us is\nsufficiently general to merit attention of those having in hand the training\nof the youth. There doubtless are reasons why the youth of my own section\nhave suffered greatest from this error. “Two races living side by side, certain tasks entirely honorable in themselves were by common consent left to\none race to perform. Many a father willingly would have had his boy serve\nas a porter in a store, or drive a dray in the village, and the boy would\nhave willingly done so, but social customs forbade. While conditions have\nin a measure changed the effect is still evident.\nIn the opinion of our board of education the duty of the schools lies in\nthe line of meeting the greatest needs of the people. We do not stand for\nthe type of education that would “give Johnnie a good schooling so that\nhe will not have to work.”\nNo attempt is\nHence the present emphasis.\nCommonly it is taken, I think, to refer to\nmade by us to define work.\nIn all the\nThis we have accepted without comment.\nmanual labor.\nschools opportunities have been found—sometimes purposely created—for\n\n"} {"page": 752, "printed_page": null, "text": "748\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nSays the principal of the Robert E. Lee school (1\nthe pupil to work.\nmight have quoted the principal of the- Abraham Lincoln school—we have\nboth—both new buildings), ““The boys have cut down weeds, helped to\nlevel the playground and put shale over it. In doing this they seemed to\nYou rightly say, KOF\nenjoy using shovels and rolling wheelbarrows.”\ncourse, why not?” ‘True enough, but heretofore we have too often had\nsuch work done by janitors or special laborers, this year we are depending\nupon the pupils for much of it. In one of our high school shops volunteer\nstudents resurfaced and refinished this year between six and seven hundred school desks for use in their new building. The lunchrooms in all\nour high schools have been equipped with tables and stools made by the\nstudents in the shops.\nNor are the tasks confined to the schools. Each child is asked to select\none task at home which he or she is to perform every day. Cards are sent\nhome to the parent with the child’s monthly report.\nOn this card the\nquestion is asked what definite work has been selected and whether or not\nthe child does it faithfully, cheerfully, and willingly.\nIn connection with this campaign an employment bureau has been\norganized under the guidance of our vocational director.\nLetters have\nbeen sent to employers calling attention to the fact that many students\neligible for employment under the child labor law frequently asked the\nschools to assist them in finding jobs, that there are in the schools a large\nnumber of trustworthy, industrious, and ambitious boys and girls, capable\nand well qualified to fill positions, and that these pupils often wish to\nassist in paying their school expenses. Experience has taught us that many\nemployers are looking for such boys and girls to enter their organizations.\nThis bureau has brought demand and supply together.\nWe are not unmindful of the fact that work in itself may have little\ninfluence in the development of character. We agree with the industrial\nleader quoted above, that the attitude toward work is the important thing.\nHowever, we are convinced that one way, perhaps the best way, to create\nthe proper attitude toward work is to work and that it is the duty of our\nschools to provide systematically for this and to encourage the pupils to\nengage in it.\n\n"} {"page": 753, "printed_page": null, "text": "DEPARTMENT\n\nTRAINING\nLEONARD\n\nM.\n\nOF SUPERINTENDENCE\n\nIN CITIZENSHIP—A\n\nPATTON,\n\nMASTER,\n\nEDWARD\n\nNEW\nEVERETT\n\n749\n\nAPPROACH\nSCHOOL,\n\nBOSTON,\n\nMASSACHUSETTS\n\nFor a period of years educators and other thinking men and women, but\nespecially educators, have been endeavoring to evolve a plan for citizenship\ntraining that will be more effective than anything we have had in the past.\nSince 1921 there is hardly a city of importance in the land that has not\nworked out a new ce or revised its old course, in citizenship or char-\n\nacter training.\n\nProgfessive educators realize that the American youth needs\n\nmore of this training and, perhaps for the first time in the history of education, are actually making a serious and determined effort to put into practice plans that will develop what always has been acknowledged to be the\nchief objective of all education—good citizenship through character training.\nOn October 17, 1922, Jeremiah E. Burke, superintendent of schools in\nBoston, sent a letter to seven masters inviting them to serve as a committee\nto make a study of the general problem of citizenship training in the Boston\nschools, and specifically to collect and organize subject matter relating to\ncitizenship, and suitable for presentation to pupils of intermediate and ele-\n\nmentary grades. The superintendent imposed no restrictions upon the members of the committee. He stated that this was their problem and that they\nwere privileged to solve it in their own way.\nThis committee worked for a period of nearly two years before submitting its report to the board of superintendents. Its study covered the known\nfield of character training at that time, including:\n1. An intensive study of the excellent work that already was\n\nbeing done in the\n\nthe Boston system;\n2. A careful study of all available courses of study in the country;\n3. A review of all obtainable printed material—books, magazine articles,\npamphlets;\n\n4. And finally, but in the opinion of the committee, most important,\nwith a number of leading citizens of the city, state and nation.\n\nand\n\ninterviews\n\nAs a basis for these interviews the following questions were included in\na carefully worded letter to each individual:\n1. Are we emphasizing the training of the intellect to the detriment of morals?\n2. Granted that a good citizen possesses certain virtues and traits of character,\nhow may these be best developed in the pupils of a public school system where\nare represented many races and many creeds?\n\n3. What\nHow\n\nare\n\nand where\n\nthe ethical\n\nfundamentals\n\nthat must\n\nbe inculcated\n\nin our\n\nyouth?\n\nshall they be taught?\n\n4. Have you a definition of citizenship?\n5. Who is the good citizen? What are the duties of a citizen?\n6. What kind of community activities which can be guided by\nadapted to the development of loyalty to city and nation?\n7. How can a right attitude towards school, the community, and\ndeveloped?\n\nteachers\n\nare\n\nauthority\n\nbe\n\n"} {"page": 754, "printed_page": null, "text": "750\n\nNaTIONAL EDUCATION\n\nASSOCIATION\n\n8. Should definite time be assigned to the teaching of citizenship? Or\n9. Is it sufficient to deal with citizenship training in an incidental manner?\n10. What do you think of the modern trend of handing over to the schools the\nobligations of the parents?\n\nThese are a few of the people to whom letters were sent and with whom\nconferences were held:\nJudge Cabot of the Boston Juvenile Court; Frances Curtis of the school\ncommittee; Lincoln Filene of William Filene’s Sons Company ; George A.\nGorden of Old South Church; Father Hickey, supervisor of parochial\nschools; Dean Holmes of Harvard University; Cardinal O’Connell of\nBoston; B. Loring Young, then speaker of the Massachusetts House ;\nHenry Neumann, head of the Brooklyn Ethical Society; President Snyder\nof the Chamber of Commere; Guy M. Wilson, professor of education at\nBoston University; Frank E. Lane of Milton Academy; Burr F. Jones of\nthe state department of education; Payson Smith, commissioner of education; and Milton Fairchild, chairman of the Character Education Methods\nInstitution of Washington, D. C.\nWhen the time came to formulate, the committee found that it had a\nwealth of material. The minds of the members were filled to the point of\nsaturation with ideas, theories, methods.\n‘The question was, how should\nthey outline a plan that could be adapted to all grades; be comprehensive,\nyet simple; objectionable to no race, creed, or sect; not a new course of\nstudy, but something to be worked into every course; of sufficient merit to\nwarrant consideration and support from the teaching force; not so technical\nand dead as to repel; planned in accordance with the rules of sound pedagogy, alive, workable, inspirational.\nThe committee realized that the child is the “starting point, the center,\nthe end of all educational endeavor” ; that his deveolpment, his growth, his\ncharacter, is the ideal we are striving for and the thing alone that justifies\nthe time and energy we give, and the money we expend for education.\nThe plan, then, had to be based upon the recognition of the child’s true\nplace in our scheme of education; his experiences and activities, needs, problems, and have for its main objective his training, through all the subjects\nof the curriculum, in conduct and character.\nThe most difficult thing to decide upon was the best method of approach.\nAll were convinced that religion, as such, ought not to enter into the plan.\nOn the other hand, it was felt that the minds of the teachers and children\nshould in some way be focused upon the fundamental virtues, and that these\n\nvirtues, consciously and unconsciously, should enter easily and naturally into\nthe teaching of every subject.\nAs a skeleton or framework, it was decided to use Hutchins’ “Children’s\nCode of Morals.” This was done for two main reasons:\nFirst. This code is known all over the United States and has been accepted as a model code.\nSecond. The ten laws, plus the one added by the committee, include\npractically all the fundamental virtues, and are in a convenient form to\n\nteach.\n\n"} {"page": 755, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n751\n\nThe plan was designated “Citizenship Through Character Development.”\nIn the pamphlet there are shown somewhat in detail characteristics resulting from:\na. The development of the fundamental virtues.\nb. The adjustment of life work to native endowment.\nc. Developed capacity for the right use of leisure.\nIt is the first phase, however—the development of the fundamental\nvirtues—that the committee has dealt with, primarily.\nFollowing this is a definite plan of study designated for use in all the\ngrades from I to VIII. Then as a guide for the other grades, a specimen\noutline for grade VI has been worked out in detail with a bibliography for\neach law, and helpful suggestions, so as to make the outline a real guide\nand inspiration.\nIn order that character training might become dynamic, a motive power,\nin the schools, it was realized that the plan must have the hearty backing\nof the teachers of the city. In order to get this sympathetic cooperation, it\nbecame necessary to find a way to get the teachers actively participating.\nThis has been accomplished by a comprehensive scheme emanating from the\nmind of one of the committee, Joseph B. Egan of Charlestown, by means\nof which the course in citizenship is being supplemented by the publication\nof a monthly Journal of Inspiration.\nThis journal is being edited and\npublished by committees of teachers under a plan whereby every teacher in\nevery district, at some time during the year, participates in“the preparation\nof subject matter.\nThe objects of the Journal are:\na. To bring to each teacher the experience and practice of other teachers along\ncharacter training lines.\nb. To enrich her own content of knowledge by placing appropriate and timely\nmaterial within easy reach.\nc. To stimulate, each month, interest in character training education through an\niteration of aims and methods.\nd. To interest teachers through personal contact with a concrete embodiment of\nthe character training idea.\n\nThe school committee, convinced of the need of character development\nin the schools and feeling that the proposed plan offered one means of accomplishing this end, very generously offered to finance the Journal and\naccordingly appropriated the sum of $5,000 for this purpose.\nThe first issue appeared last September and contained subject matter\ndealing with the Kindergarten and all grades from I to VIII. The materials for this issue and for the five succeeding issues were the best that the\nteachers and principals could gather to help develop right-thinking and\nright-acting boys and girls. Over three thousand teachers now are actively\nparticipating in this work, basing their lessons on the general outline, but\nconverting it through their resourcefulness and the richness of their experience, into a powerful motive force for good.\nOne of the most encouraging signs connected with the work in character\n\n"} {"page": 756, "printed_page": null, "text": "NaTIONAL\n\n752\n\nEpUCATION\n\nASSOCIATION\n\ntraining in Boston is the sympathetic and intelligent cooperation of various\ncivic organizations in the city; parent-teacher associations, women’s clubs,\nneighborhood improvement associations, etc.\nThe Women’s Municipal League of Boston has made an outstanding\ncontribution to the cause in the form of traveling models. This organization has constructed seventy-six different exhibits, of convenient size, for use\nin the various schools. Each is designed to teach some needed civic lesson.\nThe models move from school to school in accordance with a plan that\nallows each school time to study or use a model before passing it on. The\npreparation of this supplementary material has necessitated a study of the\nobjectives of character education by the donors themselves, for every model\nthey have contributed is designed to teach some civic truth or virtue. This\nhas demanded intelligent cooperation and has been very helpful in linking\nup the interests of the community with the school.\nWith such active participation by outside agencies; with the excellent\ncourse of study that has been prepared, supplemented by an inspirational\nmagazine; with the financial backing of an interested school committee and\nthe hearty cooperation of a loyal corps of teachers; the course in character\ntraining, launched, two years ago, should exert a powerful influence for\ngood in the lives of the boys and girls in Boston.\nWe have no expectation of creating 100 percent Americans by this plan\nof teaching citizenship, but we believe that, rightly used, it may raise moral\nlevels a little higher than by the old methods, may lead pupils to study their\nenvironment and society at large in a little broader way than has been their\nwont, and perhaps broaden a little more their ethical horizons.\n\nCHANGES\nWILLIAM\n\nIN- THE COURSE OF STUDY\nCITY- OF NEW YORK\n\nJ. O'SHEA,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nFOR\nNEW\n\nTHE\nYORK\n\nCITY\n\nWe have enlisted the cooperation of the teaching and supervising staff\nin a cooperative revision of our curriculum for elementary schools.\nIn the short period of time allotted to me, I shall try to present to\nyou, briefly, but as comprehensively as possible, the aims and objectives\nwhich we hope to realize through this revision.\nIn order that you may have a picture of the size of our public school\nsystem, let me say that on December 31, 1925, there were 981,745 pupils\non register in our regular day schools, which includes the elementary\nschools, the junior high schools, the high schools, the training schools for\nteachers, the trade and vocational schools.\nThis figure does not include\nthe continuation schools, evening elementary and high schools, summer\nschools, and many other activities.\nThe register of our 539 elementary schools on December 31, 1925, was\n856,403. There were 21,955 classes in those schools, which are scattered\nover the 315.11 square miles which constitute the area of our city.\n\n"} {"page": 757, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nOS\n\nOf course, there are large numbers of children whose parents were born\nin various foreign countries.\nThe state census of 1925 gives the number of aliens in the city of New\nYork as 1,123,200, out of a total population of 5,873,356.\nOur problem is complicated by the fact that the large area of our city\ncauses loss of time and energy in bringing committees of teachers and\nsupervisors together at central places, by the very different conditions—\neconomic,\n\nsocial, and racial—which\n\nexist in different sections of our city,\n\nand by the large number of adaptations and modifications which must be\nmade in our curriculum to meet these conditions.\nOur problem is further complicated by the provisions of our state education law and our by-laws. They provide, in substance, for a course of\nstudy and for syllabi in different subjects.\n“The word “curriculum’’ is\nnot used in the law.\nThe law provides that the course of study shall be adopted by our\nboard\n\nof education\n\nupon\n\nthe recommendation\n\nof our\n\nboard\n\nof superin-\n\ntendents.\nChanges cannot be made in it without concurrent approval of\nboth the board of education and the board of superintendents.\nSyllabi,\nhowever, are adopted by the board of superintendents alone.\nAs they\nneed not be submitted to the board of education, they may be changed from\ntime to time by the board of superintendents.\nThe general differentiation which we have made between a course of\nstudy and a syllabus is that a course of study is a graded outline which\ngives in general terms the subjects and parts of subjects which are to be\ntaught in the various grades, while a syllabus in a subject is an elaboration\nof the course of study expressed in terms of topics and sub-topics to be\ntaught by the teacher and-learned by the pupil.\nBy making a differentiation between the course of study and the syllabus\nand their method of adoption, the framers of the state education law intended to give to the board of education, as the representatives of the\npeople, the general control and determination of the subjects which should\nbe taught in the elementary schools, the grades in which the various subjects should be taught, and the major topics which are included in the\ncontent of each subject.\nOn the other hand, they left to the professional stafi—the board of\nsuperintendents—not only the making of recommendations relating to the\ncourse of study, but the exclusive power of writing the syllabi.\nThis plan makes for a certain degree of stability in the course of study.\nWhere such stability does not become, through over-conservation, an obstacle to change, it is a desirable feature.\nOn the other hand, the framers of the law undoubtedly sought to obtain\nthe advantage of flexibility by leaving to a professional body, the board\nof superintendents, the exclusive power to adopt the syllabi in the different subjects, to determine the content of the syllabi within the limits\nprescribed by the board of education in the course of study, and to modify\nthe syllabi to meet different conditions.\n\n"} {"page": 758, "printed_page": null, "text": "754\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nNow, as to the aims and objectives which we hope to realize in our\nwork of revision:\n;\n1. One important aim is to place more emphasis upon the subject of\nhealth education and to draft, richer and more intelligent courses of study\nand syllabi for this purpose.\nIn my opinion, health education is one of the fundamental aims of. a\nmodern public school system.\n\nMore than sixty-five years ago HerHistorically, this aim is not new.\nbert Spencer, who was not the first to present this aim, stated it very\nclearly and forcefully in his famous chapter, “What Knowledge Is of\nMost Worth,” in considering the “general ideas with which we must set\n(Note that he used the word “curricuout in discussing a curriculum.”\nlum”!):\nIf anyone doubts the importance of an acquaintance with the fundamental principles of physiology as a means to complete living, let him look around and see\nhow many men and women he can find in middle life who are thoroughly well. ...\nIs it not clear that the physical sins—partly our forefathers’ and partly our\nown—which produce this ill-health, deduct more from complete living than anything else, and to a great extent make life a failure and a burden instead of a\nbenefaction and a pleasure?\n. . .\nIf we call to mind how far the average duration of life falls below the\npossible duration, we see how immense is the loss.\nIt results that ordinarily\nmore than one-half of life is thrown away.\nHence, knowledge which subserves direct self-preservation by preventing the\nloss of health is of primary importance for as vigorous health and its accompanying high spirits are larger elements of happiness than any other things whatever, the teaching how to maintain them is a teaching that yields in moment to no\nother whatever.\n\n_ For many years the public schools of our city have had a very comprehensive and efficient health program.\n‘There is urgent need, however,\nfor placing additional emphasis on this program; for giving more and\nbetter instruction in hygiene, physiology, and related subjects; for reorganizing the work in physical training so that less emphasis shall be placed\non the formal and gymnastic aspects of this subject, and more emphasis\non the play, games, and recreation phases; for building up health habits\nwhich shall function both when the pupil is in school and when he has\nsevered his connection with school; of engendering a “health consciousness,” so to speak, so that pupils will think of health in connection with\ntheir food, their baths, their clothes, their homes, their companions, their\nstreets and their community generally; in short, with all their activities\nand environment.\nOnly by implanting this idea firmly in their minds\nwhen they are young, by awakening an intelligent interest in this subject,\nand by giving them information on it, can we hope to lead the pupil to\nbe a health-seeking person, whether child or adult, and to insist on healthful\n\nconditions in his social and community environment.\n2. A second aim we have in mind is to reorganize and enrich the socalled social sciences—history, geography, and civics—and place such emphasis on current events as may be advisable.\n\n"} {"page": 759, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n15\n\nEducational thought has been developing rapidly and, I think, in the\nmain, soundly, in reference to these subjects.\nOur courses of study and syllabi in history, geography, and civics\nwere criticized as being too progressive when they were adopted but they\nhave not been revised in some time, and since their adoption new points\nof view have developed and additional important subject-matter has been\nplaced at our disposal.\nThese subjects should be taught so that they will make a deep impression\non our children’s minds and emotions.\nIt is a sad commentary on the\n-teaching o1 these subjects in our public schools that adults read so little\nof history and geography in after life and are so poorly informed on\ncivic questions and problems.\nWorse than all, they glory in their shame\nand make little effort to remove it.\nHistory, geography, civics, and current events should be among the\nmost interesting subjects in our curriculum.\nPupils should love them.\nThe material included in the syllabi in these subjects should have a\nhuman interest and a modern application.\nNo topic should find a place in the course of study and syllabus in\n\nhistory and civics unless it leads toward the realization of one or more\nof the great aims of these subjects.\nSome topics should be included because they tell of the principal occurrences in the development of our nation—of the wonderful story of the\ngrowth of the United States from its humble beginnings to its present\nprosperity and greatness.\nSome topics should give an understanding of\nthe origin and meaning of our institutions, an appreciation of their value\nto citizens by assuring to them certain rights of liberty and property. “The\npupil should learn that government is not an agency of repression but an\ninstitution to aid and protect the people in the proper enjoyment of the\nrights to which they are entitled by our form of government.\nSome\ntopics should be included because they engender a recognition of and a\nfeeling for what is good and great, or an awakening of sympathy for all\npraiseworthy human endeavor—no matter where it is found. Again, some\ntopics should be included because they may induce right conduct on the\npart of pupils, through imitation of illustrious examples or through the\nformulation of high ideals.\nAll teachers of history and all topics in the course of study in this subject should foster love of country—real, heart-throbbing, pulsating patriotism.\nThe course of study in geography should emphasize the human aspect\nof this subject—the geographical features which make this earth “the home\nof man’’—those features which aid him in his occupations and mode of\nliving and those which interfere with his progress and call forth great\nefforts on his part to overcome or at least to improve them. ‘The helpful\nfeatures of climate and topography, the riches of the soil, forests, mines,\nrivers, oceans and other natural features, should be taught so that the\nchild appreciates their beneficent character.\nBut, on the other hand, the\npupil must be led to appreciate that man must raise great dykes and\n\n"} {"page": 760, "printed_page": null, "text": "756\n\nNationaL\n\nEpucaATion\n\nASSOCIATION\n\nwalls to prevent the ocean from overflowing his land and destroying his\nhome; he must build tunnels through. mountain chains, or develop great\nflying machines which, with heroic airmen, will fly over these mountains\nso that they may not be a barrier to transportation of mail, commodities,\nand passengers; he must irrigate, at the cost of much time, labor, and\nmoney, large sections of the earth which mother nature did not make\nfertile.\nThis point of view makes geography a living subject of the greatest\ninterest and value.\n3. Then, too, we hope to improve the quality of the work of the\npupils in spoken and written English both by direct imitation of good\nmodels and direct training to overcome speech defect; and by interrelating\nthe formal studies in English with the needs for expression by the pupil\nof his thoughts in speaking and writing.\nI do not agree\nSome educators are opposed to any formal teaching.\nwith them, although I believe that formal instruction may be carried to\nextremes, may be dull and uninteresting, may arrest thought and may lead\nto no good purpose.\n‘There should be no useless drill, no memorization\nof forms, nomenclature, rules of syntax for their own sake. Only those\nparts of formal language subjects should be retained which function in\nthe oral or written speech of the pupils.\nThen, too, since the ability to use language fluently and accurately depends to a certain extent at least, upon practice, and since every subject\nin the curriculum has a language aspect, we hope to make every lesson a\nlanguage lesson, so that our teachers will realize that correct use of language must be required in every lesson and in every grade.\nIndeed, if our teachers realized that expression is the outward form of\nthe inward thought and that the only way that a teacher can be sure that\na pupil has clear and accurate thoughts is by his clear and accurate speech,\na great advance would be made in classroom instruction.\n4. There are many other aims which we hope to realize. Among them\nI may mention the elimination from all subjects of material which is\npurely formal or traditional and the enrichment of the courses and syllabi in all subjects, so that they shall be fully abreast of modern knowledge and educational thought.\n‘This applies, for example, to arithmetic,\nspelling, nature study, and elementary science.\nTake elementary science as an illustration. We live today in a world\nwhich, on its material side, is being revolutionized by science.\nWe see\ngreat buildings, bridges, tunnels, highways, aqueducts, irrigation, and\nwater-power projects leaping up as if by magic.\nAutomobiles and auto\ntrucks have changed our transportation methods. ‘The telephone, the telegraph, and the radio have brought remote parts of the earth into close\ncontact, so that, in a sense, distance and time are being annihilated. The\nboundaries of human knowledge in every branch of science are being\npushed back further and further so rapidly that no one can tell what\ndiscovery or invention will be made next.\nOu children are hungry for the knowledge that science has to give\n\n"} {"page": 761, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\nihe\n\nthem.\nThey live in the present, not in the past. They want to know\nall about these living machines and scientific wonders that they see on\nevery hand.\nOur schools must teach as much as possbile about the camera, the automobile, the method of supplying water to cities, the telephone,\nthe radio, and other important scientific topics.\nIn nature study, also, we have a problem and a duty. You know our\ncrowded streets and our city conditions—how little our city children know\nof plants, flowers, and animals—how prone teachers are to emphasize\nreading, writing, and arithmetic to the neglect of other subjects.\nBut,\nif a flower is brought into a classroom, every child involuntarily says,\n“Ah!”\nGive the children the joy of taking care of plants and animals\nand they respond with childish enthusiasm and love. Nearly one quarter\nof a million bulbs grew into beautiful flowers in our classrooms last fall\nand were exhibited with great pride by pupils in our recent narcissus\nexhibits.\nWe have a good course of study and syllabus in this subject but we\nhope to place additional emphasis on this subject and lead all teachers\nto love it.\n5. Turning to another phase of this question, we are very much\ninterested in the classification of children according to ability and the\nmodification and adaptation of the course of study and syllabi to fit the\nabilities of children.\nWe realize that the cornerstone of education is the individuality of\nthe child; that a fundamental principle of education is that children are\ndifferent in their abilities in every line of work.\nScientific study in education is bringing to light surprising differences in children. With such\nknowledge in our possession, is there any justification for grouping children in a general miscellaneous way by putting the bright, the normal, and\nthe slow in the same classes, for requiring teachers to proceed at an average rate of progress which is too rapid for the slow pupils and too\ndilatory for the bright pupils—for expecting all pupils to master a uniform course of study and for setting up for all pupils the same standards of attainment?\nUndoubtedly, the answer is ‘‘No’” to all these\nquestions.\nWe should put into practice these correlative and interrelated ideas of classifying pupils in accordance with their abilities, of\nmodifying and adapting the course of study and syllabi in accordance\nwith their abilities, and of setting up different standards of attainment\nfor different groups of pupils. There is little value in classifying pupils\naccording to their ability unless the course of study and the standards of\nattainment are modified in terms of these different abilities.\nWe intend, therefore, to adopt a uniform course of study and syllabi\nfor normal-progress pupils, and to modify this course, on the one hand,\nfor the bright pupils, and, on the other hand, for slow-progress pupils.\nThese modifications will include not only a modification of the material\nincluded in the syllabus by adding some for bright pupils and eliminating\n\nsome of it for slow pupils, but may result in a greatly different course\nof study for slow-progress pupils, by introducing different subjects in ‘place\n\n"} {"page": 762, "printed_page": null, "text": "758\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nof some of the subjects which are included in the course of study for normal\npupils. I hope to see a development in manual and vocational work for\nthose children who will profit most by this form of education.\n6. Two other aims which we hope to realize through the revision of\nthe course of study and syllabi, I shall mention very briefly, although\nthey are of paramount importance and deserve extensive treatment.\nOne of these is the development of the emotional and esthetic aspects\nof the child’s nature; the other is the development of moral character.\nThe\nTo me, this phase of education is of paramount importance.\ngood\nchildren\nschool\nin\ndeveloping\nof\nduty\nfull\ntheir\nperform\nmust\nschools\ntaste and good manners, high and noble ideals, consideration for others,\n“charity toward all’—those indefinable attributes of personality, outlook,\ntemperament and conduct, for which we use the term character.\nWe must face the crime situation, the lack of purpose, earnestness, and\nmoral fiber of some of our young men and women.\nAll our beautiful\nbuildings, trained teachers, modern equipment, and educational advantages which are showered upon the children without cost, are as nothing\nunless the young men and women who are the products of our schools\ncan meet the acid test of resisting temptation and leading good, honorable\nand noble lives.\nToday teachers seem to underestimate the importance of this aim of\neducation.\nMethods of teaching, the imparting of facts and testing are\nbeing emphasized to the neglect of the higher and finer elements of personality.\nOur courses of study and syllabi should be instruments for\nthe realization of this aim of education. I realize that this has been said\nmany times, but I feel confident that it is not being put into practice\nextensively.\nWhich is more important—to teach pupils all the facts of the Revolutionary War without regard to the spirit that animated our forefathers,\nor to have them know less of the facts but to be enthused by the spirit of\nsacrifice, patriotism, and democracy which made possible the birth of a new\nnation on this continent? Which is more important—to have pupils know\nthe names of the oceans—their location and size, or to appreciate their\npower and majesty and the many different ways in which they influence\nclimate and commerce, and give to the earth food and rain, without which\nman could not live? There is only one answer to these questions, no\nmatter how fully we realize the value of information, tests, and standards.\nI know that there are many ways of influencing the tastes and feelings of\npupils and of developing moral conduct, but one important way is through\nthe material which is included in the course of study.\nTherefore, we hope to strike a ringing ethical note in our work, which\nwill tell all teachers that, important as other phases of education are, the\nfundamental aim in education is the development of moral character.\n\n"} {"page": 763, "printed_page": null, "text": "DEPARTMENT\n\nREPORT\nEDWIN\n\nOF\n\nOF SUPERINTENDENCE\n\nTHE\n\nCOMMISSION\n\nC. BROOME,\n\nSUPERINTENDENT\n\nON\n\nTHE\n\nOF SCHOOLS,\n\n759\n\nCURRICULUM\nPHILADELPHIA\n\nPENNSYLVANIA\n\nThe definite, country-wide attack on the public school curriculum as a\n\nmajor project of the Department of Superintendence resulted from a\nresolution adopted at Cleveland in 1923, to the effect that a commission\nbe created “for the purpose of bringing together the elements of a suitable\ncurriculum for boys and girls of American schools.”\n~The 1924 Yearbook was the result of the first year’s work.\nThis\ncomprised a statement of general educational aims and objectives, a brief\nsurvey of current practices, and suggestions on methods of curriculum construction.\n\nThe 1925 Yearbook, Research in Constructing the Elementary School\nCurriculum, was prepared through the cooperation of seventy-five curriculum specialists. It comprised an analysis of important research studies in\neach of the elementary school subjects.\nAt our convention in Cincinnati a year ago we proposed for the succeeding year a nation-wide cooperative plan of curriculum revision. ‘This plan\nwas entered into cordially by school systems throughout the country. Over\n300 cities have participated actively during the year in addition to several\nstate and county school systems, and many educational institutions.\n(See\npp. 23-26 of Yearbook.)\nThis year the subject committees have been headed by public school\nsuperintendents in each case; but on each committee there has been at least\none curriculum specialist.\nThe twelve subject committees have comprised ninety-eight people; and\nthere have also been. engaged in the cooperative project which has produced\nthis Yearbook, hundreds of superintendents, principals, supervisors, and\nteachers in the cities, towns, and institutions which have cooperated. We\nbelieve that this Yearbook is rightly named: The Nation at Work on the\nPublic School Curriculum.\nIn presenting this Yearbook to you we hope we have accomplished five\nthings:\n1. Stimulated a nation-wide interest in curriculum revision.\n2. Have impressed superintendents, principals, teachers and school boards\nthe importance and extensiveness of the problem of curriculum revision.\n\nwith\n\n3. Have encouraged hundreds of teachers and principals to cooperate in the\nsolution of a large professional problem.\n5. Have given some direct help to those who are engaged in the task of curriculum\n\nrevision.\n\nPlease do not be disturbed at the omission of reports on several subjects—notably reading, industrial arts, household arts, and art education.\nFor unavoidable causes the reports in these subjects were not completed,\nbut there is no intention of overlooking them. In fact, this Yearbook was\nnot intended to be final.\n\n"} {"page": 764, "printed_page": null, "text": "760\n\nNaTIoNAL\n\nEpUCATION\n\nASSOCIATION\n\nWe believe that curriculum revision is a continuing problem. The\nwidespread cooperation of the past year indicates a great interest in this\nproblem. Whether or not our work has been done well you must be the\njudges. We realize that the work is not completed and we believe that\nIf this is your decision, it will be\nthe commission should be continued.\nour plan to complete the reports on the elementary subjects that have not\nyet been covered, and to devote the major part of our time to the junior\nhigh school program.\nResolution—That the Commission on the Curriculum be continued and\nthat the executive committee be authorized to make such changes in the\npersonnel of the commission as it may deem wise.\n\nREPORT OF NATIONAL COMMISSION ON ECONOMY\nEFFICIENCY OF THE BUSINESS ADMINISTRATION OF CITY SCHOOL SYSTEMS\nTHOMAS\n\nE. FINNEGAN,\n\nMEMBER\n\nHARRISBURG,\n\nPENNSYLVANIA\n\nOF\n\nAND\n\nCOMMISSION\n\nAt a meeting of the Executive Committee of the Department of Superintendence of the National Education Association held April 25, 1925, the\nfollowing resolution was adopted:\nResolved that the Executive Committee favors the appointment of a committee\non ways and means of securing an impartial investigation of the most effective\nmethod of articulating the educational and business departments of city school\nsystems, and that an impartial organization be invited to finance and conduct\nthe investigation to the end that the best interest of education and the community\nmay be served.\n\nPursuant to such instruction and after consultation with many leading\nmembers of this organization from various parts of the country, President\nBallou invited Hon. Hubert Work, Secretary of Interior, and Hon.\nHerbert Hoover, Secretary of Commerce, to join with him in the appointment of members of the proposed commission.\n“The commission is constituted as follows: Dr. John J. Tigert, United States Commissioner of\nEducation; Dr. Thomas E. Finegan, former superintendent of public instruction for Pennsylvania, appointed by Secretary Work; Mr. Ernest\nGreenwood, vice-president of the board of education, Washington, D. C.;\nMr. Elliot Goodwin, resident vice-president at Washington of the United\nStates Chamber of Commerce, appointed by Secretary Hoover; Dr. John\nH. Beveridge, superintendent of schools of Omaha, and Dr. George D.\nStrayer, Teachers College, Columbia University, appointed by President\nBallou. ‘The commission at its first meeting added Dr. Ballou to its membership and also elected him president of the commission.\nIn sharing responsibility in the organization of the commission with two\nmembers of the President’s cabinet, President Ballou brought to the support\nof this enterprise the two departments of the federal government which\n\n"} {"page": 765, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n761\n\nhave official relation respectively to education and to business and commercial affairs. “This gives a national prestige and significance to the\ninquiry which it otherwise would not possess.\nThe commission has decided that its membership shall not exceed nine\nand has authorized President Ballou to appoint one member who shall be\nrepresentative of the views of business managers of city school systems,\nand one member who shall be representative of the views of organized labor.\nThe multiplicity of duties involved in the arrangements for this meeting\nhas prevented President Ballou from giving the careful consideration to\nthese appointments which such action requires. An early announcement of\nsuch appointments will be made.\nIt is regretable that Dr. Strayer’s engagements for the year are such as make it impossible for him to give the\ntime to the inquiry which membership on the commission requires.\nHe\nhas therefore resigned from the commission.\nHis resignation has been accepted with reluctance and regret. President Ballou has appointed to this\nvacancy Dr. Payson Smith, commissioner of education of Massachusetts.\nSecretary Work has expressed keen interest in the work of the commission, has offered every cooperation which his department may render and has\nprovided adequate quarters for the commission in the new building of the\nInterior Department.\nSecretary Hoover’s statement in consenting to participate in the organization of the commission is such that I quote from it these words,\nEven with the expenditure by national, state and local governments of nearly\n$2,000,000,000 annually for the current expenses of public, elementary, and _ secondary schools and approximately $350,000,000 a year for new construction, we\n\nare far from the ideal of an educated electorate which is, and must be, the corner\nstone of a republic based on universal suffrage.\nWe shall need even further extension of these expenditures if we meet this fundamental need.\nBut if we are\nto meet this problem we must make sure that we get the most from our expenditure by the elimination of every waste so that the ever increasing burden shall\nnot fall too heavily on the taxpayer.\n\nThe plan at the outset contemplated the study of the professional and\nbusiness aspects of city school systems. Mr. Goodwin expressed the opinion\nthat there was need of a study of the financial resources and educational\nfacilities of rural school systems and of general aid and support to such\nsystems by the several states and urged an inquiry into this subject also.\nThe commission was of the opinion that the more pressing and immediate\nneeds were in connection with city school systems and that prior consideration should be given to that field of inquiry.\nIt has been determined to designate the commission as, National Commission on Economy and Efficiency of Business Administration of School\nSystems.\nIt is the opinion of the commission that this name is comprehensive and brings within the scope of inquiry all the essential factors and\nelements related to the aims and purposes of education and the best\npractices and procedure in Educational Administration.\nThe unprecedented demands upon the public school systems of the country\n\nduring the past decade have thrust upon school executives and boards of\n\n"} {"page": 766, "printed_page": null, "text": "762\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\na\n\neducation, problems involving professional, financial, and administrative\nThe efficiency\naspects which are of vital concern to the public interest.\nof a school system—its real achievements in education—in other words,\nthe returns or dividends on the funds invested in support of such system, is\ndependent upon a sound understanding and adjustment of these problems.\nThe correct treatment of such problems involves a knowledge not only of\nthe best professional procedure in educational practice, but also a clear\nconception of the application of sound business principles in such procedure.\nAre these two interests—the professional procedure in education and the\napplication of business principles—so coordinated in the administration of\nschool systems that the best educational results, the largest returns or diviAre the organization and\ndends, on the funds invested are produced?\nadministration of all the interests of a school system coordinated so as to\nAre unnecessary expendiconserve funds, supplies, and human energy?\ntures avoided? Is waste eliminated? Are economies practiced so that funds\nshall be available for essentials and for necessary growth and expansion in\nvital directions? Do the investors—the taxpayers and the rent payers—\nget value received for every dollar invested?\nThere are certain definite fundamental principles underlying the successful administration of a public school system which are as fixed and\nimmutable as the economic and fundamental principles which govern and\ncontrol cost sheets, price lists, and dividends in any great commercial or\nindustrial enterprise. “The failure to observe and strictly adhere to these\nprinciples in educational procedure and administration will be as disastrous\nto real achievements in education as the violation of sound economic and\nbusiness principles will be to financial aspects and profits in affairs conducted for momentary rewards.\nThe commission will keep constantly in mind the great objectives of\npublic education. It recognizes that the objectives for which public schools\nare maintained are essentially different than objectives for which industrial\nand commercial corporations are maintained.\nResults in education which\nare to bring profits to the entire community are the essential ends and not\nsimply the amount of funds expended.\nWhile costs and expenditures are vital factors to which school boards\nand superintendents are bound to give due consideration in the development\nof their programs such factors must not be made the central and controlling\npower in the final determination of such programs.\nIn other words, money, finances and business, while always given the\nconsideration to which they are entitled, must not be the controlling power\nin the administration of public education. The purpose for which a school\nsystem is maintained, the great objectives in education, the educational needs\nof a community, the accomplishments of the schools, these are the factors\nand elements which should dominate in the final decisions pertaining to\neducation.\n‘The emphasis should be placed upon education and its professional administration and not upon financial and business aspects of\nadministration.\n\n"} {"page": 767, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n763\n\n———\n\nIt would be just as reprehensible for the richest country in the world\nto debase the quality of instruction provided by the public schools for’ the\ntraining and discipline of boys and girls as it would be to adulterate its\nfood products or to debase the standard value of its currency.\nThe tendency to strip educational executives of their rightful and\nessential prerogative of the administration of a school system is one of vital\ninterest and concern to the entire country. No executive in education can\naccomplish successful results unless he is given freedom and initiative in\nthe exercise of administration and executive powers and is permitted to discharge his obligations without fear or favor and always in the unshaken\nfaith that any sound and righteous decision upon questions which he is\ncalled to determine from time to time will have the unqualified support of\nhis official superiors, the board of education.\nDuring the seventy-five years of the development of public school executives there have been many men who have achieved distinction through a\nrich contribution to the educational resources of the nation. The achievements of these men may not have been so spectacular,\nso visible, so easily\nmeasured as the achievements of some of the notable men in the fields of\nindustry and commerce.\nIt has been, however, an achievement bequeathed\nin perpetuity to the peace, progress, and prosperity of American life and\ninstitutions. Its influence will continue on and on and for many years will\nyield increased dividends in better American citizenship during the centuries\nthat follow.\nThere have, of course, been failures among school executives. But there\nhave been failures among business executives. We need only to read the\nweekly reports of Dun or Bradstreet to be impressed with the failures of\nbusiness executives.\nNo class of executives have a corner upon successful\nachievement. School executives may learn much from the ablest executives\nin business and commercial concerns. But industrial and commercial leaders and executives may profit greatly from the experiences of school executives in habits of economy, in-patience, in finance, and in skill and leadership\nfrom many of the executives in education who are carrying large burdens\nvitally affecting the future of the nation.\nSchool executives will welcome such aid as the skill, experiences and\nknowledge of the business executives will bring to the support of public\neducators.\nThe commission plans to devote not less than one year to the study of\nthis problem under the direction of experts in educational administration\nand experts in business administration.\n‘The expense of the inquiry will\nbe $50,000. Several public-spirited citizens of means have been invited to\nmake contributions toward meeting these expenses.\n“The Department of\nSuperintendence, the National Education Association, the United States\nChamber of Commerce, the American Federation of Labor have been invited to make similar contributions.\nThe commission believes this inquiry of such outstanding national importance not only to the people of the entire country, but to the social,\neconomic and commercial interests of the land and so fraught with possi-\n\n"} {"page": 768, "printed_page": null, "text": "NATIONAL\n\n764\n\nEDUCATION\n\nASSOCIATION\n\nbilities of a national service of vital significance that the project is one\nwhich individuals, organizations, and institutions engaged in the promotion\nof the welfare of the country may properly aid and support.\nThe commission has accordingly submitted a memorandum to the General\nEducation Board, the Carnegie Foundation, and the Commonwealth Fund\n‘The commission is of the opinion that the necessary\nfor consideration.\nfunds will be provided and the inquiry inaugurated during the ensuing\nA report of the work of the commission will be made to this\nmonth.\norganization at its 1927 meeting.\n\nTHE EDUCATIONAL OBJECTIVES\nHIGH SCHOOL\nHERBERT\n\nS. WEET,\n\nSUPERINTENDENT\n\nOF\n\nOF THE JUNIOR\n\nSCHOOLS,\n\nROCHESTER,\n\nN. Y.\n\nThere is under way in this country a movement for economy that should\nbe welcomed by every thoughtful person who is sincerely interested in\nthe country’s welfare.\nWhile the problem of taxation is an important\nfactor in this movement, it is by no means the only factor. “That is to\nsay, few would claim that the most important thing to be gained through\nthis movement for economy is the reduction of taxes.\n“There is here a\nprosperity that bafles the nations of the world to understand.\nBut nations, like individuals, sometimes pay all too great a price for material\nprosperity.\nMoney is cheaper than character and it is easier to build\na fortune than a life. The great underlying purpose of those who are\nmost earnestly and intelligently striving for economy, is to recognize\nthat the elimination of waste and inefficiency from every type of service\nis essential to the moral health of our people.\nIt is safe to say that there is no phase of the country’s business toward\nwhich this sane and wholesome principle of economy is more sympathetically applied than it is in the case of the public schools. ‘The willingness of our people to spend money on education is equaled only by\ntheir hope and increasingly by their demand that it be expended wisely.\nTo claim that waste and inefficiency are not found in public school systems as they are in industry and in commerce and in every other sphere\nof human activity, would be quite as unsound as to accept without reservation the doctrine that waste and inefficiency are part of the price\nthat democracy must pay for its freedom and that consequently it matters\nlittle to what extent these manifest themselves.\nFor our own part we\nmake no such claim, nor do we accept any such doctrine.\nAnd the chief\nreason is that such an attitude of mind is in either case detrimental to\nthe best interests of education itself. Thus to recognize waste and inefhciency in education and to work for its elimination primarily in the\ninterest of education itself, should no more be regarded as an adverse\ncriticism of school management than the corresponding process in industry is to be regarded as an attack upon the able leadership in business\n\nthat is so generally found in all parts of the nation.\n\n"} {"page": 769, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n765\na\n\nIn the last analysis the primary cause of waste and inefficiency in public\nschool systems is to be found in the fact that the demands made upon\nthese schools during the past two decades have been far in excess of\nthe provisions for effectively and economically meeting these demands.\nThis principle applies equally well to the numbers served and to the educational processes required.\n“The simplest demands to be met have been\nthose for the adequate housing of numbers.\nYet there is scarcely a city\nin the country that has been able to keep pace with this demand.\nIf\nany person desires evidence of such waste and inefficiency, he need but\nlook out upon the hundreds of thousands of children who are on part-time\nsessions, or housed in buildings that a modern factory would not tolerate;\nand upon the thousands of teachers that are working under conditions\nof congestion and sanitation that preclude the possibility of giving to\nevery child that great educational opportunity of which we so frequently\n\nboast.\n\n“Che inevitable results are only too often poor work and repeti-\n\ntion of grades, with all the added burden of expense that such repetition\ninvolves.\nThe best thing that could happen to public education in this\ncountry would be to withhold for a decade further legislative demands\nin the way of compulsory education and expanded curriculums, and give\nto the schools time to replace the outworn machinery for their financial\nsupport and to enter into some of the refinements essential to soundest\neducational procedure.\nOne who reviews the field of elementary education must be impressed\nby two or three factors of progress that have been made in that field in\nrecent years.\nOutstanding among these is the general agreement as to\nthe four-fold task of the elementary school.\n‘These may be stated as\nfollows:\n\nTo advance the child in his ability:\n1. To read, write, and speak correctly the English language, and to know and\nuse intelligently the elementary processes of arithmetic.\nBy common consent these\n\nare the fundamentals without which neither the knowledge nor the training essential to the fullest enjoyment of life, to economic independence, and to satisfactory\ncitizenship, can be secured.\n2. To know and to observe the laws of physical health and well being, and\nto appreciate the meaning of life and nature.\n3. To\n\nknow\n\nand\n\nto appreciate\n\nthe geography\n\nand\n\nthe history\n\nof his own\n\ncom-\n\nmunity, state, and nation, and to some extent of the world at large; to sense, his\nshare in the social, civic, and industrial order of such a democracy as ours, and\nto meet to the full the obligations which such knowledge and appreciation should\nengender, to the end that justice, sympathy, and loyalty may characterize his\npersonal and community life.\n4. To share intelligently and appreciatively in the fine and the useful arts\nthrough the pursuit of music, drawing, and literature; of manual training and\nthe household arts as they are related to the three great universal needs of food.\nclothing and shelter.\n\nNo one, of course, will make the mistake of supposing -that these four\nlines of work represent the sole ends or attainments of elementary education. Satisfactory progress in each of these is an essential accomplishment.\n\n"} {"page": 770, "printed_page": null, "text": "766\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nBut these four lines also present the concrete tasks upon which we\ndepend so largely for the development of right attitudes and sound charIn the large it is in and through these four fields of\nacter qualities.\nwork, and in and through the personality of the teacher which gives to\nthem life and meaning, that we find the clear-cut, recognized, objectives\nA second step in the way of progress in eleof elementary education.\nmentary education, is the increasing conviction throughout the country\n\nthat this common\n\nfoundation can and should be laid during the first six\n\nyears or grades of public school work.\nA third factor to be reckoned\nwith is the incoming of the principle of the platoon type of school organization.\nIt has been deliberately established and developed for the\nsole purpose of making the wisest expenditure of time, money, and energy\nIn short, these three\nin the education of the elementary school child.\nfactors of progress, when carefully studied, warrant the judgment that\nthe public elementary schools of the country are passing safely and economically over this transition period from the time when the three R’s\nlargely constituted the work of the elementary school, to the present when\nthese larger responsibilities have been placed upon it.\nAs we turn to the work of the six grades which lie beyond this elementary school period, we, unfortunately, cannot report corresponding\nprogress.\nThis should be neither surprising nor disappointing.\nIt is the\ninevitable result of the unprecedented numbers of children that have literally swarmed into these upper grades in recent years. During the thirtyyear period ending in 1920, the elementary and high schools of the country, combined, grew twice as rapidly as did the general population, and\nthe colleges and universities, six and three-tenths times as rapidly. The\nhigh schools alone, however, grew fourteen and four-tenths times as rapidly\nas the general population during this thirty-year period. Neither the college above nor the elementary school below has known anything like the\ntask that the secondary school has faced during the past quarter of a\ncentury, in attempting to make sanely and effectively the readjustments\nthat it has been called upon to make.\n‘That waste and inefficiency have\nmanifested themselves under these conditions is granted. ‘The ever-present\ncriticism that all too many pupils are attending our high schools, is increasing rather than diminishing.\nBut no one has ever proposed, much\nless championed, a means of cutting down these numbers.\nNo one has as\nyet seemed either able or willing to determine just what sons and daugh-\n\nters should go to high school and what ones should not. As school men\nwe know that we must not expect a diminishing demand on the part of\nparents and on the part of life outside that boys and girls shall have a\nhigh school education.\n\nThe important\n\nquestion is, rather, what\n\nkind of\n\na high school education shall they have?\nOne high school principal declared recently that if he had his way\nevery boy and girl would be given a chance at high school work, but\nunless that chance was used to the full that boy or girl would be obliged\nto leave school\n\nonce\n\nand\n\nfor all, so far as the public schools\n\nwere\n\ncon-\n\n"} {"page": 771, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n767\n\ncerned. The rejoinder of a colleague here merits consideration.\n‘I would\naccept that declaration,” said he, “if only I could be sure that by a chance\nyou mean that every boy and girl who is willing to work shall find in\nthe high school a sound line of educational endeavor in which he can\nsucceed, and shall be placed with teachers so gifted in firmness and understanding as to discover and develop whatever latent ability there may be\nin each and every one to whom such a chance might be extended.”\nThis rejoinder, it seems to me, points the way along which our thinking must be directed. We shall but deceive ourselves and all others concerned, if we expect in this country ever to go back to the time when the\npublic high schools of America dealt with the selected few. In a very\nreal sense the underlying purpose of the junior high school is to give just\nthe opportunity suggested by this rejoinder. It is to give these diversified\nabilities a chance and thereby enable the school to demand from each\naccording to his ability.\nAs we recall the six-year period of elementary education and the four\nlines of work accepted for this period, some important questions present\nthemselves.\nThe study of the English language will be continued by\nall as a matter of general education.\nAt the beginning of the ninth\ngrade, however, when some choice of a more or less permanent character\nas to course is required of each, this language group will be expanded\nto include the foreign languages and will constitute an essential part of\na college preparatory course.\nThe elementary mathematics and science of\nthis elementary school course, likewise, expand into the more specialized\nfields of mathematics and science in the secondary school and hold a\nvitally important place, together with the foreign languages, for another\ngroup who will seek these college preparatory courses as soon as this\ncommon school course is completed.\nIt is the plain duty of the school\nto do all within its power to see that this later choice as to course shall\nbe made as intelligently as possible. “That many now choose this four-year\ncollege preparatory course but fail to persist to the end and to find in\nthis course educational returns commensurate with the time, money, and\nenergy spent, is generally conceded.\n‘There is, today, in American education great waste to the community and great injustice to the individual\nwhich can be traced to the misdirected efforts of those who, without the\nspecial interests and abilities required, are crowding the high schools and\nthe colleges, with a view to entering professional life. We all recognize\nthis as a condition that needs correction, however much we may differ\nas to the best means of correcting it. Until it is corrected, we shall\nlegitimately subject ourselves to the charge that all too many are being\nsupported in high school at public expense. Again, until it is corrected,\n\nwe shall continue to set before teachers in the high school the well-nigh\nimpossible task of best developing the type of leadership that is possible\nwith those who can, to the advantage of all concerned, profit by these\ncollege preparatory courses and ultimately enter the professional life of\nthe community.\nAnd, finally, but by no means of least concern, until\n\n"} {"page": 772, "printed_page": null, "text": "768\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthis condition is corrected, we shall go on failing, through the public\nschools, to meet our full responsibility in developing leadership among\nvocations other than the professions\nNothing here should be interpreted\nas meaning that the road of the secondary school to the college and the\ntechnical school and to every other institution of higher learning, should\nnot be kept wide open for every boy or girl who has the type of ability\nrequired and the willingness to apply himself or herself diligently to this\nend.\nIn fact we might well take a lesson from the English system of\neducating for leadership along any and all lines, however humble and\ndestitute the surroundings of the pupil may be, if only the potential power\nof leadership manifests itself.\nAgain, we recognize, today, that it is the work of the elementary\nschool to advance each child in his ability to share intelligently and appreciatively in the fine and the useful arts, through the pursuit of\nmusic, drawing, and literature, of manual training and the household arts,\nas they are related to the three great universal needs of food, clothing,\nand shelter.\nThese fine and practical arts of the elementary school are\ntaught during this early school life of the child, with no primary reference to any bearing that they may have upon later life careers.\nThey\ndo gratify the universal desire for the use of the human hand and thereby\nserve as one very valuable medium for the expression of ideas and ideals;\nthey enable the school to interpret great phases of our community life\nin a more vital way than would be possible without their aid; they present\napproaches to a wholesome use of the leisure hours that are increasingly\n\nfilling human life; they provide for that systematic coordination of\nhand and mind which makes for the most favorable development of child\nlife; and they do develop certain skills that may have a later bearing upon\nvocational careers. All these are primarily features of general education.\nBut out of these groups of pupils who pursue these arts in the elementary school will come musicians and other artists; draftsmen and other\nartisans; as well as those who are to meet the business and professional\ndemands of community life. Just what have we done in our public school\nsystems during these seventh and eighth years, or grades, that lie between\nthe elementary school, on the one hand, and the high school, on the other,\nto determine what the potential leadership is in each of these lines? We\nhave given a little manual training in wood for boys, and a little corresponding work for girls. It was a first step and it has, doubtless served\nits purpose well. But it lacks the power to do the sort of thing that needs\nto be done with boys and girls at this stage of their development.\n‘Test\nit by its ability to supply real problems that command the best powers\nof head and hand, and by pretty common consent it fails. But provide\nthe real shop where actual work in wood, and in metals, and with power,\ncan supply real problems that challenge the interest and the attention of a\ngrowing boy and there is some hope of getting the kind of education for\nyoungsters of this age, which hand work at its best is designed to give.\nThe same principle applies in our work for girls,\n\n"} {"page": 773, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n769\n\nThe foregoing is but illustrative of the extent to which our public\nsecondary schools have been increasingly called upon for these differentiated lines of service.\nThere is no reason to suppose that this demand\n\nwill not continue to increase as the years go on.\n\nThere is bound to be a\n\nrelation between the educational demands made upon the secondary school\nand the vocational changes and demands of the community.\nIf, therefore,\nall this means anything, it means that just as we recognize a period during\nwhich we attempt to educate all in those things that must be the common\npossession of all; and a period during which we provide the differentiated\nlines of service for those to whom the vocational goal is remote, as well as\nfor those to whom this goal lies near at hand; so we must recognize that\nbetween these two there is a period during which we must study and test,\nencourage and develop the special abilities and interests of every pupil,\nif the failures and the disappointments, and the consequent waste and inefficiency of the period of differentiated service is to be reduced.\nIt is in\nrecognition of this that the junior high or intermediate school has been\nestablished.\nThe junior high school, as we know it and understand it, sets out to\nmake a relatively intensive study of the needs, capacities and interests of\nevery pupil. ‘The aspiration of parents and their ability to gratify educational desires for their sons and daughters, constitute one important factor\nin this study. It is neither wisdom nor economy to ignore it. ‘The entire\nschool record of the child, made possible through a permanent record card\nfrom the day he enters the elementary school until his appearance in the\njunior high school, constitutes another.\n‘The intelligence tests made possible through a well-organized child study department, are an indispensable third factor. The only thing worse than exaggerating the value of\nsuch tests is to ignore them in school procedure.\nBodily health and\nsocial behavior, likewise, find their place in such a study. All these cost\nadditional money.\nBut it should mean more in the way of eliminating\nwaste and inefficiency during the later secondary school period, than any\nother single step of which we know.\nNo school man need offer an\napology for any expenditure that may be required to make this study as\nintelligently as it can be made.\nOne clear educational objective of the\njunior high sehool, therefore, is to know the child as well as it is possible to know him, for the sole purpose of guiding him intelligently along\nthat line of educational endeavor that will contribute most to his per-\n\nsonal happiness and to his usefulness in the community.\nBut however much a study of this kind may accomplish, it will avail\nbut little except as there be within the school itself a range of educational\nactivities adequate in scope and in character to the demands that are to\nbe made upon it. ‘These activities will be selected and organized primarily for the purpose of sounding out the interests and abilities of seventh\nand eighth grade boys and girls. ‘They are primarily in the interest of\ngeneral education and not in the interest of any particular trade or vocation.\nA second objective of the junior high school, then, is to supply\n\n"} {"page": 774, "printed_page": null, "text": "770\n\nNATIONAL EpucATION\n\nASSOCIATION\n\na ranze of educational’ facilities sufficient to represent the academic as\nwe! is the type elementary processes of vocational life in the community,\non the one hand, and to meet the type interests and abilities found among\npupils, on the other, all to the end that the present waste of the secondary school may be greatly reduced and true leadership in all phases\nof community life be better developed.\nThere is a third bit of distinctive work which the junior high school\n\nis attempting that is likewise designed to reduce the number of failures\nand misfits and thereby increase human happiness and raise the standards\nof civic life. It is that of taking the seventh grade, or twelve-year-old\nyoungster and giving him at least two years of systematic training in the\ngreatest of all arts, the art of intelligent self-application.\n‘The relatively\nshown progress made in this field of directed or supervised study, is equaled\nonly by the difficulty and the importance of the task. Any broad gauge\n\nview of the matter, however, should convince us that we shall not in a\nday, or a year, or a decade even, approximate our goal in this regard.\n\nThe magnitude of the problem is so great and the established habits of\nscliool life so secure as sometimes to make us wonder whether we can\ngo far even in a partial solution of this problem. In the junior high school\nwe have accepted this as one of our obligations and we are making progress.\nWith all the history behind us of hearing recitations, we shall be patient\n‘during these transition years in our attempt to find the way to a better\ncourse and to a course made necessary by the radically changed conditions\nof modern life as compared with the life of a few generations ago. Somewhere between the extreme of allowing a willing worker to flounder in\ndisappointment and despair, with all the waste and inefficiency that result,\nand that other even more dangerous and debilitating extreme of encouraging mental and moral flabbiness by doing his work for him, we are attempting in the interest of good education and of economy to find the\nIn proportion as we succeed\ngolden mean of intelligent self-application.\nwe shall come to a clearer understanding of the limitations and capacities\nof each pupil and thereby supplement effectively the fundamental purpose\nand the controlling motive of the junior high school, to give to each according to his needs and to exact from each according to his ability.\nIt must be apparent that to provide this larger, more \\intensive and\nmore diversified school adds substantially to the cost of the educational\nprogram for these seventh and eighth grades.\nNo experienced person in\njunior high school work will attempt to justify this school on the ground\nof immediate financial savings.\nIt is an organization that brings the per\ncapita cost during these grades from the level of the elementary school\nto that of the high school. The important question, however, is whether\nwe can today protect the investments that we have made in the education of the child, in carrying him through the kindergarten and the six\ngrades of the elementary school, and the investments that we are increasingly making in the high school, as required by compulsory education laws, the desires of parents, and the demands of society at large,\n\n"} {"page": 775, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\ngal\n\nwithout the vitalizing facilities for doing the relatively intensive work\nthat the junior high school at its best is designed to do.\nIf such facilities are to be provided there is no way consistent with\neconomy by which they can be secured except through some such organization as the central junior high or intermediate school. The wellequipped library here becomes an important laboratory for the work in English, social studies, and for reference in general. There are also required\n\nhealth education\n\nfacilities that command\n\nthe respect of boys and girls\n\nduring these adolescent years when the outlet for physical enthusiasm is\nso demanded and when the soundest kind of health education available is\nso important.\nFor the range of shop work for boys, that deals with\nproblems quite as real as those found in life outside, there are corresponding\nrequirements for the girls of the school. The cost of providing all these\nin connection with each grammar school would obviously be prohibitive.\nTo summarize, the chief field of waste and unsatisfactory service in\nthe public school systems of the country is to be found in the grades that\nlie beyond the six years of the elementary school.\nThe fundamental\ncause of this has been the unparalleled growth in numbers to be served\nin these upper grades. ‘This enormous increase in these grades has thrown\nupon them a range of diversified abilities and interests with which the\nschool has been unable to cope because of its inability to study the capacities and limitations of each pupil and to provide a range of educational\nfacilities designed to meet the type needs which such a study reveals. The\njunior high school seeks to remedy this condition.\nIt sets as its first objective as intensive a knowledge of the ability of each child as it is possible to obtain; as its second, the development of each child according to\nthe ability which he may possess, on the ground that this is the right of\nthe child and the plain duty of the school to the community; and as its\nthird, the cultivation of habits of intelligent self-application without which\nthose character qualities essential to the best American citizenship cannot\nbe secured.\nIt is related that some thirty years ago the first steam turbine engine\nin the United States, was brought here from Europe. . To\nimpart a practical knowledge of the function, origin, and development of\nconstructive social agencies and remedial institutions and the necessity of wise\nleadership in such.\n5. To cultivate the exercise of good judgment through reading and study as to\nwhat will promote one social end without defeating others.\n8. To instill an appreciation of the contributions with which our public utilities,\npublic welfare organizations, and complex governmental agencies regard and\nseek the common good; thus making for our success and happiness.\n7. To promote habits of cordial cooperation and fellowship in socially worthwhile\ngroup and community undertakings; and\n8. To urge the desirability of yielding gracefully to majority will in law obseryance and self-control.\n\n"} {"page": 817, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n813\n\nClassroom procedure in all subjects is our second effort to practice students. now in preparation for ultimate group life.\nHerein democratic\nleadership, organization, and administration—cooperative\nrelation of\nstudent and teacher, student and student, teacher and teacher are indispensable.\nAssignment of projects and problems both to individuals and\ngroups of students for socialized and cooperative solution are means of\ndeveloping both individual responsibility to the group and collective thinking as well.\nContribution to good citizenship should be the dominant aim of the\nsocial studies. History should trace the growth of institutions as an expression of men’s aspirations for self government.\nReverential respect for\nthe heroes of our history, the contributors of our worthiest American ideals\nshould replace the all too frequent current emphasis on remote and nonhumanistic governmental functions and irrelated facts.\nEnglish teaching should also kindle social ideals and give insight into\npersonal character\nin relation to social conditions as expressed in the conduct of the great authors and characters of literature rather than to devote itself to irrational subject matter and meticulous analysis.\nScience teaching should reveal the interdependence of men and their common dependence on nature, and give appreciation of the constructive inventions and discoveries of man which have liberated him from arduous labor\nand freed his mind for the development of nature’s resources.\nIV. Preparation for a vocation in the group life—The third life situation for which the senior high school is challenged to make a contribution\nis preparation for a vocation.\nDesirable lines of preparation are:\n1, To make our contribution in seeing that every student is so trained that he shall\nbe qualified to take his place in the world’s work, to share its obligations and\nits benefits in securing livelihood for himself and those dependent on him;\n2. To give a vision both of service and personal satisfaction in the doing of a\n&\n\nwork which society needs to have done;\nTo implant the idea- that society rewards us for our systematic labors both\naccording to the demand for our service and the efficiency with which our work\n\nis done;\n4. To emphasize\n\nthe necessity of right relationships\n\ntowards\n\none’s fellow\n\nworkers\n\nand society;\n5. To aid students in surveying with discrimination their own capacities and aptitudes in the light of the world’s work to be done;\n6. It is a serious indictment of our current educational policies if students are\nallowed to go through high school without the vocational and educational\nguidance necessary to arrive at a definite notion of their life work; and\n7. To give specific vocational training based upon the exploratory vocational experiences of the junior high school, by employing as instructors those proficient\nin the vocation and utilizing the actual vocational conditions employed in home,\nshop, factory, farm, and office.\n\nI feel that I cannot define with adequate enthusiasm\n\nthe necessity of\n\nOur fathers and mothers were\npreparation for vocational experience.\nwilling to make every sacrifice that we might be educated so that from\ntheir viewpoint we would not have to work as hard as they had. The\n\na\n\n"} {"page": 818, "printed_page": null, "text": "814\n\nNaTIONAL EpucaTION ASSOCIATION\n\nDuring the world war “work\nwhite collar jobs are already overcrowded.\nor fight” was a hard but holy slogan. “Produce or suffer social disgrace\nis a fair motto for peace as well as war.\nMany of our compulsory state school attendance laws requiring attendance up to sixteen or even eighteen years of age as in some states, cannot\nbe justified in the light of limited opportunities afforded such students in\nAll too frequently regardless of individual difmost school committees.\nferences compulsory attendance drives boys and girls into the high school\ncompelling them to leave a job and a weekly pay check for both of which\nthey have the greatest enthusiasm. “The school in turn offers little as an\nUnless we awake\nappealing substitute in the way of productive work.\nto the necessity of closely coordinating and supplementing school procedure\nin day or night school with the productive vocational activities in our local\ncommunities, I think the fruits of compulsory senior high school attendance are doomed in the main to dry rot.\n\nV. Preparation for worthy use of leisure time—The measure of the\nman is not so much the vigor with which he recoils from the task as the\ndirection of the release. Preparation for leisure should equip the individual\nto secure from it recreation of body, mind, and spirit, and the enrichment\nand enlargement of his personality.\nThis objective demands the ability |\nto utilize the common means of enjoyment such as music, art, literature,\ndrama, nature, and social intercourse together with the fostering in each\n\nindividual of one or more avocational interests.\n\nIf the student has learned\n\nin school to play a musical instrument, to succeed as a dramatist, journalist,\nessayist, debater, orator, or to create a comely design, enjoy a good book,\nto judge and execute a work of art even if it be a bit of landscaping, or even\nto enjoy conversation with a friend so that he springs toward the distinctly\nennobling avocations as readily as in the direction of mere play he is on the\nway toward the worthy use of leisure and the fuller life. Where his heart\nis there will his treasure be. It is a well-established fact that crimes and\nmisdemeanors in the school and in the state are caused by unused and mis. directed energies. Workers in society have more free time at their disposal\nthan ever before. Our students should have training in budgeting their\ntime and in using it profitably and enjoyably.\nThis objective has had too little of our conscious attention and direction.\nLiterature, art, music, and science have served supposedly for intellectual\ndiscipline merely rather than as means of evolving right emotional responses,\npositive enjoyment and appreciation of nature. We have frequently failed\nto guide and direct social activities of young people. The school should\nsee that adequate and desirable recreation is provided either within the\nschool or by other agencies in the communnity. Extra-curricular activities,\nincluding school assemblies supported by the various departments of the\nschool, can contribute plays, visual programs, games, contests, carnivals,\npageants, parties, concerts, festivals, operas, exhibits, etc.\nVI. Preparation for parenthood, family life, and worthy home membership—The home is the very heart of humanity.\nIt is the business of the\n\n"} {"page": 819, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n815\n\nhigh school during the period when ideals, duties. and responsibilities are\nformed to equip each studentto become a worthy member of a family\nderiving benefit from and contributing to its membership.\nThe school\nactivities which should be pointed toward parenthood, family life and\nworthy home membership are:\n. The home room should serve as a medium for instruction in present home\nobligations.\n2. Social studies should idealize the home as a fundamental social institution.\n3. Literature should interpret and idealize the human elements that go to make a\n—\n\nhome.\n4. Music and art should result in more beautiful homes with more joy therein.\n5. Science should furnish a background to all students for the biology, physics; and\nchemistry of the home,\n\nand\n\nan interpretation\n\nof reproductive\n\nlife functions.\n\n6. Mathematics might well include calculations related to home administration.\n7. Home economics should equip all girls through cooking and sewing courses to\ncare for themselves and to promote the welfare of those in their keeping.\nIn\nTulsa we require a course in home making of both boys and girls in the junior\nyear in combination with their physical education.\nThe units of the girls’\ncourse are:\na. Home\n\nnursing\n\n1. first aid\n2. care and feeding and rearing of children\nb. Home planning, home making\n1. home decoration and furnishing\nc. Home management\nThe units of the boys’ course are:\na. nutrition\nb. food preparation\n\nc. duties of a host\nd. child care\ne. textiles and clothing\nf. interior decoration, home planning, home furnishing\n\ng. budgets—standards of living\nh. worthy home membership and home appreciation\ni, community interests in which the home inevitably shares\n\nVII. Preparation for character—In a democratic society character training becomes paramount among the objectives of the secondary school, and\nevery school policy should be formulated and administered with this objective consciously in mind.\nSpecific avenues for developing character\nwhich may be mentioned are:\nThe\n1. The wise selection of content and methods of instruction in all subjects.\nexperiences, undertakings, and achievements should\na. Be meaningful, significant, and purposetul to students at the time they\nare engaged in them.\nb. Be socially valuable—valuable in equipping students for doing success-\n\nfully and “with enthusiasm\n\nany\n\nlegitimate\n\nthing which\n\nthey may\n\nunder-\n\ntake at any time.\nc. Secure thoroughness of mastery and integrity of effort on the part of\nthe student. The “getting by” spirit is a curse on the working morale of\nour high schools today.\n2. The social contacts of students with spiritually minded teachers and with one\n\n"} {"page": 820, "printed_page": null, "text": "NATIONAL EpuUCATION ASSOCIATION\n816\nee\nMa\nanother.\n\nBefore the school turns out a young man\n\nacter it should know\n\nwith a certificate of char-\n\nthat he is full of chivalry toward\n\nwomen,\n\ntender\n\ntoward\n\nchildren, scornful of sensual suggestions, pure in mind and heart. Vulgarity in\nspeech among boys and girls is like a disease—a breeding sore in society. Boys\n\nand girls must see with perfect clearness and with an appeal that vibrates\nthrough their whole being, that their future happiness and rational living is in\ntheir keeping and is dependent upon their secret thoughts, and upon their wholesome relations with each other.\n3. Organization and administration of the school for the development of a sense\nof personal responsibility and initiative in character promoting activities.\n4, Public recognition of loyalty to and leadership in exemplifying high ideals of\nconduct in the school community embracing honor, moral courage, reverence\nfor beauty and truth. The National High School Honor Society is an illustration of such recognition.\n5. Moral codes and moral instruction are essential in giving students standards\nfor interpreting appropriate conduct, but more important still is the directing\nof opportunities within the whole school procedure for appropriate reaction to,\nand habituated conduct in the ideals.\n6. Above all the vision of ennobling service and the atmosphere of true democracy, honesty, and integrity should permeate the entire school, including superintendent, principal, teachers, and students.\n\nMuch subtle character influence is incidental.\nIt is caught rather than\ntaught. We should therefore give as much thought to a teacher’s character\nqualities as we do to college degrees and hours in education.\nVII. Preparation for individual differences—The most fundamental\ncontribution of current experimental psychology is the discovery of the\nindividual and the exposure of his mental profile. This new knowledge\ncuts at the root of one of the most pernicious theories of educational systems, namely, the assumption that where the Great Creator failed to make\nall human beings equal, it is the business of the school to make them equal.\nThe democratic ideal in education, as everywhere else in life, is not equal\ndistribution to all, but equal opportunityin proportion to capacity. The\nnatural method requires that we shall reach each individual according to\nhis needs and let him grow; otherwise, the school actually succeeds in\ndiscouraging initiative, cutting the wings of imagination, lowering ideals\nof achievement, and recognizing inferior standards so that the superior\nstudent comes out from the system with mental habits not much different\nfrom the inferior student.\nWe have the six foot six jumper, the five foot jumper, the four foot\njumper, and the three foot jumper. At what height can we hope to set\nthe intellectual bar so as to challenge to the utmost the mental capabilities\nof the whole group? The answer is obvious. Our attempted solution in\nTulsa is an enriched, elastic, differentiated curriculum and a three level\nhomogeneous grouping of classes supplemented by individual classes. But\nwhat is more important still, subject matter in nature and amount and\nmethods of instruction are being adapted to the three mental levels and\nthe individual classes, each having in mind the capacity, interests, and\nneeds of the individual student.\n\n"} {"page": 821, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n817\n\nConcluston—Preparation for the realization of the foregoing educational\nobjectives of the senior high school presupposes the junior school. The\nclosest possible supervision, coordination, and articulation of courses within\nthe two organizations is paramount if sequential courses are to obtain in\na high school system.\nPreparation for educational objectives of the senior high school also\npresupposes fundamental reorganization within the school itself to admit\nof dynamic training for all students in the attainment of the foregoing\nobjectives. “Tulsa High School has attempted to meet its reorganization\nneeds through the establishment of a six clock-hour period day and a thirty\nminute home room period providing for an extension of its traditional\ncurriculums and practices through:\n1, A required three-year graduated home room course;\n2. A required three-year graduated combination course;\n3. Amended flexible graduation requirements with a required\n\ncourse\n\nfor all stu-\n\ndents;\n\n4, Diversified curricularized extra-curricular activities;\nWN.\n(he adjustment of subject matter and methods of instruction to the various\nmental levels of students enrolled in the subjects of the several curriculums; and\n6. Larger student loads for teachers in classes on the higher mental levels.\nBy\nincreasing the average class load belongings throughout our system from 22 to\n27 we are effecting an annual saving of $426,000 in teachers’ salaries, equipment and buildings.\n\nThe clock-hour period makes available all the expensive laboratory\nequipment in physical education, manual arts, home economics, science,\nand commerce for six different groups of students daily. “Teachers in these\ndepartments, our most costly teachers, also carry not less than five different groups of students daily and some six groups. 48 of our 128 teachers\nhandle laboratory and doing assignments. By securing six periods of service from rooms assigned to such work we are able to save 96 room assignments daily. On the basis of 4 group assignments daily as is frequently\nthe practice, we save the equivalent of 24 rooms and their equipment and\nthe salary of 24 teachers annually.\nFinally, the administration of all our enriched lines of preparation calls\nfor a distinctly humanistic view, a socialized view, a democratized view,\nan American vision supported by evaluated conforming practices.\n\nHIGHER EDUCATIONAL AND PROFESSIONAL STANDARDS FOR SENIOR HIGH SCHOOL TEACHERS\nJ.\n\nM..\n\nGWINN,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSAN\n\nFRANCISCO\n\nIn 1907 the National Education Association Committee of Seventeen\non Professional Preparation of High School Teachers in its report recommended ‘That the minimum requirements for secondary school teachers\nbe graduation from a college maintaining a four-year course and requiring\n\nfour years’ high school work for admission\n\n*\n\n*\n\n*\n\nA year of gradu-\n\nate work divided between academic and professional subjects is desirable.”\n\n"} {"page": 822, "printed_page": null, "text": "818\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nI am of the opinion that should a similar. committee on educational and\nprofessional standards for senior high school teachers report in 1927, it\nwould not increase the quantitative requirements above those said to be\ndesirable in 1907, namely, college graduation and a year of graduate work.\nThe score of years would not have done more than change “desirable” to\n“necessary” and with some reservations due to the widely varying conditions surrounding high school teaching in the 48 states and in the hundreds\nof communities within each state. It would I believe have much to recommend toward making the preparation for high school teaching within the\nfive college and university years and the placement of new high school\nteachers more effective. It would also doubtless have something to say\nabout teachers being certificated to teach only those branches for which they\nare prepared and about teachers learning on the job and advancing to\nhigher standards after they have finally found their work.\nSince the day of the ascendancy of the teacher, when it was proclaimed\n“As is the teacher, so is the school” all the other elements of education have\npassed in review on this platform. Each in its turn has made, as it were, its\nbow before the footlights and answered the curtain calls of its enthusiastic\nadvocates. A galaxy of post headliners in the field of education; retardation and acceleration; floor-space and air-space; fads and fundamentals;\n8-4 and 6-3-3; elective boards and appointive boards; pay-as-you-go\nand\nbond issues; IQ’s and AQ’s; tests and time allotments; cabinet officers\nand curriculum.\nNow that we are about to explain “‘As is the curriculum, so is the school’\n\nit seems a bit untimely to bring the teacher to the forefront. Is it an afterthought or a tardy recognition of the star performer? Is this the end of a\ncycle, with us back where we began with the teacher in the leading role?\nWell may we question what shall it profit a school if it gets for itself a\nnew curriculum, a new organization, a new building and equipment, a\nnew scientific method of administration and have not a new teacher.\nIt\nall becomes “as clanging cymbal and sounding brass.’ We speculate on\nwhat will happen when the new curriculum is put into the hands of old\nteachers.\nShall I say higher educational and professional training for high school\nteachers or different? Is the need of senior high school teachers today for\nmore of the kind of education and training they have had or is the need\n\nfor different kinds?\nThe application and development in our schools, of the philosophy emphasized more than a quarter of a century ago by John Dewey, that the school is\nlife and the school should be the epitome of life of the community which\nit serves has moved the school in the quarter century in its lower years\nmarkedly towards the home, in its middle years towards the civic life of\nthe community and towards the whole wide world, and in its upper years\nmarkedly toward the business, industrial, professional, and other vocational\naspects of society which the youth will enter after school is over.\nNot alone has the school migrated outward toward all its surroundings\nwhether home or business, but its environing elements have flowed into,\n\n"} {"page": 823, "printed_page": null, "text": "DEPARTMENT\n——_\n\nOF SUPERINTENDENCE\n\n819\n\nthrough, and over the school until we can scarcely tell where home leaves\noff and school begins and where school leaves off and vocation begins.\nThe school house no longer stands stark and uncomfortable and nonconforming in the neighborhood. It fits in, and starting with the homelike\nfurnishings and homelike informal learning and greater freedom of activity\nin the kindergarten\nand primary grades, the school merges from this greater\nhome colorings into the markedly business-like equipment and methods\nof the modern high school. The coming of the business, industrial, and\nsocial worlds into the high school has brought matter, methods, and management from these worlds into the school that have created a demand for a\nnew type of teacher which has not arrived in many departments of the\nsenior high school.\nOf old we bridged the gaps across the courses from kindergarten to\ncollege. More recently we filled the moat which ran around the citadel of\neducation separating and making it a thing apart from all else in life. It\nmay be in some forgotten rooms of the citadel there are to be found some\nknights in armor in the form of high school teachers who have not heard\nthat the moat is filled and the outer walls are down and that high school\neducation is common and the heritage of all. A suit of armor and a spear\nill become a World War warrior. Am I expected to intimate that in this\ngood year of 1926 there are still some high school teachers whose education\nand training fit them as ill for their work in the new-time high school as\narmor and spear the soldier on the Marne?\nShall standards be raised? Lest I commit the common error of the youth\nwho begins to figure before he understands the problems, I must pause to\nnote the great number and varieties of standards and conditions now prevailing. The problem of raising standards for high school teachers contains variables and unknown quantities and doubtless with several different\nvalues for different communities and conditions.\nHigh school teachers vary greatly in their native abilities and in the degree of their education; they vary in experience from one to fifty years and\nthey vary in the pay they receive from a few hundred dollars to as many\nthousands a year. High schools vary greatly in size from the one-teacher\nschool in sparsely settled communities to the great city high schools with\ntwo hundred fifty or more teachers.\nHigh schools vary greatly in their\naims from preparation for entrance to academic courses in academic colleges to narrowly specialized vocational pursuits.\nHigh school buildings\nvary in their structure and equipment from ugly, ill-furnished, and uncomfortable rooms to the best that modern ingenuity and unlimited wealth\ncan supply.\nIn view of all these variable and complex conditions, it is evident there\ncan be no simple yes or no answer to our problem that will be equally valid\nfor all sections of the country.\nData secured in the past month from high school principals, from placement bureaus in connection with training schools for teachers, and from\nstate high school inspectors seem to warrant the conclusion that different\nstandards rather than higher standards are needed.\n\n"} {"page": 824, "printed_page": null, "text": "820\n\nNATIONAL EpucATION ASSOCIATION\n\nTeachers in high schools today do not require more education in their\nmajor and minor subjects, the subjects they are preparing to teach, but\nrather they need to understand the relationship of their subjects to other\nsubjects in the curriculum to the end that they may be able to cooperate\nwith other departments and to correlate their work wholly in the spirit of\ncooperation and tolerance. High school teachers need to know more about\nthe whole picture of the high school organization and administration so as\nto be understanding workers in group production and not be merely highly\nefficient piece workers. ‘The high school teacher needs to know more about\nthe community which the high school serves. Well organized and directed\nfield courses in the study of manufacturing, commercial, distributing, governmental and historical elements of the community might well find their\nplaces in the courses offered in the summer and extension departments of\nuniversities.\nVocational employment of teachers in business or industry\nmay profitably take the place of summer school attendance from time to\ntime. Teachers should make contact more with the out-of-school elements\nand should not limit their connections to teacher organizations alone.\nThe high school faculty should be a properly coordinated and subordinated and unified team, and should not be an aggregate of brilliant individual performers.\nOne needs to know what to do when he carries the\nball, but he must also know what to do when another member of the team ~\nis called. “The history teacher, who in his teaching forgets hygiene and\nhealth, grammar and language, morals and manners, is a poor teacher\nindeed. No teacher during any appreciable period teaches just one thing.\nThe studies all hang together. In the training of teachers, that education\nand training is necessary that will equip the teacher to fit into the faculty\nas a cooperating member of an organic whole.\nHigh school principals are agreed unanimously in the opinion there\n\nshould be more education and training in the understanding of young people\nof the high school ages, their attitudes, desires, their management, and\nabilities. “The high school principals are also agreed there should be more\npractice teaching and more training in the administrative features of the\nteacher’s work, such as report and program making and routine matters\n\nminor in themselves but essential in the management of classes under the\nregulations in schools and systems of schools.\n‘The data shows also that the effectiveness of high school teachers could\nbe greatly increased by certain changes in administrative matters over\nwhich the teacher has no control but which are in the control of principals,\nsuperintendents and boards of education.\nIf one shoots at the wrong mark or misses the mark shot at, it does no\ngood and perhaps does harm to increase the charge of powder. It is evident\nfrom the records of election of majors and minors by senior and graduate\nstudents preparing to teach, from the records of placement bureaus concerning the placing of new teachers in high school positions, that there is much\nshooting at the wrong mark and much missing the right mark when shot\nat in the training and placing of teachers. Before we make a requisition for\n\n"} {"page": 825, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n821\n\nlonger range guns, we need to develop more skill in locating targets and in\nrange finding.\n_ There is need for relating the supply to the demand. Majors and minors\nare elected by students preparing to teach, too much on the basis of individual liking of the student or the specialized interest of the professor. “T'oo\nlittle account is taken of the state’s demand for particular kinds of service.\nThere is an over supply in some subjects and an under supply in others.\nThis conflict between supply and demand varies from section to section of\nthe country. I have not sufficient data to warrant my stating that there is\nan over supply of any particular class of teachers over the country as a\nwhole. Certification barriers from state to state with family and economic\nreasons check the free flow of teachers with special qualifications to the\npoint of under supply. The record of the election of majors and minors by\nstudents preparing to teach and the orders received for teachers by the placement bureaus of the University of California, Stanford University, and the\nUniversities of Oregon and Washington show that for teachers preparing\nto teach the social sciences and possibly Latin and mathematics there is an\nover supply and relatively too few university students preparing to teach\ncommercial branches, manual and household arts, physical education, and\nmusic. Despite the fact that in California the standards for certification of\nhigh school teachers in the last named subjects is one year lower than for\nmathematics, Latin and social sciences where the standard is five years\ncollege and university education, the supply of college trained teachers of\ncommercial branches, manual and household arts, physical education and\nmusic, is below the demand.\nThere are many contributing causes for this ill adjustment of supply to\ndemand. It is an inviting field for investigation. At this time I can say no\nmore than to recommend a further development of ways and means of supplying students in training for teaching with vocational information and\nguidance and the organization of curricula in teachers colleges and schools\nof education so as to give the greatest possible agreement between preparation and teaching position. Recent announcements of these teacher training\ninstitutions show that many of them are alive to the situation and are\nearnestly striving to meet it effectively.\nAfter all has been done that can be done in preparing a teacher for his\nwork in advance of placement, it must be kept in mind that learning on the\njob is.the most effective sort of learning. With university extension courses\nand summer school courses and leaves of absence for further study available\nto teachers in service, no ambitious teacher need long continue ill prepared\nfor his work. Insofar as there should be higher standards for senior high\nschool teachers in their teaching subjects, I commend the service of extension,\nsummer school courses, and leaves of absence for study for this purpose to\nteachers after they have been definitely located in the department to which\nthey will devote their years of teaching.\nThat teachers should be placed to teach the subject or subjects for which\nthey are prepared all will agree. The facts show that teachers in their first\n\n"} {"page": 826, "printed_page": null, "text": "822\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nyear are not so placed in almost if not quite 50 percent of the cases.\nIn\nreports on the placement of teachers made before the state conventions of\nschool superintendents in California last October it was asserted that 48\npercent of new teachers placed during the past year in California were assigned to teach subjects for which they were not specially prepared. ‘This\nwas not due to any fault of the placement bureaus nor does it mean that\nteachers are less effectively assigned in California than elsewhere. I suspect\nthe records from other states might show that an even greater proportion\nof new teachers hit a mark at which they did not aim and failed to get a\nshot at the right target.\nThere are a number of causes contributing to the poor placement of\nteachers.\nThe new and inexperienced teacher would have the best chance to succeed if placed in a department of a well equipped, well organized and administered large high school. He has little or no chance of getting such an\nappointment. The rules of eligibility and the practice of appointment of\nteachers to such high schools usually require two or more years’ teaching\nexperience. To get the required teaching experience as well as to get employment at all, the young teacher is forced to begin in a small high school\nwhere he must teach three and sometimes four or five different subjects and\nunder great handicaps as to equipment and discipline. I am of the opinion™\nthat the larger city high schoals should do their fair part in giving appointment to teachers without teaching experience. A large proportion of the\nfailures among young teachers is due to poor location rather than to lack of\nadequate education. I agree with Colvin in his statement “If the novice\nhas the good fortune to obtain a position in a well organized and properly\ncontrolled school, he should have no serious difficulty in discipline.” Discipline has been found to be the leading cause of failures of young teachers.\nIn the second place the new teacher is always at a disadvantage when\nadjustments in assignments of work among the teachers of a high school are\nmade. After the new teacher is appointed and has every good reason to\nbelieve he is to teach the branches for which he is best prepared he finds on\nreporting for duty that one of the older teachers wanted a change, the new\nand inexperienced teacher finds himself, when it is too late to relocate, assigned to teach subjects for which he is not well prepared.\nThe anxiety of the unemployed young teacher with the burden of debt\nfor the college education pressing upon him causes him to accept employment for which he is ill prepared.\nThe indefiniteness in the order for a teacher by the board of education and\nsometimes by a principal or a superintendent causes the wrong recommendations to be sent. To some boards of education a high school teacher is a\nhigh school teacher and an order for a high school teacher is sent to the\nagency or college instead of an order for a teacher with certain special training. Very definite, accurate, and full data should be supplied those who are\nasked to recommend applicants.\nThe temporary nature of teaching tenure and of the personnel greatly\nhamper programs for raising standards of preparation. ‘The rapid growth\n\n"} {"page": 827, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n823\n\nof high school enrolment in itself is sufficient cause for greatly increased\ndemands on teachers colleges for more teachers but when this demand is\naugmented by the demand for replacement of the large number of teachers\nwho drop out of the work each year, the task of supplying properly educated\nnew teachers is much too great to be met by the present number of teacher\ntraining institutions so there has been tendency to supply teachers of lower\nqualifications from other sources. C. J. Anderson in his report on the status\nof teachers in Wisconsin said:\nSome permanency of tenure is essential if a progressive policy in high school\ninstruction is to be realized.\nHow long do the teachers in our high schools remain in the same community?\nThe statistics show them to be an itinerant group,\nthe size of the schools appears to have but little difference to them until they are\nemployed in schools having over ten teachers. In these schools they are content to\nremain another year.\nIn two-teacher schools over half of the teachers are new each second year. Only\n3.3 percent of them have remained five years or over. None have remained in the\nsame school more than six years. In the schools employing three teachers almost\n60. percent of the teachers leave by the end of the second year. Only four « ‘\\chers\nhave taught in the same school for more than six years. The same story: .» be\ntold for each group of schools with slight variations here and there. The median\nfor the state is three years, made possible by the greater degree of permanency\nof positions in schools employing more than ten teachers.\nThe median for those\nschools employing less than ten teachers is two years.\nThis is a situation that merits the serious attention of those who plan school\n\npolicies.\n\nThe picture for the whole country would be no better than for Wisconsin.\nSteps should be taken to retain teachers for longer periods in the same communities. “These steps will include modifications in salary schedules so that\nteachers in small high schools are relatively as well paid as in the larger\ncity schools. It should take a longer period for teachers to reach the maximum salary. As salary schedules are now organized the maximum is\nreached long before the maximum efficiency of the teacher is reached and\nthe maximum salary is relatively very much too low when compared with\nthe initial salary and with maximum salaries in most other professions.\nThe salary increases should extend perhaps to the twentieth or twenty-fifth\nyear and should reach a level almost 100 percent above the present maximum.\nThere is a compensating relationship existing among the factors determining proper standards of qualifications of high school teachers so that it is\nimpossible to change one of them without producing correlative changes in\nothers or in the resultant of them all. I cannot say that I would favor\nhigher educational and professional standards for high school teachers and\nleave all the other elements unchanged. Such a change would doubtless do\nmore harm than good. In the period 1918 to 1921 the purchasing power of\nthe salaries of high school teachers actually decreased with a resultant decrease of 9 percent in the proportion of college graduates who were high\nschool teachers and an increase of 17 percent in the proportion of normal\nschool graduates who were high school teachers. If lowering the salaries\ndecreases the proportion of college graduates it would seem reasonable to\n\n"} {"page": 828, "printed_page": null, "text": "824\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nexpect a like effect if standards are raised without a corresponding increase\nin the pay. There are, of course, individual cases, individual communities\nand possibly individual states where standards might be raised without a\ncorresponding increase in the rate of pay but, in the long run, in the purchasing of teaching service, as in other things, you get what you pay for.\nIf society wants better qualified teachers, society will have to pay more\neither through an actual increase in the pay or in increasing the purchasing\npower of present salaries. Just as soon as the levels of educational standards\nfor teachers are forced much above the corresponding levels of rewards for\nthe service, the very teachers who should be retained in the service are\ndrained off into the other vocations.\n'\nIn seeking an answer to the problem of higher educational and professional standards for senior high school teachers we have found that if the\nstandard set by the committee of seventeen in 1907 with a required year\nof graduate work is accepted as the present standard that this standard is\nhigh enough for beginning teachers under the present conditions of tenure\nand pay. Under conditions prevailing, the young teacher may well postpone\na further extension of the study of his major and minor subjects until such\ntime as he has definitely located in a department and then such advance\nstudy should be provided through extension and summer school courses and\nleaves of absence for university study. The service of high school teachers\nmay be made more effective through education and training that will enable\nthe teacher to adjust properly to the whole high school program, to the other\ndepartments in the high school and especially to the life of the community\nwhich the high school serves. We have found that the education should be\ndifferent rather than more extended and that administrative influence should\nbetter relate major and minor election of teachers in training to the state’s\nneeds for particular kinds of service and place new teachers where they can\nserve more effectively by teaching one or two subjects for which they are prepared and under conditions favorable to success.\n\n"} {"page": 829, "printed_page": null, "text": "DEPARTMENT\n\nTHE\nCHARLES\n\nPRINCIPAL\n\nOF SUPERINTENDENCE\n\nAS A SUPERVISOR\nTEACHING\n\n825\n\nOF CLASSROOM\n\nH. JUDD, DIRECTOR, SCHOOL OF EDUCATION,\nCHICAGO, CHICAGO, ILL.\n\nUNIVERSITY OF\n\nI am very much impressed to hear the remarks from the speaker who immediately preceded me, and my paper is an effort to present a formula for\nthe correction of the difficulties which he pointed out, which formula is\nsomewhat different from the one that he recommended.\nIt is my judgment\nthat the supervision of teachers in the high school will have to furnish the\nsolution for these difficulties, and I proceed immediately to.a discussion of\nthe general topic of supervision in its relation to the work of the principal,\nbut with a view to solving exactly the difficulties that Mr. Gwinn pointed\nout so vividly, and I have ventured to commence my discussion by a reference to three groups of teachers who may, for all purposes, be divided, in\nthe relation of the general matter of supervision, as negative, three negative\ngroups; or, if you like to put it in another way, three groups not adequately\nsupervised.\nIn the first place, I find that there is a group of teachers, both in the\nelementary and the high schools, who resent supervision. “They have, in the\nname of democracy, made the claim that supervision is unnecessary, expensive, a luxury that they can dispense with, and that the school ought not\nto indulge in it. I am not going to attempt at this time to comment on the\nfact except to say that in my judgment these teachers who resent supervision\nfail utterly to understand its purposes. In some instances they have organized themselves as labor unions and have provided in their constitutions\nthat their supervisors shall not attend their gatherings. When that step is\ntaken I repeat it is my judgment that they have mistaken absolutely the\npurposes and ends of supervision.\nThere is a second group of teachers in whom we are, I think, somewhat\nmore interested.\n“This group of teachers does not expect supervision, and\nthe traditions of the schools have exempted them in very large measure from\nsupervision. I speak of my colleagues in the colleges and universities. ‘They\ndo not expect supervision.\nIf you will allow me a personal experience, I attended a state teachers association two weeks ago, and | had an invitation from the college section to\ntake part in the program that was one of the adjuncts of the main program.\nT consented without specifying the subject, and when I got there I found\nthat my subject was ‘Supervision of college teaching.”” Some humorist had\nchosen that topic for me to discuss. Supervision of college teaching, I repeat, is not expected, and again I find, as I go into the high schools, that\nsupervision is not expected on the part of those teachers who are specialists\nin their fields. The physics teacher would resent the arrival in his classroom of anyone who thought he could supervise the teaching of physics but\nwho was wholly untrained in the natural sciences.\nI have been very much interested to consider the history of education as\n\n"} {"page": 830, "printed_page": null, "text": "826\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\njp\n\nan explanation of this situation. There was a time in the medieval world\nwhen supervision of teaching was attempted by those who were interested\nin politics and religion, and at that time there was established a great principle in the medieval universities, which we know-as the principle of freedom to teach and freedom to learn, and when the medieval universities\narrived at the point where they had decided that instructors shall not be\nlimited in what they teach, if they teach the truth, a principle was laid\ndown which has been carried forward into our modern school organization.\nSpecialists do not expect to be supervised, and if we introduce supervision\nat these levels where specialists serve us, we shall have to introduce a type\nof supervision which can justify itself in the presence of the established rule\nof freedom to teach the truth without interference.\nThere is a third group of teachers not supervised, and I am rather disposed to think that if we had statistical material with which to define this\ngroup we should find that it is a fairly large group. It is that group of\nteachers who are not supervised, because their supervisors are busy with\nsomething besides supervision.\n‘There are a great many teachers in our\nhigh schools who are hardly acquainted with the principal outside of his\noffice. There are some teachers who would be so surprised and shocked at\nthe appearance of a superintendent in the classroom that they would prob-:\nably suspend operations, and the pupils would agree with them that this\nphenomenon ought to be carefully observed and looked into, and certainly\nnot passed over casually.\nWhy is there such a lack of supervision? I think the explanation is not\nreally to be found in the statement that these supervisors are busy, because\nanyone who has the freedom of a high school principal in determining his\nduties is likely to select those duties that, to his mind, are of greatest importance, and as we find that high school principals devote their attention\nin the main to administrative duties rather than to supervision, this must\nmean that supervision is not esteemed as highly as we ought, I think, to\nesteem it.\nI find the explanation of the fact that many superintendents and principals do relatively little supervising—lI say, I find the explanation in the fact\nthat there is an underlying assumption in our educational world, accepted\nby the people at large and accepted in too high degree by the members of\nthe teaching profession, it is the assumption that a teacher can be prepared\nfor the business of teaching and then can be released upon the world with no\nprobability of further change during the life career of that individual.\nThere was a time when graduation from normal school and the securing of\na certificate was regarded as perfectly clear evidence that for the rest of\nthat individual’s life, teaching should go on without interruption or modification, and I think that assumption has not entirely died out. I think it is\nthe assumption of many of these high school principals that the specialists\nwho come into their faculties are competent to go forward with the teaching\nof such classes as are to be assigned to them, without supervision. Now, my\ncontention is, in the first place, that that is a false assumption, and I am pre-\n\n"} {"page": 831, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n827\n\npared to defend the contention that it is a false assumption that the novice\nis a competent teacher, on several grounds.\nIn the first place, our academic institutions are not set up, under ordinary\ncircumstances, for the business of training teachers. The only standard requirement for a high school teacher that is universally accepted in this\ncountry is graduation from a higher institution. There are coming to be\nadded by our standardizing institutions and by our state departments certain secondary requirements of professional training, but the fact is that we\nare not prepared in the United States to do that amount of professional\ntraining that would be required if every novice coming into the high school\nfaculty could be relied upon to be prepared for the art that he or she is\nundertaking.\nNo nation in the world has ever tried the experiment of raising all its\npeople to the level of a free secondary education, and if you contemplate\nthe numbers that are demanding to supply our teaching staffs in the secondary schools of the United States you will find that it is a staggering number\nof personnel. You will find that it is almost impossible to conceive in one\ngeneration of the number of the physicists, teachers of mathematics, mathematicians, chemists, teachers of English, those who shall be expert and\nsufficiently competent to guide the younger generation in the secondary\nlevel—I repeat it is almost impossible to think of one generation affording\nthat number of people, and if these young people could be furnished in\nsufficient number, adequately trained in a knowledge of the subject-matter\nthat they are to teach, there still remains the technique of arranging that\nsubject-matter in such fashion that it can be appropriately given to secondary school students.\nI know of no more significant discovery in the field of job analysis and\nteaching than the fact that the analysis of the job, information about the\njob, does not qualify one to seek that job, because there must be a second\nanalysis which is an analysis of that subject from the point of view of the\nlearner who is to take on the training necessary to equip him for the execution of that job. And our teachers who go into the secondary schools must\nnot only know the subjects that they teach, but they must know how to arrange these subjects; they must know how to put these subjects forward in\norder that the young people in the secondary schools may be able to follow\ntheir teachings. And again I repeat, if these young people were sufficient\nin number, if they were trained in the subjects that they are to teach, if they\nknow something of the technique that they are to employ, there will remain\nthe fact that in every one of the secondary school subjects the world is moving forward at such a pace that we must see to it that training, initial training, is not relied upon to prepare the teacher for all of his career. If that\n\nteacher is to be a genuine teacher there must be an impulse within the school\norganization supplied to him every day for a further study, for a further\nexamination of the most recent results in his field.\nI mention these considerations because I feel very clear that we must\nunderstand that teachers go into the secondary schools only partially pre-\n\n"} {"page": 832, "printed_page": null, "text": "828\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\npared for their work. Now, how shall we prepare them?\nShall we let\nthem go away to summer scHOole Shall we give them leaves of absence?\nPlease do not misunderstand me. I am heartily in sympathy with any form\nof procedure that will increase the opportunities for advanced study on the\npart of these secondary school teachers, but my contention is that that is not\nan adequate provision, and I come to the main thesis of my paper, which is\nthat the secondary schools themselves must set up an organization that shall\ntrain the teachers to be employed in these institutions.\nIndustry learned long ago that industry cannot depend upon any outside\nsources for the supply of its workers.\nIndustry has learned that whatever\ngeneral training may be given in the schools, whatever general equipment\nmay be brought by the workers to their tasks, it is the business of industry,\nfor its own sake, to see that the equipment of the workers is so clearly\nand definitely understood, and so clearly and definitely transmitted to the\nnovice that there shall be no mistake about the fitting of that novice into the\nindustry, and it is my contention, as to the preliminaries, that may clear the\nproblem—it is my contention that every teacher who comes into the school\nought to find an organization ready to receive him, or to receive her, ready\nto take advantage of all of the training that can be given by the institution\nfrom which that teacher comes, but there ought also to be such organization\nwithin the secondary school as to assure a training of that teacher.\nI believe the time has come when the high schools ‘have got to recognize\nthe fact that with the expansion of our institutions of learning, there must\nbe very great attention given to this problem of equipping the teachers in\nservice. Now, that involves, with all clearness, two adjustments. That involves an adjustment on the one side of the budget of the secondary schools.\nI believe we have to go to the American people with a statement that if these\nschools are to attain the highest perfection, they must be equipped with internal machinery for the solution of their own problems. I find boards of\neducation entirely willing to throw the responsibility for the training of\ntheir teachers on outside institutions, institutions maintained by the state,\ninstitutions maintained by private endowment, and it is very seldom that a\nboard of education recognizes in adequate degree the fact that if that board\nof education is to have adequate service from a high school teacher, it must\ncontribute to the training of that teacher. I find many boards of education\nwho are very chary in their willingness to give anything like adequate support to what industry knows as the “overhead.” Adequate support for supervision of teachers is so seldom provided in our schools that I feel clear we\nmust make a demand upon the public for better equipment of the internal\nmachinery of our secondary schools in order that there may be adequate\ntraining of the teachers in service.\nI say the budget considerations have got to be taken up, but I say with\nequal emphasis that in my judgment it will be a mistake to begin by trying\nto get an addition to the budget. Very frequently the logic of a situation—\nand I think it is the logic of this situation that we ought to have more\nfinancial equipment—very often the logic of the situation does not represent\n\n"} {"page": 833, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n829\n\nthe proper course of procedure. The proper course of procedure in this case,\nin my judgment, is the establishment of practices within the secondary\nschool that shall first demonstrate the importance and the service that can\nbe rendered if the budget is increased.\nAnd so I turn directly to the comment that I should like to make, which\nis that I believe secondary school principals have got for the time being to\nrepair that defect in our secondary school organization which has been conditional.\nWe have neglected adequate supervision.\nWe have concerned\nourselves with other activities that seemed to us more urgent, if not more\nimportant, and before we come to the people with a request that they give\nus the necessary equipment to repair this damage, I think we must undertake\nourselves to meet the situation. And so I have one or two concrete recommendations that I should like to offer you.\nI think that many a high school principal has got to convert himself and\nhis community by some perfectly definite line of procedure that will throw\nthe emphasis upon this training of teachers.\nI know the attitude of the\npublic towards the high school principal.\nI know that any citizen who\nwants to consult a high school principal expects to find him on the other end\nof the telephone. I know that some citizens come to consult you on matters\nthat seem to them to be of great importance, but which from the community\npoint of view must be described at least as less significant than the training\nof teachers. And so I have a suggestion to make, a suggestion which I think\ncan be made very concrete and quite definite. I suggest that you undertake\na little legitimate publicity, and that legitimate publicity I suggest take the\nform of a notice on your door, on the door to your private office, if you\nhave one, on the door to your general office, if that is where you carry on,\non the front door of the building, if necessary, but let us have the notice put\nup saying: ‘““Mr. So and So, the principal of this school, is visiting classes\nand can be found in case of emergency—can be found between 2 and 2:30 in\nroom No. so and so; between 2:30 and 3 in room No. so and so.” Now, I\nsay | am suggesting this first of all by way of publicity. I think if your\npatrons came to the school and found that you were engaged in that soft\nof that thing, a few of them at any rate would turn away and contemplate\nsomewhat more seriously the messages that they intended to bring to you.\nAnd on the whole, that would be a very great advance because if they\nthought over the matter for a day at any rate, perhaps they would not come\nback again, and that would be a double advantage. Now, I say that degree\nof publicity would indicate to the people, your patrons,. what you are doing.\nI have suggested this over the heads of the patrons because, to tell you the\nfrank truth, in my judgment the great advantage of such a notice as that\nposted in the morning would be that you would have to go in the afternoon,\nand a program that you have laid out in that fashion quite definitely for\n\nyourself would not suffer the same interruption if it were publicly posted,\nthat it is likely to suffer if you have it merely in your mind. I find that these\nprograms which we arrange in our minds are subject to change somewhat\ntoo readily, but a posted program\n\nwould be helpful to the patrons;\n\nI think\n\n"} {"page": 834, "printed_page": null, "text": "830\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nit would be helpful to the school, because it would be exceedingly helpful\nto the principal himself. And I have watched with great interest what\nmight be called ““The personal history,” the intellectual history of some high\nschool principals. I see them go into high school positions with the loftiest\nmotives of supervision of their teachers; I see them in the course of time\ngrow gradually discouraged because of the necessity of nursing the community, and I find them gradually getting into a state of mind that is one\nof indecision as to where they should be at the next moment, a kind of\nvibratory intellectualism that comes into the high school principal’s office\nand ought, if possible, in some fashion to be modified in the interest of the\ninstitution that we serve.\nI have sometimes thought that perhaps some good citizen might advantageously organize an association for the prevention of degeneration in the\nintellectual interests of the high school principal.\nNow, I say that in my judgment these people ought to go to the classrooms, and I hasten to make the remark that when they get to the classrooms, I certainly do not want them to proceed as we sometimes think of a\nsupervisor proceeding when he gets into the classroom. I have not located\nhim in the classroom, in my thinking, at all for the purpose of trying to make\nthat teacher into a miniature example of his own virtues. It seems to me\nthat one of the great defects of supervision in times past has been that the\nsupervisor has regarded it as his major duty to see that the teacher conforms\nto some fundamental principle of teaching or some favorite mode of procedure that the principal knows about. I want the principal to go to that\nclassroom as a humble student of education. If you will go into one of these\nclassrooms where some specialist does not want to be supervised, not for the\npurpose of supervising him but for the purpose of finding out how he does\nthe excellent work which you know him to do, you will find that you are\na welcome instead of an unwelcome visitor. You may have to go six\nor seven times for the purpose of finding out his virtues before you\nwill venture to comment on the other side of the matter, but if you can\nbe there six or seven times as a welcome visitor you will at least have\nthe opportunity in the course of a year to make some casual remark just as\nyou leave the room that may be helpful to further improve the situation that\nyou find in that room. I say one ought to go as a student of education, and\nI mean strictly that. I think if our principals could make themselves into\ncenters of selection of valuable methods they could create for us a literature that never could be created in any other fashion.\nI am perfectly certain too that if, when you come to deal with a young\nand inexperienced teacher, if instead of saying, “I used to do thus and so” —\nand I know of no phrase more likely to alienate a young teacher than that,\n“T used to do thus and so”—if you will say, on the other hand, “I have seen\nsome of the best teachers and they do thus and so; I have seen teachers who\ndid this and this and this, and they found it ineffective’’—in other words, if\nyou can make your supervision just as impersonal as your other descriptions\nof social and educational matters, you can bring to these teachers an entirely\n\n"} {"page": 835, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n831\n\nnew view of the educational situation. You can make them understand\nand realize that supervision is not the imposition of personal traits and personal views. You can show them that supervision is for the purpose of promoting education, and if the principal goes to these classes with this in mind\nhe will find something by way of information with regard to the value of the ©\ncurriculum, for he will see the curriculum in actual operation.\nAnyone who has tried to study a curriculum of American schools as he\nfinds it in a printed abstract, or as he finds it in, textbooks, begins to realize\nimmediately that he is not in contact with the real curriculum, and when\nI see school principals, leaders in their profession, occasionally trying to\ncope with some of the modern problems without those data that are necessary to understand exactly how these processes are going on in the classroom, I feel perfectly clear that these principals have deprived themselves\nby absence from the real laboratory where the curriculum is being worked\nout, of the types of information necessary for educational reforms.\nIf you want to know the personnel of your school, if you want to know\nthe young people in a natural way, get sufficiently familiar with them in\ntheir classrooms so that you see how they react to the curriculum. If you\nwant to see that curriculum in operation, watch it as the teacher tries to administer it. If you want to understand the personnel of your faculty, go and\nsympathetically try to study with them the problems that they encounter.\nThe principal in the high school has a function in modern secondary education which has not been wholly fulfilled in the past. It is the business of\nthose who are in charge of our great secondary schools to see that they become efficient social machines. ‘The teachers who come into those schools\ncannot be trained in our colleges. It is an absolute impossibility, and certainly no one more than I has regard for the efforts made by our colleges to\nprepare teachers; no one more than I can have regard for the duty that we\ntry to perform in our colleges of education when we try to equip these\nteachers. We can start them on the right way, but it is quite impossible for\nus to turn out experts. “Those experts can be turned out only through direct contact with the work of the secondary schools, and they must be surrounded by influences that will make them critical, that will make them\noptimistic, and at the same time make them exceedingly earnest in trying to\nsolve the problems of these schools, and the burden must rest upon the secondary school itself for the training of its own teachers. In no other way\ncan the great democratic problem of supplying teachers for our secondary\nschools be solved, and I repeat that we need in these institutions leaders, men\nand women who shall see those problems, who shall see those problems at\nthe point where they exist in the classroom, where the personnel and where\nthe curriculum unite in the effort to give America a secondary education,\nand the principal who sees the possibility of his position, the principal who\nsees the obligation of his position, will, I am sure, find a way ultimately of\nconverting his public through publicity, through reports to his superintendents and boards—I say he will find a way of convincing his public that\nhis major function is not to carry on petty, trivial administrative details ; it\nis his business to supervise instruction.\n\n"} {"page": 836, "printed_page": null, "text": "832\n\nNarioNAL\n\nEpuUCATION\n\nSECRETARY'S\n\nASSOCIATION\n\nMINUTES\n\nFebruary 21\n\nThe fifty-sixth annual meeting of the Department of Superintendence\nopened Sunday afternoon, February 21, 1926, at 2:30 o’clock with a\npatriotic pilgrimage to Arlington National Cemetery, where a wreath\nwas placed on the tomb of the Unknown Soldier.\nThe opening vesper\nservice was held at 4 o’clock in Memorial Continental Hall.\nAll other\ngeneral sessions of the Department were held in the Washington Auditorium.\n\nFebruary 22\n\nAfter the Convention had been called to order Monday morning, Randall\nJ. Condon, superintendent of schools, Cincinnati, Ohio, presented a gavel\nto President Frank W. Ballou.\nThe president announced the appointment of the Committee on Resolutions and of the Board of Tellers and\nstated that the Resolutions Committee would meet at 4 o’clock in Committee Room “A,” and that the Board of Tellers would meet at 4:30\no'clock in Committee Room “B,” Washington Auditorium.\nHe stated\nthat the general topic of the convention was Reorganization of our Administrative Units.\nFebruary 23\n\nAt the business session on Tuesday morning an Hawaiian lei was\npresented to each member as he entered the Auditorium.\nWill C. Crawford, superintendent of public instruction of the Territory of Hawaii was\nintroduced and made the following statement:\nThe wreath about your neck is an Hawaiian lei. With this lei the Hawaiians\nhave, since early days, expressed their aloha to visitors and friends.\nIt is a very\ngenuine gesture of friendliness and conveys both a kindly greeting and a parting\nwish for true happiness. The yellow color is an imitation of the Ilima leis which\nwere worn by the Hawaiian royalty. These leis have been made for you by the\nschool children of Hawaii, and the name and address of the child is on the paper\ntag. A note from you will be appreciated by the donor. The Territory of Hawaii\nstands as the far western outpost of American civilization.\nThe teachers of\nHawaii are working with you on the great common task of training loyal, happy,\nand useful citizens of this great Republic.\n\nDuring the intermission following the community singing, copies of the\njournal of the Columbian Education Association of Washington, D. C.,\nwere distributed to members, Frank D. Boynton, superintendent of schools,\nIthaca, New York, made the following presentation announcement:\nDr. Ballou, the great body of your fellow citizens who yet are working upwards\nwith humility under depressing handicaps, represented\n\nby the negro teachers under\n\nyour charge, in appreciation of your fair, wise, and just administration, and as\na practical demonstration of the highest feeling for you, as their superintendent,\n\n"} {"page": 837, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\n833\n\nand as president of the Department of Superintendence of the National Education\nAssociation, present to you, through the Columbian Educational Association, a\ncopy of its journal.\nThe Association is also presenting a copy with its compliments to each member of this body. The purpose of the distribution of this journal\nis modestly to plead the cause of interest in negro education in every section of\nthe country.\n\nGeorge D. Strayer, chairman of the Legislative Commission of the\nNational Education Association, was introduced, and with the approval\nof the Committee on Resolutions, submitted for immediate action the\nresolution endorsing the Education Bill, which was unanimously adopted.\nThe full text of this resolution appears in its proper place in the Report\n\nof the Committee on Resolutions.\nEdwin C. Broome, chairman of the Commission on the Curriculum, at\nthe conclusion of his report offered the following resolution:\nThat the Commission on the Curriculum be continued and that the Executive\nCommittee be authorized to make such changes in the personnel of the Commission\nas it may deem wise.\n\nM. G. Clark, superintendent of schools, Sioux City, Iowa, speaking in\nbehalf of the Executive Committee of the Department of Superintendence,\nmoved that the resolution be adopted.\n‘This motion was seconded and\ncarried unanimously.\nFrank D. Boynton, superintendent of schools, Ithaca, New York, reporting for the Executive Committee, recommended that Article 3 of\nthe by-laws be amended to read as follows:\nThe dues of this Department shall be $5 per. year for both active and associate\nmembers, and shall be paid annually to the Executive Secretary.\nIn lieu of said\nannual dues, a six-year membership shall be issued by the Executive Secretary to any active or associate member upon the payment of $25 in advance.\n\nUnder the by-laws this amendment went over for action at a future session\nof the Department.\nThomas E. Finegan, representing the National Commission on Economy\nand Efficiency in the Business Administration of School Systems, reported\nthe method of organization and tentative plans of procedure. On motion\nthe program as outlined was approved.\nNominations for officers were made as follows: For president, J. M.\nGwinn, superintendent of schools, San Francisco, Calif.; Edwin C. Broome,\nsuperintendent of schools, Philadelphia, Pa.; E. FE. Oberholtzer, superintendent of schools, Houston, ITex.; C. B. Glenn, superintendent of schools,\nBirmingham, Ala.; E. E. Lewis, superintendent of schools, Flint, Mich.;\nand Randall J. Condon, superintendent of schools, Cincinnati, Ohio. For\nsecond vice-president, David A. Ward, superintendent of schools, Wilmington, Del. For member of the Executive Committee for four years, E. E.\nLewis, superintendent of schools, Flint, Mich., and Willis A. Sutton,\nsuperintendent of schools, Atlanta, Ga. Mr, Gwinn and Mr. Lewis asked\n\n"} {"page": 838, "printed_page": null, "text": "834\n\nNaTIONAL\n\nEpUCATION\n\nthat their names be withdrawn\nordered.\n\nASSOCIATION\n\nas gel idates for pres:dent, and it was so\n\nFebruary 24\n\nThe tellers presented their report of the election which was as follows:\nWashington,\nTo Dr. Frank W. Ballou, President\nNational Education Association.\n\nWe\n\nof the\n\nD.\n\nC., February\n\nDepartment\n\nof\n\nSuperintendence,\n\nhereby certify that the election of officers for the Department\n\ntendence\n\nheld\n\nthis day\n\nwas\n\nconducted\n\nin accordance\n\nwith\n\nthe\n\n24, 1926.\n\nof Superin-\n\nConstitution\n\nand\n\nby-laws and that the following persons were elected to the offices named:\nPresident: Randall J. Condon, superintendent of schools, Cincinnati, Ohio.\nSecond Vice-president: David A. Ward, superintendent of schools, Wilmington,\nDelaware.\nMember of Executive Committee for four years: E, E. Lewis, superintendent\nof schools, Flint, Michigan.\n\nRespecttully submitted,\nFRANK\nA. A. McDoNALb\nFRANK G,. PICKELL\nJoHN O. CHEWNING\n\nW.\n\nWriGcHT,\n\nChairman\nJOHN FRANKLIN WEST\nFrank M. MartTIn\nSEXTON JOHNSON\n\nFebruary 25\n\nAt the morning session, President Ballou introduced Superintendent\nRandall J. Condon, the newly elected president, who spoke in part as\nfollows:\nMembers\n\nof the Department\n\nof Superintendence:\n\nWith\n\nvery\n\ndeep appreciation,\n\nI accept the office to which you have chosen me by your votes.\nI have been content\nto serve in the ranks and would still prefer that position, but in response to your\nmandate, I accept for the ensuing year the leadership of this great Department.\n\nAs I think of the men\n\nand women\n\nassembled\n\nhere from\n\nall parts of our great\n\nnation and think of the responsibility and the opportunity that comes to help give\ndirection and force to your wishes and your united purposes, I have a feeling\nboth of satisfaction and of purpose to do that which you desire.\nSometimes as we listen to the children in the school reciting that pledge to the\n\nflag and closing with the sentiment “One nation indivisible, with liberty and justice\nfor all,” there comes\n\nover me\n\na new\n\nconception of what\n\nit means, to so train these\n\nchildren of today that the nation of the future shall be secure because it is not\ndivided in any direction,\nI suppose the first thought we have goes back to the\ndays of civil strife, but I think a newer and a better meaning-is this: that the\nchildren pledge allegiance to the flag, that in the years to come our nation shall\nnot be divided, according to section or creed or color or wealth or labor, according to agriculture or manufacture or industry. The only thing that shall make\nour nation secure in the future is a unity of purpose, and this great Department of\nSuperintendence working with the National Education Association, should so\ndirect the work of the schools that our nation shall be secure in the future, because\nthere is one common purpose of justice. and liberty for all.\nI greet you this morning, and in the name of our future country and all that\nit means, I pledge to you in the year to come the best service that it is possible\nfor me to give.\n\n"} {"page": 839, "printed_page": null, "text": "DEPARTMENT OF SUPERINTENDENCE\nboy Rete dan Gilg SiA6TT Sai SiR le ER\nLS se\n\n835\n\nAt the afternoon session, Payson Smith, state commissioner of education, Boston, Massachusetts, as chairman, presented the report of the Committee on Resolutions. The report was unanimously adopted. The final\nbusiness meeting then adjourned.\n\nRESOLUTIONS OF THE DEPARTMENT\nSUPERINTENDENCE\nUnanimously\n\nadopted\n\nRESOLUTIONS\n\nFebruary\n\n25,\n\nOF\n\n1926\n\nCOMMITTEE\n\nPayson SmirH, Chairman, State Commissioner of Education..............0005 Boston, Mass.\nNicnueLas -BauEk,,.superintendent.0f Schoolls.. «+ 0.60 00.4 + sjeem.eire sve aioe 01d iveNew Orleans, La.\nHeCrOR iy GErASLS, superintendent of SchoolsSs.....:.+\n000s +> scenes\none csFall River, Mass.\nWHEnTAMs J) Dickaty Superintendent (of Schools eeij.ict . 60k .6 esis oc eee and Trenton, N. J.\nGEORGHEN. Chirp, superintendent Of, Schools.\nc24 5c -'sinesicsc.e\ncece Sie Salt Lake City, Utah\nHarris Hart, State Supeiintendent of Public Instruction............ssee000% Richmond, Va.\nHenry W. Horimes, Dean, Giaduate School of Education, Harvard University\nCambridge, Mass.\nHitpa Hucues, County Superintendent of Schools....... RYs aia borane feasvaule ees LaGrange, Ind.\n\nBricr M. Ryan, Assistant Sttperintendent of Schools. .......-.00-ceecercresacs Omaha,\nLesLig B, Sippie, Department of Rural Education,\nDae\nJoun\n\nNorthern\n\nNebr.\n\nNormal\n\nand Industrial School\nAberdeen, S. Dak.\nOUT, Superinteadent of Schoolsic:\nsams sah.s.o4 poy eure saya cee see este Topeka, Kans,\nW. WitueERs, Dean, School of Education, New York University........ New York City\n\n1. Assembled in the capital of the nation, surrounded by the symbols\nof our government, reminded through an eventful week of the rich traditions of American history, heartened by the manifold evidence that foretell a national future worthy of our national past, the Department of\nSuperintendence of the National Education Association here gives its renewed pledge that the American public school shall serve worthily the\n\nhighest and best interests of our republic.\n2. We express to President Calvin Coolidge our profound appreciation of the great honor of his presence in our convention.\nWe owe to\nhim our gratitude for his scholarly address upon the life, character, and\nservices of George Washington.\n‘This address adds a brilliant and permanent page to the records dealing with the first president.\nEducation\nis indebted to our President for the analysis he has made of the contributions of Washington to the establishment of American institutions of\nlearning and to the confident belief which he himself expresses in the\npower of education to improve civilization.\n3. To the citizens, officials, and teachers of Washington, to the officers\nof the Department of Superintendence, to the many individuals and organizations that have cooperated to make this convention successful, we\nwould accord our thanks.\n‘To the high school cadets whose courteous\nattention has increased the pleasure and convenience of our members we\nwould give a special word of commendation.\n4. It is gratifying to note that through acts of Congress, with the\ncooperation of the Bureau of the Budget, the District Commissioners, the\ncitizens and teachers of Washington, the public schools of this city are\ncoming so rapidly to a position that promises educational leadership. We\n\n"} {"page": 840, "printed_page": null, "text": "836\n\nNarionaL Epucatiow AssociATION\n\nare confident that the work thus begun will go forward to the end and\nthat here may finally be found a model system of education worthy the\nemulation of every American city. ‘We are happy to observe that the\nwise directing mind and the skilful administrative hand in this undertaking are those of our colleague, President Frank W. Ballou.\n5. The American public school is the bulwark of our civil and religious\n‘The moral responsibility for the encouragement and advanceliberties.\nAs\nment of this basic institution rests upon the federal government.\nPresident Coolidge said in his address before the National Education\nAssociation on July 4, 1924, “For a long time the cause of education\nhas been regarded as so important and so preeminently an American cause,\nthat the national government has sought to encourage it, scientifically to\ninvestigate its needs, and to furnish information and advice for its constant advancement.”\nWe heartily indorse the Education Bill now before Congress (S. 291\nand H. R. 5000). This bill does not permit of any interference with the\ncomplete autonomy of the states in the administration and control of their\nschools, but it does provide for the more efficient participation of the\nfederal government by coordinating its present educational activities and\nby extending the scope of its scientific investigations.\nThis bill further\nprovides by its creation of a Department of Education with a Secretary\nin the President’s Cabinet for the recognition and service which the importance of public education merits and the advancement of education\nrequires.\n\nWe, therefore, urge upon the committees to which this bill has been\nreferred that they report it for the consideration of the representatives of\nthe people. We also respectfully urge that members of Congress consider\nthis bill in terms of its:provisions for meeting the nation’s most fundamental need.\n6. The Department of Superintendence affirms its position on the subject of Child Labor and urges the speedy passage of such federal and\nstate legislation, constitutional and statutory, as will prevent the exploitation and will promote the welfare of the children of America.\n7. We rejoice in the progress that has already been made toward the\nelimination of illiteracy, and we recognize the need of a continuance of\nthese efforts with increasing zeal until they have culminated in ultimate\nsuccess, and the nation is free from illiteracy. We, therefore, urge that\nall patriotic citizens and every agency for the public good shall join\nwith the teachers of America in putting into the movement for the elimination of illiteracy such driving power as will. render it irresistible and\nwill guarantee to every illiterate a speedy opportunity.\n8. The settled policy of the federal government to foster education\n\nby granting to the several states large tracts of land to be used in support\n\nof their common and public schools is a wise and beneficent one.\nHowever, certain practices and rulings in recent years have so clouded and\nimpaired the States’ title to such land that it is impossible to realize the\n\n"} {"page": 841, "printed_page": null, "text": "ee\n\neee\n\npurposes intended.\n\nDEPARTMENT OF SUPERINTENDENCE\nOm\neee\nre\n\n837\n\nce\n\nTherefore, we favor such legislation by the Congress\n\nof the United States as will clear the title to the lands granted to the\nstates for the benefit of their common and public schools and will make\nit possible for the states to enjoy the benefits and to realize the purposes\nintended for the promotion of education and for the safety of the republic.\n9. Recognizing that the rural school situation presents a most acute\ncurrent educational problem, we earnestly recommend that every available\nmeans be used to improve its conditions.\nWe especially recommend the\nprovision of adequate supervision by professionally trained persons and a\nstandard of salaries in rural schools such as will attract and hold teachers\nof special training for rural work and qualifications equivalent to those\nof teachers in other schools.\n10. Believing that there is some opinion in the membership of the\nAssociation that it might be desirable to change the date of the meeting\nof the Department of Superintendence, we suggest that the Executive\nCommittee make a careful study of the question to determine whether or\nnot the time now fixed in the constitution is most favorable for the\nmembership in large.\n11. Recognizing that health and physical education are essential to\nthe well-rounded education of the child, we urge the cooperation of all\nagencies in a balanced program of such activities as will lend themselves\nto this objective.\n12. In an age more complex and intricate than any other the world\nhas ever known, in a country of unparalleled prosperity, the problem of\npersonal adjustment to social, civic, and economic environment is not easy.\nTo a generation of youth facing such complexity the difficulty is great\nindeed. It is a tribute to young America that in making this adjustment\nso many succeed and so few fail. We bear our tribute to the essential\ncleanness, the intellectual straightness, the frank courage, and the decent\nidealism of American young manhood and young womanhood.\n‘The\ngreatest obligation we, an adult generation, owe is the obligation we owe\nIn developing those characteristics of personality and citizento them.\nship which we desire for our civilization, such as obedience to law, respect\nfor government, and tolerance, all American adults will serve youth best\nby themselves setting those examples which they desire youth to follow.\n13. The guiding of the inquiring mind of youth is a responsibility not\nKnowing that each generation must be mindful\nto be lightly undertaken.\nfrom the studies and experiences of former\nlearned\nbe\nto\nof the lessons\ngenerations, we rely confidently, in any conflict between truth and error,\nupon\n\nthat Divine\n\nwisdom,\n\nthat has endowed\n\nthe human\n\nbrain\n\nwith\n\nthe\n\nOnly that education can be free which\npower to think and to reason.\nprovides under conditions appropriate to the age of the student complete\nliberty to seek the answer\n\nto any\n\nhonest question.\n\nWe\n\nwould respect-\n\nfully remind our fellow citizens that while legislation seeking to control\nthe subject-matter of the curriculum may impede educational progress, it\n\n"} {"page": 842, "printed_page": null, "text": "838\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nhas not the power to alter, modify, or set aside any immutable law of\nnature, of science, or of God.\n14. The Department of Superintendence would express warm appreciation of the great and important service rendered by the Division of\nResearch and by the committees and other agencies that have cooperated\nwith it in the publication of the yearbooks on the curriculum and the\nvarious research bulletins dealing with pressing problems of school finance\nThese publications mark the beginning of a new\nand administration.\nepoch in the development of American education; they place at the immediate command of school superintendents the results of research and of\nnation-wide experience on critical problems of school administration.\nThey are proving to be of great value in the stimulation and guidance\nof professional interest and improvement among teachers and school offcials and they are demonstrating clearly the possibility and effectiveness\nof cooperative effort throughout the nation in the improvement of public\neducation.\nWe therefore strongly recommend:\n(1) ‘That the principle of cooperating study and research be continued and its application extended\nto include not only school systems and agencies within the Department\nbut also other agencies and organizations engaged in the study of similar\nproblems; (2) that so far as practicable the work of these agencies be\nassisted and coordinated by the Division of Research; (3) that research\nbe extended to include not only current matters of importance in school\nadministration but also the definition and study of problems of education\nwhose adequate solution must extend in many cases over a period of years;\nand, (4) that the Division of Research be organized and adequately\nstaffed and financially supported for the larger service and responsibility\nwhich the adoption of the foregoing policy would place upon it.\n\n"} {"page": 843, "printed_page": null, "text": "American Association of Teachers Colleges\nA DEPARTMENT OF THE NATIONAL EDUCATION ASSOCIATION\n\n"} {"page": 844, "printed_page": null, "text": "Ts\n\nDEPARTMENT\n\nOF TEACHERS\n\nplace of the Department\n\nCOLLEGES takes the\n\nof Normal\n\nSchools,\n\nwhich was formed at the Cleveland meeting,\nAugust 19, 1870, by a reorganization of the Ameriean Normal School Association, which had been\n\norganized in 1858. See Proceedings, 1870: 176; Proceedings, 1906: 524. In 1924 it was voted to appoint\na committee to discuss the. possibility of combining\nwith the American Association of Teachers Colleges.\nSee Proceedings, 1924: 614. In 1925 the combination\nwas effected. See Proceedings, 1925, Report of ComIt was armittee on Revision. of Departments.\nranged that the National Education Association\nwould take over the publications formerly issued by\nthe American Association of Teachers Colleges, including its yearbook, in 1926. The officers of the\nDepartment of Teachers Colleges for the year\n1926-27 are: President, H. C. Minnich, Oxford, Ohio;\nFirst Vicepresident, George H. Black, Ellensburg,\nWash.; Second Vicepresident, C. E. Evans, San\nMarcos, Texas; Third Vicepresident, Wallace Mason,\nKeene, N. H.; Secretary-Treasurer, W. P. Morgan,\nMacomb, Ill. Facts relating to the establishment of\nthis Department and the record of meetings are\nfound in earlier volumes of Proceedings as follows:\n1870: 1- 88 1885: 223-248 1896: 642-666 1906:707-711 1916: 441-461\n1873: 164-199 1886: 389-423 1897: 709-736 1907: 739-759 1917: 383-417\n1874: 214-254 1887: 467-604 1898: 728-757 1908: 703-739 1918: 209-235\n1875: 138-153 1888: 465-515 1899: 835-904 1909: 547-597 1919: 221-259\n1876: 157-211 1889: 557-613 1900: 480-491 1910: 563-595 1920: 237-263\n1877: 139-174 1890: 717-759 1901: 635-646 1911: 695-709 1921: 515\n1879: 113-135 1891: 709-741 1902:529-549 1912: 809-897 1922: 1063-1085\n1880: 176-193 1892: 407-435 1903:539-595 1913: 523-553 1923: 737-744\n1881: 199-218 1894: 819-871 1904:567-593 1914: 497-565 1924: 613-637\n1882:173-181\n1884 ; 236-258\n\n1895: 672-718\n\n1905:517-557\n\n1840]\n\n1915: 763-815\n\n1925:\n\n863\n\neen\n\n"} {"page": 845, "printed_page": null, "text": "STANDARDS\n\nFOR ACCREDITING\n\nTEACHERS\n\nCOLLEGES\n\nADOPTED AT WASHINGTON, D. C., FEBRUARY 20, 1926\nI. Definition\n\nof\n\na Teachers\n\nCollege\n\nA TEACHERS COLLEGE, within the meaning of these standards, is a\nstate, municipal or incorporated private institution, or an independ* ent unit of a recognized college or university, which has at least\nene four-year unified curriculum; which is devoted exclusively to the\npreparation of teachers; which has legal authority to grant a standard\nbachelor’s degree; which has granted and continues to grant such degree;\nand which requires for admission the completion of a standard four-year\nsecondary school curriculum, or equivalent training approved by this Association.\nB. A similar institution devoted exclusively to the preparation of teachers, which requires for admission the completion of a standard four-year\nsecondary school curriculum, or equivalent training approved by this Association ;which has a curriculum less than four years in length and does\nnot have legal authority to grant a standard bachelor’s degree; or which\nhas a curriculum four years in length but has not granted and does not\ngrant a bachelor’s degree, shall be designated as a normal school or a\njunior teachers college.\nC. Normal schools and- junior teachers colleges shall conform to the\nsame standards as teachers colleges except as hereinafter specifically indicated.\n\naN\n\nII. Requirements\n\nfor Admission\n\nA. The quantitative requirement for admission to a teachers college accredited by this Association shall be at least fifteen units of secondary\nschool work, or the equivalent. “These units must represent work done in\na secondary school approved by the state department of public instruction\nof the state in which the college is located, must conform to the definitions of the various units as recommended by the state department of public instruction, or must be evidenced by the result of examinations.\nExperienced teachers over twenty-one years of age may be admitted to\na teachers college for such work as they are qualified to take, but before\nreceiving a diploma or a degree, they shall meet the full entrance requirement.\nIf the state department of public instruction maintains no accredited\nlist of secondary schools or publishes no definitions of secondary school\nunits, those of a regularly recognized accrediting agency shall be used.\nB. Equivalence for entrance units of secondary school work shall be\ndetermined only by regularly scheduled written examinations, which shall\nbe of such a chapter as to satisfy the committee on admissions of the\n[841]\n\n"} {"page": 846, "printed_page": null, "text": "842\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\ncollege that the applicant is fully prepared to do college work as hereinafter defined.\nC. Experience in teaching shall in no case be accepted for entrance, or\ncredit toward graduation, except supervised student teaching in the training school.\nIII. Standards for Graduation\nA. The quantitative requirement for graduation shall be the completion of at least one hundred twenty semester hours of credit, or the equivalent in term hours, quarter hours, points, majors, or courses.\nB. The requirement for graduation for a normal school or junior teachers college with a two-year curriculum shall be at least sixty semester hours\nor the equivalent; and for a normal school or junior teachers college with\na three-year curriculum, at least ninety semester hours or the equivalent.\n\nIV. Size of Faculty\nA. There shall be a reasonable ratio of students to faculty in the college\ndepartment, which shall be subjected to investigation to determine the\nproper ratio.\nB: In the training school there shall be at least one training-school\nteacher for every eighteen college students, each of whom does ninety\nclock hours of student teaching.\n\nV. Preparation of Faculty\nA. The minimum scholastic requirement for teachers in the training\nschool shall be graduation from a college of recognized standing, presumably evidenced by possession of a bachelor’s degree, or equivalent training. Six years after the date on which these standards take effect, the\nminimum scholastic requirement for all new training-school teachers shall\nbe the same as for teachers in the college department.\n‘Teachers who have been members of the faculty of the training school\nfor not less than five years, and whose training is not equivalent to this\nrequirement, may be considered to have equivalent training for six years\nafter the date on which these standards take effect, provided that the\npresident of the college submits a statement of their training and experience and files with the committee on accrediting and classification a\ndeclaration that such members of the faculty are rendering service in their\nown teaching and in the supervision of student teaching which is of a superior quality as judged by the standards of the best public-school systems\nin the state in which the collegeis located.\nDuring this period of six years this declaration must be made annually\nand shall be based upon actual inspection of the teacher’s work.\nB. The minimum scholastic requirement for members of the faculty\nwho give instruction in the college department shall be graduation from\na college of recognized standing and additional training, which shall include at least one year of study in their respective fields of teaching in\n\n"} {"page": 847, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n843\n\na recognized graduate school, or equivalent, and presumably possession of\nthe master’s degree.\nMembers of the faculty who have served in their\nrespective positions for not less than five years, and who do not meet this\nrequirement, may be regarded as having done so for six years after the\ndate on which these standards take effect, provided that the president of\nthe college submits a statement of their training and experience and files a\ndeclaration that such members of the faculty are giving satisfactory instruction of college grade.\nDuring this period of six years this declaration must be made annually\nuntil each such member of the faculty has secured the required training,\nand shall be based upon actual inspection of the work of such members of\nthe faculty.\nC. It is desirable that members of the faculty of the college should possess training of a distinctly professional quality, which represents at least\nthree years of study beyond the bachelor’s degree, in a recognized graduate\nschool, or corresponding professional or technological training. The effort\nof a college to maintain a faculty of higher scholarly equipment than is\nrequired by the minimum standard shall be held to constitute a strong\npresumption that superior work is being done.\n‘The proportion of members of the faculty which should be on the different levels of training\nabove the first degree shall be subjected to immediate investigation.\n\nVI. Teaching Load of Faculty\nThe following teaching loads shall be the maximum for a teachers college faculty: Sixteen clock hours per week, or the equivalent. Equivalence\nshall be based upon the ratio of one class period to one and one half class\nperiods in shop.and laboratory work, one to one and one quarter in physical\neducation, and one to three fourths in English composition. |\n\nVII. Training School and Student Teaching\nA. Each teachers college shall maintain a training school under its own\ncontrol as a part of its organization, as a laboratory school, for purposes\nof observation, demonstration, and supervised teaching on the part of students. The use of an urban of rural school system, under sufficient control and supervision of the college to permit carrying out the educational\npolicy of the college to a sufficient degree for the conduct of effective student teaching, will satisfy this requirement.\nB. Student teaching shall be so organized as to lead to a proper initial\nmastery of the technic of teaching and, at the same time, protect the interests of the children in the training school.\nC. Each teacher in the training school, who is also responsible for a regular amount of supervision of student teaching, shall be required to have\ncharge of not more than forty children at any one time.\nD. The minimum amount of student teaching required of every graduate of a teachers college shall be ninety hours of supervised teaching.\n\n"} {"page": 848, "printed_page": null, "text": "844\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nE. For every eighteen college students to be given ninety hours of student teaching, there shall be a minimum group of thirty children, either\nin the campus training school or in affiliated urban or rural schools under\nthe supervision of the college.\nF. No training-school teacher shall supervise, in a year, the entire student teaching of more than eighteen college students, each of whom does\nninety hours of student teaching, or an equivalent number of student\nteachers.\nG. In the case of use of affiliated urban or rural schools for studentteaching purposes, when the degree of affiliation and control is restricted\nto such an extent that a teaching force of more limited training than is\ncontemplated by these standards must be used, and which is not capable of\neffective supervision of student teaching, or which by the terms of the\naffiliation is not expected to do supervision of student teaching, there shall\nbe one full-time supervisor of student teaching for every fifty student\nteachers, each of whom does ninety hours of student teaching. Such supervisors must possess the scholastic qualifications required of members of the\nfaculty of the college department.\nH. It is recommended that at least two fifths of the teaching in the\ntraining school should be done by regular teachers of the training school\n\nor by other members of the faculty.\nVIII.\n\n;\n\nOrganization of the Curriculum\n\nA. The curriculum of the college must recognize definite requirements\nas regards sequences of courses.\nSenior college courses must not be open\nto freshmen who have not taken the prerequisites for these courses.\nPrograms consisting mainly of freshmen and sophomore courses carrying full\ncredit, shall not be available for students in the junior and senior years.\nCoherent and progressive lines of study, leading to specific achievement\nwithin definite fields, must be a characteristic of the college curriculum.\nEach teachers college must, therefore, adopt an organization of its curricula which will provide in the junior and senior years a sufficient number of advanced courses which require elementary courses as prerequisites,\nso that at least one half of the work of a student.in the junior and senior\nyears shall consist of advanced courses open only to juniors and seniors.\nB. In a normal school or junior teachers college with a three-year curriculum, one half of the work of students in the last year shall consist of\nadvanced courses to which freshmen are not admitted.\n\nIX. Library, Laboratory,\n\nand Shop Equipment\n\nA. Each teachers college shall have a live, well-distributed, and professionally administered library bearing specifically upon the subjects taught.\nAt east fifteen thousand volumes,\n\nexclusive of public documents,\n\nommended as a minimum.\nB. Each college with less than five hundred\n\nstudents\n\nshould\n\nare rec-\n\nhave\n\na\n\n"} {"page": 849, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS COLLEGES\n\n845\n\ndefinite annual appropriation for the purchase of new reference books and\n\ncurrent periodicals, amounting to at least $2500. Colleges with five hundred to one thousand students should have a definite annual appropriation amounting to at least five dollars per student registered.\nColleges\nwith larger enrolments should have an amount equal to at least four dollars per student.\nThe foregoing is to be regarded as a recommendation\nrather than a requirement.\nC. Each college shall be provided with laboratory equipment sufficient\nfor instructional purposes for each course offered.\nD. Each college must be provided with suitable shops and shop equipment for instructional purposes for each course offered, including gymnastums for physical education; commercial equipment for courses in commerce; suitable kitchens, dining-rooms and laboratories for household arts;\nand adequate farm buildings and demonstration farms for work in agriculture.\n\nX. Location, Construction, and Sanitary Condition of Buildings\nThe location and construction of buildings, the lighting, heating, and\nventilation of the rooms, the nature of the lavatories, corridors, closets,\nwater supply, school furniture, apparatus, and method of cleaning, shall be\nsuch as to insure hygienic conditions for students and teachers.\n\nXI. Limits of Registration of Students\nA. No teachers college shall be placed on the accredited list, or continued on such list for more than one year, unless it has a regular registration of at least two hundred students of college grade.\nB. A notably small proportion of students of college grade registered in\nthe third and fourth years, continued over a period of several years, shall\nconstitute ground for dropping a teachers college from the accredited list.\nFifteen percent of the enrolment of a teachers college should be in the\njunior and senior years.\nC. A normal school or junior teachers college with a two-year curriculum must have an enrolment of at least sixty students of college grade,\none third of whom must be in the second year.\n\nXII. Financial Support\nA. Each state or municipal teachers college must have an annual appropriation sufficient to provide: a faculty of the size, quality, and attainments hereinbefore prescribed; the required library, laboratory, and shop\nequipment: with proper repairs and replacements; sufficient supplies and\nmaterial in all departments for educational and instructional purposes;\nrepairs and replacements in the physical plant adequate to maintain the\nplant in good working condition; and suitable staffs, supplies, and material\nfor the effective operation of the physical plant. A marked inferiority or\ninsufficiency in material resources shall be accepted as strong presumption\nof unsatisfactory educational conditions.\n\n"} {"page": 850, "printed_page": null, "text": "846\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\na\n\nB. If the college is a private incorporated institution, it must have a\nminimum annual income of $50,000 for its teachers college program, one\nhalf of which shall be from sources other than payments by students; and\nan additional annual income of $10,000 for each one hundred students\nabove two hundred, one half of which shall be from sources other than\npayments by students. If such college is not tax-supported, it shall possess\na productive endowment of $500,000, and an additional endowment of\n$50,000 for each additional one hundred students above two hundred.\n\nXIII. General Requirements\nA. The character of the curriculum, the efficiency of the instruction,\nthe scholarly spirit, and the professional atmosphere of the institution, the\nstandard for granting degrees, and the general tone of the college shall\nbe factors in determining eligibility or accrediting.\nB. No teachers college shall maintain a secondary school, or a department in which strictly secondary-school academic work is offered as a\npart of its college organization, except for training-school purposes.\n\nXIV.\n\nClassification of Colleges\n\nA. Any teachers college which completely meets these requirements\nshall be designated as a Class A college, provided that during the first five\nyears of the operation of these standards, a college may fail to meet the\nrequirements of three of these standards and nevertheless be given the\nrating of a Class A college.\n(Any sub-division of a numbered section indicated by a letter shall be regarded as a standard, except where it is a\nrecommendation only.)\nB. Any teachers college which fails to conform to one or more of these\nstandards shall be designated as a Class B college, provided that during\nthe first five years of the operation of these standards, a college may fail\nto meet the requirements of five of these standards and nevertheless\nbe given the rating of a Class B college.\nC. Any teachers college which fails to conform to Standards Va, Vp,\nVia, VIIa, VIIc, VIIv, VIlz, VIIr, Vilc and VIIIa shall be designated as a Class C college.\n\nXV. Accrediting and Classification of Teachers Colleges\nA. For the purpose of administering these standards, a committee of\nfive members, known as the committee on accrediting and classification,\nis hereby created, one member of which shall be elected annually by the\nAssociation for a term of five years. ‘(In 1926 five members shall be\nelected for terms of one, two, three, four, and five years respectively.)\nB. The secretary of the association, or the executive secretary, whenever authorized and appointed by the association, shall be the secretarv\nand the executive officer of the committee on accrediting and classification.\n\n"} {"page": 851, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n847\n\nC. Each teachers college accredited under these standards shall file annually with the committee on accrediting and classification a report on\na blank provided for that purpose by the committee.\nD. These standards shall go into effect on September 1, 1927.\nNot\nlater than the date of the annual meeting of the association in 1928, the\ncommittee on accrediting and classification shall prepare an accredited\nand classified list of teachers colleges on the basis of information contained\nin the reports submitted to the committee by the colleges.\nE. The committee on accrediting and classification may inspect or\ncause to be inspected any teachers college when it deems such inspection\nnecessary.\n;\nF. The committee on standards and surveys shall have power to appoint any commissions for investigation of any problems concerning standards which it deems necessary and desirable.\n\nAnnual Meeting\nThe American Association of Teachers Colleges, consisting of 152 members, held its annual meeting in Washington, D. C., February 19 and 20,\nwith headquarters at the Washington Hotel. President Robert H. Wright\npresided.\nSeventy-five members answered to the roll call at the opening\nmeeting at two P.M., Friday, February 19.\nTransactions\n\nThe following teacher training institutions were admitted to membership, Class D:\n1. East Tennessee State Teachers College, Johnson City, Tennessee—\nCharles C. Sherrod, President.\n2. Appalachian State Normal School, Boone, North Carolina—B. B.\nDaugherty, President.\nTwo sets of standards were sent to the members by mail prior to the\ndate of the meetings, one by the committee on standards and surveys and\nthe other by the president of the association on his own initiative.\nMoved by H. C. Minnich that these two sets of standards be referred\nto the committee on standards and surveys at consideration, to be reported\nback to the association before the close of the annual meeting.\nMotion\ncarried.\nMoved by Principal J. A. Pitman that Article III, Section I of the\nconstitution, relative to classification of the membership of the association\nbe amended so as to read under the following heads:\nClass A—Institutions that are granting degrees based upon the completion of four years of approved college work, under standard authority.\nClass B—Institutions that offer curricula of approved college grade of\nat least two years in length, but that do not confer degrees.\nMotion was\nreferred to the executive committee.\nA petition from the “Supervisors of Student Teaching” to become a\n\n"} {"page": 852, "printed_page": null, "text": "848\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nsection of the American Association of Teachers Colleges was presented\nthrough the secretary of that body, E..I. F. Williams, of Heidelberg University, Tiffin, Ohio. It was moved that this petition be referred to the\nexecutive committee with power.\nMotion carried.\nMoved by President Charles McKenney that a joint meeting between\nthe State Superintendents’ section of the National Education Association\nand the section of the American Association of Teachers Colleges be held\nSaturday evening, February 19. Motion carried.\nMoved by President Ray that the American Association of Teachers\nColleges indorse Senate Bill 291, now before Congress, and House Bill\n5000, to establish a Department of Education in the government of the\nUnited States, with a Secretary in the President’s Cabinet. Motion carried\nunanimously.\nThe regular program was then taken up. ‘The addresses which were\ngiven are printed in this volume.\nPresident H. A. Brown presented his report on standards for membership in the association in the afternoon session on Saturday.\nPresident\nFrasier moved that the association adopt the report as presented.\nPresident Felmley of Illinois University moved that the report be amended to\nrequire that all who enter teachers colleges who cannot present fifteen\nentrance units must be at least 21 years of age. This motion prevailed.\nThe auditing committee, consisting of J. W. Carr, of Murray, Kentucky ;George Martin, of Kearney, Nebraska, and George Shaffer, of Willimantic, Connecticut, reported the books of the secretary-treasurer to be\ncorrect and their report was approved.\nThe committee on nominations, consisting of D. B. Waldo, of Kalamazoo, Michigan; Thomas W. Butcher, of Emporia, Kansas, and Henry\nJ. Willingham, of Florence, Alabama, presented the following nominations for the officers for the coming year:\nFor President—\nH. C. Minnich, Oxford, Ohio.\n\nFor Vice-President—\n(1) George H. Black, Ellensburg, Washington.\n(2) C. E. Evans, San Marcos, Texas:\n(3) Wallace Mason, Keene, New Hampshire.\nFor Secretary-Treasurer—\nW. P. Morgan, Macomb, Illinois.\nDelegate to American Council on Education—\nH. A. Brown, Oshkosh, Wisconsin.\nMember of Committee on Standards and Surveys, for three years—\nClyde M. Hill, Springfield, Missouri.\nMember of the Board of Directors of American Council for the Social\nStudies—\nH. B. Williams, Bowling Green, Ohio.\n\n"} {"page": 853, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n849\n\nCommittee on Accrediting and Classification of Teachers Colleges—\nFor 1 year—Charles McKenny, Ypsilanti, Michigan.\nFor 2 years—J. C. Brown, St. Cloud, Minnesota.\nFor 3 years—E. M. Shackelford, Troy, Alabama.\nFor 4+ years—Thomas Butcher, Emporia, Kansas.\nFor 5 yearr—H. W. Rockwell, Buffalo, New York.\n‘The report was unanimously approved.\n\nTHE\n\nPREPARATION OF TEACHERS FOR TEACHERS\nCOLLEGES AND NORMAL SCHOOLS\n\nDL. B. WALDO,\n\nPRESIDENT,\n\nWESTERN\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nKALAMAZOO\n\nMICHIGAN\n\nThe topic assigned by our president sets up the major of major problems.\nThe curricula, the teacher’s load, the student’s load are outstanding in importance, but above these looms the question of instructional staff. The\nteaching staff may be a dull, mediocre, opportunity-wasting group or it may\nbe a faculty that teaches with skill and many red letter days, that organizes,\nleads, and inspires students to a maximum of effective effort and attainment.\nA faculty properly trained, rightly selected and balanced, well\norganized, and under skilful leadership will solve satisfactorily a large\nmajority of problems, simple and complex, as they arise.\n\nCommittee on Standards and Surveys\nNo scientific investigation, comprehensive and satisfactory, has yet told\nus what constitutes adequate preparation for the teaching staff. Our committee on standards and surveys might set up an organization of special\ncommittees that shall attack various items of the problem in detail. Such\nspecial committees, if appointed, may properly include in their personnel\n(1) representatives from the membership of this body, presidents of teachers colleges and normal schools; (2) skilful and sagacious classroom teachers from our own institutions, and (3) others trained in modern methods of\nresearch and analysis to be selected from a group of experts of proven\nability serving in the education departments of universities, colleges, or\nteachers colleges.\nOur committee on standards and surveys may wisely\ngive this matter of preparation of members of the instructional staff immediate consideration.\nUnder the leadership of our general committee\nspecial carefully selected subcommittees representing the organization\nmight return preliminary, tentative reports by 1927.\nThe above suggested investigation to be most effective and of greatest\nvalue must come from committees that have permanence and are engaged\nin continuous research.\nStandards are not fixed.\n‘They are subject to\nconstant change, and permanence of high type investigation seems essential.\nStandards are desirable and necessary, but rigid standardization is to be\nshunned.\nWe need from year to year new ideals. General standards of\nperfection must be rising, not stationary. ‘They should be so drawn, more-\n\n"} {"page": 854, "printed_page": null, "text": "850\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nover, as not to involve unfair distinctions within the ranks of any given\ninstitution or as between different institutions that are making an honest\nand intelligent effort to attain a maximum of excellence. To set up now an\narbitrary set of standards to go into effect in-one or two or three years may\nin many instances injure rather than benefit. The motive underlying the\nsetting of standards should be that of “lend a hand,” rather than attach\nstigma to institutions whose temporary status is unfortunate and unfair.\nIt should be the policy of this organization to cooperate with and seek the\ncooperation of all institutions of a kind other than our own\n\nwhose aim is\n\nthe betterment of the public school.\nThe committee on standards and surveys might determine general standards of personal quality, teaching skill, professional ethics, and leadership.\nSpecial committees including in their membership representative teachers\nin normal schools and teachers colleges of recognized ability, teaching\nskill and success, seem indispensable in determining standards of preparation for instructors in special subjects of the curriculum.\nIt is easy to suggest scholarship standards based on “my observation,”\n“my experience,” “my opinion.” Some observation, some experience, some\nopinion has high value, but in general, standards for the preparation of\nteachers based on such suggestions are entitled to scant recognition. So far\nin the onward march of normal schools and teachers colleges, a considerable\npart of our so-called standards has been made up “‘by guess and by gosh.”\nSomebody from his experience and observation thought, or thought he\nthought, that thirty is the ideal maximum number of students for a classroom. First he guessed it, then he asserted it, then a group of his fellows\nfollowed his lead like a flock of ewes following a bellwether. Somebody\nhas said that 8000 volumes shall be a minimum for a college library. Is it?\nWhy make it 8000 rather than 6000, 10,000 or 15,000?\nSomebody\nguesses that an instructor in composition or rhetoric cannot efficiently\nhandle more than three sections of thirty students each.\nWho knows?\n\nDo eighteen hours of gymnasium work constitute .a maximum load in a\nteachers college?\nSimilarly with respect to the preparation of teachers.\nPercentages of A. B., A. M., and Ph. D. holders are easily struck off but,\nto carry weight, such data must reflect modern scientific method, comprehensive research, careful analysis, and sound reasoning.\n\"The somewhat\nloosely accepted and controlling standards in teachers colleges have changed\ngreatly for the better during the past decade.\n‘There is good reason\nto expect corresponding improvement in the next ten years.\nDefinitely\nsuggested standards above the uncertain basis on which we now operate\nwould help. In a teachers college staff of one hundred members, what\nshould be the minimum of preparation?\nWhat maximum percentage of\nthe staff with\n\nminimum\n\npreparation\n\nshould\n\nbe required?\n\nIf carefully\n\nselected committees on the basis of comprehensive research shall suggest\ndefinite factors of teacher preparation, this should greatly improve our\nstatus by 1936.\n\n"} {"page": 855, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n851\n\nThe Training School Staff\nThe writer is willing to venture out into no-man’s land and hazard\nan opinion which is set forth only as an opinion and not as something\ndemonstrated. The training school staff should be on essentially the same\nbasis as other instructors in a normal school or teachers college. The\ntraining school in theory has always been a heart throb center in normal\nschools. “Iwenty-five years ago the training school was everywhere loudly\nextolled by presidents of state normal schools.\nThe entire institution\nrevolved around the little child and the critic was his dear teacher. In\nmany schools, however, this was a matter of sentimentality unaccompanied\nby tangible evidence of sound thinking or fair play. The critic teacher\nwas shamefully underpaid. At the beginning of the present century his\nsalary in the middle west commonly ranged from $700 to $1000.\nHe\nwas almost invariably provided with an unbelievable overload of work.\nToo often he was of relatively little professional or academic training,\nand outside of an over portion of work and some gushy compliments, he\nwas given scant recognition as a potential leader in the school he was\nserving.\nHe was, nevertheless, a pioneer and in spite of tremendous\nobstacles, he played his full part as an educational hero.\nIn recent years a marked change for the better has come.\nIn various\nsorts of laboratory schools, demonstration, participation, training, experimental, the teachers are now better paid. The teaching load has been\nlightened.\nIn many schools he is given full recognition in important\ncommittee assignments, and during the past decade he ordinarily comes\nto his teaching opportunity with improved academic and _ professional\ntraining.\nThere is still room for improvement.\n‘The academic and professional\npreparation of the training school teacher should equal that of teachers of\nacademic subjects in normal schools and teachers college.\nMinimum\nacademic preparation should consist of four years of carefully selected work\nbeyond graduation from an approved high school.\nAn appreciable percentage should hold the master’s degree representing from one to two years\nof graduate work. If the training school teacher comes with the doctorate\nor equivalent preparation, this should not bar him from good standing.\nThere can be no reasonable objection to a fair percentage of demonstration,\ncritic, and experimental teachers whose graduate work equals that of\ndepartmental teachers in English, social science, mathematics, and the like.\nThe training school teacher should have a background of successful\nexperience and to this must be added the ability to analyze what is done in\nthe classroom and why. He should have rare ability to work easily and\n\nmasterfully both with children and with students of the undergraduate\ntype. His undergraduate and graduate work should involve more training\nin the principles of teaching than is ordinarily required of the grade teacher.\nA well organized course in supervision as applied to critic teaching probHis preparation should involve much visitation\nlems is highly desirable.\n.\n\n"} {"page": 856, "printed_page": null, "text": "852\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof good schools other than training schools with an opportunity for evaluation of what has been seen by suggestions for improvements.\nOpportunity\nfor group and individual conferences with students in training should be\nprovided, and wherever possible, practice work in demonstration or critic\nteaching is highly desirable.\n\nSupply and Demand\nSince 1919 rapid expansion has taken place in the student enrolment of\nThis has meant a corresponding\nnormal schools and teachers colleges.\nincrease in the number of instructors needed. The positions to be filled\nare many. ‘he supply of worthy candidates is smaller than the demand.\nMany are called, or call themselves, but not all may be chosen.\nThe\npresident of a teachers college who seeks to properly staff the institution\nwith which he is connected is confronted with real obstacles and many\na pitfall. Well-meaning university heads are sometimes wofully weak in\nability to estimate good teaching material. ‘They give many a misleading\nappraisal. ‘Too frequently the prize candidate is lacking in initiative, in\nsocial background, in personal quality, in capacity for growth.\nThe meagerness of appropriations for teacher training institutions in\nmany of our states gravely complicates the situation and frequently presents to the skilled administrator difficulties almost insuperable.\n“The\nsources of supply have been limited and before the problem is solved these\nsources must be increased and extended.\n‘Too frequently undue reliance\nis seemingly forced on the graduates of one’s own institution.\n‘This tendency unless checked or corrected, leads to the weaknesses of inbreeding.\nRelatively few of our higher institutions have made any attempt to train\ninstructors for efficient service in teachérs colleges. So much has the field\nbeen neglected that the few institutions that have made a contribution\nmerit a special word of appreciation.\nFrom an early period under the\nadministration of Dean J. E. Russell, Teachers College, Columbia University, has pioneered in the training of the instructional staff for normal\nschools and teachers colleges.\nMore and better work is being done in\nthe institution now than ever before. A letter from E. S. Evenden, under\ndate of January 26, 1926, says:\n“As you know, we try to treat all of our students at teachers college\nas individuals, and adapt the work to their needs as far as possible. ‘These\nneeds are usually expressed in terms of certain omissions in their training\nup to the present time, or as felt needs for work to be done in a new\nposition which has either been obtained or which is aspired to by the student. We have been criticised for taking as much time as we do for\nregistration, but it is done in order to make possible this individual program.\n“Under Professor Bagley’s leadership this department has always stressed\nthe need for additional work in the subject-matter fields for teachers in\nnormal schools and teachers colleges.\nWhen we know that a student\nexpects to teach English in a normal school, we encourage the student to\n\n"} {"page": 857, "printed_page": null, "text": "DEPARTMENT\n\ncarry as much\n\nOF TEACHERS\n\nCOLLEGES\n\n853\n\nadditional work in English as possible.\n\nIt is sometimes\n\ndifficult to persuade students that this material is the most valuable that\nthey can obtain, since they have decided on certain courses in education as\ndesirable. You will be interested to know that it is becoming increasingly\neasy to persuade these teachers that they should take additional work in\nhistory or geography or arithmetic, not to mention the field of English,\nsociology, science, and the like, instead of more ‘education’.”\n\nThe school of education of the University of Chicago has done some\neffective work in the middle west. This institution recommends definite\ncourses to teachers of education and directors of training schools in normal\nschools as follows: ‘“The duties and the courses which prepare for them\nare (1) teaching courses in education, namely, (a) introduction to education, 301 and 346; (b) elementary school methods, 368; (c) observation\nand technique, 366; (d) child development, 353; (e) psychology of elementary education, 354; (f) school tests, 363 and 364A; (g) experimental\neducation, 306; (2) general supervision in the training school, 332 and\n340; (3) organizing normal school activities, 375; (4) supervising special\nsubjects in the training school, 389 to 396 inclusive.”\nFor the south, George Peabody College is making a notable contribution. “Twenty-five percent of the graduates of Peabody College in recent\nyears have gone to normal schools and teachers colleges.\nA recent announcement states, “Peabody College will strive to influence the whole\nbody of southern teachers by its work in training normal school teachers,\nwho will send out the teachers of the elementary schools: by training\nteachers who will supervise or train teachers or teach in elementary schools,\nhigh schools, and colleges; by training experts, who will constantly study\nthe practical management of schools and school system in order to secure\nmore practical values for the millions of southern school children, our\ncitizens of tomorrow; by training experts who can assist all agencies for\npromoting scientific farming and special features for country boys and\ngirls; by training similar experts to assist in public health campaigns for\nthe prevention of disease and the promotion of universal good health among\nour people, the old as well as the young.”\nOn the Pacific Coast, Stanford University is making a contribution.\nUnder date of February 8, 1926, Lewis M. Terman writes as follows:\n“T have your letter of February the 3rd in regard to what special considerations are given at Stanford to students preparing for positions in\nteachers colleges. I cannot say that we have adopted this problem particularly as ours, but it happens that the large majority of our Ph. D. graduates during the last ten years are holding positions in teachers colleges, or\nI think the work of Professor\ndepartments of education in universities.\nCubberly has been partly responsible, together with the course work and\nesearch work done here in the field of mental tests and educational\nOur departments of education and psychology together\nmeasurements.\nhave been graduating about a half dozen a year for the Ph. D. for several\n\n"} {"page": 858, "printed_page": null, "text": "NATIONAL\n\n854\n\nEDUCATION\n\nASSOCIATION\n\nFor one thing we emphasize teamwork between these two\nyears past.\n;\ndepartments.”\nMany of the state universities are beginning to show definite interest\nIt seems probable that during the\nin the problem discussed in this paper.\nwell trained candidates will be\nof\nsource\ncoming decade an important\nfound in our state universities.\nUnder the efficient leadership of Dean Withers, New York University\nproposes now to engage heartily in the selection of student material and\nthe preparation of instructors for teachers colleges and normal schools.\nHe summarizes the plan tentatively adopted at New York University as\nfollows:\n1. Provision\n\nfor three-year graduate\n\ncurricula\n\nleading to the Ph. D. degree.\n\n2. The fundamental spirit and purpose of these curricula to be the preparation\nof men and women to become teachers in colleges, universities, and professional schools.\n\n3. Careful selection on a basis of scholarship and personal fitness of the students\nwho are to be admitted to these curricula.\n4. The thesis required for the Doctor’s Degree to be in some field of college and\nuniversity or professional education with the intention that the studies made\nshall contribute to the improvement of teaching and administration in higher\neducation.\n5. The course requirements for the degree to include three types of work which\nare to proceed simultaneously throughout the three-year period as follows:\n(a) Apprenticeship under guidance and supervision.\n‘This apprenticeship to\ninclude both teaching and personal work.\n‘The amount of teaching required to be increased through the three-year period, being least in the\nfirst year and most in the third. Personnel work to include student advising and cooperation of students in such activities as athletics, dramatics, publicity work, etc.\n(b) Courses in subject-matter designed to give the student a comprehensive\nand thorough knowledge of the subject or subjects which he intends to\nteach, culminating in an intensive study of some division or aspect of the\nsubject. Scholarship to be emphasized as a basic need in college teaching with the understanding, however, that it must be a type of scholarship that is alive, growing and contagious, that keeps the prospective\nteacher in intellectual sympathy with the undeveloped minds of his college students, conscious both of their past experiences and future needs\nand finally that comprehends the subject taught in its relation to life and\nits value as an instrument of preparation of the college student for the\nrole which, as a graduate, he should play.\n\n(c) Professional courses in educational theory and practice: These courses\nto include, in addition to such basic subjects as Educational Psychology,\nEducational Sociology, Philosophy or Principles of Education, ete., a\nstudy of the most effective methods of teaching the student’s chosen subject and also a study of the organization and administration of higher\neducation and its function in American life.\n(d) Thesis subject to be selected and work on it begun as early as practicable.\n(e) Approximately the course requirements for two or three years of graduate\n\nwork to be devoted to subject-matter\nprenticeship and professional courses,\n\ncourses\n\nand one year to the ap-\n\n"} {"page": 859, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n855\n\nIncreasing the Supply\nAn opportunity heretofore unimproved presents itself to the entire group\nof teacher training institutions.\nIf these schools will direct a percentage\nof the honor student enrolment toward graduate schools that assure specialization in the preparation of instructors for teachers colleges, the effect\nfor good will be incalcuable.\nNo one would suggest that all candidates\nfor such positions should have their preliminary training in the teachers\ncollege, but if a fair percentage have had such training, the cause of\nscientific education will be advanced.\nA number of other factors will\nstimulate the supply of good human material.. (1) We must have steadily\nimproving standards.\n(2) These standards must have the sanction that\ncomes from approval by properly constituted committees or authorities\nwhose position is such that their endorsement gives weight.\n(3) We must\nhave more wholesome publicity about the public school—what. it is and\ndoes—what it represents in the upbuilding and permanency of a democracy,\nand the opportunity for a great life work, career, that is offered to the\nteachers of teachers.\n(4) We must provide adequate compensation in\nour teachers colleges. ‘The salary range must be sufficient to attract a\nfair percentage of the ablest young men and young women in the land.\n(5) There must be adequate opportunities for the thorough training of\nthose who plan to enter the higher ranks of the teaching profession.\n\nSome Suggested Principles Determining Staff Selection\nAside from any future scientific contribution that may be made by our\ncommittee on standards and surveys, the writer ventures to offer a few\ngeneral suggestions.\nHere again we enter the field of opinion, of judgment, of ability to estimate.\nThis is a field, however, that we cannot\njustifiably neglect. Washington was not versed in the modern scientific\nmethod—neither was Lincoln. Each was a judge of men and of measures.\nAlexander Hamilton, John Marshall, and Daniel Webster, working in\nthe field of judgment, each made a contribution to what we call the Con-\n\nstitution of the Union.\nAmong the principles that may be wisely applied in the selection of a\nteachers college staff are the following:\nA. Juniority or youth.\nSeveral decades ago a very competent college\nadministrator, Charles Eliot, President, of Harvard University, suggested\njuniority in the composition of a college faculty. President DeWitt Hyde,\nof Bowdoin College, emphasized the same suggestion a quarter of a century\nago. ‘The average age of teachers in any given institution increases a year\nThe only way to avoid eventual approach toward senility is to\nannually.\npick a considerable majority of new candidates for teaching positions in the\n\ntwenties or early thirties.\n\nThe\n\nexuberance\n\nseems less risky than hardening of the arteries.\n\nand inexperience\n\nof youth\n\n"} {"page": 860, "printed_page": null, "text": "856\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nVariety of Training and Experience\nB. At the beginning of the present century President Hyde pointed\nout the desirability of variety of training and experience in the personnel\nof a college faculty. We may profit by the application of this principle in\norganizing the staff of a teachers college. In a group of fifty instructors\nthe presence\n\nof two or three men\n\nor women\n\nof successful\n\nbusiness\n\nexpe-\n\nrience will work to the advantage of the institution. A small group whose\ninterest is primarily in research will affect favorably the tone of the school\nand make for scholarship. The influence of another group who represent\nin a high degree the real, though somewhat intangible thing, called culture,\nwill permeate the entire body and raise the general social standard. ‘The\ngreat majority, of course, should be teachers of rare power. Love of teaching and the ability to teach should be dominant factors.\nGoing back of degrees, going back of the content of curriculum followed\nin securing the degree, is the personal quality of the candidate.\nIs his\nI. Q. high? Has he an earned reputation for sincerity? Does he have\nphysical and mental. power and endurance?\nIs he alert?\nIs he sympathetic? Has he a winning personality?\nDoes he possess the qualities\nof leadership, breadth, outlook, vision, courage, industry, capacity to serve?\nIs he capable of depth and breadth of scholarship?\nAre his views and\ntastes marked by ¢atholicity?\nHas he ability to think far in a straight\nline—to think a thing through?\nCan he bound it east and west\nand north and south as Lincoln loved to do?\nC. Travel. Other things being equal, the teacher who has seen much of\nour own country and something of the round earth outside the United\nStates is worth more to a teachers college than the one who is untraveled.\nThe latter is more likely to be provincial, to lack in breadth; his background is insufficient.\nOne of the writer’s colleagues is emphatic in the\nconviction that travel is an essential to the teacher of English just as scholarship represented by the academic degree is essential. This colleague states\nthat “no teacher of American literature will teach the same after spending\nsome time in and around Boston, New York, Philadelphia, Charleston,\nNew Orleans, Wisconsin, Colorado, and California, as before, for his\nliterature has become vital. ‘To have spent some time in England’s Lake\nDistrict; in the Hardy country; in the Shakespeare country; in London,\nwith its famous British Museum, its numerous art and literary interests;\nin Oxford, with its Bodleian Library; in Cambridge; in Italy; in Switzerland; and in other haunts of English writers should make English literature\nof the various periods so vital to the teacher that the student in turn cannot\nfail to become interested.”\nD. Growth and leadership.\nIn no small degree the preparation of the\ninstructional staff of a teachers college goes on from year to year while\nthe instructors are in service. Relief from unnecessary detail and undue\nextra-curricular activities, easy accessibility of adequate library and laboratory facilities, practical recognition and appreciation in the school of\n\n"} {"page": 861, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n857\n\ndiscernible achievement in teaching service, and in essential cooperative\nactivities outside the classroom, all tend to promote growth and teaching\nefficiency. The sabbatical, with part or entire compensation, will help. Of\nimmeasurable importance is the presence of a few outstanding leaders.\n‘They may or may not be heads or chairmen of departments.\nThe quality\nof leadership is usually tied up with scholarship, but not always does the\ndegree signify this quality. The North Central Association has suggested\nthat all heads of departments shall hold the degree of doctor of philosophy\nor its equivalent.\nIn practical application this suggestion seems unwise\neven to those of us who seek for a high percentage of scholarship in the\nteaching staff as represented by degrees. Scholarship and degrees alone do\nnot cover the case. Leadership in part is a matter of vision, of character,\nof courage, of honesty, of industry. Some excellent teachers are not especially gifted with the qualities of leadership.\nThe degree of Ph. D. usually connotes scholarship and frequently leadership. But not always. A recognized scholar, Charles Mills Gayley, of\nthe University of California, in his essay, “Idols,” says: “Illiteracy is not a\nhallmark exclusively reserved to the student body.\nOur Ph. D.’s are\nlamentably prone to error in the use of their own tongue.\nOf the later\ncrop of instructors in universities, some say ‘he don’t,’ ‘hospi-table,’ ‘luckrative,’ ‘exqui-site,’ ‘minerology’—confessing that ‘they hadn’t ought to’;\nothers never fail, they ‘fall down’; they never win, they ‘win out’; they\nare,never at a loss, though they are frequently ‘up against it.’ When they\nlecture in plain clothes, the outcome is a dis’course; when in a dinner\njacket, an ad’dress. Recently, a specialist, already teaching in an Eastern\ncollege, was highly recommended for an instructorship in a Western university by the authorities of the Eastern university where he had published\nan ostensibly learned thesis and secured his degree of Doctor of Philosophy.\nIn writing he ‘refered’ to a previous letter, and in conversation suggested\nthat we ‘leave things go as they are. We did. ‘To rehearse such amenities would be invidious, were they not of everyday occurrence, and the\noffenders dulled by custom and congenial apathy.”\n\nTHE\n\nCONTENT\nAND METHOD\nOF SUBJECT-MATTER\nCOURSES IN TEACHERS COLLEGES\n\nCHARLES\n\nS. PENDLETON,\nGEORGE\n\nPROFESSOR\n\nPEABODY\n\nOF\n\nTHE\n\nTEACHING\n\nCOLLEGE\n\nFOR\n\nTEACHERS\n\nOF\n\nENGLISH\n\nThis paper is not what it started out to be. When I began to collect\nmaterial toward presenting what constitutes, or what ought to constitute,\n\nsubject-matter in a content course offered in a teachers college, I thought\nthat I had only to query a sufficient number of instructors who give history, mathematics, English, etc., in teachers colleges and then tabulate and\nstudy the conceptions of the work that they gave me. I intended to write\na report.\nInstead, I am here offering a very general discussion; possibly\nit may constitute a prophecy; perhaps it might be called a philosophy re-\n\n"} {"page": 862, "printed_page": null, "text": "858\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nc\n\ngarding subject-matter and the handling of subject-matter in high-grade,\naltogether professional teacher-training institutions; for the report, which\nIn short, I have\nI aspired to write, proved impossible of formulation.\nbeen unable to learn that, in the present state of development of teacher\ntraining, instructors of subject-matter courses have arrived at any concensus of opinion regarding their work.\nIn only one thing, so far as I have definitely learned, are instructors\naltogether in agreement; and that is in the assertion that their courses are\nin essence different from the corresponding courses given, often with the\nsame titles, in the purely. academic colleges. ‘The statement is, however,\nlargely in the realm of assertion, not that of demonstrated fact. So far\nas I have been able to reach in my inquiries, teachers-college faculties are\nnot able to analyze specifically what they really do or think they do.\nAn institution which cannot fully define itself is not likely to continue\nlong to receive public support.\nThe first conclusion of my paper is,\ntherefore, a challenge—a challenge to teachers colleges to study themselves\nand to the American Association of Teachers Colleges to provide both\nthe stimulus and the means of approach to a thorough-going investigation\nof what really constitutes the work of a teacher-training school, both actually and ideally, as opposed to every other type of educational institution.\nThere is in America a long-established tradition of educating for a\nliberal culture.\nThe American college has now for about three hundred years steered its course by the pole-star of this goal of general culture, the production of manliness and womanliness as the sine qua non,\nof course not prohibiting, but in virtue far exceeding, mere industrial or\nprofessional efficiency. And during its some three hundred years of development the academic college has come to understand itself pretty\nthoroughly and to standardize its organization, including the content and\nmethod of its courses.\nSharply opposed to this ideal and organization aiming chiefly at a\ngeneral culture is a job-analysis conception of education, which puts as\nits main endeavor the instilling of practical efficiency—industrial or professional, as the case may be—and subordinates to an incidental place whatever it may inculcate of general; rounded-out culture.\nBefore the Great\nWar we heard much, in this country, of the marvelous efficiency of education\nin Germany—its capacity to put a boy into industry or, maybe, into a Ph. D.,\nwith a saving of three or four years of time over our American methods.\nThis system was chiefly a job-analysis procedure, with a rigid confining\nof each individual student within the straight and narrow path laid down\ninflexibly for his development. In,a way it worked. During the war we\nborrowed it ourselves in order to turn out automobile mechanics and even\nsubordinate officers in a few weeks’ time. But during the war it proved\na calamity to the German Empire, for there was in her stalwart ranks a\nvery minimum of initiative, of versatility, of capacity to make quick ad-\n\njustments to changed conditions.\n\nSince the war the German Republic has\n\nlargely discarded job analysis as the central principle in a national scheme\n\n"} {"page": 863, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n859\n\n—\n\nof education. But, on the other hand, the use of that procedure has grown,\nrather than decreased, in America.\nNow comes the pertinent question: Which of these traditions does and\nshall the American teachers college follow?\nOr, if following neither\nexclusively, precisely what sort of combination of culture and practical proficiency should the teachers college effect?\nIn its early days the normal school was undoubtedly, for the most part,\na job-analysis institution. Its subject-matter courses were simply the material which the students would have to teach after they had gone into\nThey covered arithmetic, geography, English, and the other\nseryice.\ncommon-school subjects, and gave to the prospective teachers the very\nproblems, facts, and topics which these would have to use with pupils.\nSupplementing the subject-matter courses of this sort were studies in the\nfacts and theories of the general science and art of education and some actual practice in teaching pupils under the watchful criticism of an expert\nobserver.\nThese early normal schools could assume, and did assume, that many of\ntheir gifted students, after receiving this teacher training, would go on to\na further education in some academic college. Sometimes this, second step\nwas after teaching several years; sometimes it was immediate.\nAt any\nrate, it provided for students with innate capacities to be leaders an opportunity to add breath and culture to the previously acquired specific professional proficiency.\nThis dual form of education was in several respects not satisfactory.\nBut where the shoe pinched most was in the fact that the colleges, closely\n\norganized among themselves so as to insure unanimity of attitude and action, refused to regard, concerning these students, one year of normal\nschool as the academic equivalent of one year in a college.\nParticularly\n\nthey discounted subject-matter courses the content of which was largely\nelementary-school materials.\nStudents coming from normal schools were\nheavily penalized.\nFurthermore, there arose in the college world a general attitude of belittling normal schools, the teaching in normal schools,\nand the individual teachers in such as individuals.\nEven today a college\nteacher who leaves to takes a teachers college position suffers, in academic\ncircles, a loss of caste.\n\nArising from the causes just set forth and from others, such as the\nfact that in sparsely settled regions the normal school often was the\nonly institution above secondary rank which was available for young\npeople not intending to teach, but wanting a higher education, the\nA strong\ncharacter of normal-school instruction changed considerably.\ncommanding\nand\ncolleges\nthe\nrivaling\nup,\ngrew\npurely academic endeavor\nfrom them the respect and, not least of all, the formal interscholastic credit\nwhich they would give only to courses built on their own model. By such\nmeans normal-school teachers considerably mended their dignity, and the\nschools became somewhat better talked about by colleges. But the direct\nteacher-training endeavor was to no slight extent given up. Many con-\n\n"} {"page": 864, "printed_page": null, "text": "860\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\ntent courses were installed which dealt in an academic way with conventional college subject-matter and had: no direct bearing whatever on the\nuse of materials in teaching. These were cultural courses, put in to give\nAnd, in some\na conventional college course within the normal school.\nschools at least, the superior students almost invariably followed, and were\n\nadvised to follow, this college course—specifically so labeled—which had,\nat its worst, nothing to do with teaching, and, at its best, very little. “To\nsave appearances (or perhaps for a more worthy reason), so-called\n“methods courses” were developed, of which a student would elect two or\nthree; and these, apart from the instilling of subject-matter gave the student whatever he was to learn about the specific use of content in teaching\npupils.\nNormal schools have now become teachers colleges.\nSuperficially, at\nleast, teacher training is in a stronger position in American education than\nit has ever been in before. Of the basic facts, however, I am not quite\nso sure. A number of teachers colleges seem to be at this moment (perhaps my information or my grasp of the apparent facts is at fault) to be\nfollowing simply the old academic tradition—in short, to be making of\nthemselves colleges, of the old sort, as the main feature of their present\nexpansion, and hoping to supersede all the old-line colleges in their respective vicinities.\nTeacher training is not in a strong position if, in\npursuit of a will-o’-the-wisp, it abandons as its specific enterprise the training of teachers. In other words, students who do not plan to teach should\nnot attend and should not be catered to in teachers colleges. “The present\nattitude of some of us is natural: there is an old score to settle with the\nacademic world for the humiliation it put on us in the days of its pomp\nand power. Now we ourselves are in the ascendency. Nevertheless, would\nwe not be wiser to restrain ourselves from that which we can now so\neasily grasp and to assure ourselves that teacher training is a fairly narrow function and should remain a limited, specifically professional undertaking?\nThe matter which we are now discussing is, I believe, the most critical\nproblem involved in the development of teachers colleges in the near future. With state universities established and flourishing, and with many\nprivately endowed old-line colleges earnestly inviting students in every\npart of the country, the question will inevitably arise in the mind of the\npublic whether, instead of expanding teacher training into a fully equipped\nfour-year course (or possibly even with graduate years added), it would\nnot be much more economical and in results quite as satisfactory to have\nstudents taught subject-matter in one place—utilizing for this the existing\nacademic institutions—and afterwards add, in an abbreviated teachers\ncollege, courses in materials and methods which would constitute a professional supplement, annexed to an academic foundation previously laid\ndown.\nIt is, indeed, an exaggeration to say that the question will be\nasked ; the question is already being asked, and some teacher-training institutions are already being driven hard for an answer.\n\n"} {"page": 865, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS COLLEGES\n\n861\n\nA reply to this honest and pertinent query must be provided. We are\nhonorable public servants, not selfish partisans.\nEven if it hurts the par-\n\nticular phase of schooling in which we are personally the most interested,\nwe wish the education of American youth to be served in the best possible\nway.\nWhat we desire, therefore, is a careful, honest, scholarly study\nregarding the best possible plan for using public money in a nation-wide\nendeavor to secure better-trained school teachers.\nThe crux of the inquiry will come, I believe, in an examination of our\nown subject-matter courses.\nWe shall have to scrutinize them to ascertain\nhonestly whether they really do incorporate within themselves a dynamic,\nprofessional attitude toward content, or could in their essence be given\nby instructors not informed about and not particularly interested in public-school teaching.\nThe professional training of teachers seems to consist, like all Gaul, of\nthree parts—and three parts only—with which we surround candidates:\neducation, the science and art, including psychology and studies in social\nadjustment ; content, including ways of using content in inducing developmental activities in children; and actual contact with pupils, which we\nhave been calling “practice teaching,” but may probably bring about in a\nconsiderable variety of ways.\nNo one nowadays thinks that a teacher should have less culture or a\nnarrower breadth than a non-teaching college graduate; he should, indeed,\nhave more; but in a truly professional school he will not be taught subjectmatter apart from the use of subject-matter, for quite ali his culture he\nis to use, in one way or another, in helping boys and girls to grow.\nContent and Methods Inseparable\nThe subject-matter courses in a modern teachers college which has a\nclear vision of the service which it ought to render should every one be\ngiven from a professional point of view. ‘They ought, no doubt, to contribute to general culture; for a broad, cultural horizon is indispensable to\ngood teaching; but the generalization of the course should never be so great\nthat in its midst teaching becomes insignificant or is lost sight of. And, on\nthe other hand, the subject-matter poverty of the old-time normal school\nis wholly inadequate to the modern vision. Not merely the content which\nthe prospective teacher will use directly with his pupils, but also a rich\nbackground of materials which he will seldom or never use directly, but\noften indirectly, should be instilled. And in the latter not less than the\nformer pedagogical comments, suggestions, interpretations, and warnings\nshould be interspersed.\nThe statement just made says in other words that subject-matter courses\nand methods courses should not be given separately. There is, I believe,\nno such thing as methods detached from content. From what I can learn\n\nof the best thought in teachers colleges, I think that we are all coming to\n\n"} {"page": 866, "printed_page": null, "text": "862\nRe\n\nener\n\nNATIONAL EDUCATION ASSOCIATION\naS\nAo ee\nes er I een\n\nee\n\nthis position, although it is unquestionably true that many schools have not\nyet arrived.\n\n- Education Courses and Content Courses Converge\nI have just stated, as my first positive conclusion regarding content\ncourses in a teachers college, that every subject-matter course should be\nalso a methods course, presenting always the applicability in school of the\nvarious materials dealt with. The second characteristic of admirable content courses is distinct, yet almost inseparable, from the point just mentioned. The specific education courses (including those in psychology and\nin adjustment to social situations), proceeding from the general premises\nof educational facts and theory, should approach from their own point of\nview every typical block of content contained in every subject-matter course\noffered in the school; and each of the latter should approach from its\npoint of view, that of relationships and import within the broad field of\norganized subject-matter, the same typical block of content, and preferably\nat almost the same time of the year. “This rather long statement means\nthat, on each block of content, both the education courses and the content\ncourse should converge, each supplementing the other, so that the student\nis led to approach by two avenues and to see every topic with perfect,\nmany-sided professional comprehension.\n‘This means codperation, a uniting of every content course with the education courses which bear on its\nmaterial, so that there is not friction, but harmony; neither duplication\nnor the leaving of great gaps, but closely fitted interrelationship.\nIf the faculty team-work just suggested is to be effected, one implication\nis quite clear: every subject-matter teacher must be informed upon and\nsympathetic with the important educational ideas which bear on his content field. ‘This is going in time to mean, I anticipate, that the highest\ngrade teachers college instructors in subject-matter will have the equivalent of two Ph.D.’s—one in the subject-matter field and one in education.\nI think, further, that in self-defense, pertaining to the matter just discussed, teachers colleges are going to have to clean house in their faculties\nin the subject-matter departments to get rid of three kinds of teachers:\nthose with insufficient scholarship regarding content—who will not do for\ncollege teachers of any sort; those (perhaps splendid in scholarship) who\nare essentially unfriendly to education, in the specific sense—who do not\nunderstand, or wish to understand, the education courses touching from\nanother point of view their content field; and those who cannot or do not\nin their daily teaching integrate the attainment of knowledge and the use\nof that knowledge in the schoolroom as the inseparable parts of a professional grasp of subject-matter.\nIf we harbor purely academic-college\nteachers, ultimately a part of our courses will be altogether cut off and\nplaced in academic institutions where they will be taught alike to prospective teachers and to students not intending to teach.\n\n"} {"page": 867, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n863\n\nAn Impulse to Service\n\nThe third point which I would present is not unrelated to the two\nalready given. “The subject-matter course in a teachers college must be\ntinged throughout with a personal appeal, an inspiration, a grip on students\nwhich is different from that prevailing in a typical academic college.\nTeaching is service; it is altruistic; it aims to give, to uplift, to inspire and\ndevelop other persons, directly to benefit humanity. In an academic college\na student may seek wisdom for himself alone; he may be essentially selfish;\nhe may feel that he is a choice bit of humanity set apart from the common\nherd by innate superiority and destined by his college education to be even\nmore set apart. Of course I do not undertake to assert that all college\nstudents hold such views; I know they do not; but the typical college,\nnevertheless, is much more concerned to promote the acquisition of knowledge than to inspire college students to use their wisdom chiefly as a means\nThere should be in a typical teachers-college\nof benefiting humanity.\ncourse a strong ethical quality, permeating every topic, which points students toward a life of intelligent service. It should be specific, professional,\nthinking always about teaching.\n\nLearning Through Activity\nA fourth characteristic of what I believe to be the ideal teacherscollege content course is that every class hour in subject-matter partakes\nmore or less of laboratory methods.\nWe are training for dynamics, not\nfor a passive attainment. And just as we hold the view that the teaching of\npupils is not effective unless at every. point it produces activity, so in instructing our own students to be teachers we must with them use activity.\nWe must practice what we preach. If we lecture to them, they will lecture to their pupils; if we teach them largely by the employment of apparatus, such will seem to them natural in their own instruction of children.\nThe manner in which a subject is taught, in an ordinary college, is unimportant; the point is that the content must get across to students and be\ngrasped by them; if it does get across and an examination can show it\nsticking in their minds, the teaching—no matter how it was done—is\nregarded as successful.\nBut in a teachers college, on the contrary, the\nmanner is an important factor, because it sets an example.\nThe use of apparatus is, then, an integral part of a high-grade teacherscollege subject-matter course. I might add: not only the use of apparatus,\nbut the making of apparatus, each student for himself—both to provide\ndirectly classroom material which he can save and use again, and again with\npupils, and also to give him the attitude, the skill, and the habit of constructing such materials. A teachers-college content course, intelligently\ngiven with full recognition of its possibilities, is necessarily tied up (I\n\nbelieve) with the recitation room in which it is given.\n\nAn academic-college\n\ncourse can readily be moved about to suit administrative convenience in\nIt can be readily moved about, because it emthe utilization of rooms.\n\n"} {"page": 868, "printed_page": null, "text": "864\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nploys only talk and perhaps writing in notebooks, and these are independent of place. But a teachers-college course in any content field is more or\nless like chemistry or physics; moved hit or miss into various recitation\nrooms, it loses very much of its finest value.\nThere is an important administrative corollary attached to the stateIf it be true, as I think it is, then a teachers college\nment just made.\nRooms\nrequires more housing space than does an academic institution.\nin the\nbe\nwill\nuse\nthe\nbut\nvacant;\nleft\nnot\nwill be utilized all day long,\nnot\nhour\ngiven\na\nat\nhappen\nwho\nstudents\nby\noccupation\ninformal\nof\nnature\nto have a regular class and who busy themselves there in profitable laboratory-like occupations growing out of and inseparably connected with the\nformal class hour which they will have there at another time of day. If\nthe teachers-college buildings are not large enough to permit this kind of\ninstruction, and therefore content teachers must be moved about or their\nrecitation rooms used at every other hour except their class times by other\nteachers, then (I believe) the highest grade of instruction of a distinctively\nteachers-college sort cannot be given. And if the building space is limited,\nI would remark, there are critical gains to be had by not throwing all the\nburden on the subject-matter teachers.\n\nScholarship—Assorted For Use\nThe university professor is a good deal devoted to what he calls “pure\nknowledge’’—that is, facts and organizations of facts which, so far as any\none can tell, have no practical value whatever, are not definitely connected\nwith the needs of mankind.\nTo a large extent a college professor apes\nhis university preceptor.\nNot seldom he also glories in the detachment\nof anything he teaches from any immediate bearing on the solution of\nhuman problems.\nThe academic College in general, however, is not far\nremoved from human life. Now, precisely how much sifting, modifying,\nand reorganizing of old-line college subject-matter should be done to make\nit suitable for the teachers college is not yet known; it will have to be\nworked out carefully in the course of time. I am inclined to venture a general statement, however, that the high-grade teachers college will offer all\nthe content which worth-while academic colleges offer and will add to this\na great deal of content distinctively its own.\nIt can do so because it will\nteach its own students more efficiently than does an academic college, and\nwill thereby free much time and energy which can be devoted to the new\ncontent. Barring perhaps academic folderol (of which there is some), the\nteachers-college graduate should know much more, not less, than the oldline graduate. I have no kinship whatever with a milk-and-water conception of the scholarship necessary to a teacher.\nWhile he is acquiring his learning, the teachers-college student will, however, test all facts with reference to the directness with which they can be\nused in instructing pupils. He will learn how to sift. His own wisdom\nwill be assorted, as it were, to different levels, to some of which he will\n\n"} {"page": 869, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n865\n\nknow that he must not attempt to lead young pupils. The knowledge on\nthe higher levels will contribute (as it would in an academic college) to his\ngeneral grasp of the world, his philosophy, his culture; but additionally to\nthat it will provide for him professionally a safeguard against random\nguesses and wild attempted explanations ex cathedra, the kind of thing\nwhich makes many an ignorant teacher foolish.\n\nWider Subject-Matter Fields\nThere is a sixth respect in which subject-matter in a teachers college\ndiffers from that in an academic institution.\nPerhaps it need not inevitably\nbe so, but specialization has in the latter gone altogether too far to fit well\ninto teacher training. Fields of knowledge have become too narrow and\nthe fences between them too high. This is an imitation of university\nusage; it has arisen from the intensified study required for the doctorate—\nthe narrow scope of which carries over into the young professor’s own\nteaching in a college.\nIt is hardly dignified nowadays to be a college\nteacher deliberately covering a wide field. One must be, not a professor\n. of history (whatever one’s title), but a specialist on early American history, or English constitutional history, or modern (continental) European history.\nHistory itself, in the broad sense, is not what it used\nto be, for there have been carved away from it in recent years fields now\ncalled economics, political science, sociology, anthropology, etc., which\nreduce it to a shadow of its former substance. “The case is much the same\nregarding science. In both these fields, indeed, there have been determined\nefforts made by college departments to compel public-school administrators\nto put in high-school teachers of the narrowly. specialized sort.\n‘The\neducation of children, however, requires generalists rather than specialists.\nThe high fences subdividing knowledge are, after all, merely conventions ;\nthey do not exist in the inherent nature of things. “They are conveniences\nfor advanced study ;but superintendents and principals have, in general, had\nthe good sense to realize that they do not belong in the more elementary\nFor the public-school teacher a\ninstruction given in the public schools.\ngeneral acquaintance with a broad range of subject-matter is better than\nintense specialization. For him there is need also of an attitude of friendly\naffiliation among the different fields of knowledge, even if he be led into\nregions in which his grasp is rather insecure. In the best of modern teaching, children do most of the leading themselves; the teacher must be able\nto follow. The narrow specialist cannot do this; paralleling his amazing\nknowledge is an equally amazing ignorance; but the latter he seldom or\nnever reveals, because in his teaching and his conversation he invariably\nkeeps the lead, and if the topic changes, he maintains with an air of dignified disinterestedness absolute silence and detachment.\nIt is quite clear that the teacher-training school must separate content\ninto broad, not narrow, divisions, and must build up in it students intelligent, sympathetic attitudes toward all knowledge and correlations of\n°\n\n"} {"page": 870, "printed_page": null, "text": "866\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nQuite possibly a good deal of depth in one or two narrow\nknowledge.\nfields may also be given, the time for this being provided by the economies\nproduced by a superior type of instruction; but if anything is to be sacrificed, probably it should be the depth rather than the breadth, for without the latter a young teacher cannot excel in modern unrestrictive instruction.\nAn interesting conjecture may be interpolated here regarding how a\nteacher-training school may best affiliate with an academic school if such\nan affiliation be forced upon it. The ordinary assumption has been that\nthe academic school might lay the “foundation” —that is, give to students\nthe first part of their course, to which would be added later the professional\nequipment toward the direct making of a teacher. ‘Throughout the present paper runs an undercurrent of frank disbelief in the efficacy of such a\nprocedure. Most teachers-college instructors seem to share this view. It\nrequires more effort and leads to more disappointments, they seem to think,\nto unmake a typical academic-college product and build up from him a\nreal teacher than to start anew with raw material. ‘The teachers college\nshould have the young candidate first; if it does not, there will be so much\nto undo that inevitably (as teachers colleges come to full self-realization)\na certain penalty in time will have to be added to his training period. But,\non the other hand, there seems to be no good reason why teachers colleges\nand universities should not affiliate toward the top reaches of education.\nIntense specialization, as has just been said, does not belong in the subjectmatter fields of the teachers college; consequently, a student who goes\non into the most advanced stages of training may be well served by the\nacademic university specialists. He might be spoiled by their narrowness,\nbut at that stage of advancement probably would not be; and this would\nbe particularly true if he carried on at the same time professional studies.\nThe statement here made is advanced tentatively; as a matter of fact, no\none knows how a partnership of teacher training and academic education\ncan be worked out. ‘The relationships now existing are the result of accident or of arbitrary adjustment, and probably no one of them can be said\nto be fully satisfactory.\n\nNew Subject-Matter—A ffiliated\nA seventh difference between the two types of institutions is that the\nteachers college includes in its curriculum content fields which have never\nbeen fully received into the purely academic world. Health, physical education, music, home economics, manual arts, sociology, and other subjects\nare incorporated on an equality with those conventionally long established\nin colleges. A broader statement would be that the public school recognizes, as academic colleges do not yet, that education is not wholly intellectual. The emotions and the volitions must be developed, as well as the\nability to remember and to think.\nAnd not only does the teachers college incorporate these newly recognized fields as entities within its cur-\n\n"} {"page": 871, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n867\n\nriculum, but it also endeavors to have all its traditional content departments affiliate as much as possible with these as well as with each other.\nStudents are taught to achieve results in their schoolrooms through drawing\ninto one endeavor elements derived from every department of their college\ntraining.\nHow Learning Comes About\nAn eighth point of difference is that in the teachers college the student\nis made conscious of the mental processes involved in learning each block\nof content. A correct answer is not enough; the road by which that answer\nwas reached must be known and carefully studied. The process is even\nmore important than the attainment of the desired goal. The student\nteacher must learn how to build an approach which is the best possible for\nthe children in his class—to determine the general direction in which his\nteaching shall proceed. And, in addition to this, he must know the pitfalls,\nthe snares, the forks in the road which may entrap children or lead their\nthinking astray. The academic college class is concerned with none of these\nthings; the “right answer,” the acceptable accumulation of facts, is its only\nrecognized goal.\nCertain absurd things have been said by extremists, based on the point\njust made, which probably no sane teachers-college instructor believes.\nAmong these are, for instance, statements that facts are of no importance\nand the process is everything. It may be well, therefore, to say here that,\nin my judgment, facts—the sheer, brutal mastery of what is true and the\ndisentangling of this from what is not true—are quite as important in the\nteachers college and in the public school as anywhere else, although along\nwith them goes a careful study of the processes by which they are attained.\nThe one certainly does not crowd out the other.\n\nDifficulty and Frequency of Use\nThere has been incorporated, ninthly, into the content taught by teachers\ncolleges a careful sifting and assorting of that content which has not been\nwidely received into academic schools. ‘This assorting is with reference to\nrelative frequency of use by normal adults and by children and with reference to inherent difficulties in the content itself which hinder learning.\nEvery well-taught student in a teachers college comes to know what blocks\nof subject-matter are widely used and what are not; he knows even precise mathematical measurements which enable him to set definite relative\nvalues determined by known facts regarding social usefulness. He knows\nwhat to emphasize and what, if necessity compels curtailment, to slight in\nhis teaching. He has learned also the facts, if not always the reasons for\nthe facts, to the effect that somehow certain parcels of content are more\ndificult to learn than others. The words in spelling are, for instance, now\narranged in precise graduations, both in this respect and in the other mentioned, which were quite unknown a few years ago and are now a part of\n\nthe professional content of teachers colleges rather than of academic institutions.\n\n"} {"page": 872, "printed_page": null, "text": "868\n\nNATIONAL\n\nEpUCATION\n\nThe Control, Guidance,\n\nASSOCIATION\n\nDirection of Children\n\nA tenth characteristic of a teachers-college subject-matter course is, I\nthink, its sorting of content and safeguarding of content with reference\nto the probable conduct of pupils which will be induced thereby in a\nmodern school in which natural reactions are not prohibited.\nChildren\nare children, not small-sized adults. Certain things strike them very differently from the way they strike adults. For the general welfare of his\nschoolroom the prospective teacher must be informed how to keep order\npartly by a skilful and judicious use of content.\n‘The control of pupils\ndetermines, at bottom, the educational success or failure of every classUntrained teachers learn what they do learn of this\nroom undertaking.\nby painful trial and error. Inadequate teacher training has tried to inculcate it through formal lectures or recitations from a textbook. ‘The really\nadequate teachers college will approach it, I think, in a large and systematic way in some course in the department of education; but every content teacher should get at it, I am convinced, also from the point of view\nof subject-matter whenever the topics being considered have a bearing on it.\n\nSubject-Matter and Prejudiced Adults\nAnother matter is not far removed from this one: the effect of certain\nsubject-matter on particular communities and various peculiar groups of\npersons. A teacher serves not only a school, but also a community.\nBy\nlack of foresight, of tact, of clever adaptation of materials, he may grievously offend the patrons of his school—adults narrow and prejudiced, perhaps, but capable of being molded by wise handling into friends of education and the school. An instructor in subject-matter in the teachers college can, by attending to this sort of thing whenever the topics brought up\ntouch dangerous ground, guide young teachers away from many pitfalls.\n{ would hardly call it an incidental matter. ‘Tactful adjustment of one’s\nteaching to what the community needs and what it can stand is one of\nthe great secrets of successful social service through the school.\nEnriched\n\nPersonal Worth\n\nand Manner\n\n1 hardly know whether the point which I have next in mind belongs\ndistinctively to the subject-matter departments, but I ain sure that it is\nimportant in the general undertaking of the teachers college.\nEvery\ntrainer of teachers helps as best he can the young candidates before him\nto achieve a personality, an appearance, and a. manner likely to be most\nserviceable to them in their profession.\nAs they react to stimuli in his\nclasses, he guides them with this in mind. Much of the success of a master in the schoolroom is determined not by his knowledge or his devices, but\nby his personal attractiveness.\n‘The trainer of teachers knows this; he\nknows that the personal qualities of each student supplement for good\nor evil the scholarship, the technical methods, and all else that the course\n\n"} {"page": 873, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n869\n\ncan inculcate; therefore, though he deals with it, for the most part, imperceptibly, the personality of each student is a definite part of the content\nof his course.\n.\nThis is relatively foreign to the procedure of the academic college. ‘The\ntypical professor there would be out of sympathy with it. Knowledge is\nhis province, not living personalities.\nHe would feel interference with\nsuch to approach an impropriety.\nIt would have nothing to do with education in the sense in which he imparts it. It is peculiarly a part of the\ntypical thought of a professional school.\n\nSpecific Subject-Matter\n\nNot Academic in Character\n\nThere is a good deal—rather a surprising amount—of downright bookish subject-matter which is important in a teacher-training course and\naltogether omitted from an ordinary college course.\nIn this class comes,\n' for instance, an acquaintance with all the textbooks likely to be offered for\nuse with pupils, an acquaintance with the reference books which pupils can\nuse, and a pretty thorough mastery of all the pedagogical literature. But\na general statement of this peculiarly teacher-training content which is\nnow coming into use is less satisfactory, it seems to me, than a concrete\npresentation of the idea.\nI am, therefore, venturing to include in this\npaper an outline trom my own notes showing what, in my own classes in\nPeabody College, I should expect my students in a certain course, ‘“Che\nMajor Classics,” to know about Shakespeare’s Macbeth.\nPractically the\nsame outline holds for eleven other classics. “The students would first\nhave read Macbeth, much as an academic college class would read it, but\nwith comparatively little attention from me. A certain amount of it each\nperson would have memorized. ‘This is not a requirement in the sense that\nspecific lines are set for the purpose or the number mastered checked\nagainst a possible penalty, but it is well understood that the teacher who\nknows his material by heart has a great strategic advantage in the classroom; and, therefore, we try to memorize all classics (except long prose),\nor as much of them as we can in the time available.\nIn addition to the\nreading and the memorizing, the following outline shows the material\nwhich we undertake to bring together: —\nTEACHER TRAINING FOR H1GH-SCHOOL\nTopics ON ONE\n\nCrassic\n\nENGLISH:\n\nTHE Major CLassics\n\n(say Macbeth)\n\nExtent of use in the schools\nGeneral use in school curricula\n\nOccurrence\nAmount\n\nin college-entrance\n\nof use in the various\n\nrequirements\n\nschool grades\n\nEducational objectives which can be attained through teaching this classic\nEditions available\nStandard editions (including the authoritative editors)\nSchool editions\nThe best school editions for own teaching\nAnthologies which include this classic\n\n"} {"page": 874, "printed_page": null, "text": "NATIONAL\n\n870\n\nInteresting bibliographical\ntions, etc.\n\nEpuUCATION\n\ninformation—about\n\nASSOCIATION\nthe MSS.,\n\nearly editions,\n\nrare\n\nedi-\n\nAppreciations and criticisms\nEntire essays in criticism (outlines; references)\nCitations from criticisms (usually quoted verbatim)\nThe most capable critics\nWhat now lives (outside of school)\nExtent to which it is now read by adults for enjoyment, or played, or quoted\nfrom\nHistorical, causal influence on the literature of today\nBackground material bearing on this classic\nBiography (of the writer) and history background\n\nFact background\n\n:\n\nbackground—vocabulary,\n\ngrammar, etc.\nIdeas on teaching this classic\nOutlines, topics, and questions available in published form\nEntire essays on the pedagogy of this classic\nCitations from published suggestions on pedagogy\nIdeas received from the teacher\nIdeas received from fellow students\nYour own ideas about how to teach this classic\nEquipment helpful in teaching this classic\nVisual materials—maps, charts, diagrams; pictures; illustrated editions; illustrated articles in magazines; facsimiles of pages from early editions; etc.\nAuditory materials—music, graphophone records; notable oral readings (on\ngraphophone records or, perhaps, in vivid déscriptions of how some notable\nperson read)\nTesting and grading pupils on this classic\nLanguage\n\nOf the eleven principal topics in this outline, only two (4 ppfreciations\nand Criticisms and Background Material) would receive attention in a\ntypical course in an academic college. “These two, moreover, would be\ntaught from a different point of view—that of seeking the student’s own\ncultural development, of serving himself alone; the teachers-college course,\nthough not neglecting his own development, would chiefly aim to equip him\nspecifically to pass on to young people what he has himself obtained, in so\nfar as their age permits them to grasp it.\nThe illustration has been from what might be called the ‘‘academic side”’\nof teacher training. As one proceeds more toward the pedagogical side\n(although it is all continuous; there is no boundary line), one sees even\nless resemblance to old-line college subject-matter.\nEverything that a\ncollege teaches is there; it is taught; but it is dwarfed by the larger amount\nof new, unacademic material. Here is, for instance, a part—only a part—\nof my outline in a course entitled “Composition and Language in the Elementary School”’:\nCOMPOSITION AS ORGANIZATION\nlanguage)\n\nAND ADJUSTMENT\n\n(including both spoken and written\n\nObjectives of Composition as an elementary-school subject\nUttering connected thought through speech\nUttering connected thought through writing\nReceiving connected thought through listening\n\n"} {"page": 875, "printed_page": null, "text": "DEPARTMENT\n\nOF [TEACHERS COLLEGES\n\n871\n\nThe spirit of Composition in the school\nGeneral self-realization and self-expression\n\n(not through language alone)\nMeans other than language—music, dancing, drawing and _painting,\nmodeling and sculpture, etc.\nPhysical accompaniments of language\nThe spirit of the use of language by boys and girls\nInterested use for genuine self-expression\nAttitude of desire to excel in every respect in mastery of language.\nThe class hour in Composition (stimuli; activities; technique)\nStimuli to induce composition\nSocial situations as stimuli\nThe use of pictures as stimuli\nActivities—games, etc., of the Composition hour\nImitating the teacher’s example of skilful usage\nBusiness conversation\nSocial conversation\nBusiness writing\nSocial writing\nPublic speaking\nCriticism—the technique of developing critical appreciations of the use of\nlanguage\nHaving a sentence sense\n\nVOCABULARY\nThe different vocabularies each person has\nCommanding the adequate word or phrase\nThe use of dictionaries\nThe use of a thesaurus\nWords according to frequency of use—by children\nand in wrting\nSPEECH CorRECTNESs (adherence to conventional,\nSpeech sounds and utterance\n\nand\n\nestablished\n\nby adults, in speech\nusage)\n\nThe standard sounds of the English language\nRemediable defects of utterance\nDefects beyond remedy by the teacher\nProvincialisms, especially those of our locality\nPronunciations of words\nStandard of pronunciation\nEvolution of pronunciations of words\nNotable mispronunciations; their causes\n{Intonation of phrases and sentences\nHow to teach speech correctness (pedagogy; technique)\nHabits of correctness (how to form them)\nImitating the teacher’s example of correctness\nPractice, under observation and criticism\nGames to develop habits\nFormal exercises to develop habits\nGrammar as an aid to forming correct habits\nTeaching pupils how to ascertain facts about what\nUse of the dictionary to inform one\n\nis correct in speech\n\nUse of formal grammar to inform one\n\nCorrECTNESS IN WritTiNG (adherence to conventional, established usage)\nMaking written characters and words\nHandwriting\n\nPrinting by hand\n\n"} {"page": 876, "printed_page": null, "text": "§72\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nTypewriting\nPrinting with type\nMS, usage and requirements in certain schools and in the adult world\nParagraphing a written discourse\nSpelling\nThe philological background of English spelling\nSimplification of spelling\nStandards of spelling °*\nFact and opinion regarding standards of spelling\nNotable misspellings; their causes\nHow to teach pupils to spell\nHistory of the teaching of spelling\nTechnique; methods in present-day good standing\nKnown facts\nOpinions and suggestions\nBibliography: Good books about teaching how to spell\nTextbooks in spelling for use in schools\nOld textbooks\nModern textbooks\nWhat words to teach in spelling\nScientific studies of vocabularies and of relative difficulty to spell\nUsage of the textbooks regarding what words to spell and how\narrange them\nPhonetics as an aid in spelling\n\nto\n\nA mere glance at the topics in such an outline shows beyond question\nthat they constitute a very solid and respectable subject-matter, and that\nthis content is different from college content of the old-line sort and belongs to teacher training alone.\nMeasuring the Results of Instruction\n‘There are two other points in the long list I am presenting of notable\ndifferences between the subject-matter courses in teacher-training schools\nand academic colleges. ‘The first of these is that teachers colleges give to\nstudents an elaborate technique of how to test or measure the results of\nteaching. Very substantial scientific material on this aspect of education\nhas been worked out, as everybody knows; it is taught in teachers colleges\nalone in intimate contact with the subject-matter with which it deals.\n\nHow to Avoid Waste of Energy\nThe final point in this paper is that the good trainer of teachers always\ninstructs in how to obtain desired results with the least possible expenditure of effort. One of the great problems in modern teaching is how to\ndo it and yet remain alive, for even in the best-equipped and best-organized\nschools the pressure on conscientious teachers is terrific. Cutting out waste\nmotion is a part of every good teacher-training content course.\nStudents\nmust learn how to economize their time and strength in every way which\nwill not handicap them in the main purposes of teaching.\nThere are\nhard ways to acquire, to organize, and to hold ready for use materials for\n\nthe classroom, and there are easier ways.\n\nSometimes the way ultimately\n\n"} {"page": 877, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n873\n\neasiest is at first the most exacting of effort. Systematic note taking and\nnote filing, systematic and effective study, and the subordination of incidental matters to essentials are of crucial importance in good teacher training and not much emphasized in colleges. Materials must be assimilated so\nas to be readily available for use.\n\nSummary\nThis paper has attempted to differentiate teachers-college instruction\nfrom old-line academic instruction in fifteen respects. Confessedly a part\nof the statements are put forth on a narrow basis. I believe they are accurate, but there is need of much more self-study within the teachertraining schools.\nMany of them, perhaps most, have not yet carefully\nanalyzed their undertaking and are at present “muddling along,’ partly\nconscious of their big work, but in many respects half-heartedly imitating\nthe old-line college, and, as a whole, combining rather superficially, without integration, purely college endeavors with normal-school job-analysis\nmethods of a very narrow sort.\nThe differences from academic-college\ninstruction which seem to be realized by the best instructors and the best\nteachers colleges I have in this paper set down as these:\n1. Subject-matter and methods of using it are inextricably blended, not\nseparated into distinct courses.\n2. Subject-matter courses coordinate accurately with courses in the formal department of education in leading every student to every block of\ncontent by two avenues, from different points of approach.\n3. Subject-matter courses are tinged throughout with a professional\nspirit, an enthusiasm for teaching, an urge toward the use of one’s knowledge to benefit mankind.\n4. Dynamics, not passive attainment, is the goal; therefore, every course °\nis essentially a laboratory course, using apparatus and producing in students activity.\n5. The teachers college teaches more content, not less, than an academic\ncollege. It does not try to produce teachers by much of method and little\nlearning.\nIt does, however, teach the sifting of knowledge to segregate\nwhat cannot be used directly with pupils.\n6. The teachers college turns away from narrow specialization within\nparticular subject-matter fields, for a broad knowledge is better for a\nteacher than intense application to a small portion of a subject.\n7. It touches certain new fields, which are unacademic, but important in\ngeneral education, and affiliates its other fields with them.\n8. It deals with the mental processes involved in learning, not merely\nwith factual results, but does not slight the latter in attaining a grasp of\nthe former.\n9. It utilizes what is known about the relative degree of usefulness in\nlife and the relative degree of inherent difficulty in learning contained in\neach parcel of subject-matter, and asserts and emphasizes content with\n\nreference to these matters.\n\n"} {"page": 878, "printed_page": null, "text": "874\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n———\n\n10. The arranging of knowledge with reference to how to use it with\nchildren has a bearing on the control of pupils in the classroom—the\nguidance and direction of their energies, which is a most important factor\nin teaching. An academic instructor knows nothing about this and cares\nnothing.\n11. A content course in a teachers college pays attention to the possible effect of various things on particular communities and particular\ngroups of adults, for the success of a teacher as a force in community life\ndepends largely on his wisdom and tact in dealing with adults.\n12. It incorporates the personal manner and attractiveness of the students themselves, for the result sought will be a combination of personal\nwith bookish qualities, not the latter alone.\n13. Its bookish content—subject-matter in the old-line sense—is to a\nlarge extent different from typical academic-college content, quite as substantial, and not less dignified and worthy of study.\n14. It instructs students regarding how to measure the results of teaching—a new and important field of knowledge which has not been taken\ninto the academic college.\n15. It teaches systematization, for the ability to economize effort and\ntime is an important part of success in the schoolroom..\n\nTHE PRESIDENT’S\nROBERT\n\nH. WRIGHT,\n\nPRESIDENT\nGREENVILLE,\n\nOF\n\nADDRESS\n\nEAST\n\nCAROLINA\n\nNORTH\n\nCAROLINA\n\nTEACHERS\n\nCOLLEGE\n\nIf you good people are expecting something from me this evening that\nwill carry out the traditional idea of a southern speaker, you are going\nto be sadly disappointed in “The Address of the President.”\nI am too\n* much concerned about the problems that confront the American teachers\ncollege to give very much, of my time and thought to the way I shall say\nwhat I shall say. I am a plain blunt man, and probably will just say in\na plain blunt way some of the things that I believe our Association should\ndo.\nThis Association holds the key to the solution of America’s educational\nproblem.\nAre we going to unlock the door and find the solution, or are\nwe going to continue to compare our schools to the liberal arts institutions? Are we going to dig in and find the solution or are we going to\ncontinue to imitate others even though they have a different objective.\nThe people of America are waiting for us to come out boldly and say\n“From now on we are going properly to train teachers for your children.\nOur colleges are going to do this one thing, and only this one thing, namely,\nturn back to the public schools well trained and efficient teachers.”\nThis is the great problem that confronts our Association. As I see this\nproblem it means that we must first establish some very definite standards\nThese standards must be made\nfor the American teachers colleges.\nupon the basis of the needs of a teachers college, and not upon the basis\nof any other type of institution.\n\n"} {"page": 879, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n875\n\nThe work of a professional school is not like the work of any institution giving general information. The standards for a professional college,\ntherefore, must be different from the standards of other colleges.\nIf this meeting of the American Association of Teachers Colleges can\ndefinitely determine upon the right kind of standards for teachers colleges,\nand at subsequent meetings change these standards to meet changing conditions we will have laid down a secure foundation upon which we are to\nbuild the teachers college of tomorrow.\nI do not believe we can do this\non the basis of degrees as degrees are now given by colleges in America. I\nam convinced that it is necessary for us to go back of the degree into the\ncontent of the work done to secure a given degree. I am persuaded that a\nBachelor’s degree or a Master’s degree or even a Ph. D. degree from the\nliberal arts college does not necessarily prepare a person for efficient work in\na medical college, a law school, a dental college, or a teachers college. To\nbe an efficient teacher in a medical college a person must know medicine.\nTo do efficient work in a dental college a person must know teeth. To do\ngood teaching in a teachers college a person must know the subject-matter,\nand must have the professional training necessary for this particular type\nof work.\nIt is necessary, therefore, that in the establishment of standards\nthat we go back of the degree and into the course of study.\nIn a peculiar way the American teachers college holds the traditions of\nour country, the future of our citizenship, the stability of our government,\nand the safety of our homes within its keeping. There are 150 colleges in\nthis Association scattered over every section of our republic.\nAnnually,\nwe turn back into the republic schools a large number of young men and\nyoung women who are to teach the childhood of this republic. ‘The ideals\nthat we hold and impart to our student teachers are the ideals they carry\ninto the public schools and to the children of our natidn.\n‘There is a\ngreater responsibility resting upon the American teachers colleges than\nrests upon any other type of institution within our borders.\nIt behooves\nus, therefore, to guard carefully the things we do, to place into our institutions teachers with correct ideas of our government, to give to our\nstudent teachers that kind of training that will enable them to pass it on\nto the children of America and thus give to our republic the highest type\nof citizen.\nBusiness organizations, public service organizations, subdivisions of our\nown government all realize the importance of putting their ideas over\nthrough colleges. Even the War Department of the United States government realizes the importance of teaching military training in the high\nIn 1925 Congress appropriated over five\nschools and colleges of America.\nT. C. Training and Citizens Military\nO.\nR.\nfor\nused\nbe\nto\nmillion dollars\nTraining Camp work. This work is being done in 226 institutions; beginning with the high school and going through colleges and universities.\nFifteen thouLast year over 160,000 citizens took training of this kind.\nsand more than our standing army. In many of these institutions the mili-\n\ntary training is compulsory.\n\nI take this item to illustrate my point because\n\n"} {"page": 880, "printed_page": null, "text": "876\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nWinthrop D. Lane has recently written a pamphlet about it, and it\ngoes to show how even those who wish to train our citizenship to believe\nIf the\nin war are using the schools and colleges to further their purpose.\nAmerican people believe that we should go on a military basis, then it becomes our duty to teach this idea to the children of America. On the other\nhand if the American people are against training for war, then it becomes\nour duty to send out teachers for the children of our nation who will teach\nagainst war and in favor of peace. I believe the American people do not\nwant their children taught to settle international differences by the sword.\nBelieving this, I think Congress is making a mistake to appropriate over\nfive millions for this purpose, and that our high schools, colleges, and universities are doing the nation a positive harm to let this kind of thing be\ncarried on through them. I am not talking about the land grant colleges.\nThe main point I wish to get before you is that the responsibility for the\nfuture citizenship rests more heavily upon the American teachers college\nthan it does upon any other institution in our country, and that it behooves us to see to it that the American youth has as his teacher a person\nwho is trained with real American ideals. Ours is not only a great task,\nbut it is almost a sacred responsibility. When we realize this we will no\nlonger want to be like some other institution, but we will want to build\nin America teachers colleges that will give real service to the childreri of\nour republic.\nTo do these things it will be necessary for us to re-work the course of\nstudy; it will be necessary for us to find out just what should be done in\na given grade; it will be necessary for us to question everything that is being done, and find out how much truth there is in it and how much error.\nIt will be necessary for us to take the good out of the multitude of tests\nthat are offered, and use these tests as a means of forming a judgment with\nreference to individual cases.\nIt may mean the shifting of much of the\nwork from grade to grade, and of taking some work out of the grades\nand putting it into the high schools, and taking some of the work out of\nthe high schools and dropping it into the grades.\nIn short, it will mean\nthat we must start from the beginning and work out on a scientific basis\n\njust what should be done with a child at a given stage of his intellectual\ndevelopment. When this course of study has been re-worked I am sure\nwe will find it necessary to re-write practically all of the textbooks. The\ntextbook of today is a wonderful help to the inefficient teacher, and quite\noften a tremendous handicap to the teacher who knows how.\n‘Too often\na textbook is written with the major object in view being, “The royalty\nI can get.” We must realize that all of this work is done for the child ;\nthat the millions being spent annually are spent to make better citizens ;\nthat the one great thing in all of this scheme is a better citizen out of each\nAmerican child. We must let a little child lead us.\nOf course all this will cost money, and the American people will say\nthat we can not afford it. The time has come for us to give the American\npeople the truth. We must either pay-a school tax or we must pay\nan\n\n"} {"page": 881, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS COLLEGES\n\n877\n\nignorance tax. Our ignorance tax is greater than our school tax should be.\nIt is estimated that crime alone is costing the American people more than\nthree times the total expenditures for public education.\nIf the American\nchildren were properly trained crime would decrease, the criminal becoming a productive citizen, thus adding to the material wealth of our nation\n\nand decreasing overhead expense to take care of criminals.\nIt is after\nall an economic problem. It will pay the people of America to invest their\nmoney in citizenship instead of in the protection of life and property against\ncriminals. I believe the American people have sense enough to see this if\nyou and I have sense and grit enough to tell them the truth. Ours is the\ngreatest task in America. Shall we measure up to our obligation and our\nresponsibility. I believe we will not be found wanting.\n\nON WHAT SHOULD STATE TEACHERS COLLEGES PLACE\nCHIEF EMPHASIS IN DEVELOPING HIGHER STANDARDS?\nH.\n\nA.\n\nBROWN,\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nOSHKOSH,\n\nWISCONSIN\n\nThe state normal school of yesterday has become the teachers college\nof today and has entered the field of higher education. The elevation of\nthe state normal school to the rank of a college represents a great expansion\nof the original conception of the normal school.\nIts European progenitor\nhad contact only with the lower schools and was not a part of the system\nof higher education.\n“The founders of the normal school idea in this\ncountry had in mind only service to elementary schools and never dreamed\nthat this creation of theirs would ever become a college.\nThe nation-wide movement which has swept from Massachusetts to\nCalifornia, by which state normal schools have been converted into teachers\ncolleges, with power to grant standard bachelors’ degrees in education, and\neven graduate degrees in a few institutions, has been accomplished largely\nin the last ten years. “There are now only ten states in which legal authority does not exist for offering four-year collegiate curricula and the\ngranting of appropriate degrees by governing boards of state normal\nschools. It is reasonably safe to predict that within another decade there\nwill be in the United States hardly a state normal school or a city training\nschool for teachers which has not been made a degree-granting college.\nThe introduction into the field of higher education of this new group\nof institutions has raised several significant problems in higher education.\nWhat shall graduate schools of universities do with graduates of these\nnew institutions? What shall be the ultimate status of these new higher\ninstitutions for the professional education of teachers?\nWhat shall be\ntheir educational characteristics, their standards, their type of organization, their field of service?\nOften in the past, pointed criticism has been directed at state teachers\ncolleges for certain alleged imperfections, among which were: their ambition to expand their field to include the training of teachers for secondary\nschools, their desire to assume the name of college instead of normal\n\n"} {"page": 882, "printed_page": null, "text": "878\n\nNATIONAL\n\nEpUCATION ASSOCIATION\n\nschool, the superficiality of their work, the meager scholarship of their\nfaculties, the incoherency of their curricula, the absence of productive\nscholarship, and other similar deficiencies and misconceptions of their place\nand function which were alleged to exist. These criticisms, it is true,\nare less evident today than they were ten years ago.\nIt is well that the executives of these institutions should give serious\nIs there foundation in fact now for these\nconsideration to these matters.\ncriticisms? What are the legitimate objectives of the teachers college of\nContoday? Do the alleged faults still exist? Can they be remedied?\nstructive self-criticism which is fair and just, and true to the facts, is\ngreatly to be desired at this stage of the development of the teachers college. If followed by remedial measures, when faults are discovered, it can\nresult in no harm.\nNo institution is without faults. No institution has\never advanced by closing its eyes to its own shortcomings.\nThis new type of collegiate professional school has not yet reached a\nfinal stage of perfection.\nIts faults and imperfections, its weaknesses and\nshortcomings, its deficiencies and defects are largely those of immaturity.\nActs of state legislatures have raised to the rank of full-fledged colleges,\ninstitutions which have only recently emerged from the secondary school\nstage. What wonder, then, that.a critical observer can note some imperfections?\n‘Those who are directing the affairs of these institutions are\nkeenly aware of the existence of many defects.\nIt is undoubtedly true that some teachers colleges have proceeded immediately after an act of the legislature to set up four-year curricula and\ngrant degrees, without taking sufficient time to develop curricula and faculties of collegiate standard, and to secure necessary equipment and facilities.\nThere is no doubt that many of these newly developed teachers colleges\nlack most of the characteristics of institutions of genuinely high collegiate\nstandards.\nAn institution cannot transform itself in a day. ‘There are\nundoubtedly state teachers colleges with standards of the highest collegiate\ntype. It is probably also true.that there are teachers colleges now granting degrees which are below junior college status. This is not surprising\non account of the rapidity of the development of teachers colleges.\nThere is one established fact about the state teachers college.\nIt is\nundoubtedly a permanent addition to the ranks of institutions of higher\neducation in the United States.\nCorollary to this is the fact that the\nteachers college eventually will occupy exclusively the field of preparation\nof teachers for every type of teaching service carried on in the public\nschools of the United States. Just as prospective engineers will go only\nto an engineering school and prospective lawyers only to a law school, so\nteachers, supervisors, administrators, and all others who seek to enter any\nbranch of teaching service below the level of college, will go to the teachers\ncollege for the undergraduate part of their preparation. Unless it organizes\n\na definite teachers college which meets the standards and requirements of\nsuch institutions, the liberal arts college will not permanently participate\nin the professional preparation of teachers any more than in the preparation\n\n"} {"page": 883, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n879\n\nof lawyers, engineers, or physicians. .The public will demand specific\npreparation of the type which can be secured only in a college wholly and\nsincerely devoted to the professional education of teachers.\nThis places a grave responsibility upon the teachers college. If it does\nnot become an institution capable of occupying this field and does not\nsecure, by the strength and quality of its work, the recognition which will\nenable it to occupy the field as the exclusive institution for preparation for\nthis particular form of public service, it will fail and it will be replaced\nby some other institution which is capable of rendering this service.\nThese facts raise what is perhaps today the chief problem of the American Association of Teachers Colleges.\nIn essence it is the problem of\nadopting and enforcing proper standards for the institutions within the\nmembership of this association.\nState teachers colleges are facing a situation which will be critical unless it is effectively met. ‘The great influx\nof degree-graduates of these colleges into universities as applicants for\nadmission to graduate schools of education has raised a problem concerning\nthe status of the degree of these institutions. Universities are in process\nof setting certain standards to which teachers colleges must conform in\norder to secure acceptance of their degree. ‘The North Central Association of Colleges and Secondary Schools now has a committee at work\nformulating new and higher standards for teachers colleges, conformity\nto which will be required for admission to the association. A leading city\nsuperintendent of schools of a certain state recently declared that, in the\nemployment of teachers, the employing officials of that state will refuse to\naccept the degree of the teachers colleges as equivalent to other college\ndegrees, if it is granted under such conditions that it cannot be accepted by\ngraduate schools for further work in education.\nThus, today the teachers colleges of America are confronted with the\nproblem of setting up and enforcing certain standards or having external\nagencies set and enforce these same standards.\nIf they do not set their\nown standards, they will be in danger of being molded into institutions\nbearing no resemblance to a teachers college.\nThe handwriting is now being inscribed upon the wall.\nIf teachers\ncolleges allow themselves to be standardized by the North Central Association they will be in grave danger of losing their status as professional\nschools and of becoming liberal arts colleges with a small amount of professional work in their curricula.\nIn fact, there is ground for suspicion\nthat this is already happening in the case of some institutions. What other\nconclusion can be reached when some teachers colleges, which are now\nmembers of the North Central Association, report that they require for\ngraduation only thirty hours of student teaching?’ Student teaching in a\nwell organized laboratory school has been held to bear the same relationship to the acquisition of effective technic in the practice of teaching as\n1 Proceedings of the Thirtieth Annual Meeting of the North Central Association of Colleges\nand Secondary Schools, Part I, fourth unnumbered table containing statistics of ‘“TeacherTraining Institutions,’ between pp. 28 and 29,\n\n"} {"page": 884, "printed_page": null, "text": "880\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\ndoes hospital work in acquiring skill in the technique of the practice of\nA teachers college which gives\nmedicine on the part of medical students.\nbe like a medical school\nwould\nwork\nits\nof\naspect\nthis\nup or minimizes\nschool could not exist\nmedical\na\nSuch\nfacilities.\nclinical\nno\nhas\nwhich\nSuch a teachunder the standards of the American Medical Association.\ners college would be little different from a liberal arts college.\nIs not the American Association of Teachers Colleges the only proper\nIs it not deagency to set and enforce standards for teachers colleges?\nsirable to adopt such standards as would place teachers colleges on the\nsame academic and professional level, as regards curriculum, faculty, and\nother requirements, as university undergraduate professional schools? These\nare perfectly reasonable and attainable standards, although it may take\nnewly created teachers colleges a few years to develop and get into full\noperation under such standards.\nThe development, on a high collegiate\nbasis, of such branches of professional education as are represented by\nmedical schools, law schools, schools of education, engineering, theology,\ncommerce, journalism, dentistry, pharmacy, public health, forestry, and\neven nursing, architecture and aeronautics, has gone forward with great\nrapidity during the last five years.. Definite “schools” in all of these\nfields have been established as parts of state and endowed universities, with\nstandards which conform to the highest university requirements.\nUnder the influence of the American Medical Association, a transformation has taken place in medical education in the last decade. Weak medical schools have been forced to close their doors or improve their standards\nand equipment.\nHigh entrance requirements have been established and\nthe curriculum has been reorganized, extended, and improved.\n‘The advancement in the character of medical education has been so rapid that it\nhas been described as nothing short of “dramatic.” ‘This remarkable prog_ ress has been achieved largely through a vigorous promotion of high standards by medical schools themselves and by the American Medical Association. One half the medical schools which existed ten years ago do not exist\ntoday, for the reason that they could not meet the standards of an advancing age. ‘They were chiefly private medical schools. Those which have\nsurvived are largely connected with state or endowed universities.\nOther professional schools have gone through about the same experience.\nWhen facts were brought to light concerning law schools and their standards and methods, there was immediate reorganization and a strong impetus toward high standards, which resulted in a large reduction in the\nnumber of such schools. Schools of theology have revised and reorganized\ntheir programs and have now placed themselves upon a vastly higher level\nthan prevailed a decade ago.\nIn a word, every type of professional school in existence has found it\nnecessary, under recent conditions, to revise its program and elevate its\nNe The facts in_ this and the two following paragraphs are\nTendencies in College Administration,” pp. 97-101, of which\n\nbrought out clearly in Lincoln’s\nthese paragraphs are a summary.\n\n"} {"page": 885, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS COLLEGES\n\n881\n\nstandards.\n‘This is significant history and cannot be ignored by any new\ntype of collegiate professional school which desires to take its place in the\nranks of institutions of higher education. Why should not the American\nAssociation of Teachers Colleges set its own standards?\nWhy should it\nnot establish such standards as ought to govern professional education of\nteachers on a high college level?\nWhy should it not then reject the\nefforts of all, other standardizing agencies to determine what standards\nshall govern teachers colleges?\nWhat now are the factors which should be taken into account in thus\nrevising the program for teachers colleges? What is it which makes the\ndifference between an institution of collegiate level and one of lower level?\nA proposal to transform a national system of state normal schools in a\ndecade into a system of state teachers colleges with undergraduate schools\nleading to a standard bachelor’s degree, and sometimes with graduate\nschools, involves fundamental considerations which require careful and\npainstaking study in order to secure wise action.\nThe fact that an institution offers a four-year curriculum beyond high\nschool graduation is no certain guarantee that completion of that curriculum should entitle the graduate to a standard bachelor’s degree. “The curriculum may not represent the type of organization, the standards, and the\nrequirements which are today recognized as the proper basis for a degree.\nThe courses may not be taught by persons who have the requisite scholarship to offer work of collegiate level. The standards of scholarship required of students may not be sufficiently high to warrant the granting\nof a degree.\nThere are many other problems which should receive consideration, such\nas entrance requirements, equipment, teaching load of faculty, financial\nsupport, requirements for graduation, and a variety of similar considerations. “There are three main features, however, which must receive chief\nconsideration in determining whether the work of a teachers college is on\na sufficiently high level to justify granting to its graduates a standard\nbachelor’s degree. “These features are:\n\nI. AN ADEQUATE SCHOLARSHIP STANDARD FOR STUDENTS.\nII. PrRopERLY ORGANIZED CURRICULA OF COLLEGIATE STANDARD.\nTil. A FAGuLTy SCHOLASTICALLY QUALIFIED TO OFFER WorK OF\nCOLLEGIATE LEVEL.\n\n|\n\n/\n\nThis immediately raises the question, What is a properly qualified\ntaculty for a teachers college? Breadth of scholarship and extensive training in both academic and professional fields to the extent of a very high\ndegree of mastery in a single specialty, on the part of the members of the\nfaculty, is one of the chief standards by which to judge the fitness of an institution to give work leading to a collegiate degree. While the amount\nof graduate study done by members of a faculty is not always a sure criterion of scholarship and teaching ability, yet in general it is the best in\n\n"} {"page": 886, "printed_page": null, "text": "882\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ndication available of that breadth of scholarship which is essential in teaching work of collegiate level.\nThere has been severe criticism of the holders of doctor’s degrees who\ncan not teach. Of course, there are persons of extended scholarship who\ncan not teach. It is obviously not true, however, that every person who\nhas acquired breadth of scholarship is a poor teacher, although it is true\nthat possession of a doctor’s degree is a certain guarantee of neither broad\nscholarship nor of teaching ability.\nThere is near at hand a very promising solution of the problem of securing persons of high scholarship who can also teach effectively.\nUniversity graduate schools are beginning to put great stress upon the training\nof individuals of broad scholarship to be effective teachers. “The recent\nannouncement of the dean of the school of education of New York University is an example of a modern university graduate program of three\nyears of study specifically pointed toward procuring a combination of\nThe graduate program of the\nbroad scholarship and ability to teach.\nUniversity of California, requiring two years of graduate study and four\nyears of professional experience, and leading to the degree of doctor of\neducation, is another example of a graduate program in which the emphasis is placed upon producing a skilled practitioner of education, who\nhas both broad scholarship and ability as a teacher. It is becoming increasingly possible to find men and women of personality and native ability who\nalso have both the extensive scholarship produced by several years of graduate study and also superior teaching ability.\nIt can hardly be expected that members of a teachers college faculty who\nhave not studied beyond the degree which the school expects to give will\nbe equipped adequately in point of scholarship to give work leading to a\nbachelor’s degree. The minimum preparation now required for high school\nteachers is that they shall be four or five years ahead of the most advanced\nstudents whom they teach. If every member of the faculty of a teachers\ncollege had training equivalent to that required for the doctor’s degree,\nthey would still not be as far ahead of their graduates as is the faculty of\na good high school. It surely is not too high a requirement to demand that\nevery teacher is a state teachers college should have studied at least one\nyear in advance of the degree which the institution grants and that a large\nproportion should have done an amount of graduate work equivalent to\nthe doctorate.\nIt is difficult to understand how the American teachers college can maintain its prestige as a collegiate institution unless this extended preparation\nis required of the faculties of these institutions. There are still many institutions in the field of teacher preparation which are granting bachelor’s\n\ndegrees with faculties whose average amount of preparation is less than\nthat required for the same degree. These institutions have faculties whose\naverage amount of training is no greater than that required of the graduates of the institution.\n\n"} {"page": 887, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n883\n\nAn examination of the training of members of the faculties of one hundred normal schools and teachers colleges, made a few days ago, revealed a\nsignificant situation. This was made on the basis of information contained\nin the catalogs of these institutions and on the assumption that the degree\nheld by each person indicated the entire amount of training which that\nperson has had, which is obviously not wholly true. A half dozen of the\nolder and larger degree-granting teachers colleges were excluded in an efA\nfort to get a typical group of institutions in process of development.\nnumber of normal schools with two-year curricula only were included.\nIt appears that fifty-six of these one hundred institutions are operating\nwith faculties which have an amount of training which averages less than\nrequired for the bachelor’s degree. One state normal school with a faculty\nof nineteen persons had only two with any kind of a degree. Another faculty\nof fourteen teachers had three with degrees. Still another faculty of thirtyeight individuals had thirty without any degree whatever.\nThese one\nhundred catalogs represent the responses received to date from a request\nsent out some months ago for a copy of the catalog of each such institution\nin the United States, and is probably a typical selection of teacher training\ninstitutions doing work of college grade.\nCan the American Association of Teachers Colleges continue to view\nwith complacence a condition of this kind?\nShould there not be set up\nadequate standards with reference to preparation of faculty which every\n\nschool must meet within a given time if it is to be maintained on the accredited list of the Association as a Class A institution? The time came\nin the history of every other type of professional school when it was\nobliged to stand upon firm ground in some of these particulars. Has that\ntime not come in the case of teachers colleges? What harm will be done\nif some members of faculties are obliged to take leave of absence for a year\nor two years in the next five years for further study?\nAnother problem which demands solution is represented by the question, What is a properly organized curriculum for a teachers college? It\nis now generally accepted that one of the most important factors in the\norganization of professional schools of any type on a collegiate level is to\nsecure curricula which consist of coherent sequences of courses so organized that they lead to advanced types of work in the last two years and\nspecific achievement of a high order in one or two fields. Graduation on\nthe basis of a four-year curriculum consisting in a large measure of elementary courses of freshman and sophomore level is regarded as a serious\nweakness in a college program.\nThere is general agreement that there should be in the senior division\nof any college a definite group of advanced courses requiring elementary\ncourses as prerequisites, with a specific requirement that the curriculum of\nevery student must include a certain proportion of courses of this kind.\nThe development of this phase of the organization of teachers college curWell rounded\nricula requires careful consideration and thorough study.\nand well organized advanced courses of this type cannot be created over\n\n"} {"page": 888, "printed_page": null, "text": "584\n\nNationa.\n\nEpucaTion ASsocIiATION\n\nnight in the mind of an instructor who, for a decade, has been giving eleIt will require a\nmentary courses in a school of junior college level.\nperiod of time, perhaps one or two years of study, to reconstruct and reorganize his material on an advanced basis of this kind.\nThe history of the teachers college movement clearly indicates that between the act of the legislature and the granting of degrees, in many schools,\nthere has not been this period of development of courses of a higher level\nand such a reorganization of the instiution as is necessary for the proper\nconduct of work of senior college level. ‘The mere completion of four\nyears of work without adherence to progressive lines of study leading to\nadvanced work and a high degree of accomplishment in one or two fields\nhas often constituted the curriculum on which degrees have been granted.\nIn the field of curriculum construction for the lower schools, -significant\nprogress has been made. There are professorships in universities devoted\nwholly to this problem.\nCommissions have been appointed which have\nmade a thorough scientific analysis of curriculum material upon a scientific foundation.\nCurriculum principles which rest upon a basis of tested\nscientific data have been established.\nAs a result of this kind of study,\nwhich has been going on for a decade or more, a scientifically constructed\ncurriculum for the elementary school is beginning to emerge.\n‘There is\ngreat need that the same sort of a process be set in motion with reference\nto curricula for the professional preparation of teachers. ‘Teachers college\ncurricula are now more or less static and follow more or less traditional\nlines.\nW. W. Charters has defined the problem clearly, showing that a trait\nanalysis of teachers and a functional analysis of the work of teachers will\nbe very helpful as a basis for constructing curricula which will specifically\nprepare for the work which teachers of different kinds are required to do.?\n\nUnder a subvention from the Commonwealth Fund, Charters is making a\nfunctional analysis of the practice of teaching.\n\nIt is the purpose to continue\n\nthis study over a period of years and to determine what an individual needs\n\n&\n\nto be and to be able to do in order to be an efficient teacher on any grade\nlevel. There is great hope and splendid promise in such an attack upon a\nproblem of this kind.\nScientifically constructed curricula for training\nteachers for the various types of teaching service will emerge from this\nstudy.\nFollowing the lead of these suggestions, it is now possible to attack the\nproblem of the teachers college curriculum in this scientific manner. What\nbetter organization is there to take the lead in reconstructing curricula for\npreparing teachers than this Association?\nOne may well ask at this point, With what degree of reliability can\nstandards be established today for teachers colleges, covering curriculum,\nsize of library, amount of student teaching, size of training school, and other\nsimilar problems? The answer must be that there now exists almost no\n' Principles underlying the making of the curriculum of Teacher-Training\ncational Administration. and Supervision, Vol. X, pp. 337-342.\n\nInstitutions,\n3\n\nEdua\n\n"} {"page": 889, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS COLLEGES\n\n885\n\nscientific basis for a reliable guide in these matters.\nOpinion is now the\nchief basis for determining these matters.\nThere is little scientific information concerning the amount and the kinds\nof student teaching which are most effective. What the minimum library\nequipment should be is a question which no one can answer on the basis\nof well established scientific information. The proper content of courses\nin education which afford the best preparation of teachers for different\ntypes of service is a problem on which scarcely a beginning has been made\nin the way of a scientific approach.\nThere is a multitude of similar unsolved problems in relation to the preparation of teachers in teachers colleges. Nevertheless, with good judgment and common sense, on the basis\nof all the experience of the past, workable tentative standards can be set\nup at the present time which will be better than no standards.\nThere is one aspect of this question, however, which seems to justify\nimmediate emphasis upon longer and better curricula and higher standards.\nIn all parts of the United States a great increase in attendance occurred in\nteacher training institutions directly after the war. The result was largely\nincreased production of teachers.\nIn some states this has already resulted\nin a wholesale oversupply of teachers.\nThe situation which now prevails in Wisconsin is perhaps an example\nof what other states may be approaching or may have already reached. The\nquestion of supply and demand in the training of teachers has been carefully and accurately studied by the state department of public instruction\nof Wisconsin.\nThere is now reliable information at hand with reference\nto the annual demand for teachers in the state and the annual supply of\nteachers for different types of teaching service.\nThis year the supply of legally qualified teachers will exceed the demand\nto the extent of over a thousand teachers.\nIn a word, Wisconsin is now\naccumulating a surplus of teachers at the rate of one thousand a year, who\nare graduates from teacher-training institutions.\nFor example, there will\nbe produced in Wisconsin this year one hundred fifteen more teachers for\n\nkindergartens than can be placed in the state. There will be a surplus\nof five hundred fifty high school teachers, seventy-eight home economics\nteachers, eighty-five manual arts teachers, ninety physical education teachers,\nand so on, in other fields of teaching. In every type of teaching service in\nWisconsin there is now being produced by the teacher training agencies\nThe\nmore than enough legally qualified teachers to satisfy the demand.\npositions.\nfind\ncannot\nclasses\nresult is that all members of the graduating\nThere is not a sufficient number of positions open in the state in which to\nThe continuation of this surplus of teachers will\nplace every graduate.\nthe public schools of the state.\nupon\neffect\nserious\na\nhave\nThese conditions, however, present the greatest opportunity which has\nWith a surever come to the teacher training institutions of Wisconsin.\nplus of teachers accumulating in the state, it is possible to supply the state\nwith enough teachers and at the same time greatly to increase the requirements for graduation and the standards of teacher training institutions.\n\n"} {"page": 890, "printed_page": null, "text": "886\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nWith this lengthening of curricula and elevation of standards, the state\ncan still be supplied with an adequate number of teachers to fill every\nvacancy. At the same time a greatly improved product can be produced.\nSerious consideration is now being given to the lengthening of curricula\nfor elementary school teachers, other than rural, so that only three-year and\nfour-year programs for these teachers will be offered.\nWhen it is required that primary teachers shall spend three years in\npreparation, a large proportion will stay for the fourth year in order to secure the degree. This is clearly indicated by the experience with threeyear and four-year curricula for high school teachers. ‘Thus, it would be\npossible in Wisconsin to furnish enough teachers for the elementary schools\nall of whom have had not less than three years of training and a large proportion of whom have had four years of preparation.\nAt a recent meeting of the Board of Regents, two state normal schools\nin Wisconsin were authorized to put such a plan into operation.\nAs a\nresult, after next year, nothing less than a three-year program will be\noffered in the state normal schools at Oshkosh and Milwaukee for any\nkind of teachers except those for rural schools.\nOne-year curricula for\nrural school teachers, which require high school graduation for admission,\n\nare offered in all nine Wisconsin state normal schools and also in thirty\ncounty normal schools, which, in Wisconsin, are not connected with high\nschools, but are independent institutions, in separate buildings of their\nown, under separate county boards of three members each, financed largely\nby the state, approved—and controlled as regards curriculum—by the state\nsuperintendent of public instruction.\nIn addition to the preparation of elementary school teachers, only threeyear and four-year programs will be offered in the two state normal schools\nwhich have been selected for the longer curricula, for teachers of the socalled special subjects, such as manual arts, music, art, and similar subjects,\nand also for teachers in junior and senior high schools. ‘The four-year\ncurricula will lead to a standard bachelor’s degree.\nThe time is near at hand in Wisconsin when the training of all teachers,\nother than rural, can be put on a minimum basis of three years in all of the\nstate normal schools. This will make it possible to lengthen the required\ncurriculum for rural school teachers to two years, for as long as that is\nthe shortest curriculum available, the proportion of students taking that\ncurriculum will remain about the same. Thus, every grade vacancy could\nbe filled with a teacher who had had at least three years of preparation and\na proportion with teachers who have had four years of preparation. Every\nvacancy in a rural school could be filled with a teacher who had had two\nyears of preparation.\nThis advanced program has been consummated in\nonly two state normal schools, but it could be, and probably will be, extended to all of the normal schools in the state. At the same time the state\nwill not lack an adequate supply of teachers.\nThis program of longer curricula and higher standards in Wisconsin is\nmade possible by the fact of the overproduction of teachers in the state.\n\n"} {"page": 891, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n887\n\nThere is evidence that with these longer curricula enrollments in teacher\ntraining institutions would remain large enough to enable these institutions\nto supply the state with enough teachers to fill every vacancy. So long as\nthe demand for primary teachers in any state can be fully met on the required minimum of three years of training, what excuse is there for maintaining a two-year curriculum? When four times as many manual training teachers as the state can absorb can be produced annually in three-year\ncurricula, and probably twice as many as the state needs would be produced on a required minimum of four years, what reason is there for offering anything but a four-year curriculum for manual training teachers?\nMany other states in the union are approaching the same condition.\nIn\nseveral states an oversupply of legally qualified teachers already exists.\n’ Has not the condition of supply and demand reached such a point in these\nstates that they can properly greatly elevate the standards of their teachers\ncolleges and at the same time produce an ample supply of teachers? California teachers colleges now offer only three-year and four-year programs\nfor any kind of teachers.\nNew York state normal schools offer only threeyear programs. A five-year program to prepare for teaching in elementary\nand high schools and leading to a bachelor’s degree, has been organized in\nthe college of education of the University of Cincinnati. Has not the time\narrived when emphasis should be placed upon longer training and higher\nstandards, rather than upon increase in enrolments?\nThese, then, are some aspects of the problem.\nIn what manner, now,\nmay this problem be attacked? What plan for revision of its program of\nstandards ought the American Association of Teachers Colleges to undertake? A plan embodying three features seems to be significant and to\noffer a means of embarking upon a line of progress and development which\nwill lead to results of a valuable sort.\n.\nFirst, there may be adopted by this Association a set of standards which\nembody those features on which there is enough general agreement in practice to warrant establishing standards, or on which there is supporting evidence for the establishment of valid standards.\nSecond, there may be embodied in this set of standards certain provisional standards which may constitute for a few years a line to which to\nhew, a guide for future development, a goal toward which to work, with\ncertain permissible minimums of attainment, below which no school may\nfall. These provisional standards will be based upon the best light available at the present time, but it would have to be frankly admitted that they\nare based upon opinion and tradition more than upon scientific data. As\nprovisional standards, they will have considerable value.\nIt does appear that there is a very large range in the practices of the\ninstitutions belonging to the Association. For example, in faculty preparation there are some two-year normal schools giving work of college level\nwhich have only two or three persons on their faculties with even a bachelor’s degree. There are also teachers colleges in which the amount of training of the members of the faculty averages about as high as that required for\n\n"} {"page": 892, "printed_page": null, "text": "888\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\na master’s degree. In amount of student teaching in the preparation of elementary school teachers, the range appears to be from a minimum of thirty\nhours to a maximum of six hundred hours.1.\nThe range in amount of\nstudent teaching in the group of teachers colleges which are now members\nof the North Central Association is from thirty hours to four hundred\nninety hours, with a median of one hundred twenty hours.” With reference to the content of the curriculum, there are those who hold that every\ncourse in the teachers college curriculum should be a professional course,\nwhile there are others who believe that fully three-fourths of the courses\n‘The permissible minishould consist of fundamental academic material.\nmums will take care of these extremes of practice for a reasonable time\nuntil information is brought to light as a guide for action.\nThird, there may be created a series of commissions which will work\nunder the Committee on Standards and Surveys of this Association and\nwhich would begin work immediately to conduct a series of investigations\nof the various problems represented by these provisional standards and other\nproblems of major importance upon which there is not now sufficient information to justify action.\nEach of these commissions might be given\nfrom one to five years to carry on a thorough scientific study of the problem assigned to it, at the end of which time it would report its findings\nand its conclusion to the Association, with recommendations for action.\nFive years of well-conceived research in connection with the problems of\nteachers colleges will throw such light on these problems that effective\nsolutions of many of them will be at hand.\nThe following commissions are suggested:\nCoMMISSION ON ENTRANCE REQUIREMENTS.\nCoMMISSION ON CURRICULUM.\nCOMMISSION\nCoMMISSION\n\nON PREPARATION OF FACULTY.\nON ORGANIZATION\nOF TRAINING\n\nSCHOOL\n\nAND\n\nSTUDENT TEACHING.\nCoMMISSION\n\nON TEACHING\n\nLoap oF Facutty.\n\nCoMMISSION\n\nON LIBRARY EQUIPMENT.\n\nA tentative set of standards, prepared by the writer and recommended\nfor adoption by the Committee on Standards and Surveys, dealing with\nthe essential features of a teachers college, is before the Association for its\nconsideration.*\n‘These standards are intended to be such that any accrediting agency which has occasion to accept the product of teachers colleges will\nbe justified in accepting any institution which maintains a Class A rating\nunder these standards. Such a rating will mean that the institution measures up to high standards of professional education in the field of teacher\n11925 Yearbook of The American Association of Teachers Colleges,\n. 111-112\n* Proceedings of the Thirtieth Annual Meeting of the North Central Aesatiokine of Colleges\nand Secondary Schools, Part I, fourth unnumbered table containing statistics of ‘“Teacher-\n\nTraining\n’ These\n\nInstitutions,” between pp. 28 and 29,\nstandards were adapted practically unanimously\n\nand appear\n\nin this Yearbook.\n\n"} {"page": 893, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n889\n\npreparation which are the equivalent of high collegiate standards existing\ntoday in other fields of professional education. These proposed standards\nhave been submitted to the membership of the Association for criticism and\nrevised in the light of the suggestions received.\nThey have been so revised as to place, in the form of recommendations\nonly, those provisions on which there is great variation in current practice.\nThe date of taking effect of certain other standards has been postponed\nfor several years, in order to give colleges sufficient time to bring their\npractice into conformity with the standards.\nIn other respects they have\nbeen reasonably adapted to the various conditions which exist in the several states. It is believed that the Association could safely adopt them as\nthey now stand.\nA thorough-going study of current practices during the coming year by\nthe Committee on Standards and Surveys would doubtless eliminate some\nof the extremes and make possible more conformity to desirable standards\nby next year. The present proposed standards will be valuable as a guide\nfor study and a basis for elimination of extremes of practice during the\ncoming year.\nIt must be remembered that this is a new field in which\nscientific investigation of problems has not yet proceeded far, but it must\nalso be borne in mind that it is a field in which current practices of higher\ninstitutions, custom, and general consent furnish a basis for standards which\nwill have a great deal of value while a more valid basis for new standards\nis being established.\nIn conclusion, it seems reasonable that the American Association of\nTeachers Colleges should desire soon to embark upon a vigorous program\nof higher standards for teacherg colleges.\n“These institutions have met\nthe needs of the past and they are meeting the needs of the present, but\nthis is an advancing world. Neither teachers colleges nor any other institution can expect to remain static. “Tomorrow will require more than today\nexpects. To the teachers colleges of America has been assigned the preparation of the practitioners of that profession which is most important and\nwhich has the greatest effect upon human welfare. The profession, and the\npublic, as attested by acts of legislatures in establishing teachers colleges,\nis committed to the idea that teachers henceforth shall be educated in professional schools of college level. Since teachers colleges are the institutions\nto which has been delegated the performance of this service, it seems to be\na logical conclusion that they should represent in their standards and requirements professional education on a college level in its best and highest\nform.\n\nWHAT COURSES IN EDUCATION ARE DESIRABLE IN 4A\nFOUR-YEAR CURRICULUM IN A STATE TEACHERS\nCOLLEGE?\nWHAT'SHOULD BE THEIR SCOPE?\nE. S. EVENDEN, PROFESSOR OF EDUCATION, TEACHERS COLLEGE, COLUMBIA\nUNIVERSITY\nTeachers colleges are distinguished from liberal arts colleges today in\n\nat least three outstanding ways: (1) the greater unity of professional pur-\n\n"} {"page": 894, "printed_page": null, "text": "890\n\nNATIONAL\n\nee\n\nEpucATION ASSOCIATION\nSe\n\npose which characterizes the work of their faculties and students; (2)\nthe more adequate provision which they make for practice and demonstration schools; and (3) the number and variety of courses in education which\nthey offer. This report is concerned with the third of these differences.\nAccording to several studies that have been made within the last few\nyears, the courses in education (including psychology) represent between\na fifth and a fourth of the work done by students in teachers colleges.\nIn five recently proposed curricula for four-year teachers college course\nfor the preparation of elementary teachers, the requirements in education\nand psychology were 29 percent, 23 percent, 23 percent, 22 percent and\n19 percent of the total course.t When a subject is given as much time\nas this in a college course, it is to be expected that its relative value and\nits right to this time will be constantly challenged by those interested in\nother subjects which receive less time. Such challenging is desirable and\nshould be encouraged, not only for education, but for all other subjects\nin the curricula of teachers colleges. ‘‘Lack of time” is the excuse, which\nis too frequently given in these schools, for failing to provide teachers with\nskills and information which are generally conceded to be a part of their\ndesirable equipment. One method of gaining more time is to eliminate the\nunnecessary elements in all existing courses. “The emphasis in recent years\nin professional schools for teachers has been to subdivide and elaborate\ncourses in education rather than to condense and combine. ‘The criticism\nthat teachers are now being over-provided with methods and under-provided with subject-matter upon which to use the methods is being made\ntoo frequently to be ignored by those in charge of our teachers colleges.\nThis is one reason why your committee on surveys and standards selected\neducation as the subject for one of the first preliminary reports.\nThis report will be confined to a study of the courses in education in\nfour-year curricula for the training of elementary teachers, with special\nreference to teachers of the intermediate grades. “There are four reasons\nfor putting this limit upon the study:\n1. The preparation of teachers for the elementary schools is the most\nimportant task confronting our normal schools and teachers colleges today.\nThe curricula which have to do with this task should be the first to receive\nthe attention of this association.\nA study of four-year curricula for the\npreparation of primary teachers was recently made by Dr. Shelton Phelps\nand others.? ‘This study was very thoroughly done and included a detailed\ndiscussion of the courses in education which that group considers desirable\n1 Carnegie Survey of Missouri Normal Schools—W.\nC. Bagley.\nProposed four-year\ncurriculum for intermediate teachers.\nA Four-Year Curriculum for the Preparation of Elementary Teachers.\nRobertson,\nSea\nease\nand Phelps.\nEducational Administration and Supervision, Septemer,\n;\nand 4. Proposed curricula of the ‘‘Curriculum Committees” of the major courses in\nNormal School Education, Teachers College, Columbia University, 1924-25, and 1925-26.\nProposed Curricvla for School of Education of Southwestern Louisiana Institute by\nJ. M. Smith, 1925.\n2 Robertson, Phillips, Donovan and Phelps.\nA Four-Year Curriculum for the Preparation\nof Elementary Teachers,\nAdministration and Supervision, September, 1925.\n\n"} {"page": 895, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n891\n\nfor primary teachers. The availability of this material was the principal\nreason for confining this study to the intermediate group.\n2. The absence of any funds for the use of the committee on standards\nand surveys has prevented it from making the comprehensive study of the\ncurricular offerings in the several subjects which must be made in the very\nnear future. Rather than send out a long and complicated questionnaire\nwhich, at best, would result in only a small part of the needed data, it was\ndecided to obtain all the information possible from catalogs and other\nprinted sources.\n“This method has the double advantage of saving your\ntime at a busy season of the year and of providing data comparable to that\nin similar studies with which results could be compared and checked.\n3. The education courses needed by the teacher in the intermediate\ngrades are suggestive, if not typical, of those needed for all teachers in the\nelementary and junior high schools.\n4. The education courses offered in connection with the preparation of\nhigh school teachers are so varied and the number of different possible\nfields of specialization is so great, that any superficial study of this problem\nwill serve only to confuse the issue and postpone its correct solution.\nAll recent studies of the curricula of teachers colleges have shown that\ncourses\n\nin education\n\nhave increased in number\n\nvery\n\nrapidly.\n\nOne\n\nstate\n\nteachers college? offers over seventy different courses in education and\npsychology, not to mention numerous other methods courses in the various\nsubjects.\nRainey* found a total of 1492 different professional courses\noffered by 71 teachers colleges in the five subjects of methods, educational\npsychology, philosophy of education, management, and history of education.\nDr. Shelton Phelps* found it necessary to use twenty-nine different subdivisions in education in order to classify the courses offered in fourteen\nteachers colleges.\nIn this report the catalogs of 102 different schools in +2 states were\nexamined,\nFour year courses for “intermediate teachers” or “‘elementary\nteachers” or “grammar grade teachers” were found in only 25 of these\nschools.\nThese are the schools included in this study.\nMore schools\ncould have been used if the study had not been confined to 1925-26 catalogs.\n1 Shelton Phelps—The Two-Year Curriculum for Training Elementary Teachers, Journal of\nEducational Research, May, 1923.\n;\n:\n,\nShelton Phelps—The Four-Year College Curriculum in State Teachers Colleges, Educational\nAdministration and Supervision, September, 1923.\nf\n:\nNewcomb,\nR. S.—The\nGeneral Organization\nof the Curriculum\nin Standard\nFour-Year\nTeachers Colleges.\nReport before the American Association of Teachers Colleges, 1925.\n4\nRainey, H. P.—A Study of the Curricula of Teachers Colleges,\nEducational Administration\n\nand\n\nSupervision,\n\nUnpublished\n\ncation,\n\nTeachers\n\n2 Greeley,\n\nOctober,\n\nreports\n\n1925.\n\n;\n\nof ‘Curriculum\n\nCommittees”\n\nCollege,\n\nColumbia\n\n:\n\nof major\n\n:\n\ncourses\n\nin\n\nNormal\n\nSchool\n\nEdu-\n\nUniversity.\n\nColorado.\n\n8Ibid, p. 468.\n4 Robertson, Phillips,\n\nDonovan\n\nand\n\nPhelps.\n\nA\n\nFour-Year\n\nCurriculum\n\nfor the Preparation\n\nof Elementary Teachers.\nEducational Administration and Supervision, September, 1925.\n5 Many of the data used in this report were gathered by G. W. Rosenlof, who served as\nchairman of the “Committee on Education” in the study of Teachers College curricula which\nwas part of the work of the major course in Normal School Education at Teachers College,\nColumbia University, 1925-26.\n\n"} {"page": 896, "printed_page": null, "text": "ASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\n892\n\nTABLE\n\nI\n\nThe Number of Teachers Colleges Offering Various “Required” Courses in\nEducation and Psychology for Varying Amounts of Credit\nFrom a selected list of twenty-five teachers colleges offering four year curricula for\nintermediate\n\nSubjects\n\n12\n\nteachers,\n\n1925-26\n\nNumber\n\nof semester\n\nSih\n\nGS\n\n4.\n\nIntroduction\nto teaching\n‘on educationiis. aaaccinee S..\nSURFS\nBIS Bis\nCla taet®\nPrinciples of teaching or\neducation, 2 acetfemecinte SOE\nc Rae I\nee\nObservation or Observation ystudies) 4014. spi. tel\nOe\nUt\nSil 2.9\nbot.\neel\nPractice;teaching;\n8.11.6\nert\n3k\n0\ntlh, 3\na3\nRoom teaching III....... ete\nwane\nLe\n40\nel iw\nApprentice teaching...... sa\ndienes\nConferences=ss/; :53-'1-1-'\n{jelAres\nClassroom management...\n\n..\n\ncregu\n\nEee\nues eee\n\n..\n\ndifferences\n\n............\n\nHereditysand educations.\nEducational hygiene......\nEducational sociology.....\nEducational biology......\nPsychology of speech.....\naa\na Se anes\n\nsin\n\non]\nSheen\n\nee\n\neee\n\nSle\n\nbk\n\nIK\n\nBi\neee\n\nne\n1\n1\n\nae\n\n3\n4\n\n2\not\n\n2H\n\n1\n1\n8.\n\nrhe\nlie.\n\nZe 1\n\na4:\n1\n5\n8\n\n1\n4\n\nae\n\n3\n1\n3\n\nSc\nSQ\n\nARI,\nTRS\neee\n\na\n\nSees\n\nare\n\naLpes |\n\n6\n\n..\n\n1\n\n1\n\nOpes.\n\nsubjects J. eaeouupsiacise\nee:\nEducationalimeasurements)\n=\nMental@measarements=-)., cee\nPsychology of individual\n\nSh\n\nGea\n\naor\n\nnoe\n\nrem.\n\nae\n\neS otal\n\n5\n\nEducationalpsychology eeu\nChildSpsy.chologVaeren\n\nEB?\n\nOZ\n\nSL\n\nVIP\n\nPsychology of childhood..\nPsychology of elementary\nschool subjects ........\nPsychology of high school\n\n1\n\n7\n\nschoolilawaeen cece\nena\nes a4\nChild and his school..... ..\nae\n1\nCivicreducationgers eae\n3\nGeneral psychology ........\nSoiree\n02”\n\nita\n\nof credit\n\ntied:\n\nAdministration and superViSiON] Gilas io seine\nchs AKA\nSee\nTR\nSHPLIMREON shoacctcchaceBE\n3.\nPiel;\nAdministrationumeceeidiencr\n1\nEthics of profession......\n| En\neae\nGeneral methods ........ yds\nAY Te\nSpecial methods ......... ce\n1\nBQ\nSee\nProject method ance\nre\noa\n1\nCurriculum) (hese a HIRT\nTPZ\nTEES\nHistory of education..... ehh,\n1URSP\n4\n\nHistory of education in\nUnited¥States * theese oe eee\nCurrent educational\nthought) sete\nciter sias ANSE\nPhilosophysotseducation jenn)\nPublic school system and\n\nhours\n\nOPTS\n\nket!\n09S)\nol\n\ntepid\n\nO34\n\nNotes ty\n\nLinh\n95a)\n\nLethe\neden cee\neee\n\nos\n\ne\n\noe\n\nGil\nGeek.\nln aed\n\noe\n\ne\n\neee\ne\n\ne ee\neens\n\n6\n\nae!\n\nte\n1° ee\nemt\nok oc\nswine.\n“Shastiiie?\nasl\n.\n..\n3\n2\nSee\na\nneers\nMD\nae\nPLOTS\nPSTN. wo) icc\nleh\na Sistas 2 ee\nre ae\n\nBee,\n\n1\n\nks\nSR\n\neee\nlootinee:\n\nhecho\n\nPEE e\n\nae ae\n\nvan\n\net\n5\n1\nne\n\nThe table should be read as follows: Introduction to teaching or education is\noffered for 3 hours credit in 8 different schools, for 4 hours credit in 3 different\nschools, and for 6 hours in one school, making a total of 12 schools requiring such\n\na course.\n\n"} {"page": 897, "printed_page": null, "text": "DEPARTMENT oF TEACHERS COLLEGES\n\n893\n\nThis was done, however, in order to make the report cover the actual\nsituation for the present year.?\nTable 1 on page 60 shows very convincingly the diversity of required\nofferings in education and psychology and the lack of agreement in the\namount of credit to be offered for each course.\nIt will be noticed that it was necessary to use 23 classifications to\ninclude the reguired courses in education in these teachers colleges.\nThe list would have been much longer if the optional courses had been\nlisted. From the distributions given in Table I, it is evident that the only\nsubjects in education which are required in practically all teachers colleges\nare practice teaching and educational psychology.\n‘The following subjects\nare required in half or more of these colleges: principles of teaching or\nof education, special methods, general psychology, history of education\n(general or in U. S.), introduction to teaching or to education, observation\nand educational measurements.\nAbout one third of the colleges require\ngeneral methods and classroom management.\nThere is very little agreement in practice with regard to the placement\nof these required courses.\n“This can be seen by reference to the distributions in Table II.\n;\nTABLE\nThe\n\nII\n\nYear-Placement of Required Courses in Education for Elementary\nTeachers in Twenty-five Teachers Colleges, 1925-26\nPer cent of required courses that are\noffered in each year\n\nName\n\nof course\n\nira CtiCe mtsACh\niN\n\nIst Year\n\n2d Year\n\n3d Year\n\n4th Year\n\nOral maryuvatiegay)\n-qoitat eter\n\n5\n\n82\n\na\n\n13\n\nbracticesteachine ler cystitis.)\nsass oikeloi-\n\na6\n\n42\n\n11\n\n47\n\nEducatiomalapsyCnology esc...\nPrinciples of teaching or education..e..\nSpecial smethodS pa ya-isieie.es}-.\ndelselle se +Che\nGeneralepsychology aac.)\n-eeista cits -\n\n40\n50\n38\n\n30\n31\n44\nas\n\n30\n19\n6\n\nAs\na\n12\na\n\n85\nSe\n100\n46\n7\n50\n\nastony NOL MeEGUCAtIODL)..acuiemters ot)» <1)\nIntroduction to teaching or education...\nObservation\nMadey shrtantd:\n© con bate dmerssas\nEducational measurements.............\nGeneralemetiods vier 6 tocretslumielsijans\nrleeet\nClassroom management\n............-.\n\na\n\n14\n\nTn\n\n15\n46\nAs\n\n23\nbs\n27\n55\n13\n7\n\n31\nRe\n\n9\n36\n12\n\n18\n9\n25\n15\n\ni\n\neee UEEI nEINUI SEEDS SISSIES\n\n1 The list’ of schools used follows: Arkansas State ‘I'eachers Colleges, Conway, Arkansas;\nFresno State ‘Teachers College, Fresno, California; San Jose State Teachers College, San Jose,\nCalifornia; Colorado State Teachers College, Greeley, Colorado; Western State Teachers College, Gunnison, Colorado; Western Illinois State Teachers College, Macomb, Illinois; Eastern\nSchool, Natchitoches,\nState Normal\nSchool, Richmond, Kentucky;\nState Normal\nKentucky\nlouisiana;\nState Teachers\nCollege, Kirksville,\nMissouri;\nCentral\nMissouri\nState Teachers\nSoutheast Missouri State Teachers College, Cape Girardeau,\nCollege, Warrensburg, Missouri;\nState Teachers\nMissouri;\nSpringfield,\nCollege,\nTeachers\nState\nMissouri\nMissouri; Southwest\nCollege and Normal School, Kearney, Nebraska; East North Carolina Teachers College, GreenColTeachers\nState\nDakota;\nNorth\nMayville,\nCollege,\nville, North Carolina; State Teachers\nCity, North Dakota; Southern State Normal School, Springfield, South Dakota;\nege, Valley\n\nTastern’ State Normal\n\nMurfreesboro,\n\nTennessee;\n\nSchool,\n\nWest\n\nMadison,\n\n‘Tennessee\n\nSouth\n\nNormal\n\nDakota;\n\nSchool,\n\nMiddle Tennessee\nMemphis,\n\nNormal\n\n‘Tennessee;\n\nNorth\n\nSchool,\nTexas\n\nState ‘Teachers College, Denton, ‘lexas; Southwest Texas State Teachers College, San, Marcos,\nTexas: State Teachers College, Fredericksburg, Virginia; State Teachers College, Varmville,\nState Normal School, Bellingham, Washington.\nVirginia; Washington\n\n"} {"page": 898, "printed_page": null, "text": "894\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThis table shows that practice is consistent in placing the introductory\ncourses in the first year, and the practice teaching work in the second and\nIt is interesting to note the courses in which there is an\nfourth years.\nagreement of fifty percent or more of the colleges in the placement of a\nsubject.\nThe two most discouraging elements in any attempt to study the curricula of teachers colleges are the variations in titles for the same courses\nand the even greater variations in the content of courses with the same\ntitle. In order to know accurately what is now being taught in the various\ncourses in education in teachers colleges it would be necessary to have\ndetailed syllabi and lecture notes of each course, and even these should be\nchecked by visiting the classes. Such a study was obviously impossible at\nthis time. In attempting to get the content elements for the several courses\nthe descriptive statements which appeared in the catalogs were used. ‘This\nmaterial is much more reliable now than it was a few years ago because\nof the concerted effort that all colleges are making to have the catalogs\nOne\npresent accurate descriptions of the courses that are actually taught.\nillustration of the difficulties mentioned will be found in the following\ncatalog descriptions of three courses in principles of education as given in\nthree teachers colleges.*\n,\n1. “Principles of Education (four hours). Considers the learning process\nand the teaching process in their relation to the principles of psychology.\nIncludes aims of education, laws of learning, individual differences, the\nselection and organization of subject-matter, the technique of the recitation, supervision of study and mental hygiene.”\n(Note: This school also\nrequires a course in Educational Psychology.)\n2. “Principles of Education (four hours).\nA study of the underlying\nprinciples of educational theory and practice with special emphasis upon\nsecondary school problems.\nA study is made of secondary education in\nrelation to elementary and higher education.\nThe aims and functions of\nthe American high school are studied in relation to students, curricula, and\npresent social conditions.”\n3. “Principles of Education (three hours). A biological view of education, interpreting the details of educational theory and practice and\ndevelopment of various educational values.\nGenetic methods are used\nto elicit present conditions and practices. The development of education,\nideas of value, educative aims, and the agencies of mental and moral\ndevelopment.”\nThe following tabulation of the topics which are listed in the descriptions of the sixteen courses in principles of teaching or principles of education shows only four which are mentioned by five or more colleges.\nThese four are: (1) fundamental principles of teaching and methods; (2)\napplications of the principles; (3) observation, and (4) aims in education.\nIf these topics were not so general in nature, it is probable that there\n1 Gunnison,\n\nColorado;\n\nValley\n\nCity,\n\nN.\n\nD.;\n\nDenton,\n\nTexas.\n\n"} {"page": 899, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n895\n\nwould not have been even this slight agreement.\nNone of the teachers\ncolleges studied requires both principles of teaching and principles of education. Before either is required, its relation to other courses in education\nshould be determined and the present duplication of topics should be\nreduced.\nMany of the topics now taught in these courses may be placed\nas appropriately in other courses, such as introduction to education, educational psychology, classroom management, or in the professionalized\nsubject-matter courses.\nIf courses are composed of elements which are\ntaken from several other courses, or which are as appropriate in other\ncourses they must have a very clearly defined function to perform in order\nto justify their existence. ‘The descriptions of these courses in principles\nof education do not show any agreement upon this point. In some instances\nthey are clearly courses furnishing foundation material for other professionalized courses; in others they are second courses in introduction to\nteaching given at the beginning of the senior college, while in others they\nare summarizing and coordinating courses.\nOther courses in education which are subject to the same limitations and\nwhich are in other ways similar to the courses just discussed, are introduction to teaching and introduction to education. ‘These courses have been\nmore recently introduced, which may account for the even greater lack\nof agreement in content and function which exists. One or the other of\nthese courses was required in twelve schools, and only two topics appeared\nin as many as half of the schools. The following listing of topics included\nin these twelve courses shows their classifications into several fields and\nalso the number of times each topic was mentioned.\n1. General\neducation.\n\ntopics\n\nconsidered\n\nas\n\nintroductory\n\nTeaching as a profession (2)\nProblems met in education today (6)\nOrienting student in field of education (2)\nSurvey of work of teacher (2)\nObjectives of education (6)\nClear notions of the field of education (3)\nResults of education (4)\nFitness of student for educational service (1)\nTypes of teaching service (1)\nAiding student in choice of field (1)\nEducational systems (1)\nProfessional growth of teachers (1)\nGeneral and specific qualifications (3)\nEducational terminology (1)\nPreparation for later specialization (1)\n\n2. Administration\n\nand Supervision.\n\nCurriculum (2)\nThe school-board\n\n(1)\nSchool architecture (1)\nSchool organization (1)\n\nto the\n\nwhole\n\nfield\n\nof\n\n"} {"page": 900, "printed_page": null, "text": "NATIONAL\n\n896\n\nEpucation\n\nASSOCIATION\nce\na ts\n\nte at\n\nJunior high school (1)\nExtension of school activities (1)\nSchool law (1)\nYard and building organization (1)\n\n3. School and Classroom Management.\nClassroom management (2)\nDaily program (2)\nPlay activities (1)\nSchool discipline (1)\nAssignments (1)\nFirst day of school (1)\nIntermissions (1)\nLines and drills (1)\nAttendance (1)\nPunishments (1)\nGrading and promotion (1)\n\n4. Educational\n\nPsychology and Measurements.\n\nNature of learning and teaching processes\nNature of mind-original capacities (2)\nTreating\n\nindividual\n\ndifferences\n\n(2)\n\n(2)\n\nStandard tests (2)\nHabit formation (1)\nInterest (1)\nAttention (1)\n\n5. Principles of Teaching—Methods.\nPrinciples of pedagogy (2)\nStudy habits (1)\nMethods in education or of teaching\n\n(3)\n\n6. Miscellaneous.\nSchools of other countries\nHealth education (1)\nMoral questions (1)\n\nand their contributions\n\n(1)\n\nThe amount of overlapping between these two introductory courses and\nthe other courses in education, which this list shows, is a matter for serious\nconsideration when it occurs in curricula already “overcrowded.”\nThe\n\ntitles of these courses, and the fact that they are offered in the first year\nin all these schools, would indicate that there is agreement regarding their\nprincipal function—orientation of the students in professional schools for\nteachers. What effect will the treatment of topics in such an introductory\ncourse have upon courses which have heretofore been responsible for those\ntopics? Will these courses repeat the topics which have been presented\nin the orienting courses; will they substitute other topics, or will they\nshorten the time formerly given to the courses? These three options are\nvery important in the future development of curricula for the preparation\nof teachers, and are involved, to a greater or less degree, in all of the\nrequired courses in education,\n\n"} {"page": 901, "printed_page": null, "text": "DEPARTMENT\n\nOF [TEACHERS COLLEGES\n\n897\n\nSome of the more outstanding facts about each of the frequently required courses in education which were evident from the study of the\ncatalog announcements are given without comment at this point.\nPractice teaching—The amount of practice teaching required varies\nfrom three quarter hours in one school to eighteen quarter hours in another. The median amount of credit given to practice teaching is\neight and one quarter semester hours.\nThere is general agreement that\npractice teaching should come in the second year. “This is, of course, due\nto the fact that such a large proportion of the students in teachers colleges\ncomplete only a two-year course.\nFour teachers colleges of the group\nstudied require practice teaching in both the second and fourth years. In\nthese cases there is not a very clear statement of the principal functions of\nthe second course.\nThe general tendency in all practice teaching work in these colleges is\nto emphasize the following elements: (1) preliminary observation by the\nstudent of teaching done by supervisors; (2) careful lesson planning; (3)\nselection and organization of subject-matter ; (4) critical discussion with the\nsupervisors and critic teachers both before and after teaching; (5) practice\nteaching; and (6) group conferences.\nSpecial methods—There are two distinct types of special methods\ncourses.\n“The first attempts to provide a composite course which assumes\nresponsibility in one course for the special methods in all subjects. ‘The\nsecond type is a course offered in connection with each of the subjectmatter fields, for example, “Special methods in intermediate grade arithmetic,” or ““The teaching of English in intermediate grades.”\nThe most frequently mentioned topics in these courses in special methods\nare: (1) application of psychological principles; (2) methods of teaching\nsubjects with reference to the preadolescent child; (3) utilizing original\ntendencies and environment; (4) historical development of subject-matter;\n(5) place of subject-matter in the curriculum; (6) organization of subjectmatter; (7) selected references on teaching the various subjects; and (8)\nthe teacher’s relation to the child. Only four of the schools show in their\ncatalogs that they are trying to introduce this special methods material into\nthe regular subject-matter courses.\nGeneral methods—About one third of the teachers colleges now give\ncourses in general methods.\n‘These courses are, in most instances, either\nthe first type of special methods course with a different name or a duplication of the work of such courses as introduction to teaching or educational\npsychology or principles of teaching. Some of the most frequently discussed\ntopics are: (1) problems of instruction in the intermediate grades; (2)\nmaterials and devices for teaching subjects; (3) discussion of current\nliterature in the field; (4) best means of adapting materials and subjectmatter to specific grades and to individuals; (5) characteristics of children;\n(6) the project as a method; (7) aims of education; and (8) purpose,\ncontent, and technique of instruction.\nHistory of education—The two most noticeable facts about history of\n\n"} {"page": 902, "printed_page": null, "text": "NATIONAL\n\n898\n\nEpuUCATION ASSOCIATION\n\neducation are: (1) the tendencies to restrict the course to the third or\nfourth year of the four-year course and omit it entirely from the two-year\ncourse; and (2) the substitution of “History of Education in the United\nStates,” for the more general history of education.\nClassroom management—This course is offered in practically all the\n‘The topics\nteachers colleges but required in less than a third of them.\nthey ever\nas\nimportant\nand\nvital\nas\nnow\nare\nusually included in this course\nThe decrease in number of schools requiring it has been caused by\nwere.\nthe. distribution of many of its topics to introduction to teaching, educational psychology, the professionalized subject-matter courses and the\nmore recently organized courses in observation and participation.\nPsychology—A detailed study of the psychology courses in teachers\ncolleges was not made at this time because a thorough investigation of\ntheir content and functions is now being made by a graduate student at\nteachers college. It will suffice for the present to give a few facts and\nconclusions about the psychology courses in these twenty-five teachers colleges. Fourteen of the schools require both an introductory or general\ncourse in psychology and a course in educational psychology.\nNine schools\nrequire one course in educational psychology and no introductory course\nin psychology.\nNineteen of the schools require two or more courses in\npsychology, while seven of these require introductory psychology, educational psychology, and psychology of childhood.\n.\nMental measurements and educational tests—These courses are usually\nrequired of third and fourth-year students. The average amount of credit\ngiven to each of these courses is about four semester hours. “This would\nimply that both courses are most frequently intended for regular classroom\nteachers instead of specialists in the field of measurements.\nNone of the other courses in education were required by enough schools\nto justify including them in this discussion of present practice.\nBefore making any proposals concerning the education courses for a\nteachers college, some general statements should be made concerning the\namount, the kind, and the arrangement of the offerings in education.\n1. In teachers colleges the courses in education deal with methods and\ntechniques of teaching, but make almost no addition to the subject-matter\nto be taught. In any curriculum, the time spent in perfecting the methods\nand techniques of presenting elementary school subjects decreases to that\nextent the time available for the study of additional collegiate subjectmatter\n\ncourses.\n\n2. Since education courses are the most recently developed of the courses\nin our teachers colleges, they must be on the defensive and justify any\n\ntime given to them by students who expect to teach. This justification\nmust be made in terms of measured results. These measurements must\nshow, in no uncertain terms, that students who have had a given amount\nof work in education or who have taken certain courses in education, do\nbetter teaching than students who have not had such courses in education,\nbut who have had. additional. courses in such fields as English, history.\n\n"} {"page": 903, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n899\n\nsociology, art, or modern languages. These measurements must also show\nwhich type of preparation is conducive to the most rapid and most prolonged professional growth on the part of the teacher while in service.\nThe responsibility rests more heavily upon the advocates of education\ncourses to furnish this proof of value, than upon the teachers of the more\nestablished subject-matter fields.\n3. There seems to be greater probability of enriching a teacher’s classroom instruction, broadening his interests, and increasing his influence and\nprestige in the community by giving him a more thorough and comprehensive grasp of the subjects usually studied in college than by giving him\nan immediate mastery of the classroom skills and the required minimum\nof subject-matter for instruction.\nBoth kinds of training are obviously\ndesirable and the extent to which one or the other should be emphasized\nmust be determined.\n4. As the science of education is developed in the research departments\nof our universities, it tends to encourage specialization and the mulitiplication of courses.\n‘This is desirable in schools where students are prepared\nto conduct further researches or to teach special phases of education, such\nas history of education or educational psychology in teachers colleges.\nThis specialization and multiplication of courses may be very undesirable\nwhen it finds its way into the curricula of teachers colleges. Even though,\nat first, these new courses may not be required, they will be taken by some\nstudents, and for that number, at least, they prevent an equal amount of\ntime from being spent on other subjects, which may not be studied because\nof “lack of time.”\n5. The plan of professionalizing the subject-matter courses in our\nteachers colleges must be put to severe experimental tests; if it is justified,\nas all of its advocates are sure that it will be, its adoption by teachers colleges will make radical changes in the courses in education in these schools.\nIf English, history, mathematics, and all other subjects of instruction in\n\nteachers colleges are expected to include the essential elements in the history of that subject’s development, the applications of educational psychology to the teaching of that subject in the various grades, the giving and\ninterpretation of tests and measures of that subject, the most successful\nmethods and devices for teaching that subject at different grade levels,\nand other such professional elements related to that field, there must necessarily be a rearrangement of courses in education.\nUntil such professionalization of subject-matter is proved to be either impossible or undesirable, there are enough logical arguments in its favor to justify many\nteachers colleges in making an earnest attempt to put it into practice and\nwatch results.\nIn the light of the preceding generalization, the following proposals are\nmade for the required courses in education for a teachers college preparing\nteachers for the intermediate grades. With the necessary modification due\nto differentiated curricula, these courses would\n\nsuffice for the preparation\n\nof teachers for any positions in the elementary schools.\n\n"} {"page": 904, "printed_page": null, "text": "NavioNaL Epucation Association\n\n900\n\n‘These proposals are made upon the following assumptions: that teachers\nin the elementary schools are today in need of additional subject-matter;\nthat subject-matter may be obtained in professionalized courses; that\nspecialized courses in education will be offered for students who intend to\nspecialize in particular fields of work; and that education courses will not\nbe responsible for any elements which may reasonably be expected to belong to the professional treatment of the subject-matter courses.\n\nThese proposals also recognize the fact that the majority of students preparing to teach in the elementary schools will stop, at least temporarily, at\nthe end of the second year.\n‘These students are more or less experienced\nteachers when they return for further work and should then be separated for\ninstructional purposes from other juniors and seniors who have not actually taught.\nProposed required courses in education in teachers colleges for the preparation of teachers for the elementary schools.\n(With particular reference\nto intermediate grades.)\nGroup A—Students who elect ta complete four years of work before\nteaching.\n(Not entitled to certificate at end of two years.)\nGroup B—Students who expect to teach at close of second year.\nNumber\n\nGroup\n\nSubject\n\nOe\nOffered\n\n(to teaching; ssn\neducational\nstatistics and\n\n2\n\nIst\n\nmeasurementsiies\neae mo. eae\noe ohieel\nEdueationale psychology page enreeeeienn\n\n3\n3\n\n2d\n3d\n\n2\n8\n3\n\n1st\n2d\n3d\n\n2\n8\n3\n\n1st\n2d\n3d\n\n4\n\nany\n\nFirst\nA&B\n\nIntroduction\nElementary\n\nSecond\n\nYear\n\nYear\n\nB\n\nGlassroomsprocedures mre. eee ees\nPractices teachitig iemiiia\naia tae cine\nHistory and principles of education....\n\nA\n\nClassroom procedures mp. 4.s0s. 0c\nPractice teachin pater eee ae\neer\nHistory and principles of education....\n\nB\n\nObservation\n\nFourth\n\nYear\n\nand specialization practice,\n\nsupervision or experimental teaching. .\nTotal\n\n*Multiply\n\nof\n\nQuarter\nHours*\n\nby two-thirds\n\nto reduce\n\nto semester\n\nA\n\n21\n\nB\n\n25\n\nhours.\n\n"} {"page": 905, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n901\n\nSome of the reasons for this arrangement of courses will be given very\nbriefly. Statements of the principal purposes of the courses will be given\nsince their positions in a curriculum depend upon them. The statements of\nthese purposes will include some of the most important topics to be covered\nin the courses.\n1. Introduction to teaching (or education)\na. Principal purposes:\n(1)\n(2)\n(3)\n(4)\n\nTo\nTo\nTo\nTo\n\n™\n\norient students in the field of education.\ngive a foundation for the work of a professional school.\nserve as the basis for selecting a field for special work.\nintroduce students to the training school.\n\nb. Reason for place in the curriculum:\n(1) If such a course is offered it must be placed as early as possible in\norder to serve its purposes.\n\n2. Elementary educational statistics and measurements\na. Principal purposes:\n(1) To equip students with an understanding of terms and procedures\nin elementary statistics.\n(2) To.give general principles of measurement—both mental and educational.\n(No responsibility for any work with tests of specific\nsubjects which are to be given in professionalized subject-matter\ncourses.\n‘To acquaint students with the use and construction of\nnewer types of examination.)\n(3) To give the principles of conducting simple educational experiments.\nb. Reason for place in the curriculum:\n(1) It contains material needed in all professionalized\neducational psychology.\n\ncourses\n\nand\n\nin\n\n3. Educational psychology\na. Principal purposes:\n(1) To be a “service course” for all subject-matter departments.\nIt\nshould stress particularly such elements as: original nature, the\nlaws of learning, individual differences, emotional elements in\nlearning, and other topics which can and will be used by teachers\nin the various subject-matter courses.\n(2) To give prospective teachers an intelligent interest in children, their\ndevelopment, interests, and methods of work.\n(Supplemented by\nobservations of children in the training school.)\n\nb. Reasons\n\nfor place in the curriculum:\n\n(1) Time is provided to permit a course in biology to precede this course\nif desired.\n(2) There is no provision for a preliminary course in general psychology. ‘This course is disappearing from teachers college curricula\nsince it is not of practical value to teachers, and has not been\nessential to the understanding of educational psychology.\n(3) Because of its service nature, it should come as early as feasible.\n\n"} {"page": 906, "printed_page": null, "text": "902\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n4, Classroom procedures\na. Principal purposes:\n(1) To unify the various “professionalized treatments” as given in the\nvarious subjects, and bring them all to bear on a “classroom unit.”\n(2) To give students those elements of classroom management, such as:\nwork of first day, daily programs, discipline, supervision of study,\nart of questioning, keeping records, and such other topics as are\nnot cared for in professionalized courses.\n(3) To provide for observation and graded participation in the training\n\nschool grades in which students expect to teach.\nb. Reasons for place in the curriculum:\n(1) It provides materia] needed for effective practice teaching.\n(2) It provides for a preliminary acquaintance with the problems of the\nclass which the student is to teach.\n;\n\n5. Practice teaching\na. Principal purposes:\n(1) To provide teachers with a reasonable degree of proficiency in the\nart of teaching. It will involve observation, graded participation,\npractice teaching under supervision,\nand “responsible\nroom\nteaching.”\n(2) To afford practice in the selection and presentation of materials for\ninstruction as well as participation in the other activities which\nusually attend classroom teaching.\n\n5. Reasons for place in the curriculum:\n(1) It is placed as late in the course as possible (both for groups\nA and B) in order that the prospective teacher may practice,\nunder supervision, as much of her professional equipment as\npossible.\n\n6. History and principles of education\na. Principal purpose:\n(1) To serve as a summarizing and coérdinating course for the various\ntheories and methods presented in other courses.\n(Only the more\nsignificant general developments in the history of education will\nbe treated\n\nin order\n\nthat\n\nteachers\n\nmay\n\nbe\n\ninformed\n\nabout\n\nthe\n\ngrowth of their profession. None of the elements which may be\nused as professionalized subject-matter in the several subjects will\nbe treated.)\n\nb. Reasons for place in the curriculum:\n(1) It is the only logical place for a course which is to summarize\ncoordinate the work of the curriculum.\n\nand\n\n7. Observation and specialized practice teaching\na. Principal purposes:\n(1) To give to Group B students (experienced teachers who have had\nsupervised practice teaching) a connection with the training school\nin order that they may observe recent developments in methods,\nplans of organization, and other teaching practices.\n(2) To furnish experienced teachers the opportunity to do a special\n\npiece of teaching, conduct a specific educational experiment,\nhave opportunity to do supervision under supervision.\n\nor\n\n"} {"page": 907, "printed_page": null, "text": "DEPARTMENT\nb. Reasons\n\nOF TEACHERS\n\nCOLLEGES\n\n903\n\nfor place in the curriculum:\n\n(1) It should\n\ncome\n\nlate in the course\n\nutilize the additional training\nfourth years of college work.\n\nin order to enable the student to\n\nobtained\n\nduring\n\nthe\n\nthird\n\nand\n\n(2) It should come late in the course because, for students in Group B,\nthis course must serve as their summarizing and coérdinating\n\ncourse\n\nfor the last two\n\nyears\n\nof work.\n\nWith this brief description it is hoped that the most important reason\nof all for this arrangement of courses in education, and consequently, for\nthe very sharp cut in the amount of work required in education will be apparent.\nIt is hoped that this plan, if put into operation, will force the\nvarious teachers of subject-matter fields to professionalize their courses.\nThen, and not until then, will the principle of professionalized subjectmatter be given a fair trial under favorable conditions. Until this is done,\nit will be impossible to test or measure the value of this significant theory\nwhich, if proved to be valid, will result in such radical changes in curricula\nfor the preparation of teachers,\n\nTHE\n\nBASIS AND PRINCIPLES OF CURRICULUM CONSTRUCTION FOR STATE TEACHERS COLLEGES\nW. W.\n\nCHARTERS,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nCHICAGO,\n\nILL.\n\nIn speaking before this group today I shall confine myself to a consideration of the administrative aspects of the curriculum and exclude a consideration of the content of subject units within the curriculum. I do this\nfor two reasons.\nFirst, this audience deals with curriculum administration\nrather than with curriculum content.\nSecond, in order to determine the\nfetailed content of the subjects of a curriculum it is necessary to use a\nhighly refined technic which is provided in a laboratory rather than in\nthe administrator’s office.\nIn describing the basis of curriculum construction for state teachers colleges, I shall rely upon a parallel in business procedure.\nWhen a business organization is deciding its policies concerning the\nproduction of manufactured commodities, good business procedure demands first of all that it make a market analysis, even though such an\nanalysis is frequently carried out at great pains and expense. A manufacturing organization studies its markets to learn where its goods can best be\nplaced, to ascertain what goods are in greatest demand, and to determine in\nwhat lines there is an oversupply.\nOn the basis of this analysis, the organization reaches a decision as to the production policies of its manufacturing plant. This is good business procedure because profits are seriously\nendangered if lines are manufactured for which there is no market, or if\nsome market in which there is a great demand for a line is not supplied.\nIt appears to me that in settling the question of a curriculum for teachers\ncolleges the parallel holds very closely; and the procedure for curriculum\nconstruction runs somewhat in the following fashion. In the first place,\nteacher-training institutions should be considered in state units. since\n\n"} {"page": 908, "printed_page": null, "text": "904\n\nNaTIONAL\n\nteaching is a state function.\n\nEpuCATION\n\nASSOCIATION\n\nThe analysis of the teaching personnel\n\nand\n\nreason\n\nfor\n\npositions in a state unit should constitute the first step.\n\nThe\n\nof teachers from other states, and from\nneighboring states.\n\nconsideration\n\nsuch an analysis—which we may call a market analysis—is this., It<1s\nthe function of the teacher-training institutions in a state to provide the\nSuch an analysis will be made\ndifferent classes of teachers for that’ state.\nIt\nin a way that will reveal the demands for different kinds of teachers.\nwill disclose the average number of teachers needed over a period of years\nIt will\nand point out any increasing or decreasing trend in these numbers.\nhigh\njunior\nof\nkinds,\nvarious\nof\nteachers\nshow the number of high school\nschool teachers, rural teachers, and so forth. It will show the movement\nthe state under\n\nto\n\nSuch an analysis of the potential market of teacher-training agencies will\nconsider the factors that influence teachers in deciding to attach themselves\nto these different types of positions.\nSuch factors as the relative prestige\nof positions and differences in salary, teaching load, and length of the teaching day will be considered. “This will give both a quantitative and a qualitative analysis of the market, both the numbers needed and the relative attractiveness of different types of positions.\nWhen this analysis has been made it is possible to decide upon the\nnumber of teachers to be trained, but if we are to have any control over\ndistribution it is necessary that two supplementary activities be carried on.\nIn the first place, qualitative differences between positions must be equalized\nas nearly as possible so that teachers with the same preparation and ability\nwill be able to take whatever kind of position they are best fitted for. At\npresent, the prestige of high school positions based on differentials in salary,\nteaching load, and the length of the school day works against the needs of\nother divisions of the school system. ‘These differences must be reduced if\nwe are to have any control over the teaching supply.\nIn the second\nplace, it is important that the pledging of students who enter state institutions be strictly administered so that a reasonable amount of the graduates’\nexperience will be devoted to the schools of the state in which they receive\ntheir education.\nIf state teachers colleges and other training agencies\ncould control these two factors the problems of supplying the market would\nbe considerably simplified.\nIn short, then, an analysis of the teaching needs of the state is the first\nstep in the determination of curricula for teacher-training institutions.\nWhen the United States Steel Corporation, or any other large organization using careful business methods, has made a market analysis, its next\nstep is to study the facilities of each of its plants for manufacturing the\nproduct. It will consider the proximity of the plant to the raw materials,\nthe kind of machinery, the personnel of its trained workers, and the types\nof product that it has been manufacturing up to the present time. That\nis to say, it will make a plant analysis.\nSimilarly, it appears to me that within the state unit the teacher-training\n\ninstitutions of the state should be surveyed in a manner\n\nparallel to that\n\n"} {"page": 909, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n905\n\nof a business organization.\nIf these institutions are all centralized under\none state board, the task is relatively easy. If they are not so organized,\nthen educational statesmanship requires the establishment of a formal or\ninformal council composed of representatives of the teacher-training in-\n\nstitutions and the public.\n\nThe\n\nfunction\n\nof this council\n\nwould\n\nbe to\n\nmake the foregoing market analysis and the subsequent plant analysis.\n‘The outcome of such a council would be a settling of the specific functions\nof each teacher-training institution.\nOnce the number of rural schoolteachers needed in the state is known, the training of these teachers should\nbe provided for by allocating them to the different schools upon the basis\nof proximity to students and facilities already possessed or easily furnished.\nIn the same way the number of elementary school teachers should be allocated; and this process should be continued until the market has been\nsupplied.\nThere are certain factors that operate in connection with schools which\ndo not operate in business. If the United States Steel Corporation decides\nupon the production policies of any plant, we may be quite certain that this\nplant will do what is decided upon.\nIn the teacher-training situation,\nhowever, there is great local autonomy, and the desires of local presidents,\nfaculties, and communities tend to cut across any businesslike management\nof the state unit of teacher-training institutions. Unfortunately, whenever\nlocal interests and desires enter strongly into a decision as to the kind of\nteachers to be trained in a given institution, a state-wide policy for meeting\nstate needs is ruined. It cannot be carried out.\nIn some states a difficulty of another sort is found.\n‘There are not\nenough teacher-training institutions to meet the needs of the market. The\ncitizens of the state have not been made conscious of the demands of the\nmarket or of the necessity of meeting those demands.\nIt therefore becomes\nthe business of the council to which I have referred to assist in educating\nthe citizens to the necessity for providing adequate facilities.\nSuch a state-wide policy should result in a program that has been agreed\nupon by representatives of all the institutions involved; and this program\nshould allocate to the different institutions the task of supplying a determined proportion of the different kinds of teachers needed. ‘This proportion should be based, as has been said above, upon the factors already\nconsidered. What the proportion for each institution should be cannot be\nsettled beforehand.\nDifferent states may not agree upon the principles of\nJust as in business, different policy boards\ndistribution or of proportion.\n‘The important consideraapportionment.\nof\nwill have different methods\nof apportionment\nmethod\ncorrect\na\nof\nsecuring\nthe\ntion is not so much\nthe method is\nIf\napportionment.\nof\nmethod\nsome\nsecure\nto\nis\nas it\nare\nadministrators\nthe\nprovided\nitself\ncorrect\neventually\nwill\nit\nwrong,\nwise and intelligent. The essential thing is to settle upon a policy which\ncan be used for a designated period.\nWhether all schools should train a few of all kinds of teachers,\n\nor\n\n"} {"page": 910, "printed_page": null, "text": "906\n\noo\n\ni\n\nNATIONAL\n\nee\n\nEpUCATION\n\nee\n\nASSOCIATION\n\nee\n\nwhether certain institutions should specialize on certain kinds, is again a\nmatter of state policy.\nIt is safe to leave the decision concerning apportionment to any council\n\nsuch as I have mentioned provided the council is composed of people who\nObhave a state-wide rather than a local view of the teaching market.\nwill\ncouncil\na\nof\nactivities\nthe\nviously, if local considerations predominate,\nbe known to be futile before deliberations begin.\nWhen lines of production have been established, it then becomes the\nbusiness of those charged with the production of teachers to see that the\nfacilities necessary for efficient production are provided. Such a policy of\ndevelopment settled upon beforehand will tend to improve the equipment\nand the personnel of each institution with a view to the better training of\nthe kinds of teachers that are allotted to it. As time goes on, a settled\npolicy, such as has been described, will make the training in each institution\nmore and more efficient with a minimum amount of expenditure.\nWhen the types of teachers that are to be trained in an institution are\ndecided upon and the facilities are on the way to being provided, the problem of constructing curricula for each of these types emerges.\nAt the\npresent time all that can be done is for the administering body to see that\nthe proper kind of training is given in terms of subject units. “The high\nschool teacher of English, for instance, will obviously need to pursue such\nand such courses. A teacher of the elementary school must likewise follow\ncertain courses. At this time these subjects are determined largely upon\nthe basis of best practice and consensus; but the content of each of these\ncourses is a matter for much more technical consideration than can now be\ngiven to it by any state unit of teacher-training institutions.\nIn brief and in conclusion, the basis for the determination of the curricula of teachers colleges is the following: First, the state must be considered as a unit. Second, an analysis of the teacher needs of the state\nmust be made, and this analysis must involve a consideration of the factors\nwhich disturb the allocation of teachers and keep them from “staying put”\nin an impersonal manner after they have been trained for the positions.\nThird, the teacher-training facilities of the state must be considered as a\nunit. The institutions must be studied with a view to determining their\nadequacy for training the teachers which the market demands. ‘This must\nbe settled in the light of state-wide considerations rather than factors of\nlocal pride and desires. Fourth, when these factors have been considered\nand their operations have been decided upon, the best curricula for the\ntraining of the specified types of teachers will for the present be made upon\nthe basis of the best current practice.\nAt this time the curriculum problems of the state teacher-training institutions are not problems of content. They are problems of statesmanlike\nadministration, which could be obtained by a substitution of a state-wid\ne\nfor a local point of view.\n\n"} {"page": 911, "printed_page": null, "text": "DEPARTMENT\n\nTHE\n\nCURRICULUM\n\nOF TEACHERS COLLEGES\n\nOF THE\n\nTEACHERS\n\n907\n\nCOLLEGE\n\nCHARLES H. JUDD, DIRECTOR OF COLLEGE OF EDUCATION,\nOF CHICAGO, CHICAGO, ILL.\n\nUNIVERSITY\n\nThe present curricula of teacher-training institutions can be shown by\nreference to the catalogs of these institutions to be in a very chaotic condition. In a recent study of the curriculum required for the training of\nkindergarten-primary teachers, Charles H. Thompson found that the\ncatalogs of fifty-five institutions which he studied mentioned seventy-nine\ndifferent subjects of instruction as units in their kindergarten-primary curricula. ‘The average number of subjects per institution was nineteen and\none half. The range was from thirteen to thirty-one.\nMr. ‘Thompson\nfound that there were eighteen different general subjects prescribed.\nBy\ngeneral subject he meant such a course as English composition, which is\nevidently introduced for the purpose of giving the student general training\nfor personal improvement rather than specific professional training. Mr.\nThompson found fourteen general professional subjects, such as psychology\nand history of education, twenty-one special school subjects, such as\ngeography and arithmetic, and twenty-six special professional subjects, such\nas music, children’s literature, and industrial art designed as special training courses for kindergarten-primary teachers.\nWhat Mr. Thompson found for the kindergarten-primary teachers is\nparalleled by a similar diversity of offerings in each of the fields of normal\ntraining.\nSuch obvious groping for a well-ordered curriculum reveals the fact\nthat teacher-training institutions have not made an adequate analysis of\ntheir duties or of the needs of their students.\nOr putting the matter in\nother terms, we may say that there is much need of a careful study of\ncurriculum problems if the teacher-training institutions are to define their\nrelations to other institutions of learning and to society as a whole.\nA preliminary analysis may be suggested by pointing out several of the\nspecific problems which confront the teachers colleges. ‘The first of these\nproblems arises from the necessity of defining the relation of so-called\ncultural courses to professional courses. A large number of general courses\nare now given in the interests of personal culture. “These are located in the\ncurriculum of the student at various levels. Sometimes they are regarded\nas introductory to the professional courses and are introduced in the first\nyear.\nIn many instances the general courses are postponed and offered\nonly to those students who deyote more than two years to their training.\nIt is in the four-year teachers’ colleges that postponement of the general\ncourses until the junior or senior years most frequently occurs.\n‘The\nreason for this is entirely evident. “The students who find it necessary\nfor economic reasons to take a short course prefer to have the early years\nof their training made up, as largely as possible, of courses that will prepare them directly to secure a position. If a given student makes up his\nmind in the course of his schooling to go on for the third and fourth\n\nyears, he will be much less insistent about professional courses and much\n\n"} {"page": 912, "printed_page": null, "text": "908\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nere\nen\n\nmore willing to devote himself to the type of courses common in arts\ncolleges.\nWith regard to the relation of cultural “and professional courses there\nThe first is the question of the amount\nare accordingly two questions.\ngiven, and the second is the problem\nbe\nshall\nwhich\nof general training\nof its location in the curriculum.\nTeacher-training institutions have of late been calling themselves colleges and have been asking for that type of recognition in the educational\nBy using the name\nworld which attaches to classification as a college.\ncollege the teacher-training institutions have brought themselves into competition, or at least into relation, with a group of institutions which emphasize general education as their chief function. ‘The college of liberal arts\nin its most approved form does not attempt to give professional training\nin any particular line but does aim to give those general subjects which\nare supposed to be appropriate parts of preparation for any of the later\nactivities upon which the student may enter.\nIn fact, many of the colleges of liberal arts boast of their complete separation from practical lines\nof training.\nThere is a growing tendency even in the arts colleges to introduce certain professional opportunities in the last two years of their curricula, but\nthese professional opportunities are thought of as based upon complete, or\nfairly complete, groups of courses which are general in character. When,\nnow, the teacher-training institutions enter this field of general education\nand try as colleges to readjust the curriculum so as to serve a professional\npurpose in the first two years, difficulties arise which the non-professional\ncolleges escape even when they import a few practical electives in their\nupper years.\nSome of the teachers colleges have gone so far as frankly to recognize\nthe antithesis between their liberal arts division and their professional division. “They carry on a college course of the ordinary type, a liberal arts\ncurriculum parallel with the teacher-training curriculum which is a mixture of an arts curriculum and a professional curriculum.\nThis combination in the teacher-training curricula has proved to be very distracting to\nboth interests. The funds which the state can afford to give the state\nteachers colleges: ought to be used for the purposes for which the state\norganized this particular type of institution. Where a college of liberal\narts has been organized within a teachers college, it generally consumes\nresources that the state intended to be used for another type of training.\nThe teacher-training institutions are unclear in their relations to general\neducation for another reason.\n‘The high school is an institution devoted\nlargely to general cultural training.\nUp to a recent period the normal\nschools and teachers colleges have given very little attention to the high\nschool.\nHistorically, the normal schools were totally unrelated to the\nhigh schools. At the present time, though a high-school training is required\nfor admission, there is very little coordination between the courses offered\nin the high school and those offered in the teacher-training institutions.\n\n"} {"page": 913, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS COLLEGES\n\n909\n\nOne may go even farther and point out that the teachers colleges have\ncontributed very little material of instruction and have exercised very\nlittle scientific control over either the high schools or the elementary\nThe number of textbooks that have been written for the eleschools.\nmentary school and for the high school by members of teachers college\nfaculties is very small indeed, and the number of scientific studies of education made by the members of these faculties does not compare with the\nnumber of such studies that have been made by university faculties or\nagencies not engaged in the training of teachers.\nThe Canadian method of dealing with cultural or general education\nand its relation to teacher training is a relatively simple one.\nThe\nCanadians do not include in their normal training institutions any of the\nbroadening courses that are intended for a general education.\nGeneral\neducation is completed in the secondary schools and in the colleges.\nIt\nis the function of the normal-training institutions to give only professional\ncourses.\nI am not here to advocate the adoption of the Canadian method\nof dealing with the relation which I have been discussing. I merely cite\nthe experience of our neighbor across the border to bring out as clearly as\nI can the contrast between general training and professional training.\nIt would perhaps be more in keeping with the proprieties for me to be\ncontent with a statement of the problem.\nIt certainly is not my place to\ndo more than suggest one of the possible adjustments of cultural demands\nto professional demands.\nI am firmly of the opinion that the best way to\nadjust such matters is to face them frankly and give each of the competing types of courses a place and a recognized standing.\nIf general courses are to be offered at all, they ought to be arranged\nin an appropriate sequence, and they ought to be so organized that they\nconstitute a system of their own.\n‘They certainly ought not to trespass\non the professional curriculum by crowding out necessary professional\ncourses or by being assembled in excessive numbers in the last two years\nof a four-year period.\nIn like fashion the professional courses should be arranged in a proper\nsequence, and this sequence should be carried throughout the period of\npractical training. If the professional sequence and the cultural sequence\nget into competition there is only one legitimate way of solving the difhculty. That is by giving the professional sequence the right of way. Such\nan arrangement would also have the advantage of helping other institutions of higher learning to know how far students taking transfers really\nhad gone in both the general and the professional sequences.\nA second general problem which confronts the teacher-training institutions is that of determining the content which is appropriate to either the\ngeneral sequence of courses or the special sequence that prepares the student\nfor his professional work.\n‘The mixed array of courses which was described in an earlier paragraph as drawn from the catalogs of fifty-five\nteacher-training institutions makes it perfectly clear that there is no agree-\n\n"} {"page": 914, "printed_page": null, "text": "910\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nment at the present time among the organizers of teacher-training institutions with regard to the subjects that should be required.\nLet us take two or three concrete illustrations of the points on which\nA number of teacher-training instituthere is impressive disagreement.\nto begin the professional work of\ndesirable\nhighly\nit\nfound\nhave\ntions\nThis introtheir institutions by giving a general introductory course.\nductory course is organized on the theory that very few freshmen who\nenter the teachers college realize what is the structure of public schools\nand what are the problems which the teachers in these schools have to\nconfront. This introductory course has been growing in favor in recent\nyears as is shown by the fact that a number of books have appeared in\nrapid succession designed to serve as textbooks for such a course. While\nthis course is accepted by a number of institutions, there are, on the other\nhand, some people who object strenuously to any kind of a broad introductory course. They say that a broad survey is not suitable because it\nruns over all sorts of educational problems in a superficial way and destroys the enthusiasm of the students for later courses in which the topics\nare discussed in detail.\nLet us take another example.\n‘The history of education used to be\nregarded as the best course to be used in introducing students to the\nprofessional study of education.\nExperience showed, however, that the\nhistory of education was barren of results in the experience of most teachers, and so in recent years the history of education has been gradually\ndisappearing from the curriculum of teacher-training institutions.\nIf it\nremains at all, it is an elective course offered late in the student’s career.\nThe companion course to the history of education was the course in psychology, and in the early days this course was a general course in psychology, dealing with the principles of mental life as those principles can\nbe discovered by an analysis of adult experience. Of late there have been\nnumerous instances in which general psychology has been superseded by\neducational psychology. Still another solution of the psychology problem\nis that recommended by Professor Bagley. Professor Bagley recommends\na brief course in psychology in the first year for the purpose of giving the\nstudent command of certain terminologies, which are regarded as necessary\nfor later study.\nGeneral psychology, educational psychology, and_psychology for terminology are all to be found in American teacher-training\ninstitutions competing with one another because no one seems to know\nwhich is best. Furthermore, courses in psychology are to be found in\npractically every level of the curriculum from the first term of the freshman year to the last term of the fourth year.\nEnough has been said with reference to typical professional courses to\nmake it clear that there is wide disagreement with regard to the content\nwhich should be covered in a professional sequence.\n. The reason why this difficulty appears is fairly obvious on closer examination. _ There is no definite scientifically verified knowledge at the\npresent time in the possession of teacher-training institutions with regard\n\n"} {"page": 915, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n911\n\nto the items of knowledge and experience which are actually required to\ntrain a competent teacher.\nNobody has made a detailed and complete\nanalysis of the teacher’s duties, and there can be no final and satisfactory\ndetermination of the training which will prepare one for duties which\nare themselves uncataloged and unclassified.\nIt will be necessary, before\nteachers colleges can determine with any high degree of certainty what\nought to be included in their professional sequences, to determine what\nare the essential requirements of proficient performance in the teaching\nprofession. The problem of determining by careful systematic studies the\nduties and qualifications of teachers is therefore a problem which should\nbe attacked at once by those who are interested in the professional courses.\nIt may be remarked that such an analytical study will throw much light\non the question which was raised earlier in this paper, the question of the\namount of general or cultural training which is essential. An analysis of\nthe teacher’s duties is from every point of view a study of the first importance to all who deal with the preparation of teachers.\nA third problem which grows directly out of the foregoing discussion\nis the problem of determining what shall be required of different groups\nof teachers-in-training in order to prepare them for service in the special\npart of the school system in which they intend to teach.\nIt is rapidly\ncoming to be the accepted belief of those who train teachers that the\neducation of a person who is going to be a primary teacher should be\nsomewhat different from the education of another person who is going to\nteach in the upper grades.\nTeachers colleges are of late claiming the\nright to prepare the junior high school teachers and some of them are\nsending their students into the high schools of the state.\nIt is evident\nthat the training of a high-school teacher cannot be the same as the\ntraining of a teacher in the lower grades.\nHere we have all the diffculties that attend the determination of the content of the teacher-training\nprogram complicated by the further necessity of selecting those phases of\nprofessional training and those phases of general training which are appropriate to the different particular branches of the profession.\nThe administration of specialized curricula is further involved because\nof the fact that a great many students do not know in the beginning of\ntheir careers which type of teaching position they prefer and for which\nthey wish to prepare. The professional schools must therefore prepare for\nchanges in the student’s program when this program is partly finished.\nThere is always a loss of time and a loss of adjustment in a curriculum\nwhen the student does. not know at the very beginning of his career the\ngoal toward which he is working.\n‘This fact ought to be made clear\nto students and they ought to be notified that indecision and change are\nexpensive.\nAt the same time institutions ought to do all they can to\nminimize the losses which attend change. “The introductory courses ought,\nif possible, to be organized in such a way as to serve a number of different\npurposes, and they should also guide the students in the selection of careers\nappropriate to their particular abilities and temperaments.\n\n"} {"page": 916, "printed_page": null, "text": "912\n\nNatIioNaAL EpucaTION ASSOCIATION\n\nFinally, there is a fourth problem which must be faced by the makers\nWhatever may be\nof the curriculum of teacher-training institutions.\nconsiderations\neconomic\nare\nthere\nthe intellectual program most desirable,\nthe curricuof\nlength\nthe\ndetermine\nto\nway\nimperative\nwhich enter in an\nlum which students can be required to take. If society is willing to pay\nteachers a sufficient salary so that they may properly be asked to spend\nthree or four years in preparation for their professional careers, teachers\ncolleges can offer a broader curriculum than is now commonly possible.\nThe fact is that a two-year curriculum is about all that society is now\nwilling to pay for. The result is that the teacher-training institutions\nmust accomplish what they can in two years even if the total of their\naccomplishments is less than might be desired.\nSince the economic considerations are sure to determine the length of\na student’s stay in institutions, these economic considerations should be\ncarefully considered when the program is set up. “There is a general movement to organize three- and four-year curricula in teacher-training institutions, but these longer curricula do not accomplish what it was assumed\nthey would accomplish.\nA recent estimate has been made by a group of\nstudents of teachers colleges of the positions to which graduates of these\ninstitutions go.\nNinety percent of the graduates of teachers colleges\nwho have completed the four-year curriculum enter high schools rather\nthan elementary schools. If it is true that the third and fourth years are\nnot taken in any large measure by teachers who are preparing to teach\nin the elementary school, then the question certainly arises whether these\nthird and fourth years ought to play any large part in the curriculum to\nwhich the teacher-training institution devotes its energies.\nIn stating the problems that confront the officers of teachers colleges,\nI have refrained from attempting to present solutions.\nIf I told what\nseems to me to be the solutions, I should evidently be doing what everyone\nelse is doing, namely, relying on my personal experience and possible insight. My purpose in this paper has not been to offer opinion but to urge\nthe adoption of a program of scientific attack on this important problem.\nIt is important for all of us, whatever our disagreements in detail, to\nrecognize the fact that the curriculum of any teachers college must ultimately be determined in the light of facts with regard to economic conditions and with regard to the intellectual and professional needs of students.\nIt seems evident, therefore, that teacher-training institutions ought to\ndevote a large part of their energies to a careful analytical study of the\nteaching profession in order that they may be able to guide their own\nconduct in training prospective members of this profession.\nI make bold to assert on the basis of a great deal of observation of\nteachers colleges that there is relatively very little scientific study actually\nbeing made at the present time of the duties and the proper qualifications\nof teachers. A body of traditional practice has been built up and is slowly\nbeing modified under great pressure. Some of the types of pressure which\nare effective in changing the practices of teachers colleges can be enu-\n\n"} {"page": 917, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n913\n\nmerated: Society is asking for better teachers.\n‘Teachers are asking for\na type of training which will make it possible for them to be assured of\nspecific preparation for the particular kinds of positions to which they are\ngoing.\nNew bodies of scientific educational material are being produced\nwhich are gradually making their way into the teacher-training curricula.\nAll of these types of pressure are tending to modify somewhat the curriculum which was established in the early days of the normal schools\nin. this country.\nBut these pressures are not operating to produce a wellbalanced curriculum.\nSometimes one pressure operates so powerfully as\nto bias rather than improve the curriculum.\nFor example, when the students of a teachers college want to go into high schools in any considerable\nnumbers, the curriculum is likely to take on in increasing degree an academic character.\nIn other cases the arrival in the faculty of a strong\nteacher thoroughly imbued with the idea of educational research throws the\nbalance in the direction of excessive emphasis on scientific studies.\nSometimes under these conditions courses become so detailed that they overwhelm the students and deflect their training away from the practical side.\nThe pressures exerted on a teachers college are all the more likely to\nproduce accidental results because the teachers colleges are in general\nisolated institutions.\n“here is no competition between one teachers college and another.\n‘These institutions are organized by the state and assigned to a territory where their control is almost supreme. ‘The ordinary\narts colleges have to conform to the demands of the country because they\nare in such close competition with one another that they would disappear\nif they were not sensitive to the demands of the community.\nA teachers\n\ncollege is free from most of the controls which arise from competition and\nas a result is open to all the accidental influences that come through a\nstrong personality on the faculty or through the ambition of a president\nto enter this or that field not originally included in the state’s program of\n\nteacher training.\nMy plea is for a scientific study by all teachers colleges of the problems\nwhich confront them. The lower schools have discovered that the reconstruction of the curriculum is one of the major problems of today. “The\nschool systems of this country, and in some places the arts colleges, are\nvigorously studying the curriculum by the best scientific methods.\nCertainly nothing could be undertaken with more profit than a careful study\nof the requirements of the teacher-training profession and of the best way\nin which these requirements can be met.\nIf this study is not made, the\nbreach between the normal school and the lower schools will widen, and\nthe breach between the teachers colleges and those institutions which are\ndevoted to a scientific study of education will also grow wider and wider.\nOn the other hand, if a careful scientific study can be made of the requirements of the teaching profession and of the ways of meeting these requirements, the teachers colleges can assert with a degree of assurance which is\ntoday impossible that they are fulfilling the functions which justify them in\ndemanding public support.\n\n"} {"page": 918, "printed_page": null, "text": "914\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nPlease note that I am hot saying that these institutions are not now\nserving an important function. What I am saying is that that function\nand the best way of serving it are not clearly defined. ‘Teachers colleges\nare not in agreement with one another or fully adjusted to the other\nhigher institutions of the country. ‘Teachers colleges will continue to be\nuncertain of their place until they seriously and vigorously adopt a program of scientific study of their constituency, of their products, and of the\nmethods of improving these products.\n\nREPORT OF THE COMMITTEE ON AWARDING THE\nROPEAN TRAVELING FELLOWSHIP IN HEALTH\nEDUCATION\nCHARLES\n\nMC KENNY,\n\nPRESIDENT,\nMICHIGAN,\n\nSTATE\n\nNORMAL\n\nCOLLEGE,\n\nEU-\n\nYPSILANTI\n\nCHAIRMAN\n\nPurpose of Committee—In February, 1925, an European Traveling\nFellowship financed by the Metropolitan Life Insurance Company was\noffered by the Health Education Division of the American Child Health\nAssociation to members of faculties of institutions belonging to the American Association of Teachers Colleges. In accepting this offer the A. A.\nT. C. authorized its president to appoint three representatives to serve on\na committee of five to arrange and to administer the details connected with\n\nthe award.\nUniversity,\n\nProfessor Thomas D. Wood, of Teachers College, Columbia\nrepresenting the Educational Advisory Committee of the\nMetropolitan Life Insurance Company, and Miss Emma Dolfinger, representing the American Child Health Association, served with President\nHigbie, President Black, and myself on this committee.\nProcedure—All institutions in this association were circularized with\ninformation concerning this fellowship and were invited to present candidates. ‘Twenty-three institutions responded and sixteen of the candidates\npresented to the committee documents fulfilling the requirements.\nThe committee found it impossible to meet as a body to consider the\nmaterial, so it authorized the’ Health Education Division of the American\nChild Health Association to do the preliminary work in selecting the\nten most promising candidates.\n\"The documents of these ten were then\nforwarded to each member of the committee for appraisal and vote. All\ndocuments were presented under a code number and care was taken to\neliminate from the material any local references.\nResults—Four of the five members gave as their first choice of candidate\nMiss Anita Dowell, of the State Normal School of Maryland. The Fellowship was therefore offered to Miss Dowell and was accepted by her.\nShe sailed for Europe in time to attend the conference of the World Federation of Education and spent the rest of the summer and fall visiting\neducational centers in Europe.\nMiss Dowell’s excellent report, from which\n\n"} {"page": 919, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS COLLEGES\n\n915\n\nmimeographed. excerpts are available at this meeting, indicates the scholarly character and wide scope of herinvestigations.\n\nThe documents submitted by the candidates for this fellowship contained\nmaterial which.the committee felt would be helpful to all those interested\nin preparing teachers for health education.\nThe Health Education Division of the American Child Health Association was therefore authorized\nto prepare a bulletin, utilizing this material, with the consent of the candidates. This bulletin is now available under the title “Some Tendencies\n\nin Health Education” and a copy has been sent to each institution belonging to the American Association of Teachers Colleges.\n\nIn behalf of the Committee,\n\n.\nCharles McKenny, Chairman\nEmma Dolfinger, Secretary\nGeorge H. Black\nEdward C. Higbie\nThomas D. Wood.\n\nTeacher Training Institutions Proposing Candidates for the\nFellowship\nConcord State Normal, Athens, West Va.\nEast Central State Teachers College, Ada, Okla.\nGeorge Peabody College for Teachers, Nashville, Tenn. (2)\nGeorgia State College for Women, Milledgeville, Ga.\nHarris Teachers College, St. Louis, Mo.\nIndiana State Normal School, Terre Haute, Ind. (2)\nLouisville Normal School, Louisville, Ky.\nMaryland State Normal School, Towson, Md.\nMichigan State Normal College, Ypsilanti, Mich.\nMorehead State Normal, Morehead, Ky.\nNebraska State Normal School and Teachers College, Kearney,\nNortheastern Teachers College, Tahlequah, Okla.\nState Normal School, Brockport, N. Y.\nState Normal School, Cheney, Wash.\nState Normal School, Minot, N. D.\nState Normal School, New Paltz, N. Y.\n\nState Normal School, Oswego, N. Y.\nState Normal School, Trenton, N. J.\nState Normal School, Whitewater, Wis.\nState Normal School, Worcester, Mass.\nState Teachers College, Moorhead, Minn.\n.\nTeachers College, 525 °W. 120th St., New York City.\nTeachers College of Miami University, Oxford, Ohio\nTerritorial Normal Training School, Honolulu, Hawaii\nWestern State Normal, Kalamazoo, Mich.\neee\n\n;\n\nNebr.\n\n"} {"page": 920, "printed_page": null, "text": "NATIONAL\n\n916\n\nReport\nThe\n\non European\n\nEpUCATION\n\nTraveling\n\nASSOCIATION\n\nFellowship\n1925\n\nappended report is condensed from the 60-page\nAnita S. Dowell, Maryland State Normal\n\nin Health\n\nEducation,\n\nreport submitted to the Committee\nSchool, Towson, Maryland.\n\nby\n\nScope and character of the investigation—The itinerary of five months\nfrom July to December, 1925, included besides the World Federation of\nEducational Association, two other conferences—the New Education Fellowship Conference, held at Heidelberg, August 4 to August 15 and\nthe International Child Welfare Conference, at Geneva, August 24 to\n\nAugust\n\n29.\n\nThe months\n\nthat followed\n\nwere spent in visiting schools,\n\nreported to be doing interesting work in health education and those known\nas the “new” schools. The “new” schools, it was believed, would present\nSally Lucas Jean, health\nespecially progressive programs of education.\nconsultant of the Metropolitan Life Insurance Company, and Lucy Oppen,\nassociate staff director of the American Child Health Association, assisted\nin planning the itinerary. At the New Education Fellowship Conference\nit was possible to meet leaders in education from many European countries,\nto make personal inquiries and even to plan finally for visits to almost\nevery school which promised health education work of an interesting\n:\nd\nnature,\nThe purpose of this investigation was primarily to discover what was\nbeing done in the field of health education. “Therefore, it was. necessary\nto consider the teaching of health in elementary and secondary schools,\nwhich seemed to indicate, first, a study of methods of establishing habits of\nhealth, whether consciously by the instructor or by the requirements of the\ndaily school program, and, second, a study of courses in hygiene and methods of teaching the subject. ‘To this has been added, as far as opportunity\npermitted, a study of health ‘education in training schools that prepare\nespecially for elementary school teaching. It did happen that this investigation led also to a number of situations—to school clinics, to health\ncenters, to day nurseries, and to a number of special schools—which are\nmot discussed here.\nPersonal observation and conferences, supplemented\nby the study of printed materials, form the basis of this survey.\nThe report presents what may be called outstanding tendencies in health\neducation in European countries, or in leading schools of some of these\ncountries.\nIn order to prevent the account from becoming too tedious,\nonly those schools are mentioned here that seem particularly apt in illustrating each point considered.\n‘The study aims to be descriptive.\nThe\nlength of time devoted to the investigation was far too short to permit a\ncritical discussion.\nThe text of the report has-been organized under seven divisions,—(1)\nConferences, (2) The Teaching of Health and Hygiene in Elementary\naud Secondary Schools, (3) Physical Education and Out-of-Door Activities, (4) ‘Health Education in Teacher Training Schools, (5) Certain\n\n"} {"page": 921, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\nContributions to Health made by the “New’’ Schools,\nings, (7) Special Schools and Institutions.\n\n917\n\n(6) School Build-\n\nI. CONFERENCES\n‘The second conference of the World Federation of Educational Assaciations, which convened in Edinburgh, July 20, was in many respects\nmost inspirational. The Health Section, for instance, provided short: reports-from the field of health education in all parts of the world. It was\nhere one realized the struggle in many of these\"far away: countries to put\ncommon hygienic principles into practice and on the other hand, the astonishing results that some nations have accomplished.\nThe close of the Health Section meetings witnessed the acceptance of a\nnumber of resolutions which would tend toward the promotion of child\nhealth in all lands. As a report of this conference will be available shortly,\nI shall not take space here to go into a detailed account of these proceedings.\nThe most immediate outstanding result of the Health Section conferences was that the Plenary Session of the World Federation passed a\nresolution to appoint a standing committee on health.\nThe New Education Fellowship Conference, held at Heidelberg, August 2 to 14, was the third biennial international conference of the Association. This earnest and énthusiastic group of people directs its efforts\ntoward a better understanding of applying the fundamentals of the ’’new”\neducation. “Though there were about five hundred persons in attendance\nat Heidelberg, this number included representatives from thirty different\nnations.\nIt seems especially interesting to note that the governments of\nHolland, Poland, Latvia, Austria, and France paid the expenses of delegates that they sent to the Conference.\nThe appealing subject of discussion during the two weeks of the Conference was ‘““The Release of the Creative Energy of the Child.’ Although\npsychologists and instructors in experimental schools dealt primarily in their\ndiscussions with child nature and new methods of teaching, all of the\naddresses were shot through with practical suggestions for maintaining\nand promoting the physical and the mental health of the child.\nIt was possible at this Conference, because of the rather small number\npresent, to become well acquainted with many of the delegates.\nLecturers also gave their time to small groups, so that they might clarify or\nexpand some question to which they had previously made reference. ‘This\nprivilege of coming into direct contact with persons who know education\nin their own countries so thoroughly made it possible to plan very satistactorily for the European itinerary in the study of Health Education.\nThe First General.Congress on Child Welfare was held at Geneva,\nAugust 24 to 28. The work of the Congress was divided into ree\nsections, I. Hygiene and Medicine; II. Social Welfare and Administration; III. Education and Propaganda.\nIn each section a large number of\nunusually interesting and well-informed speakers addressed the Conference.\n\n"} {"page": 922, "printed_page": null, "text": "NATIONAL\n\n918\n\nEDUCATION ‘ASSOCIATION\n\nEven though these persons spoke in their native tongue, registered members of the Conference received copies of most of the addresses in the three\nlanguages, English, French, and German.\nThe Congress adopted numerous resolutions and herdecintecibtiti in\nOf the resolutions that perrespect to each question that was discussed.\ntwo of especial interest\nchild,\nschool\nthe\nof\nhealth\nthe\nto\ndirectly\ntained\nhave been selected for this condensed report.\n1. There should be a wide extension of general instruction in puericulture and in all that relates to the hygiene of. children and adolescents.\nSuch instruction should be given to all classes and to persons of all ages.\nIt should include:\na. Progressive courses adapted to the various grades of public education,\nelementary, secondary, and higher, and provision, in particular, for the\nfoundation of chairs of puericulture in universities.\n2. All workers in the child welfare movement—doctors, ‘midwives,\nvisiting nurses, social workers, teachers, administrators, officials, office-staff,\nlower-grade workers—should be especially trained so that they may all act\nin the same spirit, whatever may be their particular sharein the work.\nIl.\n\nTur\n\nTEacutnc\n\noF HEALTH AND OF HYGIENE\nAND SECONDARY SCHOOLS\n\nIN\n\nELEMENTARY\n\nHealth Habit Formation\n\nThe effort to help children establish habits of health through teaching\nand daily practice, is not found generally in the elementary or the secondary\nschools of Europe. Only two of the countries visited, Austria and Belgium,\nare attempting to do this throughout the elementary schools. There are,\nhowever, individual schools in a number of countries which include in\ntheir programs health teaching with emphasis on habit formation.\nIn both Austria and Belgium this health teaching is under the auspices\nof the Junior Red Cross. The Austrian Junior Red Cross organization\nis just initiating health teaching; whereas, the Belgian Junior Red Cross\nis carrying on the health teaching introduced by Americans working under\nthe health section of the Committee for the Relief of Belgium in 19221924.\nBoth the Austrian and Belgian Junior Red Cross organizations\nfurnish the elementary teacher with materials, such as booklets of health\nrules, stories, and scientific knowledge in simple form for children, and\nthese publications place considerable emphasis upon health activities.\nThe method of conducting the teaching of health is quite similar in the\nCareful attention is paid to recording the performances of\ntwo countries.\nactivities in health and lessons are taught in order to give reasons for rules.\nThough this teaching has‘been in progress in Austria only a little over one\nyear and though the schools lack equipment and materials, due to the\n\npoverty from which Austria is suffering, most of the instructors interviewed seemed to feel that they are securing desirable results. The Junior\nRed Cross organization claims that more than one hundred thousand school\n\n"} {"page": 923, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS COLLEGES\n\n919\n\nchildren in Vienna out of a total of one hundred forty thousand, worked\n\non the health rules in 1924-1925.\n\nIn Belgium an official of the Junior Red Cross Organization gives her\ntime for the stimulation and supervision of this health work in the elementary schools.\nThe schools give time each day for marking the health\nrules, frequently in connection with health lessons. Children of all ages,\nThese schools also keep\neven up to 14 years, work on these records.\nsystematic monthly records of the height and weight of each pupil. The\npupil puts his own rating in his book; then there are the posted records\nof pupils in each classroom and cards in the principal’s office which give\nfull data of each child’s weight and height. Children who are underweight enter a nutrition class. This teaching of health habits is said\nto be in operation in most of the schools of Brussels and in a number\noutside of the city.\nThe Junior Red Cross Organization of Czechoslovakia also publishes\nhealth rules and pamphlets containing health material for children, though\nit did not appear that this organization had succeeded in putting the materials into the state schools.\nIn the Home School, at Budapest, Hungary, an elementary school of\nthe first four grades, the children daily record their observance of health\nrules in note books of their own making.\n(The detailed analysis made by Miss Dowell of the health rules is here\nomitted.\nBriefly summarized, emphasis is laid upon the habits of cleanliness, fresh air, rest, diet, elimination, and exercise.\nIt is interesting to\nnote that neither play nor exercise out-of-doors is found in the Austrian\nlist and suggestions for suitable diet are also omitted from Austrian and\nBudapest rules.)\nThe Nursery Schools of England, by means of their daily programs,\nafford ideal training in habits of health.\nEven though the Nursery Schools aim to set up such desirable habits of\nhealth, the Infant and Elementary Schools of England appear to be making\nlittle concerted effort toward this end. Extracts from the Annual Report\nof the Chief Medical Officer of the Board of Education for the year 1924,\nLondon, shows a recognition of this aim in hygiene teaching:\n“Health teaching is a more fundamental and larger subject than has\nyet been generally recognized. ‘The case will not be met simply by arranging for more set periods devoted to hygiene in the school curriculum.\n\nNevertheless, not less but more—much more—health teaching should be\ngiven, and the adequate teaching of hygiene must take into account the\nage of the child and must provide a concrete and obvious practice.\nA syllabus accordingly seems to be needed, planned carefully to meet the\nrequirements and capacities of children at different ages, its purpose being\nto establish the content of health instruction which in one way and another\nthe teacher should see is actually incorporated as an organic part of the\ngeneral subjects of school instruction.”\n\nThe public school of England is the more or less expensive boarding\n\n"} {"page": 924, "printed_page": null, "text": "920\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nschool, established by private groups. “These have been, in the main, the\nschools that have put into practice very modern ideas of education, so a\nnumber of these public schools are classed as “‘new’’ schools. J. H. Badley,\nheadmaster of Bedales Public School, England, writes of the public\n. . . lies in\nschool, “The strong point of the public school system\nthat body,\nrecognizes\nand\nwhole\na\nas\nboys\nthe\nthe fact that it treats\nwith\nmaterial\nthree\nall\nare\nand\ntraining\nneed\nall\ncharacter\nand\nmind,\n. . . has in\nwhich the school has to deal. Life at a public school\nThis statement in regard to the public\ngeneral been a healthy one.”\nschools of England may be applied generally to the boarding schools of\nGermany and Switzerland also. A survey of the daily programs of these\nschools explains the claim that life at the public school “has . . . been\na healthy one,” but, most of all, such programs include what seem ideal\nmethods of providing for health education.\nChildren attending these\nschools, if they take the full course, may live under such a regimen of\nhealth from three to nineteen years of age. Certainly, most pupils who\nenter these private institutions spend much of their childhood and youth\nin them.\nIt may seem rather surprising to learn that boys and girls of sixteen,\nseventeen, and eighteen go through inspection of hands, nails, hair, and\nshoes before meals. “This is one of the regulations of a number of these\nboarding school- programs.\nSuch inspection is found at Bedales, England;\nOdenwaldschule, Germany; and Hof-Oberkirche, Switzerland.\n‘The organization of this routine elevates rather than belittles such procedure, because it throws responsibility upon older members of the student group, and\ninstructors, also, show in many ways that they regard the exercise as\nworth while. .\nDaily baths are required in all of these schools. ‘The schools schedule\nregular bath hours. Some schools are making earnest efforts to establish\nthe habit of cold bathing.\nSome of thése schools have adopted air bathing as a regular routine\nof the daily program.\nAt the Odenwaldschule, Germany, students of\nthe same sex exercise for a few minutes every morning without clothing\nin a large gymnasium room where all the windows are open. At Bedales\nand Frencham Heights, England, girls and boys don their gymnasium\nsuits, without heavy or warm clothing, and take a morning run of three\nquarters of a mile to one mile.\nBedales seems unique in that the school assigns a period after breakfast\nfor visits to the lavatories.\nStudent prefects, who supervise, arrange the\nindividual’s time.\n‘This regulation did not arise because of insufficient\nequipment, but because in this way right habits might be established.\nTwelve or more hours of sleep are allowed for the younger children in\nthese boarding schools, and usually ten hours for the oldest. In addition,\nthere is the siesta of an hour after the noon meal, when the younger children nap and the older ones, if they do not sleep, rest. It is the unscheduled time of the day, when no duties may be assigned.\n\n"} {"page": 925, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n921\n\nThese schools especially aim to establish the habits of out-of-door exercise, 80 they definitely schedule considerable time every day for out-of-door\nactivities.\n\nCourses of Study That Include Health Teaching\nThe Home School, at Budapest, and the Decroly School, at Brussels—\nboth of which are “new” schools—offer courses of study tha: present\nexcellent opportunities for health teaching. At the Home School, the work\nof the first year and second year, centers around the life of the family.\nSince this study is presented in the form of play activities, the children\ndramatize, as well as talk and write about desirable ways of living in\ntheir own homes and in the school. ‘The keynote of all the project teaching, which characterizes the third and fourth years, is best stated in the\nwords of the director of the school: ‘“The aim is to teach the children\nto know Budapest and to show their love in return for what the city does\nfor them.”\nIn this study of their city the children learn much of community and personal hygiene.\nThe program of the Decroly School, Brussels, from its general method\nof organization, must, it seems, include considerable hygiene teaching.\nThis is especially true if it is to fulfill Dr. Decroly’s statement, “It is the\nneeds of the child that serve as a pivotal fact.” The four centers of interest in the Decroly program are shelter, food, defense, and work, and\nthe approach to each of these centers is made by means of a study of the\nfamily, the school, society, animals, vegetables, and minerals. A few topics\nfrom teaching outlines for various grades illustrate the type of subjects\nintroduced.\n‘This report is too brief to do more than state that these outlines also show how very frequently such material can be included.\nShelter includes ‘““A General Consideration of Clothing,” ‘Protection\nfrom Inclement Weather,” ‘“‘Footgear,” “Different Methods of\nHeating and Ventilating,”\nFood—‘Our Meals,” “Vegetables,” “Eggs and Meat,” “The Carrot\n\nand the Tomato,” and a long list of other foods.\nDefense “Dangerous Animals and Plants” (Animals and plants carrying\ndiseases) : “The Senses as Means of Protection,” “The Firemen\nand the Scavengers.”\nWork—“Use of the Hand,” “The Strength of Men and Animals,”\n“Rest after Work,” “Sleep,” “Recreation and Games.”\nEvery room of the Decroly School presented attractive original health\nposters, the work of pupils as an outgrowth of lessons taught. In the first\ngrade rooms, placards with simple sentences on health subjects served as\nreading lessons. It seemed quite appropriate that the children had placed\n1 Ovide\n\nDecroly—Conference\n\nat Aoderlecht.\n\n"} {"page": 926, "printed_page": null, "text": "922\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\naccident prevention posters and slogans around the coat-racks in the vestibule of the school.\nIn the government supported schools of the European countries, as well\nas in the “new” schools, it is quite common to find courses in physiology\nand hygiene given in the upper grades of the elementary schools and in\nthe lower grades of the secondary schools. ‘The English elementary and\nsecondary schools regularly require a year’s course in physiology and hyWhenever domestic science is taught in the secondary schools,\ngiene.\nThe Central\nhygiene is closely coordinated with this science course.\nSchools, which prepare children for commercial and industrial work, esFor example, each year during\npecially emphasize this kind of training.\nthe school term of four years, Fulham Central School gives practical work\nThe laboratory for\nin domestic science, housecraft, and mothercraft.\nthese courses consists of a suite of rooms—bedroom, bath, dining room,\nIn connection with this course, an hour\npantry, kitchen, and laundry.\neach week during all four years is devoted to principles of hygiene which\nunderlie the practice in the laboratory.\nIn some other countries, for example, Austria and Czechoslovakia, physiology and hygiene are taught in\nconnection with the study of natural history, though the teaching of\nphysiology and hygiene in the elementary and secondary schools seemed\ndecidedly formal, the countries of Europe have at least secured a place\nfor these subjects in the curricula planned for pupils who are in their\nteens.\nIII. PuystcaL\n\nEDUCATION\n\nAND\n\nOutT-oF-Door\n\nActivity\n\nOne interested in health can but note the variety of exercise and the\nemphasis placed upon physical education and out-of-door activities in the\nelementary and secondary programs of European schools.\nPhysical exercise in these schools takes the form of rhythmics, (especially for young\nchildren), gymmastics, games, sports, and hiking.\nThe private boarding\nschool adds to these various kinds of out-of-door work.\nWherever the\nMontessori schools are found, and this method of teaching prevails in the\n“new” schools of England, Holland, Sweden, Germany (Odenwald-\n\nschule), and Switzerland, young children have rhythmics.\n\nThe Decroly\n\nSchool, Brussels, and the Annaskolan, Sweden, also give courses in rhyth-\n\nmics.\nGymnastics in Europe is at present a most interesting subject of study.\nOne of the outstanding characteristics of the new systems, wherever found,\nis that they tend to be less formal than the Ling and the militaristic systems, and they claim to be especially adapted to the age of the individual.\nThe Bjorksten Method, devised by Eli Bjorksten, of Finland, has been\nintroduced into the elementary schools of Stockholm and Copenhagen, by\npupils of Miss Bjorksten, who claim that the exercises have a psychological,\nas well as a biological and physiological, basis and that they are so selected\nand planned that though the movements are energetic, there aims to be\nno tenseness or effort to hold the position.\n-The Falk System, introduced\n\n"} {"page": 927, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n923\n\ninto Sweden by Miss Falk, a supervisor of gymnastics, has much in common with the Bjorksten Method, but has, in addition, worked out a series\nof corrective exercises.\nTwo new systems of gymnastics in Germany are the Mensendieck and\nthe Bode.\nThese are alike in that the exercises are developed without\nthe use of apparatus.\nOtherwise they seem quite different. The Mensendieck is a system for girls and women.\nThere is the “effort to develop\nthe body of woman—good breathing and good musculature’ . . . ‘“‘bodily exercises for women must be different from those for men. The Bode\nSystem, planned for both girls and boys of secondary school age, is one\nthat employs rhythm for performing each movement.\nIt is amazing in\nobserving a class to discover how strenuous these exercises are and how\nthoroughly they bring all the muscles into play.\nDr. Gaulhofer, director of physical education in Austria, and Dr.\nMargaretta Stricker, professor of physical education at the University of\nVienna and supervisor of physical education, have introduced methods\nof their own into some of the elementary schools of Vienna. ‘The authors\nclaim a careful biological basis for their system, and they especially emphasize the value of sports and games.\nThe amount of time given to gymnastics in the European schools frequently exceeds two periods of forty or fifty minutes a week. Some of the\npublic elementary schools of Belgium provide one half hour daily for\neach class.\n“The Lichtwarkschule, Hamburg, gives one period of forty\nminutes a day to each class.\n“The secondary schools in Austria, three\nperiods of fifty minutes each, a week.\nEven though gymnastics occupies an important place in these school\nprograms, games, sports, and out-of-doors activities receive an amazing\namount of time. In a number of countries, one or two afternoons a week\nare set aside for games.\nOn these days, schools close early, in order to\ngive the full afternoon to recreation. Out-of-door activities include gardening, care of pets, and participation in many kinds of work on the school\nproperty, such as making tennis courts, cleaning the school grounds, attending to shrubbery.\nSwimming, too, may be a required course in the\ncurriculum. ‘This is true of the elementary schools in the larger cities of\nEngland and Belgium. Some schools give opportunity to pupils for training in winter sports. This is especially true in Austria, where a teacher,\nafter having had a course in sports, may take her class to the mountains\nfor a week during the winter school months. - The Annaskolan, Stockholm, Sweden, has shortened the school day during the winter in order\nto allow the girls, who are attending the school, to be enjoying sports\nout-of-doors while it is still daylight during the short winter afternoons.\nHiking also occupies a place in these programs and is promoted by state\nThe Austrian Ministry of Education allows one\nsystems of education.\n\nschool day a month for hiking.\n\nThe free schools in Hamburg devote one\n\nday a week, if they so desire, to hiking.\nthe six school day week.)\n\n(Both Austria and Germany have\n\n"} {"page": 928, "printed_page": null, "text": "924\n\nIV. Heattu\n\nNATIONAL\n\nEpucatTion\n\nEpUCATION\n\nIN TEACHER\n\nASSOCIATION\n\nTRAINING\n\nSCHOOLS\n\nThe brief survey of the teacher training courses in health that follows\ndeals principally with the preparation of teachers for schools of elementary\ngrade. The writer has recorded the data in respect to these courses that\nwere available and not alone the practices that seem most desirable.\nAustria\n\nWV anderlehrerin’s Course\n\nDuring the last two years, authorities in Austria have been making\ndefinite preparation for health teaching. The Ministry of Education offers\ncertain teachers, usually the more experienced ones, leave of absence from\nteaching and ten months for study at the Pirquet Clinic. “The course at\nthe clinic includes:\n\n5 months spent in a study of diets for children and the preparation of\nthese foods.\n2 months in experience in caring for sick children.\n2 months in care of mentally defective children.\n1 month in the medical ward where there are children of school age.\nAfter the completion of such a course, the duties of these teachers are\nthreefold—tthey instruct teachers of elementary grades, pupils of upper\ngrades in elementary and secondary schools, and they hold classes for parents. Because such teachers have been assigned a definite district in Austria over which they travel in their teaching, they have been called ‘“‘Wanderlehrerin.”\nThe teachers have not yet been admitted into the schools\nof Vienna. The government provides certain equipment for each of these\nteachers.\nIt consists of materials necessary in teaching the care of the\nbaby, in teaching First Aid, and in demonstrating simple treatments that\ncan be performed in the home. Because of the experienced teacher’s pedagogical training,no course is given in the planning and the presentation of\nhealth lessons.\n\nThe Training of Teachers of Physical Education\n‘Teachers of elementary grades in many places in Austria teach all subjects, including physical education.\nThe elementary teachers who have\nbeen more recently appointed have been required to take courses in physical\neducation during their entire two years of preparation for teaching.\nA\nspecial instructor of physical education, however, in elementary or secondary school must pursue a university course of four years. These students major in physical education and a second subject, such as biology or\nphysiology, which they are often also required to teach.\n\nCourses in Winter Sports at Mt. Christoph am Arlberg\nThe Austrian government has established a school for winter sports at\nMt. Christoph am Arlberg. Teachers of elementary or secondary schools\nmay secure permission to spend a week during the month of January or\n\n"} {"page": 929, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS COLLEGES\n\n925\n\nFebruary at a hospice at Mt. Christoph for training in winter sports.\nAfter passing this course, these teachers are qualified to take their pupils\nto the mountains for a week of participation in sports.\n\nBelgium\nThere is no special training provided for the teachers in Belgium,\nthough the teacher training schools give a required course in hygiene.\n\nal-\n\nEngland\n‘The two-year curriculum for elementary teaching in the teacher training\ncolleges of England includes hygiene and physical training courses continuously during the two years. Frequently hygiene is taught in connection\nwith domestic science.\nThis course seems often to include problems of\nboth personal and school hygiene, but emphasis in the hygiene taught seems\nto be upon the teacher’s maintenance of her own health and the effect of\nthe environment in maintaining or promoting the health of pupils, and not\nupon the teaching of health to elementary school children.\nThe time\nrequirement for the study of hygiene is two hours a week for the first\nterm and one hour a week for the remainder of the two-year course.\nThe outline below gives the time requirement for physical education in\nthe English training colleges and very briefly characterizes those courses.\n2 periods—(40 min. each)—per week, practical work devoted to gymnastics, games and methods of teaching.\n1 period—(40 min. each)—lecture, which includes principles and methods of teaching.\n2 periods—(40 min. each)—athletics, country dancing:\nIn some\nschools these are not compulsory subjects, though it is found\nthat all students participate in athletics.\nBiology—is an elective subject, so it is not required of all students.\nSweden\n\nThe training course for elementary teaching extends over a period of\nthree years. The student has had, previously, three years of preparatory\nschool and eight years of elementary school work.\nThe following are the present required courses relative to health education:\nPhysiology, 2 hours per week for 1 year—lecture course.\nHealth of the School Child, 1 hour per week for 1 year—lecture course\n\nwhich deals with school hygiene.\nPhysical Education, 3 hours per week for 3 years—this course includes\nmethods of teaching, games and gymnastics for elementary\npupils.\nDuring student participation in teaching the student is responsible for the\nhygienic care of the school room, but he does no teaching of health. He\ndoes teach gymnastics and games.\n\n"} {"page": 930, "printed_page": null, "text": "NaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nV. CERTAIN ConTRIBUTIONS\nSCHOOLS\n\nTO HEALTH\n\nMape\n\n926\n\nBy THE\n\n“NEw”\n\nThe “new” schools, in the main, possess characteristics which appear to\nhave a desirable influence upon the mental and the moral health of pupils.\nReference to some of their contributions to physical health is made in\nanother chapter—Physical Education and Out-of-Door Activities.\nVI. ScHoot\n\nBuILDINGS\n\nThere appears to be no extensive building program being carried on\nin any of the European countries visited, though some, such as Sweden and\nHolland, have constructed a few particularly fine state schools since the\nGreat War.\nBesides, many of the private boarding schools, established\nbefore and since the War, are delightful places in which to live. A few\noutstanding characteristics of the buildings in Sweden and Holland and\nof the boarding schools follow:\nThe new elementary and secondary schools in Stockholm house many\npupils and are consequently large buildings. Hogalidsskolan, an elementary\nschool accommodating about eighteen hundred pupils, ha, wide corridors\nand large rooms.\nOne of the aims in the building of this school was to\nprovide exceedingly light corridors and rooms.\nOne rather unusual feature of this building is that handwashing equipment is both conveniently\nand abundantly supplied. Porcelain basins are installed in the corridors—\nthree to every drinking fountain in each section of a corridor.\nIn Holland there are new school buildings that not only fulfill hygienic\nrequirements, but because of their attractiveness in general plan, equipment,\nand furnishings, make some contribution doubtless to mental health. Two\nof the schools visited were the Pallas Athene School, Amersfoort, and\nSpilstraat Infant School, the Hague.\nThe Pallas Athene School, opened\nin 1924, appears to be an attractive rambling bungalow set in a garden\nthat the pupils are making. Spilstraat Infant School is a one-story building with a large playground.\nBoth the schools are much alike in architecture.\nAll the rooms, however, are particularly light and sunny because of the\ntype of window used. The windows are placed about two feet from the\nfloor. A broad solid piece of glass extends about two fee¥ up from the\nsill. The second section is made up of casement windows, and the third\nsection of glass ventilators.\nThe rooms in the Spilstraat Infant School are equipped so that the children may do certain phases of household work.\n(These are Montessori\nclasses.) There are tiled alcoves, equipped with running water, low sinks,\nsmall tubs, small ironing board and irons, and low tables with vases for\n\narranging flowers. The Dutch love of colors adds attractiveness to these\nlarge, light rooms.\nThe Lichtwarkschule, Hamburg, a secondary school a little less than\ntwo years old deserves to be included as a type of healthy and attractive\n\n"} {"page": 931, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n927\n\nschool building. ‘There seems to be no dark spot in the whole school.\nAlso this building is unique in that, though it is a school accommodating\nfive hundred pupils from ten to nineteen years, it has not a “form,” in\nthe whole building. Every room, except laboratories, where there is special equipment, is furnished with black-topped tables and chairs.\nThe boarding schools of England, Germany, and Switzerland are difficult to describe because of the variety that one finds. Sometimes such a\nschool may be composed of a group of charming cottages, situated in a\nbeautiful section of the country (Odenwaldschule, Germany).\nOther\nboarding schools have altered the handsome houses on large estates, or have\nconstructed fine buildings on many acres of beautiful country (Fresham\nHeights Public School and Bedales, England). These buildings and their\nenvironment promote the atmosphere of freedom and home likeness that\nthe schools aim to foster.\nBaths a part of school equipment—Many of the European state-controlled schools are equipped with baths. In the schools of Denmark and\nSweden, the bath suite includes two rooms.\nIn the first room there\nare basins and foot tubs, where the pupils using soap scrub themselves\nwell, and showers where they rinse off. The second room, contains a\nswimming pool where each child finishes his bath with a plunge.\nAt\nMarietastraat, in Holland, there is a bath house building constructed\nfor the use of the schools. ‘The adjacent school and a number of distant\nones make use of this building. It is equipped with many dressing rooms\nand many fine showers for both boys and girls, and, in addition, one section contains tubs and showers for the use of parents of the pupils. In\nAustria, England, and Germany, schools not provided with baths make\narrangements for the regular use of public facilities.\nVII.\n\nSprectaL SCHOOLS\n\nAND\n\nINSTITUTIONS\n\nAmong the specialized schools and institutions visited the following\nwere noted as especially interesting and progressive in their aims and\nachievements.\n1. The Nursery Schools of England—The Rachel MacMillan Nursery\nSchool in London, consists of two departments, one supported by private\nindividuals, the other by the state.\nChildren admitted are from two to\nfive. The school is a garden, around the walls of which are built long,\nlow shelters.\nIn this garden are animal pets and flower, vegetable and\nscented herb plots. The shelters open to the south and can be glassed in\n\nbut seldom are.\n\n‘They are furnished with large, low tables and chairs for\n\ngroup work, toys, and educative games.\nEach shelter has its adjoining bathroom.\nAll of the children have their\nindividual equipment for bathing and their drinking cups.\nThe nursery school program very largely affords training in health\n\npractices.\nBetween eight and nine o'clock in the morning the children\nhave their baths. All of the children participate as much as they can in\n\n"} {"page": 932, "printed_page": null, "text": "928\n\nNATIONAL\n\nbathing themselves—even\n\nEpUCATION\n\nASSOCIATION\n\nthe toddlers are allowed\n\nto attempt\n\nto brush\n\n‘These schools keep\ntheir own teeth and to wash their faces and hands.\na supply of fresh aprons and a suit of underwear for children in case they\narrive in soiled clothing, but these seldom have to be used because parents\nquickly reflect the influence of the school in the care of their children.\nMeals are prefaced with visits to the toilets and washing hands. After\ndinner there is a siesta of several hours when every child is bundled up on\n\nMany opportunities for initiating health habits of other kinds\nhis cot.\noccur continuously during the hours at the school and the teachers seem\non the alert to take advantage of such occasions.\n2. Schools in the sun—Dr. Augustus Rollier’s successful treatment of\ncertain diseases by the direct rays of the sun at Leysin, Switzerland, and\nDr. Niel Finsen’s work in Copenhagen have stimulated considerable interest in the valuable effects of sunlight on the human body in a number of\nSwitzerland, especially, has definitely manifested\nEuropean countries.\nthis interest. In that country, the educational authorities have established\nseveral Schools in the Sun, Rayons de Soleil, for children of elementary\nschool age. These are day schools, which are open from the first of May\nte the first of October, and children are admitted who are recommended\nby the medical supervisors attached to the public schools. “The children\nare usually those who are poorly nourished, who have suffered with frequent colds or bronchitis or appear nervous.\n3. Tubercular schoolk—Many countries have established schools for\nchildren with incipient lung tuberculosis or those predisposed to the disease.\nStockholm conducts four of these schools in connection with its state\nschools; however, the tubercular open-air department is entirely separate from the rest of the building. ‘Two schools, one in Frederiksberg\nand one in Copenhagen, Denmark, are situated in hospital grounds, so\nthey are under the immediate supervision of physicians on the hospital\nstaff. The tubercular school near Scheveningen, Holland, Herstellingsoord, though it has its open-air shelters, has provided for three classes\nout of doors.\n~\nAll of the tubercular schools strictly adhere to a program of much rest\nand mild out-of-door exercise every day. These schools also make a\nspecial feature of training pupils to take care of themselves.\nIV. Open-dir Schools, Bradford, England—Lister Lane School for\ndefective children, Bradford, England, maintains an open-air section for\nincipient tubercular children—those children who have been dismissed from\nhospitals. “This, too, is a day school.\nAmong the Bradford Open-Air Schools, there are two particularly\ninteresting ones for children of elementary school age. The Daisy Hill\nSchool for Myopes has been called the “sight-saving” school. This school\naims to preserve the sight of children suffering from myopia, first, by providing the best equipment for them to use in their work and, second, by\naffording the most healthful environment.\nThackley House, which may\nbe termed a preventive school, is an open-air building, accommodating over\n\n"} {"page": 933, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS\n\nCOLLEGES\n\n929\n\nthree hundred children.\n‘The pupils eligible for admission to Thacklev\nHouse are those suffering with non-infectious diseases, which are curable,\nsuch as anemia, cervical adenitis, chronic bronchitis, malnutrition, asthma,\nsthlerosis, bronchial catarrh, and chorea. The house consists of open-air\nverandas\n\nfor classes, resting sheds, dining room,\n\nkitchen, bath, and a few\n\nindoor rooms for use in particularly disagreeable weather.\nThe daily program is carefully adapted to the physical needs of the\nchildren.\nThe physician attached to Thackley House visits the school\nweekly and makes frequent examinations of the pupils. He keeps careful\nrecords of each case which shows every fluctuation in a pupil’s condition.\nPupils are not dismissed until they are well, and yet it is interesting to\nnote that they rarely remain at the school longer than six months. Cases\nof chronic bronchitis and chorea are said to do especially well at Thackley\nHouse.\nThe\n\nBradford\n\nOpen\n\nAir\n\nSchools\n\ndescribed\n\nin this chapter\n\nare\n\nsup-\n\nported by the city and are entirely free. The city even bears the expense\nof transportation from convenient points in the town.\nChildren are selected for entrance from the elementary schools of the city, on the medical\nsupervisor's recommendation.\nThe Forest Schools, Waldschule, Germany, are another type of preventive school, but the pupils are not selected for these schools because of\nphysical disability. Whole schools, situated in the crowded sections of a\ncity, move out to the forest buildings—if they are fortunate enough to\npossess such places—during the spring, and remain until cold weather\ncomes.\né\nThe preventive schools, such as Thackley House, Bradford, England, and\nthe Waldschule, Germany, present a new type of school. Thackley House\naffords an ideal environment, a daily program that takes into account\neach child’s special needs, frequent medical supervision, and nourishing\n\nfood for the child who in most school systems must remain in a school\nadapted primarily for sturdy, healthy children.\nThe Waldschule, on the\nother hand, transports its pupils from the less wholesome environment of\nthe city to the health-giving surroundings of the country.\nMedical Inspection and Remedial Work\nThis report does not seem complete without some reference to the status\nAs would be supposed, medical supervision of\nof medical supervision.\nIts range appears to extend from\nsome type is found in every country.\n\nlittle more than supervision of the sanitation of buildings and the effort\nto stamp out trachoma, as in Budapest, Hungary, to the well-organized\n\nsystem of medical inspection and remedial work found in England.\nland, it seems,\n\ntakes the lead in this phase of health\n\nwork.\n\nEng-\n\nAll school\n\nchildren in England have three medical examinations from seven to fifteen\nyears of age. In the elementary school these examinations occur at the\nage of eight, of twelve,\n\nand\n\nof fourteen,\n\nwhich\n\nmeans\n\nthat the child\n\nis\n\n"} {"page": 934, "printed_page": null, "text": "930\n\nNaTIONAL EpuCATION ASSOCIATION\n\nexamined soon after he enters elementary school—the age for entrance is\nseven—during his twelfth year and again at fourteen, just before he completes his course. If a child wishes to continue his education further than\nthe elementary school course, he may enter the secondary school at ten or\ntwelve years. He will still, however, have the two additional inspections,\nwhich correspond to the second and third of the elementary school. The\nfirst is given on entrance to the secondary school and the other at fifteen\nyears. Besides these three examinations, a child may be examined at any\ntime, if he appears to be ailing, under the designation, “Special.”\nThere seems to be a large number of children who come before the\nmedical examiners each year in England.\nThe Board of Education, in\nits Report for the year 1923-24, makes the statement that ‘““Che number\nof children in Public Elementary Schools who were medically examined at\nthe routine inspection in 1923 was 1,755,000.\nIn addition there were\n739,400 children who were examined as ‘Specials,’ making a total of nearly\n2,500,000 children inspected during the year.\n“This means that not far\nshort of half the children in the schools were seen by a school medical officer\nand their parents advised as to any treatment required.”\nIn the private\nschools of England medical examination is even more frequent than in the\ngovernment controled schools. This is also true of private schools in other\ncountries.\n:\nThe schools in England do not apparently require an examination of the\nteeth each year.\nPupils, of course, suffering with toothache are referred\nto a medical inspector or to a clinic.\nSome cities, notably Copenhagen,\nBrussels, Hamburg, require annual dental examinations.\nIn connection\nwith this special interest shown in the care of the teeth, many large cities\nare developing dental clinics for pupils. These clinics employ full-time\ndentists.\nMost of the Government controlled European schools, located in the\nlarger cities, which were visited, are attempting to fight malnutrition by\nproviding nutritious luncheons for school children.\nParents, too poor to\npay the small amount asked for this food, receive it without cost. Except\nin Holland and Denmark, milk was not served with the luncheon, though\none dish was usually prepared with milk, it was said.\n\nItinerary\nGroup Conferences—Edinburgh—The World Federation of Education\nAssociations; Heidelberg—The New Education Fellowship Conference; Geneva—The First General Child Welfare Congress.\nIn addition, the following educational institutions were visited:\nAustria\nThe Tagesheim and Hygiensche Schuleinstitute in Salzburg. In Vienna,\nelementary schools, middle-schools for both boys and girls, Realgymnasia\nfor Girls, the Von Pirquet Clinic and a Baby Clinic.\nBelgium\nIn Brussels, the infant schools, the elementary schools, the Elementarv\n\n"} {"page": 935, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n931\n\nand High School, Ecole pour la vie par la vie (Dr. Decroly), and the\nschool museum with exhibit of health work of schools. In Anderlecht\nthe Infant School and the school clinics for the province of Brabant.\nCzecho-Slovakia\n\nThe Bakuli Institute and the Day Nursery Schools in Prague.\nDenmark\n\n:\n\nThree elementary and high schools in Copenhagen, 2 middle schools\n(Frederiksberg and Copenhagen) and one special for tubercular children.\n(Frederiksberg).\nEngland\n\n_In London, the Marlborough Infant School, the Rachel MacMillan\nNursery School, the Holbom Maternity Clinic; the Fellam Central\nSchool ;the Streatham County School for Girls; the Stockwell Training\nCollege, Infant and Elementary School; University of London, Training\nSchool Department.\nIn Manchester, aie City of Manchester ‘Training\nCollege and the City. Nursery Shiiel\nIn Bingley, the Bingley Training College.\nIn Bradford the Thackley School, the Sister Lane School ena the Daisy\nHill School.\nAt Letchworth St. Christopher’s School;\nCambridge the Perse School for boys.\n\nat\n\nPetersfield,\n\nBedales;\n\nat\n\nThe Frensham Heights School at Farnham, Surrey.\nFrance\n\nThe open air schools for frail children.\nGermany\nFive schools in Berlin and Hamburg in addition to the Odenwaldschule\nand the Waldschule.\nHolland\nInfant, elementary and middle schools at the Hague; also special schools\nfor backward children.\nAt Amersfoort, the Pallas Athene School; at\nSchoeningen, an elementary school and a tubercular school.\nHungary\nAt Budapest, the Home School.\nSweden\n\nIn Stockholm, three elementary schools, one elementary and high school,\nthree teacher training institutions and one Practice School.\nSwitzerland\nFour schools in “the Sun’; the Fellowship School at Gland and the HofOberkirche School.\nIn addition, in all countries numerous conferences were held with in\ndividual educators and health officials.\n\n"} {"page": 936, "printed_page": null, "text": "NATIONAL\n\n932\n\nTHE PROBLEM\nBENJAMIN\n\nJ. BURRIS,\n\nEDUCATION\n\nASSOCIATION\n\nOF CERTIFICATION IN RELATION\nTEACHER TRAINING\nPRESIDENT\n\nOF\n\nBALL\n\nTEACHERS\n\nCOLLEGE,\n\nINDIANA\n\nTO\n\nMUNCIE\n*\n\nIt is a settled policy in this country that public education is not subject\nto local or municipal control except as the state expressly grants it. In\nall matters pertaining to certification and teacher training and all else relating to the school, the state may speak through its legislature with undisputed voice.\nThat the\nEducation is distinctly a state function.\nstate should encourage local initiative and control in matters pertaining to\ntools and methods, and the extension of local educational opportunities goes.\nwithout saying, but that the state should exercise the right to formulate\nand effectively project constructive policies as the needs of the times and the\nstate demands likewise goes without saying.\n\nImportance\n\nof Trained Teachers\n\nThe chief educational problem of the state is that of securing a trained\nteacher for every school. ‘The saddest and most discouraging picture in the\nwhole field of public education today is the wide predominance of public\npoint of view that anybody with average intelligence and a modicum -of\nacademic training is eligible to teach; that every ambitious youth of the\ncommunity may very properly use teaching as temporary aid to his ultimate objective, and that any attempt to place an intelligent appraisal on\nthe importance of teaching, or the necessity of thorough preparation for a\nparticular field of teaching is an unwarranted encroachment on personal\nrights. “That the public generally fails to see the preeminent importance of\nbetter teaching and the need of more adequate facilities for training teachers is abundantly evidenced by the fact that of all the institutions of higher\nand professional education the teacher training institutions are the least\nattractive, and relatively most scantily supported, notwithstanding the\nuniversal voice that the public school teachers are the most important seryants of our democracy.\nTeacher training school and public school inseparably linked together—\n\nThe teacher training school and the public school are inseparably linked\ntogether. ‘Their chief concern is in developing children. An institution\ncannot successfully train teachers until it knows fully and definitely what\nits trainees are expected to do,—what their jobs will be. It must keep in\nthe closest touch with the aims, ideals and working conditions of the\npublic school.\nOf necessity, the teacher training school, be it a state\nnormal, a state teachers college, or a department of education in the state\nuniversity, should march hand in hand with the public school. ‘This implies an educational program that is specifically objective and one that involves close integration of effort. But in practice this very often is not the\n‘State ex rel. Clark vs. Hayworth, Ind. Supreme Court\nGunnison vs. Board of Ed., City of New York, 176\n946.\n\nReport, 122 Ind.,\nNew York, 13.\n\n462;\n\n23\n\nN.\n\nE.,\n\n"} {"page": 937, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n933\n\ncase.\nInstead of finding a state educational program in which the state\ndepartment of public instruction, the state teacher training forces, and the\npublic schools constitute a united, closely coordinated means to an end, the\nopposite is found, resulting in dissipation of time and effort and, consequently, failure.\nIf such a state program were followed the teacher training school would\nbe obliged, in forming its curriculum, to make a job analysis of the teacher’s job. It would then construct its curriculum so as to train the prospective teacher in the habits, skills, and knowledges best suited to her task.\nToo generally this is precisely what the training school fails to do, because\nit is not thinking of its job in terms of the state’s needs in the schoolroom.\nThat this is true is abundantly evidenced by the wide range of courses in\nteachers colleges.\nIn 1924 Dr. E. A. Cross, dean of Colorado State\nTeachers College, made a study of the four year curricula for the training\nof intermediate grade teachers in eleven teachers colleges. According to\nthis study, the number of different required courses was one hundred\ntwenty. Assuredly, this is ample evidence of the utter lack of proper coordination between state school officials and state teacher training officials;\nmore especially when one reflects that there is rather a close uniformity in\nthe curriculum of the elementary school.\nAs further evidence of lack of a state educational program, may I call\nattention to a recent study of teacher training, the report of which has not\nyet been printed. In this report it is revealed that in a group of institutions\ndoing teacher training work prescribed professional courses range from\nnothing to twenty-four semester hours, and that elective professional courses\nrange from six to thirty semester hours; that while there is this wide range\nof electives the offering in material and methods courses and in practice\nteaching is very inadequate, and that, as a consequence, a student often\nselects a variety of professional courses, secures some training in a number\nof fields, but is poorly trained in a particular field.\nIt is also reported that high school teachers are obliged to study the\nteaching of primary reading and other common school branches and, as a\nconsequence, are trained neither for the elementary nor the high school\nteaching field.\nAgain, information respecting requirements for supervised teaching was\nrequested recently from the forty-eight different departments of public\ninstruction as a means of determining the interest of the state departments\nin the teacher training program. In the thirty-eight replies received it was\nabundantly apparent that there are but few states which have established\nIn a large majority of the cases\na requirement for supervised teaching.\n‘Three\nof the training school.\ndiscretion\nthe\nto\nleft\nis\nthe requirement\n;\nteaching\nsupervised\nof\nhours\nsemester\nfour\nof\nrequirment\na\nreported\nstates\nthree others reported supervised teaching not required; another reported\none unit of observation and practice required; another a requirement of\nsix weeks; another a requirement only for a first grade elementary certificate; another a requirement of ten weeks; another a requirement of\n\n"} {"page": 938, "printed_page": null, "text": "934\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\neighteen weeks. The point that stood out prominently in the replies was\nthat there is utter lack of uniformity in requirement for supervised teaching in teacher training schools; moreover, utter lack, with few’ exceptions,\nof any state requirement.\nLet us consider another case which shows the weakness resulting from\nlack of a close working agreement between state teacher training officials\nAdmittedly,\nand state school officials—in short, a state school program.\na large percent of the high schools in this country are small, having from\n25 to 75 pupils enrolled and from two to four teachers. It is inconceivable\nthat there can exist anything like a rational program of teacher training or\ncertification without a unified program between the authorities that pre-\n\nscribe the high school curriculum and the authorities that train the teachers.\nThe academic education of high school teachers must be based on special\nacademic high school needs of teachers as these needs are determined by\nWhat the prospective high\nthe high school curricula and organization.\nschool teacher should study should not be determined solely on the basis\nof interest or personal bias, but also on the basis of the requirement of the\nvocation for which he is preparing.\nUnfortunately, this principle has not been applied generally. The academic work of the high school teacher has not been prescribed and students\nhave made many peculiar and unwise combinations for concentrated study.\nThis fact, with an over-ambitious attempt to offer a high school course of\nstudy beyond the resources and needs of the community, which results\nfrom lack of a rational state program, very naturally brings calls from\nemploying officials for teachers who can teach all sorts of weird combinations of subjects and stamps high school teaching uninviting, unsuccessful,\nand utterly defeats anything like a rational certificating program.\nThe fundamental need for appropriate training of high school teachers\nin the academic subjects is the simplification and proper adjustment of the\nhigh school curricula, and the organization of the high schools so as to provide definite teaching positions for which teachers may prepare, be licensed,\nand have the assurance of preparation for a definite teaching field. \"The\ngenerally accepted combinations of subjects for preparation should be followed, such as English and Latin;, English and French; history and\nmathematics; history and economics; science and mathematics, etc.\nAcademic courses in high schools—Where there is lack of a wise and\ndefinite state educational program there will be found a wide range of\nofferings in high schools of a given size, and diversified curricula in the\nsmall high schools make the training of high school teachers in the academic\nsubjects an impossible task.\n\n"} {"page": 939, "printed_page": null, "text": "DEPARTMENT OF TEACHERS\n\nCOLLEGES\n\n935\n\nThe following is a typical schedule of a three-teacher high school:\nPeriod\nI\nII\nIll\nIV\nv\nVI\nVII\nVill\n\nTeacher\n\n1\n\nCivics\n:\nGeometry\nArithmetic\nGen. Science\nGen. Science\nEnglish\nEnglish\n\nTeacher 2\nEnglish\n‘\nCivics\nAncient History\n\nModern\nEnglish\n\nHistory\n\nTeacher\nLatin\nLatin\n\n3\n\nAlgebra\nBiology\nBiology\nFrench\nFrench .\n\nIt will be observed that Teacher 1 is teaching in four fields; Teacher 2\nin two fields; and Teacher 3 in four fields. By the elimination of French\nit would be possible to organize this school so that no teacher would be\nobliged to teach in more than two related fields.\nWith proper high school organization rarely would a teacher be obliged\nto teach in more than two related fields, assuming that the evils of a widely\ndiversified curricula in the small high school is eliminated. What has this\nto do with the subject under consideration?\nSimply this: the high school\nteacher cannot be trained in four years to teach successfully in more than\ntwo academic fields. ‘The question is simply one of the relative importance of diversity as against concentration; superficiality as against thoroughness.\nMoreover, there is imperative need for organizing the high\nschools so as to provide definite teaching positions which will make possible a definite objective for the training school. ‘This will enable the teacher\ntraining school to train teachers to the best advantage to the teacher, the\nemploying official, and the public interest. The solution of this problem\nrests with the state.\nIt will be observed that the authorities in the state teacher training\nschools and state school officials each have their individual obligations, but\nthey also have an obligation in common.\nDistinct fields of teaching service—There can be no disagreement as to\nthe distinct fields of teaching service.\nThe work of the kindergartenprimary teacher is fundamentally different from the work of the intermediate-grammar grade teacher. The former has the responsibility of instituting properly the processes of formal education. ‘he job here is one\nof habit building.\nThe child’s moral and social habits depend largely\non the nature of his training in the kindergarten-primary grades.\nHere\nthe job of the teacher is one of ceaseless attention to details. “The job calls\nfor a thorough understanding and deep interest in pupil characteristics.\nIt calls especially for patience, perseverance, cheerfulness, intelligence, and\ntechnic.\nNo other teaching field is so important as this one.\nIf the\nprocesses of formal education are not started right, there is no known adequate remedy for the awful mistake.\nIn the intermediate field, the third to the sixth grades inclusive, a differ-\n\nent teaching responsibility arises. “The juvenile child presents a new\ndifferent problem. The juvenile child feels that he can stand alone.\n\nand\nHe\n\n"} {"page": 940, "printed_page": null, "text": "936\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nin\nis independent, more or less selfish, lacking in sense of honor, and lives\nimpatient\nis\nHe\nage.\nhis\nof\nthose\nin\nis\ninterest\nHis\nhimself.\nto\na sphere\nwith and uninterested in adults. It isso easy to misunderstand the juvenile\nHe likes action, is impulsive, energetic.\nchild. His is a different world.\nparticular problem, and should have\na\npresents\nThe juvenile, therefore,\nic, firm, and intelligent control.\nsympathet\nunder\nimpulses\nus\nhis spontaneo\nIn like manner, the other teaching fields offer particular problems and\neach require specific preparation.\nIn the training and certifying of teachers\n\ncertain principles are to be\nIt is vocational in\nTeaching is highly specialized.\nregarded as basic.\ncharacter. The different fields in teaching are based on\n(a) The nature of knowledge or skill to be taught;\n(b) Age or grade of the learner; and\n(c) ‘Phe nature of the work, whether it be teaching, supervision,\nor administration.\nIn the public schools the kind of workers are many—the superintendents,\nsupervisors, principals, senior-high school teachers, upper-grade and juniorhigh school teachers, intermediate grade teachers, kindergarten-primary\nteachers, teachers of special subjects, and teachers of children that present a special problem. While there are common elements in the training\nof these ditferent classes of school workers, there are always elements which\nare not common; that is, each class calls for a particular type of training\nwhich is applicable to the work to be done.\n\nThe teacher training program—The teacher training program in a state\nshould be based on the best principles of education which rest on the best\npossible proof. In the present social evolution the discovery of the best\nways and means in education is as important as the discovery of the best\nways and means in industry. Education must necessarily rest upon the social\nsciences ;psychology, sociology, economics and political science, and so many\nchanges are taking place in these social sciences that a profession resting\nupon them must of necessity modify and change its principles; hence the\nfurther necessity of scientific research in education as in medicine, industry, and other fields; moreover, courage and good sense in the application\nof truths established. ‘The time has passed for giving wide range in institutional freedom in the matter of training teachers; for argument and\ndebate and for following institutional and personal opinion, to the point\nthat the state is denied the advantages of greater uniformity, of point and\npurpose, of a sane and a modern teacher training program that will meet\nthe needs of today. Especially is this true when the teacher training school\nis sc scantily supported that it can not test its objectives and methods by\nmen who have had extensive and severe intellectual training and who have\nthe qualities of honesty, courage, and invention.\n‘This, however, does not\nmean that the training schools are to refrain from blazing new trails in\nmatters of research in finding better ways of doing things or in furnishing\n\nleadership for the state,\n\n"} {"page": 941, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n937\n\nThe certification of teachers—Let us now consider the question of certificating teachers.\nWhere public and private rights are involved the\nrule of action should be uniform and impartial.\nA certificate of eligibility duly authenticated should be exacted from each person who engages\nin the important task of training for citizenship.\nWhile, as stated, the\nstate is supreme in matters of education, and while, to a very large degree,\nit has wisely delegated authority to the local community, yet in such important matters as determining curricula, the training and certification of\nteachers, the state, through its proper state officials, should exercise control.\nThe determination of kind of teaching positions, specific training best\nsuited for the teaching positions, and the issuing of certificates are each\nand all state functions which cannot be delegated without wide diversity,\n\nand in general a lowering of educational standards.\nHaving the diversified kinds of work in the schools necessitating diversified training, there should be a system of certification based, not upon\nexaminations, but upon length and character and quality of training.’\nThe granting of teachers’ certificates by methods other than those which\nlead through regularly organized training institutions is antediluvian.\nCertification by examination was a need when there were but few, if any,\n\nteacher training schools or departments, and when the public mind was not\nclear as to the kind and amount of training required for a particular kind\nof school work, but this need has passed with the progress made in teacher\ntraining in the last three decades.\nToday the generally accepted standards of training for successful school\nwork are high school graduation (four-year course) and the completion of\na two-year course designed for elementary school teachers.\n(In a few\nplaces the standard has been raised to three to four years.) For high school\nteachers, graduation from a four-year standard normal school or college is\nthe standard requirement, with specialization in high school teaching. Respecting the standard training for elementary supervisors, elementary school\nprincipals, high school principals, and superintendents, there is greater diversity of opinion. ‘The tendency is toward this standard: (a) Graduation from a standard college or normal school; (b) three years of teaching\nexperience; (c) a year of graduate work specializing in the special field of\nleadership.\nThe nature of one’s training manifestly should determine the kind of\ncertificate one receives. He should be licensed to teach only that for which\nhe has prepared. Under the examination system there is little relation between the kind of license one receives and the nature of his training. Again,\nthe granting of certificates on the basis of training to objectify standards of preparation for a particular kind of work which the examination\nfails to do.\nUnder a modern certificating system, based on training and on a sound\ngraduated minimum salary schedule which takes into account training\n1 Bulletin\nInstruction.\n\nNo.\n\n75, Essentials\n\nof Teacher\n\nTraining\n\nin Indiana,\n\nState.\n\nDepartment\n\nof\n\nPublic\n\n"} {"page": 942, "printed_page": null, "text": "938\nSiar\n\nSe\n\nNATIONAL EDUCATION\nMeL\nSich tas AC\n\nand experience, we have a most\nment of the schools.\n\nASSOCIATION\ney oe Abe Bs ye\nTe EEE\n\nsubstantial\n\nmeans\n\nfor further\n\nte\n\nadvance-\n\nPrinciples which should support the state certification program—There\nare certain principles that are basic in the adoption of a modern certification program:\n1. The authority to grant certificates should remain in and be discharged by the State Board of Education through its executive officer, the\nState Superintendent of Public Instruction.\n2. All licenses and renewals should be made on the basis of credentials\nof training from approved teacher training institutions.\n(All examinations should be abolished.)\n3. Prospective teachers should be required to select and prepare specifically for a special field of teaching.\n(General preparation should be\nmade impossible.)\n4. The State Board of Education should classify schools for the training of teachers and adopt definite standards for each class.\n5. Each applicant for a license should present a health certificate procured from a physician on the staff of, or be designated by, the institution\nin which the applicant has completed the training on which he is applying\nfor a license.\n6. The teacher who wishes to change from one field of teaching to another should be required to make up all material differences in general and\nprofessional academic preparation between that required by the license held\nand that required by the license desired.\n7. The state should determine minimum salaries based upon training and\nkind of certificate held.\n8. Full credit should be given for work completed in a standard institution of another state. “Technical deficiencies should be dealt with liberally.\n9. The period of validity of certificates lower than first class should be\nlimited. Extensions and renewals of such certificates should be based upon\nadditional training and successful experience.\n10. A teacher should be able to pass from a lower to a higher certificate\non the basis of training and successful experience.\n11. There should be as many kinds of certificates as there are distinct\njobs in the public school system: e.g., for determining a supervisory officer;\nfor high school principals; for elementary school principals; senior high\nschool teachers; junior high school teachers; regular high school teachers;\nspecial teachers in music, art, agriculture, home economics, manual training, physical education; elementary teachers, including kindergarten, primary, intermediate, and grammar grades.\nManifestly, the issuing of teachers’ certificates should be removed, in so\nfar as possible, from charitable, political, religious, social or personal influence, a tendency not uncommon as is shown by a letter addressed to\nState Superintendent F. G. Blair, of Illinois, and published in School and\nSociety, June number, 1924. It reads:\n\n"} {"page": 943, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n939\n\n“I have written on the “Teachers Examination’ twice but have failed.\nMy memory is not so good as I wish it were. I have had a great deal of\ntrouble but love teaching, everyone is well pleased with my work and I\ncould get this school again or a third and fourth grade in town, both have\nbeen mentioned to me by the Directors but I have only an emergency\ncertificate. ‘The County Superintendent issued me an Emergency Certificate through sympathy and because the directors of this school and many\nothers urged it.\n“Now Mr. Blair, won’t you please let me have a certificate without\n‘Emergency’ written on it for I just can’t pass those awful examinations.\n“T taught two terms when I was seventeen and eighteen years old. Now\nI am forty-six.”\nThe great need is the removal from the schools of such evil tendencies as\n\nshown by this letter. The charitable program should be that of furnishing\nthe poor man’s children with a competent teacher rather than furnishing\nthe poor man’s daughter a school when she is not prepared to teach.\nConclusion—Finally, there should be greater unanimity of program between the states,—greater standardization of courses leading to the different kinds of certificates. “This will make possible a more definite classification of certificates issued on the basis of academic and professional training\nwhich in turn will make possible the adoption of a uniform nomenclature,\nand the adoption of governing principles so that reciprocal relations may\nbe established, and a more general, and a fairer system of recognition or\nexchange of certificates established between the states, a reform that should\nspeedily come.\n\nPLANS\nJOHN\n\nFOR\n\nSTUDYING, MODIFYING, AND\nTHESE STANDARDS\n\nA.\n\nKEITH,\n\nH.\n\nPRINCIPAL,\n\nSTATE\n\nNORMAL\n\nENFORCING\n\nSCHOOL,\n\nINDIANA\n\nPENNSYLVANIA\n\nIt is something akin to the irony of fate that the person who was very\nactive nine years ago in setting up “Standards and Directions for Conducting Inside Surveys in State Normal Schools” should be called on today\nto discuss this topic. The Committee which made that report at Kansas\nCity in 1917 consisted of Presidents Seerley, Felmley, Maxwell, Dean\nMinnich, and myself.\n‘The report was, in reality, a protective protest.\nPersons, more or less expert, had been surveying state normal schools under\nthe banner of the Bureau of Education or of one of the several Foundations.\nYardsticks were being used chiefly to measure the deficiencies of state normal schools, and were being used chiefly by men who had had no responsible\nconnections with such institutions and who did not, therefore, appreciate\nthe difficulties involved in attaining the ideal which was relatively easy .\nto state. The report in question was a protest against such procedure. It\nwas, however, more than a protest because it set up certain standards in\nterms of which state normal schools might measure themselves and thus,\nby giving sufficient publicity to the facts thus measured, avoid further\n/\n\n"} {"page": 944, "printed_page": null, "text": "940\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nunfriendly surveys and, at the same time, win a more generous public\nsupport. In this sense the Report of 1917 was protective because it claimed\nthe right of state normal schools to have some part in determining the\nstandards by which their work is to be measured.\nThe Report of 1917 also recommended the formation of a Committee\non Surveys and Standards consisting of five members each serving a five\nEvery man who has served his term on this committee has\nyear term.\nliterally “(gone to school” with great individual profit and also with profit\nto all of us. Styles have changed a bit and the National Council has become, or been absorbed by, the American Association of Teachers Colleges.\nIncluded in our membership are some of our most strenuous former critics.\nThe fifteen or twenty four-year teachers colleges of that day have increased\nto more than one hundred. The institutions devoted to the preparation of\nteachers have grown, developed, and improved, but we still have with us\nthe problem, if not the battle, of standards, notwithstanding our almost\nunanimous action this morning.\n.\nA standard is that which is set up and established by authority, by\ncustom, or by general consent.\nThe reason for establishing standards of\nany kind is to be found only in terms of expected human welfare.\nStandards set up for any other purpose are factitious and for ostentation.\nStandards are not absolute even when established by properly constituted legal\nauthority and relating to measures of extent, weight, or quantity.\nThe\nlegal authority which established such standards can modify them or abolish\nthem entirely and set up new ones.\nStandards that have been set by\ncustom inevitably, in a progressive world, grow old and out of date. Such\nstandards must be constantly revised, in terms of current changes, in order\nto prevent them from becoming veritable millstones.\nStandards that are\nestablished by general consent are usually rather loosely drawn compromises\nand are statements of the best that can be done, all circumstances considered.\nSuch standards, when followed in successive years, decades, or\ncenturies become the standards of custom.\nWhat the American Association of Teachers Colleges is trying to do\nis to set up and establish by general consent standards which will advance\nhuman welfare through an increased effectiveness of the work of these institutions. And we are trying to do it at a time when people generally\nvainly imagine that standardization means the realization of perfection\nand very largely by a process of borrowing or imitating or adapting custombuilt standards as these exist in collegiate institutions. And some are even\nbold enough to wonder if we can’t discover or formulate some method\nby which the authority of a voluntary organization may be stretched to\ncover the enforcing of these standards.\n“According to Hoyle” still has its\nappeal notwithstanding the fact that Hoyle is no longer recognized as an\nauthority by those who play cards.\nThis Association has standards which were adopted at the meeting in\nCleveland in 1920 and a new set adopted this morning.\nEvery member\nwho has carefully studied these standards is probably not completely satis‘\n\n"} {"page": 945, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n941\n\nfied with them. ‘These standards are largely an adaptation of those of the\nNorth Central Association of Colleges and Secondary Schools—a voluntary organization of the Middle West.\nBut no matter what standards\nwe have, there is always present the necessity for a plan in accordance with\nwhich our association studies and modifies its standards.\nIf we do not\ndo this, we inevitably and soon grow archaic.\n;\nWe should have a Committee on Standards—a Committee small in\nnumber but with long terms—five, seven, or nine years. This Committec\nshould study and state clearly the function of teacher-preparation institutions for out of function standards grow, or should grow.\n‘This Committee should, after a few years of study, be able to distinguish between\nthings that can be helpfully standardized and things that can not be helptully standardized.\n\"The Committee should save us from rampant, impractical idealism; it should keep its feet on the ground but be always aware\nthat there are stars in the heavens.\nThe current tendency is to standardize every detail of procedure. Unless\nchecked, this tendency will land us in automatism.\nWe need a clear\ndefinition of what things should be standardized and to what extent. For\nexample: Should the hours per week for teachers be standardized at all?\nShould this standard be absolute (say 16), or should it be variable (say\n12 to 20)? And just why, in terms of function, should such a standard be\nset? I have a suspicion that in our present statement of standards we have\nimitatively copied a standard that developed in a different functional environment.\nThere is a widespread conviction among the members of this association\nthat our present statement of standards is too wide in its scope and too\nlargely a replica of standards set by institutions that have a different function—in short, the feeling is that we have done little or nothing to develop our own standards. We represent vocational institutions.\nSome of\nthese institutions are public and some are private.\nEach has its own\nsuperior authority beyond which it can not go. The consent which any one\nof us can give is only a provisional and temporary consent.\nIf we agree\nhere as to standard qualifications for our teachers, we may not be able\nto convince our superior authority of the worth and necessity of such\nstandards—and even this superior educational authority, convinced as are\nwe, may be unable to get from the legislature sufficient funds to make it\npossible to employ persons with these qualifications.\nEven though this association has formally adopted certain standards,\nit is doubtful if any constituent member attains all the standards we have\nso blithely set up. ‘Take, for illustration, the standard of 10 clock hours\nof student teaching. ‘There are many Class A institutions in this association\nthat actually give little more than two thirds of this amount.\nAt least\none university has worked out a system of “vicarious student teaching”’\nwhich is little more than what was called “observation” twenty or twentyfive years ago. And the related standard of four children in the Training\nSchool for each person assigned to student teaching (which does not appear\n\n"} {"page": 946, "printed_page": null, "text": "NATIONAL\n\n942\n\nEpuCATION\n\nASSOCIATION\n\nin our “Revised Version”) is, as a general rule, “more honored in the\nbreach than in the observance.” A standard, to be helpful toward better\nthings, must be more and other than a pious wish. “Two thousand children\nin fifty rooms of forty each in a public school system may mean much or\nlittle. I know of such a situation in which only one hundred persons are\n“The two thousand children are only\n‘permitted to do student teaching.\nequal to four hundred children in a Training School that is used fully.\nYet the first school proudly boasts of its superior Training School facilities\nof twenty pupils for each student teacher. ‘There must be more sense and\nsanity in this matter than a mere abstract ratio, and the only way to\nmake real progress in this matter is to put sense and sanity into our statement of standards.\n\nWe must do something more\n\nthan to state in our standards what the\n\nprevailing facts are. We can get averages, medians, quartiles, modes,\ndeviations, correlations, and even coefficients of correlation without ever\ntouching or approaching the heart of these matters. There is no substitute\n\nfor downright thinking.\nDr. Palmer used to say: ‘““We can not grow\nrich simply by taking in each other’s washing.”\nI have not forgotten my topic. “Thus far, I have been discussing the\nstudying of our standards. When a committee, such as I have proposed,\nhas really studied one or more of these standards as related to function, it\nshould submit. its findings to the membership of this body at least a month\nbefore our annual meeting time together with a little hint of the considerations that have influenced its thinking.\nIn the following month most of\nus could and would do a little thinking. When we finally meet, we could,\nafter a reasonable amount of discussion, vote intelligently on the proposed\nmodification of one or more standards. The whole set of standards at one\ntime would probably cause indigestion. Really, the development of standards for our rapidly emerging Teachers Colleges is more than a day’s\nwork.\n‘There are some who are impatient because there is no Moses to\nbring us down an inscribed tablet from the mountain top.\nBut I take it that enforcing these standards is really the question of the\nhour. Some are impatient to get the job done. There are the examples\nof other self-constituted accrediting agencies.\nSome of these agencies\nhave inspectors and employ pains and penalties whenever they can.\nA\nprofessional endowment fund solicitor called on me last May for a five\nhundred dollar contribution toward a $500,000 fund for a small denominational college. I sympathetically asked why the school needed this\nadditional endowment and the solicitor told me that a certain voluntary\ncollegiate standardizing agency (name given on request) would not permit\ngraduates of this particular college to enter the graduate schools of its constituent members unless the college in question had a productive endowment\n\nof a certain\n\namount,\n\nwhich\n\namount\n\nwould\n\nbe reached\n\nby adding\n\n¢500,000 to what the institution already had.\nI once knew of a high\nschool that was stricken from the ‘‘accredited list’? of a certain standardizing agency because this high school employed a manual training teacher\n\n"} {"page": 947, "printed_page": null, "text": "= chedetAas RES\n\nDEPARTMENT OF TEACHERS COLLEGES\ni tyAl SO ary Baa lie pna ella\n\n943\ngee\n\nwho did not have a degree. Another favorite method of enforcing standards is that of establishing grades or classes of institutions, such as A, B, C,\netc., or on a percentage scale. “The intent of all such schemes of standardization is to coerce the institution into compliance by means of the\ninstitution’s desire to stand well in the estimation of inferiors, equals, or\nsuperiors. Failure to meet such standards is often used by executives with\ntheir lay boards as a reason for forward steps of various kinds.\nThere are various ways in which our Association might proceed with\nenforcement.\nWe might devise an annual report which would involve all of our\nstandards in such a way that the results could be tabulated and published.\nEach one could then know what others are actually doing and compare to\nhis heart’s content. Such information, even in tabulated statistical form,\nwould be worth more in our. annual publication than are such essays as I\nam now uttering.\nHow much the information would be worth would\ndepend entirely on the use which we, individually and institutionally, made\nof it.\nWe might easily go a step further in this matter and work out a weighted\nvalue for each standard on a 100 point or a 1000 point scale. When this\nhad been worked out on a fairly satisfactory basis, we could easily give each\nschool a rating for each standard and a total rating.\n“This would be\nbusy work for the Secretary or for the Committee on Standards.\nIf this is not strenuous enough, we might employ a full-time Secretary\nand have him visit the institutions for a matter of two or three days each,\nchecking up attainments and performances in terms of our adopted standards. It would keep him pretty busy to get around once a year and his\ntraveling expenses would be large. It could be done, however, at an expense of $15,000 a year. Could we raise that amount of money? I think\nwe could. We now have a membership of 150 institutions. If each paid\n$100, there would be $15,000 available. This would provide $10,000 for\nsalary and $5000 for expenses. We might like this visitor well enough the\nfirst time he came around to give him a few meals and an occasional night’s\nlodging.\nBy the time our welcome wore out, our membership would\nprobably have increased sufficiently to compensate for lack of subsequent\nlocal generosity. It is also probable that such a person could talk helpfully\nto faculties and entertainingly to students for which service an institution\ncould pay $100 from its treasury.\nIf the treasury couldn’t stand such a\nstrain, a pie social, a minstrel show, a tea dansant, or something else could\nbe arranged and the proceeds applied to this somewhat worthy cause.\nEither of the financial schemes suggested is better than a $100 membership\nfee, because the latter would cause comment and criticism.\n‘The criticism\nwould be unmerited, to be sure, but there is no necessity for even inviting it.\nAn expert could not, of course, do justice to any one of our schools in a\ntwo-day visit, but he could look at us and we could get his point of view.\nHis mission would be a twofold one. He should judge us in terms of our\n\n"} {"page": 948, "printed_page": null, "text": "944\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nassociation’s standards, and then give us a bit of advice as to how we may\n\nimprove. This traveling expert’s ratings should be published annually, but\nhe ought to be elected for life at the beginning of his term. If we could\ngain the cooperation of all teacher-preparation agencies, we could easily\nsupport two or three traveling secretaries.\nAnother plan has been suggested, viz.: that we ask one of the Foundations to assume financial responsibility for two or more traveling and\nstandardizing secretaries who would devote their entire time to institutions\nthat prepare teachers. Our membership would entertain sharply divergent\nviews on this matter and it is doubtful if we could keep “‘peace in the\nfamily” under affirmative action on this proposal.\nPersonally, I can see\nno reason for such a plan save only the eagerness to have the deed done\nquickly. We shall all be stronger and have more self-respect if we do it\nourselves. We shall have to calm some of our impatient members by assuring them of their leadership. Some, too, will make slow progress towards\n“The longest\nthe standards of the largest and richest of our membership.\nway around is the shortest way through” many complicated human problems.\nThis whole matter of enforcing our standards does not seem to me to be\nanything like as important as the setting up of reasonable standards and\nfinding out what things may with sanity be standardized.\nWe must ‘remember that the gravity of the situation isn’t equally intense at all places\nand that the most important thing for us to do, individually and collectively, is to develop institutions that will actually prepare teachers who\ncan do teaching of the type that ought to be done in all the public schoolrooms of our country.\n“There are many things for which we ought “‘to\nstand hard” and the things for which we do stand hard—and these only—\nare our standards.\nAs a voluntary organization, we do not have the authority of a state.\nEach institution has only a limited authority. In the long run, individual\nand institutional Joyalty to the cause for whose advancement we exist will\nbring better results than an “‘appeal to Cesar.’’ ‘The sweet reasonableness\nof standards, the wholesome results that flow from their applications to\nour institutions—these, rather than enforcement, should be in the forefront |\nof our thinking.\n\n"} {"page": 949, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nMEMBERSHIP\n\nCOLLEGES\n\n945\n\nLIST\n\n1926\nAlabama\n\nBlonencel\n\nSISO\n\nesi sieini> State; Normals\n\nabciopetd.ccs\npee teState\n\nochoolll\n\nNOnmIal\n\nArizona\n\n.5 . «ccansis\nssc cretePera:\n\nBOCHOOIE\n\nShare. aie vekeye'e Ilenry J. Willingham\n\nAlccinety a cinls Seiscekeleion\nsamo r mine: E.\n\nM.\n\nShackelt -ord\n\n;\n\nETAgStail ay < casieoe Northern Arizona Normal School\nLempe s aerate tera Mempe state Meachers College...\n\n........ mus\nson. s0 eens\n\nArkansas\nGonwaye et ct. ces Arkansas state leachers ‘College...\nCalifornia\n*\nAT CATA Trac oh aco sors Fiumboldt* State “Veachers Colleges\n\nresmOm\n\nwytaste States\n\neachers\n\nSan sDIESO- ss ercus State\nSauekcameiscomes State\nSwany Joser..eee: States\nDattebarbarawemnotate.\n\nCollewe:\n\nReachers,\n“leachers\nLeacherss\nTeachers:\n\nColorado\nGreeley?\n7s. sis “Colorado:\nGunnison ..5) 3. Western\n\nik\n\noata!ayiaoisF. A. Cotton\nure eees A. J. Matthews\n\n\"\noe scscs:\nouces cee. B.\n\nW.\n\nTorreyson\n\n< vss. ss.< she'sts,s\n\nB.\n\nVan\n\ncorm\n\nence teat eae\n\nN.\n\nMatre\n\nCc. L. McLane\n\n(Colleges sms ccc sca ah serch\nPaueys ust KE. L. Hardy.\nCollege aeuda- a scaesc ss. oncenenes Frederic Burk\nOollegees\nwine ce sanicccieian\neels «cree es W. W: Kemp\nColleges. ..cn Georgia\n\nHawaii\nUS oyaye) Kelhoy OP cate Territorial\nIdaho\nPAD ION wie esa eyeisic.e’e State\n\nCHOON Ra maiatsin\ncipro scl sisicici dodcagaods J. M.\n\nPound\nCollege for Women\n................. M. M. Parks\nWoman's Colleges ii... «cscs»\nvies aie R. H. Powell\n\nState\nState\n\nNormal\n\nand\n\nI'raining\n\nSchool\n\n..........., BO.\n\nporal )SCHOOL 5. 5 ce1..e. sra'r shaloyaus) sietelevensiareexabe\nca tie C.\n\nWist\n\nE.\n\nBocock\n\nIC WASEON. oe viens cise RIEALC MIN ODI.DC NOON a soiersten ci) « ayeieiape Ve)= < >> Western Illinois State Teachers Coliege............. W. P. Morgan\nNormale\n\nein.\ncfs 3s Dilanois’\n\n“States\n\nNormal)\n\nWhiversity ¥.). oss) 22icr\nse Iansas\n\nrotate:\n\nIPTECS\nta Cae teatel esol Ikansas\n\nKansas\n\nBmporiai\nIBENC!\n\n4\n\n..West\n\nmn\n\n4\n\n“leachers;\n\nCollegena.aits yeegae\nCollege\n\ncra ce s)cmm wisi se se) 01sW.\n\nA.\n\n«State\n\n“Teachers\n\nCollege\n\n7... coe.\nsss es, W.\n\nA.\n\nv\nKentucky\n\nx\nState\n\nSno Oclok Mae Kansasmotate\n\nKentucky\nBowling Green\n\n=\n\nColleges. viieccctetatetelNcbolwns\nMitvssRenets tia heenHW. H.\n\nebeacherss\n\n7\nTeachers\n\n.\nCollege\n\nand\n\neters\n\nT. W.\n\nSeerley\n\nButcher\nLewis\n\nBrandenburg\n\nNormal\n\neinevO eee re IMPS ah ote ee RO RIALS OleMONE Reet\n5i LH. Chetty\nLouisville ..... PeWvouisvillem Normal ..Teachers College of the City of Boston ............. W. C. Boyden\nBridgewater\n....State Normal School ..........eeeeeee\neee esererece Arthur Boyden\nFramingham\n....State Normal School .......---eesssee\ncreer er cece James Chalmers\nHyannis’ |........State Normal School.\n(0. jeicy os ote te - welpems cprseers F. A, Bagnall\nNorth Adams .:.State Normal School .. 5.0.00. 00 0. cece ec ece reves R. L. Smith\n\nSalem, pene os states Norinal\nWorcester\n......state Normal\n\nAOCHOO! Morys,ctstorad arstots senate tinetsh iaigeatetl J. A. Pitman\nSchool 2.026.000\neels scepee me ccc ene W. B. Aspinwell\n\nMichigan\neater debe\n\nBaeoe Western. State Normal School (neq: ssisavsest eel D. B. Waldo\nMarquette ..... eNortherny State’ Normal” School! a viene.s «suisse\naeiaiste J. M. Munson\nMt. Pleasant ...Central Michigan Normal School ........ teiaeptaate ...-&. C. Warriner\nWhikdizioal eke. cer Wichigan State Normal College ........:5-ssecenees Chas. McKenny\n\nMinnesota\n\nBemidji\n\nae» fae Benidjisteachers\n\nCollege -isiamo ema vietet teenies oii tet M.\n\nW.\n\nDeputy\n\nDuluth\nnui cameotate eLeachets)\nMankatojse/.s.c e's State Teachers)\nMoorhead.\nY/Y...\n2State “Téachers\n\nSie Cloud\n\neects EState\n\nCollege can. ra\\« ds nhc calt carla cake eee E. W. Bohannon\n(College: yor: «yin acinblete leans Orta C. H. Cooper\n(College sajen sj. tigers ora oye ous eleiebae = eects R. B. MacLean\n\nWinona:\n\n..... sung State\n\nColleger\n\nMississippi\n\nHattiesburge\n\nPeachers m@ allege Wezetaads ewe caver elcie spktero] reat\n\nVDeachers,\n\nor aotate, Leachers:\n\nMissouri\n\nCollege arusrulsuirkdatei\nprety -lehataate sie elera Joe Cook\n\nCape Girardeau ..Southeast\n\nMissouri\n\nState\n\nTeachers\n\nKansas)\n\nCollege,\n\nKansas\n\nCitys)\n\nCity\n\n)2..0leachers\n\nJ. C. Brown\n\n<.4 cals. feist wiltbeoe baat rerio siete G. E. Maxwell\n\nCollege\nseni...\n\n......... J. A.\n\nSerena\n\ndereleele- 00) G.\n\n. Diemer\n\nEugene Fair,\nKirksville\n...Northeast Missouri State Teachers College ......\nJohn Kirk, Presi| dent Emeritus\nMaryville ...... Northwest Missouri State Teachers College ......... Uel Lamkin\nSt, +Houwiall ..J4:0% Harris -Teachers: ‘Colleger emia\nete terse iret\nete atesJ. LL. Purdom\nSpringfield ...... southwest Missouri State Teachers College ........ Clyde Hill\nWarrensburg\n...Central Missouri State Teachers College ............ E. L. Hendricks\nNebraska\nChadson)\n\nsem as-'6 Nebraska\nKearney otis ies os Nebraska\nPertt ots\n5. ded Nebraska\nWrayne®\nsores cer Nebraska\n\nNew\n\nState\nState\nState\nState\n\nSchool and\nSchool and\nSchool and\nSchool and\n\nTeachers\n‘Teachers\nTeachers\nTeachers\n\nCollege..R. Elliott\nCollege..Geo. Martin\nCollege..W. R. Pate\nCollege..U.\nS. Conn\n\nHampshire\n\nKeene,\n\nSiaae.e\n\nasiotater Normal ySchool”\n\nPlymotthiernnc- State* Normaih\nNew Jersey\nTrenton\nhase\n\nState\n\nNew Mexico\nEast Las Vegas..New\n\nSilver\nNew\n\nNormal\nNormal\nNormal\nNormal\n\n\"City!\n\nS22... New\n\n(Normal\n\nse. cai ttre ss ttcn.caieore\neis aitieteets Wallace\n\nSchool Ma ak wct-trchasan\nocehe.citreane malencberore Ernest\n\n(Schoolsnet.\n\nMexico\n\nNormal\n\nMexico\n\nState\n\nseat\nUniversity\n\nTeachers\n\ntee oe «seni aac ath D.\n\nC. Bliss\n\n..............:.... Frank\n\nCollege\n\n...............A.\n\nMason\n\nSilver\n\nCarroon\n\nO. Bowden\n\nYork\n\nAlbanyeyade-abees State’ College for, ‘eachars) =... Lae\nds Sal eee. cee A. R. Brubacher\nBrockport,\nWwear mtate; Normal\" School@eia\nssi san go tet a aeeeean aeeAe Gehhonipson\nButtalownie\ncee sae State, NormaltSchool@isuasestoicon\nce bone oe een one: H. W. Rockwell\nMredonia =./asj.s etate, Normal School, ceiigaratk erated: «en\nSeen H. Burdge\nNew\" Paltz) @ S. H. Whitley\n\nDenton (s>-c\\-\\2 North Texas State’ Teachers. College: i o-:-i..0.,\n«<0 stole\n2 R. L.\nleas acre steies funiora College, (Citys of El Paso: fone necocsetem\nele sisies F. H.\nHuntsville ...... Sam Houston State’ Teachers College .............. H. F.\nNacogdoches .....5tephen F. Austin State Teachers College .......... A. W.\nSan Marcos\n....southwest Texas State Teachers College ............ CoE,\nUtah\nSalt Lake\n\nCity\n\nVirginia\n\nof Education\n\n..School\n\n:\n\nHaste Radrordaercotate\n\nFredericksburg ..state\nHarrisonburg\n|...otate\n\nTeachers\nTeachers\n\nCollege\nCollege\n\nWomenr\n\nfor\n\nsi. «see\n\nsqm gees\n\n,\n\nJ. L. Jarman\n\n........0...csesnecesssaress A. B, Chandler\n-ncet eae snasene Samuel Duke\n252.200.5205\n\nWashington\n\nState\n\nNormal\n\nSchool\n\n.\n\nState\nState\n\nNormal\nNormal\n\nSchool\nSchool\n\n..\n\nVirginia\n\nBennion\n\nCollege Mes cers sister tieiotelnicle ole trie icla\\e/o.e Ss J. PB. McConnell\n\nschool’\n\n(heney ain. viccieias Washington\nEllensburg ...... Washington\n\nWest\n\n......... Milton\n\n}\n\nNosmall-\n\nWashington\nBellingham Keron\n\nof Utah\n\n;\n| eachers™\n\n......- State\n\nFarmville\n\nin University\n\nMarquis\nRoberts\nEstill\nBirdwell\nEvans\n\norn\nC. H. Fisher\n.N. D. Showalter\nG. H. Black\n\nH\n\nAthens er\nConcord: state, Normal (School ve«eun.\noe es sais C, C. Rossey\noes\ncses\nFairmont ....... Statem Normal SCHOO wrpea elena ereretere iri eieiele oe felolsieuer trea T\\eJos. Rosier\nee nees M. P. Shawkey\nee rece enceee\nHuntington ..... Marshall College ....-.+-sseeee\nShepher .stown... Shepherd College State Normal School ...........-. W. H. S. White.\n..........+++\nSchool\nNormal\n+5+: Howard McGinnis\nState\nLiberty\n...West\nWest Liberty\nWisconsin\nBawClaire\n=... Sea\nIa Crosse «.--.- State\n\ntaNOLmial! MSCHOOU ma ieteceta ie ale cue sevicis eltysceed oss avr 079\" H. A. Schofield\nseers eee eees EH, L. Smith\nesse\nNormal School .....+\n-0+-0s\nInstitute ....-.- 6... ee ese e eee settee eee ees Burton Nelson\ntes -o- State Normal mOChOolm epi remicoriere crelerehe aiicheve.s*!0 ee evetelsuaH. A. Brown\nOshkosl!\n0%) ris) el e-aoveJ. H. Ames\nneininiela)\nRiver Falls ...-. state: INOrial MSCHOON venie stein ckelrwists\n\nMenomonie\n\n.....Stout\n\nStevens Point ...state\nWhitewater ..... State\n\nNormal\nmNOritial\n\nSchool ..........:.s-seeeseeeeeeescee J. F. Sims\nhie ue Yseecrcacerelelese F, S. Hyer\nstetens\nrier\nSchoo lu aprieta\n\n"} {"page": 952, "printed_page": null, "text": "ti\n\n>\n\nst\n\n‘ani\n\non\n\net\n\nbye\n\ndnt\n\na\n\nON “ah >.\n\na\n\n2 os\n\nNS\n\n|\n\nrr\n\n68\n\nTO,\n\nbias.p ae\n\nwide\n\n:\n\neathe,\n\n'\n\n:\n\n«LF ge ms»\n\nvinveet\n4\n\nI24\n\nes saat.\n\nar\n\nragilt\n\nPy\n\noo?\n\nSar\n\n7\n\n~\n\nThawte\n\nsae\n\neV\n\nev\n\nF\n\nek ys\n\n4\nTt\n\not:\n\nak\n\nmp icneeSEU) area aes Ey\n\nyeihah pei\n©\n\n:\n\nsenaney td SHiey noi\n\n>\n\noe\n\nniallbhope\n\nhee\nSites\nnee\nif\na? iyes Pltheage\n\nitet 4\n\n4\n\n.\n\n‘Whhvces\"\n\n}at nw lsh itws ies |\nF\n\nret a\n.\nwe ay Ma et a\nvetoes: sate.\n\noy BVA ds\nup 3vette\n¥\n) pnd foe a ies\n\nSelatl tsp\n\nats is\n\nea she\n\npie spstinc resinne\n\ni\n\nWala\n\n1\n\nTapthatg\n\nNive\n\n‘\n\nAa\n\ni\nTee\n\nte\nag\n\nof\n\nSe ae\n\nSc.\n\n2\n\nbs\n\nIS\n\nomena tej)\na\n\n4\n\na\n\ni 5 ta\n\neas\n\nTY\n\ned\n\nee\n;\n\nea TAP ds\n\n5\n\n|\n\nel\n\nMipddsdailee AAT erie cess\n\nPy\n\n.bs\n\nAliied ia\n\n1 ald\n\nsoos\n\nods tn Bap\nms sgt basa\n\naN edepdt Ye raney 4\n\noa\n\nBats i? ty\n\nsat us ba\\3\n\nlv\n\ntotter elyonal\nhe wripigerat) #83). ty. BTS AY, nae\npeo ne dy te aust haw oF errs eal\n\nte\n\n734.\n\nSee\nae\n\n3\n‘a\n\n«\n\nNona ee mw Re\n\n: “ne\nfg\n\n.ayet\n\na\n\nwont’ eyMete\n\nie\n\nap\n\nont\n\n7\n\nby\nPER‘ AG Ae ive,\na?\nee\na\n\nNae: ne\nea\n\n9\n\nPst iy\n\nel\n\natv\na\n\n;\n\nadei\n\n4\n\nol\n\ni 0!tow\ni a\n\ns\nBela\n?\n\né\n\n.\n\n‘\n\n-\n\nPKiueG\na\n\n‘\n\n,\n\n,\n\nf\n\na]\n\n'\n\n'\n\na\n\nsped\n\n| aedsabanioe\n\n_ me\n\nnee\n\nae\n\n;\n\nbh ages\n\n;\n\n=\n\nhs\n\n¢\n\n=\n\n©\n\n7\n\nmy\n\n%\n\n7\n\nFut vng\n<,\n\n-\n\na\n\n;\n\n.\nde\n\nst\n-\n\n}\n\n,\n\n’\n\n'\n\n“Py\n\n7\n\n(<=\n\n:\n\n,\nawe\n\ni\n\ni\n\nr\n\nay\n\ns\n\n.\n\nfs\n7.92\n\nFivetie\n\n*\n\n>» 2\n\na\n\n*\n\na\n\nHlitap\n\n"} {"page": 969, "printed_page": null, "text": "Department of Vocational Education\n\n"} {"page": 970, "printed_page": null, "text": "HE DEPARTMENT OF VOCATIONAL EDUCATION Was\ni organized as the Industrial Section at Minneapolis, Minn., August, 1875. See Proceedings,\n1875: 100. The name was changed in 1890 to the\nDepartment of Industrial and Manual Training.\nSee Proceedings, 1890: 758. In 1899 the name was\nchanged to the Department of Manual Training.\nSee Proceedings, 1899: 556. In 1914 the name was\nchanged to the Department of Vocational Education\nand Practical Arts.\nSee Proceedings, 1914: 565.\nThis department cooperates with the National Vocational Guidance Association and with the National\nSociety for Vocational Education.\nThe officers of the Department for the year 1926-27\nare: President, Howard L. Briggs, Director of Vocational and Practical Arts Education, Board of Education, Cleveland, Ohio; Vicepresident, F. Theodore\nStruck, Director, Bureau of Vocational Education,\nDepartment of Public Instruction, Harrisburg, Pa.;\nSecretary,\nN. 8. Hunsdon, State Director of Industrial Education, State Board for Vocational Education, Austin, Texas. This Department meets twice\neach year, in February and June. Facts relating to\nthe establishment of this Department and the record\nof meetings are found in earlier volumes of Proceedings as follows:\n1914: 565-625 1917:431-473 1920:269\n1922: 1465-1483 1924: 987-1015\n1915: 815-847\n1916; 461-517\n\n1918: 249-271\n1919: 271-281\n\n1921; 851-858\n\n[966]\n\n1923: 1025-1043\n\n1925; 872-913\n\n"} {"page": 971, "printed_page": null, "text": "ORGANIZATION OF A PUBLIC SCHOOL IN 4A LARGE\nINDUSTRIAL CENTER—ABSTRACT\nPERSIS K. MILLER,\n\nPRINCIPAL, INDUSTRIAL\nBALTIMORE, MD.\n\nDEMONSTRATION\n\nSCHOOL\n\nHE INDUSTRIAL CENTER is a water-front community in a large city.\n| The men are stevedores for the Baltimore and Ohio and the many\nsteamship lines in the harbor, they work in the local offices and upkeep departments of the Baltimore and Ohio; or they are attracted to\nLocust Point by transportation facilities, as the Baltimore Dry Docks\nof the Bethlehem Steel Company, the American Sugar Refinery, Simmons\nBed Company, and others,—all corporations whose officials live elsewhere.\nThe native-born, the Germans and Hungarians, the Poles and representatives of practically every country of Europe present an industrial and foreign problem typical of almost any industrial community.\n‘There is no\nracial question involved here.\nIt is a community of homes, owned not rented; stable, hardworking,\nhonest men and women whose interests center in the affairs of their own\nfamilies. ‘The school is a part of these affairs.\nThe school objectives set up by parents become the fundamentals of the\ncourse of study. ‘Their translation into terms of a curriculum and a suggestive plan of a school plant needed to carry them out were accredited\nby authorities in the several lines involved: the United States Bureau of\nEducation, Johns Hopkins University, and the University of Maryland, all\nauthorities on social problems, health, and recreation. Assisted, they were\nagain reviewed as to their practical values and possibilities in the industrial\nworld by the executives of the great corporations on Locust Point. ‘The\npresident of Baltimore Federation of Labor safeguarded the cultural education.\nStrategic agents in the organization put through the above program,\nsecuring a new building which provides for a set of activities entirely new\nto Baltimore schools; and changed the site of the old schoolhouse from\na side street to the main thoroughfare where every person in the district\nhas to pass by it.\n\nRELATIONSHIP BETWEEN THE TRAINING OF FOREMEN\nAND CITY PROGRAM FOR VOCATIONAL EDUCATION\nTHOMAS\n\nDIAMOND,\n\nUNIVERSITY\n\nOF\n\nMICHIGAN,\n\nANN\n\nARBOR,\n\nMICH.\n\nI take it that the topic assigned to me is designed to bring out whether\nthe training of foremen is a responsibility of the state or local community.\nAs any statement made on this question can only be an opinion, what I\nhave to offer is merely a point of view. For this reason, I propose to state\nvery briefly the stand I take on the question before us, give the reasons for\n\nthis opinion; and then leave the remaining minutes allotted to this topic\nfor general discussion.\n[967]\n\n"} {"page": 972, "printed_page": null, "text": "968\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nI wish to take the stand that, with few exceptions, all foremen training\nshould be considered a direct responsibility of the local authorities, and\nhence should be an integral part of the city program for vocational education. Furthermore, I believe that in those cities where the Y. M. C, A.,\nBusiness Corporation, or other private or semi-private organizations are\nproviding courses for foremen, the local director of vocational education is\nmissing one of the most helpful agencies existing in his city.\nForeman as teacher—There are many in the field of public vocational\neducation who believe that courses for foremen should be carried on by\nthose who are charged with the responsibility for training teachers. This\nhas led to a great deal of the work being done by representatives of the\nIn most cases this work has\nstate departments or the state universities.\nbeen very much worthwhile; however, I am of the opinion that those departments have no more justification for doing it than they have for providing instruction in the kindergarten.\nThose who favor the work being done by the state rather than by the\nlocal community do so on the ground that the foreman is a teacher and,\nas such, his training is a responsibility of those in charge of the training of\nteachers.\nNo one will contend that the foreman is never called upon to teach, but\nit is probable that there will be some difference of opinion in regard to the\ntime he spends on this function in relation to the time he spends on others.\n1 believe that teaching occupies a relatively small part of his time.\nAs far as the doing part of the job is concerned, the main functions of a\nforeman are to interpret, direct and supervise. For example:\n1. A skilled mechanic would be insulted if a foreman proceeded to teach him\nhow to do a job. He needs some direction in regard to conventions and\nmethods peculiar to the particular factory, But he needs no instruction on\nhow to do his work. In addition to this, the worker may be confronted with\nsome ambiguity in the orders or blueprints.\nWhen this occurs, the foreman\nis the one to whom he applies for an interpretation of the case.\n\n2. If we take as another\n\nexample the routine worker\n\nwho\n\nworks\n\ncontinuously\n\non the same operation, we find just as little justification for considering the\nforeman as a subject for teacher training.\nProbably most of the routine operations in our specialized industries can be\nlearned by anyone of average mentality in an extremely short period.\nThis\ntime varies with the job from as short as fifteen minutes to a maximum of\n\nperhaps three weeks.\n\nAfter the worker has learned to do the job, further in-\n\nstruction on the manipulative processes is usually unnecessary. After the brief\nteaching period, the principal concern of the foreman is to see that the worke\n\nis supplied with material, that the finished work is taken care of by the appropriate group, and that: prompt action is taken by the repair gang if a\nmachine needs attention.\n\nThese illustrations suggest that as far as the doing of the job is concerned,\nthe teaching duties of a foreman are extremely light. 1 would venture to\nsay that it is an unusual foreman who is called upon to spend more than\none hour in any one day on instructions. I might go still further and say\nthat on most days even this hour is eliminated.\n:\n\n"} {"page": 973, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n969\n\nWhen we turn from the doing of the job, we are likely to find that, while\nthe foreman may not spend any more time on it, his responsibility for\ntraining his workers to understand and appreciate the problems that disturb labor is very great.\nDuring the war we experienced a great deal of Maen unrest. Much\nof this was caused by a lack of understanding on the part of the workers.\nThe problem of educating these workers was one which troubled thoughtful employers for some time until someone conceived the idea that the\nforeman, being closest to the worker, was in the most strategic position to\nteach him those principles which would enable him to understand industrial\nconditions. It was found however that the foremen were just as deficient\nin their understanding as the workers and consequently had to be taught.\nThis led to an extension of the training to include instruction in the principles of management, and finally to the point where the foreman was\nbeing instructed in how to teach his men to do a piece of work.\nI have expressed myself on the last phase of this work.\nThere still is\nand probably always will be a very great need for training foremen to have\nan intelligent interest in, and understanding of, the problems which disturb\nlabor. ‘There is likely to be a similar need for providing instruction for\nthem in the problems of management.\nBoth of these types of instruction may be given by a state representative,\nbut his opportunities are seriously restricted because of his lack of personal\ncontact with the specific problems of the group he is dealing with. It is\ntrue he may carry on a course or courses in a community for a limited\nperiod, but the discussions are likely to be rather general.\nOn the other hand, if the work is done by a representative of the local\nschool authorities, he ought to have the time and opportunity to become\nintimately acquainted with the current specific problems of the factories\nhe is dealing with, and thus be in a position to make the work more mean-\n\ningful, and to carry on indefinitely.\nNot only is this true, but certain phases of management, as well as the\nbuilding up of the morale of the men by helping them think straight, are\ncefinite parts of the foreman’s job. Consequently, since it is the function\nof the department of vocational education in any community to prepare a\nperson to enter or to progress in his chosen job, this department is logically\nresponsible for providing the foreman with the opportunity to so prepare\nhimself.\nTraining foreman a public duty—When we begin to think of the training of foremen as a function of the department of vocational education in\na city, the first reason that occurs to us is that it is a duty which the community owes to the foremen. The day has long passed when school people\nbelieved that the school is organized for the education of children under\nfifteen years of age. Today the tendency among school administration is\nto make the school a center of all the educational activities of the community.\n\n"} {"page": 974, "printed_page": null, "text": "970\nOO\n\na\n\nEpucaTIon ASSOCIATION\nNatIoNA\nNe L eR\n\nae\n\nThe education provided by the public school authorities in most of our\nlarge cities extends from the kindergarten up to and including college work.\nCommercial training, industrial training, and even correspondence courses\nare offered in many of our cities. In other words, it has become the policy\nof the school authorities in our more progressive cities to provide educational\nopportunities for any group who seem likely to profit from it.\nAlthough this policy is well established, it is unfortunate that the burden\nof proof in regard to the benefit which is likely to result from a new type\nof vocational work falls upon the director of vocational education. A still\ngreater burden upon his shoulders is the proving that the course under con-\n\nsideration will ultimately prove of immense advantage to those responsible\nfor carrying out the whole city program of education. Frequently this task\nis long and arduous and on many occasions it is given up as hopeless.\nIt is unfortunate also that there are groups in every community who have\nnot yet become fully aware of the opportunities open to them in the public\nschools of their city and therefore have never made their needs known to\nthe school authorities.\nThese conditions have made it possible for various private and semiprivate agencies to enter the educational field and supply the demand for\ncourses not being offered in the public schools. “These agencies usually draw\n« heavy toll of profit from the ambitious worker before the public school\nofficials are willing to acknowledge their responsibilities and opportunities.\nAid to cooperative courses—Another reason that might be advanced has\nto do with the growing demand for skilled workers. In many of our cities,\nthose in charge of vocational education have organized cooperative courses,\nin forms varying with the existing opportunities, in order to cope with\nthe demand.\nAs the name implies, these courses necessitate rather a close cooperation\nbetween the factories concerned and the public schools.\nThe man who\nkeeps the cooperative machinery working smoothly is sometimes called the\ncoordinator.\nOne of the first tasks of this individual is to secure the consent of the\nemployer to the application of the plan to his factory. After this is done,\nit would seem that all there remained for him to do is to find the students\nand set them to work. This might be true if the consenting employer could\ngive the development of the plan his close personal attention, but it is\nnecessary for him to delegate this responsibility to someone who is in closer\ntouch with the boys concerned. Naturally enough, this someone is the foreman.\nIt is true that there may be intermediary officials such as the personnel director or the supervisor of apprentices, but in the final analysis,\nthe one man in the organization who can make or break a plan of this\nkind is the foreman.\nThere remains therefore the very serious duty of enlisting the sympathy\nand assistance of this man to whom the boy must report directly. Doubtless some of the unsuccessful attempts at cooperative work have proved\ndisastrous as a result of the neglect of this precaution, because, as those of\n\n"} {"page": 975, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n971\n\nyou who are familiar with factory conditions know, any policy established\nin a shop without the formality of selling the idea to the foreman is likely\nto fall short of the expectation of its promoters.\nSince the success of any program of cooperative education set up by the\ndepartment of vocational education in a city is directly dependent upon the\nwillingness of the foreman to lend his aid, those responsible for vocational\neducation must use every possible means to insure his support.\nIf the foreman has been attending classes or conferences sponsored by the\ndepartment of vocational education, he will be familiar with the personnel\nof the department, and will have acquired some knowledge of its aims and\n\npurposes.\nBecause of this familiarity he is likely to greet cordially any\nrepresentative of the department who is concerned with the administration\nof a cooperative group.\nAid in apprenticeship—Again, the aid of the foreman is aay in the\npromotion of any effective system of apprenticeship.\nWhile apprenticeship is not as common as it was in the earlier history of\nthe country, a number of our more progressive tradesmen have become so\nconcerned about the training of cur future craftsmen that they have been\ninstrumental in setting up certain standards of training to which the young\nworkers, as well as the employers, must conform.\nIn a great many cases,\none of the standards is that the youths shall spend a certain number of\nhours each week in a class or school for the purpose of learning something\nof the theoretical side of their trade. Frequently, especially in our larger\ncities, this theoretical training is provided in the evening school or in separate classes under the city educational authorities. When this is the case,\nthe department of vocational education is the one most likely to be called\nupon to provide the instruction. If this instruction is to be adequate, there\nmust be a close coordination between the shop and the school. The coordinator must necessarily obtain much of “his information and advice\nregarding the pupils from the foremen to whom the boys report.\nIf the\nforemen are in sympathy with the aims and purposes of the school, they\n\nwill prove to be an invaluable help in making the school function effectively.\nIf they are not, the chances are more than even that the work will be\nunsuccessful.\nAid in placement—Another school activity in which the foreman may\nbe helpful is in the placing of the pupils into suitable jobs.\nPlacement work has come to be recognized in many of our cities as a\nlegitimate function of the public school and, as a general rule, this work is\nincluded in the program of the department for vocational education.\nThe effectiveness of a placement program depends to a large extent\nupon the relationship which has been built up between those responsible\nfor the work and those who employ the product of the school. ‘This is\nparticularly true in regard to the foreman, the man to whom the young\nworker is directly responsible.\nThe placement officer is likely to have little difficulty in securing the\nsupport of the personnel manager, but the foreman, who is usually more\n\n"} {"page": 976, "printed_page": null, "text": "972\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\nconservative in his attitude toward what he considers to be outside interference, is more difficult to reach. When an employee comes to his depart-\n\nment through any channel other than the one he sets up he is frequently\nindifferent and sometimes frankly antagonistic toward him, Not only so,\nbut he is likely to resent what he chooses to call a waste of time when\na representative of the school presents himself in the shop in the interest of\nthe young worker.\nHere again, as in the case of the cooperative work, if the foreman is\nfamiliar with the aims and purposes of the department of vocational education, he is more likely to accept the individuals recommended by the school\nplacement officer. If the public schools do not offer courses for foremen,\nthis avenue of approach to the interest of the keyman in industry is lost\n\nand the placement work is sure to suffer as a result.\nAid in part-time education—Part-time education is still another activity\nfor which the department of vocational education is responsible in many\nef our cities.\nWhere this type of work is carried on, difficulty is frequently encountered in securing the cooperation of the employers on account of the\nfact that the children must be excused from work for four or eight hours\na week, according to the community.\nRegardless of how willing the employer may be to help the cause of\npart-time education, the foreman may insist that his organization demands\nthat his workers be on the job every working hour. When the foreman\ntakes this stand on a question that is not vital to the firm, there are few\nemployers who care enough about part-time education to make an issue\nof it with him.\nIf part-time education is to be successful, the foreman must be for it.\nHe is not for it on some occasions because he knows little about the school\nand has little confidence in its ability to do anything for a worker.\nIf\nhe can be induced to attend classes conducted by the same authorities as\nthose who are concerned with the part-time school he will, under proper\ninstruction, develop the feeling that he is learning something about his\nown job. It is a short step indeed from receiving benefit oneself to believing that others may benefit.\nOther illustrations might be added to those given, but perhaps sufficient\nhas been said to emphasize the fact that the foreman is essential to the\nefficient functioning of the department of vocational education.\nField for state or federal action—I have said that there are exceptions\nto the stand I have taken. I can imagine a situation in which it is almost\nimpossible for a director of vocational education to induce his board to\nspend money on a program for training foremen.\nIn a case of this kind,\nit may be desirable to follow the plan used in one city in Michigan.\nIn\nthis case, the University of Michigan started an intensive campaign in\norder to interest the people of the community in the work.\nThis was\ncarried on, along with similar classes in other communities, for two years.\nAt the end of that period, a meeting was called for the purpose of discuss-\n\n"} {"page": 977, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n973\n\ning the continuance of the work. The University took the stand that the\nproblem was a local one, and that they had merely been subsidizing the\nwork in order to give it its original impetus. Owing to the insistence of\nthe employers, the school authorities agreed to hire a man to take up the\nwork where the University left off. This man has been on the job for over\nthree years and has done an excellent piece of work. As a result of his\nexperience, he has expressed the opinion that his contacts with these foremen have been most helpful in carrying on the program of vocational education.\nThe director of vocational education has expressed himself\nsimilarly, and has gone as far as to say that there is no phase of the work\nin his department that has been more helpful in bringing to its aid the\nhelp and guidance which only men of long experience under factory conditions can give. Probably some of the work being done by the federal\nboard is of this missionary type, carried along for a period long enough\nto demonstrate its value, then left to the local community or industry to\ncontinue it.\nAnother exception might be made in the case of those men who are\npreparing themselves to become leaders of foremen’s conferences.\n‘This\ntype of work has a place only in a large community or in a central location\nwhich draws upon a large area for its students. “This phase of the work\ncan best be carried on by the Federal Board in Regional Conferences, or\nby such agencies as Dunwoodie Institute. “These agencies can draw upon\na large territory and by working together can train all the leaders for\nwhom there is likely to be a demand.\nSummary—In conclusion, I should like to summarize what I have\nsaid by presenting the points I wish to emphasize.\n1. Educational leaders are coming to see more and more that the local\nschool must provide-for the education of all.\n2. This means that the mature person who has awakened to the value\nof education will have an opportunity to realize his awakened ambition.\n3. City school authorities have been meeting this responsibility by providing education from the kindergarten up to, and including, college work.\n4. The work has been offered by means of day courses, part-time courses,\nevening courses, and correspondence courses.\n5. The foreman as a member of the community has a right to demand\nthat his desire for training be met.\n6. Therefore the training of foreman is a direct responsibility of the\ncity school authorities, and as such, should be included as an integral part\nof the program for vocational education.\n7. The success of any plan for apprenticeship training, cooperative\ntraining, vocational guidance, or part-time education depends almost entirely upon the willingness of the people with whom the workers come in\ncontact,\n\nto cooperate.\n\n8. This is particularly true in regard to the foreman, the man to whom\nthe workers report directly, and upon whose aid and advice the director\nof vocational education depends,\n,\n\n"} {"page": 978, "printed_page": null, "text": "NATIONAL\n\n974\n\nEDUCATION\n\nASSOCIATION\n—>\n\n9. And finally, since the local school authorities are responsible for all\neducational work in the community; since’ a full measure of success in any\nprogram for vocational education is possible only through the active cooperation of the foreman, and since the foreman needs and desires training,\ntherefore as a matter of policy, as well as a matter of actual duty, the\ntraining of foremen should be made a definite part of any program for\nvocational education in every city where there are a sufficient number of\nforemen to make it worthwhile.\n\nRELATING FOREMAN TRAINING PROGRAMS TO THE\nPROGRAM OF VOCATIONAL EDUCATION IN\nA CITY SYSTEM\nM.\n\nM.\n\nPROFFITT,\n\nSPECIALIST\n\nIN\n\nINDUSTRIAL.\n\nOF\n\nEDUCATION\n\nEDUCATION,\n\nU.\n\nS. BUREAU\n\nIn order to supplement my own personal experiences in connection with\nforemanship conference work and programs in vocational education, I prepared a brief outline of questions upon these two subjects which were\nmailed out from the United States Bureau of Education to about twenty\ndifferent states.\nBy this means an attempt was made to secure a representative sample of statistical information and opinion upon the question\nof the relationship of foreman training programs to programs for vocational\nclasses.\nThe large majority of these requests for information were sent to state\ndepartments of education, a very few to the extension departments of universities, and still fewer to local school systems.\n‘The information compiled is based upon 22 reports which are believed to be representative of\nthe present situation relative to the question stated.\nThe information called for was listed under the following six major\nquestions :\n1. Have vocational classes been organized largely as the result of foreman training classes?\n2. Have any teachers of public school vocational classes been enroled in a\nforemanship training class?\n3. Have foreman training classes been a means of discovering and securing\ndesirable teachers for vocational classes?\n4. Have foreman training programs been a means of obtaining the interest\nand support of manufacturers and other individuals and organizations in the\ndevelopment of vocational education programs?\n5. Have foreman training classes been productive of valuable suggestions for\nthe organization and instructional work of vocational classes?\n6. Have vocational classes been a means of interesting industrial plants in a\nforeman training program?\n\nA seventh question was added asking for suggestions as to how a foremanship training program can best be related to a public school program\nfor vocational education.\nThe answers to the first question, namely, Have any vocational classes\nbeen organized largely as the result of foreman training classes, were\nlargely in the affirmative. ‘Thirteen said that vocational classes had re-\n\n"} {"page": 979, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n975\n\nsulted from foremanship training classes, four answered in the negative,\nwhile five were doubtful, some of these saying that they did not have the\ninformation to answer the question. ‘Ten had organized day classes, 12\nhad organized evening classes, largely as the result of the foreman training\ncourses.\nThese public school classes represented a variety of courses such as textile\ncourses, telephone courses, furniture design courses, furniture manufacture\n\ncourses, acCounting courses, and numerous related courses as in mathematics\nand drafting. Nine reports stated that plant courses had been organized\nas the result of foremanship work. Eight reported in the negative while\nabout five were uncertain.\nSeven reports showed that teachers of public school vocational classes\nhad been enroled in foremanship courses, ten showed that none had been\nenroled, the others either failed to report or said they had not the information. As to whether or not it is desirable to have any vocational teachers\nenrol in the foremanship conference courses, seventeen expressed the opinion\nthat it is desirable, three said “no” and two expressed no decided opinion.\nHave foremanship classes been a means of discovering and securing desirable teachers for vocational classes, was answered in the affirmative by\neleven, in the negative by five, the other six could not say definitely. The\nreports to this question show that 50 percent of them say that vocational\nteachers have been discovered through foremanship work.\nInstance after\ninstance was cited in these reports of specific examples of obtaining teachers\n\nthrough foreman classes.\nHave foreman training programs been a means of obtaining the interests\nand support of manufacturers and other individuals and organizations in\nthe development of vocational education programs, was answered in the\naffirmative by seventeen, in the negative by one, while four offered no\ndefinite statement in answer to this question. Many specific examples were\ngiven in these reports to show that the support of industrial companies for\na vocational program for the public school had been augmented as a result\nof foremanship courses.\nThe report from one state with a well-developed foreman training program supplemented an affirmative answer to this question by saying that\nthey had many letters from companies showing this to be the case, and\nthat if I desired they would send the letters to me. It seems to me that\nsuch proof of the value, that foreman training work can be to gaining\nsupport for the whole vocational program, is beyond refutation.\nThe question, Have foreman training courses been productive of valuable\n\nsuggestions for the organization and instructional work of valuable suggestions fo rthe organization and instructional work of vocational classes, was\nresponded to in the affirmative by ten, eight replied ‘“‘no,” and four were\nwithout the information for answering the question.\nIn connection with\n\nthis question—as was the case with other questions, some of the reports\nstated that while the answer had to be “no,” the values were there but\nthat the necessary methods for realizing on them had not been used.\n\n"} {"page": 980, "printed_page": null, "text": "976\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nHave vocational classes been a means of interesting industrial plants\nin a foreman training program? was answered in the negative by nine, in\nthe affirmative by six while seven expressed themselves as doubtful.\nThe call for suggestions for properly relating a foreman training program to a vocational education program in a city system, was productive\nof many recommendations of which the following are representative:\nGet in touch with plants having\nas conference leader.\nGive the foremen “their money’s worth” at every conference. Forget certain school administration red tape that would tend to hinder\nThere should be close cooperation between the\nthe development of a program.\nvocational training in the public schools and any kind of foreman or plant training. This can be accomplished only when the directors, teacher trainers, and\nforeman trainers are working together for a common purpose.\nThe city director\nof vocational education or some member of his staff should be a member of the\nForeman training courses “properly put over’ will perhaps\nfirst foreman group.\ndo more in the way of arousing interest and securing the support of employers\nInvitations to school\nfor vocational education programs than any other agency.\nmen to “sit in’ at the foremanship conferences will afford them an opportunity to\nget a clear view of the educational needs of industry. Through trained foremen\nUse forepromote the desirability of training for better work or promotion.\nmen’s conferences to promote foremen’s clubs and get a committee from these\nas an advisory committee for a vocational program,\nAdvantage should be taken\nof foremanship conferences by the coordinator in cooperative cducation to extend\nhis field. Foremanship training classes conducted by a state supervisor of industrial education of a state having no compulsory part-time law or where\ninterest in vocational education is not great, is one of the best means for promoting\nVocational courses must be\na vocational education program for the community.\ndefinite and show that they are fulfilling the needs of the industries.\nSelect the right man\ngood working policies.\n\nIf foremanship work is to be evaluated in terms of the contributions it\ncan make to a vocational education program, it will be necessary to follow\nup and check the results of these courses much more accurately than has\nbeen done in many instances in the past. The answers received in this\nstudy indicate very clearly that in many cases this follow-up work has\nnot been done, at least not in such.a manner as to yield valuable information.\nOften the answers indicated a “lack of information or even any\nvery decided opinion as to whether or not foremanship courses have been\na means of securing teachers, or obtaining suggestions for content and\nmaterials for vocational classes, or for enlisting the support of industrial\nconcerns for a vocational education program.\nIn the attempted solution\n\nof any problem the scientist must devise means for determining the results\ncf his experiment. If one of the results of foremanship courses is supposed\nto be the contribution that these courses can make to a vocational education\nprogram, it would seem to be incumbent upon all those responsible for the\ndevelopment of these courses to take such measures as may be necessary\nto determine whether or not these particular values have been realized\nand if thy have not, to form an intelligent opinion from a careful\nsendy\nof methods used as to whether or not foremanship courses can be made to\nvield these values to the vocational education program,\n.\n\n"} {"page": 981, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n977\n\nThis careful checking for results will necessitate the cooperation on the\none hand of those conducting foremanship courses and on the other hand\nthose responsible for the development of vocational education classes. For\nidentifying situations in both programs that may be related to each other as\ncause and result, it is necessary to adopt some simple method, with suffcient technic of procedure as will make an analysis of results easy and\nthe recording of them simple. For example the ones responsible for organizing and conducting foremanship courses should provide ways for\nmaking permanent memoranda of valuable information obtained from\nforemanship work relative to such points as:\n1. The need for trade extension courses, part-time cooperative courses and any\nother types of trade apprenticeship courses.\n2. Evidences of good will on the part of the companies which may be cultivated\ninto active support of a vocational program.\n3. Possible sources for materials and equipment for vocational classes.\n4. Potential or possible teachers.\n5. Possible contacts with industrial concerns, such as invitations to visit plants,\nespecially when such an invitation can be made to include the local director of\nyocational education.\nSuch contacts may prove of much value in developing a\nvocational program and obtaining support for financing it.\n6. Manifestation of willingness on the part of foremen or management to assist\nin the organization of vocational! classes. Such records should be made available\n\nfor the use of the vocational director and his staff. The vocational staff should\nthen check on the results of these as manifested in the vocational program for the\nschool.\nIf such records were accurately kept by all, the educational statistician\nwould soon be able to calculate the coefficient of correlation between a good foreman training program and a good vocational education program and even to\ncompute the partial correlations for the different items.\nHe probably, from such\ndata, would be able to suggest how the two programs might be better related.\n\nI believe the conclusion is warranted that courses for the improvement\nof foremanship dealing with the real and vital problems of the foreman\non the job, as he meets them in handling his men and getting out the com-\n\npany’s product—not courses dealing merely with economics or technical\nprocess of manufacture, are a valuable and never-to-be-neglected means of\ndeveloping interest in and obtaining information for the development and\norganization of a vocational education program.\n\nA RENAISSANCE\nH.\n\nL.\n\nBRIGGS,\n\nDIRECTOR\n\nOF\n\nOF APPRENTICESHIP\n\nVOCATIONAL\n\nEDUCATION\n\nCLEVELAND,\n\nOHIO\n\nAND.\n\nPRACTICAL\n\nART,\n\nIt is no longer necessary to call attention to the fact that apprenticeship\nUnskilled\ntraining on the job is practically a thing everywhere evident.\n\nworkmanship\n\nis a result of the modern\n\nspirit of bulk production.\n\nWe\n\nhave been content to secure our best workers through immigration from\nNot only has this\ncountries where adequate training was still available.\nsource been curtailed but due to after-war conditions the apprentice training programs of Europe have ceased to function as efficiently as formerly.\n\n"} {"page": 982, "printed_page": null, "text": "978\n\nNATIONAL\n\nEpucarion\n\nASSOCIATION\n\ne\nWe have established in some cases all-day trade schools with the objectiv\nupon\nresearch\nHonest\nof substituting the school for training on the job.\nfrethe part of those who have experimented with this form of training\nance\nsignific\nlittle\nas\nhave\nissued\ndiplomas\nthe\nthat\nquently reveals the fact\nas the diploma and the blessing of the average academic high school insofar as actual trade placement is concerned.\nWe must\nMany factors are involved in the training of apprentices.\norganshop\nopen\ns,\norganization\ncooperate with organized labor, employers’\n- izations, chambers of commerce, and with the many individual employment\nmanagers of large industrial corporations.\nThe Cleveland plan for apprentice training is essentially one of reciprocity. Our policy is one of meeting actual training needs through a\nprogress based upon conditions as they are in each respective trade.\nIf we would effectively train apprentices for efficient service as skilled\ncraftsmen in our community, it is imperative\nA. That any program set up for the training of workers in any one\n\nindustry must have the thorough backing of those who will employ the\nproduct of that training.\nB. That the demand for training should be propagated from the trade\nend rather than from the office of the city vocational director.\nIn other\nwords, the school should not ‘“‘peddle” vocational education, but should\nestablish a training program in response to the urgent demand of those in\na position to guarantee continuity of employment for those receiving the\ntraining. We should work from the outside in, rather than from the: inside out.\nC. That definite apprenticeship committees should be established in each\ntrade for which training is solicited for the following purposes:\n1. To guarantee a committee purely representative of the trade for which\ntraining is requested in order that the school may have the complete backing\nof the employers and, in the case of closed shop trades, of the labor unions\nwith whom all workers in that particular craft are affiliated.\nIn our building trades committees in Cleveland we include representatives of the Building Trades Employers’ Association, of the local contractors association and\nof the local union. In case of an open shop trade, like auto mechanics, we\ninclude employing members of the automobile dealers and manufacturers\nassociation and service managers.\n2. To interview candidates for apprenticeship for the purpose of insuring\na satisfactory educational foundation.\nAll apprentices in Cleveland must\nbe able to read and write the English language before being accepted as\napprentices,\nSome have been obliged to attend night classes.\n3. To insure upon the part of all apprentices adequate physical condition\nthrough a medical examination.\n- To determine a correct social attitude upon the apprentices’ part through\nan interview before the entire apprenticeship committee.\n. To determine a uniform wage scale for the community with automatic increases throughout the period of apprenticeship.\n6. To make contacts with various supply agencies in order that they contribute\n\ntheir quota to the undertaking.\n\nIn the Cleveland\n\nour brick, mortar, lumber, hardware,\n\nschools we\n\npaints, wallpaper,\n\nreceive\n\nall of\n\netc., from the various\n\n"} {"page": 983, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEpuUCATION\n\n979\n——_—_—9\n\nsupply houses without cost to the board of education.\nThe dealers in these\ncommodities benefit _through increased sales due to skilled and competent\nworkers trained to use their product.\n7. To discipline boys in cases of insubordination or truancy at the school or\nupon the job.\n—\n8. To establish a uniform inden tureship agreement which is signed by the employer, the boy, and_ his: parents.\n9. To appoint auxiliary committees to work with the director of vocational\neducation, the coordinator, the teacher trainer and the particular trades\nteachers in establishing an approved course of’study.\nThis should include\na complete trade analysis upon which the teacher trainer together with the\nshop teachers in question may work out definite job instruction sheets.\nThese subcommittees should be selected with the definite purpose of securing\nmen thoroughly informed upon all phases of the trades for which apprentice\ntraining is conducted.\n\nD. That all classes'should be held in the daytime during working hours,\nthe pupil to receive pay for the time of attendance.\nNo boy can be forced\nto night school. The result of evening apprentice instruction is inequality\nof training. If the boy attends during the day on pay time he must be\npresent and every boy receives the same preparation for efficient craftsmanship. If he does not have the capacity to do the work and pass the examinations at the end of each examination period he is automatically dropped\nfrom the trade by the committee, Part-time day training eventually insures\ncompetent and skilled workers to the community.\nE. That due consideration be given to the varying needs in each particular group of trades an apprentice must attend school four hours per\nweek during time throughout the entire four years of apprenticeship. ‘To\nillustrate this point—during. the first period of attending the part-time\nschool an apprentice bricklayer may be taught to ‘‘back up a wall.” Upon\nreturning to the job the foreman learns that the apprentice has been taught\n_to perform this particular operation.\nHe therefore starts him upon some\npart of the wall where high grade workmanship is not essential and an\nentire week of practice upon this particular phase of the craft results. “The\nnext week the apprentice is taught how to lay common or American bond\nupon the face of the wall and to lay a corner in this work again gives him\nan opportunity for practicing upon the job. Economically the boy is earning and is a community asset throughout his period of training as he is\nproducing.\nAt the same time he is constantly acquiring skills without\nloss of time for instruction upon the job. A well-organized school for\napprentice training can teach each operation in the minimum time.\nIn the metal trades the situation is different.\nIn spite of the coming\nof the “Iron Man” even the operator of the automatic machines requires\na certain period of practice instruction before he may be allowed to work\n\nby himself.\n\nThere is a large financial investment in each machine which\n\nmust be made to pay the interest upon the money invested plus a profit.\nThis means that it should be in full production constantly and should not\nbe tied up for instruction purposes any more than necessary.\nIt therefore\nbecomes evident that it is very advisable in the manufacturing and mechan-\n\n"} {"page": 984, "printed_page": null, "text": "980\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nical industries to give a preliminary training in the fundamental operations\nNo matter how complicated ‘a piece of mechancommon to all machines.\nn of the mechanisms covered by the lathe,\ncombinatio\na\nbut\nism may be it is\nthe drill press, grinder, planer, shaper, and the milling machine. We therefore in our machine and auto mechanics apprentice training groups offer\none year of full time all-day trade instruction, not for the purpose of substituting this training for apprenticeship, since we recognize that effective\ntraining must be given upon the job itself, but rather to wear off the “rough\nedges” and turn a boy over to the industry thoroughly grounded in the\nfundamental operations. During this first year we eliminate the noncompetent and the boy who desires to enter the trade through play incentive\nonly. The boy enters industry with sufficient experience upon basic fundamental tools and process so that he may be trained to operate the more complicated machines in the minimum time upon the job. Recognizing the\nfact that many industries are highly specialized, the second year is organized upon a cooperative part-time basis, two weeks on the job and two\nweeks in school.\nThis is done with the objective of bringing the boy\nback to school upon the alternate two weeks in order that he may receive\ninstruction upon the operations of the trade wherein the particular corporation to whom he is indentured fails to give him all-round instruction.\nFrom the third year on the metal and manufacturing trades apprentices\nattend school four hours per week in the same manner that the building\ntrades apprentices attend throughout their four years of apprenticeship.\nIn many cases we have found that one day every two weeks is more effective than one-half day each week due to the time saved in traveling from\nth. job to school and to the fact that a complete day at school enables the\nteacher and the boy to concentrate to better advantage upon the work at\nhand.\nI. That every effort be made in the school to duplicate actual working conditions throughout the instruction.\nMathematics, blueprint reading,\netc., are not taught as separate subjects but are definitely tied up to the\ntrade operations upon which the pupil is receiving instruction.\nIf the\napprenticeship committee backing the school has made the trade analysis,\nit is evident that any failure to teach the right subjectmatter cannot be laid\n\nat the door of the public school executives and that changes in curricula\ncontent should be made from time to time at the suggestion of the committee.\n\nG. That only those teachers should be employed who come from the\ncraft itself and who have a high reputation for skilled workmanship among\ntheir fellow-workers.\nMost of our teachers have been selected from large\ngroups recommended by our apprenticeship committees.\nFollowing employment they are immediately placed upon an intensive night teacher\ntraining program.\nWe believe that each large community should have a\nteacher trainer upon the job and that his greatest work may be done\nthrough individual contact with the teachers while at work.\nWe also\n\n"} {"page": 985, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n981\nry\n\nbelieve that each large community should employ a foreman training coordinator for the purpose of training foremen on the job and at the same\ntime making those contacts with the industry that will insure the proper\nspirit towards apprentices upon the part of plant executives and foremen.\nH. That this should be definitely understood at the outset that the committee controls apprenticeship only and that the division of vocational education controls the school.\nOpen versus closed shop controversies should\nnot concern a public school employee. He should not be an official member of his apprenticeship committees.\nIf the community recognizes closed\nshop conditions it is not his problem.\nHe should not be officially affiliated\nwith either labor unions or open shop associations.\nHe should cooperate\nwith all. He must of necessity have apprenticeship committees qualified\nto speak authoritatively for the trades for which apprentice training is\nrequested.\nIn some situations his apprenticeship committee may be quite\nenthusiastic upon either the committee that absolutely controls the apprentieship situation in the local community and without its cooperation no\ntraining would be possible. “The vocational director is therefore not afhliated with any of the apprentice committees except in an advisory capacity,\nand in turn committees do not control the school as all classes are open to\nany boy in the community who is employed in a trade for which training is\noffered.\nThe committee is responsible for sending to the school all of\nthe apprentices affiliated with the interests which it represents, for their\nattendance, and for their discipline. Members of the division of vocational\neducation have in a few cases temporarily become members of some committees in order to assist in establishing a functioning group. ‘This is true\nof our painters’ committee.\nMany have also attended apprenticeship committee meetings and have frequently been called upon for advice. We in\nturn have gone to the committee for advice regarding our courses of study,\nschool maintenance, etc. ‘The highest spirit of cooperation has always existed. A joint advisory committee made up of representatives of all of the\nindividual apprenticeship committees and including representatives of the\nvocational division of the public schools has been established to function in\nsuch matters as apprenticeship graduations, their financing, invitations to\nspeakers, the issuing of publications, and such other matters requiring joint\naction upon the part of all apprenticeship committees and the vocational\ndivision of the public schools.\nIn conclusion, no vocational program can be effective without the actual\nparticipation of the buyer of the product. We all stand back of the thing\nNo\nwe sponsor. Our criticism of that which is our own is constructive.\npolicy.\narbitrary\nany\nupon\nbased\nconducted\nsuccessfully\nbe\ncan\nprogram\nThe Cleveland plan of apprentice training could not be transplanted bodily\nNeither can an identical set-up be used for every\nto other communities.\n“Common\nNo fixed policy is possible.\ntrade in our own community.\nsense” is the one fundamental element essential to any successful apprentice\n\ntraining program.\n\n"} {"page": 986, "printed_page": null, "text": "NATIONAL\n\n982\n\nDEVELOPMENTS\nF. T. STRUCK,\n\nASSOCIATION\n\nIN INDUSTRIAL\n\nDIRECTOR,\n\nDEPARTMENT\n\nEDUCATION\n\nBUREAU\n\nOF PUBLIC\n\nARTS\n\nOF VOCATIONAL\n\nINSTRUCTION,\n\nEDUCATION\nEDUCATION,\n\nHARRISBURG,\n\nSTATE\n\nPA.\n\nPhiladelphia the cradle of manual training movement—lIt has been just\nfifty years ago since there were exhibited, in the city of Philadelphia, examples of work in wood and iron made by the pupils at the Imperial\nTechnical School at St. Petersburg. This exhibit, held in connection with\nthe Centennial Exposition of 1876, proved of much interest. It was the\nbeginning of the manual training movement in the United States.\nThe first public manual training high schools were established in Baltimore in 1884, in Philadelphia in 1885, and in Omaha in 1886. Just ten\nyears later than the Centennial Exposition in 1886, Gustave Larson,\nintroduced Swedish sloyd instruction into the public schools of Boston.\nWhy introduced—The demand for instruction in manual training came\nas a result, in part, of a modified philosophy of education, and partly because the general public desired a secondary education that was not wholly\nbookish.\nManufacturers and others engaged in work involving skilled\n\nlabor recognized the need for training that would in time develop skilled\nartisans.\nOthers justified manual training on theoretical grounds.\nIn\nfact so many claims were made that one would think that manual training was surely the panacea for all educational ills.\nThe transition—Time and experience have shown us a few outstanding\nthings rather clearly.\nThe old traditional manual training instruction\nplaced too much emphasis upon the manual or physical aspects of the instruction and not enough upon the thought content or mental side; it placed\ntoo much emphasis upon training (which in the narrow sense of the word is\nhabit formation) as distinguished from education which may be regarded\nas habit formation involving reasoning; there was too much of following\ninstructions rather than providing for initiative on the part of the students.\nSo out of the early exercise work given in a very formal way has grown\na new conception of the place and purpose of such instruction. And along\nwith these changes has also come a new name—industrial arts education.\nWhat is industrial arts education?—The term “industrial arts’ as applied to education stands first of all for instruction that is today recognized\nto be an essential part of general education.\nIt is one of several forms\nof practical arts education—the form that concerns itself with education\n\ndefinitely related to those manifold practical activities of mankind that\nare distinctly industrial in character.\nIndustrial arts education precedes\nvocational education.\nIt forms a necessary general foundation and background upon which specialized vocational education may be built. In a\nsense it is one of the connecting links between broad, general education\non the one hand and narrower specialized vocational education on the other.\nIndustrial arts instruction is given in the elementary as well as in the\njunior high school field. When given in grades one to six inclusive, it\n\n"} {"page": 987, "printed_page": null, "text": "DEPARTMENT\n\nis frequently\n\nreferred\n\nOF VOCATIONAL\n\nto as elementary\n\nEDUCATION\n\nindustrial\n\narts.\n\n983\n\nIn these grades\n\nthe instruction is usually handled by the regular classroom teachers.\nIn the more advanced grades, the instruction is usually given by teachers\nhaving considerable special training.\nNew developments—Industrial arts education, like other movements\nin education such as kindergarten instruction, home economics education,\nand agricultural education, is a matter of gradual development.\nProgress\nfrequently consists in improvement and refinements rather than anything\ndistinctly new.\nAmong recent developments in the field of industrial arts\neducation may be mentioned the following:\n. Wider\n\nrecognition of the need for industrial\n\n. Emphasis upon a diversified\n. Exploration and try-out\n\narts education\n\nprogram\n\nThe general shop\nThe modified general shop\n. Better unit shops\n. Home mechanics\n. Better trained teachers\nSCNAMNF\nONE\n\nEach of these factors will be briefly discussed.\nWider recognition—Industrial arts education has won recognition as\nan essential part of a good democratic program of general education\nthrough factors such as the following.\n1. It appeals to, and satisfies certain strong inborn tendencies that are useful\nin education—such as the native impulses to want to construct and to decorate\nthings—the constructive and artistic impulses,\n\n2. It utilizes\n\nmotor\n\nimpulses\n\nand\n\nactivities\n\nas\n\na vehicle\n\nfor carrying\n\nmuch\n\nuseful information.\n3. It helps to make possible learning through doing and it helps to balance\nthe educational diet.\n4, In grades seven, eight, and nine it is particularly useful as a means of\nexploration and guidance.\n5. It gives information about and experience with tools, materials, processes,\nand design that have wide application to every day living.\n\nIn speaking of the present scope of industrial arts education, I should\nlike to limit myself to Pennsylvania, since recent statistics for the country as\na whole were not readily available to me.\nDuring the year ending June 30, 1926, there were enroled in industrial\narts courses in grades above the sixth, 135,000 boys in the public schools\nof the state. This required a small army of over 700 teachers—each specially trained. Over 100 school districts in the state made provision for\nindustrial arts education for grades seven, eight, and nine. All of this is\nexclusive of 166,000 girls who receive similar instruction in the field of\ngeneral home economics and about 4,000 farm boys and girls who are\ncarrying on junior projects in connection with agricultural schools. And\nfurthermore these figures, it should be noted, do not include enrolments\nin vocational courses of any kind—all are in the field of general education.\nDiversified program—The modern program of industrial arts education\n\n"} {"page": 988, "printed_page": null, "text": "984\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n——E\n\n)\n\nis broad. It deals with much more than woodwork and mechanical drawing for it aims, among other things, to give to pupils a broad, appreciative\nunderstanding of what the world is doing in its major industrial activities.\nIt aims to teach about such industries as the following: lumbering, mining,\nFurthermore,\niron and steel, printing, textiles, glass, paper, and leather.\nthose of the\nas\nsuch\ntrades\nskilled\nit aims to touch the work of typical\nmaker,\ncabinet\ncarpenter,\nworker,\nsheetmetal\nprinter,\nelectrician,\nmachinist,\npattern maker, plumber, cement worker, painter, and decorator.\nThe aim of industrial arts education is, of course, not to develop highly\nspecialized vocational workers—it is not to make mechanics. ‘This cannot\nbe done because the boys are too young, the time allowed is too short,\nand the equipment is usually not adequate for vocational education.\nBut\nthrough work with a variety of tools and materials, supplemented by trips\nto industrial establishments and other observations and study, the boys\ncan get information and experiences that will be very helpful at the time\nand in later life.”\nExploration and try-out—By no means least among the advantages of\nindustrial arts education are the opportunities that are afforded for exploration and try-out of pupils interests and capacities in other than bookish\nlines. These try-out experiences are given, not in a hit and miss manner,\nbut under the guidance of trained teachers who constantly study all students in order to help them to find out what vocations are likely to be the\ngreatest source of usefulness and happiness.\nIt is of course obvious that one cannot give try-out experiences in metal\nwork without some metal workirig tools nor in printing without some\nprinting equipment.\nIf try-out experiences are to be provided there must,\nsome how or other, be provided a diversified equipment.\nThe general shop—When a school shop is equipped for two or more\ndistinct types of shop instruction, such as woodwork, and metal work, then\nthe shop is called a general shop in order to distinguish it from the single\nactivity or unit shop. A general shop, then, is essentially a composite\nshop. ‘The term properly refers to a type of shop lay-out and organization—not as is sometimes thought to a distinct type of education.\nIndustrial arts education is being given equally well in unit and in general\nshops. The instruction may be approximately the same in both cases.\nGeneral shop best for small schools—The general shop is particularly\nwell suited to the smaller schools—to those that have only one teacher\nof industrial arts education, or that may have one only on a part-time\nbasis. When there is a shortage of room; when costs of equipment and of\noperation must be kept down; and when the enrolment is small, then the\ngeneral shop, or a modification of it, will best serve the need.\nThe modified general shop—When the size of the unit of administration\nis sufficiently large to employ two or three full-time industrial arts teachers, and assuming that it is desired to teach four or six forms of shop work,\nsuch as wood work, sheet metal work, electrical work, general metal work\n\n"} {"page": 989, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n985\n\nand printing on a general education basis, then a modified general shop\nis likely to prove very satisfactory.\nA modified general shop organization may be arranged by having each\nteacher handle two or sometimes three distinct activities. For example, one\nteacher may give instruction in general wood work and electrical work,\nand the other one may handle sheet metal work and general metal work.\nOther combinations will suggest themselves—they will have to be worked\nout in most instances with specific teachers in mind for it is not always\npossible to secure teachers that have, to begin with, the necessary training\nto teach all combinations of shop activity that fall in line with a good\npaper lay-out.\nThe modified general shop is not necessarily limited in its application to\nthe smaller school districts.\nSometimes the location of the school with\nreference to the school population in certain grades is such that a city\nhaving approximately one hundred thousand inhabitants or more finds it\nexpedient to establish general shops or modified general shops in certain\nschools, and unit shops in others.\n.\nBetter unit shops—By a “unit shop” is meant a school shop that is\nequipped for teaching a single type of education such as printing, woodworking or electrical work.\nIn the unit shop plan of organization the teacher has the opportunity to\nbecome a specialist. This, other things being equal, is a distinct advantage\nto the pupils to be taught and is usually also desirable from a teacher’s\npoint of view.\n‘The unit shop plan of organization is very popular in\nschools having an enrolment sufficiently large to justify the establishment\nof a series of such shops through which the pupils may be rotated.\nUnit\nshops have been established many years in the larger cities and their\narrangement and equipments reflect considerable progress.\nSometimes\nthe equipment is planned so that the shops may be used for industrial arts\nstudents a part of the time and for vocational day or evening students\nthe rest of the time. In any case, they frequently reflect careful planning\nso that the cost will be reasonable and so that the shops will be well suited\nto their purposes.\nHome mechanics—A good approach to industrial arts shop work in the\n\nseventh grade may be made through home mechanics.\nIt is much like\napproaching the study of civics through home and community civics. The\nseventh grade boy can well be ushered into the broad realm of industrial\narts education through instruction that first of all centers around his home\nFrom this point it can be broadened to become\nand his everyday wants.\nin interests and appreciations. Through home\nworld-wide\nand\nstate, nation\nmechanics the boy is brought in touch with projects involving a variety of\nIt\ntools and materials, and including both repair and construction work.\nis an excellent thing to give a boy the opportunity to learn the “how”\nthe “why” and “wherefore” of things that need to be made and repaired\nabout the home, or in case of farm boys, around the farmstead, but his\n\n"} {"page": 990, "printed_page": null, "text": "NATIONAL\n\n986\n\nEpuCATION\n\nASSOCIATION\n——\n\ninterests and appreciations must be broader than home activities, and his\nskills should be more representative of what people are doing in their\nIt is well to keep in mind, therefore, that home\noccupational efforts.\nmechanics is but one of the introductory steps to industrial arts education.\nBetter trained teachers—The last factor that I shall mention in the\ndevelopment in industrial arts education, but by no means the least important is better trained teachers. In these days of ever increasing specialization it is not an easy matter to find persons who have had both adequate\nprofessional training and satisfactory experience in two or more types of\npractical arts work. And when found such teachers often command salaries beyond the range of the smaller school districts that need them most.\nIt is easiest to secure a teacher for a unit shop, somewhat harder to get\none for a modified general shop, and still more difficult to get the right\nkind of a teacher for a general shop where two or more types of shop work\nare taught. At the present time the greatest single handicap to the development, particularly of the general shop movement, is the shortage of\nproperly qualified teachers.\nIt would be a mistake to plan for one type\nof shop organization or another without at the same time looking into the\navailability of competent teachers. ‘The success or failure of an enterprise\nfrequently hinges upon how it is handled at the start.\nThere is no use in buying fairly extensive equipment for giving instruction in printing or sheet metal work, for example, unless the teacher\ncan handle such activities. In other words, the available teacher must be\nconsidered in planning curriculums and in equipping shops. ‘The standard\nof teaching is going up in industrial arts education as in other branches of\neducation. A well qualified industrial arts teacher should be able to meet\nthe professional requirements of other teachers in general education.\nIn\naddition he should have had, or should secure while in service, practical\ntrade training that will give him a rich background of experience and\nknowledge that will be very useful. Technical training cannot entirely\nreplace, even for industrial arts teachers the experience that comes from\nworking at a skilled trade.\n\nWHAT\nRUTH\n\nCAN A GIRLS’ TRADE SCHOOL DO FOR GIRLS AND\nWOMEN IN INDUSTRY\n\nSILL,\n\nPRINCIPAL\n\nOF\n\nTRADE\n\nSCHOOL\n\nFOR\n\nGIRLS,\n\nPHILADELPHIA,\n\nPA.\n\nWe hear a great deal about the present age as an age of specialization\ndemanding trained workers; we hear about the people who have entered\nthe professional, industrial, and business fields without adequate knowledge\nof the duties, the mental and physical requirements, the minimum training\nnecessary, the employment conditions and wages, and consequently have\nbeen failures in their jobs and unhappy citizens; and finally we hear “what\nare the schools doing to help young citizens ‘to find their places’ in life.”\n\nThe business of public education is a huge business and is still expanding.\nIt has developed tremendously from the early days when it offered oppor-\n\n"} {"page": 991, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n987\n\ntunities to the favored few to today when compulsory education is a\nduty. The apparent development:of this gigantic business will be to offer\nopportunities, at all times, to citizens of all ages, that each may develop\nhis abilities to the utmost.\nThis.development will offer opportunities in\nsocial, cultural, and vocational fields.\n“Finding your place” in life means training for successful living.\n\nis not alone the school’s responsibility but the school must\n\nassume\n\nThis\n\nthe\n\nleadership.\nEvery worker in the school system has a part in this great undertaking—\nevery worker from the kindergarten on must realize his job is not just to\nteach arithmetic or some other subject but to help young persons become\nstraight-thinking, responsible young workers who will be capable of hold-\n\ning their places in life.\nGrade teachers too often interest and inspire young people with the opportunities in the business and professional fields. Sometimes I think this\nis due to lack of knowledge of the opportunities in industry and sometimes I think it is due to a bit of academic snobbery,\nCertainly about\n75 percent of the young people under 18 in schools today will probably\nenter industry so it behooves the advisers of these young people to know\nsome of the necessary natural aptitudes, the preliminary training, demands\nfor workers, wages, etc., of the important industries in any given community.\nWhat can a trade school do to train girls and women in\nindustry?\nMay I tell you a little of what the Philadelphia trade school has accomplished and what it hopes to do in the near future? ‘This trade school\nprepares girls for the dressmaking, millinery, novelties, machine operating,\nand allied trades. The training offers to girls the technics and some skill\nin one of the trades and a well balanced program in general and related\nsubjects that the girls may have the tolerance and understanding of social\nand economic conditions necessary for successful workers and an interest in\ngeneral culture.\nThe dressmaking, millinery, and novelties courses are two-year courses,\nand the machine operating course is a one year course. “They are planned\n\nto allow 50 percent of the day to a trade subject and 50 percent of the\nday to general and related subjects.\nAll trade rooms are run on a shop basis. “The articles made during the\nfirst half of each course are made standard sizes and all articles made\nduring the second half are special custom orders made to specified measureOf course each workroom is expected to be, and\nments, designs, etc.\nThe work is\nreally is, self-supporting as far as supplies are concerned.\nplanned to train the girls to use skilfully the tools and the materials of\nthe trade; to be keen in taking directions; to develop accuracy and judgment.\nAny girl eligible for working papers is eligible to the trade school.\nPupils are admitted at the beginning of the terms in September and February and on Mondays throughout the school year.\n\n"} {"page": 992, "printed_page": null, "text": "988\n\nNATIONAL\n\nEpucaATion\n\nASSOCIATION\n\n‘The trade school is organized on the Dalton plan so that girls are advanced as rapidly as individual ability permits. The Dalton plan allows\ntor individual work, individual progress, and individual budgeting of time.\nBecause of the individual progress it is possible to send girls into trade tor\nny\nshort periods, if that seem advisable, during the school course.\n“he\n‘The trade school offers much besides training for a definite job.\ndevelop\nto\ngirls are placed on their honor and are given every opportunity\nresponsibility and initiative. There is a well organized student association\nwhich plans for the social life of the school and the general conduct of the\ngirls throughout the school. ‘There is a school library and a school bank\nmanaged by the girls.\nWhen a girl has completed satisfactorily a prescribed course she is given\na letter stating that she has satisfactorily completed the school course, and\nthat after three months satisfactorily reported work in trade, she will be\ngiven a diploma.\n‘The trade school has an employment bureau.\n“The counselor of the\nbureau places the girls in jobs in the particular trades in which they have\nspecialized and where they will have opportunities to advance.\nAll estabiishments to which girls are sent have been investigated.\n“These young\nworkers are followed up for a time until they are acclimatized to the\nworking world.\nGetting jobs for trained girls is not difficult for there\nhas been a greater demand for workers in most of the trades than the trade\nschool has been able to supply. The graduates secure good jobs and hold\nthem. ‘Their wages range from $10 to $14 per week in the beginning and\nincrease steadily to from $25 to $35 per week.\nIn a survey made, in June 1925, of girls graduated from dressmaking\ncourse from June, 1920 to June, 1925, it was found the girls graduated\nin 1920 took 11% years to increase the average beginning wage 331% percent.\nThe girls graduated from January to June, 1925, advanced the\naverage beginning wage 331% percent in 5 months. The beginning wage\nhad also increased much. This is due to better organized work given in\nschool and the increased confidence of employers in school-trained workers.\nAn average beginning wage in all trades for 1925 was $12. The highest\nwage earned so far by any girl is $75 per week.\nIt is difficult to rate trade school graduates as any other group of trained\nworkers until they have been working at least five years. The trade school\ndefinite records start with the class of June, 1920. However, these records\nhave proved that trained workers may be sure of regular employment, and\nthat they advance rapidly. The cultural value of doing a job intelligently,\nof course, cannot be estimated.\nIn a survey made in Febraury, 1926—to get statistics for the doubting\nThomases concerning the value of trade training—a group of girls graduated from trade school in 1925 were compared with an equal number of\ngirls who left public schools and went directly to work.\nThe untrained girls were chosen by the junior employment service from\ngirls leaving public schools at the same time as the trade school girls and\n\n"} {"page": 993, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEpuUCATION\n\n989\n\ncompared in nationality, grade, and rating in grade with the trade school\ngroup.\nWhen the survey was made the trade school girls had worked\nfrom 6 months to 1 year, and the untrained girls had worked from\n1% to 3 years. Although this survey covered only a limited number it\nrepresented an average group.\nThe trained girls had been employed all but vacation time for the most\npart. Many had held one job, or if two, the second showed advancement.\nThe beginning wage was better and wages advanced. The untrained wotkcrs held from 1 to 6 jobs—the last job in many cases was not much better\nthan the first.\nThe Philadelphia trade school started as a private enterprise in 1916.\nIn 1918 it became a part of the public school system.\nIt has been housed\nin two ancient buildings, but next fall it acquires a new home. The building has been definitely built for a trade school. It will be called the Philadelphia trade and continuation school for girls, and in this building with\nits splendid equipment, we hope to be able to offer to girls and women of\nPhiladelphia a variety of opportunities.\nWe want to be of service to the\ngirl who has only a short time to prepare for work, to the girl who may\nspend as long as necessary, and to the girl who can do only part-time\nschool work.\nAccording to all available data we know that most of the girls who leave\nschool early do not do so because of economic necessity—they belong, for\nthe most part, to the group who do not wish to avail themselves of such\neducational opportunities as are offered in high school courses.\nWe also\nknow that the young untrained workers who drift from job to job are\nvery likely to become as adults, members of that unskilled army of workers\nwho always live on a low economic level. The cost of lack of vocational\nfitness and ignorance are hard to measure.\nWe must show youngsters the variety of opportunities in all fhelds and\nhelp them to know the keen satisfaction of doing all kinds of jobs the very\n\nbest they can be done.\nIt is the school’s job to set standards and to help each young person to\nknow her own aptitudes and interests, and to help her get the training\nnecessary to make the most of her talents.\nOne is the\nTheodore Roosevelt said “there are two kinds of success.\nvery rare kind that comes to the man who has the power to do what no\none else has the power to do. That is genius. Only a very limited amount\nof success of life comes to the persons possessing genius. “The average man\nwho is successful—the average statesman—the average public servant—the\naverage ware-earner—the average soldier, who wins what we call great\nsuccess is not a genius. He is a man who-has merely the ordinary qualities\nthat he shares with his fellows, but who has developed those qualities to\nmore than ordinary degree’’-—and later Roosevelt emphasizes the importance of the “rather common place, the humdrum virtues that in their sum\n\nare designated as character.”\n\n"} {"page": 994, "printed_page": null, "text": "NATIONAL\n\n990\n\nAPPRENTICE\nk.\n\nF.\n\nCAREY,\n\nEpucaATION ASSOCIATION\n\nTRAINING\n\nSUPERVISOR\n\nOF\n\nEDUCATION,\n\nMANUFACTURING\n\nCO.,\n\nMETAL\n\nTRADES\n\nWESTINGHOUSE\n\nFLECTRIC\n\nIN THE\n\nPHILADELPHIA,\n\nAND\n\nPA.\n\nIn discussing this subject, let us first consider the situation now facing\nAmerican industry, especially the metal working industries. They are very\nmuch in the position of an apparently healthy, robust, vigorous man who\nhas some insidious disease eating at his vitals. He appreciates to some extent, at least, the existing situation, goes about his daily task as if nothing\nwere wrong, keeps a stiff upper lip and says little or nothing about his\ncondition. He, nevertheless, is living on his reserve strength and his doctor,\nwho knows it, is endeavoring to impress him with the seriousness of the\nsituation.\nThe doctor feels that the case is far from hopeless, that his\npatient can throw off the malady if he will, it being largely a state of mind,\nbut that to recover, the patient must change his mode of living and recognize the limitations of his own strength.\nThe metal working trades, and this is true of all other skilled trades,\nexcept the electrical, are inducting relatively few young men into their\nranks. The armies of industry are becoming armies of old men and armies\nof old men will, sooner or later, become armies of dead.men.\nA review\nof the 1920 census by the National Industrial Conference Board, indicates\nthat there should be 750,000 apprentices in America.\n“The same census\nstates that there are but 144,177, a.deficit of 605,823, or four fifths less\nthan the required number.\n‘This shortage can no longer be made up by\nthe importation of skilled artisans from abroad. ‘Those days are gone forever when America can beckon to the shores of Europe and, shortly after,\nwelcome a boat load of skilled laborers, eager and anxious to carry on in\nthe Land of Promise.\nDuring the first year of the operation of our restricted immigration law, 300,000 immigrants, in round numbers, entered\nthe country, 200,000 departed, leaving a net increase in population of\n100,000, of whom only 6518 were men and boys. These were the results\nunder the first restriction law when the several quotas totaled 357,803.\nOur present law still further restricts the number of immigrants admittable\nto 164,667 or less than half the previous figure.\nSince Philadelphia is\n22 percent foreign born, you can readily appreciate how great has been the\ninflux and how little can further be expected from this source.\nIf America’s industrial supremacy is to be maintained, it is evident that some form\nof comprehensive trades training is absolutely essential and what is not\nordinarily appreciated, as indicated by the foregoing figures, is that such\na program calls for the training of American boys for American industry.\nThe general impression that it is from the ranks of the foreign born that\nwe draw our apprentices is not supported by the facts. As just indicated,\nthere are not enough boys coming over to meet the needs of industry.\nIn\nmy experience we have few applicants who are foreign born and relatively\nfew who are of foreign parentage.\nWe must look to our American boys\nas the future bulwark of industry. This is as it should be.\n\n"} {"page": 995, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n991\n\nThis growing shortage of skilled labor is, in a way, recognized by industry, but reaction to it has been slow, due, no doubt, to the fact that the\n\nsituation is not as yet critical, altho it is becoming so, but in certain quarters it is also recognized that if the situation is allowed to become critical,\nthen much time necessarily must be lost before any corrective efforts can\nbe organized and felt. Preparedness is one of the watch dogs of success.\nThere was a time, not so long ago, when there was little or no scarcity\nof material for trades training, when being a craftsman was an honorable\ncalling, in fact the only one open to the vast majority of the people. In\nan apprenticeship lay both vocation and education. “Then came the renaissance of the white collar with its attendant adulation, aided and abetted,\nif not totally induced by the transition of modern industry from the home\nto the factory system.\nDuring this period wages were low, working conditions unsatisfactory and opportunity unattractive.\nNaturally the ambitious and the intelligent sought other channels. Also, well known captains\nof industry told aspiring youth how by dint of hard work, long hours of\napplication and everlasting study, they managed to lift themselves out of\nthe humble ranks of the overalled, but seldom mentioned the fact that it\nwas through an apprenticeship or its equivalent that they got their start.\nAll of this has had a tendency toward steering American youth away from\nmechanical pursuits. Again the worm has turned and the human element\nin industry has come into its own. Wages have increased, working conditions improved and opportunities opened up, so that any one may utilize his\ntalents to the limit.\nTo increase interest in trades training, the Philadelphia Metal Manufacturers Association’s Committee on vocational education addressed to\nthe eighth grade boys of Philadelphia, a pamphlet descriptive of these opportunities.\n[he response to this effort has been gratifying. It indicates\nclearly that the thought of a vocational life can be cultivated in the minds\nof the youth of America.\nIt shows that propaganda of the white collar\nvariety can be made equally effective in the vocational field and that, by\nstarting early in the life of the boy, we can instil in him a favorable attitude towards trades training. Here is where you vocational teachers and\nyour academic brothers and sisters come in, as you wield a powerful influence over the future of American youth.\nI wonder if you realize that in your hands lies the keystone that will\nsupport American industry. I wonder if you realize what decreased production means in terms of higher living costs and greater social unrest.\nHow\ncan production be maintained if skilled labor is lacking? How is the supply of skilled labor to be maintained when it is dying off five times faster\nthan it is being developed? I am not a calamity howler, but we must face\nfacts as they are.\nI have sufficient faith in America to feel that she will\nrise equal to the occasion.\nA nation’ wealth is usually classified into two major factors, its natural\nresources and its people, yet abundance of either or both does not necessarily produce a great nation. Take China for example. It is blessed with\n\n"} {"page": 996, "printed_page": null, "text": "992\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nimmense natural resources and is teeming with population, yet China is\nnot a great nation. What is there that differentiates between China and\nIs it not that America with its great natural resources, has\nAmerica?\nhad a sufficient corps of educated labor, skilled in the technic of the arts,\nto fully exploit these resources?\nPersonally, I am not prone to laud Germany, but we must not be so\nprejudiced as to blindly shut our eyes to good wherever it may exist. Let\nme quote from a report made before the war by a congressional committee\non vocational education:\nRelatively to other countries, the only conditions\n\nmore\n\nfavorable\n\nin Germany\n\nto\n\nindustrial and commercial development in 1871, were a greater poverty of her\npeople, less abundant natural resources, and a greater necessity of providing at\nhome for the employment and maintenance of a rapidly increasing population.\nFrance, with a richer soil, had not the stimulus of an increasing population and\nEngland, with abundant supplies of coal and iron available for domestic manufacturers possessed in her colonial empire an outlet for her surplus population.\nWhile, however, other European peoples, whose necessity and poverty were equally\nas great as were those of Germany, have not found in their necessities a stimulus\nto economic advancement, Germany has risen, within the lifetime of the present\ngeneration, from a position of commercial and industrial insignificance to a position of dominance in the markets of the world, largely as a direct consequence of\nthe work of her vocational, technical and technological schools.\nIn the decade, 1901 to 1911, Germany\n\nincreased the volume\n\nof her foreign trade,\n\nincluding imports for consumption and domestic exports of merchandise, from\n$2,344,939,000 to $4,238,175,000, an increase of 81 percent.\nIn the same period the\nforeign commerce of the United States increased from $2,318,499,000 to $3,591,480,000, an increase of 55 percent.\nIn 1901 the volume of our foreign commerce\nwas nearly equal to that of Germany, in 1911 Germany’s foreign commerce exceeded ours by more than $646,696,000.\nGermany has created her markets with\n\nthe diverse products of her skilled artisans and she has created her artisans by a\nuniversal\n\nsystem of vocational\n\neducation.\n\nIt is such a system of vocational education, that is being planned for\nPhiladelphia through the cooperation of the Philadelphia public schools\nwith the Philadelphia Metal Manufacturers Association.\nA plan has recently been adopted by which the metal working establishments of Philadelphia will take into their shops apprentices who will be trained as allaround mechanics. If this cannot be done in one shop, then the boy will\nbe circulated through a number of shops sufficient to give him the wellrounded experience he seeks, that the employers wish him to obtain and\nthat, as an apprentice, he has the right to demand. The related academic\nor theoretical instruction will be given by the public schools, probably\nSaturday morning. The boys will be paid by the employer for this time\nspent in the classroom at the same rate as if he were working productively\nin the shop, and they will insist on his attendance at these classes and that\nsatisfactory progress must be reported by the instructors.\nTime lost in\nthe classroom will not be paid for and lack of progress may be cause for\ndismissal,\nA similar cooperative activity is being furthered by the division of indus-\n\n"} {"page": 997, "printed_page": null, "text": "DEPARTMENT\n\nOF VocaTIONAL\n\nEpuUCATION\n\n993\n\ntrial arts of the Philadelphia public schools under the guidance of C. F.\nBauder.\nIn this the boys taking vocational courses, after becoming 16\nyears of age, are taken, on the part-time plan, by industry and given alternating experience on practical work and in classroom instruction, such as\nis being done-elsewhere. The unique feature of this plan is that the scheme\nis being actively supported by the local association of metal manufacturers.\nProbably boys, graduating from the later course, will be given a very attractive allowance to enter and complete the former to the end that Philadelphia may have an adequate supply of skilled labor and if the movement\nspreads, that America’s industrial supremacy may not be dimmed.\nLet me add to the above something concerning the opportunities in the\nmetal trades.\nAs pointed out previously, the number of skilled men is\ntalling off, mainly due to the natural mortality and that this death rate is\nfive times faster than the present rate of recruiting. The wages of skilled\nmechanics have increased greatly in the last few years, partly due to the\nwar, partly due to labor scarcity, and partly due ‘to improved economic\nconditions. Fifteen years ago a good mechanic received from 36 to 46 cents\nper hour, now rates as high as 80 cents to $1 per hour are not unusual. We\nhave boys who have been off the course as little as three years, who are\nearning well over $2000 a year. These boys are approximately 23 years\nold. A boy leaving school at 16 years of age and spending four years as\nan apprentice may very easily reach these rates within five or six years.\nIt, as part of his apprenticeship, he has had sufficient related instruction to\nmake it possible, he can advance to such positions as that of foreman, general foreman, or superintendent. In the Westinghouse Electric and Manufacturing Company nearly all of the shop executives and many of the\nother executives are the product of the apprentice system and this is also\ntrue of many other large corporations.\nA survey made under the supervision of the National Association for Corporation Training, the predecessors of the present American Management Association, indicates that in\na number of our old established firms as high as 25 percent of the employees\nand nearly all of the executives started as apprentices and it is worthy of\nnote that in such organizations labor difficulties are at a minimum.\nThere\nis something of the same feeling in an apprentice toward the mother shop,\nas a college graduate has for his alma mater and where this feeling is\nfostered by executives who are graduates of the same mill, there is little\ncause for industrial strife and such as may develop can more readily be\nadjusted than where this spirit of harmony does not exist. For you teachers as well as for we industrialists, this matter of trades training may easily\nassume the aspects of a patriotic duty. As the number of skilled men decreases, the volume of production also decreases. As the volume of production decreases, unit costs necessarily increase, which involves an increase\n\nin the cost of living and an increase in the cost of living entails a greater\ndegree of social unrest and, therefore, it follows that unless there can be\ninstituted in schools and industry a comprehensive scheme of apprentice\ntraining sufficiently adequate to meet the exigencies of the situation, there\n\n"} {"page": 998, "printed_page": null, "text": "994\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ncan be no other result than to cause a downfall of America’s industrial\n“This must never be.\nsupremacy.\nThere may be some who fear that all the high places in industry will\nLet me state a few figures in\nfall to the lot of the technical graduate.\nreference to this supposition. In 1919, the last year for which data is availMany\nable, there were 290,105 manufacturing establishments in America.\nand\nknowledge\npractical\nwhere\nof these were probably one man concerns\nts\nestablishmen\n196,269\nwere\nthere\n1921\nIn\nessential.\nbe\nwould\n_ experience\nproducing more than $5000 worth of products per year. This figure does\nnot include automobile repair shops.. These 196,269 firms employed\n6,946,564 hands or an average of 35 men per firm. ‘Taking an average\nexpectancy of 25 years, there would have to be added approximately\n275,000 men to the ranks of industry per year. There are approximately\n5000 technical men graduated per year. Where, then, are the leaders of\nthis vast army of industry to come from? Certainly not from the technical\nschools. They must be developed by a comprehensive scheme of apprenticeship. Does this not spell opportunity, in capital letters, for the American\nboy?\n\nSECRETARY'S\n\nMINUTES\n\nPhiladelphia\n\nMeeting\n\nThe summer meetings of the Department of Vocational Education of the National Education Association were held Tuesday and Thursday, June 29 and July 1\nin the Auditorium of the Spring Garden Institute.\nCharles F. Bauder, Director of Industrial Arts, Philadelphia, was the presiding\nofficer of the Tuesday meeting. The program was opened by Isabel Craig Bacon,\nSpecial Agent Retail Education, Federal Board for Vocational Education, who\ngave a most interesting paper upon Retail Store Training in Paris.\nMiss Bacon\nwas the guest of the French Government\n\nand was\n\ninvited to Paris for the purpose\n\nof familiarizing the French department store executives with the American methods\nof training for retail store service. As Chairman Bauder pointed out, such recognition is a decided compliment to the efficacy of the training program conducted by\nthe Federal Board for Vocational Education under Miss Bacon’s supervision in\nthis field. Miss Bacon stated that not only was France interested in furthering\na similar program to ours, but England and Holland were ready to undertake the\ntraining of retail store employees.\nShe pointed out that the growth of retail store\nservice in America had been phenomenal.\nThe first school was started in 1905\nin Boston and the work has developed to such a point that the National Dry Goods\nAssociation is employing a full time educational director and some state retail\nmerchants associations have found it worth their while to place full time educational workers in the field.\nF. Theodore Struck, Director, Bureau of Vocational Education, State Department of Public Instruction, Harrisburg, Pa., discussed “Developments in Industrial Arts Education.”\nHe pointed out that Philadelphia was the cradle of the\nmanual training movement and that the present observance of the sesquicentennial\nof American Liberty was a fitting time to summarize achievements in manual arts\nsince it was first introduced fifty years ago during the centennial exposition where\n\nexamples of work\n\nin wood\n\nand iron were\n\nexhibited\n\nfrom the Imperial\n\nTechnical\n\n"} {"page": 999, "printed_page": null, "text": "DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n995\n\nSchool at St. Petersburg.\nHe skilfully led the group through the. history of the\nmovement, the early claims made for it as a panacea for all:educational ills, and\nits gradual transition into our present conceptof the movement.\nHe: emphasized\nthat manual arts is today recognized as an: essential part of’ general education;\nthat it precedes vocational education, and that it forms. the necessary. background\nfor the latter form of specialized instruction.\nHe discussed the topics of wider\nrecognition of the needs of industrial arts education.\nHe emphasized the diversified program.\nHe covered the exploration and try-out possibilities:and followed\nwith careful descriptions of the general shop, unit shops, home mechanics,:\nand last,\nbut not least, ways and means of securing better teachers.\nHe concluded by saying: “The standard of teaching is going up in industrial arts education as in other\n\nbranches of education. A well-qualified industrial arts teacher should be able to\nmeet the professional requirements of other teachers in general education. ‘ In addition he should have had; or should secure while in service, practical trade training that will give him a rich background of experience and knowledge that will\nbe very useful.\nTechnical training cannot entirely replace, even for industrial\narts teachers the experience that comes from working at a skilled trade.\nThe next speaker was Frederick Horridge, Head, Department of Vocational\nEducation, Ohio State University, Columbus, Ohio.\nHe outlined ‘a comprehensive\n\nstate plan for the training of trade teachers.\nHe stated: “The efficacy of a\nvocational program is no better than the standards of its teachers.‘ The vocational teacher’s job is specific. Manual arts came into being not because of its\nbeing specific training but rather for the purpose of enriching the existing curriculum.\nShop work was used to motivate other subjects.\nNational security’ and\nindustrial preparedness are identical.\nOne cannot teach a trade effectively” unless\nhe is a master of his craft but a master of a craft need not of'necessity prove to\nbe good teacher.”\nHe pointed out the need of differentiating the different programs according to the subjects to be taught by the individual teacher. He objected\nto the same training program for the general continuation teacher and the auto\nmechanics teacher.\nHe pointed out the various methods for making contact with\nthe tradesmen.\nHe emphasized the need of so certifying trades teachers ‘that\nlocal city vocational directors would be able to employ men in the immediate field\nand have them trained while on the job. He described a carefully worked out\nplan for issuing certificates of varying grades so that the teachers in the field\nmust of necessity continue their training until thoroughly prepared’\nfor the job\n\nin hand.\nThe Thursday program was opened by Ruth Sill, Principal of the Girls’ Trade\nSchool, Philadelphia.\nShe stated in part: “The business of public education is a\nhuge business and is still expanding.\nIt has developed tremendously from the\nearly days when it offered opportunities to the favored few to today when compulsory education is a duty. The apparent development of this gigantic business\nwill be to offer opportunities at all times to citizens of all ages that each may\ndevelop his abilities to the utmost.\nThis development will offer opportunities for\nsocial, cultural, and vocational fields. Finding your place in life means training\nfor successful living. About 75 percent of the young people under eighteen in the\nWhat can a trade school do to train\nschools today will probably enter industry.\n\ngirls and women\n\nin industry?”\n\nShe then outlined the success of the Philadelphia\nmillinery,\n\nTrade School for Girls in preparing them for placement in dressmaking,\nnovelties, machine operating fields.\n\nThe next speaker was R. F. Carey, Supervisor of Education, Westinghouse\nElectric and Manufacturing Co., Lester, Pa. He stated: “Modern industry is very\nmuch in a position of an apparently healthy, robust, vigorous man who has some\n\nThe\ninsidious disease eating at his vitals. He is living on his reserve strength.\nmetal working trades are inducting relatively few young men into their ranks.\nThe armies of industry are becoming armies of old men but sooner or later will\n\n"} {"page": 1000, "printed_page": null, "text": "NaTIONAL\n\n996\n\nEpucation\n\nASSOCIATION\n\nHe then outlined ways and means of training\nbecome armies of dead men.”\napprentices to meet this great need of American industry.\nThe function of Industrial Arts in the. Early Grades was outlined ‘by Adele\nRudolph, Supervisor of Elementary Industrial Arts, Public Schools, Philadelphia.\nMiss Rudolph enthusiastically outlined her successful attempts to have the young\nboy and girl in the elementary grades work with the smaller tools in the same\nmanner that they would work at home in producing a great variety of projects\nclosely allied to their actual life environment and interests.\nShe presented a\nbaby grand piano built by a seven-year-old boy out of miscellaneous blocks of\nwood that he had picked up about a building job and showed the extent to which\nthis project had aroused his powers of observation and his desires for accuracy in\nmeasurement.\nThe meeting was closed by G. A. McGarvey, Agent, Industrial Education,\nFederal Board for Vocational ‘Education, Washington.\nMr. McGarvey outlined\nthe Present Tendencies in Vocational Education.\nHis years of experience and\ncontact with every phase of this field in many parts of the country enabled him\nto present a clear-cut statement of the tendencies of the times.\nBriefly outlined\nthe most important factors were: Increased interest upon the part of industry\nthroughout the state and nation in vocational education expressed through National\nTrade\n\nAssociations.\n\nHe outlined\n\nthe great expenditures\n\nmade\n\nby these organiza-\n\ntions in employing educational directors, in preparing courses of study, and in the\nmany other activities of these groups leading towards increased efficiency upon\nthe part of the workers.\nA tendency in some parts of the country is to carry on\nvocational training programs in larger units, such as county trade schools.\nHe\npointed out that such an organization led to greater economy in operating costs\nand enabled the smaller towns to benefit to the same extent that the larger cities\nin the country benefited by a vocational training center.\nHe emphasized the\nimportance on the part of the manufacturing and building interests in cooperating\nwith local city and state boards of education in the organizing of apprentice\ntraining committees and the willingness to spend large sums of money in furnishing supplies and equipment to the educational authorities for the training of workers in their respective crafts.\nAt the close of the meeting the following committee for the nomination of officers\nfor 1926-27 were\n\nappointed:\n\nChas. F. Bauder, Director of Industrial\nH. Price,\n\nDirector\n\nof Vocational\n\nArts, Philadelphia.\n\nEducation,\n\nBattle\n\nIL, Lundgren, Director of Vocational and Adult\nFrancisco.\nThe following officers were nominated:\nPresident: H. L. Briggs, Director of Vocational\n\nCreek,\n\nVocational\n\nMich.\n\nEducation,\n\nSan\n\nand Practical Arts Education, Cleveland, Ohio\nVicepresident: F. Theodore Struck, Director, Bureau of Vocational Education, State Department of Public Instruction, Harrisburg, Pa.\nSecretary: N. S. Hundson, State Director of Vocational Education, Austin,\nTexas.\n\n"} {"page": 1001, "printed_page": null, "text": "World Federation of Education Associations\n\n"} {"page": 1002, "printed_page": null, "text": "M4\n\n\\HE WORLD FEDERATION\n\nOF EDUCATION\n\nASSOCIATIONS\n\nwas the outgrowth of a World Conference on\nEducation which was called by the Committee\non Foreign Relations of the National Education Association to meet at San Francisco, in July, 1923, in\nconnection with the National Education Association .\nConvention there. The first biennial meeting of the\nWorld Federation of Education Associations was\nheld in Edinburgh, Scotland, in July, 1925, and was\nattended by approximately 2000 people. nearly 1400\nof whom were delegates from almost every country\nin the world. The officers of the World Federation\nof Education Associations for the years 1925-27 are:\nPresident, Augustus O. Thomas, Augusta, Maine;\nVicepresidents, E. J. Sainsbury, Thames Ditton, Surrey, England; Harry Charlesworth, Victoria, Canada; P. W. Kuo, Shanghai, China; Secretary-Treasurer, Charles H. Williams, Columbia, Missouri;\nBoard of Directors, four-year term, Walter Siders,\nPocatello, Idaho; Mary Tweedie, Edinburgh, Scotland; Frank W. Goldstone, London, England; D. D.\nMacDonald, Toronto, Canada; P. Ling, Tientsin,\nChina; Board of Directors, two-year term, George C.\nPringle, Edinburgh, Scotland; E. J. Sainsbury,\nThames Ditton, Surrey, England; C. P. Murphy,\nCork, Ireland; P. W. Kuo, Shanghai, China; Harry\nCharlesworth, Victoria, Canada; M. Sawayanagi,\nTokio, Japan; Mary C. C. Bradford,\nDenver, Colorado.\nFacts relating to the establishment of the\nWorld Federation of Education Associations and the\nrecord of meetings are found in earlier volumes of\nProceedings as follows:\n\n1921:176-182\n\n1922:312-317\n\n1923:106.402-424\n\nJ998)\n\n1924:272-274\n\n1925:913-927\n\n"} {"page": 1003, "printed_page": null, "text": "THE\n\nWORLD\n\nFEDERATION OF EDUCATION\nASSOCIATIONS\n\n[’ ANNOUNCING its second biennial meeting in Toronto, Canada, in\nAugust, 1927, the World Federation of Education Associations published a handbook from which the following is taken:\nWhat the Federation is—The World Federation is an educational orIt is spiritual but non-sectarian. - It is\nganization of world-wide scope.\ncivic but non-political. It joins the educational forces of the world through\nthe leaders in all countries. It seeks to find the most direct and effective\nway of inculcating into the lives of the rising generations the virtues which\nIt seeks not to standardize education in the sixty-three\nsociety needs.\nsovereign countries but to find those elements of education which are universal and apply them to the good of all nations. It is a great cooperative\nconspiracy for good, believing that as the children are taught, so the future\nwill be.\nHistory of the organization—At the close of the Great War there was\na universal ‘desire to find some common ground upon which the nations\ncould get together. ‘The opinion was universal that some method must be\nfound to drive out hate from the hearts of men and substitute the spirit\nof friendliness, goodwill, and justice. The nations could not come together\non political grounds, on economic grounds or on religious grounds. Where,\ntherefore, could there be found a common ground upon which the nations,\nregardless of the form of their religion or their economic or political con-\n\nditions, could get together?\nThe National Education Association of the United States believed that\nsince education deals with truth and that truth is universal, knowing no national boundaries, since teaching is conscious guidance and that the schools\nmust consciously guide not only the individuals but groups of individuals\nwhich make up the communities and nations, education, therefore, is the\none great constructive force which should be utilized to advance the status\nof civilization.\n\"This organization instructed its Committee on Foreign\nRelations to prepare a program to fit into the general program of the National Education Association Convention and which would emphasize the\nnecessity of cooperation and of goodwill among the nations. After the committe began its work, it found an eagerness on the part of the peoples of\nthe world to get together, and many countries suggested their willingness\n‘The Association,\nto send delegates to a world conference on education.\nsuch a confercall\nto\ntherefore, directed its Foreign Relations Committee\nence and to extend the hand of fellowship to all nations.\nThe World Conference on Education—The Conference was called for\nSan Francisco in July, 1923, in connection with the National Education\nIt was attended by about six hundred delegates from practiAssociation.\nMany nations sent delegates directly at national excountries.\nsixty\ncally\n\npense.\n\nThere was a tremendous interest manifested.\n\na dramatic spectacle in the life of the nations.\n[999]\n\n“The Conference was\n\nIt was P. W. Kuo, Presi-\n\n"} {"page": 1004, "printed_page": null, "text": "1000\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ndent of the Southeastern University of China at Nanking, who said, “They\n\nWe have\nsaid we could not get together on account of our prejudices.\nshown the world that we can lay aside our prejudices while we solve our\nproblems.”\nPermanent organization—The outstanding achievement of the World\nConference on Education held at San Francisco in 1923 was the formation\nof a.permanent organization to be known as the World Federation of\nEducation Associations. This was not to be an evanescent affair. It was\nto be placed upon a permanent basis with a suitable financial foundation,\n\nwith a definite program or group of objectives and the work prosecuted\nvigorously to the end that education might render its share of service to\nthe struggling world.\n\nSpecial Objectives\n1. ‘fo promote friendship, justice, and goodwill among the nations of\nthe world.\n2. To bring about a world-wide tolerance of the rights and privileges\nof all nations regardless of race or creed.\n\n3. To develop an appreciation of the value of inherited gifts of nations\nand races.\n:\n4. To secure more satisfying information and more adequate statement\nof facts for textbooks used in the schools of the different countries.\n5. To foster a national comradeship and confidence which will produce\n« more sympathetic appreciation among all nations.\n6. To develop the consciousness of an international morality in the minds\nand hearts of the rising generation.\n7. Finally, throughout the world, in all schools, to emphasize the essential unity of mankind and the evils of war and to develop a psychology of\npeace, together with a true patriotism based upon love of country rather\nthan upon hatred of other peoples. and countries.\nThe Raphael Herman Prize—After the San Francisco meeting, Raphael\nHerman of Washington, D. C., a public-spirited and patriotic citizen, became interested in the program set up by the World Conference on Education. He had long been interested in the subject of peace. He was successful in business and, now retired, wanted to use his ability and his means\nin promoting this greatest world need.\nHe placed $25,000 in the hands\noi the Federation as a prize for the best educational plan calculated to produce world peace.\nPlans were submitted in twenty-one different languages and from as many countries.\nThe jury consisted of outstanding\nmen and women in the professional and business world.\nThe contest was\nworld-wide and practically a year was devoted to the contest. Plans were\nlimited to five thousand words and only such plans as could be undertaken\nby an educational organization were considered.\nThe Herman-Jordan plan—The jury awarded the $25,000 prize offered\nby Mr. Herman to the veteran educator, David Starr Jordan, Chancellor-\n\n"} {"page": 1005, "printed_page": null, "text": "Wor.p\n\nFEDERATION\n\nOF EDUCATION\n\nASSOCIATIONS\n\n1001\n\nEmeritus of Leland Stanford University. Dr. Jordan’s work as a scientist,\nas an administrator of a great institution and his interest in humane progress\nhave made him practically a world citizen, and his study of war and its\nconsequences fitted him admirably for writing such a thesis as was required\nby the rules of the contest. Dr. Jordan set up a series of fact-finding committees to make definite studies, unprejudiced, open-minded and with only\none aim, that of finding the truth. The judges believed it was better to\nproceed carefully and know the ground before definite materials, methods,\nprocesses and attitudes were set up. Based upon the findings of these five\ncommittees, the World Federation will undertake to work out definite\nThey will be more sure or their ground and less\neducational programs.\nliable to retrace their steps than if programs were set up without preliminary study. The Edinburgh meeting accepted the plan as proposed by the\njudges and authorized the appointment of the five committees:\nThe five committees of the Herman-Jordan plan—(1) The formation of\na general world committee on education for peace to function in connection\nwith the several educational groups in the different nations and to cooperate\nwith many already established organizations for peace in all parts of the\nworld.\n(2) A committee to investigate the present teaching of history the\nworld over, reporting also upon textbooks used, their virtues and their\ndelinquencies and from the standpoint of international amity, stressing the\nneed that history, whether elementary or advanced, should be just and true\nso far as it goes. Above all, history should not be perverted in the supposed\ninterest of national honor or partisanship.\nIt also provided within this\ncommittee for the study of intelligent patriotism built upon love of country\nrather than upon hatred of national foes. (3) The appointment of a committee to consider special plans for promoting mutual international understanding on the part of students of various ages, including the possibilities\nof better relations through the international use of athletic sports, especially\nthose games which involve cooperative action or team play as distinguished\nfrom individual competition.\n(4) A committee to investigate the current\narguments for war as a cosmic necessity. “This committee should consider\nwithout prejudice the question of military training in school and college,\nits possible advantages to the individual and the nation, with the alleged\naccompanying drawbacks and dangers. ‘This committee should also deliberate on standing incentives to war and the possibilities of their abatement\nthrough the influence of public opinion or otherwise.\n(5) A committee to\nstudy the Hague Court of Arbitration, also the present permanent court\nof international justice and the relation of these two judicial activities to\nworld education, to determine, if possible, what international activities of\nthis nature should furnish material for instruction within the schools and\nhow to broach the subject in a fair-minded and open manner.\nSpecial committees—The Edinburgh meeting provided for a number of\nspecial committees especially pertaining to education in universities. Committee on Resolution No. 12—universities: ‘“That the Federation utilize\nand advance inquiry into universities—their history, contemporary develop-\n\n"} {"page": 1006, "printed_page": null, "text": "1002\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nments, possibilities—and to investigate the question of the establishment of\n2 world university.” Committee on Resolution No. 13—Fields of knowledge: “That the Federation inquire into the interrelations and increasing\nunifications of the various fields of knowledge and research toward a fuller\nand clearer coordination of subjects of instruction accordingly, with endeaver to bring about a greater unification of scientific terminology.” Committee on Resolution No. 14—Bibliography: “That the Federation encourage the establishment of a universal library office and inquire into\nmethods of bibliography and their possible advances. ‘This office may ultimately be connected with the world or international university.”\nCommissions—In order to promote certain phases of the work which\nwas undertaken at the San Francisco Conference, special commissions have\nbeen authorized.\n(1) Commission on Illiteracy: Universal education becomes an essential to what is known as the modern form of government in\nwhich the people as they become educated are more and more given specific\npowers and privileges within the government.\n‘This necessitates a widespread or universal opportunity for an education.\nMuch work has been\ndone in many of the countries for the relief of illiteracy since the San Francisco meeting. ‘The Commission on Illiteracy contains distinguished educators and statesmen from many countries. (2) World Health Committee:\nAt the Edinburgh meeting, the chairman, as directed by the plenary session,\nappointed a permanent Committee of the Health Section to carry forward\nthe special program of education adopted by the health section and approved by the Federation.\nDistinguished men and women in the field of\nhealth education constitute this committee and far-reaching accomplishments are already recorded.\nW orld Goodwill Day—The World Federation has sponsored May 18,\nthe anniversary of the Hague Tribunal, as World Goodwill Day.\nBulletins have been issued, programs suggested, and celebrations have been\nconducted in many lands. The purpose of the day is to teach in the schools\nthe lessons of friendship and goodwill to the children of the world.\nPageants, plays, songs of many lands, a study of the flags of the nations of\nthe world, essays and compositions, the promotion of school correspondence,\nthe study of world civics or international contacts are suggested as direct\nmeans.\nThe Edinburgh meeting—Japan intended to invite the first biennial\nmeeting to Tokio and sent in a tentative proposition of $50,000 to take\ncare of the expenses of the meeting, but the earthquake necessitated the\nwithdrawal of the invitation. The ancient city of Edinburgh, through a\ngroup of organizations headed by the Educational Institute of Scotland,\nextended an invitation and agreed to raise a definite sum of money for the\npurpose of promoting the enterprise. ‘Their invitation was accepted and\nthe meeting convened in July, 1925. There were approximately fourteen\nhundred delegates from practically every country in the world. The meetings, however, were attended by about two thousand persons, consisting\nnot only of educators but of statesmen, financiers, and persons interested in\n\n"} {"page": 1007, "printed_page": null, "text": "Worp FEDERATION\n\nOF EDUCATION\n\nASSOCIATIONS\n\n1003\n\nthe world’s greatest problem.\nThe Edinburgh meeting was a brilliant\nevent in the history of education. It demonstrated the fact that its future\nas a permanent salient force in the direction of the civilization of the world\nis assured. It was a fine thing for the educators of all countries to meet,\nto sit down in conference on educational problems, to tell about their\nmethods of procedure, their aims of education, and the conditions under\nwhich they work.\nThis, in itself, was of tremendous value but when\ncoupled with a definite program of promotion, backed by men and women .\nwho appreciate the importance of education in directing the forces of civilization in an intelligent manner, it constitutes a great world force.\nEducation must do its fair share—Education alone cannot and does not\nexpect to do all. There are other forces of civilization vital to ultimate\nachievement.\nDiplomacy must be open, sincere, unselfish, and must be\nlifted from the realm of partisan politics. Business is a salient force in international contact.\nBusiness must learn to place humanity ahead of the\ndollar. It must be spiritualized and placed upon a high plane of integrity.\nPerhaps the greatest cooperative force is the church which is the foundation\nof religious relations for both the individual and the group. It must necessarily grow broad and tolerant. If these great forces cooperate in a definite\nand sympathetic way, the desired end may be reached.\n\n"} {"page": 1008, "printed_page": null, "text": "bitoni aid vor welt\n\nTete wy satan\n\ntise sib,\nakin.\n\nMecones\n\nHawcdb” eunsidesrey Het\n\naor\n\n~ mitt\n\ni\n\nties:\n\ndevia\n\nA\n\nhile weer\n\nere nth rst\n\nat\n\nbecdose|romoarevtg ot\n\nwreet delves\n\noften!\n\neRe ty Pp enutitary at onto :\n\nede sigh\n\nstteicle «nx bayfss asheiieis ti xoarhd cede, ore\n\nSoe AES tie ‘pas Addict)\nieee\nee a\noD et\n>\n\n;\n\ntk fot ewbiloosinan\n\na: “Aen\neh take vated andi rroitpsabd\nney\n\nrei\n\nStat lake yy 'smnm Sister Bera oy ebiaoBafa\n\nsyns\n\noa\n\ni)\n\na\n\naetna\n\npeor\n.\n\ntisde arrese baa\n\n. Bagh\n\norely\n\n:\n\n»\n\n«\n\ncgat « Soqud\n\n2\n\nPeeps\nnavoms! ab sti dave tele\nHef tein) cao yin\nStites i) gtitos eT ey 4\n7;\n\nf\n\nslip\n\nrte vioeogt vane ant bral o\n\ngh\n\npth\n\n:\n\nst\n\n-\n\n‘\n\nSve ui the rie\n\nz\n\nvs\nve\n\n:\n\nvhs\n\nWw\n\nMsteea's\n\nne\n\n»\n\n;\n\n(ether)\n\n\"\n\nogo»\n‘ pel\n\nee\n\n“—\n\n‘\n\nLee\n\n*\n\nas\ni\n\ni\n\na\n\n.\n\nire\n\n‘\n\nei\n\nLc\n\naA\n\na\n>\n\nleae\n\nAY ae ih\n\nee\n\neri\n\nse\n\n4\n\ni\n\nbeet\n\nWer\n\no\n\na>,\n\nat’\n\ntae\n\nv La\n\nCla Srhke\nhrc:\n\ntree\n\n>\n\n“pil\n\nn.\n\npra\n\ni\n\nme\n\n{\n\ngas\n\ne.\n\n:\n\n|]\n\not\n\nDe®\n\n€\n\n=<¥\nee\n\n>\n\nhb\n\n'.\n\n! heen\nLa\n\ns\n\n;\n\n\"tei\n\npus\n\n‘\n\n“\n\n©\n\nBER\n\net jars\n\na's)\neattine a “é\n¢ eRos ity\n\nre err pe\n\n“2”\n\n|Aai tee\n\n2\n\nwed ye\n\n‘\n\n1\n\n:\n\nPe\n\nty, ge nn\n\nor\n%\n\noe\n\n4\n\njG)\n\nae\noF\n\nOf 40\n\nQivlices\n\nbgeee\n\nale\n\n\\d\n\n~~\n\n.\ny\n\n\\\n\nee!\n\né.,\n\n5\n\na\n\nIe\n\n:\n\nIe\n\nr}\n\n.\n\nhk\n\n'\n\n*\nYo\n\nws\n\nwe\n\n‘\n\nbe\n\n“1\n\n.\n\n*\n\nPreT\n\n\\\n\nF\n\n‘\n\neee\n\nae Spey\n\n)\n2\n\n2a eee\n\nae\n\nas\n\na?\n\n,\n\n4\n\n:\n\n=\n>\n\ni\n\n_\n\nae\n\nA\nnn\n\nrhe\n\n-\n\n#2\n:\n\nhd\n\naoe\n\n-\n\nTeleag.-\n\n“”*\n\nDae\n\n;\n\n®\n\n1\n\n-\n\nx\n\na\n= ——\n\n:\n\nae\ns\n\nyr\n~\n7\n\nhh\n\n§\n\niad\n\n5\n\n‘ep\n\npes\n\n-\n\n‘\n\noe\n\n-\n\n-\n\n>\n\n;\n\nS\n\na\n\n=\n\nene\naS\n:\n4\n\n“-\n\n,\n\n-\n\n5\n\n.\n\na\n\nOy\n\nd\n\n«\n\n7\n\n>a\n\n=\n\ngreg\n\nt\n7\n\n»-e\n\n-_\n\n;\nj\n\n=\n\n;\n\n"} {"page": 1009, "printed_page": null, "text": "Associational Records and Information\n\n"} {"page": 1010, "printed_page": null, "text": "hi\nc\n\n‘\n\nory\n\n;\n\nCi\n\n\n\nPa,\n\nVice-Presidents\nJesse\n\nELM NEWLON,)\n\nSuperiatendent\n\nOf YSeiHOOlS\n\nyea 5:01-reycutee stays uss usgco tre eveve)ecto ave Denver,\n\nColo.\n\nW. C. Atp=rson, Superintendent, Multnomah County Schools ............\nPortland, Ore.\nJ, R) BARYON, Superintendent Of .SChOOlsp neice Gl> oiicriseist\\\neerste ects Oklahoma City, Okla.\nVerieCrarK, ‘Superintendent of) Schools: cemes 0 se s.os sciatic mire + os'> eeu Gainesville, ‘Texas.\nFrancis B, Haas, State Superintendent of Public Instruction................ Harrisburg, Pa.\nFrorence M. Hatrez, State Agent for Rural Education ......... --+++seeeeee Augusta, Maine\nP..L,.) Harned, State Commissioner of siducation 22. 7i ted te ola «ale wioieussaie Nashville, Tenn.\nGrorce E. Martin, President, State Teachers College ........---+esseeeee Kearney, Nebr.\nEpwin L. Mritier, Assistant Superintendent of Schools ....-.......eeeeeees Detroit, Mich.\nMary F. Moonty, Director, Department of Texts and Libraries, City Hall, San Francisco, Calif.\nHrven\n\nB.\n\nSmoove.\n\nPrincipal,\n\nANNAMING AG“LTOMPSONE,\n\nLSTOM\n\nWongfellow’\n\nSchool.....722)..0\n\nMinneapolis,\n\n.5.2cc- sees\n\nTaImWvOOG Mere etiaite > olelerete) srereis)olepslsisaelaraysia/\nanafeterscaus Kansas\n\nMinn.\n\nCity,\n\nMo.\n\nBoard of Directors\nDirectors\n\nMary\n\nMcSKIMMON,\n\nEx\n\nOFricio\n\nBrookline,\n\n......50.ccemeceseressrcrrrercrserercese\n\nPresident\n\nMass.\n\nJesse H. Newton, First Vice-President. ...2.....0-crecccescceenccsrccsccs\nDenver, Colo.\nHENRY LESTER SMITH, Treasprenyiays\njee cboveMccde\nsie ewoteieiies\n«ireels ess ae Bloomington, Ind.\n/piers\nWater R. Siprers, Chairman of Board of Trustecs.......-.s++eee ceeneees Pocatello, Idaho\nPARNER GRABTREE. ¢SCCretarvanels\n «ir\n\nKentucky\nLomisiana\n\nMaine\n\n-+eeM.\n\nE. Pearson,\n\n........- eoeeeR,\n\nE. Wiuiams,\n\nSecretary,\n\nciation,\n\nStark,\n\nsickisacsse\ncle ss --LORETTA\n\nactinic\n\n++seeJOSIAH\n\n320.\n\nSuperintendent\n\nof\n\nSchools........... Kansas\n\nKentucky\n\nBuilding...\n\nEducation\n\nR.\n\nDoerr,\n\n1323\n\nNorth\n\nRampart ae\n\nW.\n\nTAYLOR,\n\nState\n\nAgent\n\nfor Secondary\n\nCity\n\nAsso-\n\n sas .Niles\nOklahoma\n........ ......M. P. HaAmMmMonp, President, Northeastern State Teachers\nCollepe aactrasianccag\ncass cto strata inar terete Seine mince Tahlequah\nOregon\nco.nea « ,\n.C. A. Howarp, Superintendent of SCHOOIS s ecg sled\nCe eats Marshfield\nPennsylvania .......\n*\\Jussre Gray, Training Teacher, ba hd\nig Normal\nSchool .s4.4.\nFEES SSR,\nRR,\nMP\nPhiladelphia\nPhilippine\nIslands\n.....LUTHER B, BEwvey, \" Director “Of \"Education.Jeet E. SeOSeR at wf Manila\nNew\nNew\nNew\n\nPorte\n\nRico\n\nRhode\n\nIsland\n\ni2%.54%-* ...JUAN\n\nB. Huyxe,\n\nCommissioner\n\n@...-.5..-. WILLIAM O. Hoven,\nSyeda aCe\n\nof Education............. San Juan\n\nCommercial High School, 46 Gooding\nTe PITS, pena) eng eee em imtcnls aerte. Pawtucket\n\n"} {"page": 1031, "printed_page": null, "text": "OrFIcers\n\noF DEPARTMENTS,\n\n1925-26\n\n1027\n\nSouth) Carolinas <... «soc C. M. ‘Witson, 709 National’L:\"& -E.\" Bldg...........\nColumbi\nSouth Dakota\n.........N. E. STEELE, Room Sameer vaulsid gym oe: eS\nHLS Sioux eels\nDennéesees Goa. aac tec +eeed. L. Smiru, General Agent, Julius Rosenwald Fund,\n\nTexas\nUtah?\n\nCommercial Glib SBuildingee alee Ses. oecesctteske Nashville\nshividens\noan 4Tice MAMIE) Sle BASTIAN, 612 WBell Avenues: .ti664.0....\n088. Houston\ni005 kee Ba 9a «db sie Wel PARRATY, Secretary, Utah Educational Association,\n317\n\nState\n\nMermontireserterleletaile++.» CLARENCE\n\nVirginia\n\nBia sratohatepetste anes “S. ‘A.\n\nH.\n\nCapitol:\n\nBuilding.......... ORR Se\n\nDempsry,-\n\nMcDonatp,\n\nCommissioner\n\nPrincipal,\n\nRuffner\n\nSere Salt\n\nLake\n\nCity\n\nof Education...... Montpelier\nSchool............... Norfolk\n\nVirgin Islands .......... ARTHUR E. Linpgporc, Director of Education.......... St. Thomas\nWashington\n2ES..%.. ees. MEULTERORSYTHE,\nSSandswibbotels tc cue easels a dees «oes cee’ Tacoma\nWest WATSUMIA\nte. eters «).. H. Hickman, Superintendent of Schools............20000- Hinton\nWisconsin\n\nae olor Meine iG .«*JoHn\n\nF. Sims, President,\n\nWyoming\n\n.............;A.\n\nSLapE,\n\nA.\n\nState\n\nSuperintendent\n\nHEADQUARTERS\n1201 Sixteenth\n\nCrazrrer,\n\nDirectors\nHerren T. Hixson,\nDirector of.\nand Assistant Treasurer.\nJoy Ex.mer Morcan, Publications.\nAcnes Winn, Classroom Service.\nJoHn K. Norron, Research.\n\nS. D. SHanxianp,\n\nPoint\n\nWashington,\n\nD. C.\n\nSecretary\n\nof Divisions\n\nAccounts\n\nHarotp A. ALLAN, Business.\nCuart O. Wittiams, Field and Legislative\nSecretary.\nT. D. Martin, Records and Membership.\n\nAdministrative Service and\nSuperintendence.\n\nNATIONAL\n\nSchool....... Stevens\n\nSTAFF\n\nStreet Northwest,\nJ. W.\n\nNormal\n\nof Gh OOlstys\\s|. s..jsie's iis siereisie -< ¢ Casper\n\nCOUNCIL\n\nSecretary;\n\nDepartment\n\n‘of\n\nOF EDUCATION\n\nEG OSTGONE As axdiesn\nSate sved)s 5«Henry Lester Smitu, Dean, School of Education, Indiana\nWinivensity scram\ntikes Ltsboise Wis-cislke vied tayene Bloomington,\n\nInd.\n\nVice-President\n\n...ecscee FLorence M. Hate, State Agent of Rural Education, State Department of Education...... Uae Had fide 73 bak Rees Augusta, Maine\n‘SCERELAUS! © seoig\nvaialote sissies ADELAIDE §S. Baytor, Chief, Home Economics Education Service,\n4\n:\nFederal Board for Vocational Education..... Washington, D. C.\n\nExecutive\n\nCommittee\n\n....A4.\n\nJ. MartruEws, President, Tempe Normal School (Term\n~\nexpires\nEl926)\\ hus acne cgimeore cette eles cies atcha erie & ‘Tempe, Ariz.\nANNA Laura Force, Principal, Broadway Jr. High School\n:\n(Rermintrexpires 1927) reece\naie eat oorale ieielarctensracy Denver, Colo.\n\nGrorck W. CHILD, Superintendent of Schools (Term exit)\ns dao ocwode dontiione LosaoeGodaad Salt Lake City,\n\nOFFICERS\n\nOF DEPARTMENTS\n\nDepartment\n\nof Adult\n\nEducation\n\n[EE HPRIS. ry poe ela Eons Rozert C. Demine, State Director of Americanization, State\nDepartment\nof Education................055 rcs wees\nState\n“on pout .Miss Wit Lou Gray, Supervisor of Adult Education,\nYee\nicegee aa\nDepartment of Education,...... eco tovsists agen OTERSY\n\nie\nTYEASUTEr\n\nPG\n\nces\n\npa cdlenee ‘Miss\n\nie\n\nve wvecaes ETHEL\nvies\n\nee pigs?\n\nPe\nmaga pethaeardid\n\nLawson,\n\nlabchodistna®. ause\n\nAmerican\n\nPREP ECE\n\nWILLE\n\nRicHarpson,\n\nDeputy\n\nState\n\nSuperintendent\n\nAi bee as, Re\n\nDean,\n\nSchool\n\nof Education,\n\nP. Morean, Western Illinois State\nTeachers’\nCia hkee ber een abiaadctc reread\nceckoe ne\n\nDepartment\n\nof Business\n\nceae\n\ncee 8 Riga\n\nAngeles, Calif,\n\nof\n\nMiami\n\n°C. Minnicu,\n\n....W.\n\nArcacm ate\n\nS.C;\n\no\n\n1023 Pacific Finance Bldg....Los\n\n....eH.\n\nSc\n\nConn.\n\nLittle Rock, Ark.\n\nAssociation of Teachers Colleges, Department\nNational Education Association\nWintviersife’\n\nDay\nUtah\n\nseas\n\nOxford,\n\nOhio\n\nMacomb,\n\nIIl.\n\nEducation\n\nTaste uiecteeastan creel J. O. Marovrr, Specialist, Commercial Education, U. S.\nVAeHE\n\"Bureau of pert Pee ean as Gre ee Necegton:\nEpgsicevs\nRoss,\nTeacher,\nCommercia\nepartment,\nSout\nVACHE Hociaie se rt .1. Water\nVice-\n\n}e\nDeus.\n\nEt hae\nHills High School.....2..t80........05 tetas ... Pittsburgh,\nISBCHEFATNE wuss Ciavals dovlennnets Herren Haynes, Teacher of Retail Selling, Emmerich\n\nPa\n\n"} {"page": 1032, "printed_page": null, "text": "1028\n\nNationaL\n\nEpucAtion\n\nDepartment\n\nASSOCIATION\n\nof Classroom\n\nTeachers\n\n\\\n\nPresidents %«cists\n Elemupston,\n\nAla.\n\nMaine\n\nNowe\n\nM. S. Pirrman, State Normal College Rieteicts atsdorercie Ypsilanti, Mich.\nMay TruMprer, ’ State Superintendent of Education... MTR\nMont.\nJuran E. Burrerworti, Cornell AUNaVersity. veces Ithaca, N. Y.\nNorMan Frost, George Peabody College for\nheachersig \nUniversity,\n\nSCHOOL\nAssembly)\n\nB. Meredith, Commissioner of Education,\nHartford, Conn,\nJohn Milne, Supt. of Schools, Albuquerque,\nN.\n\nMex.\n\nesi H. Newlon, Supt. of Schools, Denver,\nolo.\nMargaret\nNoonan,\nProfessor of Elementary\nEducation,\nNew\nYork\nUniversity,\nNew\nYork, N.Y.\nP. C. Packer, Dean, College of Education,\nUniversity of Iowa, Iowa City, Iowa\nRose Pesta, Windemere Hotel, Chicago, Ill.\nMargaret P. Rae, 8 Henry Street, New York,\nNieYis\nE.\nM.\nSipple,\nHeadmaster,\nPark\nSchool,\nBaltimore, Md.\nGeorge\nD.\nStrayer,\nTeachers\nCollege,\nColumbia University, New York, N. Y.\nE. L. Thorndike, Columbia University, New\nYork, N. Y.\nCaroline E. Toner,\n1814 Ingleside Terrace,\nWashington, D. C.\nHerbert S. Weet, Supt. of Schools, Rochester,\nNOXNi\nH. B. Wilson, Supt. of Schools, Berkeley,\nCalif.\nJohn W. Withers, Dean, School of Education,\nNew York University, New York, N. Y.\nAnnie C, Woodward, 144 School Street, Somerville, Mass,\nT. D. Martin, Director, Division of Records\nand Membership, N. E. A., 1201 Sixteenth\nStreet N. W., Washington, D. C., Assigned\nConsulting Member.\n\nPROBLEM\n\nby Representative\n\nAssembly)\n\nF\nDetroit,\nCam-\n\nPROGRAM\n\nA.\n\nBEHAVIOR\n\nOlive M. Jones, Chairman,\nPrincipal, Public\nSchool 120, New York, N. Y.\nMeta\nAnderson,\nDirector,\nDept.\nof Binet\n\nS.\n\nDeputy\n\nE.\n\nMember,\n\nCOMMITTEE\n\nStanley H. Holmes,\nBritain, Conn.\nCharles\nH.\nJudd,\n\nSpeedie,\n\nInstruction,\n\nMildred\n\napolis, Minn.\n\nBenjamin\nSchool,\n\n1039\n\nCHILDREN\n\nSusan M. Dorsey, Supt. of Schools, Los Angeles, Calif.\nj\nFrank W. Freeman, Dept. of Education, Universit’ of Chicago, Chicago, Ill.\nWilliam S. Gray, Dean, College of Education, University of Chicago, Chicago, Ill.\nChas. E. Greene, Director of Measurements,\nDenver Public Schools, Denver, Colo.\n\n"} {"page": 1044, "printed_page": null, "text": "NATIONAL\n\n1040\n\nEDUCATION\n\nLeta\nG.\nHollingsworth,\n‘Teachers\nCollege,\nColumbia University, New York, N. Y.\nC. Lefler, Supt. of Schools, Lincoln, Nebr.\n\nM.\n\nWilliam\n\nMcAndrew,\n\nSupt.\n\nof\n\nSchools,\n\nChi-\n\ncago, ILL\npetticgs tf\nThomas J. McCormack,’ Principal, La SallePeru Township High School, LaSalle, Ill.\nFlorence Mateer, Specialist in Corrective Education, Columbus, Ohio\nFrancis\nN.\nMaxfield,\nDirector,\nBureau\nof\nSpecial Education, Harrisburg, Pa.\nHoward\nW. Nudd, Director, Public Education Association,\n8 West\n40th St., New\nWork, Ni. oY\n—\nS. D. Porteus,\nDirector of Physical Clinic,\nUniversity of Hawaii, Honolulu, Hawaii\nW.\nCarson\nRyan, Jr., Prof. of Education,\nSwarthmore\nCollege, Swarthmore,\nPa.\n\nCOMMITTEE\n(Authorized\n\nON\n\nS. Cawthon,\n\ntion,\n\nH.\n\nState Supt. of Public Instruc-\n\nTallahassee,\n\nV. Cooper,\nMiss.\n\nWill\n\nC.\n\ntion,\n\nFla.\n\nSupt.\n\nCrawford,\n\nHonolulu,\n\nof\n\nSchools,\n\nSupt.\n\nKosciusko,\n\nof Public\n\nInstruc-\n\nHawaii\n\nMontana\nState\nR. J. Cunningham,\nSecy.,\nBlock,\nTeachers\nAssn,\nRoom\n9, Kohrs_\nHelena, Mont.\nClarence H. Dempsey, Commissioner of Education, Montpelier, Vt.\nLoretta R. Doerr, State N. E. A. Director,\n1323 North Rampart, New Orleans, La.\nCharles B. Dyke,\nSecy., New Jersey State\nTeachers Ass’n, Short Hills, N. J.\nIsabel L. Eckles, State Supt. of Public Instruction, Santa Fe, N. Mex.\nHarry English, High School Examiner, Franklin School Building, Washington, D. C.\nMell Forsythe, State N. E. A. Director, Sands\nHotel, Tacoma, Wash.\nAnna G. Fraser, State N. E. A. Director, 822\nAlma Ave., Oakland, Calif.\nJackson\nGallup,\nPrincipal,\nConcord\nSchool\nNo. 18, Rochester, N. Y.\nJessie Gray, Training Teacher,\nPhiladelphia\n\nNormal\n\nSchool,\n\n1301\n\nSpring\n\nGarden\n\nStreet,\n\nPhiladelphia, Pa.\nAnnie Griffey, State Director, 800 Louisiana\nSt., Little Rock, Ark.\nM.\n. Hammond,\nPresident,\nNortheastern\nState Teachers College, Tahlequah, Okla.\nT. H. Harris, State Supt. of Public Instruction, Baton Rouge, La.\n\nLester\n\nD.\n\nHenderson,\n\ncation, Juneau,\nFlorence Hewitt,\nmouth, N. H.\nJ. H. Hickman,\nW. Va.\n\nCommissioner\n\nAlaska\n24 Chauncey\nSupt.\n\nof\n\nStreet,\n\nSchools,\n\nof EduPortsHinton,\n\nP. W. Hodges, Sec’y, Certification and Placement, State Dept. of Education, Montgomery, Ala.\nWilliam O. Holden, State N. E. A. Director,\n46 Gooding Street, Pawtucket, R. I\n\n(*Deceased,\n\nMay\n\n28, 1926.)\n\nA. A. Slade,\n\nJohn\n\nL.\n\nSupt. of Schools,\n\nStenquist,\n\nMeasurements,\n\nH.\n\nMd.\n\nS.\n\nWeet,\n\nBureau\n\nPublic\n\nSupt.\n\nof\n\nCasper,\n\nWyo.\n\nof\n\nEducational\n\nSchools,\n\nBaltimore,\n\nSchools,\n\n:\n\nRochester,\n\nNY\nFrankwood\nE. Williams,\nMedical\nDirector,\nNational Committee tor Mental Hygiene,\n370 Seventh Ave., New York, N. Y.\nCora M. Winchell, Prof. of Household Arts\nEducation, Teachers College, Columbia University, New York, N. Y.\nHelen\nT. Woolley,\nMerrill\nPalmer\nSchool,\nDetroit, Mich.\nT. D. Martin, Director, Division of Records\nand Membership, N. E. A., 1201 16th St.\nN. W., Washington, D. C., Assigned Consulting Member.\n\nCHILD\n\nby Representative\n\n*John F. Sims, Chairman,\nPresident,\nState\nNormal School, Stevens Point, Wis.\nMamie S. Bastian, Principal, Bowie School,\nHouston, Texas\nDirector\nof Education,\nLuther\nB. Bewley,\nManila, P. I.\nHelen L. Brown, County Supt. of Schools,\nTombstone, Ariz.\nWilliam Burdick, State Director of Physical\nEducation, 7 East Mulberry Street, Baltimore, Md.\nM. A. Cassidy, Supt. of Schools, Lexington,\nKy.\n\nW.\n\nASSOCIATION\n\nLABOR\nAssembly)\n\nJuan B. Huyke, Commissioner of Education,\nSan Juan, P. R.\nH. V. Holloway, State Supt. of Public Instruction, Dover, Del.\nC. A. Howard, Supt. of Schools, Marshfield,\n\nOreg.\nT, E. Johnson,\n\nState Supt. of Public Instruction, Lansing, Mich.\nM. C. Lefler, Supt. of Schools, Lincoln, Nebr.\nArthur E, Lindborg, Director of Education,\nSt. Thomas, Virgin Islands\nS. A. McDonald, Principal, Ruffner School,\nNorfolk, Va.\nFi\nRobert C. Moore, Secy., Illinois State Teachers Ass’n, Carlinville, Ill.\nMinnie J. Nielson, State Supt. of Public Instruction, Bismarck, N. Dak.\nMarvin\nM. Parks, 204 Clarke Street, Milledgeville, Ga.\nD. W. Parratt, Secy., Utah Educational Association, 317 State Capitol Building, Salt\nLake City, Utah\nM: E. Pearson, Supt. of Schools, Kansas City,\nKans.\nBridget C. Peixotto, Principal, Public School\nNo.\n108,\nQueens,\nRichmond\nHill,\nNew\nYork, N. Y.\nAnna L, Peterson, 18 Haddon Hall, Cincinnati, Ohio\nCharles F. Pye, Secy., Iowa State Teachers\nAss’n,- 415 Shops Bldg., Des Moines, Iowa\nMary L. Richards, Acting Principal, McKinley School,’ Minneapolis, Minn.\nT. R. Roberts, Supt. of Schools, Independence,\nIowa\nElizabeth Russum, State Supt. of Public Instruction, Boise, Idaho\nA. A. Slade, Supt. of Schools, Casper, Wyo.\nH. B. Smith, State N. E. A. Director, 3434\n\nE.\n\n17th\n\nAvenue,\n\nDenver,\n\nColo.\n\nS. L. Smith, General Field Agent for Rural\nSchools, Julius Rosenwald Fund, Commercial Club Bldg., Nashville, Tenn.\nN. E. Steele, Secy., South Dakota Education\n\nAss’n,\n\nRoom\n\n3, Perry\n\nBldg.,\n\nSioux\n\nFalls,\n\nS. Dak.\nMilo H. Stuart, Principal, Arsenal Technical\nSchool, Indianapolis; Ind.\nJosiah W. Tavlor, State N. E. A. Director,\nAugusta, Maine.\nSarah L. Thomas, State N. E. A. Director,\n401 Kishwaukee Street, Rockford, IIl.\nTs re Walker, 800 Conley Street, Columbia,\n\noO.\nH.\n\nA. Whiteneck,\nPresident,\nNevada\nTeachers Ass’n, Las Vegas, Nevada\n\nState\n\n"} {"page": 1045, "printed_page": null, "text": "COMMITTEES OF THE NaTIONAL EpucaTIon ASSOCIATION, 1925-26\n1041\ni\nMee\nSe\neee\nee\nC. M.\n\nWilson,\n\nState\n\nN.\n\nE. A. Director,\n\nNational L. & E. Bldg.,\n\nAnnie C. Woodward,\nSomerville,\n\nRobert\n\nColumbia,\n\n709\n\nS. C,\n\nSomerville High School,\n\nMass.\n\nH.\n\nWright,\n\nPresident,\n\nEast\n\nCarolina\n\nTeachers\n\nCollege,\n\nGreenville,\n\nN.\n\nC.\n\nCOMMITTEE\n\nON\n\nJohn . A. Young. State N. E. A. Director,\nBridgeport, Conn.\nJoy. Elmer Morgan, Editor, Journal of the\n\nNational Education Ass’n, 1201 16th St.\nN. W., Washington, D. C., Assigned Con-\n\nsulting\n\nMember.\n\nCO-INCLUSIVE\n\nMEMBERSHIP\n\n(Authorized by the Board of Directors)\nThomas\nJ. Walker,\nChairman,\n800 Conley\nStreet,\nColumbia,\nMo.\nCornelia S. Adair, 2121 Park Avenue, Rich-\n\nmond, Va.\nMinnie\nB. Addleman,\n900\nDenver, Colo.\n“3D. Boynton,\nSupt.\nof\n\nwi\n\nSherman\n\nStreet,\n\nSchools,\n\nIthaca,\n\nB. J. Burris, President, State Normal School,\nMuncie, Ind.\nHugh\nW.\nCaldwell,\nSecy., Maryland\nState\nTeachers Ass’n, Chesapeake City, Md.\nErnest\nT. Cameron,\nSecy.,\nMichigan\nState\n\nTeachers Ass’n, 809 Prudden\nMich.\n\nMacy\n\nCampbell,\n\nHead,\n\nDept.\n\nof Rural\n\nEdu-\n\nEly,\n\n802\n\nDwyea\n\nStreet,\n\nRaymond,\n\nWash.\nHarry English, Head, Board of Examiners,\nFranklin School Bldg., Washington, D. C.\nMaude\nFrazier,\nDeputy,\nState Department,\n5th District, Las Vegas, Nev.\nJoseph E. Gibson, Supt. of Schools, McComb,\nMiss.\nW. E. Givens, Asst. Supt. of Public Schools,\nOakland, Calif.\nCatherine Gorbutt, Principal, Aoy School, El\nPaso, Texas\n:\nH.\nGriffith,\nSecy.,\nLouisiana\nPublic\nSchool Teachers Ass’n, Baton Rouge, La.\nFrances Harden, 1543 Sherwin Avenue, Chicago, Ill.\nSupt. of Schools,\nHinton,\nJ. H. Hickman,\nW. Va.\nA. B. Hill, State Supt. of Public Instruction,\nLittle Rock, Ark.\n:\nH.. V. Holloway,\nState Supt. of .Public Instruction,\nDover,\nDel.\nE. M. Hosman, Secy., Nebraska State Teachers Ass’n, 311 Fraternity Bldg., Lincoln,\nNebr.\n§\nC. M. Howell,\nSecy., Oklahoma\nEducation\nAss’n, Room 101, State Capitol, Oklahoma\nCity, Okla.\n\nP.\n\nEula F. Hunter, 1324 East Morphy Street,\nFort Worth, Texas\nClara\nL. Jahnke,\nIrving\nSchool,\nSpokane,\nWash.\nBeulah\nL. Keeton,\n5511\nTremont\nStreet,\nDallas, Texas\n:\n\nJames\n\nH.\n\nKelley,\n\nSecy.,\n\nPennsylvania\n\nState\n\nEducation Ass’n, 400 N. 3rd Street, Harrisburg, Pa.\nKatherine Kelly, Secy., Lowell Teachers Organization,\n126\nWalker\nStreet,\nLowell,\nMass.\n\nSupt.\n\nof Schools,\n\nRio\n\nGrande\n\nAve-\n\nJ. T. Longfellow, Supt., La Grande Public\nSchools, La Grande, Oreg.\nHarriet\nLyon,\nSupervisor Training\nSchool,\nMarshall College, Huntington, W. Va.\nEffie\n\nMacGregor,\n\nPrincipal,\n\nJohn\n\nBurroughs\n\nSchool, Minneapolis, Minn.\nD. W. McClelland,\nSupt. of Schools,\nnington, Vt.\nM. E. McCurdy, Secy., North Dakota\n\nBldg., Lansing,\n\ncation, Iowa State Teachers College, Cedar\nFalls, Iowa\nE. M. Carter, Secy., Missouri State Teachers\nAss’n, Columbia, Mo.\nSecy.,\nCalifornia\nArthur\nH.\nChamberlain,\n933 Phelan\nBldg.,\nCouncil\nof Education,\nSan Francisco, Calif.\nR. W.\nCowart,\nSecy.,\nAlabama\nEducation\nAssociation, 415 First National Bank Bldg.,\nMontgomery, Ala.\nAnna M. Dobbin, County Supt. of Schools,\nP. O. Box 318, Cheyenne, Wyo.\nE. G. Doudna,\nSecy., Wisconsin\nTeachers\nAss’n, 611 Beaver Bldg., Madison, Wis.\nFlorence\n\nLaura M. Knupp, County\nRoswell, N. Mex.\nJosephine D. Lockard, 635\nnue, Raton, N. Mex.\n\nA.\n\nTeachers Ass’n, Washburn,\nA. McDonald,\nSupt. of\nFalls, S. Dak.\n\nMary\n\nMcSkimmon,\n\nPrincipal,\n\nBenState\n\nN. Dak.\nSchools,\n\nSioux\n\nPierce\n\nSchool,\n\nBrookline, Mass,\nArthur L. Marsh,\nSecy:, Washington\nEducation Ass’n, 707 Lowman\nBldg., Seattle,\nWash.\nJ. E. Mathis, Supt. of Schools, Americus, Ga.\nA. B. Meredith, Commissioner of Education,\nHartford, Conn. °\nAlice §. Mildram, Principal, Farragut School,\nPortsmouth,\nN. H.\nMary F. Mooney, Director of Dept. of Texts\nand Libraries, % Supt. of Schools, City\nHall,\nSan\nFrancisco,\nCalif.\nRobert C. Moore, Secy., Illinois State Teachers Ass’n, Carlinville, Ill.\nStanley,\nR.\nOldham,\nSecy.,\nMassachusetts\nTeachers Federation,\n15 Ashburton Place,\n\nBoston,\n\nMass.\n\nM.\n\nE.. Pearson,\nSupt. of Schools,\nKansas\nCity, Kans.\nBridget C. Peixotto, Principal, Public School\n108, Queens Borough, New York, N. Y.\nAnna\nLockwood.\nPeterson,\nHughes\nHigh\nSchool, Cincinnati, Ohio\nCharles’ F.. Pye, Secy., Iowa State Teachers\nAss’n, 415 Shops Bldg., Des Moines, Iowa\n\nA. A.\n\nRather,\n\nSupt.\n\nof Schools,\n\nIonia,\n\nMich.\n\nE.\n\nD. Ressler, Secy., Oregon State Teachers\nAss’n, Corvallis, Oreg.\nFrank E. Reynolds, Secy., Ohio State Teachers\nAss’n,\n428\nChamber\nof\nCommerce\nBldg., Columbus, Ohio\nJoseph Roemer, Professor of Secondary Education, University of Florida, Gainesville,\nFla.\nM. P. Shawkey, President, Marshall College,\nHuntington, W. Va.\nH. D. Sheldon, Chairman of Administrative\nCommittee, University of Oregon, Eugene,\nOreg.\nW. H. Shephard, 1115 Thomas Avenue, N.,\nMinneapolis, Minn.\nA. A. Slade; Supt. of Schools, Casper, Wyo.\nH. B. Smith, State N. E. A. Director, 3434\nE. 17th Ave., Denver, Colo,\nS. L. Smith, General Field Agent for Rural\nSchools,\nJulius\nRosenwald\nFund,\nCommercial\nClub\nBldg.,\nNashville,\nTenn.\n\nJulia Spooner,\n\nBox\n\n188, Route:\n\nNo,\n\n3, Lents\n\nStation, Portland, Oreg.\nW. N. Taylor, Secy. Mississippi State Teachers Ass’n, Jackson, Miss.\n5\nJosiah W. Taylor, State N. E. A. Director,\nAugusta,\n\nMe.\n\n"} {"page": 1046, "printed_page": null, "text": "NATIONAL\n\n1042\n\ncies Senet\n\nSeep\n\nke\n\niE\n\nEDUCATION\nian Cede soee\n\nMrs. Edith S. Troeller, Lihue, Kauai, Hawaii,\nJule B. Warren, Secy., North Carolina Teachers Assembly, Box 887, Raleigh, N. C.\nCharles O. Williams,\nSecy., Indiana State\nTeachers Ass’n, Room 208, Claypool Hotel,\nIndianapolis, Ind.\nR. E. Williams, Secy., Kentucky Education\nAss’n,\nKy.\n\n319-320\n\nStarks\n\nBldg.,\n\nLouisville,\n\nCOMMITTEE\nChairman,\n\nDenver, Colo.\nCornelia S. Adair,\nmond, Va.\n\n2121\n\nRandall\n\nSupt. of Schools,\n\nJ. Condon,\n\nSupt. of Schools,\n\nPark\n\nAvenue,\n\nnati, Ohio.\n2078 Summit\nAgnes\nDoherty,\nPaul, Minn.\nFrank E, Reynolds, Secy., Ohio\n\nRich-\n\nCincin-\n\nAvenue,\n\nON\n\n(Authorized\nGeorge\n\nE.\n\nCarrothers,\n\nChairman,\n\nUni-\n\nBoard\n\nof Schools,\n\nNewark,\n\nNS Je\nPhilip W. L. Cox,\ntion,\nNew\nYork\n\nProf., Secondary EducaUniversity,\nNew\nYork\n\nCity.\nKatharine\nDozier,\n74 N.\nBradford\nStreet,\nGainesville, Ga.\nens\nDrake, Supt. of Schools, Canon City,\n\nolo.\n\nA. C, Eldredge, Asst. Supt. of Schools, Cleveland, Ohio\nJ. O. Engleman,\nTerre\nSupt. of Schools,\nHaute, Ind.\nAlbert\nFertsch,\nDirector,\nAdult\nEducation\nand Employment, Gary, Ind.\nG.\nC.\nFloyd,\nState\nSupervisor\nof Rural\npene Dept. of Education, Little Rock,\n\nr\nE. K. Fretwell, Teachers College, Columbia\nUniversity, New York City\nE. C. Gibney, Director, Extension Activities,\n500 Park Avenue, New York City\nSaris Glenn, Supt. of Schools, Birmingham,\na.\nS. Monroe Graves, Supt. of Schools, Wellesley Hills, Mass.\nEmily Griffith, Principal, Opportunity School,\nDenver, Colo.\nJ. B. Holloway,\nState Supervisor of High\nSchools,\n\nFrankfort,\n\nKy.\n\nSeattle\n\nGrade\n\nCommittee)\n\ners Ass’n, 428 Chamber of Commerce, Columbus, Ohio\nPayson\nSmith,\nCommissioner\nof Education,\nState House, Boston, Mass.\nJulia E. Sullivan, President, Dept. of Classroom Teachers, 9 Marion Street, Charlestown, Mass.\nS. D. Shankland, Secy., Dept. of Supt., N. E.\nA., 1201 16th Street N. W., Washington,\nD,. C., Assigned Consulting Member.\n\nRELATIONS\n\nAssembly)\n\nLucy\n\nMason\nHolt, 121 West\nNorfolk, Va.\nMyrtle U. Hooper, 4038 Linden\nvard, Minneapolis, Minn.\nWilliam\ncation\n\nJ. H. Binford, Asst. Supt. of Schools, Richmond, Va.\nLe Roy E. Bowman, Prof., Political Science,\nColumbia University, New York City.\nM. G. Clark, Supt. of Schools, Sioux City,\nIowa\nE. J. Coltrane, Supt. of Schools, Roanoke\nRapids, N. C\nCarrie L. Cooper,\n1314 West\n7th. Street,\nWilmington,\nDel.\nFrank Irving Cooper, Architect, 172 Tremont\nStreet, Boston, Mass.\nDavid B. Corson, Supt.\n\nSee\n\nBldg., Seattle,\nWash.\nKate V. Wofford, County Supt. of Schools,\nLaurens, S. C.\ni\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\nT. D. Martin, Director, Division of Records\nand Membership, N. E. A., 1201 16th St.\nN. W., Washington, D. C., Assigned Consulting Member.\n\nCOMMUNITY\n\nCorcoran\n\nDirector of Recreation,\nOshkosh, Wis.\n\neS\n\nMabel V. Wilson, President,\nTeachers Club, 317 Central\n\nby Representative\n\nOhio\n\nversity, Athens, Ohio\nMiss L. E. Ballenger,\nPrincipal,\nSchool, Washington, D. C,\nFrank F. Berg,\nof Education,\n\nSt.\n\nState Teach-\n\nCOMMITTEE\n\nee\n\nON COMMITTEES\n\n(A Convention\n\nJesse H. Newlon,\n\nASSOCIATION\n\n8\n\nB.\n\nIttner,\n\nBldg.,\n\nSt.\n\nArchitect,\nLouis,\n\n28th\nHills\n\nBoard\n\nStreet,\nBoule-\n\nof Edu-\n\nMo.\n\nFrank A. Jensen, Supt. of Schools, Rockford,\nIll.\n'\n:\nark Jones, Supt. of Schools, West Allis,\nis.\n‘\nMarie Merrill, Asst. Supervisor of Commuoy, Centers, Board of Education, Chicago,\nIl.\nJ. H.\n‘Montgomery,\nDirector,\nCooperative\nEducation Ass’n of Virginia, Room\n208,\nState Office Bldg., Richmond, Va.\nMinnie L. Moore, Ninth Street, Willoughby\nBeach, Norfolk, Va.\nJames T. Mulroy, Director of the Extended\nUse of Public Schools, 15 Beacon Street,\nBoston, Mass.\nGilbert\nNickel,\nSuperintendent\nof Schools,\nMiddletown,\nDel.\nA.\nP.\nPatten,\nPacific\nUniversity,\nForest\n\nGrove,\n\nClarence\n\nOre.\n\nA.\n\nPerry,\n\nAssociate\n\nDirector, RecRussell Sage FoundaStreet, New York City\nHattie Pickles, Southern State Normal School,\nSpringfield, S. Dak.\nMarvin S. Pittman, Director of Rural Education,\nMichigan\nState\nNormal\nSchool,\n\nreation Department,\ntion, 130 East 22nd\n\nYpsilanti,\n\nCharles\n\nL.\n\nMich.\n\nPoor,\n\nCity, Mich.\nGeorge H, Reitzel,\nDanville,\n\nSupt.\n\nof\n\nCounty\n\nSchools,\n\nSupt.\n\nTraverse\n\nof Schools,\n\nInd.\n\nRollo\nG, Reynolds,\nTeachers\nCollege,\nColumbia University, New York City\nC, S, Risdon, Supt. of Schools, Independence,\nKans.\nW. O. Schanlaub, County Supt. of Schools,\nKentland, Ind.\nLouis P. Slade, Principal, Senior High School,\nNew Britain, Conn.\nF. L. Smart, Supt. of Schools, Davenport,\nIowa\n\n"} {"page": 1047, "printed_page": null, "text": "CoMMITTEES OF THE NaTIONAL EpucaTIon Association, 1925-26\nW.\n\nM. Smith, Asst. State Supt. of Public\nInstruction, Salem, Ore.\nRosa V. Strickland, Principal, Powell School,\nBirmingham, Ala,\nI. E., Stutsman, Supt. of Schools, Sterling,\nColo.\nAnna L. Thompson, Haddon Hall, Linwood\nand Tracy, Kansas City, Mo.\nMabel\nT.\nVanderbilt,\nSupervisor-Principal,\nPublic Schools, Princeton, N. J.\n\nEDITORIAL\n(Authorized\nWilliam C. Bagley, Chairman,\nPegi Columbia\nUniversity,\nMary E.\nMonroe\n\nAhern,\nStreet,\n\nEditor, Libraries,\nChicago, Ill.\n\n214\n\nSarah Louise Arnold,\nDean Emeritus,\nmons College, Boston, Mass.\n\nVelda\n\nC. Bamesberger,\n\nW.\nSim-\n\nDirector of Instruction\n\nand Curriculum, Public Schools, Oklahoma\nCity, Okla.\nJames C. Boykin, Editor, School Life, U. S.\nBureau of Education, Washington,\nD. C.\nMacy Campbell, Head, Dept. of Rural Edu- cation, Iowa State Teachers College, Cedar\nFalls, Iowa\nArthur\nH.\nChamberlain,\nSecy.,\nCalifornia\nState Teachers Ass’n, 933 Phelan\nBldg.,\nSan Francisco, Calif.\nSusan M. Dorsey, Supt. of Schools, Los An-\n\ngeles,\n\nCalif.\n\nJessie M.\nFink,\nPrincipal,\nPalmer\nSchool,\nGrand Rapids, Mich.\nGlenn Frank, President, University of Wisconsin, Madison, Wis.\nCharles\nB. Glenn,\nSupt.\nof Schools,\nBir-\n\nmingham,\n\nAla,\n\nPhiladelphia\nJessie Gray, Training Teacher,\nNormal School, 1301 Spring Garden Street,\nPhiladelphia, Pa.\n:\nHarlan A. Horner, Field Secy., New York\nState Teachers Ass’n, 212 State St., Al-\n\nbany,\n\nN.\n\nCharters.\n\nUniversity\n\nof\n\nChicago,\n\nSchool of Education,\nChicago, Ill.\nWilliam K. Kilpatrick, Teachers College,\nlumbia University, New York City\n\nCOMMITTEE\n\nCo-\n\n(Authorized\n\nNew\nC.\n\ntion,\ntion,\n\nFund,\n\n101\n\nPark» Avenue,\n\nof\n\nNegro\n\nEduca-\n\nState Department\nRaleigh, N. C.\n\nof\n\nPublic\n\nInstruc-\n\nN.\n\nNewbold,\n\nY.\n\nof\n\nSchools,\n\nSchools,\n\nBelling-\n\nD.\n\nC., Assigned\n\nClassStreet\n\nCon-\n\nCOUNCIL\nAssembly)\n\nJames H. Kelley, Secy., Pennsylvania Education Ass’n, 400 North 3rd Street, Harrisburg, Pa.\nMary F. Mooney, 765 O’Farrell Street, San\nFrancisco, Calif,\nM. V. O’Shea, Professor of Education, University of Wisconsin, Madison, Wis.\nChas.\nF. Pye, Secy.,\nIowa\nState Teachers\nAss’n, 415 Shops Bldg., Des Moines, Iowa.\nW.\nCarson\nRyan,\nJr.,\nAssociate\nEditor,\nSchool and Society, Professor of Education,\nSwarthmore\nCollege,\nSwarthmore,\nPa.\nJ. W. Searson,\nProfessor of English,\nUniversity of Nebraska, Lincoln, Nebr.\nJulia Sullivan, President, Dept. of Classroom\nTeachers,\n\n9\n\nMarion\n\nMass.\nC. W. Washburne,\n\nStreet,\n\nSupt.\n\nof\n\nCharlestown,\n\nSchools,\n\nWin-\n\nnetka, IIl.\nFrank\nA. Weld,\n\nEditor,\n\ntional\nDigest,\nNebr.\nG. Williams,\n\n1126\n\nAmerican\nEducaLincoln,\nQ Street,\n\nEditor,\n\nOhio\n\nH.\n\nlumbus,\n\nTeacher,\n\nCo-\n\nOhio\n\nWill C. Wood,\n\nState Supt. of Public\n\nInstruc-\n\ntion, Sacramento, Calif.\nJoy Elmer\nMorgan,\nEditor of the Journal\nof the N. E. A., 1201\n16th Street\nN.\nW., Washington, D. C., Assigned Consult-\n\ning Member.\n\nNOMENCLATURE\nAssembly)\n\nJ. R. McGaughey, Teachers College, Columbia University, New York City\nW.\nW.\nTheisen,\nAsst.\nSuperintendent\nof\nSchools, Milwaukee, Wis.\nJohn K. Norton,\nDirector,\nDivision of Research of N. E. A., 1201 16th Street, N.\nW.,\nWashington,\nD. C., Assigned\nConsulting Member.\n\nby Executive\n\nDirector\n\nYork,\n\nSupt.\nof\n\nDirector,\nDivision\nof\nof N. E. A., 1201 16th\n\nEDUCATIONAL PROBLEMS\nSCHOOLS\n\nON\n\nS. L. Smith, Chairman, General Field Agent\nfor Rural\nSchools, the Julius Rosenwald\nFund,\nCommercial\nClub Bldg., Nashville,\nTenn,\n:\npeat\nThomas\nJesse Jones,\nEducational\nDirector,\n\nthe Phelps-Stokes\n\nWinn,\nService\n\nN. W., Washington,\nsulting Member.\n\nby Representative\n\nJohn W. Withers,\nChairman,\nDean, School\nof Education, New York University, New\nYork, N.Y,\n:\nFranklin\nBobbitt,\nProfessor of School Administration,\nUniversity of Chicago,\nChicago, Ill.\n;\n\nN.\n\nAgnes\nroom\n\nON EDUCATIONAL\n(Authorized\n\nW.\n\nio\nRichardson\nD. White,\nGlendale, Calif.\nD. E. Wiedman,\nSupt.\nham, Wash,\n\nY.\n\nCOMMITTEE\n\nW.\n\nWilliam C, Westfall, Director of Unorganized\nLeann\nBoard of Education,\nCleveland,\n\nby Representative\n\nTeachers ColNew\nYork,\n\n1043\n\nIN COLORED\n\nCommittee)\n\nW.\n\nW. Sanders, State Supervisor of Negro\nEducation,\nState\nDepartment\nof Education, Charleston, W. Va.\nW. T. B. Williams,\nField Director of the\nJeanes & Slater Boards, Tuskegee\nInstitute, Tuskegee, Ala.\n\nS.\n\nD. Shankland,\nSecretary, Department of\nSuperintendence, N. E. A., 1201 16th Street\nN. W., Washington, D. C., Assigned Con-\n\nsulting\n\nMember.\n\n"} {"page": 1048, "printed_page": null, "text": "1044\n\nby Representative\n\n(Authorized\n\nSarah T. Muir, Chairman,\n1801 South 17th\nStreet, Lincoln, Nebr.\nJ. C. Almack,\nAssociate Professor of Education, Box 571, Stanford University, Calif.\nH. M. Barrett, Head, Department of Education,\nUniversity\nof\nColorado,\nBoulder,\nColo.\nGeorge A. Brassford, Principal, High School,\nAshland, Wis.\nVelva\nBradbury,\nOshkosh,\nNormal\nSchool,\nWis.\nM. L. Brittain, President, Georgia School of\nTechnology, Atlanta, Ga.\nF. D. Brooks, Associate Professor of Education, Johns Hopkins University, Baltimore,\n\nMd.\nGeorge G. Chambers, The College, University\nof Pennsylvania, Philadelphia, Pa.\nW. G. Chambers,\nDean, School of Education, the Pennsylvania State College, State\nCollege, Pa.\nState\nCarroll\nD.\nChamplin,\nSouthwestern\nNormal\n\nSchool,\n\nCalifornia,\n\nOF THE\n\nETHICS\n\nON\n\nCOMMITTEE\n\nPa.\n\nP. Claxton,\nSuperintendent\nof Schools,\nTulsa, Okla.\nHelen Louise Cohen, Head, English Department,\nWashington\nIrving\nHigh\nSchool,\n\n.\n\nNew York, N. Y.\nA. Cook,\nProfessor\n\nof\n\nEducation,\n\nversity of South\nDakota,\nDak.\nArthur\nG. Crane,\nPresident,\n\nJ.\n\nWyoming,\n\nB.\n\nLaramie,\n\nEdmonson,\n\nS.\n\nUniversity\n\nof\n\nWyo.\n\nUniversity\n\nAnn Arbot, Mich.\nMrs. Ethel Eldredge,\n\nPublic\n\nUni-\n\nVermilion,\n\nof\n\nMichigan,\n\nSchools,\n\nSteptoe,\n\nWash.\nE. Everett, Principal City Schools, Box\n3, Lakeland, Fla.\nC. A. Fetterly, Sunvervising Principal, Rutherford Public\nSchools,\nRutherford,\nN. J.\n\nG.\n\nT.\n\nV.\nGoodrich,\nDirector,\nDepartment\nof\nMeasurement and Research, Public Schools,\nLincoln, Nebr.\nM. Florence Gore, Principal, Force School,\nWashington, D. C.\nJ. W.\nGowans,\nSuperintendent of Schools,\nHutchinson,\nKans.\nNell Green, 410 East 20th Street, Indianapo-\n\nlis, Ind.\n\nC.\n\nA. Greene, Superintendent of Schools, St.\nJoseph, Mo.\nA. Hamilton,\nSuperintendent of Schools,\nGoldsboro, N. C.\nWalter\nD.\nHood,\nPrincipal,\nThe\nGilbert\nSchool, Winsted,\nConn.\nFred M..Hunter,\nSuperintendent of Schools,\nOakland,\nCalif.\nTheodore\nW.\nH.\nIrion,\n103\nEllis\nStreet,\nYpsilanti, Mich,\nA.\n§S. Jessun.\nSuperintendent\nof Schools,\nCheyenne,\nWyo.\nO.\n\nJOINT\n\nCOMMITTEE\n\nON\n\nton,\n\nMass.\n\nWilliam\n\nD.\n\nRurdick,\n\nDirector\n\nof\n\nKrusen,\n\nPhysical\n\nEducation, Baltimore, Md.\nWilliam\nRurnham,\nClark\nUniversity,\ncester, Mass.\n\nWor-\n\nof Schools,\n\nSuperintendent\n.\n1345\n\nDenver, Colo.\nBeatrice McLeod,\nClasses,\nState\n\nSouth\n\nof\n\nLafayette\n\nStreet.\n\ny\nof Special\nCheyenne,\n\nState Director\nCapitol\nBldg.,\n\nWyo.\n\nMem-\n\nSchools,\n\n:\n\nJohn J. McNamara, Principal, Quinn School,\nBethlehem,\nPa.\n:\nJohn Merrill, 1526 Garland Avenue, Detroit,\nMich,\nSuperintendent\nof Schools,\nW.\nH. Morton,\nBeatrice, Nebr.\nExtension\nAsst, Director,\nR. H. Morrison,\nDivision, State Teachers College, Greeley,\nColo.\nMary A. S. Mugan, Asst. Supt. of Schools,\nFall River, Mass.\nJesse H. Newlon, Superintendent of Schools,\nDenver, Colo.\nE. E,. Oberholtzer, Supt. of Schools, Houston,\nTexas\n\nNathan Peyser, Principal, Public School 181,\nNew\nYork Avenue near Snyder Avenue,\nBrooklyn, N. Y.\nWard G. Reeder, Department of School Administration,\nOhio\nUniversity,\nColumbus,\nOhio.\nMiss\nMoss\nRichardson,\nWest\nTexas\nState\nTeachers College, Canyon, Texas\n|\nL. C. Rhoads,\nSupervisor of High School\nInstruction, Mount Vernon, N. Y.\nLakin F. Roberts, Special Advisor in Course\nof Study\nReorganization,\nDepartment\nof\nE.\n\nEducation, Morgantown, W. Va.\nL.\nRouse,\nSuperintendent\nof\nScottsbluff,\nNebr.\n\nSchools,\n\nOrson Ryar, Supt. of Schools, Logan, Utah\nRaleigh Schorling,\nUniversity of Michigan,\nAnn Arbor, Mich.\nJ. B. Sears, Professor of Education, Leland\nStanford\nUniversity,\nStanford\nUniversity,\nCalif.\nC. A. Short. Supt. of Schools. Laurel. Del.\nWilliam C. Shute, Principal, Wyman School,\nDenver, Colo.\nC. F. Taeusch, Associate Professor of Philosophv, State University, Iowa City, Iowa\nR. J. Walters, Professor of Education, University of Denver, Denver, Colo.\nJustin Washburn,\nCounty Supt. of Schools,\nRock Island, Ill\nI. L. Williamson,\nState High\nSchool\nInspector,\n\nSalt Lake City, Utah\nB. Wilson,\nSupt. of Schools,\nBerkeley,\nCalif.\nJoy E. Morgan, Division of Publications of N.\nE. A., 1201 16th Street N. W., Washington,\nD. C., Assigned Consulting Member.\n\nH.\n\nPROBLEMS\n\nby Representative\n\nThomas D. Wood, Chairman, Golumbia University, New York City\ni\nMary C. C. Bradford, State Supt. of Public\nInstruction, Denver, Colo.\nMabel C. Bragg, Asst. Supt. of Schools, New-\n\nSuperintendent\n\nphis, Tenn.\nF. Keating,\nPueblo, Colo.\n\nAlma\n\nHEALTH\n\n(Authorized\n\nPROFESSION\n\nAssembly)\n\nR. L. Jones,\n\nP.\n\nW.\n\nASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\nIN\n\nEDUCATION\n\nAssembly)\n\nAlonzo\n\nGarcelon, Supt, of Schools,\nMe.\nEmily Griffith, 1524 Fillmore Street;\nColo,\n\nBangor,\nDenver,\n\nCarl W. Hetherington, Professor of Physical\nEducation, School of Education, New York\n\nUniversity, New York City\nWilliam A. Howe, State Medical\nUniversity of the State of New\nbany, N. Y.\n\nInspector,\nYork, Al-\n\n"} {"page": 1049, "printed_page": null, "text": "CoMMITTEES OF THE NATIONAL EpucaTION ASSOCIATION,\nJohn F. Keating, Superintendent\nDistrict 20, Pueblo, Colo.\nMary\n\nMurphy,\n\nDirector,\n\nof Schools,\n\nElizabeth\n\nMcCor-\n\nmack\nMemorial\nFund,\n848\nDearborn\nStreet, Chicago, Ill.\nJ. B. Nash, Director of Physical Education,\nRoom 404, City Hall, Oakland, Calif.\nWilliam B. Owen, President, Chicago Normal College, Chicago, Ill.\nJosephine C. Preston, Superintendent of Public Instruction, Olympia, Wash.\nE. Ruth Pyrtle, Principal, McKinley Junior\nHigh School, Lincoln, Nebr.\n\nCOMMITTEE\n\nON\n\nHOMES\n\n(Authorized\nOlive\n\nM.\n\nJones,\n\nChairman,\n\nHomer\nH.\nSeerley,\nPresident,\nIowa\nState\nTeachers College, Cedar Falls, Towa\nWillis\nA.\nSutton,\nSuperintendent\nCity\nSchools, Atlanta, Ga.\nJohn J. Tigert, U. S. Commissioner of Education, Washington, D. C,\nBlanche M. Trilling, Director of Department\nof Physical Education, University of Wisconsin, Madison, Wis.\nAlbert E. Winship, Journal of Education, 6\nBeacon Street, Boston, Mass.\nH. A. Allan,\nDirector,\nBusiness\nDivision,\nN. K. A, 1201 16th Street N. W., Washington, D. C., Assigned Consulting Member.\n\nFOR\n\nRETIRED\n\nby Representative\n310\n\n1045\n\n1925-26\n\nWest\n\n10th\n\nTEACHERS\n\nAssembly)\nStreet,\n\nNew\n\nYork\n\nCity.\n\nMembership composed of groups in the several states.\nCOMMITTEE\n\nON\n\nINTERNATIONAL\n\n(Authorized\n\nby Representative\n\nWilliam F. Russell, Chairman, Teachers Colee\nColumbia\nUniversity,\nNew\nYork,\nY\nCornelia S. Adair, 2121 Park Avenue, Richmond, Va.\nMrs, Fannie Fern Andrews, 405 Marlborough\nStreet,\n\nBoston\n\n17,\n\nMass.\n\nWm. C. Bagley, Teachers College, Columbia\nUniversity, New York,\nN. Y.\nMrs. William H. Beers, Box 646, Milo, Ha-\n\nAbby\n\nJ. A.\n\nC. Chandler,\n\nPresident,\n\nCollege of Wil-\n\nliam and Mary, Williamsburg, Va.\nP. P. Claxton, Supt. of Schools, Tulsa, Okla.\nFrank Cody, Supt. of Schools, Detroit, Mich.\nJessie B. Colburn,\n310 West\n97th\nStreet,\nNew York,\nee\n\nAlbert S. Cook, State Supt. of Schools, Baltimore, Md.\nSusan M. Dorsey, Supt. of City Schools, Los\nAngeles, Calif.\nStephen P. Duggan, Director, The Institute\nof International Education, 522 Fifth Avenue,\nNew\nYork,\nN.\nArthur\n\nW.\n\nDunn,\n\nNational\n\nDirector,\n\nAmeri-\n\ncan Red Cross, Washington, D. C.\nJessie M.\nFink,\nPrincipal,\nPalmer\nSchool,\nGrand Rapids, Mich.\nJohn\nH. Finley,\nNew\nYork\nTimes,\nNew\nYork, N. Y.\nC. R. Foster, First Associate Supt. of Schools,\nPittsburgh, Pa,\n;\nGlenn Frank, President, University of Wisconsin, Madison, Wis.\nJessie Gray, Training Teacher,\nPhiladelphia\nNormal School, 1301 Spring Garden Street,\nPhiladelphia, Pa.\nPp. L. Harned,\nCommissioner of Education,\nNashville, Tenn.\nFlorence Holbrook,\nPrincipal, Wendell Phillips ae\nHigh School, Chicago, Ill.\nOliveM. Jones, pea:\nPublic School 120,\nNew York,\nRobinson\n\nG.\n\nland, Ohio\nDavid\nStarr\nUniversity,\n\nJones, “ Supt. of\n\nJordan,\nCalif.\n\nSchools,\n\nChancellor,\n\nCleve-\n\nStanford\n\nPorter\n\nLeland,\n\nHancock School, 327\nNew York, N. Y.\n\nPrincipal,\n\nSt.\n\nThe\n\nNicholas\n\nJohn\n\nAvenue.\n\nWilliam\nMather\nLewis,\nPresident,\nGeorge\nWashington University, Washington, D. C.\nH. N. MacCracken,\nPresident, Vassar Col-\n\nlege, Poughkeepsie, N. Y.\nGeorge\nEdwin\nMacLean,\n1721\nN. W., Washington, D. C\nC.\n\nR.\n\nMann,\n\nere\n\nwaii.\n\nWilliam H. Black, President, Missouri Valley College, Marshall, Mo.\nKatherine D. Blake, Principal, Public School\nNo. 6, New York, N. Y.\nMary C. C. Bradford, State Superintendent of\nPublic Instruction, Denver, Colo.\n\nRELATIONSHIP\n\nAssembly)\n\nDirector,\n\n20\n\nJackson\n\nP\n\nStreet\n\nAmerican\n\nCouncil\n\nPlace,\n\nWashington,\n\non\n\nArthur J. Matthews, President, State Teachers\nCollege, Tempe, Ariz.\nLouise\nA.\nMerrill,\nPrincipal,\nWilliam\nN.\nByers Junior High School, Denver, Colo.\nPaul\n\nMonroe,\n\nDirector,\n\nInternational\n\nInsti-\n\ntute, Teachers\nCollege,\nColumbia\nUniversity, New York, N. Y.\nJesse H. Newlon, Superintendent of Schools,\nDenver, Colo.\nMinnie J. Nielson,\nState Superintendent of\nPublic Instruction, Bismarck, N. Dak.\nHoward\nW. Nudd,\nDirector, Public Education Association, 8 West 40th Street, New\nYork, N.VY.\nLeonard Power, Principal, Bryan Street High\nSchool, Dallas, Texas.\nRoscoe Pound,\nDean,\nLaw\nSchool, Harvard\nUniversity, Cambridge, Mass.\nE. Ruth Pyrtle, Principal, McKinley School,\nLincoln, Nebr.\nAurelia\nH. Reinhardt,\nMills College, Mills\nCollege, Calif.\nW. Carson Ryan, Jr., Professor of Education,\nSwarthmore College, Swarthmore, Pa.\nN. D. Showalter,\nPresident,\nState Normal\nSchool, Cheney, Wash.\nWalter R. Siders, Superintendent of Schools,\nPocatello, Idaho.\nHenry Lester Smith, Dean, School of Edu-\n\nJ.\n\ncation,\nInd.\n\nIndiana\n\nW.\n\nStudebaker,\n\nUniversit\n\n,\n\nBloomington,\n\nSuperintendent\n\nSchools, Des Moines, Iowa.\nA. O. Thomas, State Commissioner\n\nof\n\nCity\n\nof Education, Augusta, Me.\nDepartment of EduaFrancisco Vizcarrondo,\ncation, San Juan, P\ni\nThomas J. Walker, Editor, The School and\nCommunity,\n800 Conley Street, Columbia,\nMo.\n\n"} {"page": 1050, "printed_page": null, "text": "1046\n\nNATIONAL\n\nEpucATION\n\nCharles H. Williams, Secretary, World Federation of Education Associations, University of Missouri, Columbia, Mo.\nRabbi Stephen Wise, Free Synagogue, Synagogue House, West 68th Street, New York,\nNweY.\nAnnie\nCarlton Woodward,\nSomerville\nHigh\nSchool, Somerville, Mass.\n\nLEGISLATIVE\n(Authorized\nGeorge\nlege,\n\nD. Strayer,\nColumbia\n\nby\n\nC.\n\nChairman,\n\nTeachers\n\nCol-\n\nUniversity,\n\nNew\n\nYork\n\nC.\n\nBradford,\n\nState\n\nInstruction,\n\nDenver,\n\nColo.\n\nSupt.\n\nSchools,\n\nPittsburgh,\n\nDoherty,\n\nPaul,\n\nThomas\n\nE. Finegan,\n\nHarrisburg,\n\nPa.\n\n2078\n\nMinn.\n\n}\n\nSummit\n\n613\n\nAvenue,\n\nNorth\n\nFront\n\nSt.\n\nStreet,\n\nPa.\n\n;\n\nWillard E. Givens, Asst. Superintendent of\nPublic Instruction, Oakland, Calif.\nFred M. Hunter, Superintendent of Schools,\nOakland, Calif.\nThomas E. Johnson, State Superintendent of\nPublic\n\nInstruction,\n\nLansing,\n\n.Mich.\n\nOlive M. Jones, Principal, Public School 120,\nNew York City\nJohn A. H. Keith, Principal, Indiana State\nSchool, Indiana, Pa.\nGreenwood\nLongshore,\nPrincipal\nKansas City, Mo.\nMary McSkimmon,\nPrincipal, Pierce School,\nBrookline, Mass.\n\nW.\n\nNormal\nT.\nSchool,\n\nJOINT\n\nCOMMITTEE\n(Authorized\n\nCincinnati,\n\nAymer\n\nJ.\n\nPrincipal,\n\nC. Chandler,\n\neh, of William\na.\n\nVirgil W.\n\nDickson,\n\nChairman,\n\nand\n\nsearch and Guidance,\nland, Calif,\n.\n\nE,\n\nMary,.\n\nDirector,\n1106\n\n§. Evenden, Teachers\nUniversity, New York,\n\nJohn\n\nPresident,\n\nBridget\n\nDivision\n\nE. A.,\n\nof\n\n1201\n\n16th\n\nC.,\n\nAs-\n\nD.\n\nAssembly)\n\nPrincipal, Public School\n108, Queens, New York, N. Y.\nArthur C. Perry, Jr., District Superintendent\nof Schools, Board of Education, New York,\n\nC. Peixotto,\n\nring S. Pfaff, District\nNew Orleans, La.\n\nSupt.\n\nCol-\n\nWilliamsburg,\n\nof Re-\n\nCity Hall,\n\nOak-\n\nColumbia\n\nA. H. Keith, Principal, State Normal\nSchool, Indiana, Pa.\nMary McSkimmon,\nPrincipal, Pierce School,\nBrookline, Mass.\nElsie H. Martens, Assistant Director, Bureau\nof Research and Guidance, Oakland, Calif.\n\nof\n\nSchools,\n\nAnna E, Riddle, 217 North 13th Street, St.\nJoseph, Mo.\nW..E.\nSealock, Dean, School of Education,\nUniversity of Nebraska, Lincoln, Nebr.\nH. L. Smith,\nDean,\nSchool of Education,\nIndiana University,\nBloomington,\nInd.\nPayson\nSmith,\nCommissioner\nof Education,\nBoston, Mass.\nJulia E. Sullivan, President, Department of\nMarion - Street,\nClassroom\nTeachers,\n9\nCharlestown, Mass.\nSuperintendent\nof\nMay\nTrumper,\nState\nSchools, Helena, Mont.\nD. B. Waldo, President, State Teachers College, Kalamazoo, Mich.\nWill C.. Wood,\nSupt. of Public Instruction,\nSacramento, ‘Calif.\n\nRobert\n\nH.\n\nWright,\n\nTeachers College,\nCharl O. Williams,\n\nWork\n\nPresident, East Carolina\nGreenville, N. C\nDirector\n\nof N.\n\nE.\n\nof\n\nA.,\n\nDivision\n\n1201\n\nof\n\n16th\n\nD. C., Assigned\n\nLIBRARIES\n\nCommittee)\n\nElementary\n\nSchool,\n\nBerkeley, Calif.\nEllen C. Lombard,\n\nUniversity\n\nof California,\n\nSpecialist, U. S. Bureau\nof Education, Washington, 5D yenOR\nE,. Porter, Principal,\nOmaha\nTechnical\nHigh School, Omaha,\nNebr.\nJoy Elmer Morgan, Director, Division of Publications of N. E. A., 1201 16th Street N.\nW., Washington, D. C., Assigned Consulting Member.\nD.\n\nExecutive\n\nBureau\n\nCollege,\nY.\n\nDirector,\n\nof N.\n\nCOMMISSION\n\nADVISORY\nby\n\nWork\n\nEast Carolina\nN. C.\n\nN. W., Washington,\nConsulting Member.\n\nON SCHOOL\n\nUniversity\n\n(Authorized\nJ. A,\n\nStreet\nsigned\n\nby Executive\n\n‘\nof Schools,\n\nRESEARCH\n\nWilliams,\n\n.O.\n\nLegislative\n\nLegislative\n\nOhio.\n\nHamilton,\n\nCharl\n\nPresident,\nGreenville,\n\nStreet N. W., Washington,\nConsulting Member.\n\nJ. W. Studebaker, Chairman, Superintendent\nof Schools, Des Moines, Iowa.\nJames R. Angell, President, Yale University,\nNew Haven, Conn,\n©\nC. C. Certain, Associate Professor of English,\nSchool\nof Education,\nThe\nUniversity\nof\n\nWisconsin, Madison, Wis.\nRandall J. Condon, Superintendent\n\nWright,\nCollege,\n\nVe\n\nof Publid\n\nJ. A. C. Chandler, President, College of William and Mary, Williamsburg, Va.\nRandall J. Condon, Supt. of Schools, Cincinnati. Ohio.\nWilliam\nM.\nDavidson,\nSuperintendent\nof\nAgnes\n\nRobert H.\nTeachers\n\nRepresentative\n\nCity.\nVelda Bamesberger,\nDirector of Educational\nStatistics and Supervision, Okmulgee, Okla.\n\nMary\n\nASSOCIATION\n\nCOMMITTEE\nCommittee)\n\nGeorge Melcher, Assistant Superintendent of\nSchools in charge of Research, Public Library Bldg., Room 226, Kansas City, Mo.\nFrank G. Pickell, Superintendent of Schools,\nMontclair, N. J.\nE. Ruth Pyrtle, Principal, McKinley School,\nLincoln, Nebr.\nLida\nLee\nTall,\nPrincipal,\nMaryland\nState\nNormal School, Towson, Md.\nJohn K. Norton, Director of Division of Re\nsearch, N. E. A., 1201 16th Street N. W.,\nWashington,\nD. C., Assigned\nConsulting\nMember.\n\n"} {"page": 1051, "printed_page": null, "text": "CoMMITTEES OF THE NATIONAL EpucaTION ASSOCIATION, 1925-26\nREVISION\n(Authorized\nRandall\nJ.\nCondon,\nSchools, Cincinnati,\n\nChairman,\nOhio\n\nOF\nby\n\nof\n\nFlora E. Drake, Asst. Supt. of City Schools,\n; shige cer Ind.\nessie\n‘i ink, Principal,\nPalmer .\n\nGrand Repids, Miche)\n\nMell\n\nW.\n\nForsythe,\n\nH.\n\nGrayum,\n\nSands\n\nSupt.\n\nay\n\nHotel,\n\nTacoma,\n\nof Schools,\n\nWash.\n\nPuyallup,\n\nWash.\nFred M. Hunter, Superintendent of Schools,\nOakland, Calif,\nCora E. Mull, 4151 Berkeley Avenur, Chicago, Ill\nMinnie J. Nielson, State Supt. of Public Instruction, Bismarck, N. Dak.\nCarroll G. Pearse, 4315 Lisbon Avenue, Milwaukee, Wis.\n\nJOINT\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nby\n\nSchool\n\nof\n\nArt,\n\n11441\n\nRoad, Cleveland, Ohio.\nGeorge William Eggers, Columbia\nNew York City.\nFlorence\nHolbrook,\nPrincipal,\nwood Avenue, Chicago, Ill.\n\nCOMMITTEE\n\nON\n\nCornelia\n\nJ.\n\nSpencer,\n\nJuniper\n\nHotel\n\nland, Oreg. .\nJ. W.\nStudebaker,\nMoines, Iowa,\n\nSupt.\n\nPortland,\nof\n\nSchools,\n\nPortDes\n\nAgnes Winn, Director, Division of Classroom\nService, N. E. A., 1201 16th St. N. W.,\nWashington,\nD. C., Assigned\nConsulting\nMember.\nS. D. Shankland, Executive Secretary, Dept.\nof Superintendence, N. E. A., 1201 16th St.\nN. W., Washington, D.-C., Assigned Consulting Member.\n\nCommittee)\n\nExecutive\n\nRELATIONS\n\nJessie E, La Salle, Asst. Supt. of Schools, in\nCharge of Educational\nResearch,\nThompson School, Washington, D. C.\n\nClifford J. Scott,\nSupt. of Schools,\nEast\nOrange, N. J.\nLucy L. W. Wilson, Principal, South Philaapleee High School for Girls, Philadelphia,\na.\nMargaret\n\nAlltucker,\n\nAsst.\n\nDirector,\n\nDivision of N, E. A., 1201\n\nGreen-\n\nWashington,\n\nD.\n\nC.,\n\nResearch\n\n16th St. N. W.,\n\nAssigned\n\nConsulting\n\nMember.\n\nTEACHERS\n\n(Authorized\n\nSecy., Minnesota\nEducation\n919, Pioneer Bldg., St. Paul,\n\nMinn.\n\nMUSEUM\n\nSTANDARDS,\n\nOF\n\nAssembly)\n\nG. Schulz,\nAss'n, Room\n\nSCHOOL\n\nUniversity,\n4429\n\nC.\n\nthe\n\nHenry\nTurner\nBailey,\nChairman,\nDirector,\nCleveland Museum of Art, Euclid Avenue,\nCleveland, Ohio.\nOtto F. Ege, Head, Teacher Training Dept.\n\nCleveland\n\nDEPARTMENTS\n\nRepresentative\n\nSupt.\n\n1047\n\nby the\n\nJoseph\nRosier,\nChairman,\nPresident,\nState\nTeachers College, Fairmont, W. Va.\nJ. H. Ames, President, State Normal School,\nRiver Falls, Wis.\nW. D. Armentrout, Colorado State Teachers\nCollege, Greeley, Colo.\nThomas W. Butcher, President, Kansas State\nTeachers College, Emporia,\nKans.\nTina\nCook,\n3334 Penn Street, St. Joseph,\nMo.\nR. B. Cousins, President, South Texas State\nTeachers College, Kingsville, Texas.\nJohn\nL. Dunkle,\nPrincipal,\nState\nNormal\nSchool, Frostburg, Md.\nIsabel Eckles, State Supt. of Public Instruction, Santa Fe, N. Mex.\nE. S. Evenden,\nTeachers\nCollege, Columbia\nUniversity, New York, N. Y.\nFlorence M. Hale, Agent for Rural Education, Augusta, Me.\n,\nJessie M. Hamilton, Principal, Morey Junior\nHigh\nSchool,\n14th Avenue\nand Clarkson\nSt., Denver, Colo.\nClara L. Jahnke, 1219 9th Avenue, Spokane,\nWash.\nNell E. Lain, 4518 Montgall Street, Kansas\nCity, Mo.\ni\n:\nFlora Menzel,\nRoom\n150, Hotel Wisconsin,\nMilwaukee,\nWis.\nJ. F. Messenger, Dean, School of Education,\nUniversity of Idaho, Moscow,\nIdaho.\nMina\nMollman,\nMonroe\nSchool,\nEast\nSt.\nLouis, Ill.\n4\nMinnie J. Nielson, State Supt. of Public Instruction, Bismarck, N. Dak.\n. W. Norman, Dean, Teachers College and\nFlorida,\nof\nUniversity\nSchool,\nNormal\nGainesville, Fla.\n\nREQUIREMENTS\nIN THE\n\nSERVICE\n\nRepresentative\n\nAssembly)\n\nAND\n\nCREDITS\n\nW.\n\nR. Pate, President, Nebraska State Normal\nSchool\nand Teachers\nCollege,\nPeru,\nNebr.\nElsie G. Perce, 402 West 11th Street, Anderson, Ind.\nShelton Phelps, George Peabody College for\nTeachers,\nNashville, Tenn.\nC. A. Phillip, College of Education, University of Missouri, Columbia, Mo.\nNormal\nJ. A.\nPittman,\nPrincipal,\nState\nSchool, Salem, Mass.\nSue Powers, Supt., Shelby County Schools,\nMemphis, Tenn.\nCharles\nRichardson,\n748\nPlymouth\nBldg.,\nMinneapolis,\nMinn.\nGrant\nRuland, Supt. of Schools, Gunnison,\nColo.\nGeorge H. Shafer, Principal, State Normal\nSchool, Willamantic, Conn.\nDayton,\nPaul\nStetson,\nSupt. City Schools,\nOhio.\n\nGrace G. Swan,\nSupervisor of Elementary\nPractice, Hancock School, Pittsburgh, Pa.\nMay Trumper, State Supt. of Public Instruction, Helena, Mont.\nEmerson\nMay\nWade,\nClassroom\nTeacher,\nSchool, Berkeley, Calif.\nPublic\nElla\nWintler,\nClassroom\nTeacher,\nSchools, Vancouver, Wash.\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, N. C.\nS. D. Shankland, Secretary, Dept. of Superintendence, N. E. A., 1201 16th St. N. W.,\nWashington,\nD. C., Assigned Consulting\nMember.\n\n"} {"page": 1052, "printed_page": null, "text": "NATIONAL\n\nL048\n\nEpuUCATION\n\nTEACHING\n(Authorized\n\nOF\n\nWalter S. Athearn,\nEducation\n\nand.\n\nSt., Boston,\n\nSupt.\n\nService,\n\n20\n\nBeacon\n\nMass.\n\nWilliam\nC. Bagley,\nTeachers\nCollege,\nColumbia University, New York, N. Y.\nJchn\nH. Beveridge,\nof \"Schools, 601\nCity Hall, Omaha, Nebr.\nBa\nBode, Ohio State University, Colum-\n\nSchool, Springfield, Mass.\nWm. J. Sanders, 80 Chestnut Street, Haverhill, Mass.\nFrank E. Spaulding, Dean, Dept. of Educa-\n\nbus, Ohio.\nGrace Bridges, 331 Chamber of Commerce\nBldg., Portland, Ore.\nEdwin C. Broome, Supt. of Schools, Philadelphia, Pa.\n\ntion, Yale University, New Haven,\nConn.\nLida\nLee\nTall,\nPrincipal,\nMaryland\nState\nNormal School, Towson, Md.\nMabel\nV. Wilson,\nPresident\nSeattle Grade\nTeachers Club, 317 Central Bldg., Seattle,\n\nCharles E. Chadsey, Dean, Dept. of Education, University of Illinois, Urbana, IIl.\nRandall J. Condon,\nSupt. of Schools,\nCincinnati, Ohio.\n. M. Gwinn,\nSupt. of Schools, San Francisco, Calif.\n\nKatherine Hamilton,\n401 Court House,\n\n(Authorized\n\nThomas\nA.\n\nE.\n\nFinegan,\n\nWash.\n\nMargaret\nAlltucker,\nAsst.\nDirector\nof Research Division, N. E, A., 1201 16th St.\nN. W., Washington, D. C., Assigned Consulting Member.\n\nAsst. Supt. of Schools,\nSt. Paul, Minn.\n\nCOMMITTEE\nChairman,\n\nFront Street, Harrisburg, Pa.\nW. Abrams, Director, Visual\n\n613\n\nON\n\nVISUAL\n\nby Representative\n\nNorth\n\nInstruction\n\nDivision, The Deve\nof the State of\nNew York, Albany, N SVs\niT aeves Ankeny, in Charge Visual Education,\nWest\nVirginia\nUniversity,\nMorgantown,\nW. Va.\nArthur G. Balcom, Asst. Supt. of Schools,\nNewark, N. J.\nElizabeth Breckenridge,\nPrincipal, Louisville\nNormal School, Louisville, Ky.\nErnest L. Crandall, Director,\nLectures and\nVisual Instruction, 500 Fark Avenue, New\n\nYork,\n\nAssembly)\n\nHoward C, Hill, School of Education,\nUniversity of Chicago, Chicago, Ill.\nL. Thomas\nHopkins,\nCollege of Education,\nUniversity of Colorado, Boulder, Colo.\nW. H.. Kilpatrick, Teachers cares Columbia University, New York,\nMary S. Ray, Principal, Bell School, Indianapolis, Ind.\nBallard\nD.\nRemy,\nPrincipal,\nForest\nPark\n\nof Schools,\n\nDean, School of Religious\n\nSocial\n\nDEMOCRACY\n\nby the Representative\n\ns\n\nJ. O. Englemsan, Chairman,\nTerre Haute, Ind.\n\nASSOCIATION\n\n.N. Y.\n\nSusan M. Dorsey, Supt. of Schools, Los Angeles, Calif.\nDavid\nGibbs,\nof Schools,\nSupt.\nMeriden,\nConn.\nElizabeth Hall, Asst. Supt. of Schools, Minneapolis, Minn.\n\nEDUCATION\nAssembly)\n\nDudley\nGrant\nHays,\nPresident,\nNational\nAcademy of Visual Instruction, 460 South\nState Street, Chicago, Ill.\n\nM.\n\nC.\n\nLefler,\n\nSupt.\n\nof\n\nSchools,\n\nLincoln,\n\nNebr.\nMary B. McAndrew,\nPresident,\nCarbondale\nTeachers Ass’n, Carbondale, Pa.\nCarroll G. Pearse, 4315 Lisbon Avenue, Milwaukee, Wis.\nEdwin H. Reeder, Teachers College, Columbia University, New York, N.\nJames J. Walsh, Fordham\nUniversity, New\nYorke Nz +Y.\nArthur\nC. Watkins,\n1628\nColumbia\nRoad,\nApt. 409, Washington, D. C.\nH. B. Wilson,\nSupt. of Schools,\nBerkeley,\nCalif.\nH. A. Allan, Business Manager,\nN. E. A.,\n1201 16th St. N. W., Washington, D. C.,\nAssigned Consulting Member.\n\n"} {"page": 1053, "printed_page": null, "text": "PROGRAM\nGENERAL\n\nOF\n\nPHILADELPHIA\n\nPROGRAM—PHILADELPHIA\n27—JULY\n\nJUNE\n\nGeneral Theme—The\n\nNATIONAL\n\nCONVENTION\n\nto the Teachers\n\nASSOCIATION—VESPER\n\nMusic by the Philadelphia Navy Yard Band—Max\n\nPresiding Officer—Mary\n\nMEETING\n\n3, 1926\n\nChallenge of Childhood\nAmerica\n\nEDUCATION\n\nMcSkimmon,\n\n1049\n\nof\n\nSERVICE\n\nKarasyk, Band\n\nLeader.\n\nPresident of the Association\n\nSunday\nJune 27\n\n4:00 P.M.\nIndepend-\n\nHymMn—O God, Beneath Thy Guiding Hand (Duke Street)\npais\nco Tae L. Lindsay, Director of Music, Philadelphia\n\nPublic\n\nchools\n\nence\nSquare\n\nPRAYER\n\nReverend\nW. Beatty Jennings, Pastor,\nGermantown, Philadelphia, Pa.\nHyMN\nAmerica,\n\nthe\n\nFirst\n\nPresbyterian\n\nChurch,\n\nBeautiful\n\nADDRESS\nWilliam\nMather\nLewis,\nWashington, D. C.\n\nPresident,\n\nGeorge\n\nWashington\n\nUniversity,\n\nHYMN\nO God, Our Help in Ages Past\nBENEDICTION\nRight Reverend Monsignor Joseph Whitaker,\nMercy Church, Philadelphia, Pa.\n\nNATIONAL\nSION\n\nEDUCATION\n\nRector\n\nof Our\n\nLady\n\nASSOCIATION—GENERAL\n\nof\n\nSES-\n\nSesqui-\n\nPresiding Officer—President of the Association\nOrGAN RECITAL (7:45-8:15)\nOrganist—Robert A. Gerson, Teacher\nPhiladelphia, Pa.\n\ncentennial\nAuditorium\n\nof Music,\n\nNortheast\n\nHigh\n\nSchool,\n\nHymn—America\nDirector—George\nSchools\n\nL. Lindsay,\n\nDirector\n\nof Music,\n\nPhiladelphia\n\nPublic\n\nPRAYER\nReverend Howard\nadelphia, Pa.\n\nE. Hand,\n\nPastor, Park\n\nAvenue\n\nM. E. Church,\n\nPhil-\n\nAppress (Ten Minutes)\nW. Freeland Kendrick,\n\nMayor of Philadelphia\n\n;\n,\nAppress (Ten Minutes)\nFrancis B. Haas, State Superintendent of Public Instruction, Harrisburg, Pa.\nj\n:\nAppress (Ten Minutes)\nWilliam Rowen, President of Board of Education, Public Schools, Phila-\n\ndelphia,\nAppress\n\nPa.\nit\n\n(Ten Minutes)\n\nte\n\nJoseph R. Wilson, Director of Education and Social Economy,\ncentennial Exhibition Association, Philadelphia, Pa.\n\nTHe\n\nABUNDANT Lire (Forty Minutes)\nWilliam M. Davidson, Superintendent\n\nSunday\nJune 27\n7:45 P.M.\n\nof Schools,\n\nPittsburgh,\n\nPa.\n\nSesqui-\n\n"} {"page": 1054, "printed_page": null, "text": "1050\nFirst Day\nMonday\nJune 28\n9:00 A.M.\nAcademy\nof Music\n\nNATIONAL\n\nEDUCATION\n\n_SES-\n\nASSOCIATION—GENERAL\n\nEDUCATION\n\nNATIONAL\nSION A\n\nASSOCIATION\n\nAla.\n\nPresiding Officer—C. B. Glenn, Superintendent of Schools, Birmingham,\nSINGING\n\nCOMMUNITY\n\n:\n\n;\n\nf\n\nDirector—George L. Lindsay, Director of Music, Philadelphia Public\nSchools.\nPianist—F. Edna Davis, Teacher of Music, William Penn High School,\nPhiladelphia, Pa.\n\nPRAYER\n\nTue Law’s ProrecTion OF CHILDHOOD (Forty Minutes)\nGrace Abbott, Chief of the Children’s Bureau, U.\nLabor, Washington, D. C.\n\nS\n\nLast\n\nCHILDREN\n\nSuMMER’s\n\nRoUNDUP\n\nOF\n\nFIVE\n\nMinutes)\nMrs. A. H. Reeve, President,\ners, Ambler, Pa.\n\nAND\n\nSIX\n\nNational\n\nYEAR\n\nCongress of Parents\n\nTue Cost oF LEADERSHP (Forty Minutes)\nCameron Beck, Personnel Director, New\nYork City.\nYaLe\n\nMonday\nJune 28\n9:00 A.M.\nForrest\nTheater\n\nOLD\n\nDepartment\n\nYork\n\nStock\n\nof\n\n(Forty\n\nand Teach-\n\nExchange,\n\nNew\n\nFitm—lIndependence.\n\nNATIONAL ..EDUCATION\nSION B\n\nASSOCIATION—GENERAL\nPES\n\nPresiding\n\nSuperintendent\n\nOfficer—J.\n\nM.\n\nGwinn,\n\nof Schools,\n\nSan\n\nSESiia a\nFrancisco,\n\nCalif.\nCOMMUNITY SINGING\nDirector—Walter Evans, Teacher\nPhiladelphia, Pa.\n\nPianist—Louis Kazze, Teacher\nSchool for Boys, Philadelphia,\n\nof Music, Shaw\n\nJunior High\n\nSchool,\n\nof\n\nPhiladelphia\n\nHigh\n\nMusic,\n\nWest\n\nPa.\n\nPRAYER\n\nTHE\n\nCHILD AND THE RURAL\n\nFlorence\n\nM.\n\nHale,\n\nScHOOL\n\nState Agent\n\n(Forty Minutes)\n\nfor Rural\n\nEducation,\n\nAugusta,\n\nMaine.\n\nTRANSFORMING THE SCHOOL FOR THE RuRAL CHILD (Forty Minutes)\nMarie Turner Harvey, Division of Rural Educaton, State Teachers\nCollege, Kirksville, Mo.\nFILM—CALIFORNIA\n\nMonday\nJune 28\n2:00 P.M.\n\nDEPARTMENTS\n\nTHE\n\nGOLDEN\n\nAND\n\nALLIED\n\nORGANIZATIONS\n\nThis afternoon will be given over to meetings of departments and allied\norganizations.\nState delegations will meet at their respective state headquarters at 5 P.M.\nto elect one member to each of the following committees: Credentials, Resolutions, and Necrology.\n\nfor member\n\nof the\n\nBoard of Directors, to be reported to the Representative Assembly\nfirst Business Session on Tuesday morning on roll call of the states.\n\nEach state delegation will also nominate\n\none\n\nperson\n\nat the\n\n"} {"page": 1055, "printed_page": null, "text": "PROGRAM\n\nNATIONAL\nSION\n\nSth eh\n\nPresiding piaicas\nOrcan\n\nOF PHILADELPHIA\n\nREcITAL\n\n1051\n\nCONVENTION\n\n-ASSOCIATION—GENERAL\n\nSES-\n\nH. Newlon, Superintendent of Schools, Denver, Colo.\n\n(7:45 to 8 15)\n\nOrganist—Herman\n\nWidmaier,\n\nTeacher\n\nBE Music,\n\nJones\n\nJunior\n\nMonday\nJune 28\n7:45 P.M.\nSesquicentennial\nAuditorium\n\nHigh\n\nSchool, Philadelphia, Pa.\nPRAYER\n\nTHE\n\nDECLARATION\n\nAND THE\n\nWilliam McAndrew,\n\nSCHOOL\n\n(Forty Minutes)\n\nSuperintendent of Schools, Chicago, II].\n\nEDUCATION AND THE Wor LD’s CHILDREN (Forty Minutes)\nJohn H. Finley, Editorial Department, New York Times, New York City.\n\nPRESIDENT’S ADDRESS—THE CHALLENGE OF CHILDHOOD (Forty Minutes)\nMary McSkimmon, Principal, Pierce School, Brookline, Mass.\nFollowing the program there will be a general reception to all members\nof the Association and their friends in the Academy of Fine Arts.\nThe\nAcademy of Fine Arts is located on the west side of Broad Street, at Cherry\nStreet, two blocks north of City Hall.\n\nNATIONAL EDUCATION ASSOCIATION—FIRST\nSESSION OF REPRESENTATIVE ASSEMBLY\n\nBUSINESS\n\nPresiding Officer—President of the Association.\nCOMMUNITY SINGING AND STATE SONGS\nDirector—George H. Gartlan, Director of Music, New\nSchools.\n\nPianist—F. Edna Dayis, Teacher of Music, William\nPhiladelphia, Pa.\n\nYork City Public\n\nPenn High School,\n\nPRAYER\n\nKeynote Appress (Ten Minutes)\nEdwin C. Broome, Superintendent\nREPORT\n\nOF\n\nCOMMITTEE\n\nREPORT OF COMMITTEE\n\nWilliam\nADOPTION\n\nOF\n\nADOPTION\n\nOF MINUTES\n\nREPORT\n\nPa.\n\nCREDENTIALS\n\nPresident,\n\nof Committee\n\nORDER\n\nPhiladelphia,\n\nON RULES\n\nB. Owen,\n\nChairman\n\nON\n\nof Schools,\n\nOF\n\nOF COMMITTEE\n\nChicago\n\non Rules\n\nNormal\n\nand\n\nOfficial\n\nCollege,\n\nChicago,\n\nIIl.;\n\nParliamentarian.\n\nBUSINESS\nOF INDIANAPOLIS\n\nON\n\nMEETING\n\nELECTIONS\n\nWilliam J. Sanders, Haverhill, Mass.;\ntions.\n\n.\n\nChairman\n\nof Committee\n\non Elec-\n\nRETIREMENT ALLOWANCES: REPORT AND Discussion (Fifteen Minutes)\nLeader—E. Ruth Pyrtle, Principal, McKinley School, Lincoln, Nebr.;\nChairman of the Committee of One Hundred on the Problem of\nRetirement Allowances.\nHEALTH\n\nEpucaTION:\n\nREporT\n\nAND\n\nDiscussion\n\n(Fifteen\n\nMinutes)\n\nLeader—Thomas D. Wood, Teachers College, Columbia University,\nNew York City; Chairman of the Joint Committee on Health Problems in Education,\n\nSecond\nDay\nTuesday\nJune 29\n9:00 A.M.\nAcademy\nof Music\n\n"} {"page": 1056, "printed_page": null, "text": "NaTIONAL\n\n1052\n\nEDUCATION\n\nASSOCIATION\n\nNATIONAL EDUCATION ASSOCIATION—FIRST BUSINESS\nSESSION OF REPRESENTATIVE ASSEMBLY—Continued\nREPORT\n\nRELATIONSHIPS:\n\nINTERNATIONAL\n\nDiscussion\n\n(Fifteen\n\nVICE-PRESIDENT,\n\nAND\n\nAND\n\nMinutes)\n\nLeader—William F. Russell, International Institute, Teachers College,\nColumbia University, New York City; Chairman of the Committee on\nInternational Relationships.\n\nNOMINATIONS\nRott CALL\n\nFROM\n\nFLOOR\n\nOF STATES\n\nFOR PRESIDENT,\n\nFOR\n\nNOMINATIONS\n\nOF STATE\n\nTREASURER\n\nDIRECTORS\n\nANNOUNCEMENTS\n\nResolutions\n\nhanded\n\nTuesday\n\nJune 29\n9:00 A.M.\nGarrick\nTheater\n\nfor the consideration\n\nof the Committee\n\non Resolutions\n\nmay\n\nbe\n\nto the Secretary, who will place them in the hands of the committee.\n\nNATIONAL\nSION A\n\nEDUCATION\n\nPresiding Officer—Olive\nYork City\n\nASSOCIATION—GENERAL\n\nM. Jones,\n\nPrincipal,\n\nPublic\n\nSchool\n\n_SES-\n\nNo.\n\n120, New\n\nCOMMUNITY\nSINGING\nDrector—Walter\n\nEvans, Teacher of Music, Shaw Junior High School,\nPhiladelphia, Pa.\nPianist—Louis Kazze, Teacher of Music, West Philadelphia High School\nfor Boys, Philadelphia, Pa.\n\nPRAYER\n\nRADIO AND THE CHILD (Forty Minutes)\nW. E. Harkness, Vice-president, Broadcasting\nNew York City\nNEWSPAPERS AND CHILDHOOD (Forty Minutes)\nJulia M. Traver, School Editor, Rochester\nRochester, N. Y.\nTHE\n\nTuesday\nJune 29\n\n9:00 A.M.\n\nCHILD\n\nAND\n\nfrom\n\nGeorgia,\n\nASSOCIATION—GENERAL\n\nSEScae\n\nPicture\n\nUnited\n\nEDUCATION\n\n.\n\n(Forty Minutes)\n\nStates\n\nRepresentative\n\nForrest\n\nPresiding Officer—Carroll\n\nG. Pearse,\n\nMilwaukee,\n\nTheater\n\nCOMMUNITY SINGING\nDirector—Forrest\n\nNewmeyer,\n\nTeacher\n\nR.\n\nAmerica,\n\nChronicle,\n\nMovinc\n\nDemocrat\n\nof\n\nand\n\nWilliam David Upshaw,\nAtlanta, Ga.\nYALE FitmM—Independence\n\nNATIONAL\nSION B\n\nTHE\n\nCompany\n\nWis.\nof\n\nMusic,\n\nSchool, Philadelphia, Pa.\nPianist—Harry P. Hoffmeister, Teacher of Music,\nHigh School for Boys, Philadelphia, Pa.\n\nFrankford\n\nWest\n\nHigh\n\nPhiladelphia\n\nPRAYER\n\nBRINGING BiG OUTLOOKS OF SCIENCE TO THE CHILDREN (Forty Minutes)\nDavid Dietz, Science Editor, The Cleveland Press, Cleveland, Ohio\n\nTHe CHILD AND THE New\nKate Wofford,\n\nNew\n\nSoutH\n\n(Forty Minutes)\n\nSuperintendent of Laurens County Schools, Laurens, S. C.\n\nRoaps To CHILDHOOD\n\n(Forty Minutes)\n\nAnnie\n\nSupervisor\n\nCarroll\n\nbrary, New\nFILM—CALIFORNIA\n\nMoore,\n\nYork City\nTHE\n\nGOLDEN\n\nof Work\n\nwith\n\nChildren,\n\nPublic\n\nLi-\n\n"} {"page": 1057, "printed_page": null, "text": "ProGRAM\n\nDEPARTMENTS\n\nAND\n\nPHILADELPHIA\n\nALLIED\n\n_ Programs are arranged\nin the Official Program.\n\nNATIONAL\nCERT\n\nOF\n\n1053\n\nORGANIZATIONS\n\nunder the names\n\nEDUCATION\n\nCONVENTION\n\nof the various groups\n\nelsewhere\n\nASSOCIATION—SYMPHONY\n\nCON-\n\nPHILADELPHIA ORCHESTRA\nPhiladelphia, long recognized as an important musical center, is justly\nproud of its Orchestra.\nThe Philadelphia Orchestra was founded in 1900.\nFrom its beginning, it commanded widespread attention, constantly growing\nin recognition under its successive conductors,—Fritz Scheel, Karl Pohlig,\nand Leopold Stokowski.\nUnder Dr. Stokowski’s magnetic leadership, the\n\nfame of the Philadelphia Orchestra\nand\n\neven\n\nto\n\nEuropean\n\nmusical\n\nTuesday\nJune 29\n\n2:00 P.M.\n\nTuesday\nJune 29\n8:00 P.M.\nSesquicentennial\nAuditorium\n\nhas spread to every corner of the land\ncenters.\n\nDr.\n\nStokowski\n\nhas\n\ntaken\n\nthe\n\nOrchestra on tour to most of the large cities of the United States and contemplates a European tour in the summer of 1927.\nThe privilege of hearing this noted orchestra without special charge is\nmade possible through the courtesy of teachers and citizens of Philadelphia.\n\nNATIONAL\nEDUCATION\nASSOCIATION—SECOND’\nBUSINESS SESSION OF REPRESENTATIVE\nASSEMBLY\nPresiding Officer—President of the Association.\nCOMMUNITY AND STATE SONGS\nDirector—Father William J. Finn, Director of Paulist Choristers, New\nYork City\nPianist—F. Edna Davis, Teacher of Music, William Penn High School,\nPhiladelphia, Pa.\nPRAYER\n\nKEYNOTE AppreEss (Ten Minutes)\nJessie Gray, Training Teacher,\ndelphia, Pa.\n\nPhiladelphia\n\nTEACHING\n\nDiscussion\n\nOF Democracy:\n\nLeader—J.\n\nChairman\n\nREPORT\n\nO. Engleman,\n\nAND\n\nNormal\n\nPhila-\n\n(Fifteen Minutes)\n\nSuperintendent of Schools, Terre\n\nof the Committee\n\nSchool,\n\nHaute, Ind.;\n\non the Teaching of Democracy.\n\nCLASSROOM TEACHERS’ PROBLEMS: REPORT AND Discussion (Fifteen Minutes)\nLeader—Anna E. Riddle, Teacher, Saint Joseph, Mo.; Chairman of the\nCommittee of One Hundred on Classroom Teachers’ Problems.\n\nVisuAL\n\nEpucaTION:\n\nREporT\n\nAND\n\nDiscussion\n\n(Fifteen Minutes)\n\nLeader—Thomas E, Finegan, Harrisburg, Pa.; Chairman of Committee\non Visual Education.\nAMERICAN EpUCATION WEEK: Report AND Discussion (Fifteen Minutes)\nLeader—Thomas\nE. Johnson, State Superintendent of Public Instruction, Lansing, Mich.; Chairman of Committee on American Education Week.\nRuRAL TEACHERS’ ProsLEMS: Report AND Discussion (Fifteen Minutes)\nLeader—Harold\n\nW.\n\nFoght,\n\nPresident,\n\nNorthern\n\nNormal\n\nand\n\nIndustrial\n\nCollege, Aberdeen, S. D.; and Chairman of the Committee\nHundred on Rural Teachers’ Problems.\nPROBLEM OF TENURE: ReporT AND Discussion (Fifteen Minutes)\n\nof One\n\nLeader—Frederick\nM. Hunter, Superintendent of Schools, Oakland,\nCalif.; Chairman of the Committee of One Hundred on the Problem\nof Tenure.\n| FjISLATIVE COMMISSION: REPORT AND Discussion (Fifteen Minutes)\nLeader—George D. Strayer, Professor of Educational Administration,\nTeachers College, Columbia University, New York City; Chairman\nof the Legislative Commission,\n\nThird\nDay\nWednesday\nJune 30\n9:00 A.M.\nAcademy of\nMusic\n\n"} {"page": 1058, "printed_page": null, "text": "1054\nWednesday\nJune 30\n9:00 A.M.\n\nGarrick\nTheater\n\nNATIONAL\n\nNATIONAL\nSION A\n\nEDUCATION\n\nASSOCIATION\n\n_SES-\n\nASSOCIATION—GENERAL\n\nEDUCATION\n\nPresiding Officer—John A. H. Keith, President, State Normal School, Indiana,\nPa.\n\nCOMMUNITY\n\nSINGING\nDirector—Walter Evans, Teacher of Music: Shaw Junior High School,\nPhiladelphia, Pa.\nPianist—Herman Widmaier, Teacher of Music, Jones Junior High\nSchool, Philadelphia, Pa.\n\nPRAYER\nTEACHING SERVICE THROUGH THE JUNIOR RED CROSS (Thirty Minutes)\nArthur W. Dunn, National Director, American Junior Red Cross,\n\nWashington,\n\nD. C.\n\nUTILIZING CHILDREN’s SPECIAL GiFTs (Thirty Minutes)\nDy\nFlora Drake, Assistant Superintendent of Schools, Indianapolis,\nLEGISLATION IN THE INTERESTS OF CHILDHOOD\nFrancis G. Blair, State Superintendent\nfield, Ill.\n\nInd.\n\n(Thirty Minutes)\nof Public Instruction,\n\n;\nSpring-\n\nTRAINING TEACHERS FOR THE NATION’S CHILDREN (Thirty Minutes)\nUel W. Lamkin, President, Northwest Missouri Teachers\nMaryville, Mo.\nan\n\nCollege,\n\nWednesday\nJune 30\n9:00 A.M.\n\nNATIONAL\nSIONB\n\nEDUCATION\n\nASSOCIATION—GENERAL\n\nSES-\n\nForrest\nTheater\n\nPresiding Officer—E. Ruth Pyrtle, Principal, McKinley School, Lincoln, Nebr.\nCoMMUNITY SINGING\nDirector—Harry P. Hoffmeister, Teacher of Music, West\nHigh School for Boys, Philadelphia, Pa.\n\nPhiladelphia\n\nPianist—Louis Kazze, Teacher of Music, West Philadelphia\n\nHigh School\n\nfor Boys, Philadelphia,\n\nPa.\n\nPRAYER\n\nINDUsTRY’s INTEREST IN THE EDUCATION OF THE CHILD (Thirty Minutes)\nR. L. Cooley, Director of Vocational Education, Public Schools,\nwaukee, Wis.\nTHE CHILD AND THE MILL\n\nKatharine\nPREVENTING\n\n(Thirty Minutes)\n\nDozier, Gainesville, Ga.\n\nDELINQUENCY\n\nWilliam\n\nAMONG\n\nCHILDREN\n\n(Thirty\n\nHealy, Director of the Judge Baker\n\nTHE CHILD INSTEAD OF WAR\n\nMinutes)\n\nFoundation, Boston, Mass.\n\nAS A CENTER OF Wortp INTEREST\n\n(Thirty Min-\n\nutes)\nAugustus O. Thomas, State Commissioner of, Education, Augusta,\nand President, World Federation of Education Associations\n\nWednesday\nJune 30\n\nNATIONAL\n\nMil-\n\nEDUCATION\n\nMe.;\n\nASSOCIATION\n\nThis afternoon will be left free in order that those attending the convention may visit historic and literary. shrines or view the exhibits at the\nSesquicentennial.\nTrips by auto or airplane will give the visitor an excellent idea of the treasures Philadelphia holds in store.\n\n"} {"page": 1059, "printed_page": null, "text": "PROGRAM\n\nNATIONAL\n:\nSION\nSeay\nalif.\n\nOF PHILADELPHIA\n\nEDUCATION\n\nOfficer—Fred\n\nM.\n\n1055\n\nCONVENTION\n\nASSOCIATION—GENERAL\na\n\nHunter,\n\nSuperintendent\n\nOrcAn ReciTaL (7:45 to 8:15)\nOrganist—Paul E. Duffield, Teacher\nPhiladelphia, Pa.\n\nSES-\n\nof Schools,\n\nof Music, Northeast\n\nOakland,\n\nHigh\n\nWednesday\nJune 30\n7:45 P.M.\n\nSesquicentennial\nAuditorium\n\nSchvol,\n\nPRAYER\nTHE CHILDREN OF Topay (Forty Minutes)\nAngelo Patri, Principal, Public School 45, New York City\nTHE TRAGEDY OF MISUNDERSTOOD YOUTH (Forty Minutes)\nBrooks Fletcher, United States Representative from Ohio, Marion, Ohio\nTHE FINAL TEsT OF THE AMERICAN SCHOOL’s Success (Forty Minutes)\nRandall J. Condon, Superintendent of Schools, Cincinnati, Ohio; and\nPresident, Department of Superintendence.\n\nNATIONAL EDUCATION ASSOCIATION—THIRD\nSESSION OF REPRESENTATIVE ASSEMBLY\n\nBUSINESS\n\nFourth Day\nThursday\n\nPresiding Officer—President of the Association\nCOMMUNITY\n\nSINGING AND\n\nAcademy\nof Music\n\nSTATE SONGS\n\nDirector—Geoffrey O’Hara, Song Writer\nPianist—F. Edna Davis, Teacher of Music, William\nPhiladelphia, Pa.\n\nPenn High School,\n\nPRAYER\n\nKeynote Appress (Ten Minutes)\nJ. A. C. Chandler, President, College of William\nburg, Va.\nSTANDARDS,\n\nAND\n\nREQUIREMENTS,\n\nDiscussion\n\nAND\n\nCREDITS\n\nFOR\n\n\"TEACHERS\n\nand Mary,\nIN\n\nWilliams-\n\nSERVICE:\n\nREPORT\n\n(Fifteen Minutes)\n\nLeader—Joseph Rosier, President, State Teachers College, Fairmont, W.\nVa.; Chairman of the Committee on Standards, Requirements, and\nCredits for Teachers in Service\n\nEDUCATIONAL\n\nNOMENCLATURE:\n\nREPORT AND Discussion\n\n(Fifteen Minutes)\n\nLeader—John W. Withers, Dean, School of Education, New York University, New York City; Chairman of Committee on Educational\nNomenclature\nETHICS OF THE PROFESSION: REPORT AND Discussion (Fifteen Minutes)\nLeader—Sarah T. Muir, Teacher, Lincoln High School, Lincoln, Nebr.;\nChairman of Committee on Ethics of the Profession\nEpiTorIAL CounciIL: Report AND Discussion (Fifteen Minutes)\n\nLeader—William C. Bagley, Teachers College, Columbia\nNew York City; Chairman of the Editorial Council\n\nUniversity,\n\nCoMMUNITY RELATIONS: REPORT AND Discussion (Fifteen Minutes)\nLeader—George E. Carrothers, College of Education, Ohio University,\n\nAthens, Ohio;\n\nChairman\n\nBETTER COOPERATION BETWEEN\nsion (Fifteen Minutes)\n\nof Committee\nSCHOOLS\n\nAND\n\non Community\nMuseuMS:\n\nRelations\n\nREPORT\n\nAND\n\nDIscus-\n\nLeader—Henry Turner Bailey, Director, Cleveland School of Art, Cleveland, Ohio; Chairman of the Committee on Better Cooperation Between Schools and Museums\n.\nHomes For RETIRED TEACHERS: ALSO BEHAVIOR PROBLEM CHILDREN: REPORTS\nAND Discussions (Twenty Minutes)\nLeader—Olive M. Jones, Principal, Public School No. 120, New York\n\nCity; Chairman of the Committee on Homes for Retired\nand of the Committee on Behavior Problem Children.\n\nTeachers,\n\n"} {"page": 1060, "printed_page": null, "text": "1056\nThursday\nJuly 1\n9:00 A.M.\nGarrick\nTheater\n\nNATIONAL\n\nEDUCATION\n\nNATIONAL\nSION A\nPresiding\n\nEDUCATION\n\nOfficer-—-Thomas\n\nASSOCIATION\n\nASSOCIATION—GENERAL _ SESae\nato\n\nE. Finegan,\n\nHarrisburg,\n\nPa.\n\nCOMMUNITY SINGING\nDirector—Harry P. Hoffmeister, Teacher of Music, West Philadelphia\nHigh School for Boys, Philadelphia, Pas\nPianist—Louis Kazze, Teacher of Music, West Fuiladelpe High\nSchool for Boys, Philadelphia, Pa.\nPRAYER\n\nA Stupy OF THE PrescHooL AGE—Illustrated (Forty Minutes)\nBird T. Baldwin, Director of Jowa Child Welfare Research\nState University of Iowa, Iowa City.\nTHE EpucaTION\nMinutes )\n\nOF\n\nTHE\n\nVOLUNTEER\n\nIN\n\nGIRL\n\nSCOUT\n\nStation,\n\nORGANIZATION\n\n(Forty\n\nSarah Louise Arnold, President, Girl Scouts of America, Lincoln, Mass.\n\nCHALLENGING Epocus IN THE LIFE OF THE CHILD (Forty Minutes)\nEdwin D. Starbuck, Professor of Philosophy, State University\nlowa\n\nThursday\n\nJuly 1\n9:00 A.M.\nForrest\nTheater\n\nNATIONAL\nSION B\nPresiding\nMich.\n\nof Terai\n\nCity.\n\nEDUCATION\n\nOfficer—Jessie\n\nASSOCIATION—GENERAL\nSESee\nCes\n\nM. Fink, Principal, Palmer\n\nCOMMUNITY SINGING\nDirector—Paul E. Duffield,\nPhiladelphia, Pa.\n\nPianist—Herman\nSchool,\n\nTeacher\n\nWidmaier,\n\nPhiladelphia,\n\nof Music,\n\nTeacher\n\nof\n\nSchool, Grand\n\nRapids,\n\nNortheast\n\nHigh\n\nSchool,\n\nJunior\n\nHigh\n\nMusic,\n\nJones\n\nPa.\n\nPRAYER\n\nTHE\n\nCLAssROOM\n\nTEACHER\n\nAS A DISCOVERER\n\nOF THE\n\nSPECIAL\n\nHooD (Forty Minutes)\nJulia E. Sullivan, President, Department of Classroom\n\nNEEDS\n\nOF CHILD-\n\nTeachers,\n\nBoston,\n\nMass.\n\nFITTING THE\n\nNEW\n\nELEMENTARY\n\nSCHOOL TO THE\n\nCHILD\n\nJames F. Hosic, Professor of Education,\nUniversity, New York City.\nTHE\n\nScHOOLS oF Tomorrow (Forty Minutes)\nJohn J. Tigert, United States Commissioner\n\nDy CG\n\nThursday\n\nDEPARTMENTS\n\nAND\n\nALLIED\n\nPrograms are arranged under\nwhere in the Official Program.\n\nthe\n\n(Forty Minutes)\n\nTeachers\n\nCollege,\n\nof Education,\n\nCoiumbia\n\nWashington,\n\nORGANIZATIONS\nnames\n\nof the\n\nvarious\n\ngroups\n\nelse-\n\n"} {"page": 1061, "printed_page": null, "text": "PROGRAM\n\nNATIONAL\nSION\n\nOF PHILADELPHIA\n\nEDUCATION\n\nSL\n\n1057\n\nCONVENTION\n\nOE\n\nSe\n\nSES-\n\nThursday\nJuly 1\n7:45 P.M.\n\nPresiding\n\nOfficer—President\n\nof the Association.\n\nORGAN RECITAL (7:45\nOrganist—Forrest\n\nto 8:15)\nR. Newmeyer,\n\nSchool,\n\nPa.\n\nPhiladelphia,\n\nTeacher\n\nof Music, Frankford\n\nHigh\n\nSesquicentennial\nAuditorium\n\nPRAYER\n\n1 HEAR THE CHILDREN SINGING (Forty Minutes)\nA. E. Winship, Editor, Journal of Education, Boston, Mass.\nTHE\n\nCHILD’s BIRTHRIGHT IN ArT (Forty Minutes)\nHenry Turner Bailey, Director, Cleveland School\nOhio.\n\nNATIONAL EDUCATION\nNAL BUSINESS SESSION\nPresiding\n\nOfficer—President\n\nof Art,\n\nCleveland,\n\nASSOCIATION—FOURTH AND FIOF REPRESENTATIVE ASSEMBLY\n\nof the Association\n\nCOMMUNITY SINGING\nDirector—Albert N. Hoxie, Philadelphia, Pa.\nPianist—F. Edna Davis, Teacher of Music, William\nPhiladelphia, Pa.\n\nof Music\nPenn\n\nHigh School,\n\nAssociation, Wash-\n\nREVISION OF DEPARTMENTS: REPORT AND DISCUSSION\nLeader—Randall J. Condon, Superintendent of Schools, Cincinnati, Ohio;\n\n_\nChairman of the Committee on the Revision of N. E. A. Departments\nRESEARCH ApvisorY: REPORT AND Discussion (Fifteen Minutes)\nLeader—J. A. C. Chandler, President, College of William and Mary,\nWilliamsburg, Va.; Chairman of the Research Advisory Committee\nREPORT OF THE TREASURER\n:\nA\nt\n;\nHenry Lester Smith, Dean, School of Education, Indiana University,\n\nBloomington, Ind.; Treasurer of the National Education Association\nReport OF THE BOARD OF ‘TRUSTEES\nWalter R. Siders, Superintendent of Schools, Pocatello, Idaho; Chairman of the Board of Trustees\nwy\n:\n2\nCOMMITTEES: REPORT AND DISCUSSION\nJesse H. Newlon, Superintendent of Schools, Denver, Colo.; Chairman\nof the Committee on Committees\nREPORT OF THE EX&CUTIVE COMMITTEE AND BOARD OF DIRECTORS, INCLUDING\nREPORT OF THE BUDGET COMMITTEE\nREPORT OF COMMITTEE ON NECROLOGY, 1925-26\nErnest L. Crandall, Director of Lectures\n\nSchools, New\nUNFINISHED BUSINESS\nNew BUSINESS\nREPORT OF COMMITTEE\n\nYork City; Chairman\n\nON\n\nRESOLUTIONS\n\nREPORT OF ELECTION OF OFFICERS\n\nand\n\nVisual\n\nof Committee\n\nFriday\n\nJuly 2\n9:00 A.M.\nAcademy\n\nPRAYER\n\nREPORT OF THE SECRETARY (Ten Minutes)\nJ. W. Crabtree, Secretary of the National Education\nington, D. C.\n\nFifth Day\n\nEducation,\n\non Necrology\n\nPublic\n\n"} {"page": 1062, "printed_page": null, "text": "1058\n\nNATIONAL\n\nMINUTES\n\nOF THE\n\nEpucATION\n\nSIXTH\n\nASSOCIATION\n\nREPRESENTATIVE\n\nASSEMBLY’\n\nPhiladelphia, Pennsylvania, June 27-July 2, 1926\nFirst Business\n\nSession, Tuesday,\n\nJune 29, 1926\n\nThe first business session of the Sixth Representative Assembly, meeting in connection with the Sixty-fourth Annual Convention of the National Education Association, was called to order by the President of the Association, Mary McSkimmon,\nprincipal of the Pierce School, Brookline, Massachusetts, on Tuesday. morning,\nJune 29, at 9:25 o’clock, in the Academy of Music, Philadelphia, Pennsylvania.\n(Community singing and state songs under the directionof George H. Gartlan,\nDirector of Music, New York City Public Schools.)\nAt the request of Miss McSkimmon, the audience rose and repeated the Lord’s\nPrayer.\n\nA basket of flowers was presented to Miss McSkimmon by the Oregon delegation at this time.\nIn behalf of the Chamber of Commerce, of St. Joseph, Missouri, the presentation\nof a gavel was made by Anna Riddle, a classroom teacher in St. Joseph.\nMiss\nRiddle explained that the gavel was made of wood used by the first pony express,\nwhich was established in 1860.\nMiss McSkimmon (in accepting the gavel): This beautiful gift will go with me\nnot only as a memorial of that noble and gracious state, my host of a few months\nago, but as a memory of this great assembly which has come together this morning to take such action as shall make the path plain and straight for the best educational progress in our country.\nI ask you, dear Miss Riddle, to convey to your\nChamber of Commerce a sense of my deep gratitude and my heartfelt appreciation.\nWe are now to have a brief address by Doctor Broome, superintendent of the\nschools in this city. (Dr. Broome then delivered the keynote address for the day.\nIt is published in the Proceedings.)\nMiss McSkimmon: Before we continue with the rest of the program, we will\n\nhave a little interlude for one of our states which has something to sing to us.\nIllinois.\n(The Illinois delegation marched on the stage, sang state songs, and\nextended greetings.)\nMiss McSkimmou: We shall now listen to the Report of the Committee on\nCredentials by the chairman of the committee, John E. Colburn.\nMr. Colburn: Permit me to present the report of the committee as follows:\nThe Credentials Committee of the National Education Association met in regular session in the convention headquarters office of the Academy of Music at 8 P. M.,\nJune 28, 1926.\nIt elected officers and appointed a subcommittee consisting of\nMary Elizabeth O’Connor, Massachusetts; Herbert C. Hauser, Illinois; and Mary\nUley, Oregon.\nInasmuch as no protests or questions were raised regarding the eligibility of any\ndelegates, the subcommittee, after going over the records, recommended that all\ndelegates whose credentials had been filed in the office of the Secretary be duly\nseated as the official delegates of the Representative Assembly now in session.\nIt\nhas been suggested that it might be of interest to the Assembly to know that out\nof a possible one thousand delegates, we have better than 90 percent present.\nI move the acceptance of this report.\n(The motion was seconded.)\nMiss McSkimmon: You have heard the report as read.\nThe motion for its\nacceptance has been seconded.\nIs there any discussjon?\n(The motion was’ put\nand carried.)\n‘This is a brief statement of the business sessions of the Sixty-fourth Annual Meeting of\ntle National Education Association as prepared by the Secretary.\nA complete copy of the\nnotes taken by the official reporter is in the Secretary’s office.\n\n"} {"page": 1063, "printed_page": null, "text": "MINUTES\n\nOF PHILADELPHIA\n\nCONVENTION\n\n1059\n\nThe illness of our friend, William B. Owen, makes it impossible for him to read\nhis report on rules.\n\nOur\n\nSecretary, Mr.\n\nCrabtree, will make that report.\n\nMr. Crabtree: Doctor Owen advises the adoption of the report as printed on\npage 5 of the Official Manual.\n(Reading from Official Manual and explaining\nthat these rules have been in force since the Boston meeting.) I move the adoption of these rules.\n(The motion was seconded.)\nMiss McSkimmon: It is moved and seconded that we adopt the rules that have\njust been read. Is there any discussion? All those in favor will say “aye”; those\nopposed\n\nIt is a vote.\n\n“no.”\n\nWe\n\nshall\n\nnow\n\nturn\n\nto the\n\nof Order\n\nadoption\n\nBusiness.\nMr. Newlon: I move that the Order of Business be adopted as printed\n(After a second to the motion, it was put and carried.)\nOfficial Manual.\n\nMiss McSkimmon:\n\nWe\n\nshall now\n\nbring to your\n\nattention\n\nthe minutes\n\nof\n\nin the\n\nof the\n\nIndianapolis meeting.\nMr. Crabtree: The minutes of the Indianapolis meeting are printed in the\nOfficial Manual on pages 46, 47, and so forth. You have all had a chance to read\nthese minutes, and I take it for granted that you have: done so, and therefore\nmove to adopt the minutes as printed in the Manual.\n(Seconded.)Miss McSkimmon: It has been moved and seconded that we adopt the minutes\nof the Indianapolis meeting as printed in the Manual.\nIs there any discussion?\nAll those in favor will say “aye”; those opposed, ‘‘no.” It is a vote.\nWe shall next listen to the Report-of. the Committee on Elections which will be\ngiven by the chairman, William J. Sanders, of Haverhill, Massachusetts.\nMr. Sanders: Madam chairman, fellow teachers.\nAt a meeting of the Committee on Elections yesterday, the following outline of procedure was unanimously\nadopted.\n\nThe\n\nannual\n\nelection will be held on Thursday,\n\nJuly 1.\n\nThe\n\npolls will\n\nbe open from 8 o’clock in the morning until 6 o’clock in the evening. The election will be held in the southern end of the foyer, of the Academy of Music.\nAppropriate signs will indicate the voting places. Boy Scouts will be on hand to\ndirect voters to the proper places. The ballot will be simple and will carry adequate instructions for marking—simply the placing of a cross at the right of the\ncandidate for which you want to vote.\nIt will be necessary for the delegate\nto\npresent to the inspector in charge his credential card, entitling him to a seat in\nthis Assembly.\nAll delegates make note of this and do not forget the credential\ncard. Only delegates may vote. No provision hasbeen made for absent voting.\nThe representatives of the teachers of the nation will have an opportunity on\nThursday to set an example for the other citizens of the nation by casting a one\nhundred percent vote.\nThe Committee on Elections requests that you vote early.\nMadam chairman: I move the adoption of this method of procedure.\n(Motion\nseconded.)\nMiss McSkimmon: You have heard the motion to adopt the Report of the Committee on Elections.\nIs there any discussion?\nAre you ready for the question?\nAll those in favor will say “aye”; those opposed, “no.” It is accepted.\nNext on the program as printed is the presentation of the Retirement Committee\nReport. Inasmuch, however, as it is necessary for that committee to have a meeting to discuss among themselves their printed report before presenting it here, we\nare postponing the presenting of the Retirement Report until Thursday morning.\nOur\n\nnext\n\nitem\n\nof business\n\nis the\n\nreport\n\nand\n\ndiscussion\n\nof Health\n\nEducation.\n\nDoctor Wood is not present with us this morning. I await any: motion.\nMr. Newlon: Madam president, it is my understanding that Doctor Wood's\nI move that the Representative Assemcommittee is presenting a printed report.\nbly accept. the report as printed and that we refer to the consideration of the\nExecutive Committee any recommendations that are made relative to the continuMy reason for doing so is because this inance of the work of that committee.\nthe work of committees necessitates such\ncourse,\nof\nas,\nproblem\nbudget\na\nvolves\nexpenditures, and that problem is being worked on this week.\n\n"} {"page": 1064, "printed_page": null, "text": "1060\n\nNaTioNAL\n\nEpDUCATiON\n\nASSOCIATION\nIs that\nby Mr. Newlon.\nIs there any discussion?\n\nMiss McSkimmon: You have heard the motion made\n(There was a second to the motion.)\nmotion seconded?\n\n(The motion was put and carried.)\nWe shall now have the report on international relationships.\nthe committee, William F. Russell, will present the report.\nDr. Russell: The report of the Committee on International\n\nThe\n\nchairman\n\nof\n\nRelationships consists of an account of the activities of your delegation at the meeting of the World\nFederation of Education Associations held in Edinburgh last summer, and some\nrecommendations as to future policy.\n(He then read the report which is printed\nin the Proceedings.)\nIf it is not improper, I moye the adoption of this report.\n(The motion was seconded and carried.)\nMiss McSkimmon: We shall now proceed to the next order of business on the\nprogram, the nomination of officers, and I am calling on Mr. Newlon, the vicepresident, to call the roll of the states, and to conduct this part of the program.\nWe shall follow the rules of last year, which was the first year of the election\nunder the new bylaws. We shall hold to the time limit of two minutes for nominating speeches. I find that to be the printed rule, Mr. Newlon.\nMr. Newlon: \\t is my duty, as requested by President McSkimmon and Secretary\n\nCrabtree, to read the roll of states. As I call the roll of states, each state will place\nin nomination any candidate it wishes to present for the office of president, or for\nthe office of vicepresident (eleven vicepresidents to be chosen), for the office of\ntreasurer, and each state will also place a nomination for state director. Secretary\nCrabtree requests that these names be written out and signed by the chairman of\nthe delegation and sent up to the platform so that we may have an official record\nof the nominations and not be entirely dependent on the nominations from the flgor.\nI shall now read the list of states which you will find on page 5 of the Official\nProgram.\nAlabama—Alabama Delegate: For the nomination of president, the Alabama\ndelegation gives way to Illinois.\nW. P. Morgan, of Macomb, Illinois: Madam chairman, delegates from Alabama,\nmembers of the National Education Association.\nIt is a great pleasure, I assure\nyou,\n\nfor the teachers\n\nof Illinois\n\nto be represented\n\nhere.\n\nThe\n\nteachers\n\nof Illinois\n\nhave not always been a unit on national and state education problems, but on the\nquestion which confronts us at this hour, they are a unit. The classroom teacher,\nthe supervisor, the superintendent, the principal, the high school teachers, the normal school teachers, college teachers, teachers who are Democrats, teachers who are\nRepublicans, teachers who are Progressives, yea, teachers who are members of the\nFederation, and teachers who are not members of the Federation are a unit in\n\nbelieving that there is one outstanding man\n\nin Illinois who ought to be president\n\nof this wonderful organization. The teachers of Illinois have the honor of presenting for your consideration for the greatest position in this Association the name\nof our own superintendent, Francis G. Blair.\n(He then called attention to Doctor\nBlair's outstanding record and made a plea for his election.\nHe read a letter\nconcerning Doctor Blair’s record from expresident Owen prevented from attendance because of sickness.)\nWhen Arkansas was called the chairman of che delegation stated that Arkansas\ngave way to Missouri and Miss Toomey stepped forward.\n\nGrace Toomey: Madam chairman, and\nwishes to thank Arkansas for its courtesy.\n\nMissouri\n\nState Teachers\n\nAssociation,\n\ndelegates of this Assembly, Missouri\nIn the absence of the President of the\n\nthey thought it best for the first vicepresi-\n\ndent to speak to you this morning on our nominee for the National Education Association. I represent the elementary teachers of Missouri and I think probably the\nfirst vicepresident of the State Teachers Association of the elementary group.\nMissouri does not want a monopoly of time for this presentation and neither\nhave we the desire along the line of monopoly of presidents for the National\nEducation\n\nAssociation.\n\nMissouri\n\nhas\n\na man\n\nwhose\n\ntemperament,\n\ntraining,\n\nand\n\n"} {"page": 1065, "printed_page": null, "text": "MINUTES\n\nOF PHILADELPHIA\n\nCONVENTION\n\n1061\n\nexperience splendidly qualify him for the position of president of this wonderful\nNational Education Association.\n(After callimg attention to her candidate’s suc\ncessful career and to his qualities of leadership she said:) Missouri feels that it\nhas a man who can show you how things ought to be done, and he can show you\nhow to do them!\nMadam chairman, Missouri places in nomination, therefore,\nfor president of the National Education Association, Uel W’. Lamkin.\nFor a list of State Directors as nominated by the various states and elected,\nsee list of officers elsewhere in the Proceedings.\nNominations for vicepresidents were made as follows:\nArizona\n\nnominated\n\nA. J. Matthews,\n\nPresident,\n\nState\n\nTeachers\n\nCollege,\n\nArkansas nominated Sue Powers, County Superintendent of Schools\nCalifornia nominated Claude W. Sandifur of Los Angeles.\nDistrict of Columbia nominated Selden M. Ely.\nMaine nominated Florence Hale.\nMichigan nominated Mrs. Jessie M. Fink of Grand Rapids.\n\nTempe.\n\nof Shelby.\n\nMinnesota nominated Helen Shove.\nMontana nominated May Trumper.\nNew\n\nJersey nominated\n\nIra T. Chapman,\n\nSuperintendent\n\nof Schools,\n\nElizabeth.\n\nOklahoma nominated P. P. Claxton.\nOregon nominated Mary Ulen.\nSouth Dakota nominated H. W. Foght.\nVirginia nominated Joseph H. Saunders.\nWashington seconded nomination of Sandifur\nIndiana\n\nnominated\n\nHenry Lester\n\nSmith\n\nof California.\n\nfor treasurer.\n\nMiss McSkimmon: We are in possession of the names that have been given for\ndirectors of states. May I ask you to present to the Secretary every name that has\nbeen given this morning for vicepresident. We are not sure that we have all of\nthose\n\nas chairman\n\nof the Com-\n\nmittee on Elections, and his committee to take charge of the election\n\nnames.\n\nAt this time\n\nI wish\n\nto ask Mr.\n\nSanders,\n\nand to serve\n\nas tellers on that occasion.\n(The motion was made and seconded to authorize the\nSecretary to cast a unanimous ballot for all those candidates where there was no\nopposition, namely for treasurer and state directors.)\nMiss McSkimmon: Outside in the registration office of this building, the chairman of the Legislative Commission wishes a meeting of his committee immediately\nupon the dispersal of this meeting.\nIs there any other announcement any one\nwishes to make at this time?\n(There was none.) '\nThere will be a meeting of the Committee on International Relationship tomor-\n\nrow\n\nat the Hollingsworth\n\nment?\n(A motion\njourned.\n\nSecond\n\nwas\n\nschool, at two o’clock.\n\n‘Is there a motion\n\nmade,\n\nseconded,\n\nand\n\ncarried.)\n\nBusiness\n\nSession,\n\nWednesday,\n\nThis\n\nfor adjourn-\n\nmeeting\n\nstands\n\nad-\n\nJune 30, 1925\n\nThe meeting was called to order by Mary McSkimmon, President of the Na(Community\ntional Education Association, in the Academy of Music at 9 a. M.\n(After the music the convenand state songs; Father William J. Finn, Director.)\ntion rose and repeated the Lord’s Prayer.)\nMiss McSkimmon: \\t is a very great pleasure and real joy to present to you\nat this time Jessie Gray of Philadelphia, who will give the keynote address of\n\n(Miss Gray delivered the address which is printed in the\ntoday’s meeting.\nProceedings.)\n» Miss McSkimmon: We are going to pause a moment and find out what became\n(Singing and music\nof New Jersey this morning.\nBand and stunts by the New Jersey delegation.)\n\nMiss McSkimmon:\nare\n\nready to go on\n\nHaving\nwith\n\nour\n\nbeen\n\nrefreshed\n\nprogram,\n\nby the\n\nFourteenth\n\nInfantry\n\nNew\n\nJersey, we\n\nby the music from\n\n| wish\n\nto call first this morning\n\nfor the\n\n"} {"page": 1066, "printed_page": null, "text": "1062\n\n'\n\nNatIonAL\n\nEpucatTion\n\nASSOCIATION\n\nreport on American Education Week because the leader, Thomas E. Johnson, is\nobliged to take an early train.\n(Mr. Johnson gave the report in detail.\nIt is\npublished in- THE-Journat and Proceedings.) Mr. Johnson: I move the the\nof this report.\n(The motion was seconded.)\nMiss McSkimmon: You have heard the report and you have heard the motion\nfor its acceptance.\nIs there any discussion?\n(The motion was put and carried.)\nWe will now listen to the report on Rural Teachers Problems by the chairman\nof the committee, Harold\n\nW. Foght of South\n\nDakota.\n\nMr. Foght:\n(He then gave a complete report which is printed in the Proceedings.)\nMadam President, 1 wish to move the adoption of the committee report.\n(The\nmotion was seconded.)\nMiss McSkimmon: You have heard the motion for the adoption of the committee report. It has been seconded.\nIs there any discussion on this report?\n(There\nis none.\nThe motion was put, carried, and adopted.)\nMiss McSkimmon: Let us now listen to the report on Classroom\n\nTeachers Problems by Anna E. Riddle of St. Joseph, Missouri, chairman of the committee.\nMiss Riddle: (Presented report and asked that it be printed in the Proceedings.)\nI move the adoption of the report.\n(The motion was seconded.)\nMiss McSkimmon: You have heard the recommendation of this committee as\nexpressed by its chairman. Is there any discussion of the report?\n(After the discussion the motion was put and carried and the report was adopted.)\nLet us now listen to the report of the Committee on Visual Education by its\nchairman, Thomas E. Finegan of Harrisburg, Pennsylvania.\nDr. Finegan: You have all received a copy of this report and I shall not take\ntime to read it. (He mentioned two or three important items in the report.)\nI\nmove the adoption of.the report and that the Association express its appreciation\nto Mr. Eastman and offer its cooperation in his enterprise in this field.\n(The\nmotion was seconded, put, and carried.)\nMiss McSkimmon; The next.item of interest for us today is the report and discussion of the problem of tenure by the chairman of the committee, Fred M.\nHunter of California.\n(Mr. Hunter then gave the report and conducted the discussion in which a num-\n\nber of members participated, including Miss Hardin of Chicago, Mr. Rosier\nWest Virginia, Miss Peterson of. Ohio, Miss Adair of Virginia, Mr. Glennie\nNew Jersey, Mr. Clifton of California, and Mrs. Hughes of California.)\n\nof\nof\n\nMr. Hunter: I move the adoption of this report and the continuance of the committee of One Hundred on the Teacher Tenure Problem.\n(The motion was seconded, put, and carried, and the report adopted.)\n\nMiss. McSkimmon: The next and last section of our program this morning is\nthe report of the Legislative Commission which will be presented by George D.\nStrayer, Teachers College, Columbia University, New York Ma chairman of the\ncommission.\n:\nDr. Strayer:\n(The report was presented and Dr. Strayer eaatneed the discussion in which many members participated, among them Mary GC. C. Bradford of\n\nColorado, Mr. Potter of Vermont, Mr. Wannamaker of South Carolina, Miss\nBlanton of Texas, Guy M. Wilson of Massachusetts, Miss Williams of Washington,\nD. C., and Miss Wofford of South Carolina.)\nMadam President, I move that the\nreport of the committee be adopted and the Legislative Commission continued.\nMiss McSkimmon: You have heard the recommendation.\nIs it seconded?\nIt is\nseconded. Let us vote on its adoption. It is.a unanimous vote.\nMr, Wannamaker: Madam President, pardon me, I do not want to be misunderstood.\nI voted “no” on that Pe\noes and I just wanted to be sure my\nvote was recorded that way.\nMiss McSkimmon: I did not hear your vote. It will be counted on the negative.\n\nS. L. Smith of Tennessee:\n\nI move\n\na rising vote\n\nMiss Williams for the excellent’ work they have done.\n\nof thanks to Dr. Strayer\n(The motion was\n\nand\n\nseconded.)\n\n"} {"page": 1067, "printed_page": null, "text": "MINuTES\n\nOF PHILADELPHIA\n\nCONVENTION\n\n1063\n\nMiss McSkimmon: 1 will put the motion in a few moments.\nI wish to say to\nyou that the people who have sat with me this morning, good judges of wellbehaved organizations, say that this is the most magnificent group of attentive\npeople they have ever seen. That belongs to you. I want to thank every one of\nyou for the pains you have taken in this beautiful and gracious room to make\nyour statements so crystal clear that they have been a joy to everyone of us.\nMr. Wannamaker:\n(After an explanation of the attitude of the South Carolina\ndelegation on the Bill, Mr. Wannamaker secured the floor.)\nMadam President,\n1 do not know of any organization in the United States that is working harder for\nthe Education Bill than the South Carolina Teachers Association, and it is extremely embarrassing to me to come here and be placed in the position that I am\nnow placed.\nMiss McSkimmon: It will be possible for you to take back your vote.\nMr. Wannamaker: I simply wanted to have myself in a consistent position.\nI\nfavor the continuance of the committee and wish to approve of its work. I therefore wish to change my vote from “no” to “aye” and to make it unanimous.\nMrs. McSkimmon:\n\nThe change has been made\n\nand the vote is unanimous.\n\nMr. Smith of Tennessee: Madam President, I call for a vote on the motion to\nthank Dr. Strayer and Miss Williams for their splendid work.\n\nMiss McSkimmon:\n\nYes; we are ready to put that motion.\n\nthe motion are requested\ndeclared adjourned.\n\nThird\n\nto stand.\n\nBusiness\n\nThe\n\nconvention\n\nstood\n\nAll those in favor of\nand\n\nthe meeting\n\nwas\n\nSession, Thursday, July, 1, 1926\n\nThe meeting was called to order by Mary McSkimmon, President of the National Education Association, in Academy of Music, Philadelphia, Pennsylvania,\nThursday, July 1, 1926, 9:00 a. m.\nCommunity singing, state songs, and state\nstunts. Director Geoffrey O’Hara in charge of music.)\n\nMiss McSkimmon: It is a great omen for the spirit of the schools of America\nwhere the teachers and leaders of education can learn how to play with the same\nefficiency that they know how to work. We are greatly indebted to the states who\nhave entertained us so well. Will you stand and repeat together the Lord’s Prayer?\n(The convention\n\nrose and repeated\n\nthe Lord’s Prayer.)\n\nLet it be said of the sixty-fourth meeting of our Association that an example\nhas been set to the voting people of the entire country by that splendid use of\nthe ballot as shown in this election. I call upon everyone here to use the ballot\ntoday. The polls are open today till six o’clock. Instructions are on your delegate\ncards.\nPlease have the card exchanged in the foyer of this building where the\nvoting takes place.\nIt is no credit to either candidate to win by less than half of the vote of the\nentire delegate assembly. Let us cast a 100 percent vote.\nIt is a great happiness this morning to introduce Dr.\n\nChandler of Virginia,\nPresident of William and Mary College, who will deliver the keynote address for\nthe day.\n(Dr. Chandler responded with an excellent address which is printed in\nthe Proceedings.)\nThe first report to be considered today is a report on Standards, Requirements,\n\nand Credits for Teachers\n\nin Service.\n\nThe leader is President Rosier of the State\n\nWe will\nTeachers College, Fairmont, West Virginia, chairman of the committee.\nnow listen to Mr. Rosier’s report.\nMr. Rosier: (Reads the report and afterwards conducts the discussion in which\nthe following are among those who participated, Henry Turner Bailey of Ohio,\nMr. Wenten of Maine, Miss Davis of California, and Mrs. Jones of California.)\nI move that this report be accepted and that the Executive Committee be instructed\nto do whatever it thinks best about the committee and its work.\nA Member: Madam President, in seconding the motion of the chairman of the\n\ncommittee I would like to inquire if his recommendation carries that proposal that\nthe Bureau of Education take up this question of reciprocity between states?\n\n"} {"page": 1068, "printed_page": null, "text": "106+\n\nNATIONAL\n\nMiss McSkimmon:\n\nEDUCATION\n\nASSOCIATION\n\nIt is a part of the report.\n\n‘The motion\n\nhas been\n\nseconded.\n\n(The vote was taken.)\nWe are now ready to vote on the adopsion of the report.\nThe motion is carried.\nNext on the program is the subject of the ethics of the profession by Sarah 7.\nMuir, Lincoln, Nebraska, chairman of the committee.\nMiss Muir; (Read the report and asked that it be printed in the Proceedings.)\nI move the acceptance of this report, and in view of the incomplete work of the\ncommittee, I move that it be continued.\n(The motion was seconded, put, and\ncarried.)\nMiss McSkimmon: We will now listen to the report of the Editorial Council to\nbe made by William C. Bagley, Teachers College, Columbia University, New York\nCity, who is chairman of the council.\nDr. Bagley: (Read report.)\nJI move the report be accepted and printed in the\nProceedings.\n(The motion was seconded, put, and carried.)\nMiss McSkimmon; We will next listen to the report on Community Relations,\nand in the absence of Dr. Carrothers, chairman of the committee, David B. Corson\nwill make the report.\nDr. Corson: (He read the report as prepared by the chairman, Mr Carrothers.)\n1 pause in presenting this report, Madam President, to move the adoption of the\nresolutions contained in it.\nMiss McSkimmon: You have heard the motion to adopt these resolutions.\nIt is\nseconded.\n(The motion was put and carried.)\nOur next report is that on Better Cooperation Between the Schools and Museums\nby Henry Turner Bailey.\nWe are honored by having him present this report.\n(He presented a carefully prepared report and one full of interest to the convention. His report will be printed in full in the Proceedings.)\nA motion was passed\nexpressing approval of the report and its recommendations.\nMiss McSkimmon: It has been a magnificent exhibition of the control and dignity of our great organization when the gavel that I was hoping to use so freely\nhas not been taken out of its box except to show you its silent usefulness in an\norganization like this.\nWe are now to have a report of the Committee on Behavior Problem Children\nby Olive Jones, New York City, chairman.\nMiss Jones: (Read the report and answered questions.)\nI move the adoption\nof the report.\n(The motion was seconded, put, and carried.)\nMiss McSkimmon: We shall next have a report of the Committee on Homes for\nRetired Teachers, which will also be given by Olive M. Jones, of New York\nCity, chairman.\nMiss Jones: (After having given the report, many questions were answered.)\n\nI move that this organization, or this plan of organization, as contained in the\nreport be submitted to the Executive Committee with the approval of the Representative Assembly, and also ask the authorization of this Assembly to proceed\nwith the collection of funds.\n(The motion was seconded, put, and carried.)\nMiss McSkimmon: This is the close of another excellent session. The meeting\nis adjourned.\nFourth\n\nand Final Business\n\nSession, Friday, July 2, 1926\n\nThe meeting was called to order by Mary McSkimmon, President of the National Education Association, in the Academy of Music, Philadelphia, Pennsylvania,\nFriday, July 2, 1926, at 9:00 o’clock a. M. (Community singing. There were state\ndemonstrations. )\nMiss McSkimmon; The audience will please stand and all repeat the Lord’s\nPrayer. Now we are ready for the program.\nI am sure I am yoicing the desire of every one in this audience when I express\nyour and my most grateful thanks to this part of the Junior League Orchestra which\n\n"} {"page": 1069, "printed_page": null, "text": "MINUTES\nhas rendered\n\nOF PHILADELPHIA\n\nus such beautiful\n\nCONVENTION\n\nmusic this morning,\n\nto Miss Davis\n\n1065\nat the piano,\n\nto Mr. Hoxie and to Mr. O’Hara for their splendid service in warming our hearts\nwith song this morning.\n(At this point a little child named Zadi, a Near East Relief orphan, came to the\nstage and asked to say a few words.)\nMiss McSkimmon:; We are pleased, my little friend, to give you the platform.\nZadi: Miss President and members of this Association, for many years you\nteachers and the children in your schools have helped to feed and train children in\nthe Near East Relief.\nNow they want to do something for you. Because I am\none of the orphans they have asked me to present to you this rug. Will you kindly\naccept it in the name of the children of the Near East Relief?\nMiss McSkimmon: This beautiful rug that the little children have made in the\nNear East, with their own little fingers, tying these countless knots, is not a gift\nto me as an individual but only because I happen to be a recipient for you. This\nbeautiful rug is to hang in your headquarters at Washington, in the front hall\nunder the clock, where everyone who comes may enjoy its beauty and have his\nheart kindled with the knowledge of the faithful gratitude of these little children\nso far away. So I accept it Zadi, not for myself but for all these good people and\nthousands more that these people stand for.\n(Zadi sang America.)\nI am sure you are all deeply grateful for this reminder that comes to us year\nafter year of the gratitude and appreciation of those helpless little ones so far\naway who are helped by your bounty, by your care, by your thoughtfulness.\nAt this time we are to listen to the report of those great names that have passed\nfrom our ken during this year, and to whose memory we must give a moment’s\nattention. Let us listen to the report of the committee on necrology by the chairman of the committee, Ernest L. Crandall, of New York.\n(After giving the report which is found in the Proceedings, Mr. Crandall requested the audience to rise and stand for a moment in silent tribute and sing\nNearer My God to Thee.)\nIn concluding this brief memorial exercise we will listen to a solo, There is no\nDeath, composed by Geoffrey O’Hara, words by Gordon Johnson.\nThe solo was\nsung by Royal P. McMillan with the composer himself, Geoffrey O’Hara, at the\npiano.)\nMiss McSkimmon: Proceeding td the immediate business of the morning let us\nlisten first to the report of the committee on the Teacher Retirement Problem by\nE. Ruth Pyrtle, Lincoln, Nebraska, chairman of the committee.\n(Miss Pyrtle then\npresented in a few chosen words the report which is printed in the Proceedings.)\nMiss Pyrtle: 1 move the adoption of the report. In closing I offer the following\nmotions:\n1. That the printed report now in the hands of the Representative Assembly\nbe adopted.\n2. That the Executive Committee be authorized to take steps to put into\neffect a retirement plan for the headquarters staff, which investigation indi-\n\ncates to be most desirable.\n3. That the Committee of One Hundred on the Problem of Retirement Allowances be authorized to continue its work, and\n4. That this committee, in cooperation with the Research Division, be authorized to continue the serviee and aid now being given to those interested\nin the enactment\n\nMiss McSkimmon:\n\nof sound\n\nteacher\n\nretirement\n\nlegislation.\n\nIs there any discussion of these recommendations?\n\nIf there\n\nI heat no request\nis no discussion, we can vote on each resolution separately.\nfour resolutions.\nthe\n,adopt\nto\nmotion\nthe\non\nvote\ntherefore\nshall\nWe\nfor that.\n(The motion was seconded, put, and carried.)\nOur next item of business this morning is to listen to a report of Mr. Smith of\n\n"} {"page": 1070, "printed_page": null, "text": "1066\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nTennessee, who is chairman of a committee appointed to consider colored teachers\nproblems.\nHe will submit recommendations.\nMr. Smith: We, your Special Committee on Educational Problems: in Colored\nSchools, beg leave to report as follows:\n1. We recommend that the National Education Association create a Committee\nof Ten on Problems in Negro Education, this committee to include at least three\nstate superintendents of education chosen from different sections of the country, at\nleast two or three women, and three or four negro educators.\n\n2. That the president of the National Education Association be instructed to send\na message of greeting and goodwill to the National Association of Teachers in\nColored Schools expressing a desire to cooperate with their organization in furthering their educational plan.\nThe next meeting of the National Association of\nTeachers in Colored Schools is held in Hot Springs, Arkansas, July 28-30, 1926.\nThis report is signed by S. L. Smith, chairman; W. T. B. Williams, William\nW.\n\nSanders, N. C. Newbold.\nI may explain that the Board of Directors, by unanimous vote, expressed approval and recommended that the resolution be passed by the Representative\nAssembly.\nI therefore move the adoption of the report.\n(The motion was\nseconded.)\nMiss McSkimmon: The motion has been seconded that this report be adopted.\nAre you ready for the question?\n(The motion was put and carried.)\nIt is a vote.\n\nMiss McSkimmon made a few announcements.\nMr. Smith is also requested to present the report of the Board of Directors on\nrecommendations made in the Secretary’s report.\nThe following is the report which was presented to the Board of Directors and\nwhich was approved by that body.\nTo the Board of Directors of the National Education Association: Your committee, appointed to consider the recommendations of Secretary Crabtree in relation to the nomination of the State National Education Association Director, and\nto the question of changing the present varying ratio followed in the election of\nstate and local delegates to the Representative Assembly of the National Education Association would recommend, first,\nThat such change in the bylaws be made as will permit the state director for\nthe National Education Association to be placed in nomination by the state representative assembly in states having such a body and in the state teachers associations in such a manner\n\nas they may\n\ndetermine,\n\nand second,\n\nThat in the matter of the apportionment of delegates to the Represeritative Assembly of the National Education Association, because of the conflicting interests\ninvolved, no proposal could at this time be agreed upon for immediate action even\nof temporary character and your committee, therefore, recommends that this\nproblem, together with the entire subject of representatives, election, apportionment, and afhliation fees of delegates, be made the basis of an intensive study by\na committee of from seven to fifteen representatives from the groups involved, to\nbe appointed by the president of the Association, to report a definite plan at the\nmeeting of the National Education Association to be held a year hence, and third,\n\nThat the report of the committee on coinclusive membership be printed and distributed for study and referred to this committee for a report a year hence.\nThis report was signed by the following special committee: S. L. Smith, chairman;\n\nCornelia Adair, R. J. Kiefer, Fred M. Hunter, Olive M. Jones.\nA motion was passed by the Board of Directors by unanimous vote to approve\nthe report and to recommend its adoption by the Representative Assembly.\nThe\nBoard of Directors appointed him to present these resolutions.\nI therefore, in\nbehalf of the Board of Directors, move. the adoption of this report.\n(The motion\nwas seconded.)\n\n"} {"page": 1071, "printed_page": null, "text": "MInvutTEs oF PHILADELPHIA\n\nCONVENTION\n\n1067\n\nMiss McSkimmon: It will be noticed that if this report is adopted it gives\nthe\napproval of the Association to the nomination of the state National Education\nAssociation Director into the hands of the state education associations.\nIt will\nalso mean that a special committee will be appointed for an extensive study of\nthe\nquestion of equalizing the basis for delegate representation between local and state\nassociations, to give attention to the matter of affiliation fees and to the matter\nof coinclusive membership.\nAre you ready for the question?\n(The question was\ncalled for.\nThe motion was carried.)\nIt is a vote.\nThe appointment of this\ncommittee will be in the hands of the new president.\nWe are now ready to listen to the report of Randall J. Condon on the Revision\n\nof Departments.\nDr. Condon is chairman of the committee which has given particular attention to this question during the past year.\nDr. Condon. (He explained the work of the committee and the difficulties which\nit encountered and called attention to the principles guiding the committee in formulating its report.) The following is the report'as prepared by the committee which\nI submit for your consideration:\nAt the meeting of the Assembly a year ago the chairman of the then existing\n\ncommittee submitted a report and recommended that the committee be dismissed.\nAt Indianapolis you approved that recommendation.\nI come before you today as\nthe chairman of a reorganized committee reporting progress and asking that it be\ncontinued.\nThat is the only action that I am asking this Assembly to take. For\nyour information, however, I would report that the committee has had under consideration during the past year several matters of importance dealing with the\nsubject of the organization and reorganization of the departments of the National\nEducation Association.\nFirst, a recommendation came from the primary council and from the department of kindergarten teachers of the Association, asking that the two departments\nbe combined under the term “Kindergarten-Primary.’\nWe considered and approved that recommendation and submitted it to the Board of Directors for their\nconsideration with our recommendation that it be approved.\nWe have also received petitions during the year for the organization of departments in higher education, in art, and in nature education. In ordinary procedure\nthe bylaws provide that three meetings on three successive years shall be held by\nany group of people desiring the organization of a department; that a petition\nfor the organization of-such a department shall be signed by at least 300 members\nof the Association, and then that if the attendance at these conferences has been\nsatisfactory they may be recommended for organization into a separate depart-\n\nment.\nThe\n\nconference\n\non lip reading has met these conditions\n\nand\n\nwe\n\nhave\n\nconsidered\n\ntheir request and petition and have recommended to the Board of Directors that a\ndepartment in lip reading should be organized. It is a somewhat limited department, but it deals with a very important problem of education, and the people\nmaking up this conference are very much in earnest and we felt justified in recommending that even this small special department should be recognized.\nWe have considered the organization of a department of junior high school\nprincipals and have recommended to the Board of Directors that such a _depart‘There are departments which deal with the administrative\nment be organized.\nside, with large interests that are nation-wide in their appeal and organization;\nthere are other departments and activities that are somewhat limited in their\nscope and in their appeal.\nAmong the departments of administration might be included the elementary\nschool principals, junior high school principals, secondary principals, superintendents, teachers in colleges, and deans of women.\nUnder the departments of instruction might be included kindergarten, primary,\nAnd when we have\nclassroom teachers, higher instruction, and rural education.\n\n"} {"page": 1072, "printed_page": null, "text": "NATIONAL\n\n1068\n\nEpUCATION\n\ndealt with these fields they have covered\n\nASSOCIATION\nlines of adminis-\n\nquite largely the main\n\ntration and of large interests. There are, however, other departments of a more\nspecial but direct and purposeful appeal, such as art and music, special education,\nwhich might include the deaf, blind, and crippled children, adult education, school\n\nhealth and physical education, visual instruction, vocational education, social stud~\nies, science instruction, and business education.\n:\n‘The various fields are being studied by the committee and if it is your permission to allow this committee to continue for another year, that field will be studied\ncarefully for the purpose of recommending at the next meeting of the Representative\nAssembly a specific line of procedure which will clear up our ideas and find how\nthese various special activities, administrative departments, sectional organizations,\nconference committees, and so forth, can function so that there shall be no over-\n\nlapping and no field of activity unmet.\nWe come then today to simply report progress and ask for the continuance of\nthe committee, and if it meets with your approval, that you approve the action\nwhich we have taken in reporting to the Board of Directors that the kindergartenprimary\n\ndepartment\n\nbe organized\n\nas\n\none;\n\nthat\n\na department\n\nof lip reading\n\nbe\n\nauthorized, and that the department of junior high school principals should be\norganized as a department of administration.\nI might say that there is under consideration and friendly negotiation, plans\nwhereby we hope the department of secondary principals, or the senior high school\nprincipals’ association may become an integral part of this great Association.\nThey have a national organization of their own, and so far they have maintained\nit, although they have been meeting with this department, with this National\nAssociation at times, and with the Department of Superintendence at the midwinter meeting.\nA committee consisting of the chairman of the committee, Mr.\nPearse, and Mr. Hunter of the Board of Directors, the President of the Association, and Secretary, have been authorized upon our recommendation to confer with\nthe officers of the secondary principals’ association to see if some equitable plan\ncannot be worked out whereby that great division of educational administration\nshall become an essential part of this field, for we believe that all the forces\nwhich deal with public education ought to be a part of the National Association,\nand we hope that this great national association shall be included in it, as a part\nof it, the department of administration, of instruction, of special interest, and that\nthereby there shall be an appeal to all of the teachers of America.\nThis, Madam President, is the report of the committee on reorganization, and\nI submit it for your consideration.\nI recommend that it be received and that the\ncommittee be continued for another year.\nI make that motion.\n(The motion was\nseconded.)\nMiss McSkimmon: Is there any discussion of this motion?\nH. B. Peabody: May I ask why there was no department of mathematics, of\nEnglish, or of foreign languages?\n(The question was answered by Dr. Condon.)\nDavid A. Ward of Delaware: At a meeting of the junior high school principals\na vote was taken to appoint a committee to confer with and study the question of\nconsolidation with the secondary school principals and to report a year hence.\nI\nam wondering whether it would be agreeable for action on the establishment of\na department of junior high school principals to be deferred until after that report.\n(The motion was answered by Dr. Condon.)\n\nMiss McSkimmon:\nand carried,)\n\nAre you ready for the question?\n\n(The motion was then put\n\nIt is a vote,\n\nThe next item of business\n\nwill be the report\n\nof our\n\nSecretary,\n\nJ. W.\n\nCrabtree.\n\nMr, Crabtree. (He called attention to a few points in the report which he considered of great importance.)\nI move, Madam President, that the report be received.\n(The motion was seconded.)\nMiss McSkimmon: It is moved and seconded that the Secretary’s report be reeeived.\n(The motion was put and carried.)\n\n"} {"page": 1073, "printed_page": null, "text": "MINUuTES\n\nOF PHILADELPHIA\n\nCONVENTION\n\n1069\n\n(Following the report of the Secretary, Augustus O. Thomas of Maine, moved\nthe following resolution of appreciation and confidence.)\nAfter listening to the most enlightening and excellent report of the Secretary,\nJames W. Crabtree, we are impressed with the success which has attended the\nAssociation under his secretaryship and since the reorganization which took place\nsix years ago in carrying on the campaign for membership and in the solidarity\nwhich has come to the organization, together with the building of departments\nfor greater usefulness to the cause of education.\nMr. Crabtree has presented an\nHis achievement is worthy of note among the\norganizing ability seldom found.\ngreat accomplishments of the century in American education.\nIt is fitting, therefore, that the Representative Assembly go on record as recognizing this achievement by a vote of confidence and full appreciation of the masterful service Mr.\n\nCrabtree has rendered.\nAnd further, that this resolution\n(The motion was put and carried.)\n\nMiss McSkimmon:\n\nbe spread\n\nupon\n\nthe minutes\n\nof this meeting.\n\nThat is for you, Mr. Secretary.\n\nLet us now listen to the report of the Treasurer and since our Treasurer, dear\nDr. Smith, is sick and in the hospital, I am asking Mr. Siders, chairman of the\nBoard of Trustees, to present the report.\nMr. Siders: This report of the Treasurer is before you. You will find the certificate of the auditors as to its correctness.\n(He then explained several points in\nthe report.)\nI move the adoption of the Treasurer’s report.\n(The motion was\nseconded.)\nMiss McSkimmon: It has been moved and seconded that we adopt this report.\nAre you ready for the question?\n(The motion was then put and carried.)\nMiss Adair of Virginia: Madam Chairman, I would like to make a motion\nthat this audience express to Dr. Smith its regret at his inability to be present\ntoday, and to express its very best wishes for his speedy recovery.\n(The motion\nwas seconded.)\nMiss McSkimmon:\n\nI am asked to explain that our dear Treasurer is in the\nUniversity Hospital. He is there for observation, and the surgeon, Dr. Polk, hopes\nand believes that it may not be serious, but you know what a grief it is to him\nas well as to us that he cannot be with us today and I am sure we all approve\nof Miss Adair’s gracious recommendation.\nAll who desire to send to him a message of sympathy and interest will stand.\n(The convention rose.)\nI thank you.\nThe motion is seconded. Your message shall be conveyed to him.\nA. H. Chamberlain of California: California desires to express her great appreciation for the wonderful work of a wonderful woman, and in presenting to\nMary McSkimmon this little token of appreciation the California delegates desire\nthat each one of you will participate with us in presenting this basket of flowers\nto our President.\n(He then presented the basket of flowers to Miss McSkimmon.\nThe convention rose with applause.)\n\nMiss McSkimmon:\n\n1 want to thank California the Golden, and all of you friends\n\nfor this beautiful courtesy.\nI need no embodiment of your wonderful spirit other\nthan that that which shines forth in every day of this Assembly.\nIt is a wonderful experience for a woman to leave her little school way down in New England\nfor such an opportunity as I have had this year. A more glorious one can never\ncome to anyone in her profession than this opportunity to know her country through\n\nthe schools of the nation.\nCotton\n\nMather\n\nused\n\nto say\n\nof the Pilgrims\n\nthat\n\nGod\n\nhad\n\nsifted\n\nthree\n\nnations\n\nto find the seed for that planting, and over and over and over again as I have sat\nhere before you I have wondered at the acumen of the associations that you repre-\n\nsent, that so uniformly, courteously, and intelligently have responded eloquently and\ndirectly to the point where you had anything to say. Your eloquence is in your\nattitude; your eloquence is in your faces. I wonder how many more your associations could have found right through this country that could compare with the\n\ngroup that they sent.\n\nDid they sift three times or thirty times three?\n\nI thank you\n\n"} {"page": 1074, "printed_page": null, "text": "NaTIONAL\n\n1070\n\nEpucaATION ASSOCIATION\n\nfor this gift of flowers. I thank you for all you have done. I thank you for this\nI want to tell you now how much I appreciate\nwonderful opportunity to serve.\nit all and it shall go with me to the longést day I live. I thank you.\nPermit me to call on the chairman of the committee for a report, Mr. Oberholtzer\n(He then presented the auditor’s report which was adopted by a vote\nof Texas.\nof the Association.)\nWe will now listen to a report of the Board of Trustees by its chairman, Walter\nR. Siders.\nMr. Siders: (He called attention to the written report in their hands and exI move the adoption of the report.\nplained a number of points.)\nMiss McSkimmon: I know it is a gratification to you to listen to this thrifty and\nprosperous\n\nreport.\n\nIts adoption\n\nhas been\n\nmoved.\n\nThe\n\nmotion\n\nis seconded.\n\nAre.\n\n(The motion was then put and carried.)\nyou ready for the question?\nThe next item of business is the report and discussion of the committee on committees by Jesse H. Newlon of Colorado, chairman of the committee.\n(He then\nread the report prepared by the committee.\nThe report is printed in the Proceedings.)\nMr. Newlon: I move the adoption of the report.\n(The motion was seconded.\nA few questions were asked and answered.)\nMiss McSkimmon: Are you now ready to vote on the adoption of the report?\n(The motion was called for.\n\nThe motion was put and carried.)\n\nOur next report is the report of the Executive Committee and Board of Directors, including the report of the budget committee by our overworked chairman of\n\nthe budget committee, Mr. Siders.\nMr. Siders: (The report having been distributed among the delegates, the chairman made brief explanations of various items.)\nI would like to move, Madam\nPresident,\n\nthe adoption\n\nMiss McSkimmon:\nExecutive Committee\nyear 1926-27.\ncarried.)\n\nof this report.\n\nIt is moved and seconded that we adopt this report of the\nand Board of Directors which contains the budget for the\n\nAre you\n\nready for the question?\n\n(The motion\n\nwas\n\nthen put and\n\nThis completes our unfinished business and the business already indicated for\ntoday, and the first item of new business is the report of the committee on resolutions to be made by its chairman, George D. Strayer of New York.\n(Dr. Strayer\nread the resolutions, which are printed in THE JourNaL and in the Proceedings,\nand asked the Assembly to vote on each separately.\nThis was done and then a\nmotion was made, seconded, and carried to adopt the resolutions as a whole.\nThe\n\ndiscussions were favorable to the resolutions, there being no objection voiced to\nany of them.)\nMiss McSkimmon: Is there any new business to come up before this Assembly\nbefore we hear the report on the election of officers.\nDelegate from New Jersey: The New Jersey delegation has unanimously voted\nto present the following resolution.\n(He read a resolution concerning the obseryance of Franklin’s birthday.)\n\nMiss McSkimmon:\n\nYou\n\nhave\n\nheard\n\nthe motion\n\nmade\n\nto adopt this resolution.\n\nIs it seconded?\n(The motion was seconded.)\nIs there discussion?\n(Mr. Hunter of California made serious objection to the adoption of the resolution on the spur of the moment.\nHe thought it should be attended to another year.)\nMr. Hunter: 1 move this resolution be referred to the permanent committee on\n(The motion was seconded.)\nresolutions.\n\nMiss McSkimmon: It is moved and seconded that this resolution be turned over\nto the committee on resolutions.\n(Mr. Dyke of New Jersey, Mr. Hunter, and others participated in the discussion.)\nThe motion to “refer” is before the house at this time. Is there further discus-\n\n"} {"page": 1075, "printed_page": null, "text": "MINUTES\n\nOF PHILADELPHIA\n\nCONVENTION\n\n1071\n\nsion? Are you ready for the question? All those in favor of referring this matter\nto the permanent committee on resolutions for next year will say “aye.” ‘Those\nopposed, “no.” The motion was carried. It will be referred. Is there any other\nbusiness?\nAnna G. Fraser of California: I have been asked by the California delegation\n\nto present the following motion:\n\nInasmuch as there is intense interest throughout the United States in the problem\nof sabbatical leave for teachers, and in order that the plan may be put into successful operation, I move that the division of research be instructed by this Assembly to gather full data of all the thought regarding plans for the sabbatical\nleave and put this material into such form that it will be available for all interested parties at cost, and the results of this study be reported to the meeting of\nthis Association in 1927.\nI move its adoption.\n\n. Miss McSkimmon:\n\nYou\n\nhave\n\nheard\n\nthe resolution.\n\nIt is entirely within\n\nour\n\nprovince to act upon the motion at this time.\n(The motion was seconded.)\nIs\nthere discussion?\nAre you ready for the question?\n(The motion was then put\nand carried.)\nMr. Pearse of Wisconsin: Madam Chairman, may I ask whether the Executive\nCommittee has presented in such form as to constitute sufficient notice the matter\nwhich was referred to them with reference to a bylaw to make it possible for the\nstate associations to nominate their members of the Board of Directors.\n(Remarks\n\non\n\nthis motion\n\nwere\n\nmade\n\nby Mr.\n\nCrabtree,\n\nMr.\n\nHunter,\n\nand\n\nMr.\n\nNewlon.)\nMadam President, I rose to make sure or to do as has been suggested, give due\nnotice of the amendment and I hereby give notice of the resolution which I am\nwriting out to give to the Secretary.\nThe following is the notice:\nAmend Section 2, Article II, of the Bylaws as follows:\nStrike\n\nout\n\nthe\n\nthird\n\nsentence\n\nof the\n\nsaid\n\nSection\n\n2, and\n\ninsert,\n\ninstead,\n\nthe\n\nfollowing:\nOn the first day of the annual meeting of the Association the delegates of each\nstate, territory, or district of the United States shall nominate one person for\nmember of the Board of Directors, provided that a nomination for member of\nthe Board of Directors has not already been made by the state teachers’ association or by the educational association of such state, territory, or district, and the\nnomination so made reported to the Secretary of the Association so as to be received\n\nby him\n\nnot\n\nlater than\n\nten\n\n(10)\n\ndays\n\nbefore\n\nthe\n\nfirst day\n\nof the\n\nannual\n\nmeeting; the nomination for state member of the Board of Directors may be made\nby the Representative Assembly of the state teachers’ association or the educational\nassociation of the state, territory, or district, or, in a state, territory or district\nnot having a representative assembly, in such manner as the state teachers’ asso-\n\nciation or education association of the state, territory, or district may determine.\nThe name of the person nominated shall be reported to the Representative Assembly at the first business meeting upon roll call of the states.\nWe have had due\n(Questions were asked and answered.)\nMiss McSkimmon.\nnotice of the change to be made in the bylaws. We will now pass to the report\n\nof the Committee on Elections.\nof the committee\n\nand\n\nwill make\n\nWéilliam J, Sanders of Massachusetts\n\nis chairman\n\nthe report.\n\nMr. Sanders: The Committee on Elections cannot refrain from expressing its\ngrateful appreciation to the headquarters staff and to members and delegates from\nthe various states for the help which has made this election a most successful\nThe report on yesterday’s election is as follows:\n\nFor President, Francis\nsouri, 457 votes.\n\nG. Blair of Illinois, 523 votes.\n\nUel W. Lamkin\n\none.\n\nof Mis-\n\n"} {"page": 1076, "printed_page": null, "text": "1072\n\nNATIONAL\n\nEpuUCATION ASSOCIATION\n\nFor Vicepresidents the vote was as follows:\nec teete 766\neeeceecs\nIra T. Chapman of New Jersey...1.0.....ccn\n1 aya 809\noR eee hseet,\nP. P. Claxton of Oklahoma...... * olan Beemer:\nesses eee eee 823\n0........\nSelden M. Ely of Washington, D. C......\nMrs. Jessie M; Fink of Michigan...............scsseeeeseeeees 772\nHarold W. Foght of South Dakota...................-02.ss000- 733\nBlorence Ma Halesof@Mainextnr\nenemies teeter Mier. aes\nbre arasreto 826\nfa aoe «heii\nArthur J. Matthews of7 Arizonals Journabrofethe aN. B®, vAg\n11S, 1. sealerhae\n17.)\n\nResearcht\n\nBulletins\n\n13. Financing .Delegates’\n\ntad. o> as ooo\n\n10.00\n\n$5,643.87\n\n$8,002.00\n\n"} {"page": 1080, "printed_page": null, "text": "NaTIONAL\n\n1076\n\nEpUCATION\n\nASSOCIATION\n\n(a) The pay roll as it now stands covers an annual expenditure of $6,192.00.\nThis budget is increased for the year 1926-27 by the salary of at least one more\nclerk to handle the recording of the increased daily receipts.\nIn former years Mrs.\n(b) To cover traveling expensesto two conyentions.\nHixson’s traveling expenses to the conventions were taken care of through a charge\nto the Registration, Annual Convention.\n(c) To cover the purchase of additional books and supplies for handling the\naccounts of the Association.\nan almost doubled\n\n(d) To cover\n\ncost in sending out bills and statements\n\ndue\n\nfor additional\n\ncor-\n\nand to care\n\nto the large increase in our Accounts Receivable,\nrespondence.\n:\n5. Field Division (Legislative):\nSalaries\neeenoricw ot os oo. ot\n\nute eee Be\nravelingetexpenses mens ic.c. frie heat eee:\nStationery and office supplies...............\nPostage and stamped envelopes.............\n‘TLelegramsype- Sheeonema tans iaa-eat\nGeneral\n\n$12,091.04 (a)\n1,425.48\n128.27\n514.95 |\n150.07\n\n$12.200.90\n1,500.00\n200.00\n700.00\n300.00\n\n2,222:74\n\n2,500.00\n\nexpense siya as.2 detevssteunetttactd«t70\neee\n\nTotalee ata Gar ee eee\nnA EAE $16,532.55\n\n$17,400.00\n\n(a) The item on salaries covers the salary of the Field Secretary,\nant, one\n\nstenographer\n\n6. Division\n\nand\n\none\n\npart-time\n\nassist-\n\ntypist.\n\nof Business:\n\nSalaries\n\nand\n\n$9,014.46\n\n$9,264.00\n\nae\n\n769.44\n\n“775.00\n\nStationery and ofhcessuppltesmn..)) aches\nPostage and stamped envelopes................\n\n147.78\n294.57\n\n150.00\n300.00\n\nTraveling\n\nclerical\n\nyexpense.\n\nexpense................--\n\ntas... eta\n\n\"Telegrams aaccesc« seekee\n\nee ioe\n\nee Pacer\neRe eee\n\n37.61\n\n35.00\n\nTyping. sectione s.r\nere er ae\nMailing vsectiongucs\nsnp, eee\nee\nee are\n\n20.10\n2,559.06\n\n20.00\n2,722.00\n\nMultigraph\n\nes\n\nSection\n\non...\n\nAddressoz raphe sectioniet\n\nTotals’\n7.\n\none\n\nCreer\n\ngem\n\nees qea-ee\n\nt.7e ferries\naie ae\n\nea\n\nae\n\nSe\n\nee\n\na\n\na\n\n20.00\n\n7,215.62\n\n7,880.00\n\n$20,058.64\n\n$21,166.00\n\nWivision of Publications:\nSalaries and clerical services.............. $15,210.25\n‘Traveling expense ss sets o te maei ee one <\n398.48\nStationery and office supplies...............\n250.68\n\nPostage\n\nand\n\nstamped\n\nenvelopes............\n\n431.05\n\nVelegrams oes hea neice\nne eee\nCae hs\nGeneralaexpense a: Aacctcn tities ait cement =\nBooks) ands pamphlets eee\nete tee\nREPENS\nSeaemeninete\nccc tet eee ee oe\nPhotopraphssand epriutsmescem emis\ncine ast\nI-lectro-Mat-Photo-Slide service ............\nTotals.\n\nWoncgie.c 1 or eer eins Sa\n\noe\n\n$18,054.00 (a)\n888.77 (b)\n300.68 (c)\n\n681.05 (c)\n\nUPA Ga}\n144.77\n175.06\n225.06\n7.54\n90.00\n310.06\n467.25\nZT SG eer. caret\n.....ee\n1,000.00\n\nere $17,170.45\n\n(c)\n(c)\n(c)\n(d)\n\n$21,851.58\n\n(a) ‘Chis item covers salary of the director, one first assistant, and seven\nclerks and stenographers.\n(b) This item covers travel in connection with speaking engagements already\n\n:cheduled\nTHE\n\nfor this year and includes some\n\nJourNAL.\n\nHonorariums\n\nwill offset\n\nprovision\nmost\n\nfor travel\n\nof this expense.\n\nin the interest of\nHonorariums\n\nre-\n\nceived 1925-26 for special services and turned into the Association’s general fund,\n$520.00.\n\n‘\n\n(c) Increases in these items are intended to allow a wider\ndemanded by the growth of the Association and its aetivities.\n\nrange. of service\n\n"} {"page": 1081, "printed_page": null, "text": "REpoRT\n\nOF THE\n\nEXECUTIVE\n\n1077\n\nCOMMITTEE\n\n(d) During the present year experiments have been made to test the advisability of adding to the Association’s photograph service, mats, electrés, and slides,\nThe response has been sufficient to demand provision for this expenditure.\n\n8. Division of Research:\nSalaries meteppei\n08 sess, Senses ysSaud Seareee $19,115.33\nser avelinguexpenstmemiattn\ncyt iner we tac, oni ahs\n366.04\nStationery and office supplies..............\n393.18\n~ 540.17\nPostage and stamped envelopes......:......\n144.02\neBelegramse pe ae omer ee rami\nriccr ioe\n807.66\nGenerailtre xDems eymaeeiets osetia ccs sate ove r ten\n1,088.13\nBooks and pamphlets (library).............\nPNG GION\n\nLOMO]Dien. xehele coreta Baa ely cet\n\neas\n\n1 1,670.00 (c)\n$22,454.53\n\n(a) This covers salaries of the present members\n(b) Salary librarian arranged\nfor last year.\n(c) Additional help needed.\n\n9. Division of Classroom Service:\nSalaries “and ‘clerical service.......0.\n5...-:;\n‘Draveling'rexpensemars\nocr ectee. meter nowt cerns ©\nStationery and office supplies...............\nPostage and stamped envelopes.............\n‘Pelegramse\nttt. 22.00 tees ca co tees oe ee\nGeneral’ expense ............ Ban Stine\netch\n\n$21,119.00 (a)\n366.04\n393.18\n540.17\n144.02\n807.66\n250.00\n§ 2,200.00 (b)\n\nof the\n\n$27,490.07\n\nstaff.\n\n$5,541.36\n\n$5,800.00 (a)\n\n212.16\n115.90\n156.91\n\n300.00\n130.00\n175.00\n20.00\n\n(b)\n(b)\n(b)\n(b)\n\n45.00\n\n$6,088.77\n\n$6,470.00\n\n(a) This increase is to provide for an extra clerk for April, May and June\nduring the time we are working on the summer convention plans. This includes\nthe general program, correspondence\nwith departments, allied organizations and\ncommittees, and editing the Yearbook of the Department of Classroom Teachers.\n(b) Small increases have been made here to take care of the general expansion of the Division.\n10.\n\nDivision\n\nof Administrative\n\n$2,797.44\n\n$3,900.00\n\n68.77\n2.23\n126.11\n\n70.00\n25.00\n125.00\n\nIEGF.fore nas.cieo cc anion snake uercteie ai elation’ ...\n\n$2,994.55\n\n$4,120.00\n\nST OLAISIMRP\n\n11.\n\nService:\n\nSalarieswands clerical eservice. 222).\n5.-.6ys ss 2\nStationery and office supplies............... Sh\nPostage and stamped envelopes............. ders\nEira vielime ayExXpemSe tess rye olor oysve epee see) earysue ders ae\n\nDivision\nSalaries\n\nof Records\n\nand\n\nand clerical\n\nMembership:\n\nGeneral”\n\nexpense)\n\n$21,048.00 (a)\n\nservice................\n\n‘Praveling expenseS a...\nsme oes Sempre:\nStationery and: supplies) 24. 4:..0>\ntae c =\nPostage and ‘stamped envelopes............\nMielegramiseeewer\niter\nverde lectern siotecen tee\n\n518.00\n\n350.00\n300.00\n\n50.00\n\no..., 00k peltees Taek: Bye octsy\n\nHINO aS Metre rete aren taco\n\nLire\n\nrhe oe\n\n750.00\n\n50.00\n\n$20,519.06\n\n$22,548.00\n\n(a) This sum is for salaries of members of the staff, Division of Records and\nMembership\nclerks.)\n\nat the rates\n\nnow\n\nbeing paid,\n\nwith\n\nnew\n\nhelp needed.\n\n(Three\n\nnew\n\n"} {"page": 1082, "printed_page": null, "text": "Schedule\n\n12.\n\nASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\n1078\n\nPurpose of Expense\n\n- Expended\n\nBudget\n\n1925-1926\n\n1926-1927\n\nPhysical Plant:\n\n$15,000.00\n873.25\n1,209.92\nTLCAt PEARS es. AA ie but oe toes exelent eer elais\n1,635.25\nianitorgsenvaCes\nsas. spooler Re nara caste\n2,067.60\nMaintenances\nsmc\ns ene cae Ca here\nbaci he a ee\n\nee\n\nBREN\n\nLP\n\n(a) Fixed by Board\n\nPe\n\nCee Stilo ca\n\nBloom oe\n\n......----:s2-s-e1e+s++:>\n\nLights and power\n\nSAN\n\nRes SEN Mar anin'd Yad BOE\n\n$15,000.00\n(a)\n873.25\n1,209.92\n1,635.25\n2,067.60 (b)\n$20,786.02\n\n$20,786.02\n\nof Trustees.\n\n(b) Includes all janitors and maintenance\nupkeep, minor repairs and service material.\n\nsupplies,\n\nextra\n\ncleaning,\n\nelevator\n\n13. General Expenses Headquarters:\n\n‘eelephone, SexviCeneme mitment\nteres 12 1$2,027893\nTelegramsity.\n.t4s et toatl. Siettadtay. o Riel cdak ate\n144.13\nRepairs—Office Furniture and Equipment... .\n377.91\nInsurance g.cics.> scree eats\n\nGeerrsers\n\netn\n\n92.47\n\nGeneral Expense...\n.-tr ree rice heer\nSubscriptions to .Journals............ Sed SME\nPurchase of Books and Pamphlets..........\nRefunds of Membership........... tc anne.5tebe\nPurchase: of, Back Volumes...\n. cuss tenn\nshar\nExpressgand. Wretght se omc\neer aeten reas\nInterest and Discounts Allowed............\nSurety Bonds, [hs 6 icisis aces wee tea apreee ete\n\nAuditing\n\nAccounts\n\nPostage,\n\nMisc., Reports\n\nof Association..........\nand Pamphlets......\n\n\"Totals:. \nsoon as funds are available, a building of five or six stories on the four lots east\nof the present headquarters building, which will be in keeping with and connected\nwith the present building, having.in mind a completed structure which can be used\nas headquarters for the larger kindred organizations.\nThere are many such organizations in Washington.\nThe rent from that building would add to the income\nof the Association.\n2. To authorize the Secretary to make a special life membership drive during\nMarch, April, May, and June, and to report at the Philadelphia meeting on the\nprobability of being able to raise funds through life memberships for the proposed\neducational temple or building.\nA motion was made by Mr. Newlon to adopt the recommendations except item\n4+. Seconded by Mr. Siders.\nCarried.\n‘The Secretary was advised not to use the\nterm temple in mentioning the proposed building but to refer to it as an educational building.\n‘\nInformation for delegates early—A request came from, Miss Moorhead, president of the City Teachers’ Club of Los Angeles, for information on business to\nbe taken up in the Representative Assembly before the meeting so that teachers\nmight give special attention to important questions.\nMiss Adair moved that the\nSecretary give out this information in advance as far as possible.\nSeconded by\nMr. Newlon. Carried.\n\nRound-Trip\n\nRates—The\n\nSecretary\n\nwas\n\ninstructed\n\nto\n\nconduct\n\nand\n\norganize\n\nnationwide effort for a lower round-trip rate and more satisfactory concessions\nfrom railroads for the annual meetings of the Association.\n‘This work is to\nbegin immediately after the Philadelphia meeting.\n\nReelection of Miss\n\nWilliams—It\n\nwas moved\n\nby Mr. Siders to reelect Charl\n\nO.\n\nWilliams on the plan of indefinite tenure same as other directors of the staff.\nSeconded by Miss Adair.\nThe Chairman announced that the reelection of Miss\nWilliams was by a unanimous vote.\nSalaries—After discussing the question of allowing increases in salary to certain\nmembers of the staff, and after deciding matters informally, the President and\n\nSecretary were authorized to put the same in form for the committee.\nThe following represents the action that was\nRatifying changes previously made—\n\ntaken:\n\nGerald Saunders’ salary Mw, SYOYdGE OF CME\nA wt BRIN eee $1500\nIda M. Fowler, assigned permanent roll, salary...............\n1152.\nMargaret Sullivan, assigned permanent roll, salary...........\n1092.\nVirginia Liles, assigned permanent roll, salary..............\n960.\nKlizabeth Donelson, assigned permanent roll, division of accounts, salary\n\n"} {"page": 1097, "printed_page": null, "text": "Minutes\n\noF Executive\n\nComMitTreEe\n\n1093\n\nSalary of Miss Wright, who is out on account of sickness, is to be continued to\n‘\nthe next meeting of the committee.\nChanges in salaries—Martha Lavisson’s salary changed from $1308 to $1332\nbeginning October 1, Other adjustments in salaries postponed to next meeting\nof the committee.\né\nThe volume of proceedings—On the basis of competitive bids, the contract for\nprinting and distributing the Volume of Proceedings for 1926 was awarded to Judd\nand Detweiler.\n;\nSeattle—Mr. Newlon moved that the President and Secretary be authorized to\ninvestigate conditions at Seattle for the next meeting of the Association so as to\nhave definite information at hand for the board of directors at the Philadelphia\nmeeting.\nCarried.\nSeconded by Miss Adair.\nIt was understood that Los Angeles and a few other places asking for the\nmeeting should be investigated also.\nCommittee on international relations—Mr. Newlon moved that an appropriation\nof $500 be made for the Committee of International Relations.\nSeconded by Mr.\nSmith.\nCarried.\nOn the explanation of Mr. Siders that there was only $300\nleft in available funds the Secretary advised to see whether the committee could\nnot get along with $300.\nOn motion the President of the National Council was authorized to have a\nforty-eight page pamphlet printed for the summer meeting.\nOn motion the meeting adjourned.\nThe President was authorized to call\na meeting of the executive committee at any time she thinks advisable.\nJ. W. CRABTREE, Secretary,\nMary .McSkIMMon,\nPresident.\n\nSaturday morning, June 26, 1926, 9:00 oclock\nThere was a meeting of the Executive Committee, Saturday forenoon, June 26,\n1926, at nine o’clock, in the Secretary’s office in the Foyer, of the Academy of\nMusic, Philadelphia, Pennsylvania.\nThe following members of the Committee responded to roll call: Miss Adair,\nDr. Smith, Superintendent Siders, Superintendent Newlon, and Miss McSkimmon,\nchairman.\nThere were present on invitation, Doctor Gwinn, Mr. Pearse, and\nDoctor Finegan, members of the Board of Trustees.\nThere were no absentees\nof the Executive Committee or the Board of Trustees.\nMinutes—The minutes of the meeting of the Executive Committee at the Washington convention, February 20, 1926, were read.\nAttention was called that the\nmotion to elect Miss Williams was made by Mr. Siders and not by Mr. Newlon.\nThe Secretary was instructed to make the correction.\nMr. Siders moved to adopt\nthe minutes as corrected.\nSeconded by Miss Adair. Carried.\nBoard of Trustees and Budget Committee—Mtz. Siders, chairman of the Board\nof Trustees and chairman of the Budget Committee, reported that the printed\n\ncopies of the report of the Board of Trustees had not yet arrived, but he gave\nHe asked that no action be taken until the printed\na summary of the report.\nHe made a similar report for\nreport could be in the hands of the Committee.\nHe stated that there would be a meeting of the Budget\nthe Budget Committee.\nCommittee during the afternoon and that a report could be made on Monday or\n\nTuesday.\nTreasurer's Report—Next the treasurer, Henry\nport, but not having the printed copies, he asked\nover to the next meeting of the Committee.\n\nLife membershi~—A\n\nLester\n\n:\nSmith,\n\nthat the matter\n\npresented\n\nhis re-\n\nof approval\n\ngo\n\nmotion was made by Miss Adair to instruct the Secretary\n\nto continue the effort to get the entire profession at work on its problems and to\n;\nCarried.\nSeconded by Mr. Smith.\ncontinue the work for life memberships.\nit\nNew York Delegates—Miss Jones, who had just entered the room, made\nknown\n\nthat New\n\nYork\n\nCity principals\n\nwho\n\nwere\n\ndelegates\n\nwere\n\nnot permitted\n\nto\n\n"} {"page": 1098, "printed_page": null, "text": "1094\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nattend the Philadelphia\n\nmeeting because of a ruling of the Board\n\nrental\n\nCongress\n\nof Education..\n\nAfter discussing the matter, a motion was made by Dr. Finegan that the Executive:\nCommittee wire the city superintendent of schools, New York City, and the:\npresident of the board of Education expressing the hope that arrangements could\nbe made to permit officers of the Association and delegates to attend the PhiladelCarried.\nSeconded by Mr. Siders.\nphia meeting.\nThe Committee on Committees—A report was next made by the chairman of\nthe Committee on Committees, Jesse H. Newlon, who explained that the Committee:\nhad not yet finished its report, but that it would be ready to report at the next\nmeeting of the Executive Committee.\nHe indicated the principles which have been\nHe requested that action on\nadopted to guide the committee in its decisions.\nthe report be withheld until the next meeting of the Executive Committee.\nNational Congress of Parents and Teachers—A motion was made to reduce the\n\nfor the National\n\nof Parents\n\nand\n\nTeachers\n\nfrom\n\n$175\n\nto $150\n\na month as a result of taking over part of the space which had been used by that\norganization.\nThe motion was seconded and carried.\n\nPolicy concerning commercial exhibits—The Secretary then recommended the:\nadoption of the following as a statement of the policy concerning commercial\nexhibits:\n,\n“Statement of policy concerning commercial exhibits—During the past two years:\nthere has been some misunderstanding as to the policy of the National Education\nAssociation concerning exhibits.\nThe following statement has been prepared\nto prevent further confusion and is recommended for the approval of the Board\nof Directors:\n“Reasons for having exhibits—The National Education Association arranges for\neducational exhibits to accommodate superintendents, members of boards of education, and others interested in keeping abreast of the best in materials and!\nappliances for the schools.\nThe chief benefits come from preparing members to\ngive better advice to school authorities for purchasing school supplies which are,\nas a rule, to be paid for out of public funds.\nThe Association does not believe:\nthat it would be compatible with the interests of the profession or the public\nschool welfare to place the control of these exhibits in the hands of commercial\ninterests.\nWould such control be compatible even with the interests of the firms\nto be represented in the exhibits?\n“Suggestions welcomed—Control to be with Association—The democracy of the\nAssociation does not permit its discouraging exhibitors from organizing for fellowship and cooperative purposes.\nIt welcomes, and should always welcome,\nsuggestions from individuals or organizations for the improvement of the service.\nWithout this help the service itself would suffer materially.\nIt ought to be clearly\nunderstood, however, by officers of organizations that their suggestions and demands\ncan only be accepted on the same conditions as advice coming from other exhibitors\nand from other sources. It ought to be understood that the Association itself claims\nthe right and responsibility to pass on such questions as these:\nWhere shall\nthe convention be held?\nWho shall be permitted to exhibit?\nHow shall space\nbe allotted?\nWho shall be in charge of the exhibit?\nWhat charge shall be\nmade for space?\nAnd, in general, what rules and regulations shall control the\nexhibits?\nIt could under no circumstances pass this responsibility over to commercial control.\n“The Association cannot view without apprehension a form of cooperation which\nwould seem to reflect on the motives and policies of the Association.\nIt would\nregret that any organization would feel the necessity of creating a fund to protect exhibitors from the mistakes of the Association or to consider it to be necessary to be more critical than cooperative in its attitude.\n“Fundamental Relationships—These are among the considerations which the Association considers fundamental in all its relationships with individuals or with\n\n"} {"page": 1099, "printed_page": null, "text": "Minutes\n\noF Executive\n\nCoMMITTEE\n\n1095\n\norganizations composed of the manufacturers and salesmen of school supplies.\nThis statement we believe to be representative of the policy of the Association,\na policy which is in harmony with the wishes of those who exhibit regularly at the\n\nconventions.”\nA motion was\n\nmade by Mr. Newlon to adopt the report.\nSeconded by Mr.\nSiders and carried by a unanimous vote,\nImportance of departmental dues—A motion was made by Mr. Siders to instruct\nthe Secretary to urge the importance for all larger departments to arrange for\nCarried.\ndepartmental dues. Seconded by Mr. Newlon.\n\nCharts\n\nfor departments—A\n\nmotion was\n\nmade\n\nby Mr.\n\nSiders to authorize\n\nthe\n\nSecretary to prepare charts showing the organization and work of each department. It was explained that this should be done under the direction of the officers\nSeconded by Mr. Smith. Carried.\nof the department.\nSpelling—A motion was made by Mr. Newlon asking the Board of Directors\nto authorize the Executive Committee to pass on all questions of spelling and\nstyle for the publications of the Association.\nIt was generally believed that the\nAssociation should recognize the twelve simplified spelling words used for many\nyears by the Association.\nSeconded by Miss Adair.\nCarried.\n.A motion was then made to adjourn to meet again Tuesday afternoon at 2:00\no'clock. The motion was carried.\nJ. W.\n\nCRABTREE,\n\nMary\n\nMcSkimmMon,\n\nSecretary,\n\nPresident.\n\nTuesday afternoon, June 29, 1926, 2:00 oclock\nThere was an adjourned meeting of the Executive Committee, Tuesday afternoon, June 29, 1926, at 2:00 o’clock, in the East Room at the Hollingsworth School,\nPhiladelphia,\nent.\n\nPennsylvania.\n\nAll members\n\nof the Executive\n\nCommittee\n\nwere\n\npres-\n\n,\n\nA motion was made to change the item, general office expense, to general headquarters’ expenses, in the financial statement of the Association.\nReport Board of Trustees—W. R. Siders, presented the report of the Board of\nTrustees and recommended approval as printed.\nA motion was made to adopt\nthe recommendations instructing that the report be presented to the Board of\nDirectors.\nSeconded.\nCarried.\nA motion was made by Mr. Siders, seconded by Mr. Smith that hereafter only\nthe auditor’s report be printed; separate report for the Board of Trustees was\nunnecessary as all items were included in the report as it comes from the auditors.\nThe motion was carried.\nReport of Treasurer—Mr. Smith, the treasurer, moved that the report of the\ntreasurer be accepted and recommended to the Board of Directors and Representative Assembly for adoption.\nSeconded by Mr. Newlon.\nCarried.\nThe Budget—Mr. Siders, Chairman of the Budget Committee, went over the\n\nbudget recommendations in detail. He indicated the changes which the committee\nHe stated that the\nhad made in the budget presented at the previous meeting.\ncommittee had not been able to distribute the amounts to committees not having\nbeen able to get in touch with the committee chairmen and recommended that the\ncommittee secure permission from the Representative Assembly to distribute these\n\nHe recommended that the report be accepted and presented to the\namounts.\nA motion was\nBoard of Directors and Representative Assembly for adoption.\nSeconded by Miss\nmade by Mr. Newlon to adopt the report and recommendation.\nAdair. Carried.\nRetired Teachers Home—A request was made by Miss Jones for $500 for the\nThe request was held over for the\ncommittee on the Home for Retired Teachers.\nconsideration of the Committee if authorized to make committee appropriations.\nExhibits World Conference—A motion was made by Mr. Siders that Mr. Allan\n\n"} {"page": 1100, "printed_page": null, "text": "ASSOCIATION\n\nEDUCATION\n\nNaTIONAL\n\n1096\n\nbe permitted to care for the commercial exhibits for the World Federation at the\n‘Toronto meeting next summer, to receive compensation for time and expenses\n\nCarried.\nfrom the World Federation.; The motion was seconded by Miss Adair.\nIt was recommended that the Executive Committee include in its report to the\nRepresentative Assembly the recommendation that the Committees on Resolutions\nand Necrology\n\nreport at the next annual\n\nconvention\n\nof the Association,\n\nand\n\nthat\n\nan entire year for the preparation of their\n\nhereafter these committees be allowed\nreports.\n\nIt was also recommended that one half of the increase in the income from\nmembership dues of 1926-27 over 1925-26 be turned into the permanent fund.\nOn motion the meeting adjourned.\n\nFriday afternoon,\n\nJ. W.\n\nCRABTREE,\n\nMary\n\nMcSximmon,\n\nSecretary,\n\nPresident.\n\nJuly 2, 1926, 4:00 oclock\n\nThe vicepresident, Mary McSkimmon, called the meeting to order on Friday,\nJuly 2, at 4:00 o’clock. “It was found that there were only two members present,\nMr. Siders and Miss McSkimmon.\nMr. Smith, the treasurer, was sick at the\nhospital. Mr. Lamkin had not yet been notified of his election. President Blair,\nnot knowing beforehand of the meeting, had made his arrangements to leave on\nthe train at 3:30 o’clock.\nA motion was passéd to adjourn to meet again on call of the President.\nThe Secretary was instructed to secure a vote by mail on emergency matters,\nbut to hold all other matters until the next meeting of the Executive Committee.\nJ. W. CRABTREE, Secretary.\n\nMary\n\nMEETING\nPhiladelphia,\n\nOF\n\nTHE\n\nPennsylvania,\n\nBOARD\nMonday,\n\nMcSximmon,\n\nVicepresident.\n\nOF DIRECTORS\n\nJune 29, 1926, 10:30 oclock\n\nA meeting of the Board of Directors was held in the East Room of the Hollingsworth School, Philadelphia, Pennsylvania, Monday, June 28, 1926 at 10:30 o’clock.\nThe meeting was called to order by the president, Mary McSkimmon, with more\n\nthan half the states represented in the roll call.\nIt was understood that another meeting would\n\nbe called after the reports of\nthe treasurer and Board of Trustees were in print.\nA tentative report was made by each, the treasurer, H. L. Smith, the Chairman\nof the Board of Trustees, Mr. Siders, and by the chairman of the Budget Committee, Mr. Siders. No action was taken on these reports on the advice of those\nmaking reports as the same would be in printed form for later action.\nA motion was passed to seat those who were representing state directors who\ncould not attend the convention.\nMr. Newlon explained the-principles used in formulating the report of the Committee on Committees, of which he was chairman.\nHe was authorized to present\nthe report to the Representative Assembly with the approval of the Board of Directors.\n\nThe Secretary presented his report calling particular attention to his recommendations in the last page of the report. A special committee was ordered to be\nappointed to report at the next meeting of the Board of Directors on these items.\nThe report of the Committee on all-inclusive membership was made by the\nchairman, Mr. Walker, and after discussion the resolutions in the report were\nreferred to the special committee to pass on the recommendations of the Secretary.\nOn motion the report of the Budget Committee was ordered printed in time\n\nfor the next Board of Diréttors meeting.\nCarried.\nSeconded by Miss Russum.\n\nA\n\nmotion\n\nJouRNAL.\n\nwas\n\nmade\n\nSeconded.\n\nto have\n\nCarried.\n\nMr.\n\nThe motion was made\n\nWalker’s\n\nreport\n\nprinted\n\nby Mr. Walker.\n\nin the\n\nOctober\n\n"} {"page": 1101, "printed_page": null, "text": "MEETING\n\nOF Boarp oF Direcrors\n\n1097\n\nMoved by Mr. Hunter and seconded by Mr. Pearse that the special committee\non recommendations of the Secretary be directed to work out a plan for nominating\n\nthe director by state associations, for equalizing delegate representation\nequalizing affiliation dues, Carried,\n\nand for\n\nA motion was made by S. L, Smith for the appointment of a committee to report\non plans for studying the problems of colored schools. Seconded.\nCarried.\nThe\nchairman then appointed the following: S. L. Smith, W. T. B. Williams, N. C.\nNewbold, and William W. Sanders.\nThe chairman then announced the appointment of the special committee as\nfollows: S. L. Smith of Tennessee, Chairman; Fred M. Hunter, California; J. H.\nHickman, West Virginia; T. J. Walker, Missouri; Cornelia S$. Adair, Virginia;\nOlive M. Jones, New York; and R. J. Kiefer, Ohio.\nShe announced the following\nas the Audit Committee: Mr. Oberholtzer, Chairman, Julia E. Sullivan, F. E.\nReynolds, E. M. Carter and Arthur H. Chamberlain.\nA motion was passed giving the Executive Committee full authority to make\nrules for spelling and on style for the publications of the Association. The Executive Committee was declared responsible for all policies and plans for the JOURNAL\nand other publications. A motion was then passed to adjourn to meet Wednesday\nafternoon June 30 at 1:30 o’clock.\nJ. W. CRABTREE, Secretary.\nMary McSkimmon, President.\n\nWednesday\n\nafternoon, June 30, 1926, 1:30 oclock\n\nAn adjourned meeting of the board of directors was held Wednesday, June 30,\n1926 at 1:30 o’clock in the Hojlingsworth School, Philadelphia, Pennsylvania, with\ndirectors representing 34 states in attendance.\nThe President being detained for\nan address before the Rotary Club, the Secretary called the meeting to order, requesting that some one be elected to serve as Chairman in the absence of the\nPresident.\nMr. Pearse was nominated and unanimously elected.\nTreasurer's Report—The Chairman explaining that the treasurer, H. L. Smith,\nwas sick and in the hospital requested Walter R. Siders to present the treasurer’s\nreport. After presenting the report in detail explaining that it had been approved\nby the official auditors of the Association and verified by the special audit committee, moved the adoption of the report. The motion was seconded and carried.\nReport of the Board of Trustees—The chairman then called on Mr. Siders,\nChairman of the board of trustees, to present the report of the board of trustees.\nAfter explaining the various sections of the printed report and after answering\nquestions he asked what action the directors desired to take. A motion was made\nto recommend the adoption of the report to the Representative Assembly.\nSeconded\n\nand carried.\nBudget Committee Report—Mr. Siders being also chairman of the budget committee was requested to present the Report of the Executive Committee including\nthe budget.\nHe read portions of the printed report and answered questions.\nA\nmotion\n\nwas\n\nthen\n\nmade\n\nto present\n\nAssembly with the recommendation\n\nthe\n\nreport\n\nas\n\nprinted\n\nthat it be adopted.\n\nto the\n\nSeconded\n\nRepresentative\n\nand carried.\n\nNegro Education—The following report was made for the special committee on\neducation problems in the colored schools by S. L. Smith of Tennessee:\n“We, your special committee on educational problems in colored schools, beg\nleave to report as follows:\n1. “We recommend that the National Education Association create a committee\nof ten on problems in negro education, this committee to include at least three\n\nstate superintendents of education chosen from different sections of the country,\nat least two or three women, and three or four negro educational leaders, those\nto be chosen from members of this Association.\n2. “That the President of the National Education Association be instructed to\nsend a message\n\nof greetings and goodwill, expressing the desire to cooperate with\n\n"} {"page": 1102, "printed_page": null, "text": "NATIONAL\n\n1098\n\nEDUCATION\n\nASSOCIATION\n\nthe National Association of Teachers in Colored Schools, which meets July 28 to\n30, 1926, in Hot Springs, Arkansas.”\nAfter discussion a motion was made by Miss Adair of Virginia, to approve\nof the report and to recommend its adoption by the Representative Assembly.\nSeconded by D. W. Parratt of Utah and carried.\nRecommendations of the Secretary—R. J. Kiefer of Ohio was called upon for\nthe report of the special committee which had been appointed to consider the\nAfter explanations he read the\nrecommendations in the report of the Secretary.\nfollowing report:\nTo the Board of Directors of the National Education Association: Your committee, appointed to consider the recommendation of Secretary Crabtree in relation to the nomination of the State National Education Association Director, and to\nthe question of changing the present varying ratio followed in the election of state\nand local delegates of the Representative Assembly of the National Education\nAssociation would recommend, first,\nThat such change in the bylaws be made as will permit the State Director\nfor the National Education Association to be placed in nomination by the State\nRepresentative Assembly in states having such a body and by the State Teachers\nAssociations in states not having the representative assembly, in such a manner\nas they may determine, and second,\nThat in the matter of the apportionment of delegates to the Representative\nAssembly of the National Education Association because of the conflicting interests involved no proposal could at this time be agreed upon for immediate\naction even of temporary character and your committee therefore recommends\nthat this problem together with the entire subject of representatives, election,\napportionment, and affiliation fees of delegates, be made the basis of an intensive\nstudy by a committee of from seven to fifteen representatives from the groups involved, be appointed by the President of the Association to report a definite\nplan at the meeting of the National Education Association to be held a year\nhence, and third,\nThat the report of the committee on coinclusive membership be printed and\ndistributed for study and referred to this committee for a report a year hence.\nSigners—S,. L. SmiTuH, Chairman\nCORNELIA ADAIR\nR, J. KIerer\nFred M, HUNTER\nO.ivE M. Jones.\nHe then moved the approval of the report and the recommendation that it be\nadopted by the Representative Assembly.\nThe motion was seconded by S. L.\nSmith of Tennessee.\nAfter discussion the Chairman stated the vote would be\ntaken on the first proposition in the report. The vote was taken. The Chairman\nannounced that all members voted in the affirmative.\nThe second proposition in the report was taken up for discussion.\nIt was made\nplain that the committee to be appointed should give consideration to the report\non coinclusive membership and all questions connected directly or indirectly in\n\nany way\n\nwith\n\ndelegate\n\nrepresentation\n\nand\n\naffiliation\n\ndues.\n\nCharles\n\nB. Dyke\n\nof\n\nNew Jersey then made a motion to adopt the second part of the committee report.\nThe motion was seconded and carried.\nIt was then moved that the report as a whole be adopted.\nSeconded and carried.\nThe Executive Committee was then instructed to present the report of the Board\nof Directors to the Representative Assembly. A motion was then made to adjourn.\nSeconded and carried.\nJ. W. CraptreE, Secretary.\n\nMary\n\nMcSkimmon,\n\nPresident.\n\n"} {"page": 1103, "printed_page": null, "text": "MEETING oF New\nMEETING\n\nNEW\n\nBoarp oF Directors\n\nBOARD\n\n1099\n\nOF DIRECTORS\n\nPhiladelphia, Pennsylvania,\n\nJuly 2, 1926\n\nA meeting of the new Board of Directors was held in the East Room of the\nHollingsworth School, Friday, July 2, 1926, at 2 o’clock. The meeting was called\nto order by the new President, Superintendent F. G. Blair, with nearly all states\nrepresented.\n\nA motion was made by Mr. Newlon to accept the resignations of those directors\nnot present and to seat those who are present to represent them. Seconded by Mr.\nSmith.\nCarried.\n\nElection of Trustee—The Chairman announced that the next order of business\nwas that of electing a member of the Board of Trustees to succeed C. G. Pearse\nwhose term has expired.\npresented for reelection.\n\nMr. Pearse taking the floor requested his name be not\nHe stated that he had been honored by membership on\nthe Board of Trustees for many years.\nNow that he was not engaged directly\nin school work he wished the position to go to some one who is so engaged.\nMr. Kiefer of Ohio nominated Superintendent R. G. Jones of Cleveland.\nMr.\nSaunders of Virginia in placing Miss Adair in nomination called attention to the\nfact that there would not be a woman on the Board of Trustees unless Miss\nAdair were elected.\nMiss Jessie Gray of Pennsylvania seconded the nomination\nof Miss Adair.\nThe nominations were closed.\nThe vote was taken by ballot.\nMr. Pearse and Mr. Lefler were appointed tellers. Miss Adair received 31 votes\nand Mr. Jones 8. The Chairman then announced the election of Miss Adair.\nAt this point Mr. Blair, the chairman, stated that not having known that he\nwould preside at this meeting he had arranged to take a 3:30 train. He asked to\nbe excused and called the first vice-president, Miss McSkimmon, to the chair.\n\nElection of Members of the Executive Committee—Miss McSkimmon declared\nthe next order of business to be the election of a member of the Executive Committee to succeed Miss Adair.\nMr. Walker, of Missouri, placed Uel W. Lamkin\nin nomination.\nMr. Wannamaker, of South Carolina, placed in nomination Kate\nV. Wofford, and Miss McPherson nominated Julia E. Sullivan.\nThe nominations\nwere closed.\nA ballot was taken resulting as follows: Mr. Lamkin 24, Miss\nWofford 9, and Miss Sullivan 7. The Chairman thereupon declared Mr. Lamkin\nto be member-elect of the Executive Committee.\nMembers of the Council—The Chairman announced the next order of business\nto be the election of members of the council to fill vacancies.\nA motion was passed reelecting Mary D. Bradford, Arthur H. Chamberlain,\nJ. W. Crabtree, David R. Felmly, Elizabeth Hall, David B. Johnson, John R.\nKirk, Charles McKenny, Joseph Rosier and H. Lester Smith. A motion was then\npassed to elect Superintendent W. F. Webster, of Minneapolis, to succeed Helen C.\nPutnam.\n\nLocation for the Next Meeting—The Chairman announced the next order of\nbusiness to be the selection of the location for the annual convention of the AssoShort addresses were made in recommending Seattle and Atlanta. After\nciation.\na number of speeches were made for each side, a motion by Mr. Newlon seconded\nby Mr. Pearse and passed, a vote of preference was taken resulting in a large\nmajority for Seattle. The Chairman announced that the whole matter would be\nleft to the Executive Committee, taking into consideration the vote of preference\nby the Board of Directors.\nSuperintendent Webster then took the floor to press the claims of\nFor 1928.\nMinneapolis for 1928. He promised each teacher who would attend, a lake. Mr.\nDyke then presented the claims of Atlantic City for a future meeting of the Association.\n\nMr.\n\nCary,\n\nof Hawaii,\n\nurged\n\nthat a conference\n\non education\n\nHawaii immediately following the Seattle meeting.\nNew\n\nDepartments—The\n\nSecretary\n\non the Revision of Departments,\n\nnext\n\npresented\n\nas follows:\n\nthe\n\nreport\n\nbe held in\n\nof the committee\n\n"} {"page": 1104, "printed_page": null, "text": "NATIONAL\n\n1100\n\nASSOCIATION\n\nEDUCATION\n\nTo the Board of Directors:\n\nYour committe on Revision of Departments reports that it has had under consideration during the year various petitions, requests, and recommendations for\nthe consolidation of existing departments and the organization of additional departments,\nAs the result of this consideration of these matters we recommend:\nFirst—That the Kindergarten and Primary Departments be reorganized as the\nKindergarten-Primary Department.\nThis will be a small\nSecond—That a department of lip-reading be authorized.\ndepartment but it is composed of very earnest people who have presented a petition\nsigned by three hundred members of the National Association.\nThey have held\nsuccessful conferences for three years. Having fully complied with the conditions\nset up in the bylaws for the organization of departments we recommend that this\npetition be granted and the department authorized.\nThird—That the petitions for the organization of departments of Art and Nature\nStudy be received.\nThat the petitioners be authorized to hold conferences for\nthree succeeding years in connection with the meetings of the National Association, and that the petitioners be encouraged to expect a favorable action if they\nare able to comply with the conditions in the bylaws.\nFourth—Several petitions have been received for the organization of a Department of Higher Instruction. We look with favor upon the organization of such a\ndepartment, but recommend that action be deferred at this time until the plans\nfor such an organization shall become more clearly defined.\nFifth—We recommend that the bylaws be suspended and that the directors\nauthorize the organization of a Department of Junior. High School Principals\nwhich shall include not only principals, but all those directly engaged in the\nadministration of Junior High Schools, including those connected with the development of the work in colleges of education.\nSixth—We recommend that a committee composed of the chairman of the Committee on the Revision of Departments, Carroll G. Pearse, and the chairman\nof the Board of Trustees, Frederick M. Hunter, together with the President\n\nand Secretary of the National Association, be authorized to confer with the officers\nof the National Association of Secondary Principals for the purpose of devising\na plan whereby an association of the Department of High School Principals of the\nNational\n\nAssociation\n\nmay\n\nbe organized.\n\nSeventh—We recommend that the committee be continued for the ensuing year\nto make a further study of the subject in order that a clear-cut and definite policy\nmay be adopted for the future, regarding department organizations, sections,\nconferences and allied organizations meeting with the National Association.\n\nRespectfully submitted for the committee,\nRANDALL\nA question was raised as to the wisdom\n‘High School Principals but after discussion\n\nJ. Convon,\n\nChairman.\n\nof creating a department\nit was agreed that there\n\nof Junior\nshould be\n\nsuch a department.\nA motion: was made to adopt the report.\nIt was seconded.\nA motion made to\namend omitting the department of lip-reading was not seconded.\nThere was\n\nprolonged discussion. The vote was taken and declared carried.\nf\nA motion was made, seconded, and carried to authorize the Executive Committee to act for the Board of Directors between sessionsin carrying out the recommendations of the Representative Assembly and in attending to any due business\nproperly coming before the committee.\nA motion was then passed to accept the resignation of all representing regularly\nelected directors and reinstating all who were elected by the Representative Assembly and the meeting adjourned.\nJ. W.\n\nFrancis\n\nCraptrez,\n\nSecretary.\n\nG. Buair, President.\n\n"} {"page": 1105, "printed_page": null, "text": "REPORT\n\nREPORT\nGEORGE\n\nD.\n\nOF THE\n\nOF THE\n\nSTRAYER,\n\nCOLUMBIA\n\nCOMMITTEE\n\nON\n\nCOMMITTEE\n\nPROFESSOR\nUNIVERSITY,\n\nOF\nNEW\n\nRESOLUTIONS\n\nON RESOLUTIONS\n\nEDUCATION,\nYORK\n\n1101\n\nCITY,\n\nTEACHERS\n\nCOLLEGE\n\nCHAIRMAN\n\nEducation Bill—TVhe welfare of the children now enroled in the schools\nof the United States is dependent upon our ability to make available to\nboards of education, to superintendents of schools, and to teachers throughout the nation the results of current practice, of experiments wherever they\nare conducted,\n\nand of the results of scientific investigation.\n\n“The federal\n\ngovernment has long recognized its obligation in the field of scientific\ninquiry and has promoted the welfare of all the people through the activities of the Departments of Agriculture, Commerce, and Labor. We hold\nthat economy and efficiency demand that the activities of the federal government dealing with education be consolidated in a Department of Education under the leadership of a Secretary with a seat in the President’s\nCabinet. We urge that adequate support be provided for this Department\nin order that it may conduct such inquiries and disseminate such information as will make for the highest degree of efficiency in all of our schools.\nWe know that this service ‘can be rendered without in any way interfering\nwith the constitutional right of the several states to control, administer,\nand supervise their own schools. We, therefore, urge the Congress to pass\n\nthe Curtis-Reed Bill which embodies the program which this Association\nhas consistently advocated throughout its history.\nChild labor—The ‘National Education Association, in reafirming its\nstand on child labor, urges the passage of such legislation as will make\nexploitation impossible: and will assure protection to the children of\nAmerica.\nTeaching respect for law—We believe that the permanent prosperity and\nhappiness of a democratic people are dependent in large degree upon development of a high type of character among all the youth of the land. We\nhold that one of the chief purposes of the schools is to develop such a standard of character.\nWe deplore the prevalent tide of crime, lawlessness,\ndisregard and disrespect of law, and failure to enforce law as debauching\nAmerica’s youth and undermining the foundation of the republic.\nWe\ncall upon teachers everywhere to teach and practice respect for all law, as\na chief purpose of education.\nWe call upon the citizenship of the nation ’\nto exercise at all times its full right of franchise.\nWe call upon parents\ntc assume their full measure of responsibility for rearing and training of\nchildren into the practices and duties of citizenship.\nIlliteracy-—We reafirm our endorsement of the movement to wipe out\nilliteracy by 1930 and urge the allied educational forces of the National\nEducation Association to join with this effort for early liberation of millions\nof our countrymen from the bondage of ignorance.\nLiteracy tests—We believe that the reading and writing of English\n\nunderstandingly should be made a qualification for admission to citizenship\nof the foreign-born and also a qualification for voting.\n\n"} {"page": 1106, "printed_page": null, "text": "1102\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nObscene literature, pictures, and tokens—The\n\nCongress of the United\n\nStates has denied the privilege of the mails to obscene and indecent literature, pictures, and tokens, yet such articles reach the youth of our land\nThis Association again\nthrough various other means of transportation.\nrecommends 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 token, as are now denied\n\nthe privilege of the mails.\nThe status of the teacher—We note with pleasure the great improvement\nin facilities for teacher training, the increase in professional requirements\ndemanded by standardizing and state agencies, the longer school tenure,\nand the many successful pension and retirement laws. ‘These all help to\nraise teaching to the dignity of a real profession. ‘They also tend to bring\ninto the teaching group the most promising young men and women.\nWe\nurge teachers everywhere to respond to these improved conditions in a\nwholehearted way. Good as the conditions are they may be still further\nOur task is to continue to grow and to show intelligent enimproved.\nthusiasm for our work. “The Association recommends that administrative\nauthorities protect teachers in their work in the classroom from attempts\nby outside agencies to use the school organization for the furtherance of\nends not directly connected with the aims of public education.\nWe believe that the policy of allowing sabbatical leave for study, recreation, and recuperation should be encouraged in the various states and localities. The efficiency of our schools depends upon the health and intellectual\nvigor of teachers, and the public can make no better investment than to\nadopt those measures which will insure the maximum fitness of all members of the profession.\n\nFinancial\n\naid—The\n\nNational\n\nEducation\n\nAssociation\n\nreaffirms its ap-\n\nproval of the plan which will give adequate financial support to all classes\nof public schools. If the children of the republic are successfully to meet\nthe ever-increasing demands of civilization, the nation, the state, or the\ncommunity must supply the funds.\nIt is the responsibility of each state\nto enact such legislation as will provide adequate public funds and insure\nan administration sufficiently effective to guarantee equality of educational\ncpportunity to all its children.\nAthletic sports—We affirm our faith in the value of competitive athletic\nsports. We believe that all students from the elementary grades through\ntheir last year in college should have the benefit of organized recreation.\nWe believe that the school and college authorities should exercise full and\nentire control of all sports and that expenditures therefore should not be\nout of proportion to the costs of regular academic instruction. We urge\nthat all high school and college athletic regulations be strictly adhered to.\nWe believe that greater public recognition should be given distinguished\nachievement in scholarship so as to avoid the appearance of giving athletics\nfitst place in school life.\nInternational peace and goodwill—We believe that international peace\nlests upon international goodwill, which can only exist when there is in-\n\n"} {"page": 1107, "printed_page": null, "text": "‘TREASURER’S\n\nREPORT\n\n1103\n\nternational understanding. We recommend the World Federation of Edu_tation Associations. as a potent means to help world-wide understanding.\nWe also commend the international interchange of professors, teachers,\nand students. Growth of this custom will in time help to promote goodwill\namong all the countries making the exchanges. Each individual who has\nthis experiencein another country will return to his native land with\nfriendships made and understandings secure.\nThese will arm him effectively against idle and poisonous propaganda.\nSchool lands—The settled policy of the federal government to foster\neducation by granting to the several states large tracts of land to be used\nin support of their common and public schools is a wise and beneficent one.\nHowever, certain practices and rulings in recent years have so clouded and\nimpaired the states’ title to such land that it is impossible to realize the\npurposes intended. ‘Therefore, we favor such legislation by the Congress\nof the United States as will clear the title to the lands granted to the states\nfor the benefit of their common and public schools and will make it possible\nfor the states to enjoy the benefits and to realize the purposes intended for\nthe promotionof education and for the safety of the republic.\nPostage rates for books—We hold that books are one of the most important influences in maintaining the morale of the American home and\ntheir general circulation is greatly to be desired. We deplore the discrimination against books in the present postal law, and urge the desirability of\nrecommending to Congress that books be admitted to the same privileges\nin the mails that are granted to periodicals and magazines.\nAppreciation of hospitality—-We express our sincere appreciation of the\nmany courtesies and generous hospitality extended to the members of the\nAssociation by the staff of the schools, Boy Scouts, civic organizations,\npublic officials, and by private citizens of Philadelphia.\nWe appreciate\nthe service rendered to teachers and to the cause of education by the reports\nof our deliberation published by the local press and by leading newspapers\nthroughout the nation. We have been able to do our work and to enjoy\nour sojourn in the city that gave birth to our Association because of the\ncareful foresight and untiring effort of scores of workers who have contributed so generously to the success of our annual convention.\nTREASURER’S\n\nFROM JUNE\nBalance\n\nBrought\n\nIMileny (eiha EYES\n\nForward\nyore\n\nanata\n\nReceipts:\nFrom Annual Meetings:\nindianapolismVicctine\n\nfrom\n\nREPORT\n\nI, 1925, to May 31, 1926\nTreasurer’s\n\nReport\n\nSanocs . aoe ctc obo\n\noun. cir\nWwashinotankiwicctin oatwip hl\n\nfor Year\n\nended\n\noN Odd be CineyD OID big\n\nees\ncrhpee br bnay ores, su sca\nieyi Git eeeeai cai nei dennseieaaPate\n\nGarricd =Coumratds marr were troren inicio\n\nalee 2 arsine, odate leyout\n\nted\n\n$18,555.83\n\n$2,904.00\n2,868.00\n$5,772.00\n\n"} {"page": 1108, "printed_page": null, "text": "EDUCATION\n\nNATIONAL\n\n1104\nBrought,\n\nif\n\nForward...\n\naut. tjeese fetes\n\nASSOCIATION\noe dae shiolne eel Ri eee\n\n$5,772.00\n\nMay 31, 1925 May 31, 1926\n\nFor Account:\n\n.......-.\n\n$6,924.95\n\n$5,160.98\n\nDept. of Elementary Principals (Net)\nDept. of Adult Education (Net) ......-.\n\n917.10\n«+++.\n\n1,748.22\n633.99\n\n$7,842.05\n\n$7,543.19\n\nFrom Secretary’s Office during Year:\nIMembershipy Heessa\nvermisse tke ole. fee etic\naE\nSubscriptions to N. E. A. Journal ................Subscriptions to Research Bulletins ................\nSale of Volumes of Proceedings............+...++:\nSalexot Special Reports eaciost1\nsie.cidels\nelse ei ieee\nSalerot ResearCue bull\net iiet rte tre ciara ciciety eis corse cparaiel\nSpecial Investigations (Research) ..............--iy\nSaleTofiN’i B.A) ournalsyee acres\naiele at\natsocho ekeets\nel ice\nSalevof Dies tlarrisieD ookgae\ntee trtdeti\negtutr-siendenke\nSale of Pageanty Leaflets ta aasee\nen aeerene\nie a ie:\nCash Sales of Reports and Pamphlets ..............\n\n$138,481.00\n125,094.00\n4,804.00\n1,140.52\n4,213.99\n5,187.34\n213.49\n253.90\n210.04\n2,017.75\n2,387.74\n\n(Net)\n\nDept. of Superintendence\n\n298.86\n\n5,473.14\n\n$284,003.77\n\nFrom\nFrom,\nFrom\nFrom\n\nIncome on Permanent Fund ..................Commercial Exhibits’ (Net) geen\ncree\neee\nAdvertising—N. E. A. Journal (Net) ..........\nInterest and.Discounts Earned ................\n\n9,154.38\n4,563.03\n70,326.83\n297.01\n\nBromi\n\nRentals: Received\n\nsiaossia\nam. ane\ntine er\n\n2,723.19\n\nFrom\nFrom\n\nc\nHonorariums «(ield) Work) )emeti\neee teres\nSundry Income—Exchange, Ete. ..............-\n\n837.54\n822.87\n\n372,729.18\n\n$378,202.32\nDisbursements:\nBoard of Trustees—ExpenseS e.eceles i: sec ait alee setae cies aioe pee\nExecutive Committee:\nPresidenta(MraNevwlon)s\naged neko tere toes\n$692.31\n(lisse MeSkimmon)) ste aarti\nike\n1,074.43\nFirst, Vice-President. (Dr, Owen) .4.- ghee\nane\n138.28\n(Mir® Newlon))) ants cee ne\n411.04\nTreasurer) (Miss* Adair) (re te teak fan ce heme oa\n116.13\n(Dry Smith) pes. sas 8S easier des Geeeele aed ob\n203.06\nChairman, Board of Trustees (Mr. Siders) ........\n771.48\nMember by Election (Miss Iversen) ..............257.83\n(Miss pAdair) ps2 oh bon\nee\n240.35\n\nSSS\n$768.79\n\n3,904.91\n$4,673.70\n\nOffice of General\nGeneral\n\nHome\n\nSecretary:\n\nExpense\n\n(Salaries,\n\nStationery,\n\nEtc.)\n\n..................\n\n19,845.15\n\nOfhce:\n\nGeneral Expense ...20 rac sities oc ie tele eae eee\nExpress.rreight..and) Parcels ostwava.cst eee\n\n$311.15\n1,181.16\n\n‘PelephoneR\n\nServices,\n\n‘Delegrams\n\n(General)\n\nepee\n\nGarried\n\n»sForwatdiiis\n\n(oh\n\n= .A0.dsh oe areasa\n\nsean\n\nORR os be Ge\n\nST\n\n2,027.93\n\noe\n\nee\n\n144.13\n3,664.37\n\niie\n\nin\n\neee\n\neee\n\n28,183.22\n\n"} {"page": 1109, "printed_page": null, "text": "‘TREASURER’S\n\n1105\n\nREPORT\n\nBroughteahonward ac etitiscoccae\nse asia ae ehmadsad Se\nRepairs—Office\n\nFurniture\n\nand Fixtures\n\nInterest andt Discounts. Allowed\n\n............\n\n....2...-..4<.0ste\n\nSuretyq Bondhes mercedes\ns...<, LNA\nerent se\nLinsuranCemeeeca\nce\neee sens. woes a bao oat\nAuditing Accounts of Association ................Physical Plant—Rents, Light, Heat, Power, Janitor..\n\nInstitutional Expense:\nAnnual Conventions:\nDeparimentale Expenses\nccse cere totter at ae\nStatcm) trectOrspeccn\ney hat a emeee TC\nResisthatioug BUTECAU Teer\nirr cro eee\nSLENOZLADNIC LOCLVAICCEEEte\nets Ce niece are neo einer:\nBUDICHL Van\nmeio\nante ae om\nee\nPrinting:\n\nPLOPLAUMIS EI\noes ae sects oe\nMiscellaneous\nmandates\ncat fe ot\n\n$1,132.42\n568.40\n\nbexpresspandelireight tm. 4-6 doses ae\nee Seer Oo\n‘Lelephonesgang wbelegramseets\na.) mela. eis te\nMiscellaneous Expense (Speakers, Etc.) .........\nRepresentative Assembly Expense ..............\nBadges roe mappa meets orient cg een ee eet ite hee, s\nSesquicentennial Pageant Expense ............!.\n\nExpense\n\nin Collecting\n\nMembership\n\nDues..........\n\nPublicity in Anticipation of Membership............\nSpecial Committees Appointed by the President....\nMembership—World Conference in Education......\nMembership—American Council on Education......\nN. E. A. Journal (Printing and Distribution) ......\nWoltumesot, Proceedings:\n\nResearch\n\nBulletin\n\n(1925)\n\n(Printing\n\nonsets.\naces npiee\n\nand\n\nDistribution)\n\ner\n\nry\n\n377.91\n1,337.90\n210.00\n92.47\n813.67\n20,786.02\n\n$28,183.22\n\n23,617.97\n\n$322.24\n400.59\n559.52\n111.47\n1,097.90\n\n1,700.82\n190.82\n92.15\n1,109.70\n708.27\n207.80\n1,871.01\n$8,372.29\n$10,556.86\n15,364.56\n130.16\n1,000.00\n100.00\n92,687.66\n8,458.22\n6,867.12\n143,536.87\n\nSpecial Appropriations for the Year 1925-26:\nCommittee on Character and Citizenship ..........\nBdrtonia leGounell GirectAnc leas oh. tetera cette sore ciee\nCommittee-on Health Education ..............<..5-:\n\nPrintings Health Reports fre. cea\nta eet tie\nUliteracy.) Commission, .nqascns\n«che eee amuse 1\nLegislatives COmMISSion: 5...5- «yea + «lteetecta.\na7 88\nCommittee on the Classification of Educational MaCOLA\neae\nee\nee Brahelc aynie ndets sitehalepanetoretetywld\nCommittee on the Standardization of School House\n\nIMINO?\n\nop ona do 4A0b Ue MeO ODIs doe ane Ss i> VOImIaS\n\nGComimitteer\n\nOle demure. sry. dee i -1. es ae uesleloe onesie\nGonmittee on Lbrift Education ..2-...-....-:.-+->\nCommittee on Educational Nomenclature ..........\nCommitteesson Museums « 06.6) hence cea tle ag elec te\n\nDepartment of Classroom Teachers .........-.--:\nDepartment of Elementary School Principals .......\nDepartment of Adult Education ........-..+++++++5\n(Gryatradl ldoeivcucely\n\nan oo bo50n 6008 SHO) 0 000 DOO DiomNCCO\n\n$199.33\n500.00\n476.54\n2,568.81\n117.93\n772.13\n249.90\n\n81.57\n81.68\n1.80\n\n31.88\n49.46\n6,040.42\n\n1,400.00\n500.00\n\n13,071.45\n208,409.51\n\n"} {"page": 1110, "printed_page": null, "text": "1106\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nBrought: Borwardin steven cesta c.5010 om abel hime tie nei Meettee ae\n9,379.00\nFinancing Delegates (1925 Convention) ...........-+.-Kindergarten@iducation sso. ocras4 +1 une Meee itehd a.\n33.78\n910.00\nPrinting Kindergarten Report (1925)............\nAmerican fducation Week <...0210 16 acsearle =\nCommittee of One Hundred on Retirement Allow-\n\n236.68\n\nS Penn eRe 04d\n\n58.93\n\nANCES\n\nALT,\n\ncoe eel ePee US ond hetldre eA\n\nCommittee of One Hundred on Classroom Teachers\nProblemse ch euice ch ckerbs,s:e a)Mio « astemertontserelesmarert\nCommittee of One Thousand on Child Labor.......\n\n311.60\n123.65\n64.12\n150.62\n\nCommittee on Community Relations ...............\nCommittee on Professional Ethics ............... Ss\nCommittee on Standard Requirements, and Credits\not heachers un'ithe: Services.\n«. «0.05. oacmnee aa\nCommittee on Teaching Democracy ...............\nCommittee on Visual Education —....... 6.0.16\nCommittee\n\non\n\nCommittee\n\non Foreign Relations\n\nHomes\n\nDivision of Accounts:\n(Salaries ¥Stationery,\n\n39.73\n213.87\n\n..................\n\n31.71\n\n0. eee 4h cit\n\nEtc;)'\\on.\n\n12.88\n\n20.73\n\nTeachers........\n\nfor Retired\n\n$208,409.51\n\nmibeea ah hese\n\n11,587.30\n5,643.87\n\nDivision of Legislation:\n(Salariess Stationery, EtG:) © co. o¢ pneeneg titanate eerie cere ece\nDivision of Business:\n(Salaries; Stationery; Etc:). \\y.04 00.90 aun sor ieee Eerie\nDivision of Publications:\nnoc ceee chee\nre eeercnneiae\n(Salaries: Stationery,” Efc:)ii\nDivision of Research:\n(Salaries; Stationery... Etc.) <6 sa. ocilacaa\ncic\nie aiaten aee\nDivision of Classroom Service:\n(Salaries.gStationery, “Bte:) Gata catua eth\ner ee\nae ae\nDivision of Administrative Service:\n(Salaries Stationery, Htc.) pen ace\niena eaaeeeen eter\n\nDivision of Records and Membership:\n(Salaries s Stationery; \\Etc:) Reser acca\n\nie eras hopes cede year\n\nee\n\nPurchase of Office Furniture and Fixtures ...........\nyan -pemreecene\n*Office Stationenys and Suppliesr\n\n$3,614.07\n690.92\nee\n\n*Stamped\n\nenvelopes.\n\n16,532.55\n20,058.64\n\n17,170.45\n22,454.53\n6,088.77\n2,994.55\n20,519.06\n'\n2,923.45\n\nRien SS\n$334,382.38\n\nCASH\nBalance\n\nSUMMARY\n\nas per Treasurer’s Report, May 31, 1925\n\nReceipts for the year ending May 31, 1926\n\n.............0.-5-\n\n...........\n\nDecrease in Accounts Receivable...........\nLess Bad’ Debts written off ..0 6.00050 0000:\n\n$18,555.83\n\n$378,202.32\n\n$4,553.07\n1,346.73\n—_—-\n\n3,206.34\n\nDisbursements for the year ending May 31, 1926......\nTransfer from Current Funds to Permanent Fund ....\n\n$334,382.38\n2,500000\n\nTotal disbursements as at May\nVouchers Payable as at May 31, 1925\n\n$336,882.38\n23,455.01\n\n381,408.66\n$399,964.49\n\n31, 1925........\n................\n\n$360,337.39\nCarried «Forward tsijn\n\noo: toriosrat od hare =\n\nee\n\nee\n\neee\n\n39,627.10\n\n"} {"page": 1111, "printed_page": null, "text": "REPORT\nBrought\n\nForwards\n\nTHE\n\nAria\n\nas at May\n\nBoarRD\n\nOF\n\n2ACYV RVs.\n\n(Vouchers Payable)\n\nExpenses unpaid\n\nCash Balance\n\nOF\n\nASR...\n\n1107\nkw. ed\n\n$39,627.10\n\non May 31, 1926............\n\n19,248.37\n\n31, 1926.............. Sk\nRespectfully\n\nTRUSTEES\n\n$58,875.47\n\nbeARs\nidee aha\n\nsubmitted,\nHeENry\n\nL, SmitH,\n\nTreasurer.\n\nCertificate of Auditors\nTo the President of the National\n\nEducation\n\nAssociation:\n\nWe have audited the accounts of the National Education Association, and of the\nTreasurer, and of the Secretary for the year ended May 31, 1926, and certify that\nthe foregoing statement of Receipts and Disbursements is correct and is in accordance with the books of the Association.\nThe Secretary’s Revolving Fund of\n$30,000.00 has also been verified by us.\nNew York, N. Y.\nJune\n\n18, 1926.\n\nREPORT\n\nPEAT, Marwick,\n\nOF THE\n\nBOARD\nFISCAL\n\nOF TRUSTEES\nYEAR\n\nMiTcHeLL\n\nFOR\n\n& Co.\n\nTHE\n\nJune 1, 1925, to May 31, 1926\n\nTo\n\nthe Executive\n\nCommittee,\n\nBoard\n\nof Directors,\n\nand\n\nRepresentative\n\nAssembly :\nThe Board of Trustees herewith submit their Annual Report on the\nfinances and property of the Association.\nThe Funds of the Association, which are under the jurisdiction of the\nBoard of Trustees, are deposited or held in trust by the Continental Trust\nCompany at Washington, D. C., the depository designated by the Trustees.\nThe funds received from various sources which are deposited in the Regular\nAccount are checked out only upon the authority given by the president,\nsecretary, and chairman of the Board of Trustees.\nThe Permanent Fund is the money which has been put into a reserve\nfund. The income from this fund pays for repairs, upkeep, insurance, etc.,\ncn the property in which part of this fund is invested. The Balance goes\ninto the Regular Fund for current expenses. The Permanent Fund is invested in stocks, mortgages, bonds, and real estate.\n\nThe Regular Fund is the money received from memberships, from the\nsale of volumes and pamphlets, from commercial exhibits, advertising, etc.\nThe Revolving Fund is a part of the moneys of the Regular Fund placed\nin the hands of the Secretary to pay salaries and current bills. The Secretary presents vouchers for the money he expends. The Revolving Fund is\nreimbursed monthly from the General Fund.\nDetailed information follows:\nRespectfully submitted,\nBOARD OF TRUSTEES,\nBy Watrter R. Sipers, Chairman.\n\n"} {"page": 1112, "printed_page": null, "text": "EDUCATION\n\nNATIONAL\n\n1108\n\nASSOCIATION\n\nTHE AUDITORS’ REPORT\nIncome and Expenses\n\nThe excess of income over expenses resulted in a surplus of $45,627.85\nfor the year ended May 31, 1926. The following is a condensed comparative statement of the income and expenses for the two years ended May 31,\n\n1926 and 1925:\nCondensed\n\nComparative\n\nStatement\n\nof Income\n\nand Expenses\n\nINCOME:\nYear ended May 31\n1926\n1925\n\nIncrease\nDecrease\n\nOffice......\n\n$138,481.00\n\n$119,247.50\n\n$19,233.50\n\nMemberships from Annual Conventions....\nN. E. A Journal—Subscriptions and Adver-\n\n5,772.00\n\n5,903.35\n\n131.35\n\n26,112.91\n309.02\n\nMemberships\n\nCISINE,,.\n\nfrom\n\nee casraes sli\n\n195,674.73\n\n169,561.82\n\nSales of Proceedings) 1.- seca ee\nSales of Special, Reports.2:\n5 $5.4 2.445.699\nCommercial Exhibits” 4... . se\nae\noe ae\nResearch Bulletins trac. ee\neee eRe\n\n1,140.52\n4,213.99\n4,563.03*\n10,204.83\n\n831.50\n4,276.39\n20,298.44\n5,524.10\n\nHonorariums\n....- e+\nRentals. 206 spac age. oot sce\n\nee\n\n$837.54\nRPS\n\n$1,819.92\n2,630.00\n\neee\n\n297.01\n\n64.24\n\nCash Sales—Reports, Pamphlets, etc.......\nNet Income\ntransferred\nfrom Permanent\nI\ntole eee eee So area taanecdos cos ule tie\nSundty Income) .aey ocieieocnraie\neine\nSalessotyDr:) Haxcrisib00k oar\ncne en nete\n\n2,387.74\n\n1,972.04\n\n93.75\n$32.77\n415.70\n\n12,198.10,\n12,346.42\n822.87\n292.02\n210.04\n792.00\nsOfe Sioa Peetety\n\n148.32\n530.85\n581.96\n2,017.75\n\nInterest\n\nSales\n\nCEOs\n\nSecretary’s\n\nayac ortig ae Reem\n\nand,\n\nDiscount’\n\nof Pageant\n\nhee\neae\nae ae\n\nHarned.\n\nLeaflets..... Setrs Ga\n\n62.40\n15,735.41\n\n4,680.73\n\n$982.38\n\n$381,544.90\n\n$345,559.74\n\n$35,985.16\n\nBoatdwolel-pusteessa-p\ntree ick tactieee\nDxecutivien Wcomuttiecnss\nie artaer inesrerre\nGenetal¥Secretany7ss Otlice *P4se.a eens\nhone\n\n$768.79\n3,904.91\n19,845.15\n\n$602.64\n3,276.82\n21,349.63\n\n$166.15\n\nHome tO fice\n\nOft.4. .\n\nInstitutional\n\nExpenses—Annual\n\nEXPENSES:\n\n628.09\n\neile, :\n\n30,393.43\n\n29,036.49\n\nConvention.\n\n8,372.29\n\n6,466.40\n\nEducation...........\n\n1,000.00\n\n1,150.00\n\nExpense in Collecting Membership Dues...\nPublicity in Anticipation of Membership...\n\n10,556.86\n15,364.56\n\n5,168.76\n23,016.28\n500.75\n\n1,504.48\n1,356.94\n1,905.89\n150.00\n5,388.10\n7,651.72\n500.75\n\n130.16\n\n422.71\n\n292.55\n\n100.00\n\n100.00\n\n92,687.66\n\n86,719.67\n\n8,458.22\n\n7,792.14\n\nWorld\n\nConference\n\n‘Genéral! Publicity\nSpecial Committee\nlent iy) sad\n\nSTARE\n\non\n\nAE ET. GEE\n\n4427\nie) EE\nes\nappointed by the Presi-\n\nAt gees cic de ee\n\nSaree\n\neee\n\nMembership—American\nCouncil on EducaPLO poesia\nosyeeses =< eras archnadpeerage\nN. E. A. Journal (Printing and Distribu-\n\ntion icheaseiokw\n\nis seats\n\neee\n\nVolumes of Proceedings (Printing) .......\nResearch Bulletins (Printing and DistribuSLOON\n\nae,\n\nDrgHarris\n\nNN\n\nTS\n\n¢Book’s\n\n«crm\n\nSpeciale\n\nApprophiations\n\nNote.—*\n\nNo\n\nCommercial\n\nee eer rat\n\nMS\nmeee\nExhibits,\n\nreas,\n\nIe\neee\nMay,\n\n5,967.99\n666.08\n\nSee\n\n6,867.12\n\n6,554.57\n\n312°55\n\neee\n\nee\n\n2,055.85\n\n24,658.75\n\n27,138.84\n\n2,055.85\n2,480.09\n\nee\n1926.\n\n"} {"page": 1113, "printed_page": null, "text": "THe\n\nmoar\n\nAvupitor’s\n\nRrEport\nYear ended May 31\n1926\n1925\n\n:\n\nDivislolmoteexCCOUNTSe meet\na.\ncn.\nDivision of Records and Membership......\nDivision of Legiskatioi\n\n1109\n\n5,643.87 \\)\n20,519.06 §\n\nee,\nAS3G8-2)\n\nIncrease\nDecrease\n\nis\nan¥kOs$24:03\n\n0.0: .::-.-.+2e-.\n\n16,532.55\n\n16,840.62\n\n308.07\n\neames\nme ete le.\n\n20,058.64\n\n18,720.92\n\nDivistonp or Publications.\n.4....¢02 0060...\neee ou. cece ese\nWivistonsor. Researches\n\nOSS age\n\n17,170.45\n22,454.53\n\n15,040.18\n15,900.43\n\n2,130.27\n6,554.10\n\nService..........\n\n6,088.77\n\n6,168.73\n\n79.96\n\nService.........\n\n2,994.55\n\n1,874.01\n\n» 1,120.54\n\n8. janisniiereae\n\n1,346.73\n\n1,764.85\n\n418.12\n\n$335,917.05\n\n$313,010.19\n\n$22,906.86\n\nc+ decoses 45,627.85\n\n$32,549.55\n\n$13,078.30\n\nDivision\n\noe business\n\nDivision\n\nRoom\n\nof Class\n\nDivision of Administrative\n\nBadge\n\nVV ritten\n\nebigu\n\nOtt\n\nSurplugetorm\nAs in former years,\n\nVeat\n\nprepaid\n\nee\n\nsubscriptions,\n\nmemberships,\n\netc., have\n\nbeen\n\ntreated\n\nas income of the current year.\nFurther particulars of the income and expenses for the year ended May\nare submitted in Exhibit “A,” appended hereto.\n\n31, 1926,\n\nThe following is a statement of the Surplus Account for the year:\n\nSUED]\n\nUswasaa\n\nteVaya silg ODS cre. onset ier cae ele ous cteene eyes oo vate fees Go ato eiares\n\n$27,213.10\n\nAdd:\nSurplus for Year ended May 31, 1926, as per Income and\nBxpensemStatement 5 4.9 sledas 5 0 clos oa tela aver syevaiiorarere\nLess Amount transferred to Permanent Fund..........\n\n$45,627.85\n2,500.00\n43,127.85\n\nSurplustastatelViays Sw\n\n9 2 Goractenens Wetec! \n\n23,455.01\n$358,025.33\n\nLess:\n\nBills Unpaid as at May 31, 1926........\nDepreciation—Office\n\nFurniture,\n\n$19,248.37\n3,111.09\n\netc......\n\n22,359.46\n$335,665.87\n\nFurniture\n\nand Fixtures purchased\n\nYear t4 Talis,\n\napa. at\n\nduring\nhe\n\n$3,614.07\n\nOffice Stationery and Supplies—decreased\ndULING |Vear Bence\nee eet ea eee ta\n\ntab ape tages\n\n690.92\n$2,923.15\n$338,589.02\n\n‘Cransterredyto\n\nPermanent\n\nhund seaeeeiee\n\ntates\n\n2,500.00\n\nz\n\n——————_\n\n341,089.02\n\nExcess of Cash Receipts over Cash Expended..................\nAccounted for as follows:\nRevolving\nFund’):\nPe.pye creche cram rah re seinen ese eoies $30,000.00\nGeneral Account—Continental Trust Co. ............\n28,875.47\n\n$58,875.47\n\n$58,875.47\n‘\n\nWe examined\n\nthe cash receipts after making an investigation of the methods\n\nof\n\nhandling the income derived from memberships, subscriptions. to the N. E. A.\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 that all the funds received had been properly accounted for.\nAll vouchers supporting cash disbursements were examined and found in order.\n\nAssets and Liabilities\nThe following is a statement of the assets-and\n\nliabilities as at May 31, 1926, as\n\nshown by the books:\n\nAssets\n\nSecretary's Fund—in bank, on hand and to be reimbursed from the\nregular “account’ .an40.\nAlen ORIMO\niaa\nae oe\n1 PATIO.\nSee $30,000.00\n\nRegular\n\nAccount—in\n\nbank....i.......0.0.0.0. EMME)\nHat TIWEY\n\n28,875.47\n$58,875.47\n\nPermanent\n\nFund:\n\nIn*Bank—Prineipal)\n\nAccounttem....\n\n81 .cht..n. cane\n\neee\n\nIn)-Bank—IncomesAccountaserenr\nat seers cia\nes:\n\nGarried.\n\nForward 5. ascccndeon was cso\n\n$821.38\n3,043.72\n3,865.10\n\noccu\n\nRee\n\nee\n\n$62,704.57\n\n"} {"page": 1115, "printed_page": null, "text": "THe\nBIOUSHE MMOL Wards\n\nsews\n\nAvupitror’s\nSTE aA\n\nREpoRT\n\nok OR\n\nLitt\n\nein\n\nOTA.\n\nAccounts Receivable ......... FED\nDIG ARIE\nchie VAAL ES\nLess Reserve for Doubtful Accounts...................\n\n$62,740.57\n\n12,143.51\n1,000.00\n11,143.51\n\noO\n\nNotes=Recewvable; Kite: Membersy\noh stadis. LUGE xk ed Wade.\nStationery, Supplies, Stamped Envelopes, etc. .................-005,\nOld Volumes of Proceedings and Other Publications................\nHecuritlesatebooksValuem\n\n(Schedule:\n\nReal? Estates NOtes)...0.0decme\nReal Estate:\n\ncon\n\n1”)\n\n) seat mewn\n\nee\n\nee\n\n7,005.00\n1,292.91\n500.00\n\nee\n\n100,928.80\n\nates hePoe oaesGn oe\n\n14,000.00\n\na lbh oe $153,000.00\nCOStaalesl COMME\ntoc Pde ches nth oe kc\nImprovements and Alterations since date of Purchase—\n17,566.13\nMIBStieeteProperty . sasewit ea. Ge «aide cnscasn to erie ouaekd\n$170,566.13\n\neScm\n\nNOM\n\nCAVES\n\nMANGE OADS i © arts sels s shun\n\n> giderae, sae\n\n$66,000.00\n————\n\nOffice Furniture, Fixtures and Equipment................\nLessaneserven\n\naoc\ntone cpreciationyrs..impsceui\nseat 4\n\n$104,566.13\n\n$34,724.96\n12,448.06\n\n22,276.90\n$324,453.82\n\nLiabilities\nPNCCOUNES AVA DLC Mrrrctese ete Mere eeeE1e Ee nisaie Gute SIG Gee ONO siaks Ioa ASeratare luis os\nea\n220. 2 ete\nee\nDepartment of Superintendences,..2'.\n\n$19,248.37\n5,160.98\n\nDepartment ot Elementary School’ Principals. 40.7.6). .\n24 Ae fe aAaaeties\nlense nets a2\nDepartment-ofrAdult Bducation..-ee\n\n1,748.22\n633.99\n227,321.31\n70,340.95\n\nPeruse EPund-——e ermanent Vin vestMent..<\nSUL MIGHEML See Ah fo SESS 48 8S So + SSeS\n\nae ones «uh os ocr oo or Marueicicn ete re ee\nee Sa TOS SME ab a, Rees Nite etamne ete\n\n$324,453.82\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 Trustee.\nWe checked the accounts receivable, which were in agrement with the control\naccount in the General Ledger.\nWe analyzed them as to age and condition, and\nfrom our discussion with the business manager we are of the opinion that the\nreserve of $1,000.00 set up previously, is adequate.\nThe notes receivable (life members) on hand were examined by us and found\nin 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\nAs in previous years, the old volumes of proceedings\ncarried\n\nat the\n\nsame\n\nasset now includes\n“Health Education”\nBook” 4000 copies,\n\namount\n\nof $500,\n\nwhich\n\nand other publications\n\nis a conservative\n\nvaluation.\n\nare\nThis\n\nthe following: “Old Volumes of Proceedings” 18,505 copies,\n3500 copies, “School House Planning” 5000 copies and “Harris’\n\nWe inspected vouchers for all the addition to the furniture, fixtures and equipment during the year, amounting to $3,614.07, and found the amounts to be proper\ncapital charges.\n\n"} {"page": 1116, "printed_page": null, "text": "111Z\n\nNaTIONAL\n\nWe\n\nmade a sufficient check\n\nshown\n\non\n\nmanager.\nThe accounts\n\nall known\n\nthat\n\nbusiness\n\nthe\n\neffect\n\nfrom\n\nof Superintendence\n\nand\n\nElementary\n\nPrincipals were examined by us and found to be correct;\naudit the account of the Department of Adult Education.\n\nPermanent\n\ndid\n\nwe\n\nare\n\nliabilities\n\nto this\n\n-a certificate\n\nDepartments\n\nof the\n\nASSOCIATION\n\nto satisfy ourselves\n\nobtained\n\nand\n\nbooks,\n\nthe\n\nEDUCATION\n\nnot,\n\nSchool\n\nhowever,\n\nFund\n\nWe have audited the receipts and disbursements of the Permanent Fund and\nhave inspected the securities in the custody of the Continental Trust Co., Washington, D. C. A detailed list is attached hereto as Schedule “I,” showing their par\n\nvalues and cost price. During the year the Kansas City School Bonds, $10,000,\nwere redeemed at par, the mortgage loans were reduced by $17,000 and Real\nEstate 69 Notes, amounting to $14,000, were purchased.\nAll income from investments\n\nwas\n\nreceived\n\nduring the year.\n\nThe following statement\nyear:\n\nshows\n\nthe changes\n\nin the Permanent\n\nFund\n\nBalance*as at May 31,.1925,-as) per lastireportmspencete: ait\n\nduring the\n$207,166.31\n\nAdded during year:\nCash received for Life Members’ Fees................. $11,625.00\nNotes for Life Members’ Fees:\nAmount as at) Vays 1 1925 er reer\n$1,475.00\nAmount\n\nasrat Mayes\n\nly) 1926s\n\nmeee\n\neerie\n\n7,005.00\n\n5,530.00\n\nmn\n\neet\n\nCash transferred from Association’s Income......................\nProfit on Kansas City School Bonds, $10,000.00, redeemed July 1,\nYE\n\nCS\n\na Ineer em\n\nBalanceyas at» May 31, 19262\"\nMade up as follows:\nEET CS:5 cient\n\nEee\n\npe\n\nIria\n\nCos COO\n\nic sone\n\nect\n\nGOR Hols hoa pnt\n\nobo 3 chol\n\naati\n\nsennlnere Meera Aes clos iva: mae us oF\n\nFal Sg\n2,500.00\n500.00\n\n$227,321.31\n\n$821.38\n\nNotes Receivable—Life Members...................42.\n7,005.00\nReal Estate 6% Notes Secured by 1201 16th St.........\n14,000.00\nSectiritiess#: ja-Btaaic,.ton.\nJa sere RRSP\nwet eae ere 100,928.80\nReal Estate, less Mortgage Loans thereon..............\n87,000.00\nImprovementssatyMy Streetam\nrenner ieaek eres\n17,566.13\n\n$227,321.31\nThe\n\nincome\n\nsummarized\n\nfrom\n\nthe\n\ninvestments\n\nand\n\nthe\n\ndisbursements\n\nfor\n\nthe\n\nperiod\n\nare\n\nas follows:\n\nReceipts:\nInterest from Securities Owned (Schedule “1’”)..................\nRentals received’ from Reali Estate Owned.......,..-...-....+-.2..\nInterest, froms\n\nRealelistatemNotesa-ee\n\nete\n\nae\n\nae\n\nee\n\n$4,550.00\n15,000.00\n481.18\n\n$20,031.18\nDisbursements:\nInterestyon /Mortgagesjretay\nTaxes\ntaias ees 2a\n\nRepairs;\nTrisurances,\n\ntte...\n\nCRUE\n\nyanse\n\n4. 1) Ree.\nee\n\nSe\n\nOE\n\nhae. SRD, oo BR\n\n nicl sthotaiselapors 4,50.-s te Me\nTG tale UMCOM CMe eat\nExpenses:\n\neee ert cae, Shee\n\necole ohne teense wee hes\n\nibyovneel GLE Maile\nG\niepals ogi\noanOOno oan om-DOodaG\nOpe\nExecutive Committee:\nPresident (Mr. Newlon) 1924-25.........\n$692.31\nPresident (Miss McSkimmon) 1925-26....\n1,074.43\nFirst Vice-President (Dr. Owen) 1924-25.\n138.28\nFirst Vice-President (Mr. Newlon) 1925-26\n411.04\nTreasurer (Miss Adair) 1924-25........\n116.13\n‘Treasurer (Dr. Smith) 1925-26..........\n203.06\nChairman) Board vot Trustees...\n- 9+ 771.48\n\nMember\n\nby Election\n\n297.01\n\nns ede eve\n\nBe\n\n822.87\n210.04\n2,017.75\n$381,544.90\n\n$768.79\n\n(Miss Iversen)\n\nOder he Ai Caco eam\n\nCIORIOlOg Orkcac\n\nOst Oiain eecite\n\n257.83\n\nMember by Election\n\n(Miss Adair)\n\n1925-26\n\n240.35\n3,904.91\n\nGarriedie\n\naecletss teas crsie Sees\nPOLWALd meric\n\n$4,673.70\n\n$381,544.90\n\n"} {"page": 1118, "printed_page": null, "text": "1114\n\nNaTIONAL\nTotal\n\nIncome#Brought)\n\nBrought(>Rorward)\n\nEDUCATION\n\nForward.\n\nASSOCIATION\n\n. °c, :2ctslaeem\nete fae) -ttele eel\n\n$381,544.90\n\na. ..2565+.on aie iain aes, Ea $4,673.70\n\nGeneral\n\nSecretary’s Office:\nSalarygOf mSeCletaryn gumdsscrtack eek hees\n\n$8,874.00\n\nClerical ServiceSan.niicatianonce\n«sock tere\nTraveling Expenses ca.c.+. \n\nThe resources of the Division of Research during 1925-26 have been\ndivided as follows: (a) forty percent to independent research investigations and the preparation of the Research Bulletin, (b) fifteen percent to\nassisting the research activities of the Association’s Departments, (c) ten\npercent to research activities of the Association’s committees, (d) twenty\npercent to supplying information and other service to members and others\nin response to special requests, and (e) fifteen percent to work for which\nother Headquarters Divisions are primarily responsible.\nAccording to the above statement approximately seventy-five percent of\nthe Division’s time is going to research activities. As the Division’s resources grow, this percent should be increased.\nWORK\n\nACCOMPLISHED\n\nRESEARCH BuLteETIN.\nThe following issues of the Research Bulletin\nhave been prepared during the past year: (a) Taking Stock of the Schools.\nTen thousand copies of this Education Week issue of the Bulletin were\nprinted. All but 200 copies have been sold. (b) Keeping Pace with the\nAdvancing Curriculum.\n\"Two editions and a total of 23,000 copies of\nthis issue were necessary to supply the demand.\n“This number has exercised an important influence in improving the quality of the work performed by hundreds of local curriculum revision committees.\n(c) The\nAbility of the States to Support Education.\n‘The data in this issue are\nalready playing an important part in the drafting of the legislative programs of a considerable number of states whose legislatures meet during\nthe coming calendar year. (d) Facts on State School Finance will shortly\nbe off the press. It presents pertinent comparable data concerning important\nphases of state school finance and other material that should play a significant role in the sessions of the 40 state legislatures which meet during 1927.\n(e) Handbook on Major Educational Issues. This edition of the Bulletin, to be issued early in September, briefly summarizes a number of\nmajor issues bearing upon school progress. The facts it presents’ and the\nreferences to pertinent material should make it valuable for use during\nEducation Week, in teachers’ meetings, and in other study groups.\nThe growth of the Research Bulletin is objectively indicated by the\nfigures in the following table:\n\n"} {"page": 1156, "printed_page": null, "text": "2\n\nASSOCIATION\n\nNATIONAL\n\nEDUCATION\n\nRESEARCH\n\nBULLETIN—INCOME\n\nAND\n\nCOsT\n\nrae eee\n\na eR\n\na\n\nCost\n\nResearch Bulietin Income from:\n\nGee ate Sad Yah\nYear\n\n;\n\n1\n\n2\n\n1923-24\n1924-25\n1925-26\n\n$3,774\n3,774\n4,804\n\n.\n4\n\n1One dollar of each $5 National\nthe Research Bulletin.\n\nSales)\n\nPercent\n\nAll sources\n\ntributing Re- (or of fo\n|search Bulletin\nCiiaieg\n\n3\n\n4\n\n5\n\n6\n\n$874.16\n1,750.10\n5,187.34\n\n$4,648.16\n5,524.10\n9,991.34\n\n$7,692.63\n6,554.57\n6,867.18\n\n60\n84\n145\n\nEducation\n\nAssociation\n;\n\nthat\n\nlng cand dis- |iheome sasoF\n\naw\n\n'\nSubscriptions! |\\Separate\n\nof print-|\n\nmembership\n\nis for a subscription\n\nto\n\nCooperation with Departments—The Division of Research has cooperated\nwith most of the more active Departments of the Association in the development of their research programs.\n‘These pieces of work should be\nnoted: (a) Working with the Commission on the Curriculum of the Department of Superintendence, the Cooperative Plan for Curriculum Revision has been developed until it now involves the participation of 300\nschool systems.\nThe Fourth Yearbook of the Department of Superintendence, The Nation at Work on the Public School Curriculum, is one\nof the outcomes of the functioning of this plan. ‘The first edition of 7000\ncopies of this Yearbook has already been exhausted and a reprint of 5000\ncopies has just been completed.\n(b) The Educational Research Service\nhas been conducted in cooperation with the Department of Superintendence.\n\nThis is a self-supporting service subscribed to by 149 school systems at $25\nper annum. The service is steadily growing. Its future development will\nreduce the percent of the Research Division’s budget devoted to supplying\ninformation in response to requests from members.\n(c) Some of the sections of the Fifth Yearbook of the Department of Elementary School\nPrincipals and of the First Yearbook of the Department of Classroom\nTeachers were prepared in the Division of Research.\nCooperation with Committees—The Division has aided the research\nactivities of a number of the committees of the Association. Some of the\nmore important pieces of work are as follows: (a) Preparation, under the\nleadership of the Committee of One Hundred on Teacher Retirement\nAllowances, of the report to be presented on this subject at the Philadelphia meeting. This report with some revision will shortly be issued\nas a number of the Research Bulletin.\n(b) Data presented at the Philadelphia meeting in the report of the Committee on Teacher Tenure were\nassembled by the Research Division working under the leadership of the\nchairman of that Committee.\n(c) Working in cooperation with the Association’s Committee on the Behavior Problem Child, the Division aided\nin assembling material contained in the report of this Committee presented at the Philadelphia meeting.\nCorrespondence and Information Service—It is estimated that the Division’s correspondence section answered approximately 7500 letters during\nthe year. These letters came principally from Association members and\n\n"} {"page": 1157, "printed_page": null, "text": "REPORT\n\nOF THE\n\nrequested a wide variety of information.\n\nSECRETARY\n\n1153\n\nThe replies\nr\ncad\nez\na\nat\nst\nst\nat\nat\nuy\nOL\nu\n8\noot\nSit\n8\n>\n2\n4\n6\nuu\ne\nt\nz\n3\nr\nL\nat | wt | sm\nGit | wt | ost\n3\n8\nst\nst\na\nat\ny\n9\nv\not\nst\nad\nmz | wz | wt\nuse | soz | gez\n9\na\nt\n9\nst\n1\n«\nog\nOL\nse\ngL\n7\n¢\nesse | once | g\nz\n£\nz\nz\nz\na\ns\n£\nia\n\nov\n6\n9\n69\nOL\nwe\nsot | 90t\ntat\nzat\nvet\nBAT\n\n69\n29\nsy\n1s\n99\n\nwt\nest\na\nsz\n69\neg\noe\n*\n2\nZz\nsz\nsz\nha\n1s\nse\nx\na\n62\n9z\nzz\nes\nso\nve\nsz\not\nwt\nst\nSt\nzi\nsw\nse\noy\n9\n%\neyo | sstt\nvw\nat\nvez\nitz\now\n62\n£\n?\noY\n\n20\n\nge\n99\ntw\n94\n\n| sot | ost\nve\n99\n89\nTe\noO\n13\noe\n92\noe\noF\nsy\n| 96\nBo\ney\noF\n”\nz\net\na\nas\ntoy | sac\n61\nst\nsa\nog\n6%\n| 99s\nEid\n‘6\n4\na\n| 990 | one\nst\nez\neet\n| Goz\nos\n2\n,\not\n\n“J\n99%\nat\n99e\n\n”\n99\n9%\nSL\n\nUt\n9eT\nve\na9\n“6\nvot\nob\nmu\nse\nwe\nus\nstt\n93\n“uy\nve\n3\n| coy\n98\nog\n| xa\n4s\n2\n| we\nss\n| 992\n.]\nvt\n\noF\nv9e\n£02\n9st\n\ns\ne\neh\nTat\nwT\nLat\n\naL\n\nstt\n9s\n”\nsé\nsg\nacy\n19\n19\n6cy\n69\n@\nso\n=\ngaz\na\n62\n\ns\n60\noz\nbec\n\n“\nuw\n98\nzat\n4st\ne6t\n\n6h\n\n99\nio)\n1%\naL\n\n062\n08\nert\naL\naz\n6\ntor\n9S\n09\n¥%\nse\n997\nvo\n19\novr\n06\nzs\nOve\nny\nwe\na\nrr\n\noe\ngot\n192\n992\n\n6\nog\nvu\nsag\nSt\n6T\n\n6\n99\nse\nse\n\nvez\n26\nezt\n9\nsz\nzk\nut\n2\nww\n“2\nov\n990\nva\nao)\n905\n03\n1s\nv9\nLy\nore\nos\n6t\n\n*\nTez\nLe\n13\n\nws\nva\n38\nget\nset\nLoz\n\n8\n\nsoz\n4\ngot\nvit\not\nnt\n98\n89\n“w\noF\non\n99\nort\neet\n29\n09\n3\n.\n9%\nue\na\nuy\nsev\n85\nte\nst\non\n6\nos\nwes\nSh\nce\n¥S\n29\ncezt | OCT\nw\nsc\nm2\noe\n7\nes\net\n6t\n\nbor\n2920\n0606\nssag\n\nse\n90T\noot\nset\n902\n802\n\noot\n\nse\n+9\nua\n68\n\nove\n9a\n29\nowt\n“”\nSh\nbra\n49\n80t\ni\noy\nws\nert\nsit\nssh\ns6\n69\n696\nty\nox\nw\n63\n\n6902\n926\nSct\neer\ns298\ne398\n\nzor\n\nay\n7)\nee\n%\n\n«\n\n49\n98\n\"\n21\n\nzs\n\nTat\n\nse\nzz\n£6\n\nseat\n\nWs\nss\n6t\n9\n\neL6\nsw\nOrel\nZou\n\n900ST\nws\nstog\n2g0t\n\npenunuog—sz6r\n| OL L681 NOUA SHALVLS AW NOILVIOOSSV NOILVONGA IVNOILVN\n\n"} {"page": 1168, "printed_page": null, "text": "1164\n\nNATIONAL\n\nASSOCIATION\n\nASSEMBLY\n\nREPRESENTATIVE\n\nSIXTH\n\nTHE\n\nEDUCATION\n\nDelegates who attended the Sixty-fourth annual meeting of the National Education AssociaThe classification of positions includes\ntion in Philadelphia, Pennsylvania, June 24-July 3, 1926,\n(5)\n(1) directors and supervisors, (2) superintendents, (3) principals, (4) classroom teachers,\neditors\nand secretaries,\nand\n(7) ex-officio\ncollege and normal\npresidents,\n(6) educational\nmembers.\nALABAMA\n\nAbercrombie,\n\nJohn\n\nW.\n\n(Ex-officio),\n\nState\n\nSuperintendent of Education,\nMontgomery.\nBailey, Thelma (Teacher), Albany; Alabama\nEducation Association.\n:\nBryan, John E. (Principal), 679 Idlewild Circle,\nBirmingham;\nBirmingham\nTeachers\nAssociation.\n\nCarrothers,\nbama\n\nW.\n\n(Principal),\n\nEducation\n\nM.\n\nAssociation.\n\nSelma;\n\nAla-\n\nCowart, R. W. (Secretary), 415 First National\nBank Building, Birmingham;\ncation Association.\n\nGlenn, C. B. (Superintendent),\nof\nSchools,\nBirmingham;\n\nAlabama\n\nEdu-\n\nSuperintendent\nBirmingham\n\nTeachers Association.\nHanson, Mrs. Bessie N,. (Teacher), 902 New\nJersey Street, Mobile; Alabama Education\nAssociation.\n:\nHodges, P. W. (Ex-officio), Director of Certification and Placement,\nState Department\nof Education, Montgomery;\nState Director.\nLove, Lizzie (Teacher), 1900 South 11th Avenue,\nBirmingham;\nBirmingham\nTeachers\n\nAssociation.\nMcGehee, Laura\nPratt\nCity,\n\n(Teacher), 101\nBirmingham;\n\n2nd Avenue,\nBirmingham\n\nTeachers Association.\nMcLatchie,\nGertrude\n(Teacher), 458 Valley\nRoad, Fairfield; Birmingham Teachers Association.\nMcNeil, Mrs. P. M. (Teacher), 4021 4th Ave-\n\nnue\nSouth,\nBirmingham;\nBirmingham\nTeachers Association.\nMurphy, E. P. (Superintendent), Superintendent of Schools, Etowah County, Gadsden;\nAlabama Education Association.\nPearson,\nCora\n(Director\nState\nElementary\nEducation),\nBox\n776, Montgomery;\nAlabama Education Association.\nRiddle, J. I. (Superintendent), Superintendent of Schools, Tuskegee; Alabama Education Association.\nStubblefield, Mrs. L. B. (Teacher), Chesterfield Apartments, Birmingham; Birmingham\nTeachers Association.\n\nALASKA\nShumway,\n\nG.\n\nA.\n\n(Superintendent),\n\ntendent of Schools, Douglas;\ntional Association.\n\nAlaska\n\nSuperin-\n\nEduca-\n\nARIZONA\n\nFlagstaff ; Arizona\n\nRuby\n\nState\n\n(Teacher),\n\nTeachers\n\nMeyer,\n\nMyrtle (Teacher), 1037 North Euclid,\nTucson;\nArizona\nState Teachers Association.\nMeyer, Ophelia (Teacher), 1037 North Euclid,\nTucson; Arizona State Teachers Association.\nRichey,\nThamar\n(Teacher),\n228 West\n2nd\nStreet, Tucson;\nTucson Teachers Association.\nWielt, Henry, Jr. (Supervisor), 2145 West\nMonroe\nStreet,\nPhoenix;\nArizona\nState\nTeachers Association,\n\nARKANSAS\nBull, Mrs. Mamie\nM. (Teacher),\n514 East\n8th Street, Little Rock; The Little Rock\nClassroom Teachers Association.\nGriffey, Annie G. (Ex-officio), 2110 Battery\nStreet, Little Rock; State Director.\nHill, A. B. (Ex-officio), State Superintendent\nof Public Instruction, Little Rock.\nLawson, Miss Willie (Supervisor), State De-\n\npartment\n\nAssocia-\n\nRialto Apartments\n\nNo. 18, Congress; Tucson Teachers Association.\nDaniels,\nMrs.\nAnnie\nE.\n(Superintendent),\nCounty Superintendent of Schools, 79 North\nStone\nAvenue,\nTucson;\nArizona\nState\nTeachers Association,\nFauley,\nSue\n(Teacher),\nMesa;\nMesa\nCity\nTeachers Association,\n\nof\n\nEducation,\n\nLittle\n\nRock;\n\nArkansas Education Association.\nOwens, M. R. (Supervisor), State Department\nof Education, Little Rock; Arkansas Education Association.\nPitts, Gertrude (Principal), 915 Cumberland.\nLittle Rock; Arkansas Education Associa-\n\ntion.\nRoss, A. §. (Supervisor), State Department\nof Education, Little Rock; Arkansas Education Association.\nWhitcomb, Emma (Teacher), 623 Rock Street,\nLittle\n\nRock;\n\nWomen\n\nTeachers\n\nAssociation.\n\nCALIFORNIA\nAbraham,\nMirrela\n(Teacher), 2442 Folsom,\naia Angeles;\nLos Angeles City Teachers\nub.\nAdams, Ingeborg (Supervisor), 2321 Russell\nStreet,\n\nAustin, Frederick P. (Superintendent), Superintendent\nof Schools,\nChandler;\nArizona\nState Teachers Association.\nCase, C. O. (Ex-officio), State Superintendent\nof Public Instruction, Phoenix.\nCotton, F. A. (President, Teachers College),\n\ntion.\nChapman,\n\nFitzgerald, Irene (Teacher), Box 106, Bisbee;\nWarren District Teachers Association.\nMcGuffey, Jennie G. (Teacher),\n324 North\nSouth 5th, Tucson; Arizona State Teachers\nAssociation.\nMcRuer, Helen (Teacher), 1211 West Monroe Street, Phoenix; Mesa Teachers Association.\nMatthews,\nA. J. (President, State Teachers\nCollege), Tempe;\nArizona\nState Teachers\nAssociation.\n‘\n\nBerkeley;\n\nCalifornia\n\nTeachers\n\nAs-\n\nsociation.\nAldrich, Mrs. M. E. (Teacher), 5915 Claremont Avenue, Oakland; Oakland Teachers\nMig\nore\nmrath,\nts.\nMary\nE.\n(Teacher),\nHigh\nSchool of Commerce, ai ec aries ree\neae\nHigh School Teachers Associaion.\nArmitage, A. W.\n(Teacher), Venice Union\nPolytechnic\nHigh\nSchool,\nVenice;\nLos\nAngeles High School Teachers Association.\nBeswick, B. F. (Supervisor), Box 533, Tustin;\nOrange County Principals and Teachers AsPee\nfae\nee\ningham,\nSara\n3\neacher), John Adams\nJunior High School, Santa Monica; Santa\nMonica City Teachers Association.\nBlack, Mrs. Florence M. (Teacher), Jefferson School, Santa Monica;\nSanta Monica\nCity Teachers Association.\n\n"} {"page": 1169, "printed_page": null, "text": "THE\nBohna,\nshige\n\nMarianna\n\nSIXTH\n\n(Teacher),\n\nBakersfield;\n\nREPRESENTATIVE\n\n229\n\nChester\n\nBakersfield\n\nTeachers\n\nub.\nBowman,\n\nLeonard L. (Teacher), University\nClub, Santa Barbara; Santa Barbara City\nTeachers Club.\nBrewster, Marjorie (Teacher), Route F, Box\n75, Fresno; Fresno City Council of Educa-\n\ntion.\nBriggs, Clarence R. (Teacher), 3912 Carolina,\nSan\nPedro;\nLos\nAngeles\nHigh\nSchool\nTeachers Association.\nBright, Beatrice’ V. (Teacher), 762 Helitrope\nDrive,\nLos\nAngeles;\nLos\nAngeles\nCity\nTeachers Club.\nBroadwell,\nG.\nlLaurine\n(Supervisor),\n749\nChamber\nof\nCommerce\nBuilding,\nLos\nAngeles; California Teachers Association.\nBrockema,\nEsther\n(Teacher),\n20\nRedondo\nAvenue,\nLong\nBeach;\nLong\nBeach\nCity\nTeachers Club.\nBrown, Evelyn K. (Principal), 5229 Irvington Place, Los Angeles; California Teachers\nAssociation,\nBrush, June (Teacher), 454 Locust Avenue,\nLong Beach;\nLong Beach City Teachers\nClub.\nCameron,\nChristina\nB.\n(Supervisor),\n1616\nDelaware\nStreet,\nBerkeley;\nRichmond\nTeachers Association.\nCameron, Mary E. (Teacher), 1616 Delaware\nStreet, Berkeley;\nCalifornia Teachers Association.\nCampbell, Pearl (Supervisor), 1237 East 7th\nStreet,\nLong\nBeach;\nLong\nBeach\nCity\nTeachers Club.\nCauch, F. R. (Teacher), 2316 Valdez Street,\nOakland;\nOakland Teachers Association.\nChamberlain,\nArthur\nH.\n(Secretary),\n933\nPhelan Building, San Francisco; California\nTeachers Association.\nCheyney, Edna K. (Teacher), 503 Alvarado\nStreet, Redlands; California Teachers Association.\nClifton,\nA.\nR.\n(Superintendent),\nDistrict\nSuperintendent of Schools, Monrovia; Cali-\n\nfornia Teachers\n\nAssociation.\n\nCole, Bessie I. (Principal), 460 North 2nd\nStreet, San Jose; California Teachers Association.\nCoward, Beulah B. (Supervisor), 607 Mound\nAvenue, South Pasadena; Pasadena Teachers\nAssociation.\nCozine, Mrs. Fannie D. (Teacher), 118 Locust\nAvenue,\nLong\nBeach;\nLong\nBeach\nCity\nTeachers Club.\nCraft, Helen\n(Teacher),\n1724\n15th Avenue,\nOakland;\nOakland Teachers Association.\nDavidson, Norabelle (Teacher), Trinity Hotel,\nLos Angeles; High School Teachers Association,\nDavis, Jehiel S.. (Teacher),\nBox 554, Van\nNuys;\nHigh School Teachers Association.\nDuncan, Carol (Teacher), 1203 South Central,\nGlendale;\nCalifornia Teachers Association.\nEllis, M. Ruth (Teacher),\n106 South Lake\nAvenue, Pasadena; Pasadena Teachers Association.\nEnfield, O. D. (Principal), 1557 West Avenue\n47, Los Angeles;\nElementary\nPrincipals’\nAssociation.\nEpperson, John C. (Teacher), 509 Fremont\nLane, South Pasadena; Pasadena Teachers\nAssociation,\n\nFarwell,\n\nStreet,\nciation.\n\nNina\n\nM.\n\nBerkeley;\n\n(Teacher),\n\nBerkeley\n\n2205\n\nStuart\n\nTeachers\n\nAsso-\n\nFerguson, Mrs. A. E. (Principal), 5131 North\nRaymond\nAvenue,\nPasadena;\nVentura\nCounty Rural Teachers Association.\nFinger, Marion (Teacher), 819 30th Street,\nOakland;\nOakland Teachers Association.\n\n1165\n\nASSEMBLY\n\nFishback, M. M. (Teacher), 284 North Glassell Street,\nOrange; ‘California Teachers\nAssociation.\nFisher, Mrs. Jean Lee (Teacher), 1127 South\n10th Street, San Jose; Santa Clara County\n\nTeachers\n\nAssociation.\n\n;\n\nFikes, Edith E. (Principal), 472 Ocean Street,\nSanta Cruz;\nCalifornia Teachers Associa-\n\ntion.\n\nFraser, Anna G. (Ex-officio), 822 Alma Avenue, Oakland; State Director.\nFraser,\nAnnie\nMills\n(Teacher),\n2406 Telegraph Avenue, Berkeley; California Teachers Association.\nFrost, Blanche H. (Teacher), 2044 Santa Clara\nAvenue, Alameda;\nAlameda\nCounty Educational Association.\nGalpin, Lloy (Teacher), Los Angeles High\nSchool, Los Angeles; High School Teachers\nAssociation.\nGaylord, W. L. (Principal), High School, St.\nHelena;\nCalifornia Teachers Association.\nGerlach, Juanita L. (Teacher),\n1030 Cragmont Avenue, Berkeley; Berkeley Teachers\nAssociation.\nGlover, H. B. (Teacher), 434 Marconi Street,\nHuntington\nPark;\nHigh\nSchool Teachers\nAssociation.\nGlover, Mrs. Mabel P. (Teacher), 434 Marconi Street, Huntington Park; Los Angeles\nCity Teachers Club.\nGlover, Mrs. Percy F. (Principal), 236 Belmont,\nLong\nBeach;\nLong\nBeach\nCity\nTeachers Club.\nGolway,\nR.\nE.\n(Superintendent),\nCounty\nSuperintendent\nof\nSchools,\nSacramento;\n\nCalifornia\n\nTeachers\n\nAssociation.\n\nGraf,\nLouise\n(Principal),\n2136\nWest\n28th\nStreet, Los Angeles; Elementary Principals\nAssociation.\nGridley, E. G. (Secretary, Bay Section California Teachers\nAssociation),\n312\nBacon\nBuilding, Oakland; California Teachers Association.\nGriffith, Gladys I. (Teacher),\n1809%%,\nLos\nPalmas,. Los Angeles;\nLos Angeles City\nTeachers Club.\nGrove, Louise (Teacher),\nSanta Fe School,\nOakland; The Alameda County Educational\n\nAssociation.’\n\n~\n\nGuerin,\nAgnes\nR.\n(Teacher),\nOccidental, Los Angeles; Los\nTeachers Club.\nGurnee,\n\nWest\n\nMarion\n\nTerry\n\nBaker\n\n112\nSouth\nAngeles City\n\n(Teacher),\n\n21st Street, Los Angeles;\n\n2261\n\nLos Angeles\n\nKindergarten Club.\nGwinn, J. M. (Ex-officio), Superintendent of\nSchools, San Francisco; Board of Trustees.\nHart, Bessie (Teacher),\n4322 Howe\nStreet,\nOakland; Alameda County Educational Association.\nHart, Marion D. (Teacher), 210% South Reno\n\nStreet,\n\nLos\n\nAngeles;\n\nHigh\n\nSchool\n\nTeachers\n\nAssociation,\n\nHelhoff,\n\nLynda\n\nJudith\n\n(Teacher),\n\n10561\n\nWilkins Avenue, Sawtelle; Los Angeles City\nTeachers Club.\nHiggins,\nAlfred\n(Teacher),\nOrange\nUnion\nHigh School, Orange;\nCalifornia Teachers\nAssociation,\nHill, Mrs. Louise Schroder (Teacher), 2871\nBrant Street, San Diego; California Teachers Association.\nHouston,\nSamuel\nJ. (Teacher),\n541\nHood\nStreet, Walnut Park; High School Teachers\nAssociation,\n(Teacher),\n1203\nElizabeth\nHughes,\nMrs.\nCalifornia\nOroville;\nMontgomery\nStreet,\nTeachers Association.\nHunter, Frederick M. (Ex-officio), SuperinOakland;\nPast Presitendent of Schools,\ndent.\n\n"} {"page": 1170, "printed_page": null, "text": "1166\n\nNATIONAL\n\nEpUCATION\n\nHuston, W. J. (Supervisor), 3848 Agua Vista\nStreet, Oakland; ‘Oakland Teachers Asso. ciation.\n:\nJacobsen, Christine A. (Teacher), 37th Street\nSchool,\nLos Angeles;\nLos Angeles\nCity\nTeachers Club.\nJennings, Mrs. Augusta (Teacher), 160 West\n17th Street, Los Angeles; California Teachers Association.\nJohnson, Wilma\n(Teacher),\n1725 San Jose\nAvenue, Alameda; Alameda Grade Teachers\nClub.\nJones, Mrs. Eugenia West\n(Teacher),\n318\nSouth\nBenton\nWay,\nLos\nAngeles;\nLos\nAngeles Kindergarten Club.\nJones, Marion H. (Teacher), 143 East Valley\nRoad, Santa Barbara; Santa Barbara County\nTeachers Association.\nJones, Mary Alice (Teacher), 1802 West 12th,\nLos Angeles;\nLos Angeles High\nSchool\nTeachers Association.\nKelley, Viola S. (Teacher),\nPresident,\nSan\nFrancisco Grade Teachers Association, 465\nPost Street, San Francisco.\nKeyes,\nCharles\nE.\n(Principal),\n2900\n50th\nAvenue, Oakland;\nCalifornia Teachers Association.\nNorth\nKindred,\nEvelyn\n(Teacher),\n504\nLos Angeles\nWilton Place, Los Angeles;\nCity Teachers Club.\nKleinsmid, Bertha A. (Teacher), 1264 Cypress\nStreet,\nSan Diego;\nSan Diego Teachers\nAssociation.\nLeffler, Josephine (Teacher), 807 North El\nDorado Street, Stockton; California Teachers Association.\nLewis, Blanche (Teacher), 2439 Russell Street,\nBerkeley; Berkeley Teachers Association.\nLong, E. W. (Teacher), 4157 Park Boulevard,\nOakland; Oakland Teachers Association.\nLong,\nMrs.\nVivian\nL.\n(Superintendent),\nCounty Superintendent of Schools, Quincy;\nCalifornia Teachers Association.\nLundgren, Leonard (Teacher), 20 Jones Street,\nSan Francisco;\nCalifornia Teachers Asso-\n\nciation.\n\nLytle,\nS. Blanche\n(Teacher),\nSouth\nPark\nSchool,\nLos\nAngeles;\nLos Angeles City\nTeachers Club.\nMacDonald, John A. (Principal), 650 South\nCentral Avenue,\nStockton;\nStockton\nElementary Teachers Association.\nMcCabe, Bessie (Supervisor), 330 South 14th\nStreet,\nSan\nJose;\nSanta\nClara\nCounty\nTeachers Association,\nMcCahill, Mrs. Mary (Teacher), 4508 Pleasant\nValley Court, Oakland;\nAlameda\nCounty\nEducational Association.\nMcClellan, Anabel (Teacher), 126 North Central Avenue, Glendale; Glendale City Teachers Club.\nMcLean,\nFannie\nW.\n(Teacher),\nBancroft\nWay, Berkeley;\nBerkeley Teachers Asso-\n\nciation.\n\nMacintyre,\n\nEmma\n(Teacher),\nMicheltorena\nSchool,\nLos Angeles;\nLos Angeles\nCity\nTeachers Club.\nMaddock,\nMrs.\nElizabeth\n(Teacher),\n138\nrattan Long Beach; Long Beach Teachers\n\nub.\n\nMaland, Mrs. Emma W.\nStreet, San Francisco;\n\n(Teacher),\n\n769\n\nPage\n\nSan Francisco Grade\nTeachers Association.\nMay, Nellie T. (Teacher),\n311 South Van\nNess Avenue, Pasadena; Pasadena Teachers\nAssociation.\nMendenhall, Mrs. Arbie (Teacher), 201 Milford Street, Glendale; Glendale City Teachers Club.\nMeyer, Marguerite (Teacher), 276 Lee Street,\nOakland; Oakland Teachers Association.\n\nASSOCIATION\n\nMilliken, Marion (Teacher), 725 65th Street,\nOakland; Oakland Teachers Association.\nMontgomery, DeWitt (Superintendent), Superintendent\nof Schools,\nVisalia;\nCalifornia\nTeachers Association.\nMorris,\nCharles\nS.\n(Principal),\nModesto\nJunior College, Modesto; Stanislaus County\nTeachers Association.\nMooney, Mary F. (Ex-officio), City Hall, San\nFrancisco; Vice-President.\nMoorhead,\nGladys\nEvelyn\n(Teacher),\n202\nTrinity\n\nAuditorium\n\nBuilding,\n\nLos\n\nAngeles;\n\nLos Angeles City Teachers Club.\nMorrison,\nDelphine\n(Teacher),\n465\nStreet,\n\nSan\n\nFrancisco;\n\nSan\n\nFrancisco\n\nPost\nGrade\n\nTeachers Association.\nMortensen,\nG. E. (Principal),\n474 Dutton\nAvenue,\nSan Leandro;\nOakland Teachers\nAssociation.\nMosher,\nGertrude\n(Teacher),\n555 Warwick\nAvenue,\nSan Leandro;\nOakland Teachers\nAssociation,\nMueller, Stella (Teacher), John Muir School,\nSanta\nAna;\nSanta\nAna\nCity\nTeachers\nLeague.\nMulcahy, Mrs. Alice (Supervisor), 502 South\nH Street, Tulare; California Teachers Association,\nO’Neil, Blanche (Supervisor), 321 Lenox Avenue, Oakland;\nOakland Teachers Association.\nParker, Bertha Mae (Principal), 1212 Lincoln\nBoulevard, Santa Monica; California Teachers Association.\nParsons,\nMrs. Georgia B. (Teacher), 4024\nMonroe Street, Los Angeles; Los Angeles\nCity Teachers Club.\nPendry, Eliza (Teacher), 1292 Meadowbrook\nAvenue, Los Angeles; High School Teachers Association.\nPoore, Shirley (Teacher), 642 Santa Rosa Avenue, Berkeley; Alameda County Education\nAssociation.\nPower, Alice Rose (Member, Board of Education), Washington Irving School, San Francisco; California Teachers Association.\nPratt, Bertha (Teacher), 406 South Chester\nAvenue, Pasadena; Pasadena Teachers As-\n\nsociation,\nRay, Mrs. Kathryn M. (Teacher), 536 North\nAlexandria, Los Angeles; California Teachers Association.\nRaybold, Irving (Principal),\n4524 Fountain\nAvenue, Los Angeles;\nCalifornia Teachers\nAssociation.\nRaybold,\nVivian\n(Teacher),\n4524\nFountain\nAvenue, Los Angeles;\nCalifornia Teachers\nAssociation.\nRice, Grace G. (Teacher), 1134 Milan, South\nPasadena;\nCalifornia Teachers Association.\nRivkin,\nFreda\nMay\n(Teacher),\n4919\nFifth\nAvenue,\nLos Angeles;\nLos Angeles\nCity\nTeachers Club.\nRobinson, Mrs, Lillian (Teacher), 1500 North\nLowell Avenue, Los Angeles; South Pasadena Elementary Teachers Association.\nRobinson,\nMordelle\n(Teacher),\nRichmond;\nCalifornia Teachers Association.\nRogers, Frances L. (Teacher), 7180 Sunset\nBoulevard, Hollywood; High School Teachers Association.\nRoot, Wm.\nD. (Teacher), 1360 East Maple\nAvenue,\nGlendale;\nHigh School Teachers\nAssociation,\nRowell, Virginia (Teacher),\nRoosevelt High\nSchool, Los Angeles; High School Teachers\nAssociation,\nRutledge, Bertha (Teacher), 1018 South Manhattan Place, Los Angeles;\nHigh School\nTeachers Association.\n\n"} {"page": 1171, "printed_page": null, "text": "THE\n\nSIXTH REPRESENTATIVE ASSEMBLY\n\n1167\n\n\\\n\nSandifur,\nClaude W.\n(Teacher),\nBox\n108,\nLankershim;\nHigh School Teachers Association.\nSchmidt, Louise G, (Teacher), Mountain View\nHigh\nSchool,\nMountain\nView;\nCalifornia\nTeachers Association.\nSchou, Elsie (Teacher), 2053 Fulton Street,\nSan Francisco; San Francisco High School\nTeachers Association.\nSchout,\n\nRubetta\n\nE.\n\n(Teacher),\n\n324\n\nNorth\n\nRidgewood Place, Los Angeles; Los Angeles\nCity Teachers Club.\nShane, C. N. (Principal), 5976 Keith Avenue,\nOakland; Oakland Teachers Association.\nShaw, Albert M. (Teacher), 602 South Soto\nStreet, Los Angeles; High School Teachers\nAssociation.\nSmith, Flora D. (Teacher), 857 West 40th\nPlace,\nLos Angeles;\nCalifornia Teachers\nAssociation.\nStuart, Mrs. Marjorie (Principal) 2712 Garber Street, Berkeley; San Francisco School\nPrincipals Association.\n;\nSutherland, Rachel (Teacher), 1237 East 7th\nStreet,\nLong\nBeach;\nLong\nBeach\nCity\nTeachers Club.\nSwitzer,\nMrs.\nOpal (Teacher),\n722 Pacific\n\nAvenue,\n\nLong\n\nBeach;\n\nLong\n\nBeach\n\nCity\n\nTeachers Club.\nThomas,\nEdyth\n(Teacher), 967 4th Avenue,\nee Angeles;\nLos Angeles City Teachers\n\nlub.\n\nf\n\n:\n\nTillman,\nFlorence\n(Teacher), 2037 Alameda\nAvenue, Alameda; Oakland Teachers Association.\nTilton, Edwin B. (Supervisor), Public Schools,\nSan Diego; California Teachers Association.\nVandergrift,\nLouise\n(Teacher),\n143\nNorth\nCoronado Street, Los Angeles; Los Angeles\nCity Teachers Club. .\nHollywood\nVan Vleet, Ruth C. (Teacher),\nCalifornia\nHigh\nSchool,\nLos\nAngeles;\nTeachers Association,\nVertrees, May\n(Teacher),\nHuntington\nPark\nUnion High School, Huntington Park; California Teachers Association.\nWade, May C., (Principal), 2400 Durant Avenue,\nBerkeley;\nCalifornia Teachers Association.\n2526 Pamo\nWalton,\nThomas\nA. (Teacher),\nSan Diego Teachers\nStreet,\nSan Diego;\nAssociation.\nWard, Jane M. (Supervisor), 2157 San Antonio Avenue,\nAlameda;\nAlameda\nCounty\nEducational Association.\nWashburn, E. E. (Principal), 4025 Brighton\nAvenue,\nOakland;\nOakland\nTeachers\nAssociation.\nWheeler, Mary D. (Teacher), 131 Sunnyside\nAvenue, Piedmont; Alameda County Educational Association.\nWienke,\nMay\n(Teacher),\n3210\nHuntington\nBoulevard, Fresno; Fresno City Council of\nEducation.\nWilliams,\nHoward\nH.\n(Principal),\nHigh\nSchool, Hopland;\nCalifornia Teachers Association.\nWilson, Albert E. (Principal), 4125 Figueroa\nStreet,\nLos Angeles;\nLos Angeles\nHigh\nSchool Principals Association.\nf\nWright,\nMrs.\nEula\n(Teacher),\nCenterville;\nThe Alameda County Educational Association,\n\nCOLORADO\nAllison,\nFlora\nSuperintendent\n\n(Superintendent),\nCounty\nof Schools, Sterling; Colo-\n\nrado Education Association.\nAmes,\nFlorence\n(Teacher),\n2349\nClermont,\nDenver Classroom Teachers AssoDenver;\nciation,\n\nBoggess, Estelle (Teacher), 1615 Grand Street,\nDenver; Denver Classroom Teachers Association.\nBoyd, A.\nLamar;\n\n(Principal), 502 South 3rd Street,\nColorado Education Association.\n\nBradford,\n\nMrs. Mary C. C. (Ex-officio), State\n\nSuperintendent of Public Instruction, Denver; Past President.\nBrown, G. E. (Superintendent), Superintendent of Schools, Greeley; Colorado Education\nAssociation.\nBudin,\nAnna\n(Teacher),\n432 Park\nStreet,\nSterling; The Sterling Teachers Club.\nBurnham, Helen A. (Teacher), 1552 Monroe,\nDenver; Denver Classroom Teachers Association.\nCasey, Wm.\nV. (Superintendent),\nSuperintendent of Schools, Boulder; Colorado Education Association.\nChandler, Mrs. Iona H. (Teacher), 435 West\n8th Avenue,\nDenver;\nDenver\nClassroom\nTeachers Association,\nClark, Mrs. May E. (Teacher), 1435 Wash-\n\nington,\n\nDenver;\n\nDenver\n\nClassroom\n\nTeachers\n\nAssociaticn.\nCouch,\nMrs.\nGertrude\nDowning,\nDenver;\nTeachers Association.\n\nT.\n(Teacher),\n605\nDenver\nClassroom\n\nDyer,\n\nS.\n\nMrs.\n\nOgden,\n\nJosephine\n\nDenver;\n\nDenver\n\n(Teacher),\nClassroom\n\n1210\nTeach-\n\ners Association.\nForce, Anna Laura\n\n(Principal), 216 Sherman\nStreet, Denver;\nColorado Etucation Association.\nFoster,\nLucy\nB. (Teacher),\n1055 Lincoln,\nDenver; Colorado Education Association.\nHall, C. D. (Principal),\n179 South\nPearl\nStreet, Denver; Colorado Education Association,\nHamilton, Jessie (Principal), Morey Junior\nHigh School, Denver; Colorado Education\nAssociation.\nHerrington, E. H. (Principal), Public Schools,\nLittleton; Arapahoe County Teachers and\nDirectors Association.\nHirons,\nW.\nG.\n(Principal),\nHigh\nSchool,\nGrand Junction; Colorado Educational Association.\nHolland, Ruth (Teacher), 1532 Madison, Denver; Denver Classroom Teachers Association.\nHunsicker, J. A. (Superintendent), Superintendent\nof Schools,\nCedar\nEdge;\nDelta\nCounty Teachers Association.\nJacobs,\nClara\n(Principal),\n129\nWest\n9th\nStreet, Pueblo;\nColorado Education Association.\nLory, Charles A. (College President—Agricultural),\nFort Collins;\nColorado\nEducation\nAssociation.\nMacDonald, Myra (Teacher), 1340 Race, Denver;\nDenver\nClassroom Teachers Association.\nMcFarland, Mrs. Blanche B. (Principal), 810\nSouth\n13th\nStreet,\nRocky\nFord;\nRocky\nFord Teachers Association.\nMcMeen,\nGeorge M. (Principal), 1800 East\nArizona, Denver; Denver Teachers Club.\nMcNair,\nNellie\n(Teacher),\ncare of Shirley\nSavoy\nHotel,\nDenver;\nDenver\nClassroom\nTeachers Association.\n\nMiller,\n161,\n\nMabel E.\nLittleton;\n\nciation.\nMorris,\n\n(Principal), R. R. 1, Box\nColorado Education Asso:\n\nMary\n\nE.\n\n(Principal),\n\n,\nBaker\n\nJunior\n\nHigh School, Denver;\nDenver Principals\nand Directors Association,\nMurray,\nD. B. (Principal),\nCokedale;\nLas\nAnimas County Teachers Association.\nMurray, Ethel (Teacher), 1647 High, Denver;\nDenver Classroom Teachers Association.\n\n"} {"page": 1172, "printed_page": null, "text": "1168\n\n’ NATIONAL\n\nEDUCATION\n\nNewlon, Jesse H. (Ex-officio), Superintendent\nof Schools, Denver; Vice-President.\nC’ Boyle, Mrs. Georgia M. (Teacher),\n1315\nEast 13th Avenue, Denver; Denver Classroom Teachers Association.\n)\nPalmer, Phoebe A. (Superintendent), County\nSuperintendent of Schools, Akron; Washing-\n\nton\nRapp,\n\nCounty Teachers Association.\nLeila M. (Teacher), 804 West\n\nStreet, Pueblo; The Education\nof School District No. 1.\nSchroeder,\n\nElma\n\n14th\nAssociation\n\n(Superintendent),\n\nCounty\n\nSuperintendent\nof\nSchools,\nJulesburg;\nSedgwick County Teachers Association.\nSmith, H. B. (Ex-officio), 3434 East 17th\nAvenue, Denver; State Director.\nStewart, C. E. (Principal), Box 127, Akron;\nColorado Education Association,\nVarney,\nMaude\nE.\n(Teacher),\n1400\nAsh\nStreet, Denver;\nDenver Classroom Teachers Association.\nWiedman,\nGertrude\n(Teacher),\n801\nNorth\nSanta Fe, Pueblo; Pueblo Grade Teachers\nAssociation.\nYost,\nJ. W.\n(Superintendent),\nHuerfano\nCounty High School, Walsenburg;\nHuerfano County Teachers Association.\n\nASSOCIATION\n\nDELAWARE\nEmma\nBeck,\nWilmington;\n\nWashington,\n804\n(Teacher),\nAssoTeachers\nWilmington\n\nEarley,\n\nAlbert\n\n(Supervisor),\n\nRural\n\nCourt\n\nHouse,\n\nGeorgetown;\n\nDelaware\n\nciation.\n\nEducation Association.\nHolloway, H. V. (Ex-officio),\n\nsociation.\n\n.\n\nBrown, Raymond N. (Superintendent), Superintendent of Schools, Box 111, Thomaston;\nConnecticut State Teachers Association.\nButler, Mary E. (Principal), 162 Central Avenue, New London; Connecticut State Teachers Association.\nCurtis, Maude (Teacher), 40 Cottage Street,\nBridgeport;\nBridgeport Teachers Association.\n\nDorsey, Margaret M. (Teacher), 95 Harmony\nStreet,\nBridgeport;\nBridgeport\nTeachers\nAssociation.\nFletcher, Edith A..(Teacher),\n157 Coleman\nStreet, Brdigeport; Stratford Teachers Association.\n\nGillen,\n\nNellie\n\n(Teacher),\n\n591 Elm\n\nStreet,\n\nNew\n\nHaven; New Haven Teachers League.\nHogan, Nellie A. (Principal). 24 Avon Street,\nNew\nHaven;\nNew\nLeague.\nHouse, Rose E. (Teacher),\nBridgeport;\nBridgeport\n\nHaven\n\nTeachers\n\n705 Wood Avenue,\nTeachers\nAssocia-\n\ntion,\n\nKeigwin,\nIda M.\n(Principal),\nMiddletown;\nMiddletown Teachers Association.\nKiely, Margaret V. (Principal), City Normal\nSchool,\n396\nGregory\nStreet,\nBridgeport;\nBridgeport Teachers Association.\nMarks,\nMary\nE.\n(Teacher),\n227\nSummer\nStreet, Stamford;\nStamford Teachers Association,\n\nMurnane, Ellen A. (Teacher), New Britain\nState\nNormal,\nNew\nBritain;\nHartford\nCounty Teachers Association.\nReed, Rhoda\n(Teacher),\n370 Yale Avenue,\nNew\nHaven;\nConnecticut\nState Teachers\nAssociation.\nRussell, Claude C. (Supervisor), 169 Church\nStreet,\nNew\nHaven;\nConnecticut\nState\nTeachers Association.\nShearer, Fred W. (Principal), 4 Miles Avenue,\nMiddletown;\nConnecticut\nState Teachers\nAssociation.\nSmith, Florence E. (Principal), East Hampton; President, Connecticut State Teachers\nAssociation.\nYoung, John A. (Ex-officio), Supervisor, Public Schools, Bridgeport; State Director.\n\nState\n\n:\nSuperin-\n\nState\n\nEducation Association.\nMendenhall,\nClara\n(Principal),\n1312\nVan\nBuren, Wilmington;\nWilmington Teachers\nAssociation.\nPatton,\nElizabeth J. (Teacher),\n1103 West\n8th,\nWilmington;\nWilmington\nTeachers\nAssociation.\nJ\nSnaveley,\nH. E. (Superintendent),\nSuperintendent of Schools, New Castle; Delaware\nState Education Association.\nStuart, Nora (Teacher), 923 Gilpin Avenue,\nWilmington; Wilmington Teachers Associa-\n\ntion.\nWard,\n\n(Superintendent),\n\nSuperin-\n\ntendent of Schools, Wilmington;\nton Teachers Association.\n\nDavid\n\nA.\n\nWilming-\n\nDISTRICT\nLaurel Street,\nTeachers As-\n\nSchools,\n\ntendent of Public Instruction, Dover.\n;\nKenyon,\nH.\nH.\n(Superintendent),\nSuperintendent of Schools, Smyrna, Delaware State\n\nCONNECTICUT\nBailey, Hannah (Teacher), 248\nHartford; Connecticut State\n\n.\n\nOF\n\nCOLUMBIA\n\nBruce.\nJohn\nC.\n(Supervisor),\nWhitelaw\nApartments, Washington;\nColumbian Educational Education,\nCrabtree, J. W. (Ex-officio), Secretary, National Education Association, Washington.\nCurtis, Miss N. C. (Teacher), 124 Tennessee\nAvenue,\nN. E., Washington;\nWashington\n\nHigh School Teachers Association.\nDean, Miss M. F. (Teacher), Business High\nSchool,\nWashington;\nWashington\nHigh\nSchool Teachers Association.\nEly, Selden\nM.\n(Principal),\nGales\nSchool,\nWashington;\nEducation Association of the\nDistrict of Columbia.\n‘\nEnglish, Harry (Ex-officio), Franklin School,\nWashington;\nState Director.\n\nGrosvenor,\n\nEdith\n\nLouise\n\n(Teacher),\n\nApart-\n\nment -73, The Iowa, Washington;\nEduca‘tion Agsociation of the District of Columbia.\nLucas, M. Grant (Principal), 1738 15ti: Street,\nN. W.,\nWashington;\nColumbian\nEduca_tional.. Association.\n\nMartin,\n\nCorinne E. (Teacher),\n\nAvenue\n\nN.\n\nW.,\n\n310 New York\n\nWashington;\n\nEducational Association,\n\nColumbian\n\nRandolph,\nLenora\nC.\n(Principal),\n1240\n' Kearney Street, N. E., Washington,\nCo-lumbian Educational Association.\nTennyson, J. Anna (Teacher), 1938 Biltmore\nStreet,\nN.\nE.,\nWashington;\nEducation\nAssociation of the District of Columbia.\nWarner, H. Ellsworth (Principal), 215 14th\nStreet,\nS.\nE.,\nWashington;\nEducation\nAssociation of the District of Columbia.\nWilliams,\n\nStreet,\n\nCharl\n\nO.\n\n(Ex-officio),\n\nN. W., Washington;\n\n1201\n\n16th\n\nPast President.\n\nFLORIDA\nBlanton, R. S. (Superintendent), County Su.\nperintendent of Schools,\nClearwater;\nPinellas County Teachers Association.\n\nCawthon, W. S. (Ex-officio), State Superintendent of Public Instruction, Tallahassee;\nState Director.\nConradi, Edward\n(College President),\nState\nCollege for Women,\nTallahassee;\nFlorida\nEducation Association.\nFisher, Charles M. (Suterintendent), County\nSuperintendent of Schools,\nDade County,\n1244 S. W. 13th Court, Miami;\nFlorida\nEducation Association,\n\n"} {"page": 1173, "printed_page": null, "text": "THE\n\nSIxTH\n\nREPRESENTATIVE\n\nGrace, George J. (Superintendent),\nCounty\nSuperintendent of Schools, Jackson County,\nMarianna; Florida Education Association.\nHelms, Annie\n(Teacher),\nP. O. Box 1016,\nTampa;\nFlorida Education Association.\nJordan, Mattie (Principal), 215 South Newport Avenue,\nTampa;\nFlorida Education\nAssociation,\nWilbur,\nG. E.\n(Superintendent),\nSuperintendent\nof Schools,\nJacksonville;\nFlorida\nEducation Association.\nWitter, Belle (Teacher), 106 West Michigan,\nTampa; Florida Education Association.\n\nGEORGIA\nJones, Walter P. (Principal), Lanier High\nSchool, Macon; Georgia Education Association,\n\nMartin,\n\nW.\n\nP.\n\n(Superintendent),\n\ntendent\nof Schools,\nGainesville;\nEducation Association.\n\nSuperinGeorgia\n\nHAWAII\nAmoy, Mrs. Phoebe Heen (Teacher), Pohukaina School, 3755 Waialae Road, Honolulu; Territorial Teachers\nCouncil of Hawaii.\nCary, Miles E. (Principal), McKinley High\nSchool, Honolulu; Oahu Teachers Association.\nCooley,\nPhilip\nH.\n(Principal),\nMakawao\nSchool,\nMakawao,\nMaui;\nMaui\nTeachers\nAssociation.\nDouglas, Mrs. Sallie Hume\n(Teacher), Central Grammar School, 2013 Lanijuli Drive,\nHonolulu;\nOahu Teachers Association.\nErickson, Mrs. Sallie Trask (Supervisor), 1925\nP,\n\nKalia\n\nRoad,\n\nHonolulu;\n\nOahu\n\nTeachers\n\nAssociation,\nGoodhue, Mrs. Lulu Mae (Principal), Hoolehua School, Kaunakakai, Molokai; Hawaii\nEducation Association.\nHiserman, Mrs. Nellie T. (Teacher), Royal\nSchool,\n1634\nBingham\nStreet,\nHonolulu;\nTerritorial Teachers Council of Hawaii.\nHolt, Lydia K. (Teacher),\nWaimea\nJunior\nHigh School, Waimea, Kauai; Kauai Education Association.\nLincoln,\nAbbie\nLucy\n(Teacher),\nHanalei\nSchool, Hanalei, Kauai; Hawaii Education\nAssociation,\nMurphy, Fred M. (Supervisor), Rural Maui\nSchools,\nWailuku,\nMaui;\nMaui\nTeachers\nAssociation,\nMurphy, Thelma K. (Teacher), Washington\nJunior High School, 1500 Kapiolani Street,\nHonolulu;\nHawaii Education Association.\nNobriga,\nFrancis\nJ. (Principal),\nCummins\nSchool,\nHonolulu,\n1317\nMakiki\nStreet,\nHonolulu;\nHawaii Education Association.\nPickerill, Mrs. Cicely G. (Teacher), Pepeekeo\nSchool, Pepeekeo, Hawaii;\nHawaii Education Association,\nPratt, Helen Gay (Teacher), Territorial Normal and Training School, Honolulu; Hawaii\nEducation Association.\nRankin, Ruth Doris (Supervisor), Hilo and\nEast Hawaii Schools, Hilo, Hawaii;\nHilo\nTeachers Union.\nReis, Palmyra (Teacher), Kaahumanu School,”\nHonolulu, P. O. Box 3043, Honolulu; Territorial Teachers Council.\nRoop, Earl Wm. (Principal), Kekaha School,\nKekaha,\nKauai;\nHilo Teachers Union.\nSeong, Gertrude (Teacher), Kamehameha ELE\nSchool, Lahaina, Maui; Maui Teachers As:\nsociation.\nTucker, Mrs. Maud Lowell (Principal), August Ahrens School, Waipahu, Oahu; Oahu\nTeachers Association.\n\nVan\n\n1169\n\nASSEMBLY\n\nWagenen,\n\nLouise\n\n(Principal),\n\nHonomu\n\nSchool,\nHonomu,\nHawaii;\nHilo Teachers\nUnion.\nWeight, Mrs. Caroline S. (Teacher), Wailuku\nSchool, Wailuku, Maui; Hawaii Education\nAssociation.\n\nIDAHO\nBeam, Roy (Principal), Idaho Falls; Idaho\nState Teachers Association.\nBrock, C. D. (Superintendent), Superintendent of Schools, Wallace; Idaho State Teachers Association.\nDavis, Deborah (Teacher), 1621 Hays Street,\nBoise; Idaho State Teachers Association.\nFletcher,\nAugusta\n(Teacher),\n1200\nNorth\n18th, Boise; Boise Classroom Teachers Association.\nGoodliffe, Arnetta\n(Superintendent),\nCounty\nSuperintendent of Schools, Rexburg; Idaho\nState Teachers Association.\nLay,\nHattie\nG.\n(Teacher),\nNo.\n8 Lloyd\nBuilding, Nampa; Idaho State Teachers Association.\nO’Rourke, Mary (Teacher), 421 East Main,\nWeiser;\nO’Rourke,\n\nIdaho State Teachers\nWinnifred (Teacher),\n\nAssociation.\n184 Oakley,\n\nBurley; Idaho State Teachers Association.\nRussum, Elizabeth (Ex-officio), State Superintendent of Public Instruction, Boise; State\nDirector.\nSiders, Walter\nof Schools,\n\nR. (Ex-officio),\n\nSuperintendent\n\nPocatello;\n\nof Trustees.\n\nBoard\n\nILLINOIS\nAbbe,\n\nMary:\n\nChicago;\nTeachers\n\n(Teacher), 6619 LaFayette,\nIllinois State\nChicago Division,\nAssociation.\nM.\n\nAbramson, Mrs. Amalia E. (Teacher), 7635\nSangamon,\nChicago;\nChicago\nDivision,\nIllinois State Teachers Association.\nAnderson, Norman D. (Teacher), 6057 South\nWhipple Street, Chicago; Chicago Division,\nIllinois State Teachers Association.\n\nArmbruster,\n\nBertha\n\n§.\n\n(Principal),\n\n111\n\nGale\n\nAvenue, River Forest; Illinois State Teachers Association.\nBaird, Catherine (Teacher), 841 East 52nd,\n\nChicago;\n\nChicago\n\nDivision,\n\nIllinois\n\nState\n\nTeachers Association.\nBates, Teena (Teacher), 407 Haines Avenue,\nPekin; Pekin Teachers Club.\nBeers, G. H. (Principal), 315 Plymouth Court,\n\nChicago; Chicago Principals Club.\nBiedermann, Mrs. Madeline (Principal),\nWest\n\nCongress\n\nStreet,\n\nChicago;\n\n4233\n\nIllinois\n\nState Teachers Association, Lake Shore Division.\nBenedict, Cornelia (Teacher), 906 Elmwood\nAvenue,\nEvanston;\nIllinois State Teachers\nAssociation, Lake Shore Division.\nBenson, Agnes\n(Teacher), 3819 Pine Grove\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nBlair, Francis G. (Ex-officio), State Superin-\n\ntendent\n\nof Public\n\nInstruction,\n\nSpringfield.\n\nBlodgett, Mrs. Mary M. (Teacher), 128 North\nHamlin Avenue,\nChicago;\nChicago Public\n\nSchool Kindergarten Association.\nBlue, H. J. (Superintendent), Superintendent\nof Schools, Carlinville; Illinois State Teachers Association, South Central Division.\nBoomer, Nat (Principal), Washington School,\nMarion; Illinois State Teachers Association.\nBrand, Mrs, Eva (Teacher), 313 South Sheridan Road, Waukegan; Illinois State Teachers Association, Lake Shore Division.\n\nBrewer,\nent\n\nC. L.\nof\n\nTeachers\n\n(Superintendent),\n\nSchools,\n\nSullivan;\n\nAssociation.\n\nSuperintendIllinois\n\nState\n\n"} {"page": 1174, "printed_page": null, "text": "1170\nBright,\n\nNATIONAL\n\nO. T.\n\n(Superintendent),\n\nEDUCATION\n\nSuperintend-\n\nent of Schools, Dolton; Illinois State Teachers Association, Lake Shore Division.\n\nCounty’\nBuck, Walter\nE. (Superintendent),\nunt;\nSuperintendent of Schools, Virginia; Illinois\nState Teachers Association, South Central\nDivision.\nClark, Mrs. Edna O. (Superintendent),\nSuperintendent of Schools, Ohio; Illinois Valley Division, Illinois State Teachers Association,\nConnolly,\nAgnes K. (Principal),\n103 Buell\nAvenue, Joliet; Joliet Teachers Association.\nCooper, Olive E. (Teacher),\n943 Edgecomb\nPlace, Chicago; Association of Assistants to\nthe Principals.\nSuperinCoultrap,\nH. M. (Superintendent),\nGeneva;\nIllinois State\ntendent of Schools,\nTeachers Association.\nDale,\nRex\nW.\n(Principal),\nHigh\nSchool,\nFlora; Illinois State Teachers Association.\nDahl, Ross\n(Principal),\nMillersburg;\nBlack\nHawk\nDivision of Illinois. State Teachers\nAssociation.\nDean, H. A. (Superintendent), 33 West Crystal Lake\nAvenue,\nCrystal Lake;\nIllinois\nState\nTeachers\nAssociation,\nNortheastern\nDivision.\nDeneen,\nFlorence\n(Teacher), 457 West 61st\nPlace, Chicago; Chicago Teachers League.\nDonoghue,\nMary V. (Teacher),\n5538 Magnolia Avenue,\nChicago;\nChicago Division,\nIllincis State Teachers Association.\nDressor, Lucy J. (Teacher), 805 Ohio Avenue, East St. Louis; Grade Teachers Fellowship Society.\nDutton, Mary E. (Teacher), 430 South Michigan\n\nAvenue,\n\nChicago;\n\nChicago\n\nDivision,\n\nIllinois State Teachers Association.\nEarnest, W. W.\n(Superintendent),\nSuperintendent of Schools, Champaign; Champaign\nTeachers Association.\nFinnegan, Margaret L. (Teacher), 4829 Lipps\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nFisher,\nG. M.\n(Teacher),\nMaine Township\nHigh\nSchool,\nDesplaines;\nIllinois\nState\nTeachers Association, Lake Shore Division.\nForce,\nJulia\n(Supervisor),\nCounty\nSchools,\nHavana;\nIllinois State Teachers\nAssociation.\nGilligan, Mrs, L. Belle (Teacher), 4128 Monroe\nStreet,\nChicago;\nChicago\nDivision,\nIllinois State Teachers Association.\nGlidden, Lola B. (Principal), 503 N. W. 1st\nStreet,\nGalva;\nBlack\nHawk\nDivision\nof\nIllinois State Teachers Association.\n\nHamilton,\n\nW.\n\nJ.\n\n(Superintendent),\n\nSuperin-\n\ntendent of Schools, Oak Park; Illinois State\nTeachers Association.\nHanna, C. C. (Principal), High School, Benton; Illinois State Teachers Association.\nHanna, L. W. (Principal), High School, Centralia; Illinois State Teachers Association.\nHansen, Herbert C. (Principal), 1045 North\nLockwood\nAvenue,\nChicago;\nChicago Division, Illinois State Teachers Association.\nHarden,\nAnna\nI. (Teacher),\n1543\nSherwin\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nHarden, Frances E. (Teacher), 1543 Sherwin\nAvenue,\nChicago;\nIllinois\nState Teachers\nAssociation.\nHartline,\nMrs.\nKate\n(Teacher),\n727\n24th\nStreet, Cairo; Illinois State Teachers Association,\n\nHayes, John A. (Superintendent), County Superintendent\nof Schools,\nPeoria;\nIllinois\nState Teachers Association.\nHiggins, Marguerite (Teacher), 519 Richards\nStreet, Joliet; Joliet Township High School\nTeachers Association.\n\nASSOCIATION\n\nHoffman,\n\nIda\n\n(Teacher),\n\n412\n\nNorth\n\n13th\n\nStreet,\nEast\nSt. Louis;\nEast\nSt. Louis\nGrade Teachers Association.\n,\nHoffman,\nU.\nJ. (Supervisor),\nPublic\nInstruction,\nState House,\nSpringfield;\nBlack\nHawk Division, Illinois State Teachers Association.\n;\n\nJohnson,\nA. P.\n(Superintendent),\nSuperintendent of Schools, Kankakee; East Central\nDivision,\nIllinois State Teachers\nAssociation.\nKnickerbocker, Harriet (Teacher), 1512 Hyde\nPark Boulevard, Chicago; Chicago Division,\nIllinois State Teachers Association.\nKrimmel, Matilda (Teacher), 7635 Sangamon\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\n1368 East\nLivingston, Mary B. (Principal),\nDivision,\n56th\nStreet,\nChicago;\nChicago\nIllinois State Teachers Association.\nLord, Ann (Teacher), 155 North Clark Street,\nChicago;\nChicago\nDivision,\nIllinois State\nTeachers Association.\nMcAndrew,\nWilliam\n(Superintendent),\nSuperintendent\nof Schools,\n460 South\nState\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\nMcDaniel, M. R. (Principal), Township High\nSchool, Oak Park; Illinois State Teachers\nAssociation, Lake Shore Division.\nMeneely,\nMargaret\n(Principal),\n222\nSouth\nCatherine, La Grange; Illinois State Teachers Association, Lake Shore Division.\nMiller, D. F. (Superintendent), Superintend-_\nent of Schools,\nGalesburg;\nIllinois State\nTeachers Association.\n;\nMoore, Robert (Ex-officio), Secretary, State\nTeachers\n\nAssociation,\n\nCarlinville;\n\nLife\n\nDi-\n\nrector for Illinois State Teachers Association,\nMoore,\nRoy\nL.\n(Supervisor),\nState\nHigh\nSchools, Springfield; Black Hawk Division,\nIllinois State Teachers Association.\nMorgan, W. P. (College President), Western\nIllinois State Teachers\nCollege,\nMacomb;\nIllinois State Teachers Association.\nNewman,\nAnnie S. (Principal), 4527 North\nKilpatrick Avenue, Chicago; Chicago Division, Illinois State Teachers Association.\nPesta, Rose A. (Principal), Windemere Hotel,\nChicago;\nChicago Division,\nIllinois State\nTeachers Association.\nPeters, Florentine (Principal), 1543 Aberdeen\nStreet,\nChicago\nHeights;\nIllinois\nState\nTeachers Association, Lake Shore Division.\nPotts, D. Walter (Superintendent), Superintendent of Schools, East St. Louis; Illinois\nState Teachers Association.\nPowell,\nMargaret\n(Teacher),\n1215\nWinona\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nPreble,\nMrs.\nF. Blanche\n(Teacher),\n6337\nStewart\nAvenue,\nChicago;\nChicago Division, Illinois State Teachers Association.\nPrice, H. B. (Superintendent),\nCounty Superintendent of Schools, Morrison;\nIllinois\nState Teachers Association.\nRathbun,\nHelen M. (Teacher), 5026 Blackstone Avenue, Chicago;\nChicago Teachers\nLeague.\nRea, A. A. (Principal), 94 Blackhawk Street,\nAurora;\nIllinois State Teachers\nAssociation, Northeastern Division.\nRoot, C. H. (Superintendent), County Superintendent of Schools, Morris; Illinois Valley _Division, Ilinois State Teachers Association,\nSchaeffer, Medora (Supervisor), Grade Schools,\nCicero; Illinois State Teachers Association.\nSchjoldager, Inger M. (Principal), 1039 Hollywood Avenue,\nChicago;\nChicago Division,\nIllinois State Teachers Association.\n\n"} {"page": 1175, "printed_page": null, "text": "THe\n\nSixtH\n\nREPRESENTATIVE\n\nSchreiber, E. W. (Teacher), Proviso Township High School, Maywood; Illinois State\nTeachers Association, Lake Shore Division,\nScully, Susan (Teacher), 7011 Prairie Avenue, Chicago; Illinois State Teachers Asso-\n\nciation.\n\nSelby,\nClarence\n(Superintendent),\nSuperintendent of Schools, 811 First Avenue, Sterling; Black Hawk\nDivision, Illinois State\nTeachers Association.\nShiel,\nKate\nA.\n(Teacher),\n2010\nRaymond\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\nSilke, Lucy S. (Supervisor),\n830 Oakwood\nBoulevard,\nChicago;\nChicago\nDivision,\nIllinois State Teachers Association.\nSlack, Elizabeth\n(Teacher), 304 Maplewood\nRoad, Riverside; Chicago Division, Illinois\nState Teachers Association.\nStevens, Mrs. Nellie H. (Teacher), 436 North\nMain Street, Rockford;\nNorthwestern\nDivision, Illinois State Teachers Association.\nStokdyk,\nFrances B. (Principal), 949 Lake\nStreet, Oak Park; Illinois State Teachers\nAssociation.\nSwift, H. T. (Clerk to Superintendent), Sangamon;\nNorthwestern\nDivision,\nIllinois\nState Teachers Association.\nThalman, J. W. (Principal), Waukegan Township High School, Waukegan;\nWaukegan\nTownship\nHigh School Association.\nThomas,\nSarah\nL. (Ex-officio),\n401\nKishwaukee Street, Rockford; State Director.\nThrasher,\nH. M.\n(Teacher),\n1512 Whittier\nAvenue, Springfield; Black Hawk Division,\nIllinois State Teachers Association.\nTrammell,\nCynthia\n(Teacher),\n564a Veronica Avenue, East St. Louis; East St. Louis\nTeachers Association.\nTromley,\nMeriam\n(Teacher),\n15114\nPage\nAvenue, Harvey; Chicago Division, Illinois\nState Teachers Association.\nTuggle, L. A. (Superintendent), County Superintendent of Schools, Danville;\nIllinois\nState Teachers Association.\nTurner, Mrs. Emma P. (Teacher), 131 East\nGrantley Street, Elmhurst;\nChicago Division, Illinois State Teachers Association.\nWaldrip,\nW.\nD. (Principal),\nHigh School,\nStreator ; Illinois State Teachers Association.\n\nWhite,\n\nGrace\n\nAvenue,\n\n(Supervisor),\n\nFreeport;\n\nAssociation.\n\nWhittenberg,\n\n943 South\n\nIllinois\n\nState\n\nA. L. (Secretary),\n\nGalena\n\nTeachers\n\nState Exam-\n\nining Board for Teachers Certificates, Room\n403\nCentennial\nBuilding,\nSpringfield;\nIllinois State Teachers Association.\nZimmerman, Ethel (Teacher), 5647 Washington Boulevard, Chicago;' Chicago Division,\nIllinois State Teachers Association.\n\nINDIANA\nAbbott,\n\nU.\n\nS.\n\n(Superintendent),\n\nSuperintend-\n\nent of Schools,\nPrinceton;\nIndiana\nState\nTeachers Association.\nAley, Robert J. (Ex-officio), President, Butler\nCollege, Indianapolis; Past President.\n\nBaker, Walter M. (Principal), Marion; Indiana State Teachers Association.\nCathcart,\nHugh\n(Superintendent),\nSuperintendent\n\nof\n\nSchools,\n\nFrench\n\nLick;\n\nIndiana\n\nState Teachers Association.\nDavidson, Ethelyn (Teacher), 216 North Monroe, Muncie; Muncie Teachers Federation,\nElder, Harry E. (Superintendent),\nSuperintendent\n\nof\n\nSchools,\n\nMonticello;\n\nIndiana\n\nState Teachers Association.\n(Teacher),\nLorena\nMrs.\nFogler,\n\n1722 \\,\n\nWabash Avenue, Terre Haute;\nTeachers Federation.\n\nTerre Haute\n\nASSEMBLY\n\n1171\n\nFurnish,\nE, §.\n(Superintendent),\nSuperintendent of Schools, Versailles; Indiana State\nTeachers: Association.\nGraham, George C. (Superintendent), Superintendent of Schools,\nVincennes;\nIndiana\nState Teachers Association.\nHild, Gertrude\n(Supervisor), 631 South 8th\nStreet, Terre Haute; Terre Haute Teachers\nFederation.\nHines,\nL. N.\n(Normal\nSchool\nPresident),\nTerre Haute Normal School; Terre Haute\nNormal School Faculty.\nKern, Charles (Principal), Etna Green High\nSchool, Etna Green; Indiana State Teachers Association.\nMcBride, J. C. (Superintendent), Count* Superintendent of Schools, Frankfort; Indiana\nState Teachers Association.\nMcCaughey,\nMildred (Teacher), R. R. No.\n1, Huntington; Huntington Teachers Council,\n\nMeek,\n\nBettie\n\n(Principal),\n\n2001\n\nElm\n\nStreet,\n\nNew Albany;\nNew Albany Federation of\nTeachers.\nOakes, Elizabeth (Teacher), 112 Powell Avenue, Evansville;\nEvansville Teachers Federation.\nPointer, P. D. (Principal), 3305 South Michigan, South-Bend; South Bend City Teachers Association.\nShannon,\nJ. R.\n(Superintendent),\nSuperintendent of Schools, Danville; Indiana State\nTeachers Association.\nSmith,\nHenry\nLester\n(Ex-officio),\nDean,\nSchool of Education,\nIndiana\nUniversity,\nBloomington; Treasurer, Member Executive\nCommittee.\n\nSmith, Z. M. (Superintendent), Superintendent of Schools, Greenfield;\nIndiana State\nTeachers Association.\n\nSnider,\nNelson\nR. (Principal),\n636\nSecond\nStreet, Fort Wayne; Indiana State Teachers Association.\nSuperStockinger, W. A. (Superintendent),\nIndiana\nintendent of Schools, Noblesville;\nState Teachers Association.\nSuter, E. M. (Teacher), 3025 South Clinton\nStreet, Fort Wayne; Indiana State Teachers Association.\nSoules,\nGertrude\n(Supervisor),\nR. R. ‘“‘E,”\nTerre Haute;\nTerre Haute Teachers Federation.\nTrueblood, Inez (Teacher), Richmond; Indiana State Teachers Association.\nVovel, Verda\n(Supervisor),\n1007 Park Place,\nHammond; Hammond City Teachers Association.\n\nPublic Schools,\nD. T. (Supervisor),\nIndiana State Teachers AsIndianapolis;\nsociation,\nWetherow, E. B. (Superintendent), Superintendent of Schools, Laporte; Indiana State\nTeachers Association.\n1724 East\nWhitacre,\nMartha A. (Teacher),\nIndiana State Teachers\nMain,\nRichmond;\nWeir,\n\nAssociation.\n\n‘\n\nWilliams,\nCharles\nState\nTeachers\nCapitol\n\nAvenue,\n\nTeachers\n\nO.\n(Secretary),\nIndiana\nAssociation,\n3842\nNorth\nIndianapolis;\n\nIndiana\n\nState\n\nAssociation.\n\nIOWA\nBangs,\nC. W.\n(Superintendent),\nSuperintendent of Schools, Manchester; Iowa State\nTeachers Association.\nDunn,\n\nEast,\n\nHelen\n\n(Teacher),\n\nCedar\n\nRapids;\n\n1514\n\nCedar\n\nIst\n\nAvenue\n\nRapids\n\nTeach-\n\ners Association.\n(Superintendent),\nSuperinDurkee,\nW.\nH.\nCorning;\nIowa State\ntendent of Schools,\nTeachers Association.\n\n"} {"page": 1176, "printed_page": null, "text": "NationaL\n\n1172\nFoster,\n\nMamie\n\nE.\n\n(Principal),\n\nEpucATION\n\nButler\n\nApart-\n\nments\nNo.\n2, Fort\nDodge;\nFort\nDodge\nTeachers Association.\n;\nFullerton,\nC. A. (Teacher),\n2321\nFranklin\nStreet, Cedar Falls; N. E. A. Unit of Iowa\n\nState Teachers College.\nGrafft, Flossie (Teacher), 1726 Park Avenue,\nCedar Rapids; Cedar Rapids Teachers Association.\n;\nHayes, C. K. (Superintendent), Superintendent\nof Schools,\nMuscatine;\nIowa\nState\nTeachers Association.\nHills, Mary E. (Teacher), 409 26th Street,\nSioux City; Sioux City Teachers Club.\nKetter,\nLela\n(Teacher),\n2034\nAvenue\nB,\nCouncil\nBluffs;\nCouncil\nBluffs\nTeachers\n\nClub.\nLauterbach, P. A. (Superintendent), County\nSuperintendent of Schools, Sac City; Iowa\nState Teachers Association.\nMiller,\nMrs.\nElla\nFord\n(Teacher),\nDrake\nUniversity, Des Moines; Iowa State Teachers Association.\nMiller, K. D. (Superintendent), Superintendent of Schools,\nFort Dodge;\nIowa State\nTeachers Association.\nMyers, R. F. (Principal), 924 2nd Avenue,\nCouncil\nBluffs;\nCouncil\nBluffs\nTeachers\nClub.\n:\nOlson, Hazel (Teacher), 2500 Glass Avenue,\nSioux City; Sioux City Teachers Club.\nParker, Mrs. Rose (Superintendent), County\nSuperintendent\n\nof\n\nSchools,\n\nHarlan;\n\nIowa\n\nState Teachers Association.\nPye,\nCharles\nF.\n(Secretary),\nIowa\nState\nTeachers Association, 415 Shops Building,\nDes Moines; Iowa State Teachers Associa-\n\ntion.\nRay, J. H. (Superintendent),\nof Schools, Sac City; Iowa\n\nSuperintendent\n\nState Teachers\nAssociation.\nRoberts, T. R. (Ex-officio),\nSuperintendent\nof Schools, Independence;\nState Director.\nWood, Mrs. Emma O. (Teacher), 312 Fulton\nStreet, Keokuk; Elementary Teachers Club.\n\nKANSAS\nCaulk,\nMary\n(Teacher),\nLibrary\nBuilding,\nKansas City; Kansas State Teachers Association.\n\nDassow,\n\nAlice\n\n(Teacher),\n\n1034\n\nCleveland,\n\nSiategee City; Kansas City Grade Teachers\nub.\nEvans, Vera (Teacher), 724 Garfield, Kansas\nCity; Kansas City Grade Teachers Club.\nHamilton, J. V. (Teacher), 712 West Main\nStreet,\nChanute;\nciation.\nHoward,\nJessie E.\nAvenue,\nTopeka;\nAssociation.\n\nHughes,\n\nRees\n\nH.\n\nChanute\n\nTeachers\n\nAsso-\n\nASSOCIATION\n\nSchlagle, F. L. (Supervisor), Library Building, Kansas City; Kansas State Teachers\nAssociation.\nSchlegel, Violet (Teacher), 520 Lane Street,\nTopeka;\n\nThe\n\nSchreiber,\n\nTopeka\n\nElizabeth\n\n(Superintendent),\n\nSuperin-\n\nciation.\nMcKinley,\nEdna\n(Teacher),\nLibrary Building, Kansas\nCity; Kansas State Teachers\nAssociation,\nNelson,\nMary\n(Principal),\n1007\nLinwood,\nKansas City; Elementary Principals Club.\nPearson,\nM. E. (Ex-officio), Superintendent\nof Schools, Kansas City; State Director.\nRandles, Anna (Teacher), 739 Ann Avenue,\nnae City; Kansas City Grade Teachers\nub,\nRose,\nGrace\n(Teacher),\nLibrary\nBuilding,\nKansas City; Kansas State Teachers Association.\n\nTeachers\n\nTanner,\nEugenie\n(Teacher),\ning, Kansas City; Kansas\nAssociation.\n\n5410\n\nClub.\n\nTracy,\n\nLibrary BuildState Teachers\n\nWenrich,\nChristine\n(Teacher),\n1121\nState\nAvenue,\nKansas\nCity;\nThe\nHigh\nSchool\nTeachers Club of Kansas City.\nWilson,\nEstella M.\n(Teacher),\n945 Everett\n\nAvenue,\nTeachers\n\nKansas\nClub.\n\nCity;\n\nDu\n\nBois\n\nGrade\n\nKENTUCKY\nButton,\nF. C.\n(Normal\nSchool\nPresident)\nMorehead State Normal School, Morehead;\nKentucky\nEducation Association.\nChapman, J. V. (Supervisor), State Department\nof Education,\nFrankfort;\nKentucky\nEducation Association.\nCoats, T. J. (Normal School President), Eastern Kentucky State Normal School, Richmond;\nKentucky Education Association.\nDudley, C. E, (Superintendent), Superintendent of Schools, Henderson; Kentucky Education Association.\n4\nFaulconer, Geneva (Teacher), Belknap School,\nLouisville;\nLouisville\nEducation\nAssociation.\nGross,\nCarrie\n(Teacher),\n742\nSouth\n22nd\nStreet, Louisville; Louisville Education Association.\nIreland, J. W. (Superintendent), Superintendent of Schools, Frankfort; Kentucky Education Association.\nPayne, J. Howard (Superintendent), Superintendent\nof Schools,\nRichmond;\nKentucky\nEducation Association.\nRhodes, McHenry (Ex-officio), State Superintendent of Public Instruction, Frankfort.\nWilliams,\nR.\nE.\n(Ex-officio),\n320\nStarks\nBuilding, Louisville; State Director.\nYoung,\nAnna\n(Teacher),\nSaratoga\nDrive,\nLouisville; Louisville Education Association.\n\nLOUISIANA\nDoerr,\n\nLoretta\n\nRampart,\n\nR.\n\nNew\n\n(Ex-officio),\n\nOrleans;\n\nState\n\n1323\n\nNorth\n\nDirector.\n\nMAINE\n\n(Teacher),\n1529\nBowell\nKansas\nState Teachers\n\ntendent of Schools, Parsons; Parsons Teachers Association.\nKelly, Beulah\n(Teacher),\nLibrary Building,\nKansas City; Kansas State Teachers Asso-\n\nGrade\n\n(Teacher),\n\nKansas City; Missouri; Kansas City Grade\nTeachers Club.\n400 North\n16th\nStreeter, Helen\n(Teacher),\nKansas\nCity Grade\nStreet, Kansas\nCity;\nTeachers Club.\n\nBailey, Leslie A. (Superintendent), Superintendent of Schools, Dresden Mills; Lincoln\n& Sagadahoc County Teachers Association.\nBarnes, Albert F. (Superintendent), Superintendent\nof\nSchools,\nAppleton;\nWaldo\nCounty Teachers Association.\nBeard, George H. (Superintendent), Superintendent of Schools, Bar Harbor; Hancock\nCounty Teachers Association.\nBurrill, Fred W. (Superintendent), Superintendent\n\ners\n\nof Schools,\n\nAssociation.\n\nAugusta;\n\nMaine\n\nTeach-\n\nChase, H. J. (Superintendent),\nSuperintendent of Schools,\nLivermore\nFalls;\nMaine\nTeachers Association.\nDavis,\nUlmer\nW.\n(Principal),\nCherryfield;\nWashington\nCounty Teachers\nAssociation.\nEnglish, Fred C. (Superintendent), Superintendent of Schools, Mars Hill; Aroostook\nCounty Teachers Association.\n\n"} {"page": 1177, "printed_page": null, "text": "THE\n\nSixtH\n\nREPRESENTATIVE\n\nFinch, Adelaide (Principal), Dingley School,\nLewiston;\nAndroscoggin County Teachers\nAssociation.\nFuller, C. S. (Principal), High School, South\nParis; Oxford County Teachers Association.\nGarceau, D. E. (Teacher), School Street, Fort\nKent;\nAroostook\nCounty\nTeachers\nAssociation,\n\nAubin,\n\nAgnes\n\nwealth\n\nDiS\n\nASSEMBLY\nA.\n\nAvenue,\n\n(Teacher), 1157\nAllston;\nBoston\n\nCommonTeachers\n\nClub.\nBarnard,\nStreet,\n\nFlorence\n(Teacher),\n1651\nBeacon\nBrookline;\nMassachusetts Teachers\n\nFederation.\nBatson, Bertha\nnue,\n\nR.\nBrockton;\n\n(Teacher), 11 Wales AveBrockton\nGrade Teachers\n\nHale, Florence M. (Ex-officio), State Agent\nfor Rural\nSchools,\nAugusta;\nVice-President.\nHamer, Myron C. (Teacher), 7 Court Street,\nFarmington;\nMaine Teachers Association.\nHeald, F. H. B. (Superintendent), Scarboro;\nCumberland County Teachers Association.\nHurlin, Marshall W. (Principal), High School,\nBrownville;\nMaine Teachers Association.\nJones, Jane A. (Teacher), Milo High School,\nMilo; Piscataquis County Teachers Asso-\n\nClub.\nBuckminster,\nPauline\n(Teacher),\nHampshire\nStreet, Everett;\nEverett Teachers Club.\nButler, Margaret (Principal), 72 Village Ave-\n\nMcKenney,\nMarjorie\n(Teacher),\n28A\nVincent Street, South\nPortland;\nCumberland\nCounty Teachers Association.\nMcSkimmon,\nAnna B. (Teacher), 94 Third\nStreet, Bangor;\nMaine Teachers Associa-\n\nCoveney, Katherine C. (Teacher), 73 Marshall\nStreet, Winter Hill; Boston Teachers Club.\nCurrier, Hannah\n(Teacher), Webster School,\nEverett; Everett Teachers Club.\nDicker,\nAlice\nM.\n(Teacher),\n82\nMarion\nStreet, East Boston;\nSomerville Teachers\nClub.\nGlancy,\nMary\nE.\n(Principal),\nGreat\nPlain\nAvenue, Needham;\nMassachusetts Association for Educational Methods.\nGrover,\nAbbie\nC.\n(Principal),\n364\nMain\nStreet, Haverhill;\nHaverhill Teachers Association, Inc.\nHale, Arthur W. (Superintendent),\nSuperintendent\nof\nSchools,\nFranklin;\nNorfolk\nCounty Teachers Association.\nHegan, Clara (Teacher), 100 School Street,\nSomerville;\nSomerville\nTeachers\nAssociation.\nIreland,\nRalph\nP.\n(Principal),\nGloucester;\nGloucester Teachers Association,\nKelly,\nKatherine\n(Teacher),\n452\nFletcher\n\nciation.\n\ntion.\nMathieson, D. H. (Superintendent), Superintendent of Schools, Freedom; Maine Teachers Association.\nPalmer, Mary (Teacher), Farmington; Franklin County Teachers Association.\nPattee, Elmer A. (Superintendent), Superintendent\nof Schools,\nHarmony;\nSomerset\nCounty Teachers Association.\nRobinson,\nV.\n(Principal),\n182\nMiddle\nStreet, Old Town; Penobscot County Teachers Association.\nRollins,\nD. W.\n(Superintendent),\nSuperintendent of Schools, Dexter; Maine Teachers Association.\nSoule, Clara L. (Teacher), 370 Cumberland\nAvenue,\nPortland;\nPortland Teachers\nAssociation.\nTa lor, C. E. (Principal), High School, Gardiner;\nKennebec\nCounty Teachers Association.\nThomas, Augustus O. (Ex-officio), State Commissioner of Education, Augusta.\nTrue, Mrs. Dorothy S. (Teacher), 37 College\nStreet, Portland; Portland Teachers Association.\nSuperinWebber,\nE. H. (Superintendent),\nAroostook\ntendent\nof Schools,\nMapleton;\nCounty Teachers Association.\nWight, Carrie M. (Teacher), Bethel; Maine\nTeachers Association.\n\nWilliams,\n\nAvenue,\nTeachers\n\nE.\n\nB.\n\n(Principal),\n\nOld\nTown;\nAssociation.\n\n174\n\nPenobscot\n\nStillwater\n\nCounty\n\nMARYLAND\nBoswell, Julia (Teacher), Clearspring; Maryland State Teachers Association.\nBurdick, William\n(Ex-officio), 7 East Mulberry Street, Baltimore;\nState Director.\nGardner, Mrs. A. M. (Téacher), Woodside;\nMaryland State Teachers Association.\nPyle, Thomas W. (Principal), High School,\nPoolesville;\nMontgomery\nCounty Teachers\nAssociation.\nVan\nHoesen,\nMrs.\nEthel\nG.\n(Teacher),\nSandy Spring; Montgomery County Teachers Association.\n\nMASSACHUSETTS\nAllen, Grace (Teacher), High School, Brookline; Brookline Teachers Club. —\nSchool,\nHigh\n(Principal),\nJohn A.\nAvery,\nFedTeachers\nMassachusetts\nSomerville;\n\neration.\n\nnue,\n\nDedham;\n\nMassachusetts\n\nfor Educational Methods.\nChapman, Fred A. (Teacher),\n\nAssociation\n\n1091\n\nWashing-\n\nton Street, Braintree, 85; Norfolk County\nTeachers Association.\nChevalier, Ada (Teacher), 51 Davis Avenue,\nBrookline;\nMassachusetts\nTeachers Federation.\n\nStreet,\n\nLowell;\n\nLowell\n\nTeachers\n\nOrganiza-\n\ntion.\nKoetler,\nM.\nW.\n(Principal,\n50\nGlendale\nStreet, Everett; Everett Teachers Club.\nLynch,\nJohn\nE.\n(Principal),\n9 Stoneland\nRoad,\nWorcester;\nMassachusetts\nTeachers\nFederation.\nMcSkimmon,\nMary\n(Ex-officio),\n20 Clinton\nRoad,\n\nBrookline;\n\nPresident\n\nN.\n\nE. A.\n\nMellish, Anna A. (Teacher), 59 Monumental\nAvenue,\nCharlestown;\nBoston\nTeachers\nClub.\nMorris,\nEva\nC. (Teacher),\n503\nBroadway,\nBoston;\nMassachusetts\nAssociation\nfor\nEducational\nMethods.\n;\nNelson, Alice M. (Teacher), Pierce School,\nBrookline; Brookline Teachers Club.\nNichols, Adella F. (Teacher), 11 Wales Avenue,\nBrockton;\nBrockton\nTeachers\nAssociation.\nO’Connor,\nMary E. (Principal),\n158 Highland Street, Taunton; Massachusetts Teachers Federation.\nPackard, John C. (Teacher), 7 Dana Street,\nBrookline;\nBrookline Teachers Club.\nRaymond,\nOscar\nF.\n(Principal),\n23 West\nWater\nStreet,\nWakefield;\nMassachusetts\nTeachers Federation.\n:\nSampson, Ruby B. (Teacher), 93 High Street,\nBrockton;\n\nMassachusetts\n\nTeachers\n\nFeder-\n\nation.\n\nSanders, William J. (Teacher), 80 Chestnut\nStreet,\nHaverhill;\nMassachusetts\nTeachers\nFederation.\nScollard, Annie G. (Teacher),\n11 Bowditch\nStreet,\nEast\nBraintree;\nMassachusetts\nTeachers Federation,\nSeavey,\nMorton\n(Teacher),\nJunior\nHigh\nSchool, Bridgewater;\nBridgewater Teachers\nClub.\n\n"} {"page": 1178, "printed_page": null, "text": "1174\n\nNATIONAL\n\nSheehan,\nJulia\nA.\nSchool, Wellesley;\ners Association.\n\n(Principal),\nHunnewell\nNorfolk County Teach:\n\nSmith,\nPayson\n(Ex-officio),\nState\nSuperintendent of Public Instruction,\nBoston.\nStacey, Chester R. (Superintendent),\nSuperintendent of Schools, Webster;\nMassachusetts\nSchool\nSuperintendents’\nAssociation.\nSullivan, Julia E. (Teacher), 9 Marion Street,\nCharlestown;\nMassachusetts Teachers Federation.\nStuart,\nFlora\nA.\n(Teacher),\nState Normal\n\nSchool,\n\nBridgewater;\n\nMassachusetts\n\nTeach-\n\ners Federation.\nTillinghast,\nEthel\n(Teacher),\n166\nTappan\nStreet, Brookline;\nMassachusetts Teachers\nFederation.\n\nTwichell, Leroy M. (Principal), 103 Summer\nStreet, Malden;\nMalden Teachers Association.\nWhipple, Frank L. (Principal), Eastern Junior\nHigh\nSchool,\nLynn;\nMassachusetts\nTeachers Federation.\nWilson, Guy M. (Teacher-Professor), Boston\nUniversity,\nSchool of Education,\nBoston;\nBoston\nUniversity,\nSchool\nof Education.\nWilson,\nSarah\nB.\n(Teacher),\n10 Waban\nStreet,\nWellesley;\nMassachusetts\nState\nKindergarten Association.\nWinship, A. E. (Editor), 6 Beacon Street,\nBoston;\n\nMassachusetts\n\nTeachers\n\nFedera-\n\ntion.\nWoodward, Annie C. (Ex-officio), 144\nStreet, Somerville; State Director.\n\nSchool\n\nMICHIGAN\nAle#ander,\n\nEffie\n\n(Supervisor),\n\n917\n\nCollege\n\nAvenue, Adrian;\nAdrian Teachers\nClub.\nBrown, Frances J. (Principal), Northwestern\nHigh\nSchool,\nDetroit;\nMichigan\nEducation Association.\n\nCameron,\n\nE.\n\nT.\n\n(Secretary),\n\ncation Association,\nLansing;\nMichigan\n\nMichigan\n\nEdu-\n\n809 Prudden\nBuilding,\nEducation Association.\n\nChampion, Ella (Supervisor),\n534 Hickory Street, Niles;\n\nCentral\n\nSchool,\n\nMichigan Education Association.\nChapel, Mrs. Emma\n(Teacher), 216 Barclay\nAvenue,\nN.\nE.,\nGrand\nRapids;\nGrand\nRapids Teachers Club.\nCody, Frank\n(Superintendent),\nSuperintendent of Schools, 1354 Broadway,\nDetroit;\nMichigan Education Association.\nCole, Mrs. M. Isabelle (Teacher), 220 N. E.\nJohn Street, Grand Rapids; Grand Rapids\nTeachers Club.\nEdmonson,\nJ. B.\n(Supervisor),\nUniversity\nof Michigan, Ann Arbor;\nMichigan Education Association.\nFink, Jessie M. (Principal), 220 John Street\nN. E., Grand Rapids; Grand Rapids Teachers Club.\nFrisch, Otillia M. (Superintendent),\nCounty\nSuperintendent of Schools, Saginaw; Michigan Education Association.\nHagerman,\nMrs.\nBernice\n(Teacher),\n1421\nLogan Street S. E., Grand Rapids; Grand\nRapids Teachers\nClub.\nHaley, Nelle (Supervisor), 1008 Court Street,\nSaginaw,\nWest\nSide;\nSaginaw\nTeachers\nClub.\nHarris, M. Verne (Teacher), 154 Washington\nArea\nMuskegon;\nMuskegon\nTeachers\n\nub.\nJohnson, T. E. (Ex-officio),\nSuperintendent\nof Public Instruction, Lansing.\nKing,\n\nASSOCIATION\n\nEDUCATION\n\nHelena M. (Teacher), 1230 Cass Avenue, Grand Rapids; Grand Rapids Teachers Club.\nKinnan,\nMarjorie\n(Supervisor),\nPublic\nSchools, Hackley School, Muskegon; Michigan Education Association.\n\nMcLean,\nWarren\n\nJessie\n\n(Supervisor),\n\nAvenue,\n\nSaginaw;\n\ners Club.\nMartin, Dorothy\nMuskegon;\n\n(Teacher),\n\nMuskegon\n\n301\n\nSouth\n\nSaginaw\n\nTeach-\n\n1479\n\nStreet,\n\nTeachers\n\nSth\nClub.\n\nMetz,\n\nMaud (Teacher), 25 Rochester Court\nS. E., Grand Rapids; Grand Rapids Teachers Club .\nNelson, J. Alfred (Teacher), 700 East Portage Avenue, Sault Ste. Marie;\nSault Ste.\nMarie Chapter of N. E. A.\nPowers,\nMrs.\nK. Eugenia\n(Teacher),\n416\nPorter\nAvenue,\nWyoming\nPark,\nGrand\nRapids;\nGrand Rapids Teachers Club.\nQuackenbush, E. J. (Principal), 127 Davison,\nHighland\nPark;\nHighland\nPark Teachers\nClub.\n\nRiemersma,\n\nBerenice\n\n(Teacher),\n\n458\n\nEast\n\nLeonard,\nGrand\nRapids;\nGrand\nRapids\nTeachers Club.\n1354 BroadThomas, John F. (Supervisor),\nMichigan\nEducation\nAssoway,\nDetroit;\nciation.\nVandevelde, Jeanette (Teacher), 836 Clancy\nStreet, N. E., Grand Rapids; Grand Rapids Teachers Club.\nWilson, Mrs. Elizabeth Oakwood\n(Teacher),\n12 Williams Street, S. W., Grand Rapids;\nGrand Rapids Teachers Club.\nMINNESOTA\nAdam,\nMargaret\n(Teacher), 3815 West 3rd\nStreet, Duluth; Atlantic Gateway Association.\nBabcock,\nM. Vinette (Teacher), 3824 First\nJunior _High\nAvenue\nSouth,\nMinneapolis;\nTeachers\nSchool\nSection\nof Minneapolis\nLeague.\nPlymouth\n(Teacher),\n748\nBarron,\nNora\nMinneapolis\nDiviMinneapolis;\nBuilding,\nsion of M.\n:\nBarnes, C. H. (Superintendent), County Superintendent of Schools, Duluth; Minnesota\nEducation\nAssociation.\nBell, H. C. (Superintendent), Superintendent\nof Schools, Luverne; Minnesota Education\nAssociation.\nBerg, J. C. (Superintendent), Superintendent\nof Schools,\nLewiston;\nMinnesota\nEducation Association.\nBoutin, George W. (Teacher), Denfeld High\nSchool,\nDuluth;\nAtlantic\nGateway\nAssociation.\nBohlander, J. J. (Superintendent),\nSuperintendent of Schools,\nMoorhead;\nMinnesota\nEducation Association.\nBrohaugh,\nGeorge O. (Superintendent),\nSuperintendent\nof Schools, Willmar;\nMinnesota Education Association.\nBuckley,\nMargaret\n(Teacher),\nRice\nSchool,\nSt. Paul;\nMinnesota\nEducation\nAssociation.\n\nBullard,\nIrma\n(Teacher),\nClara\nBarton\nSchool,\nMinneapolis;\nMinnesota\nEducation\nAssociation.\nChristoffel,\nThomas\n(Teacher),\nRoosevelt\nJunior High\nSchool,\nSt. Paul;\nSt. Paul\nDivision of M. E. A.\nCleary, Francis. (Principal), 3325 32nd Avenue\nSouth,\nMinneapolis;\nMinneapolis\n* Division of M. E. A\n\nDensmore,\nLydia\n(Teacher),\n2215\nColfax\nAvenue\nSouth,\nMinneapolis;\nMinneapolis\nDivision of M. E. A.\nDoherty,\nAgnes\n(Teacher),\nCentral\nHigh\nSchool,\nSt. Paul;\nSt. Paul\nDivision\nof\nM. E, A.\nErickson,\nEthel\nN.\n(Teacher),\n2704\n12th\nAvenue South, Minneapolis;\nHigh School\nSection of Teachers League,\nGroesbeck,\nMrs.\nAgnes\n(Teacher),\n2020:\nFremont\nAvenue\nSouth,\nMinneapolis;\nMinneapolis\nClassroom\nTeachers\nAssociation,\n\n"} {"page": 1179, "printed_page": null, "text": "THE\n\nSixtH\n\nREPRESENTATIVE\n\nHale, Mrs. Hattie (Teacher), 3229—5th Avenue South, Minneapolis; Minneapolis Teachers League.\nHooper, Myrtle (Teacher), 4038 Linden Hills\nBoulevard, Minneapolis; Minneapolis Classroom Teachers Association.\nKammarren, Abbie M. (Teacher), 2629 Fremont Avenue South, Minneapolis;\nMinneapolis Teachers League.\nKies, H. D. (Superintendent),\nSuperintendent of Schools, Mankato; Mankato Teachers\nAssociation.\nKimball, Florence (Teacher), 143 Orlin Avenue South East, Minneapjolis; Minneapolis\n\nDivision of M. E.\nA.\nLee, Amelia D. (Teacher), 415 South East\n4th,\nMinneapolis;\nMinneapolis\nTeachers\nLeague.\nMcConnell,\nJ. M. (Ex-officio), State Commissioner\n\nof\n\nEducation,\n\nSt.\n\nPaul.\n\nMacGregor, Effie, (Ex-officio), Principal, John\nBurroughs School, Minneapolis;\nState Director,\nMorrison,\nMrs.\nKatherine\n(Teacher),\nLinnue South East, Minneapolis;\nMinneapolis\nMinneapolis Divsion of M. E. A.\nNettleton,\nFlora\nM.\n(Teacher),\n1224\nLa\nSalle Avenue,\nMinnneapolis;\nMinneapolis\nTeachers\n\nLeague.\n\nPerkins, Ellen (Teacher), 3232 Oakland Avenue, Minneapolis;\nMinneapolis Division of\nM.\nE.\nA.\nPeterson,\nH. R. (Superintendent),\nSuperintendent\nof Schools,\nInternational\nFalls;\nMinnesota Education Association.\nRingdahl,\nN. Robert\n(Teacher),\n3220\n10th\nAvenue\nSouth,\nMinneapolis;\nMinneapolis\nDivision of M. E. A.\nRohweder,\nGertrude\n(Teacher),\n3725—I1st\nAvenue\nSouth,\nMinneapolis;\nMinneapolis\nTeachers League.\nSande, Ole R. (Superintendent), County Superintendent of Schools, Thief River Falls;\n.\nMinnesota Education Association.\nSchofield, Harriet (Teacher), 3017 Park Avenue,\nMinneapolis;\nMinneapolis\nClassroom\nTeachers Association.\n\nSchulz,\n\nC.\n\nG.\n\n(Secretary),\n\nMinnesota\n\nEdu-\n\ncation Association,\n919 Pioneer\nBuilding,\nSt. Paul;\nMinnesota\nEducation\nAssociation.\nShove,\nHelen\nB.\n(Ex-officio),\nPrincipal,\nLongfellow School, Minneapolis; Vice-President.\nSmith,\nCleora\nFrancella\n(Teacher),\nLeamington\nHotel,\nMinneapolis;\nMinneapolis\nTeachers League.\nDenfeld\nSnodgrass,\nLenore\nK.\n(Teacher),\nGateway\nHigh\nSchool,\nDuluth;\nAtlantic\nAssociation.\nTaylor, Jessie (Principal), 3832—23rd Avenue\nSouth,\nMinneapolis;\nMinneapolis\nPrincipals’ Forum.\n(Teacher),\n214\nTuttle,\nMrs.\nRuth\nDrake\nMinesota\nEducaLocke\nStreet, Mankato;\ntion Asocsiation.\n\nMISSISSIPPI\nBass, E. E. (Superintendent),\nSuperintendent of Schools, Greenville; Mississippi Education Association.\nBrown,\n\nKate\n\nB.\n\n(Teacher),\n\nStation\n\nCy Nabe\n\nHattiesburg;\nMississippi\nEducation\nAssociation.\nTaylor, W. N. (Secretary), Mississippi Education\nAsssociation,\n425\nEdwards\nHotel\nBuilding,\nJackson;\nMississippi\nEducation\nAssociation.\nMISSOURI\n‘mdrews,\n20th\n\nof M.\n\nOrrel\n\nStreet,\n\nM.\n\n(Teacher),\n\nSt. Joseph;\n\nS. T. A\n\n1022\n\nSt. Joseph\n\nNorth\nDivision\n\n1175\n\nASSEMBLY\n\nBaker,\nBrenda\n(Teacher),\n3530\nGarfield,\nKansas City; Kansas City Teachers Club.\nBanks,\nCharles\n(Superintendent),\nSuperintendent of Schools, University City; Faculty of the Southeast Missouri State Teachers College.\nBetton,\nFlorence\n(Principal),\nRoosevelt\nHotel,\nKansas\nCity;\nElementary\nSchool\nPrincipals Association.\nCarter,\nE. M.\n(Secretary),\nMissouri\nState\nTeachers Association, Columbia;\nNortheast\nMissouri\nTeachers\nAssociation.\nCook,\nEva\n(Teacher),\nMusser\nSchool,\nSt.\nJoseph; St. Joseph Division of M. S. T. A.\nCook, Tina (Teacher), 3324 Penn Street, St.\nJoseph; St. Joseph Division of M. S. T. A.\nCrissman,\nGeorge\nR. (Superintendent),\nSuperintendent of Training\nSchool, Teachers\nCollege,\nWarrensburg;\nMissouri\nState\nTeachers Association.\nDaily, A. L. (Principal), High School, St.\nJoseph;\nMissouri State Teachers Association.\n\nDonnohue, Myrtle V. (Teacher), 1615 South\nBeacon,\nSedalia;\nThe\nCommunity\nTeachers Association.\nFair,\nEugene\n(College\nPresident),\nState\nTeachers College, Kirksville; Missouri State\nTeachers Association,\nGrebe,\nMrs.\nSallie\nV.\n(Superintendent),\nCounty\nSuperintendent\nof Schools,\nRockport; Missouri State Teachers Association.\nGreene,\nC.\nA.\n(Superintendent),\nSuperintendent of Schools,\n1516 Edmond\nStreet,\nSt. Joseph; Missouri State Teachers Association,\nHarvey,\nMrs.\nMarie. Turner\n(Teacher-Professor), Rural Education, Teachers College,\nKirksville;\nR. R. No. 2; Northeast Missouri Teachers Association.\nSuperinHodge,\nJohn F. (Superintendent),\ntendent\nof Schools,\nSt. James;\nCentral\nMissouri Teachers Association.\nLain,\nNell\nE.\n(Teacher),\n4518\nMontgall,\nKansas City; Missouri State Teachers Association.\nLamkin,\nUel W. (College President), State\nTeachers College, Maryville; Missouri State\nTeachers Association.\nLee, Charles A. (Ex-officio), State Superintendent\nof\nPublic\nInstruction,\nJefferson\nCity.\n\nLongshore,\nW.\nT.\n(Principal),\nGreenwood\nSchool, Kansas City; Missouri State Teachers Association.\nLowen,\nLetha\n(Teacher),\nLafayette\nHigh\nSchool, St. Joseph;\nMissouri State Teachers Association.\nMcMillan,\nCharles A. (Superintendent),\nSuperintendent\nof\nSchools,\nHarrisonville;\nCentral Missouri Teachers Association.\nMartin,\nW.\nH.\n(Superintendent),\nDistrict\n\nSuperintendent\n\nof Schools,\n\nRoom\n\n214\n\nPub-\n\nlic Library Building, Kansas City; Kansas\nCity Teachers Club.\nParker,\nW.\nW.\n(Teacher-Professor),\nState\nTeachers\nCollege,\nWarrensburg;\nCommunity Association of Central Missouri State\nTeachers Collece.\nPhillips,\nH.\nT.\n(Teacher),\nDepartment\nof\nEducation,\nState Teachers\nCollege,\nMary-\n\nville;\n\nCentral\n\nMissouri\n\nTeachers\n\nAssocia-\n\ntion.\n\nRaglain,\nNellie\nV.\n(Teacher),\n24th Street, Kansas City; The\nNegro\n\n2130\nEast\nCouncil of\n\nTeachers.\n\nRalls,\nMary\nC. (Teacher),\n6529\nJefferson,\nKansas City; Kansas City Teachers Club.\nRearick, Anna J. (Teacher), 2715 Olive, St.\nJoseph; St. Joseph Division of the M. S.\nTL A\nRiddle, Anna J. (Teacher), 217 North 13th\nStreet, St. Joseph; Missouri State Teachers\nAssociation,\n\n"} {"page": 1180, "printed_page": null, "text": "1176\n\nRiley, U. L. (Superintendent), Superintendent of Schools, Maitland; Northwest Missouri Teachers Association.\nRobertson, Virginia (Teacher), 46 East 55th\nStreet,\nKansas\nCity;\nHigh\nSchool\nWomen’s Association.\n:\nSanford,\nO. G. (Superintendent),\nSuperintendent of Schools, 405 East 8th Court,\nTrenton;\nCentral Missouri\nciation.\nSellman, W. N., (Principal),\n\n“St.\n\nLouis;\n\nElementary\n\nTeachers\n\nAsso-\n\nWyman School,\nSchool\nPrincipals\n\nAssociation.\n;\nThompson,\nAnna\nM.\n(Ex-officio),\nTeacher,\nHaddon Hall, 1315 Linwood, Kansas City;\nVice-President.\nToomey,\nGrace D. (Teacher),\n3622\nMichigan, Kansas City; Kansas\nCity Teachers\nClub.\nTurk, Genevieve (Principal), Scarritt School,\n\nLyndhurst\nHotel,\nKansas\nCity;\nState Teachers Association.\n\nMissouri\n\nWalker,\nT. J. (Ex-officio),\nEditor,\nSchool\nand Community, Columbia; State Director.\nWilliams,\nC. H.\n(Teacher-Professor),\nUniversity of Missouri,\n101 Jesse Hall, Columbia;\nNortheast\nMissouri Teachers\nAssociation.\nMONTANA\nAnderson,\nJohn A. (Ex-officio),\n117 North\nCenter, Miles City; Acting State Director.\nMoore, Ruth N. (Teacher), Stanford; Montana Education Association.\n\nSuperMoser, Wilbur\nE. (Superintednent),\nintendent\nof Schools,\nShelby;\nMontana\nEducation Association.\nNaughten, Ruth E. (Teacher), Arlee; Montana Education\nAssociation.\nNEBRASKA\n\nAnderson,\nMrs. Alberta B. (Teacher), Lincoln High School, 1211 South 24th Street,\nLincoln;\nNebraska\nState\nTeachers\nAssociation.\nBarnett, Linna (Teacher), 324 East Linden,\nFremont;\nNebraska\nState Teachers\nAssociation.\nBowen,\nBess\n(Teacher),\n2520 Vine Street,\nLincoln;\nLincoln\nTeachers\nAssociation.\nCampbell, Paul N. (Teacher), Lincoln High\nSchool,\n1638\nJ Street,\nLincoln;\nLincoln\nTeachers Association.\nCompton,\nMaude\n(Teacher),\n5615\nHoward\nStreet, Omaha;\nOmaha School Forum.\nEsplin, Minnie (Teacher), 177 Drake Court,\nOmaha;\nOmaha\nSchool\nForum.\nGuanella,\nClementine\n(Teacher),\n549 West\nWashington\nAvenue,\nCouncil\nBluffs;\nOmaha School Forum.\n\nHosman,\n\nEverett\n\nM.\n\n(Secretary),\n\nASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\nNebraska\n\nState Teachers\nAssociation,\n511\nRichards\nBlock,\nLincoln;\nNebraska\nState Teachers\nAssociation.\nHotchkiss,\nMrs.\nAlta\nP.\n(Teacher),\n5632\nMiami\nStreet,\nOmaha;\nOmaha\nSchool\nForum.\n\nJackson, Winifred (Teacher), 1546 E Street,\nLincoln;\nLincoln\nTeachers\nAssociation.\nLefler,\nM.\nC.\n(Ex-officio),\nSuperintendent\nof Schools, Lincoln; State Director.\nLongsdorf,\nHelen\n(Principal),\nBeals School,\nOmaha;\nOmaha\nSchool Forum.\nMcAndrew,\nLila (Teacher), Ainsworth;\nNebraska\nState Teachers\nAssociation.\nMartin,\nGeorge\nE.\n(Ex-officio),\nPresident,\nState Normal School, Kearney; Vice-President.\nMiller,\nLouise\n(Teacher),\nLincoln\nHigh\nSchool,\n658 South\n17th Street,\nLincoln;\nNebraska\nState Teachers\nAssociation.\n\n_\n\nMuir,\nSarah\nT.\n(Teacher),\nLincoln High\nSchool, 1801 South 17th Street, Lincoln;\nClub.\nEducational\nWoman’s\nNebraska\n\nPate,\nW.\nR.\n(Normal\nSchool\nPresident),\nState Normal School and Teachers College,\nPeru;\nNebraska\nState Teachers\nAssociation.\nns\n\nPyrtle,\n\nE.\nRuth\n(Principal),\nMcKinley\nSchool, Lincoln;\nNebraska Woman’s\nEducational Club.\n;\nRaines, Mrs. Grace T. (Teacher), 7016 Minne\nLusa\nAvenue,\nOmaha;\nOmaha _ School\nForum.\n\nRaines,\nB. J. (Teacher),\n4119\nNorth 20th\nStreet, Omaha;\nOmaha\nSchool Forum.\nRoys,\nCassie\nF.\n(Principal),\nWalnue\nHill\nSchool, Omaha;\nOmaha School Forum.\nSinn, Eva (Teacher), 120 North 31st Street,\nOmaha;\nOmaha\nSchool Forum.\nSpeedie, John M. (Supervisor), Deputy State\nSupervisor,\n1812 H Street, Lincoln;\nNebraska State Teachers Association.\nStoltnow,\nMartha J. (Teacher),\n1509 South\n10th Street, Omaha; Omaha School Forum.\nWest,\nPearl\n(Principal),\nP. O.\nBox\n392,\nGothenburg;\nNebraska State Teachers As-\n\nsociation.\n\n$\n\nWoodburn,\nEdith\nSchool,\n2216\nE\n\nTeachers\n\n4\n\n(Teacher),\nLincoln\nHigh\nStreet,\nLincoln;\nLincoln\n\nAssociation.\n\nNEVADA\nKnemeyer,\nBertha\nC.\n(Principal),\nCounty High School, Elko; Nevada\nTeachers Association.\n\nNEW\n\nElko\nState\n:\n\nHAMPSHIRE\n\nBuker, William H. (Superintendent), Superintendent of Schools,\nRochester;\nStrafford\nCounty Teachers Association.\nButterfield,\nErnest\nW.\n(Ex-officio),\nCommissioner of Education, Concord.\nHewitt, Florence H. (Ex-officio), 24 Chauncey\nStreet, Portsmouth;\nState Director.\nLadd, Harold M. (Teacher), Center Ossipee;\nCarroll County Teachers Association.\nTowle,\nClifton\nA.\n(Superintendent),\nSuperintendent of Schools, Exeter;\nNew Hamp“shire State Teachers Assocaition.\n\nNEW\n\nJERSEY\n\nAmeisen, Mrs. Helen A. (Teacher), Collingswood; New Jersey State Teachers Association.\nBorneman,\nElizabeth\n(Teacher),\n220—30th\nStreet,\nWoodcliff-on-Hudson;\nWest\nNew\nYork\nTeachers\nAssociation.\nBrettle,\nRuth\nS. (Teacher),\n164 Academy\nStreet,\nBelleville;\nHigh\nSchool Women’s\nAssociation.\nBrown,\nLeila\nO.\n(Teachers),\n47\nSecond\nAvenue,\nNewark;\nNewark Women\nTeachers Guild.\nChapman,\nIra T. (Superintendent), Superintendent of Schools, Elizabeth; New Jersey\nState Teachers Association.\nCornish, Hubert R .(Principal), Public School\nNo. 4, Paterson; New Jersey State Teachers Association.\nDennis,\nC.\nArthur\n(Principal),\nLiberty\nSchool, Camden;\nCamden\nTeachers Association,\n\nDonnalley, Rachel B. (Teacher), North East\nSchool, Camden;\nCamden\nTeachers\nAssociation.\nDreisler,\nWilliam\n(Teacher),\nSenior\nHigh\nSchool,\nCamden;\nCamden\nTeachers\nAssociation.\nDyke, Charles B. (Ex-officio), Superintendent\nof Schools, Short Hills; State Director,\n\n"} {"page": 1181, "printed_page": null, "text": "THe\n\nEckles, Minnie G. (Teacher),\nCamden\nHigh\nSchool,\nCamden;\nCamden\nHigh\nSchool\nTeachers\nAssociation.\nFinck, Edgar N. (Supervisor), Toms River;\nNew Jersey State Teachers Association.\nFithian, Powell G. (Teachers), 114 Windsor\nAvenue,\nHaddonfield;\nNew\nJersey\nState\nTeachers Association .\nFussel,\nAnne\nE.\n(Teacher),\nWashington\nStreet School,\nNewark;\nNewark\nTeachers\nAssociation,\nGerard, George R. (Superintendent),\nSuperintendent of Schools, Belleville; New Jersey\nState Teachers Association.\n\nGlennie,\nAlexander\nJ. (Principal),\nMiller\nStreet School, Newark;\nNew Jersey State\nTeachers Association\nHamilton,\nElla J. (Supervisor),\n829 South\n58th\nStreet,\nPhiladelphia;\nAtlantic\nCity\nTeachers Association.\nHarriman,\nJessie P.\n(Teacher),\n135—30th\nStreet, Woodcliff; Faculty of School Number One.\nMary\nR. (Teacher),\n722\nNewark\nAvenue,\n\nElizabeth;\n\nElizabeth\n\nTeachers\n\nsociation.\nKlages, Josephine R. (Principal), 602\nson\nStreet,\nCamden;\nNew\nJersey\nTeachers Association.\nLister,\nElma\n(Teacher),\nJackson\nSchool,\nHackensack;\nHackensack\n\ners\n\nAsBenState\n\nAvenue\nTeach-\n\nAssociation.\n\nStringer, Elizabeth M. (Teacher), Washington Street School, Newark; Newark Teachers Association,\nSweney,\nCarrie M. (Teacher), Junior High\nSchool, Atlantic City;\nNew Jersey State\nTeachers Association.\nThorp, Ruth (Teacher), 53 Addison\nRutherford;\nRutherford\nTeachers\n\ntion.\n\npals Association.\nMcAvoy,\nMary\nM.\n(Teacher),\n712\nMain\nStreet, Paterson;\nPaterson Teachers Assosociation.\nMcCoy, Emma A. (Supervisor), 230 Livingston Avenue, New Brunswick; New Brunswick Teachers Club.\n\nMargaret\n\nStreet, Paterson;\nciation.\n\nT. (Teacher),\nPaterson\n\n255 Grand\n\nTeachers\n\nAsso-\n\nMabrey, F. D. (Principal), 60 Grand\nnue, Englewood; Englewood Teachers\n\nAveClub.\n\nMiles, Anna L. (Teacher), Broadway School,\nCamden;\nCamden Teachers Association.\nMilwitzky,\nWilliam\n(Teacher),\nBarringer\nHigh School, Newark; Newark High School\nMen’s Association,\nMitten, Ann A. (Teacher), 325—23rd Street,\nWest New York; West New York Teachers Association.\nOutwin,\nHarriet J. (Teacher), 409 Knickerbocker Avenue, Paterson; New Jersey State\nTeachers Association.\nPhillips, Harold H. (Principal), Montgomery\nStreet School, Newark;\nNew Jersey State\nTeachers Association.\n\nRobinson,\n\nGeorge B. (Teacher), 269 George\nStreet,\nNew\nBrunswick;\nNew\nBrunswick\nTeachers Association.\nRogers,\nMargaret\n(Teacher),\n261\nSpring\nStreet, Trenton; Trenton Teachers Club.\nSchroth,\nMary\nC. (Teacher),\n244 Jackson\nStreet, Trenton; Trenton Teachers Club.\nServen, Isaac A. (Principal), Public School\nNo.\n4, Jersey\nCity;\nNew\nJersey\nState\nTeachers Association.\nShurts, Lela (Teacher), 316 Sessex Avenue,\nNewark;\nGrade Teachers Organization of\nNewark.\nF\nSickles, F. J. (Superintendent), Superintend~ent\nof\nSchools,\nNew\nBrunswick;\nNew\nJersey State Teachers Association.\nSouthworth,\nWinifred\nW.\n(Teacher),\n50\nOverlook Avenue, Newark; Newark Special\nTeachers Association.\n:\nSpeakman, Anna D. (Teacher), Madison AveAtlantic City; Atlantic City\nnue School,\nTeachers Association.\n\nAvenue,\nAssocia-\n\nWaterbury,\nAlberta\n(Supervisor),\nBoard\nof\nEducation,\nCity\nHall,\nNewark;\nNewark\nTeachers Association.\nWatson,\nSara F. (Teacher),\nMorton\nStreet\nSchool, Newark;\nNew Jersey State Teachers Association.\nWharton, Agnes (Teacher), Cleveland Junior\nHigh School,\nNewark;\nNew Jersey State\nTeachers Association.\nWhite, Sara E. (Teacher), Broadway School,\nCamden;\nCamden\nTeachers\nAssociation.\nWhiteside, Harold C. (Teacher), Hatch Junior School No. 2, Camden; Camden Teachers Association.\nWhitlock,\nSarah O. (Principal), Lord Stirling School, New Brunswick;\nNew Jersey\nState Teachers Association.\na\nWilliams,\nHelen G. (Teacher), Junior High\nSchool, Atlantic City; Atlantic City Teachers Association.\nWoodward,\nAdelaide\n(Principai), West Side\nSchool, Atlantic City; Atlantic City Teachers Association,\n\n(Principal),\nHawthorne\nMacDonald,\nR. A.\nNewark;\nNewark\nPrinciAvenue\nSchool,\n\nMcNervey,\n\n1177\n\nSixtH ReEprEeseNTATIVE ASSEMBLY\n\nNEW\n\nMEXICO\n\nCooperrider, Margaret (Supervisor), 558 Canyon Road, Santa Fe; New\nMexico\nState\nTeachers Association.\nEckles,\nIsabel L. (Ex-officio),\nState Superintendent of Public Instruction, Santa, Fe.\nRousseau,\nMrs.\nEdna\n(Superintendent),\nCounty\nSuperintendent\nof\nSchools,\nEstancia; New Mexico State Teachers Association.\n\nNEW\n\nYORK\n\nAllen, William H. (Teacher),\n1125 Amsterdam Avenue, New York; New York State\nTeachers Association.\nBaron, Joseph V. (Supervisor), 17 Rich Avenue,\nMt.\nVernon;\nMt.\nVernon\nTeachers\nAssociation.\nButler, Mrs. Edith (Teacher), Pintaid Apartments,\nNew\nRochelle;\nTeachers\nClub\nof\nNew Rochelle.\nConolly,\nMiss F. E. (Teacher), School No.\n4, Rochester;\nNew\nYork\nState Teachers\nAssociation.\nCrofts,\nM.\nH.\n(Teacher),\n52\nWesterfeldt\nAvenue,\nStaten\nIsland;\nPublic\nSchool\n\nKindergarten\n\nAssociation\n\nof\n\nNew\n\nYork\n\nCity.\nCullen,\nMrs. Anna\nH. (Teacher),\n52 South\nSecond\nAvenue,\nMt.\nVernon;\nNew\nYork\nState Teachers Association.\nCullen, James A. (Teacher), 52 South Second\nAvenue,\nMt.\nVernon;\nNew\nYork\nState\nTeachers Association.\nDillon,\nHelen\nT. (Teacher),\nPublic\nSchool\n55,\nBronx;\nAssociation\nof Teachers\nof\n\nBlind & Sight Conservation Classes.\nDoty,\nHerbert\n(Teacher),\nConklin\nRoad,\nBinghamton;\nBinghamton\nTeachers\nAssociation,\nEdson,\nAmanda\n(Teacher),\n161\nEmerson\nPlace,\nBrooklyn;\nPublic\nSchool\nKindergarten Association of New York City.\nFlint,\nMrs.\nBertha\n(Teacher),\nWoodmere;\nWilliam J. Morrison School Association.\nFoute,\nG. P., 131 West 42nd Street, New\nYork;\nVisual\nAmerica.\n\nInstruction\n\nAssociation\n\nof\n\n"} {"page": 1182, "printed_page": null, "text": "NATIONAL\n\n1178\n\nEpuUCATION\n\nGallup, Jackson\n(Principal), School No. 16,\nRochester; Rochester Teachers Association.\nGolan,\nAnna\n(Teacher),\n1221\nAvenue\nA.,\nNew York; Junior High School 96.\nHa es,\nElla\nR.\n(Teacher),\n80\nHamilton\nStreet, Rochester;\nRochester Teachers Association.\nHosic,\nJames\nF.\n(Teacher-Professor), 525\nWest\n120th\nStreet,\nNew\nYork;\nNational\nConference on Educational Method.\nJenkins,\nJulia M.\n(Teacher),\n198 Madison\nStreet Brooklyn;\nBrooklyn Teachers Association.\nJones, Olive M. (Ex-officio), Principal, Public School 120, New York; Past-President.\nKelley,\nFrank\nB.\n(Teacher),\n36\nDeWitt\nRoad,\nElizabeth;\nAssociation of De Witt\nClinton High School.\n.\n\nLeland,\n\nAbby\n\nPorter\n\n,Principal),\n\nPublic\n\nSchool\n157, Manhattan,\nNew\nYork;\nDistrict 15, New York City, Affiliated Association of the N. E .A.\n\nLortcher,\n\nDorothea K. (Teacher), 30 Cherry\nRoad,\nRochester;\nRochester Teachers\nAssociation.\nMilligan, Annette W. (Teacher), 30 Cottage\nAvenue,\nTeachers\n\nO’Dell,\n\nMt.\nVernon;\nAssociation.\n\nCarrie\n\nA.\n\nNew\n\n(Teacher),\n\n.\n\nRobert\n\nH.\n\n(Ex-officio),\n\nEast Carolina Teachers\nState Director.\n\nWright,\n\nM.\n\nL.\n\nPresident,\n\nCollege,\n\n(Secretary),\n\nEast\n\nGreenville;\nI\n\nCarolina\n\nTeachers College, Greenville;\nNorth\nlina State Education Association.\n\nNORTH\n\nCaro-\n\nDAKOTA\n\nFox, Shirley G. (Supervisor), Rural Schools,\nBismarck;\nNorth\nDakota\nEducation\nAssociation,\nGullickson, Miss I. (Teacher), High School,\nGrand\nForks;\nNorth\nDakota\nEducation\nAssociation.\nMcCurdy, M. E. (Secretary), North Dakota\nEducation\nAssociation,\nWashburn;\nNorth\nDakota Education Association,\nNielson, Minnie J. (Ex-officio), State Superintendent of Public Instruction, Bismarck.\nVoves,\nEmma\nGc\n(Principal),\nCrystal\nSprings; North Dakota Education Association.\nWalker, Mrs. Sadie A. (Principal), 326 de\nLendrecie\nBlock,\nFargo;\nNorth\nDakota\nEducation Association.\n\nYork\n\nState\n\nOHIO\n\nQuincy\n\nAiken, Anna\n(Teacher), 325 West Sandusky\nAvenue, Bellefontaine; Bellefontaine Téachers Association.\nAmerine, I. R. (Teacher), 284 North Hague\nAvenue,\nColumbus;\nColumbus\nTeachers\nFederation.\n\nDirector.\n\nSevfried,\nDorothy\n(Teacher),\nRidge\nRoad,\nR. D. No. 6, Rochester; Rochester Teachers Association.\n4\nShannon, Elizabeth\n(Teacher), High School,\nBinghamton;\nNew\nYork\nState\nTeachers\nAssociation.\nSharer, Joyce E, (Teacher), 215 Denise Road,\nRochester;\nRochester Teachers Association.\nSteencken,\nHermine\n(Teacher),\n88\nRidge\nRoad, Rochester;\nNew York State Teachers Association.\nStrayer,\nGeorge\nD.\n(Ex-officio),\nTeachers\nCollege, Columbia University, New York;\nPast-President.\nTaylor,\nGeorge D. (Principal),\nSchool\nNo.\n27, Rochester;\nNew York State Teachers\nAssociation.\nVincent, John E. (Principal),\nSummit Avenue, New Rochelle; Teachers Club of New\nRochelle.\nWard, Katherine O. (Principal), 112 Kislingbury Street,\nRochester;\nRochester\nTeachers Association.\nWilliams, Josephine (Teacher), 54 Wyndham\nRoad,\nRochester;\nRochester\nTeachers\nAs-\n\nNORTH\n\nWright,\n\n118\n\nStreet,\nBrooklyn;\nBrooklyn\nTeachers\nAssociation.\nO’Keefe, Emma M. (Principal), No. 8 School,\nRochester; Rochester Teachers Association.\nPeixotto,\nMrs.\nB.\nC.\n(Ex-officio),\nPublic\nSchool\n108, Queens,\nLong\nIsland;\nState\n\nsociation.\nWilson, Fanny A.\nPlace,\nBrooklyn;\nAssociation.\n\nASSOCIATION\n\n(Teacher),\n1175 Lincoln\nHeads\nof Department\nCAROLINA\n\nAllen, A. T. (Ex-officio), State Superintendent of Public Instruction, Raleigh.\nLockhart, John C. (Superintendent),\nSuperintendent\nof Wake\nCounty\nSchools,\nRaleigh; North Carolina State Education Association,\n\nNewbold,\nNathan\nC.\n(Supervisor),\nState\nDepartment of Education,\nRaleigh;\nNorth\nCarolina\nState Education\nAssociation.\nSrygley,\nH.\nF.\n(Superintendent),\nSuperintendent of Schools, Raleigh;\nNorth Carolina State Education Association.\n;\nWarren, Jule B. (Secretary), North Carolina\nState\nEducation\nAssociation,\nBox\n887,\nRaleigh;\nNorth\nCarolina\nState Education\nAssociation.\n\nAmmon,\n\nMrs.\n\nLucy\n\n(Teacher),\n1265 ParkCleveland Teach-\n\nwood\nDrive,\nCleveland;\ners Federation.\n\nBaer, J. A.\n(Supervisor),\nCounty\nSchools,\nOld Court House, Cleveland;\nOhio State\nTeachers Asociation.\nBarnes, Mary (Teacher), 426 Carroll Street,\nAkron; Akron Teachers Association.\nBarnette, Mary R. (Teacher), 7, The Roanoke, Cincinnati; The Cincinnati Teachers\nAssociation.\nBarthelmeh, Charles (Superintendent), County\nSuperintendent\n\ndelphia;\nBear,\n\nH.\n\nOhio\nV.\n\nof\n\nState\n\nSchools,\n\nNew\n\nPhila-\n\nTeachers\n\nAssociation.\n\n(Superintendent),\n\nSuperintend-\n\nent of Schools,\nMiamisburg;\nOhio\nState\nTeachers Association.\nBerry, M. M. (Superintendent), Superintendent of Schools,\nBeria;\nCuyahoga\nCounty\nTeachers Institute.\nBing, S. H. (Teacher-Professor),\n134 Morris\nAvenue, Athens;\nOhio State Teachers Association.\n\nBixler,\n\nMargaret\n\nStreet,\n\nUrbana;\n\n(Teacher),\n\n418\n\nSpringfield\n\nSouth\n\nMain\n\nTeachers\n\nAs-\n\nsociation.\n\nBryant, D. C. (Superintendent), Superintendent of Schools, Bowling Green; Ohio State\nTeachers Association.\nCarr,\nA.\nT.\n(Principal),\nFowler\nSchool,\nCleveland;\nOhio\nState Teachers\nAssociation,\n\nCasey, Garnet (Teacher), 915 South Champion Avenue, Columbus;\nColumbus Teachers Federation.\nChase,\nMaria\n(Supervisor),\nPublic\nSchools,\nWarren;\nOhio State Teachers Association.\nCoates,\nLuella (Teacher),\n1205 Hurd Avenue, Findlay;\nFindlay Teachers Organization.\n\nCorwin,\nClarence\n(Teacher),\n2557\nAvenue,\nSpringfield;\nSpringfield\nAssociation.\n\nLagonda\nTeachers\n\nDurr,\nMrs.\nCarrie\n(Teacher),\n288\nEast\nChurch,\nMarion;\nMarion\nCity\nTeachers\nAssociation,\nEvans, Elizabeth (Principal), Harding School,\nYoungstown;\nOhio\nState Teachers\nAssociation.\n\n"} {"page": 1183, "printed_page": null, "text": "THE\n\nSIxTH\n\nREPRESENTATIVE\n\nEvans,s\nWilliam\nA.\nlliar\n(Teacher),\n5022\nCircle\nDrive,\nCincinnati;\nmci\nThe Cincinnati Teachers Association.\nFelt, Edna\nE. (Teacher),\nRoom\n200, Old\nCourt House, Cleveland; Cuyahoga County\nTeachers Institute.\nFisher,\nJessie\nG.\n(Teacher),\n371\nLudlow\nAvenue,\nCincinnati;\nOhio\nState Teachers\nAssociation.\nGates, B. A. (Teacher), 1508 Westwood Avenue, Cleveland;\nLakewood\nTeachers\nFed-\n\neration.\nGladwin, Neonetta (Principal), Grace School,\nAkron; Ohio State Teachers Association,\nHitchings, Mrs. Mary (Teacher), 1240 Thoreau Avenue, Lakewood; Ohio State Teachers Association.\nHoskinson, Nettie (Teacher), Lakeland Avenue, Lakewood;\nLakewood\nTeachers Federation.\nHowell,\nSarah\nM.\n(Teacher),\nWapakonet;\nOhio State Teachers Association.\nJacobs,\nZola\nD.\n(Principal),\nJunior\nHigh\nSchool, Findlay;\nOhio State Teachers As-\n\nsociation,\n\nJones, R. G. (Superintendent),\nSuperintendent\nof Schools,\nCleveland,;\nOhio\nState\nTeachers Association.\nKehn,\nCharlotte\n(Teacher),\n942\nColumbia\nStreet,\nNewport,\nKentucky;\nNorwood\nTeachers Association.\nKendall, F. H. (Superintendent), County Superintendent\nof\nLake\nCounty\nSchools,\nPainesville;\nOhio State Teachers Association.\nKiefer, R. J. (Ex-officio), Superintendent of\nSchools,\nNiles;\nState Director.\nKiel, Anna (Teacher), 571 Dixmyth Avenue,\nCincinnati; The Cincinnati Teachers Association,\nKillian,\nMinna\nM.\n(Teacher),\n1212\nSalem\nAvenue, Dayton; Dayton Classroom Teachers Association.\nKinker,\nMinnie\n(Teacher),\n1242\nBroadway,\nToledo;\nThe Toledo Teachers Association.\nKirshner, Florence J. (Teacher), 35 Glencoe\nAvenue, Dayton; Ohio State Teachers Association,\nKrause,\nGertrude\n(Teacher),\n1237—8th\nStreet,\n\nLorain;\n\nLorain\n\nTeachers\n\nLyman, Lee H. (Teacher),\nWadsworth;\nBarberton\n\nClub.\n\n470 Broad Street,\nTeachers\nAsocia-\n\nRawdon,\nH. L. (Superintendent),\nSuperintendent\nof Schools,\nOberlin;\nOhio\nState\nTeachers Association.\nReynolds,\nF.\nE.\n(Secretary),\nOhio\nState\nTeachers Association, 428 Chamber of Commerce, Columbus; Ohio State Teachers Association,\nRice, W. H. (Superintendent),\nSuperintendent of Schools. London; Ohio State Teachers Association.\nRiley,\nMabel\n(Teacher),\n733\nWashington\nAvenue, Lorain; Lorain Teachers Club.\nRobertson,\nMargaret\n(Teacher),\n3433\nVine\nStreet, Cincinnati; The Cincinnati Teachers Association.\nRussel,\nLeah\n(Teacher),\n10\nDayton;\nDayton\nClassroom\nsociation.\n\nH.\n\nS.\n\n(Teacher),\n\n376\n\nSouth\n\nMarple,\nCharles A. (Teacher),\n6801\nEuclid\nAvenue,\nCleveland;\nCleveland\nTeachers\nFederation.\nMason, J. H. (Superintendent), Superintendent of Schools, Marion; Ohio State Teach-\n\ners Association.\nMauer,\nGeorge C.\n\n(Superintendent),\nSuperintendent of Schools, Wooster;\nOhio State\nTeachers Association,\n;\nMeyers,\nMinevieve\n(Teacher),\nGates\nMill—\nCuyahoga\nCounty;\nCuyahoga\nCounty\nTeachers Institute.\nMonroe,\nBelle M. (Principal), King School,\nAkron; Ohio State Teachers Association.\nMontgomery, O. C. (Teacher), 2105 Sullivant\nAvenue,\nColumbus;\nOhio\nState Teachers\nAssociation.\nMillard, Beatrice (Principal), Monroe School,\nNiles; Niles Teachers Association.\n49 Hadden\n(Teacher),\nL.\nAnna\nPeterson,\nThe Cincinnati Teachers\nHall, Cincinnati;\nAssociation.\nPettibone, Blanche (Teacher), Orchard School,\n\nCleveland;\n\nOhio\n\nState Teachers\n\nAssociation.\n\nCounty\n\nSu-\n\nOhio State\nTeachers Association.\nSmith, Besse E. (Teacher), East Junior High\nSchool, Warren; Warren City Teachers As-\n\nsociation.\nSprague, Ralph M. (Teacher),\n1240 Gordon\nStreet, Toledo; The Toledo Teachers Association.\nSquires, Imogen (Teacher), 1339 Oak Street,\nColumbus;\nColumbus Teachers Federation.\nStrong, George (Teacher), 75 Glenmont Avenue, Columbus;\nColumbus Teachers Federation.\nTackenberg,\nCharles\nW.\n(Teacher),\nWoodward\nHigh School,\nCincinnati;\nCincinnati\nSchoolmasters Club.\nTrac , Kathleen (Teacher), Highlands-Fulton\nSchool,\nCincinnati;\nOhio\nState\nTeachers\nAssociation.\nWilker,\nNorma\n(Teacher),\nGarfield Heights\nHigh School, Cleveland; Cuyahoga County\nTeachers Association.\nWonders,\nJessie M.\n(Teacher),\n107\nSouth\nTod Avenue, Warren; Warren City Teachers Association.\n(Superintendent),\nSuperinWyandt,\nJ. W.\nBryan;\nOhio\nState\ntendent\nof Schools,\nTeachers Association.\nYork, Myrtle (Teacher), 2035 Forest Avenue,\nToledo; Ohio State Teachers Association.\nZeliqzon,\nM.\n(Teacher),\n1902\nEast\n59th\nStreet, Cleveland;\nCleveland Teachers Federation.\n\nOKLAHOMA\n\nBel-\n\nmont\nAvenue,\nSpringfield;\nSpringfield\nTeachers\nAssociation.\nMcM ler, H. T. (Teacher), West Commerce\nHigh School, Cleveland; Ohio State Teachers Association.\n\nLogan\nStreet,\nTeachers\nAs-\n\nSellers, D. H. (Superintendent),\nperintendent of Schools, Troy;\n\ntion.\nMcCoy,\n\n1179\n\nASSEMBLY\n\nBarnes,\n\nDorothy\n\n(Teacher),\n801\nFrances\nOklahoma\nEduPrice Avenue,\nChandler;\ncation Association,\nBarton, J. R. (Ex-officio), Superintendent of\nSchools, Oklahoma City; Vice-President.\nHolcombe, Mrs. Isabel (Teacher), 1012 North\nHudson,\nOklahoma\nCity; Oklahoma\nEducation Association.\nKerr, Clay W. (Supervisor), Public Instruction, Oklahoma City; Oklahoma Education\nAssociation.\nKerr, Mrs. Clay W. (Teacher), Britton High\nSchool, Oklahoma City; Oklahoma Education Association.\nReiff, C. K. (Superintendent), Superintendent\nof Schools, Muskogee;\nMuskogee Teachers\nAssociation.\n;\nSpeaker,\nMrs.\nL. M. (Teacher),\n505 Baltimore, Muskogee;\nOklahoma Education Association.\n2\nSpeaker,\nL.\nM.\n(Teacher),\nCentral\nHigh\nSchool, Muskogee; Muskogee Teachers Association.\n\nCannon,\n\nA.\n\nOREGON\n\nM.\n\n(Superintendent),\n\ntendent of Schools,\nHood\nState Teachers Association.\n\nRiver;\n\nSuperinOregon\n\n"} {"page": 1184, "printed_page": null, "text": "NatIoNAL\n\n1180\n\nEpucatTion\n\nCarleton, E. F. (Secretary),\nOregon\nState\nTeachers Association, Behnke-Walker Building,\n11 and\nSalmon,\nPortland;\nOregon\nState Teachers Association.\nCarter,\nMrs.\nSusanne\nHomes\n(Superintendent),\nCounty\nSuperintendent\nof Schools,\nJackson County, Jacksonville; Oregon State\nTeachers Association.\nDeal, Susanna (Teacher), 402 4th Street, La\nGrande;\nOregon\nState Teachers\nAssociation,\nDrew, Nancy (Teacher), 537 East 30th\nPortland;\nPortland\nGrade Teachers\nciation.\n\n_Hedrick,\n\nE.\n\nH.\n\n(Superintendent),\n\nStreet,\nAsso-\n\nSuperin-\n\ntendent of Schools, Medford; Oregon State\nTeachers Association.\nLanders,\nJ. S. (Normal\nSchool\nPresident),\nOregon\n\nState\n\nNormal\n\nOregon\n\nState\n\nTeachers\n\nSchool,\n\nMonmouth;\n\nAssociation.\n\nLandreth,\nAustin\n(Principal),\nCity\nHigh\nSchool, Pendleton;\nOregon\nState Teachers\nAssuciation.\nMartin,\nAmy\n(Teacher),\n1650\nLee\nStreet,\nSalem; Salem Teachers Association.\nMartin, Jessie (Teacher),\n1650 Lee Street,\nSalem;\nSalem Teachers Association.\n\nMattley,\nSchool,\n\nMaude\n\n(Teacher),\n\nPortland;\n\nPortland\n\nLincoln\n\nHigh\n\nHigh\n\nSchool\n\nTeachers Association.\nMcLaughlin,\nAda\n.(Teacher),\nMilwaukee;\nPortland Grade Teachers Association.\nMeltzer,\n\nH.\n\n(Teacher-Professor),\n\nOregon\n\nAgriculture\nCollege,\nCorvallis;\nOregon\nState Teachers Association.\nScott,\nAlice\nB.\n(Teacher),\n1375\nHarrison\nAvenue,\nPortland;\nPortland\nGrade Teachers Association.\n\nSteele,\n\nSchool,\n\nRobert\n1205\n\nR.\n\n(Principal),\n\nHawthorne\n\nAvenue,\n\nRichmond\nPortland;\n\nPortland Principals Association.\nTurner,\nR. R.\n(Ex-officio),\nState\nSuperintendent of Public Instruction, Salem.\nUlen, Mary (Teacher), Holladay School, St.\nFrancis\nHotel,\nPortland;\nPortland\nGrade\nTeachers Association.\nWells,\nAlice\n(Teacher),\nSt. Francis\nHotel,\nPortland;\nPortland\nGrade Teachers\nAssociation\nWells,\nHelen\nG.\n(Teacher),\n715\nLincoln\nStreet, Eugene; Oregon State Teachers Association.\nWilson,\nGladys\n(Teacher),\nHigh\nSchool,\nHood\nRiver;\nOregon\nState Teachers\nAssociation.\nt\n\nPENNSYLVANIA\nAllen, Margaret E. (Teacher), Darby; Darby\nTeachers Association.\nAllen, T. T. (Principal), State Normal School,\nEast Stroudsburg; Pennsylvania State Education Association.\nBentz,\nM. S. (Superintendent),\nCounty\nSuperintendent\nof\nSchools,\nJulian\nStreet,\nEbensburg;\nPennsylvania\nState\nEducation\nAssociation.\nBlair, P. D. (Superintendent), County Superintendent of Schools, Meadville;\nCrawford\n\nCounty Teachers Institute.\nBoudreau, J. C. (Teacher), 7th Floor, Fulton\nBuilding,\nPittsburgh;\nPennsylvania\nState Education Association,\nBoyce, Ella Ruth\n(Teacher),\nFulton Building, Pittsburgh;\nPennsylvania\nState Education Association\nBoyd,\nClara H.\n(Teacher),\n241 West\n2nd\nStreet, Erie;\nErie Teachers Association.\nBrehem,\nJ. J.\n(Principal),\n502\nEmerald\nStreet,\n\nHarrisburg;\n\nHarrisburg\n\nTeachers\n\nInstitute.\nBurke, C. A. (Teacher),\nGilberton Borough\nSchool\nDistrict,\nMahanoy;\nPennsylvania\nState Education Association.\n\nASSOCIATION\n\nCall, Agnes (Supervisor), 706 Sproul Street,\nChester;\nChester Teachers Association.\nClarke, Evalyn M. (Teacher), Taytor School,\n6th & Erie Avenue, Philadelphia; Philadelphia Teachers Association.\nCobb,\nMrs.\nLulu\nC.\n(Teacher),\nHeston\nSchool, 54th & Lansdowne Avenue, Philadelphia; Philadelphia Teachers Association.\nCook,\nMary\n(Teacher),\nBeaver\nStreet,\nBeaver;\nPennsylvania State Education Association.\nCuster,\nHelen\n(Teacher),\n824\nNorth\n2nd,\n\nReading;\nReading Teachers Association.\nDavis, C.’S.\n(Superintendent),\nSuperintendent\nof\nSchools,\nSteelton;\nPennsylvania\nState Education Association.\nDickey, Charles E. (Superintendent), County\nSuperintendent of Schools, 595 Union Trust\nBuilding,\nPittsburgh;\nPennsylvania\nState\nEducation Association.\nDiehl, F. W. (Superintendent),\nCounty Superintendent of Schools, 627 Bloom Street,\nDanville; Pennsylvania State Education Association.\nDownton, Jane (Teacher), James E. Rogers\nSchool,\nPittsburgh;\nPennsylvania\nState\nEducation Association.\n\nEmerey,\nAloah\nJ.\n(Principal),\nCampbell\nSchool, 8th & Fitzwater Streets, Philadelphia; Philadelphia Teachers Association.\nFaust, J. Frank (Principal), 174 East Queen\nStreet,\nChambersburg;\nPennsylvania\nState\nEducation Association.\nFinegan, Thomas E. (Ex-officio), 613 North\nFront Street, Harrisburg;\nBoard of Trus-\n\ntees.\nFord, Ida R. (Teacher), John Welsh School,\n4th & Dauphin Streets, Philadelphia; Philadelphia Teachers Association.\nFoster, Charles R. (Supervisor), Fulton Building, Pittsburgh;\nPennsylvania\nState Education Association.\nFoust, Clement E. (Teacher), Normal School,\n13th & Spring Garden Streets, Philadelphia;\nPhiladelphia Teachers Association.\nGerson,\nArmand\nJ. (Supervisor),\nBoard\nof\nEducation, Administration\nBuilding, Philadelphia; Philadelphia Teachers Association.\nGilmore,\nW.\nLee\n(Supervisor),\n726\nNinth\nStreet, Oakmont;\nPennsylvania State Education Association.\nGoodenough,\nMartha\n(Teacher),\n806 North\n11th Street, Reading; Reading Teachers Association.\n\nGray, Jessie (Teacher),\n1301 Spring Garden\nStreet,\nPhiladelphia;\nPennsylvania\nState\nEducation Association.\nGreen, Mrs. Anna G. (Teacher), Department\nof Public Instruction, Harrisburg; Pennsyl-\n\nvania State Education Association.\nGreen, Clyde C. (Superintendent),\nSuperintendent of Schools, New Castle; Pennsylvania State Education Association.\nGreist, J. P. (Teacher),\n263 East\nCollege\nAvenue, York;\nYork City Teachers Association,\n\nHaas,\n\nFrancis\n\nintendent\n\nB.\n\n(Ex-officio),\n\nof Public\n\nInstruction,\n\nState\n\nSuper-\n\nHarrisburg;\n\nVice-President.\nHammond,\nJennie K.\n(Teacher),\n228\nEast\nMarket Street, York; York City Teachers\nAssociation.\nHaubert,\nMargaret\nSchool, Large &\n\nPhiladelphia\n\nHodgson,\nAvenue,\n\nM.\n(Teacher),\nEdmunds\nDyre Streets, Frankford;\n\nTeachers\n\nAssociation.\n\nClarence\n(Teacher),\n472\nAtlantic\nYork; York City Teachers Asso-\n\nciation,\n\nJackson,\nCaroline M.\n7th Street, Chester;\n\ncation\n\nAssociation.\n\n(Teacher),\n1001 West\nChester Teachers Edu-\n\n"} {"page": 1185, "printed_page": null, "text": "THe\n\nSrxtH\n\nREPRESENTATIVE\n\nJames,\n\nAelfric, Sr. (Principal),\n801 Spring\nGarden Street, Easton;\nPennsylvania State\nEducation Association.\nJones,\nW.\nW.\n(Supervisor),\n818\nLandis\n‘Street, Scranton; Pennsylvania State Teachers Association,\nKelley, J. Herbert\n(Secretary), Pennsylvania\nState\nEducation\nAssociation,\n400\nNorth\nThird\nStreet,\nHarrisburg;\nPennsylvania\nState Education Association.\nKelley,\nMargaret\n(Teacher),\nBregy\nSchool,\n17th\n\n&\n\nBigler\n\nStreets,\n\nPhiladelphia;\n\nPhila-\n\ndelphia Teachers Association.\nKeith, J. A. H. (Normal School\n\nPresident),\nIndiana\nState\nNormal\nSchool,. Indiana;\nIndiana State Normal School Faculty.\nKimberland, S. V. (Superintendent),\nCounty\nSuperintendent\nof\nSchools,\nWashington;\nPennsylvania\nState Education\nAssociation.\nLang,\nMary\nP. (Teacher),\n1802 Wynhurst\n\nStreet,\n\nN.\n\nTeachers\n\nAssociation.\n\nS.,.\n\nPittsburgh;\n\nintendent\nof\nSchools,\nAltoona;\nPennsylvania State Education Association.\nLaurence,\nPauline\nB.\n(Teacher),\nThomas\nJunior High School, 9th & Johnson Streets,\nPhiladelphia;\nPhiladelphia\nTeachers\nAssociation.\nLefferts,\nWalter\n(Principal),\nHanna\nSchool,\n\n58th & Media Streets, Philadelphia;\nPhiladelphia Teachers Association.\nCounty\nLocke,\nDavid\nC.\n(Superintendent),\nSuperintendent of Schools,\nBeaver;\nPennsylvania State Education Association.\nMcAndrew,\nMary\nB.\n(Teacher),\n6 Wayne\nStreet,\nCarbondale;\nPennsylvania\nState\nEducation Association.\nMiller,\nS. C.\n(Supervisor),\n14 West\n8th\nStreet, Chester; Pennsylvania State Education Association.\nMorey, Frank\n(Supervisor), Box 361, Camp\nHill;\nPennsylvania\nState Education Association.\nMueller, Helen (Teacher), Vare Junior High\nSchool,\n24th & Jackson\nStreets,\nPhiladelphia;\nPhiladelphia Teachers\nAssociation\nMylin, A. P. (Superintendent), Superintenddent\n\nof\n\nSchools,\n\nLancaster;\n\nSprenkle, W. H. (Principal), 112 Birmingham\nAvenue,\nMt.\nOliver\nBranch,\nPittsburgh;\nPrincipals\nRound\nTable\nof\nAllegheny\nCounty.\n;\nStaneruck,\nBessie\n(Teacher),\nJoel\nCook\nSchool,\nManyunk\nAvenue,\nPhiladelphia;\nPhiladelphia\nTeachers Association.\nStevenson, W. Wesley\n(Teacher),\nNortheast\n\nHigh School,\nPhiladelphia;\n\nPennsylvania\n\nState Education Association.\nNeeley, Mrs. Eunice C. (Teacher),\nHarding\nJunior Hiceh School, Wakeling\n& Ditman\nStreets,\nPhiladelphia;\nPhiladelphia\nTeachers Association.\nNoonan, Joseph F. (Superintendent),\nSuperintendent of Township School District, Mahanoy City; Penns lvania State Education\nAssociation.\nNunn,\nGrace A. (Teacher),\n1006 East 6th,\nErie; Erie Teachers Association.\nPhipps, Mabel (Teacher), 1614 Colbert Avenue, Oil City; Oil City Teachers Association.\nSuperinA. J. (Superintendent),\n316\nChestnut\nStreet,\ntendent\nof Schools,\nState\nEducation\nDunmore;\nPennsylvania\nAssociation.\nRementen,\nIda\n(Teacher),\nWhittier\nSchool,\n27th\n&\nClearfield\nStreets,\nPhiladelphia;\n\nRatchford,\n\nPhiladelphia Teachers Association.\nSmith, C. C. (Superintendent),\nSuperintendent of Schools,\nMt. Union;\nPennsylvania\nState Education Association.\nIntervilla ;\nSmythe,\nThomas\nB.\n(Teacher),\nReading Teachers Association.\nSnyder,\nH.\nR.\n(Supervisor),\nCatawissa;\nPennsylvania\nState Education Association.\n\n8th Street & Lehigh Avenue,\nPhiladelphia Teachers Associ-\n\nation.\n\nThomas, Emma L. G. (Teacher), 1534 North\n20th\nStreet,\nPhiladelphia;\nAlumnae\nAssociation of Girls High and Normal Schools.\n\nWallize,\nA.\nB.\n(Principal),\n2004\nMarket\nStreet,\nHarrisburg;\nHarrisburg\nTeachers\nInstitute.\nWeber, Charles (Principal), Avoca;\nPennsylvania State Education Association.\n\nPORTO\n\nPittsburgh\n\nLantz,\nW.\nW.\n(Principal),\nUnion\nHigh\nSchool, Turtle Creek;\nPennsylvania\nState\nEducation Association.\nLaramy, Robert E. (Superintendent), Super-\n\n1181\n\nASSEMBLY\n\nRICO\n\nVizcorrando, Francisco (Ex-officio), Assistant\nCommissioner of Education, San Juan.\n\nRHODE\n\nISLAND\n\nBacon,\nMrs. Agnes\nM.\n(Supervisor),\nState\nSupervisor\nof Americanization,\n119\nState\nHouse, Providence;\nRhode Island Institute\nof Instruction.\nCoughlin,\nMary\nE.\n(Principal),\nNorwood\nAvenue\nPrimary\nSchool,\n163\nGreenville\nAvenue, Manton;\nCranston Teachers Association.\nPeabody,\nHarlan\nB.\n(Teacher),\nTechnical\nHigh School, 7 Villa Avenue,\nProvidence;\nRhode Island Institute of Instruction.\n\nSOUTH\n\nCAROLINA\n\n(Superintendent),\nSuperBrockman,\nM.\nE.\nintendent of Schools, Chester; South Carolina Teachers Association.\nFulp,\nJ. D.\n(Superintendent),\nSuperintendent\nof Bailey\nMilitary\nInstitute,\nGreenwood; South Carolina Teachers Association.\nStrohecker,\nH.\nO.\n(Principal),\nBennett\nSchool, Charleston;\nSouth Carolina Teachers Association.\nWannamaker,\nGeorge\nW.\n(Superintendent),\nSuperintendent\nof Schools,\nSt. Matthews;\nSouth Carolina Teachers Association.\nWofford,\nKate V.\n(Superintendent),\nSuperintendent\nof\nCounty\nSchools,\nLaurens;\nSouth\nCarolina\nTeachers\nAssociation.\nSOUTH\n\nDAKOTA\n\nAdams, Ruby (Supervisor), 714 South Kline\nStreet, Aberdeen;\nAberdeen\nCity Teachers\nAssociation.\nGriffin,\nElla\n(Principal),\n816\nWest\n9th,\nSioux Falls; Sioux Falls Public Schools.\nHall, C. S. (Supervisor), State High School\nSupervisor,\nPierre;\nSouth\nDakota\nEducation Association.\nHigkie,\nE. C, (College\nPresident),\nEastern\nState\nTeachers\nCollege,\nMadison;\nSouth\nDakota Education Association.\nLawrence, C. G. (Normal School President),\nState\nNormal\nSchool,\nSpringfield;\nSouth\nDakota Education Association.\nOwen,\nHelen\nG.\n(Teacher),\nPine\nRidze,\nCuster;\nSouth Dakota\nEducation Associa-\n\ntion.\nRingsreed, Olive (Teacher), Elk Point; South\nDakota Education Association.\nSwenson,\nJoseph\n(Superintendent),\nCounty\nSuperintendent of Schools,\nParker;\nSouth\nDakota Education Association.\n\n"} {"page": 1186, "printed_page": null, "text": "NatTIONAL\n\n1182\n\nEpuCcATION\n\nTENNESSEE\nAllen, R. T. (Superintendent), Superintendent\nof\nSchools,\nCleveland;\nTennessee\nState\nTeachers Association.\nmndersoy, Esse (Principal), Levi School, R.\n\nF.\ners\n\nBell,\n\nD.\n\n4, Memphis;\n\nAssociation,\n\nEva\n\n(Principal),\n\nShelby\n\nCounty\n\nWoodbine\n\nAvenue North, Nashville;\nTeachers\nAssociation.\nBrowne,\nMrs. Mamie\nCain\nof Education),\nMemphis;\nTeachers Association,\n\nTeach-\n\nSchool,\n\n46th\n\nDavidson\n\nCounty\n\n(Member,\n\nBoard\n\nTennessee\n\nState\n\nSuperintendTenent\nof County\nSchools,\nCleveland;\nnessee\nState Teachers\nAssociation.\nGoddard, Edith (Teacher), Montvale Avenue,\nMaryville;\nTennessee\nState Teachers\nAssociation.\nKennedy,\nMrs.\nLula\n(Principal),\nLincoln\nPark School,\n804 West\nMain,\nKnoxville;\nKnoxville Teachers League.\n\nFrazier,\n\nMitchell,\nStreet,\n\nE. J.\n\n(Superintendent),\n\nKatherine\n\n(Teacher),\n\n116\n\nLocust\n\nJohnson City; Johnson City Teachers Association.\nPowers,\nAddie\n(Teacher),\nClarksville;\nTennessee\nState Teachers\nAssociation.\nPowers,\n.Sue M.\n(Superintendent),\nCounty\nSuperintendent\nof Schools,\nCourt\nHouse,\nMemphis;\nShelby County Teachers Associiation.\nShepherd,\nH. P. (Superintendent),\nSuperintendent\n\nof\n\nSchools,\n\nKnoxville;\n\nTennessee\n\nState Teachers Association.\nSmith, S. L. (Ex-officio), Julius Rosenwald,\nAgent,\nCommercial\nClub\nBuilding,\nNashville; State Director.\nWillis, Ida (Teacher), Route No. 5, Buntyn;\nShelby County Teachers Association.\n\nTEXAS\nBaldwin, J. W. (Teacher-Professor), University of Texas,\nBox\n1533, Austin;\nTexas\nState Teachers Association.\nBastian, Mamie,\n(Ex-officio), 812 Bell Avenue, Houston;\nState Director.\nBlanton,\nAnnie\nWebb\n(Teacher-Professor),\nUniversity\nof Texas,\nBox\n1741,\nAustin;\nTexas State Teachers Association,\nCobb, Nettie (Teacher), West Brook Hotel,\nFort Worth;\nFort Worth\nGrade Teachers\nCouncil.\nDullahan,\nRosa\n(Teacher),\n1201\nSouthmore\nAvenue,\nHouston;\nHouston\nTeachers\nAssociation.\nFillers, H. D. (Superintendent), Superintendent\nof Schools,\nCorsicana;\nTexas\nState\nTeachers Association.\nGarrett, M. J. (Teacher), 1207 North Oregon\nStreet, El Paso;\nEl Paso Teachers\nAssociation.\nGarrett,\nMrs.\nSadie (Teacher),\n1207 North\nOregon Street, El Paso; El Paso Teachers\nAssociation,\nGrant, Mrs. Editha (Principal), 910 Cordell\nStreet,\nHouston;\nHouston\nPrincipals Association.\nGreenhill,\nRuth\n(Teacher),\n3004\nLouisiana,\nHouston;\nTexas\nState Teachers\nAssocia-\n\ntion.\nHill, J. A. (College President), West Texas\nCanyon;\nState\nTeachers\nCollege,\nTexas\nState Teachers Association.\nHoward, Gussie (Teacher), 609 Webster Avenue, Houston;\nHouston\nTeachers\nAssociation.\nHunter, Eula F. (Teacher), 1324 East Morphy\nStreet,\nFort\nWorth;\nFort\nWorth\nGrade Teachers Council.\nJames, W. A. (Principal), Ball High School,\nGalveston; Texas State Teachers Association.\n\nASSOCIATION\n\nKennedy,\nAlice\n(Teacher),\n1011\nElysian\nStreet, Houston;\nHouston Teachers Association.\n‘McKenzie, Mary Belle (Principal), 130 Magnolia Drive, San Antonio; The Elementary\nPrincipals Association.\nMcReynolds,\nJ. L. (Principal), 2901 Morrison, Houston;\nHouston Principals Association,\n\nMiles,\nHomer\nU.\nSchool, Galveston;\nAssociation.\n\n(Teacher),\nBall\nHigh\nGalveston City Teachers\n\nMorelock,\nH. W.\n(College President),\nSul\nRoss State Teachers College, Alpine; Texas\nState Teachers Association.\nOberholtzer, E. E. (Superintendent),\nSuperintendent\nof Schools,\nHouston;\nHouston\nTeachers Association.\nRogers,\nL. W.\n(Supervisor),\nState\nSupervisor\nof\nSchools,\nAustin;\nTexas\nState\nTeachers Association.\nSukel, Mrs. Georgiana (Teacher), 1206 Magoffn Avenue, El Paso; El Paso Teachers\nAssociation.\n\nSterling, Evalyn B. (Principal), 11 Randolph\nApartments,\nSan\nAntonio;\nTexas\nState\nTeachers Association.\nTaylor, Annie Kate (Teacher), 914 Martinique, Dallas; Dallas Grade Teachers Council,\nWakefield,\nMrs.\nBox 7, Laredo;\nsociation.\n\nWebb,\n\nKate\nTexas\n\n(Teacher),\nP.\nState Teachers\n\nJ. O. ‘(Superintendent),\n\nO.\nAs-\n\nSuperintend-\n\nent of Schools,\nHarrisburg;\nTexas\nState\nTeachers Association.\nWoods,\nMaude\n(Principal),\n5004\nAustin,\nHouston;\nTexas\nState Teachers\nAssociation.\n\nUTAH\nBennion,\nMilton\n(Teacher-Professor),\nSchool\nof Education, University of Utah, Salt Lake\nCity; Utah Education Association.\nBrown, Florence G. (Principal), 2539 Jefferson, Ogden; Utah Education Association.\nMatheson, A. C. (Supervisor),\nState Public\nInstruction, State Capitol, Salt Lake City;\nUtah Education Association.\n\nParratt,\n\nD.\n\nW.\n\nAssociation,\nCity; Utah\n\n(Secretary),\n\nUtah\n\nEducation\n\n317 State\nEducation\n\nCapitol,\nSalt Lake\nAssociation.\nSessions,\nJennie\n(Teacher),\nOgden;\nUtah\nEducation Association.\nSorenson,\nLucile\n(Teacher),\n716 South 5th\nEast, Salt Lake City; Utah Education Association.\nSorenson,\nVio\n(Principal),\n716\nSouth\n5th\nEast,\nSalt\nLake\nCity;\nUtah\nEducation\nAssociation,\nThurman, Arch M. (Teacher), 1042 Ramona\nAvenue,\nSalt Lake City; Salt Lake City\nTeachers Association.\nWeight,\nNellie (Teacher), 437 3rd Avenue,\nSalt Lake City; Utah Education Association.\n\nVIRGINIA\nAdair,\nCornelia\nS. (Ex-officio),\n») 2121 Park\nAvenue,\nRichmond;\nExecutive\nCommittee\nMember.\nAlexander, Fred M. (Principal), High School,\nNewport\nNews;\nVirginia Education Association.\nBowles,\nRosewell\nP.\n(Teacher),\n122\n30th\nStreet, Newport News; Virginia Education\nAssociation.\n\nBroadwater,\nE. B.\n(Principal),\nAppalachia\nPublic Schools, Appalachia; Virginia Education Association.\nChandler, J. A. C. (College President), William\nand\nMary\nCollege,\nWilliamsburg;\nVirginia Education Association.\n\n"} {"page": 1187, "printed_page": null, "text": "Tue\nCohn,\n\nHannah\n\n(Teacher),\n\nnue,\nRichmond;\nTeachers.\n\nDeans,\n\nLelia\n\nA.\n\n2317\n\nGrove\n\nRichmond\n\nAve-\n\nLeague\n\n(Teacher),\n\n45\n\nof\n\nDinwiddie\n\nStreet, Portsmouth;\nPortsmouth Education\nAssociation.\nJohnson, Sarah F. (Teacher), Norfolk; Norfolk Teachers Association,\nJcynes,\nMrs.\nE. B.\n(Teacher),\n408 West\n14th Street, Norfolk; Norfolk Teachers Association,\nHeatwole,\nC. J. (Secretary), Virginia Education Association, 214 State Office Building, Richmond;\nVirginia Education Association.\nMcQuilkin,\nD. E. (Superintendent),\nSuperintendent of Schools, 405 Washington Avenue, Roanoke; Virginia Education Association.\n\nPullen, T. G. (Teacher), High School; Newport News; Virginia Education Association.\nSaunders,\nJ.\n. (Superintendent),\nSuperintendent\nof\nSchools,\nBox\n172,\nNewport\n\nNews;\nVirginia Education Association.\nSavage, Miss Karlie (Teacher), 905 Baldwin\nAvenue, Norfolk;\nNorfolk Teachers Association.\nStaley,\nRaymond\nE.\n(Ex-officio),\nSuperintendent of Schools, Norfolk; Acting State\nDirector.\nWest,\nMary\nAnn\n(Teacher),\n2418\nStuart\nAvenue,\nRichmond;\nRichmond\nLeague of\nTeachers.\nWinston,\nElizabeth\n(Teacher),\n1607\nGrove\nAvenue,\nRichmond;\nRichmond\nLeague of\nTeachers,\nWolff, H. D. (Principal), 142 South Adams\nStreet, Petersburg; Virginia Education Association.\n\nVERMONT\nBailey, Mary H. (Principal), North Craftsbury; Vermont State Teachers Association.\nColburn,\nJohn\nE.\n(Principal),\nBurlington\nHigh School,\nBurlington;\nVermont\nState\n\nTeachers\n\nAssociation.\n\nDempsey,\nClarence H. (Ex-officio), Commissioner of Education, Montpelier.\nThomas, Harold W. (Superintendent), Superintendent\nof Schools,\nJohnson;\nVermont\nState Teachers Association.\nWoodruff,\nCaroline\n§. (Principal),\nNormal\nTraining School, Castleton; Vermont State\nTeachers Association.\n\nQuinones,\n\nVIRGIN\n\nISLANDS\n\nFrancisco\n\n(Supervisor),\n\nof Agriculture, St. Thomas;\nEducation Association,\n\nSupervisor\n\nVirgin\n\nIslands\n\nWASHINGTON\nAnderson, Mrs. L. O. (Superintendent), Superintendent of Schools, Waterville; Wash-\n\nington Education Association.\nBeach, C. E. (Superintendent),\nent\nof Schools,\nEnumclaw;\nEducation Association.\n\nSuperintendWashington\n\nBertrand,\nMarion\n(Teacher),\n311\nCedar\nStreet,\nBellingham;\nBellingham\nGrade\nTeachers League.\nBowen, Margaret I. (Principal), Enumclaw;\nWashington Education Association.\nCaton,\nMary\n(Teacher),\nR. F. D. No. 7,\nBox 666, Seattle;\nSeattle Grade Teachers\nClub.\nCaughlin, Rose (Teacher), 5623 15th Avenue\n\nN.\nE.,\nClub.\n\nSeattle;\n\nSeattle\n\nDallier,\nBlanch\n(Teacher),\nSpokane;\nSpokane\nGrade\nciation.\n\n1183\n\nSixtH REeprESENTATIVE ASSEMBLY\n\nGrade\n\nTeachers\n\nParsons\nTeachers\n\nHotel,\nAsso-\n\nDawson,\nMarjorie\nE.\n(Supervisor),\nState\nNormal\nSchool,\nBellingham;\nWashington\nEducation Association.\nDellinger,\nMary\n(Teacher),\n2312 Westmore\nAvenue,\nEverett;\nWashington\nEducation\nAssociation.\nEvans, F, O. (Superintendent),\nSuperintendent of Schools, Prosser; Washington Education Association.\nForsythe, Mell (Ex-officio), Sands Hotel, Tacoma;\nState Director.\nGalloway,\nFrances\n(Teacher), Box 867, Yakima;\nWashington\nEducation\nAssociation.\nJahnke,\nClara\nL.\n(Teacher),\n1930\nEighth\nAvenue, Spokane; Spokane Grade Teachers\nAssociation.\nKallender, Mrs. Alice (Teacher), Bremerton;\n\nWashington Education Association.\nLindesmith,\nBlanche (Teacher), P. O.\n\nBox\n\n248, Seattle; Seattle Grade Teachers Club.\nLynn,\nClara\n(Teacher),\n3 Crockett\nStreet,\nSeattle; Seattle Grade Teachers Club.\nMcConnel,\nMary\nE. (Teacher),\n1623\n22nd\n\nAvenue,\n\nNorth,\n\nSeattle;\n\nWashington\n\nEdu-\n\ncation Association.\nMcMurtrie,\nSadie\n(Teacher),\n4210\nNorth\n34th, Tacoma; Tacoma Grade Teachers Association,\nMoore, Mrs. Anna (Teacher), Box 1253, Tacoma; Tacoma Grade Teachers Association.\nMorrow,\nMargery\n(Teacher), 634 East 23rd\n\nAvenue,\n\nSpokane;\n\nSpokane\n\nAssociation.\nMosher, Ida (Teacher),\n\nGrade\n\nAltadena\n\nTeachers\n\nApartment,\n\nSpokane;\nSpokane High School Teachers\nAssociation.\nNachtsheim,\nLouise\n(Teacher),\n618\nSouth\nSheridan, Tacoma;\nTacoma\nGrade Teachers Association.\n|\nPatterson, Rachel (Teacher), 2906 Rockefeller\nAvenue,\nEverett;\nEverett\nWashington\nGrade Teachers Association.\nPost,\nEdith\n(Teacher),\n1548\n15th Avenue\nNorth, Seattle; Seattle High School Teachers League. ,\nPreston, Mrs, Josephine C. (Ex-officio), State\nSuperintendent of Public Instruction, Olympia; Past-President.\nRamsey, Ida (Teacher), 114 West 6th, Aberdeen; Aberdeen Teachers Association.\nPerry,\nJeannette\n(Teacher),\nFranklin\nHigh\nSchool, Seattle; Seattle High School Teachers League.\nReed, Jessica (Teacher),\n413 North\nNaches\nAvenue,\nYakima;\nWashington\nEducation\nAssociation.\nSoules,\nJean\nL.\n(Teacher),\nAvalon\nHotel,\nSpokane; Spokane Grade Teachers Association.\nMarion\nSpaulding,\n(Teacher),\n4204\nColby\nAvenue,\nGrade\nTeachers\nEverett ; Seattle\nClub.\n(Principal),\nAudubon\nMaude\nM.\nStinson,\nSpokane Education AsSpokane;\nSchool,\nsociation.\n(Teacher),\n3900 East\nMamie\nB.\nStoecker,\nPine Street, Seattle; Seattle Grade Teachers Club.\nWestby,\nMrs. Mabel (Teacher), 2806 North\nUnion\n\nTeachers\n\nAvenue,\n\nTacoma;\n\nTacoma\n\nGrade\n\nAssociation.\n\nWEST\n\nVIRGINIA\n\nBurns, L. W. (Sperintendnet),\nSuperintendent of Schools,\nMartinsburg;\nWest\nVirginia State Education Association.\nFishpaugh,\nClara (Teacher), 117 East Main\nStreet, Buckhannon;\nWest Virginia State\nEducation Association.\nGraybeal,\nL. B. (Principal),\nHigh School,\n\nSwitchback;\nAssociation.\n\nWest\n\nVirginia\n\nState Education\n\n"} {"page": 1188, "printed_page": null, "text": "1184\n\nNaTIONAL\n\nHickman,\n\nJ. H.\n\nof\n\nSchools,\n\nJones,\n\nMrs.\n\n(Ex-officio),\n\nHinton;\n\nE.\n\nState\n\nEpucATION\n\nSuperintendent\nDirector.\n\nJ. (Superintendent),\n\nSuperin-\n\nWheeling ;.\ntendent\nof\nDistrict\nSchools,\nWest Virginia State Education Association.\nNefflen, Myra\n(Superintendent),\nCounty\nSuperintendent\nof Schools,\nKeyser;\nWest\nVirginia State Education Association.\n..\n\nRice, H. A. (Superintendent),\nSuperintendent of Schools,\nGrafton;\nWest\nVirginia\nState Education Association.\nRosier,\nJoseph\n(Normal\nSchool\nPresident),\nFairmont Normal School, Fairmont; West\nVirginia State Education Association.\nStewart, Melville (Assistant), State Department of Education, Elkins; West Virginia\nState Education Association.\nTrent,\nW.\nW.\n(Secretary),\nWest\nVirginia\nState\nEducation\nAssociation,\nCharleston;\nWest Virginia State Education Association.\nWeber, S. E. (Superintendent), Superintendent\nof\nSchools,\nCharleston;\nCharleston\nTeachers Association.\nZoll, O. R. (Superintendent),\nSuperintendent\nof District\nSchools,\nMatoaka;\nWest\nVirginia State Education Association.\n\nWISCONSIN\nBishoff,\nDollie\n(Teacher),\nAshland;\nWisconsin Teachers Association.\nCallahan, John C. (Ex-officio), State Superintendent of Public Instruction, Madison.\nDoudna, E. G. (Secretary), Wisconsin Teachers Association, 717 Beaver Building, Madison;\nActing State Director.\nGardner,\nEthel\nM.\n(Teacher),\n356—16th\nAvenue,\nMilwaukee;\nMilwaukee\nTeachers\nAssociation.\nHabernicht,\nClara\n(Supervisor),\n29\nEast\nWilson Street, Madison; Wisconsin Teachers Association.\nHenderson,\nH. C. (Teacher-Professor),\nDepartment\nof Education,\nMilwaukee;\nMil-\n\nwaukee State Normal School.\nHoehn, Hermena\n(Teacher), 515\n\nSouth\n\nChi-\n\ncago\nStreet,\nKenosha;\nKenosha\nTeachers\n(Club.\nKing,\nEsther | (Teacher),\n1415\nWest\nSixth\nStreet,\nRacine;\nThe Teachers\nCouncil\nof\nRacine.\nManthy, Clara (Teacher), 977 Island Avenue,\nMilwaukee; Wisconsin Teachers Association.\nMcCormick,\nLillian\n(Teacher),\n2023\nEast\niar Street,\nSuperior;\nSuperior\nTeachers\n\nub.\n\nASSOCIATION\n\nMusgrove,\n\nGertrude\n\n(Teacher),\n\n1340\n\nCollege\n\nAvenue,\nRacine;\nThe Teachers Council of\nRacine.\nLena\n(Teacher),\n510\nSymmondsi\nNelson,\nKenosha\nTeachers\nClub.\nStreet, Kenosha;\nNichols,\nWalter\n(Principal),\n451\nKenwood\nBoulevard,\nMilwaukee;\nMilwaukee\nPrincipals Association.\nOltman,\nMyrtle\n(Teacher),\n207\nSouth\n9th\nStreet, La Crosse;\nTeachers\nClub of La\n\nCrosse.\nPearse, Carroll G. (Ex-officio), 4315 Lisbon\nAvenue,\nMilwaukee;\nPast-President,\nBoard\nof Trustees.\nPokorny,\nEmily\n(Teacher),\nBrayton\nSchool,\nMadison;\nWisconsin\nTeachers\nAssociation.\nRyss,\nAnna\n(Supervisor),\nCounty\nSupervisor,\nCourt\nHouse,\nOshkosh;\nWisconsin\nSupervising Teachers Association.\nSchelféker,\nG. W.\n(Teacher),\n1612\nMary\nStreet, Marinette; Wisconsin Teachers Association.\nSnyder, C. S. (Principal), High School, Eau\nClaire; Wisconsin Teachers Association.\nSwenson,\nCarrol\nE.\n(Principal),\nWausau;\nWisconsin Teachers Association.\nWatson, W. S. (Teacher), 107 Cottage Street,\nWhitewater; _Wisconsin\nTeachers Association.\nWood,\nHarrison\nU. (Principal),\n1733 Park\nAvenue,\nRacine;\nThe Teachers Council of\nRacine.\nWYOMING\nEarly, J. J. (Superintendent),\nSuperintendState\nent of Schools, Sheridan; Wyoming\nTeachers Association.\nErwin,\nS. N. (Superintendent),\nSperintendWyoming\nState\nent of Schools,\nPowell;\nTeachers Association.\nHamilton,\nMay\n(Superintendent),\nCounty\nSuperintendent of Schools, Casper; Wyom-\n\ning State Teachers Association .\nMcNown,\nF. L. (Superintendent),\nSuperintendent of Schools, Basin; Wyoming State\nTeachers Association.\nThompson, Eunice (Teacher), 107 East 19th\nStreet, Cheyenne; Laramie County Teachers\nAssociation.\nThompson,\nMabel F. (Teacher),\n854 South\nGrant,\nCasper;\nWyoming\nState Teachers\nAssociation.\no\nWilliamson,\n\nAvenue,\n\nAlice\n\nChe\n\nenne;\n\n(Teacher),\n\n2021\n\nWarren\n\nLaramie\n\nCounty\n\nTeach-\n\ners Association.\nWinter, Mae I. (Teacher), Park School, Casper; Wyoming State Teachers Association.\n\n"} {"page": 1189, "printed_page": null, "text": "PUBLICATIONS\n\nOF THE\n\nNationaL\n\nEpucation\n\nAssociation\n\n1185\n\n+\n\nPUBLICATIONS\n\nOF THE NATIONAL\nASSOCIATION\n\nEDUCATION\n\nHistorical Note—In 1906 there was published an index by authors, titles,\nand subjects to the publications of the National Education Association for\nits first fifty years, 1856-1906, compiled by Martha Furber Nelson, 211\npages. ‘here is an index in each Volume of Proceedings. ‘The December\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.\nThe Association’s\n\npublications from 1857 to 1924 are listed in detail in the Proceedings of\n1924, pages 1041-1060.\nIt should be noted that the early proceedings of\nthe Departmert of Superintendence were published by the Bureau of Education, not by the Association.\nTABLE\n\nOF\n\nPUBLICATIONS,\n\nTitle\n\nWhen\npublished\n\nNumber\nof pages\nin each\n\n2\n\n3\n\n1\nJOURNAL\nof\nSSSOCTACION “AIBA\n\nthe\n\nThe National Education Oct.,\nhc 2 on ch ee accra Beets\nctor June,\n\n‘\nPreprints and reprints from the JOURNAL...\nAddresses and Proceedings.................\nProgram of Indianapolis Meeting...........\n\nFeb.,\n\nNov.,\nJune,\n\nOfficial Manual for Delegates............... June,\nReportsot the Secketary..\n#2\neect\non os June,\nReport of the Executive Committee.......... June,\nReport of the Auditors (Treasurers)........ June,\nRepanteot Deacher Rating.\n10 sence\nsides June,\nCollected Reports (Indianapolis)............ June,\nGenupepin pleachersprColleges:. 2 0)..0\na0 0.2 oe June,\nReprint\n1922\nHealth\nEducation\nReport—\nHealth Improvement in Rural Schools.... Nov.,\nMembers of the Educational Press AssociaThOSele. Stalhowto teeubeaec, teakgen Gepecit eorey ko eae none tone April,\nProgram for American Education Week..... Aug.,\nList of Publications of the National EducaLOM ASSOCIATION\nGites Glan a os Gre Reni oe pes\nResearch Bulletin Volume III, No. 3.......\nResearch Bulletin Volume III, Nos. 4 & 5...\nResearch Bulletin Volume IV, Nos. 1 & 2...\nThe Education Bill (Norton).....-....+...-\n\n1925-1926 1\n\n1925\n1926\n\n1926\n\n64,000\n240,000\n\n1925\n\nLOT\n\nTee\n\nDepartment\n\nElementary\n\nof\n\nSchool\nBulletin\n\nPrincipals—Volume 5, No. 1......\nof Elementary\nof the Department\n\nSchool\n\nthe\n\nPrincipals—-Volume\n\nof\n\n5, No.\n\n2.......\n\n1 Figures do not include Journal of the\nmaterial published outside the Headquarters\n\n20,000\n416,000\n2,116,000\n1,536,000\n1,280,000\n2,000\n34,000\n180,000\n24,000\n\nJune,\n1925\nAug, Oct,\n& Jan.,\n\n168,000\n\nle a hors Nov.,\n\nBulletin\n\n1104\n\n1925\n\nGeneral Practice in Kindergarten Education in\nthem Uinited, StateSig. q-ecste an mole crr= ais June,\nConstitution\nof\nDepartment\nof\nClassroom\nts Aug.,\ntae ten eet ee ea ee eae\nMaa Cher Sete\nDepartment of Classroom Teachers—Informaeer\n\n1,300,000\n\n270,000\n\n1926\n1926\n\nen Cate Pe\n\n5\n\n1925\n\nInformation about the Research Bulletins....\nCan You Afford to be Without It?..........\nReprint Research Bulletin—Volume III, Nos.\nie Gree 2\nte ets ote caseciety valsaegety 3.8)sioie este nile\nAnnual\nReport—Department\nof\nClassroom\nWGA GHers mee ati ret mene net Ruscivacls oyerendis ato inal Nov.,\nReport on Evaluation of Classroom Instruc-\n\note\n\n4\n\n1925\n1925\n1925\n1925\n1925\n1925\n1925\n\n1925\n1925\n1926\n1926\n1925\n\nLOT EPTR\net\noitee ane, Ont oe sacteereniaamate “,.»\nE. A. Booklet of Information............\n\nTotal\nnumber\nof pages\n\n89,560,000\n43,850\n6,624,000\n480,000\n112,000\n78,00015,400\n27,000\n45,000\n96,000\n40,000\n\nSee\n1925\n1925\n\nNov.,\nSept.,\nJan,\nMay,\nSept.,\n\nN.\n\n68\n76\n\nNumber\nof copies\nprinted\n\nOct.,\n\nJan.,\n\nDepartment\nOffice.\n\n96,000\n\n320,000\n\n1925\n\n1925\n\n4,000\n\n1925\n\n12,000\n288,000\n\n1925\n\n1926\n\n64\n\nof Rural\n\nEducation\n\n288,000\n\nand\n\ncertain\n\nother\n\n"} {"page": 1190, "printed_page": null, "text": "1186\n\nNATIONAL\n\nEDUCATION\n\nTitle\n\nASSOCIATION\n\nWhen\n\npublished\n\n1\n\n:\n\nNumber\nof pages\n\nNumber\n_ of copies\n\n3\n\n4\n\nin each\n\n2\n\nBulletin of the Department\nof re io\nSchool Principals—Volume 5, No.\nApril,\nFifth Yearbook of the Department\nElementary (School! Principalet).\n7: 2: eer ne + ae April,\nDepartment of Elementary School Principals—\nEnformation@ .. Ses ere\nOe iors\nee bale Sept.,\n\nprinted\n\nTotal\nnumber\n\n“of pages\n5\n\n1926\n\n64\n\n4,500\n\n288,000\n\n1926\n\n304\n\n6,000\n\n1,824,000\n\n75,000\n3,000\n10,000\n\n300.000\n24,000\n80,000\n\nPamphlet on the ‘Education Bill. wt. 34h eae\nProposal cor medahcationmisill mse peceten\ntee eee:\nSenatec Bill, S$. 29).w\neee: a2 tek bee\nEa.\nLeaflet on Education Bill (MacCracken).....\n\nFeb.,\nJuly,\n\n1925\n1926\n1925\n\n4\n8\n8\n\nFeb.,\nJune,\n\n1926\n1925\n\n8\n12\n\n20,000\n10,000\n\n160,000\n120,000\n\nLeaflet on Education Bill (Ballou)..........\nLeaflet on Education Bill (Payson Smith)..\nProposal) for vay Bille (Strayer) te io.. nce\n\nAug.,\nAug.,\nJuly,\n\n1925\n1925\n1925\n\n4\n4\n12\n\n20,000\n20,000\n20,000\n\nCatechism: on. thesBillis Pe)\nfae ee\nWhy Support the Education Bill............\nDepartment of Superintendence—Fourth Year-\n\nDec.,\n\n1925\n1925\n\n8\n12\n\n20,000\n20,000\n\n80,000\n80,000\n240,000\n160,000\n240,000\n\nEbook eee eee\n\nDepartment\n\nof\n\nee\n\nMOTE:\n\nCPs\n\nre\n\nEee:\n\nSuperintendence—Reprint\n\nThird ‘Yearbook a. 02\nOfficial Program of the\n\n5 RR\n\noe\noe ee\nWashington\n\nof\n\nees\nConven-\n\neter\n\nPreprint Of pages:. 7-22)\nOfficial Report of the\n\nPritt\n\nof Superintendence—Information.\nof Superintendence—Leaflet\nRe-\n\n445.0, Pe\n\nek\n\n1926\n\n520\n\n12,000\n\n6,240,000\n\nMay,\nFeb.,\n\n1926\n1926\n\n424\n48\n\n5,000\n15,500\n\n2,120,000\n744,000\n\neeas\nuv... ees\neee ete Feb.,\nWashington\nConven-\n\ncaCe)se ERROR\nARE ce eae ee acs riccant\n\nDepartment\nDepartment\n\nFeb.,\n\nieee\n\nahs SEI\n\nate ea eee\n\n1926\n\n14\n\n3,500\n\n49,000,\n\nMarch,\n\n1926\n\n256\n\n5,000\n\n1,280,000\n\nMarch,\n\n1926\n\n4\n\n10,000\n\n40,000\n\nJan.,\n\n1926\n\n4\n\n5,000\n\n20,000\n\n1925\n\n8\n\n550\n\n4,400\n\n1926\n\n8\n\n550\n\n-4,400\n\n1926\n1925\n\n20\n6\n4\n8\n\n10,500\n20,000\n\n210,000\n120,000\n40,000\n5,880,000\n\nAnnouncements\nand\ndiagrams\nof exhibits\n(gray) sais ees SR\nFs\nee\nee\nJune,\nAnnouncements\nand\ndiagrams\nof\nexhibits\n(brown)\n\"2 eee\neee ee Feb.,\n\nThe Washington Exhibit (blue).............\nLife. Enlistments: 2\\...sa tt te\neen\nee\nLife Membership Invitation................\nMembership’ Folders :1926 aero: -eioeee eee\n\nFeb.,\nOct.,\nMarch,\nOct.,\n\n1926\n\n1925\n1925\n\n10,000\n\n735.000\n10,000\n\nTeachers Home Bulletin No. 2.............. Dec.,\nLiberty Bell'=Rings- Againes .-..:a05s..\neee Jan.,\n\n1926\n\n8\n8\n\n60,407\n\n80,000\n483,256\n\nDrama\n\nMarch,\n\n1926\n\n176\n\n15,000\n\n2,640,000\n\nSesquicentennial) Pageants Qi 2 soe\noe ae March,\nCirculars and multigraph work..............\n\n1926\naot,\n\n8\nees\n\n50,000\nie\n\n400,000\n1,251,950\n\nreatia\n\nec\n\n2,695,507\n\n129,682,256\n\nof American\n\notal Wisse\n\nIndependence..........\n\nees as\n\nSones\n\nar ot SauEoOe\n\n"} {"page": 1191, "printed_page": null, "text": "Related\n\nNational Associations\n\n"} {"page": 1192, "printed_page": null, "text": "HE NATIONAL EDUCATION ASSOCIATION is all-inclusive in its membership\n\nand interests.\n\nIts de-\n\npartments represent a wide variety of educational activities, and allied organizations meet regularly in connection with its two great conventions.\nThe Association encourages the heartiest cooperation\nwith every organization seeking to advance education\nin any way.\nOn the following pages are brief accounts of several national organizations which are\ndoing significant work in their various fields.\n\n[1188]\n\n"} {"page": 1193, "printed_page": null, "text": "AMERICAN\n\nCOUNCIL\n\nON EDUCA TION\n\nHE AMERICAN CoUNCIL ON EpucATION was organized in 1918 to\nmeet national needs in time of war and will always seek to render\npatriotic service. The general object of the Council is to promote and\ncarry out cooperative action in matters of common interest to the associations represented. It is understood that such matters will lie mainly in the\nfield of university and college work and in related educational fields. It\nwill also encourage international cooperation in educational matters. The\nmembership of the Council consists of three classes of members—constituent.\nassociate, and institutional.\nThe constituent members consist of national\neducational organizations and such other bodies having similar interests,\nnumbering at present 18. The associate members consist of such organizations having interests related to the work of the Council as may from time\nto time be elected by the Council. There are at present 14 such members.\nThe institutional members consist of colleges, universities, and professional\nand technical schools of similar grade, and of other organizations of high\nstanding that carry on higher educational activities or cooperate with educational institutions in improving instruction.\n‘There are at present 201\ninstitutional members.\nThe Council maintains a Division of International Educational Relations which, in cooperation with the Institute of International Education,\nthe Committee on American University Union and numerous other agencies operating in this field, devotes its energies to the formulation of effective foreign policies and simplification of administrative machinery for their\nrealization. David A. Robertson is in charge of this work. ‘The Council,\nthrough its Committee on American University Union, also maintains offices\nin Paris and London.\nThe Council has received a grant for financing the study of the teaching\nof modern foreign languages, and gratifying progress has been made on\nthis study to date.\nA new committee on personnel methods has been appointed and under a\nspecial grant L. B. Hopkins has been gathering basic data concerning personnel methods in typical universities. “his study looks toward the formulation of plans for extensive cooperative experiments in personnel methods\non the side of appraising student ability, guidance, rating, and records.\nAnother important project of the Council deals with the problem of\ndefining specific objectives of education. C. E. Hewitt is in charge of this\nwork and is now negotiating with a number of industrial organizations to\nsecure their cooperation.\n“There has been developed a model form of job\nspecification which apparently satisfies all requirements of both industry\nand schools better than any other form yet devised. Such specifications for\na wide variety of jobs have been collected and are being studied to determine what information of value to curriculum revision they yield.\nSince 1924 the Council has been publishing and distributing a composite\n\npsychological examination for college freshmen, edited by L. L. Thurstone.\n[1189]\n\n"} {"page": 1194, "printed_page": null, "text": "NaTIONAL\n\n1190\nae\n\nee\n\nEDUCATION\n\nASSOCIATION\n\nee\n\neee\n\nOne hundred and\nThis test blank may be purchased from the Council.\n68,000 copies\napproximately\nused\nhave\nninety-four colleges and universities\nof the 1925 edition of the test during the past year.\nTo meet the need of college presidents in finding men for their faculties,\nthe American Council on Education, on the earnest recommendation of\nnumerous prominent educators and educational organizations, has established a college and university personnel register. ‘This is a central, noncommercial bureau of registration and transfer for college teachers.\nNo\nfees are charged for registration and no commissions exacted.\nAll delegated college officials are cordially invited to examine the files personally.\nService by mail is free to all institutional members of the American Council\non Education; but the selection and compilation of these lists requires so\nmuch time and labor that a fee of ten dollars per position is charged nonmember institutions for service by mail.\nThe Council publishes a quarterly bulletin entitled The Educational\nRecord, which is distributed without charge to all members of the Council.\nThe editorial policy has been to include in the Record only matters of wide\nnational interest and those which have bearing on the principal purposes of\nthe Council itself. Seven volumes of the Record have already been published.\nThe officers of the Council for the year 1926-27 are as follows:\nChairman: Virginia C. Gildersleeve, Barnard College, representing the\nAmerican Association of University Women.\nFirst Vice-Chairman: Herman V. Ames, University of Pennsylvania,\nrepresenting the Association of American Universities.\nSecond Vice-Chairman: Kenyon L. Butterfield, Michigan State College\nof Agriculture and Applied Science, representing the Association of Land\nGrant Colleges.\nSecretary: R. M. Hughes, Miami University, Oxford, Ohio, representing the National Association of State Universities.\nTreasurer: Corcoran Thom, American Security & Trust Company,\nWashington, D. C.\nDirector: C. R. Mann.\nAssistant Director: David A. Robertson.\nAssistant to the Director: C. E. Hewitt.\nThe offices of the American Council on Education are at 26 Jackson\nPlace N. W., Washington, D. C.\n\nAMERICAN\n\nLIBRARY ASSOCIATION\n\nHE AMERICAN LIBRARY ASSOCIATION was founded in 1876 as the immediate result of a three days’ conference in connection with the Centennial exhibition.\nTwo of the men prominent in its organization\nwere C. A. Cutter and Melvil Dewey.\nA charter for the incorporation of this organization was granted by the\nCommonwealth of Massachusettts, December 10, 1879.\n\n"} {"page": 1195, "printed_page": null, "text": "AMERICAN\n\nLIBRARY ASSOCIATION\n\n1191\n\nShortly after the meeting of 1890 on account of the need for a permanent fund for publishing the proceedings of the Association, the Endowment Fund was established, consisting of receipts from life memberships\nand all gifts for general endowment purposes.\nThe purpose of the American Library Association, as taken from its\nhandbook is:\nTo foster the development of libraries and promote the use of books.\nTo give through its headquarters and committees advisory assistance to\nall who are interested in library establishment, extension, and development.\nTo maintain an employment bureau which will serve librarians seeking\npositions, and libraries which need librarians and assistants.\nTo attract promising young men and women who have the necessary\npersonal and educational qualifications to library work as a profession.\nTo hold conferences for the discussion of library topics, and to publish\nthe conference papers and proceedings for members.\nTo publish books, periodicals, and pamphlets which will aid in the establishment of libraries, and which will aid trustees and librarians in rendering library service.\nTo raise the professional standards, dignify library service, and improve\nlibrary salaries.\nTo assist in making books a vital, working, educational force in American life, and in making libraries easily accessible to all people.\nMembership—Any person or institution interested in library work may\nbecome a member upon payment of dues. The total membership in 1925\nwas 6745.\nThere are nine sections of the American Library Association as follows:\nAgricultural Libraries Section.\nCatalog Section.\nChildren’s Librarians Section.\nCollege and Reference Section.\nLending Section.\nProfessional Training Section.\nSchool Libraries Section.\nTraining Class Section.\nTrustees Section.\n\nThe national societies affiliated with the American Library Association\nare the American Association of Law Libraries; the League of Library\nCommissions; the National Association of State Libraries; and the Special\nLibraries Association.\nThe national association is supplemented by state associations and they in\nturn are supplemented by library clubs.\nThe most important of the association’s numerous publications and\nperiodicals are—\nThe A. L. A. Catalog, an annotated dictionary list of several thousand\nvolumes useful in guiding readers in the choice of the best books on a given\nsubject.\n\n"} {"page": 1196, "printed_page": null, "text": "1192\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nThe Booklist, 10 numbers a year, the American Library Association\nofficial book selection magazine. _Each number lists and annotates from\n175 to 200 current books, giving also classification number, subject headings, Library of Congress card number, and an author and title index.\nNew Guide to Reference Books. A full index shows where to find in\nthe various reference books many topics of general interest to which there\nis ordinarily no clue. Recommended for purchase by all libraries having\nIndispensable as a textbook in reference\nfive thousand volumes or more.\nstudy courses.\nGraded List of Books for Children. A list of children’s books for every\nschool and every library. It represents the best judgment of both teachers\nand librarians. The entry for each of the books listed (about 850) gives\nauthor, title, publisher, price, descriptive note, and grades for which the\nbook is suited.\nThe titles are arranged in three groups: Section A, grades 1-3, Section B,\ngrades 4-6, Section C, grades 7-9. A list of sixty reference books (grades\n1-9) and a list of valuable books now out of print are also included. Complete title and subject indexes.\nBooks for the High School Library.\nA basic list of books which was\ncompiled by a joint committee of the National Education Association and\nthe American Library Association.\nA. L.A. Manual of Library Economy.\n_ A. L.A. Bulletin and Proceedings—Handbook of the American Library\nAssociation.\nIncludes a complete list of members, with addresses.\nThe officers for the year 1925-1926 are:\nPresident—Charles F. D. Belden, Boston Public Library, Boston, Mass.\nFirst Vice-President—Elizabeth\nClaypool Earl, Indiana Library and Historical Department, Indianapolis, Ind.\n(Address, Muncie, Ind.)\nSecond Vice-President—Theodore W. Koch, Northwestern University\nLibrary, Evanston, III.\nTreasurer—Edward D. Tweedell, The John Crerar Library, Chicago,\nIl.\nThe headquarters offices of the American Library Association are at 86\nEast Randolph Street, Chicago, Il.\n\nTHE\n\nNATIONAL\n\nASSOCIATION OF SECONDARY\nPRINCIPALS\n\nSCHOOL\n\nHE NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS was\n| peat at the Detroit meeting of the Department of Superintendence of the National Education Association in 1916. The first meeting was held February 24, 1916 with the purpose of developing professional\nspirit, studying curriculum and problems of administration, and looking\nforward to certain standards and tests of efficiency for high-school subjects\nas a basis for survey work.\n\n—\n\n"} {"page": 1197, "printed_page": null, "text": "NATIONAL\n\nCONGRESS\n\nOF PARENTS\n\nAND\n\nTEACHERS\n\n1193\n\nInterest in this new movement was increased at the meeting of the North\n\nCentral Association of Colleges and Secondary Schools held in March,\n1916, at Chicago.\nA meeting was called in April, 1916 to perfect an\norganization.\nSeventy-eight principals representing seven of the middle\nwest states gathered at Chicago where a permanent organization was\nformed.\nA movement is under way to establish the National Association of\nSecondary School Principals as a department of the National Education\nAssociation under the plan followed in the case of the Department of\nElementary School Principals and the Department of Teachers Colleges.\nFor record of these negotiations see Proceedings, 1925: 1055; 1926: 267.\nMembership—Any principal or executive head of a secondary school may\nbecome a member of the National Association of Secondary School Principals upon the payment of two dollars.\n\nThe Association holds one meeting a year.\n\nThis annual meeting is held\n\nat the time and place of the meeting of the Department of Superintendence\nof the National Education Association.\nThe Association publishes a yearbook, ten volumes of which have been\nissued to date.\nThe last meeting of the Association was held in Washington, D. C. in\nFebruary, 19206.\nBusiness relations with the National Association of Secondary School\nPrincipals are handled through H. V. Church, secretary, Cicero, IIl.\n\nTHE NATIONAL\n\nCONGRESS\n\nOF PARENTS\n\nAND\n\nTEACHERS\n\nHE NATIONAL CONGRESS OF PARENTS AND ‘TEACHERS—chartered\nunder the laws of the District of Columbia—is a voluntary organization actively engaged in certain special lines of educational work. All\nthose interested in its objects may become members.\nOn February 17, 1897, it was organized under the name of the National Congress of Mothers by a group of women led by Mrs. Theodore\nW. Birney and Phoebe A. Hearst. The organizers, both men and women,\npersons of affairs, representing the philanthropic, religious, social, and\npolitical interests of the nation, realized that while mothers have ever determined the character of young children, they have failed, lacking guidance\nand means of cooperation, to exert the influence upon the race which might\n\nbe possible were conditions beyond the home brought under at least partial\ncontrol. It was the original aim of the Congress of Mothers to secure such\ncontrol and to carry mother-love and mother-thought into all that concerns\nor touches childhood in home, school, church, or state.\nThe work of the Congress expanded rapidly. Branches were organized\nin many states, and a magazine was established. Prominent men, including\nTheodore Roosevelt, were pround to accept places on the advisory council.\nWithin a decade Mrs. Birney’s “beautiful dream,” regarded by many at\n\n"} {"page": 1198, "printed_page": null, "text": "1194\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nfirst as Utopian beyond hope of realization, had been outrun and the National Congress of Mothers had. become a powerful influence throughout\nAmerica.\nPolicy—From the first it has been the policy of the Congress to reach in\na helpful and intimate way the two social institutions exercising the most\ndirect influence upon young children, the home and the school. ‘To this\nend it early entered upon a nation-wide campaign for the organization of\n‘The movement proved popular and in order\nparent-teacher associations.\nthat it might be promoted and directed more effectively there was created\nwithin the Congress, in the year 1907, a special department in charge of\nthis work, and the year following, the name of the organization was changed\nto the National Congress of Mothers and Parent-Teacher Associations, to\n“The Congress has been active\ninclude this new phase of its development.\nin all movements aiming to promote the interests of children and youth.\nIt is organized by departments and committees for effective work in more\nthan a score of related fields, such as citizenship, child welfare legislation,\njuvenile protection, schools, parent-teacher associations, study circles, country life, students’ loan funds, kindergarten extension, illiteracy, home education, and economics, recreation, child hygiene, and development. Branches\nhave been formed in forty-seven states, in the District of Columbia, and in\nHawaii, with associations in Nevada and Alaska, with a total membership\nof one million.\nIn 1924, owing to the rapid increase of the number of men interested in\nthe movement, the name was changed to its present form, the National\nCongress of Parents and Teachers.\n\nHeadquarters—In 1897 headquarters were established for the Congress\nin the Washington Loan and Trust Building, where they remained until\nthe war, when the organization purchased the valuable property at 1314\nMassachusetts Avenue, and, in connection with the War Camp Community\nService, maintained a United Service Club for the enlisted men. After the\nwar the house, being too large for the ordinary uses of the Congress, was\nsold, and most convenient and satisfactory quarters were secured in the\nhome of the National Education Association, 1201 Sixteenth Street Northwest.\n\nMembership—State—When a state has at least twenty local organizations belonging to the National Congress, with a membership aggregating\nat least five hundred, the National Congress organizes them into a state\nbranch, whose object is to promote the objects and interests of the national\nbody, and thereafter all members in that state join the national through the\nstate congress. Each state branch is entitled to send to the annual convention its president, recording and corresponding secretaries, and treasurer, or\ntheir alternates, and one delegate for every thousand members in good standing at the end of the fiscal year, exclusive of such members of the board of\nmanagers as may be resident in the state, and who are national delegates\nex officio.\n\n"} {"page": 1199, "printed_page": null, "text": "NATIONAL\n\nSFCIETY FOR THE\n\nSTUDY oF EDUCATION\n\n1195\n\nLocal—All local associations in membership are entitled to send to the\nannual convention visiting delegates, who may take part in discussion in\nthe general sessions, but are not entitled to make motions or to vote.\nActive members receive all free literature issued by the Congress, when\napplication has been made for it through the state branch.\nProgram of service—The objects of the National Congress of Parents\nand ‘Teachers are, as stated in the Bylaws:\n1. To promote child welfare in home, school, church, and community; to raise\nthe standards of home life; to secure more adequate laws for the care and protec-\n\ntion of women and children.\n2. To bring into closer relation the home and the school, that parents and\nteachers may cooperate intelligently in the training of the child; to develop between\neducators\n\nand the general\n\npublic such united\n\neffort as will secure\n\nfor every child\n\nthe highest advantages in physical, mental, moral, and spiritual education.\n\nThe Congress issues a variety of publications for use by local branches\nincluding program material, study outline, music pageants, and miscellaneous material.\nThe last meeting of the Congress was held at Atlanta, Ga., in May,\n1926.\n\nNATIONAL\n\nSOCIETY\n\nFOR\n\nTHE STUDY\n\nOF EDUCATION\n\nHE NATIONAL SOCIETY FOR THE STUDY OF EDUCATION grew out of\n| the National Herbart Society for the Scientific Study of Education\nwhich was organized at the Denver meeting of the National Education\nAssociation in 1895 “to study and investigate and discuss important problems of education.\nIts members do not subscribe to the doctrine of any\none leader, but seek for fair and thorough discussion.” In February, 1901,\nreorganization was effected and the word “Herbart” omitted. The new\nNational Society for the Scientific Study of Education thus created was\norganized “for the aggressive discussion and spread of educational doctrines.” At the Chicago meeting in 1909, there was adopted a revised constitution which contained among other things, provision for changing the\nname of the society by omitting the word “‘scientific.” In February, 1926,\ncommemorating a quarter century of service, the society published a booklet\ncontaining historical notes on organization and development, lists of officers\nand meetings in the twenty-five years, and a summary of the fifty-one parts\nof the twenty-five yearbooks with a list of contributors to these yearbooks.\nThe last meeting of the Society was held in Washington, D. C., in Febru-\n\nary, 1926.\nAll business matters pertaining to the National Society for the Study of\nEducation are handled through the secretary, Guy M. Whipple, Danvers,\nMass.\nA list of publications of the society since its organization follows:\n\n"} {"page": 1200, "printed_page": null, "text": "NationaL\n\n1196\n\nPUBLICATIONS\n1895,\n1895,\n1895,\n1896,\n1896,\n1897,\n1897,\n\nvol.\nvol.\nvol.\nvol.\nvol.\nvol.\nvol.\n\n1897,\n1898,\n1898,\n1899,\n1899,\n\nvol.\nvol.\nvol.\nvol.\nvol.\n\nASSOCIATION\n\nEpucaTion\n\nOF THE\n\nNATIONAL\n\nHERBART\n\n1, First Yearbook.\n1, First Supplement to First Yearbook.\n1, Second Supplement to First Yearbook.\n2, Second Yearbook.\n2, Supplement to Second Yearbook.\n3, Third Yearbook.\n3, Ethical Principles Underlying Education,\nfrom Third Yearbook.\n3, Supplement to Third Yearbook.\n4, Fourth Yearbook.\n4, Supplement to Fourth Yearbook.\n5, Fifth Yearbook.\n5, Supplement to Fifth Yearbook.\n\nPUBLICATIONS\n\nOF THE\n\nNATIONAL\n\nSOCIETY\n\nFOR THE\n\nSOCIETY\n\nDewey.\n\nJohn\n\nSTUDY\n\nReprinted\n\nOF EDUCATION\n\n1902, vol. 1, First Yearbook, Part I, Teaching of History.\n1902, vol. 1, First Yearbook, Part II, Geography.\n1903, vol. 2, Second Yearbook, Part I, The Course of Study in History in the Common\n\n1903, vol. 2, Second\n\nSchool.\nYearbook,\n\nPart II, Relation of Theory to Practice\n\nin Educa-\n\ntion.\n\n1904, vol. 3, Third\n\nYearbook, Part I, The Relation of Theory\nEducation of Teachers.\nvol. 3, Third Yearbook, Part II, Nature Study.\n\nrc\n\nto Practice\n\nin the\n\n1904,\n1905, vol. 4, Fourth Yearbook, Part I, The Education and Training of Secondary\nTeachers.\nYearbook, Part II, Vocational Subjects in the High School\nCurriculum.\n5, Fifth Yearbook, Part I, On the Teaching of English.\n5, Fifth Yearbook, Part II, Certification of Teachers.\n6, Sixth Yearbook, Part I, Vocational Studies for College Entrance.\n6, Sixth Yearbook, Part II, The Kindergarten and Its Relation to Elementary Education.\n7, Seventh Yearbook, Part I, The Relation of Superintendents\nand\nPrincipals to Training and Improvement of Teachers.\n7, Seventh Yearbook, Part II, The Coordination of the Kindergarten\nand the Elementary School.\n8, Eighth Yearbook, Parts I and II, Education with Reference to Sex.\n9, Ninth Yearbook, Part I, Health and Education.\n9, Ninth Yearbook, Part II, The Nurse in Education.\n10, Tenth Yearbook, Part I, The City School as a Community Center.\n10, Tenth Yearbook, Part II, The Rural School as a Community Center.\n11, Eleventh Yearbook, Part I, Industrial Education.\n11, Eleventh Yearbook, Part II, Agricultural Education in Secondary\nSchools.\n12, Twelfth Yearbook, Part I, The Supervision of City Schools.\n12, Twelfth Yearbook, Part II, The Supervision of Rural Schools.\n13, Thirteenth Yearbook, Part I, Some Aspects of High School Instruction and Administration.\n13, Thirteenth Yearbook, Part II, Plans for Organizing School Surveys.\n14, Fourteenth Yearbook, Part I, Minimum Essentials, in Elementary\nSchool Subjects, 162 p.\n\n1905, vol. 4, Fourth\n1906, vol.\n1906, vol.\n1907, vol.\n1907, vol.\n\n1908, vol.\n1908, vol.\n1909, vol.\n1910, vol.\n1910, vol.\n1911, vol.\n1911, vol.\n1912, vol.\n1912, vol.\n1913, vol.\n1913, vol.\n1914, vol.\n1914, vol.\n1915, vol.\n\n"} {"page": 1201, "printed_page": null, "text": "NATIONAL\n\nSOCIETY FOR THE\n\nSTUDY OF EDUCATION\n\n1197\n\n1915, vol. 14, Fourteenth\n1916, vol. 15,\n1916, vol.\n\n15\n\nYearbook, Part II, Methods for Measuring Teachers,\n83 p.\nFifteenth Yearbook, Part I, Standards and Tests for the Measurement of the Efficiency of Schools and School Systems, 160 p.\nFifteenth Yearbook, Part II, Relationship between Persistence in\n\nSchool\n\n1916, vol. 15, Fifteenth\n1917, vol. 16, Sixteenth\n1917, vol. 16,\n\nand Home\n\nConditions,\n\n119 p.\n\nYearbook, Part III, The Junior High School, 157 p.\nYearbook, Part I, Second Report Committee on Minimal\nEssentials in Elementary School Subjects, 204 p.\nSixteenth Yearbook, Part II, Efficiency of College Students as Con-\n\nditioned by Age and Size of High School, 112 p.\nYearbook, Part I, Measurements of Educational\n\n1918, vol. ree Seventeenth\n1918, vol.\n1919, vol.\n1919, vol.\n1920, vol.\n1920, vol.\n1921, vol.\n1921, vol.\n1922, vol.\n1923, vol.\n1923, vol.\n1924, vol.\n1924, vol.\n1925,\n\nvol.\n\n1925, vol.\n1926, vol.\n1926, vol.\n\nports, 134 p.\nSeventeenth Yearbook,\nress, 192 p.\n\nPart II, Measurements\n\nof Educational\n\nReProg-\n\nEighteenth Yearbook, Part I, Professional Preparation of High\nSchool Teachers, 372 p.\nEighteenth Yearbook, Part II, Report on Economy of Time in Learning, 123 p.\nNineteenth Yearbook, Part I, New Materials of Instructions, 194 p.\nNineteenth Yearbook, Part II, Classroom Problems in the Education of Gifted Children, 125 p.\nTwentieth Yearbook, Part I, New Materials of Instruction, 237 p.\nTwentieth Yearbook, Part II, Factors Affecting Results in Silent\nReading, and Exercises for Making Reading Function, 172 p.\nTwenty-First Yearbook, Part I, General Principles of Intelligence\nTesting, 113 p.\nTwventy-Second Yearbook, Part I, English Composition, 172 p.\nTwenty-Second Yearbook, Part II, Social Studies, 343 p.\nTwenty-Third Yearbook, Part I, The Education of Gifted Children,\n443 p.\n\nTwenty-Third Yearbook, Part II, Vocational Guidance; and Vocational Education for the Industries, 455 p.\nTwenty-Fourth Yearbook, Part I, Report of the National Committee\non Reading, 356 p.\nTwenty-Fourth Yearbook, Part II, Adapting the Schools to Individual Differences, 410 p.\nTwenty-Fifth Yearbook, Part I, Present Status of Safety Education,\n407 p.\nTwenty-Fifth Yearbook, Part IJ, Extra-Curricular Activities, 277 p.\n\n"} {"page": 1202, "printed_page": null, "text": "h\n\nuev2\n\nns\n\n7 a\n\nBee\n~—\nea\n\n|\n\n+\n\na\n\n;\n\nan\n\n2t\n-\n\n;\n\nmt\n\nivy\n\nSe\n\ncafe\n\n‘a\n\n:\n\naN\nVen\nae\n‘\n\nF\n\nae\n\ni\n\neenSe Vth 4\n\nhe -\n\nAe\n\noe See\n\nido\n\n5\n\nty\n\nhat, Searle! Ri! ne lal xbh\n\nc\n\n:\n\nue\n\nte) Tenth\navin\nae\n\nat tas\n\ntoa ee\n\nnd\nA hat\n\n’\n\nditt :\n\n\"err\n\nsae\n\nune\n\nmaf sat. oft at\n\nlig’ Pe perUl any s) My ls iase: Causal7 Cr &j\n|\n\"\n© hp} sone ¢ {hwisteg f\ni\n\nore) , guwat (|&. A\neee\nwee) a | 1th +e\nihr olhind, dit ue ifab ap\neS\n~\n\n5\n\nra\n\ny*\n\nPiyush\n\nbj not\n\nae “epsigfeila Figen“\n\nhoras\n\n¥\n\n:\n\nie;\n\nues\n\nme\n\nae\n\nmeh\n\n3\n\n*y err\n\na\n\n‘2\n\n'\n\ntel\n\nrT\n\npe\n\nShh\n\n“EASE\n4\n\nHest)\n\n|wit” 1\n\nJ “HE\n\na\n\nante\n\n|\n\nryieat rt\n\netry\n\nHaag\nhf\n\nee\n\nae Ae\n\nae rae\n\n9H\n\nwort dg\n\neeegt Y\n\nhh we\ned A\ntpoiw futpo%\n—\n=\naa F ps\n\nen\n\n‘ iPtepts\n\nive. } iieivine f\n\nse 7TH\n\nmt ta res\n\na elie\n‘\n\naxewidhagl> a\n:\n\nor\n\n4\n\nE\n\nLe\n\nntPY\n\nay\n\né\n\nwy\n\nI\n_\n\n;\n\n—\n\n‘\n\n}\n\nSie\n= ow\n\nits\ni\n\nmht ale? areartce «Seriya\nA OLE rity STL Bitie?\na | cou seuae a ane\n\nRa\n\nmae\n\nLe\n“le\nw¢\n\nAL\n\n‘i ie\n\nNariel. ; cele ts afi “WheyI\n\na\n\n:\n\na\n\nBoa pari tele Hines ¥, OB,\nPry\n\npar\n\nify 7\n\n“inks 3 ie\n\nFre\n: ia\n\niwibl\n\nbe\n\n(eh zat Ge\n\n>\n(eth\n\nof\n\nlit\n\nWaal Mas i ee\n\nmince\nJa\n\ni\n\nFaowie\n\nae bene\n\nAY\n\nSaal\n\nie\n\nfl\n\ngard tn ako Ormera\nee peeo\nt\n\nTchr\n\nBIND\n\nas\n\nee\nNe:\n\nvesy\n\nay\n\nate\n\n°\n\ntiihenhtin\n\naay\n\n\" bic\n\nas\n\naT\n\n=\n\n9. ee. ni\n\ndads\n\nWoidiea =\n\n7\n\nET\n\n*\n\nrig\n\nDew! Nes } “Set:ri\n\n7\n\nLex\n\nCie\n\n-\n\nae\n\nitd\n=.\n\n;\n\na\n\nr\n\nr\n\nme\n\ndy\na\n\n;\n\n—~\n\n’\n\na\n\na\n\nDeere!\n\n4\n\neae\n\nbi\n\n1\n\nf\n\nWylie\n\nf\n\n}\n\n+\n“\n\n-.\n=\n\nm\n\n-\n\ne's a\n\n7)\n\n+\n\n‘\n\n——--\n\n7;\n\né\net\n\n"} {"page": 1203, "printed_page": null, "text": "INDEX\n[Names of authors are set in SMALL CAPITALS]\nABBOTT,\n\nGRACE,\nLaw’s protection of\nchildhood, 31\nAbundant life—abstract (Witt1aM M.\nDavipson), 30\nAct of incorporation, 1007\n\nAddress\nAddress\n\n(Curtis D. WiLBur),\n(J. A. C. CHANDLER),\n\n741\n143\n\nAddress (JEssIE Gray), 89\nAddress (JosEpH R. WiLson), 27\nAddress (WILLIAM Matuer Lewis), 17\nAddress at vesper service (JAMeEs E.\nFREEMAN), 667\nAddress of welcome (FRANcIs B. HAas),\n23\n\n(W. E. R. CovELt),\n\nAddress\nof welcome\n(W. FREELAND\nKENDRICK), 22\nAddress of welcome (WILLIAM ROWEN),\n25\n\nAdult education as the next battle in our\ndemocracy’s fight for existence—ab(DorROTHY\n\nCANFIELD\n\nArt\n\nA.\n\nand\n\nALLTUCKER, MarcareT M.\nschool dean—her varied\n\nThe high\nopportunity\n\npublic\n\nfor service, 443\n\nschool—abstract\n\n(WARREN\n\nA.\n\nRoE), 463\n\nAmerica’s\n\nchallenge\n\nsupervisor\n\nof\n\nto her teachers—a\n\nrural\n\nschools\n\nT.\n\nand\n\nits\n\nrelation\n\n(RosstreR\n\n954\n\nto\n\nthe\n\nHowarp),\n\nArt of accompanying as applied to school\nmusic—abstract\n(GEORGE H. GarrLAN), 536\nATKINSON, W. PATTERSON.\nCommercial\neducation from the standpoint of the\ndepartment store—abstract, 379\nAttitudes and character development in\n\nbusiness—abstract\n\n(G.\n\nS.\n\nCHILDs),\n\nAttitude of worker toward increasing\nhis bodies of knowledge and improying his skill—abstract (R. H. LANpsBURGH),\n\nanswers\n\n(Cora PEARSON), 596\nAmerican Council on Education, 1189\nAmerican Library Association, 1190\nApprentice training in the metal trades\nGRe i, CAREY), 990\nARNOLD, SARAH LoulsE. The training of\nthe volunteer in education—abstract,\n145\n\n375\n\nAuditors’ ‘report, 1108\nAvery, W. J. Democratic administration and supervision of schools, 574\nBAGLEY,\n\nWILLIAM\n\nC.\n\nDeterminism\n\napplied to our treatment\neign-born—abridged, 348\nBAILEY,\n\nHENRY\n\nas\n\nof the for-\n\nThe\n\n‘TURNER.\n\nchild’s\n\nbirthright in art, 164\nBALDWIN,\n\nschool\nBALLou,\n\nBirp T.\n\nA study of the pre-\n\nage—abstract,\n\n145\n\nFRANK\n\nIntroduction\n\nW._\n\nPresident Coolidge,\nwreath on the tomb\nsoldier, 667\n\nReport of the busi-\n\nness division, 1140\nALLEN, Wm. H.\nPublicity\neducation—abstract, 461\n\nAll-year\n\nmuseum\n\nschool—abstract\n\nFISHER),\n\nAdult education, 307, 330\nAdult educational interests and activities\nof our foreign language organizations\n—abridged (READ Lewis), 334\nAdvancement of rural education waits\non trained teachers—abstract (J. R.\nGRANT), 539\nHarotp\n\n(Ropert\n\n378\n\n675\n\nstract\n307\n\nbridged\n\nHILL), 344\n\n:\n\nAddress of welcome\n\nALLAN,\n\neducation—a\n\nof\n\n704; Placing a\nof the unknown\n\nBARNHART,\nEArt W.\n‘The\nsupervision in commercial\n\nneed for\neducation\n\n—abstract, 383\nBasis and principles of curriculum construction for state teachers colleges\n(W. W. CHARTERS), 903\nBeatty,\n\nWILLARD.\n\nRelation\n\nof the fac-\n\ntors\nin\neducation—the\nchild—the\nlearning process—the teacher, 554\nBrack, N. Henry. Place of class experiments in an elementary physics course\n—abstract, 635\nBLacksTONE, E. G.\n\nWhat\n\nresearch\n\ncan\n\ndo for commercial education—abstract,\n390\n\nBuair, Francis G. Legislation in the\ninterests of childhood, 99; The prin-\n\nArticulation in the teaching of bookkeeping and accounting—abstract (CoNNER T. JONES), 384\n\nArticulated program in elementary adult\n\n[1199]\n\ncipal and the improvement of teachers\nin service—abstract,\n\neducation\nlems\n\ndo\n\n474;\n\nto integrate\n\nof life—abstract,\n\n316\n\nWhat\n\ncan\n\nthe\n\nprob-\n\n"} {"page": 1204, "printed_page": null, "text": "1200\nBocan,\n\nNATIONAL\nWILLIAM\n\na part\n\nJ.\n\nEDUCATION\n\nIs the high school\n\nof the public\n\nschool\n\nsystem?,\n\nschool\nprincipal\nMON), 694\nCuHarters, W.\n\nTEST\n\nBriccs, H. L. Renaissance of apprenticeship, 977\nBringing big outlooks of science to the\n\nchildren—abstract\nBrooME,\n\nEpwiIn\n\n(Davin DieTz), 80\n\n.C.\n\nCan\n\nwe\n\ngive\n\na\n\ngood account of our stewardship?, 64;\nReport of the commission on the curriculum, 759\nBrown, H. A. On what should state\nteachers\ncolleges place chief emphasis in developing higher standards,\n877\n\nBucktey, Harotp B. The significance\nof the latest researches in the organization of commercial\neducation in\nthe junior high schools—abstract, 389\nBurris,\n\nBENJAMIN\n\nJ.\n\nProblem\n\nof cer-\n\ntification in relation to teacher training, 932\n\nBusiness Division, report of (HAROLD\nA. ALLAN), 1140\n;\nButcHer, THoMAs W.\n‘The training of\nteachers\n\nin service,\n\n302\n\nBye, Epcar C. Making the contribution\nof the social studies effective, 659\nBylaws, 1012\nCalendar of meetings,\n\n1022\n\nCan rural school forces aid in solving\nagricultural\nschool\nproblems?—abstract (Kary C. Davis), 541\nCan we give a good account of our\nstewardship?\n(Epwin C. Broome),\n64\n\nCarey, R. F.\nmetal\n\nApprentice training in the\n\ntrades,\n\nCASEMAN,\n\n990\n\nJUVENILIA.\n\ninstruction\n\nin\n\nImprovement\n\nof\n\nshorthand—abstract,\n\n386\n\nW.\n\n(Mary\nBasis\n\nMcSkim-\n\nand principles\n\nof curriculum construction for state\nteachers colleges, 903\nChild and the mill—abridged (KatTHaRINE Dozier), 110\nChild and the moving picture, The—\nabridged (WILLIAM Davin UpPsHAW),\n76\n\nChild\nand\nthe\nnew\nsouth,\nThe—\nabridged (KATE Worrorp), 81\n\nChild\n\nand\n\nthe\n\nrural\n\nschool—abstract\n\n(FLORENCE M. HALE), 41\nCuiLps, G. S. Attitudes and\n\ndevelopment\n\nin\n\ncharacter\n\nbusiness—abstract,\n\n378\n\nChild instead of war as a center of\nworld interest, The—abridged\n(AvGcusTus O. THOMAS), 118\n\nChildren of today (ANGELO Patri), 123\nChildren’s museum and how any town\ncan get one (ANNA BILLINGS GALLUP),\n\n951\n\nChild’s birthright in art (HENRY TURNER\nBAILEY), 164\nClassroom teacher\n\nand the curriculum-—\n\nabstract (JAMEs F. Hosic), 411\nClassroom teacher as a discoverer of\nthe\nspecial\nneeds\nof childhood—\nabridged (Jurra E. SuLLIvANn), 152\nCLowes, HELEN Coe. A statistical treatment of results, 520\n\nCombined county and city school systems\n(Lawton B. Evans), 740\nCommercial education from the standpoint of the department store—abtract (W. PATTERSON ATKINSON), 379\nCommercial education in the junior high\nschool—abstract\n(James M. Gtass),\n382\n\nChallenge of childhood, The\n(Mary\nMcSkimMmon), 56\nChallenge of Childhood, 31, 41, 42, 56,\n\n68, 72, 76 81, 85, 94, 99, 106, 110, 113,\n118,\n\nASSOCIATION\n\n123,\n\n145,\n\n409, 499, 554\n\n147, 152,\n\n161,\n\nChallenging epochs in the\nchild—abridged\n(Epwin\nBUCK), 147\nCHANDLER,\n\nJ. A. C.\n\nChanges\n\nin the course\n\n164, 395,\n\nlife of a\nD._ Srar-\n\nAddress,\n\n143\n\nof study for the\n\n401,\n\non\n\nResolutions,\n\nReport\n\ncf\n\n(GEORGE D. STRAYER), 1101\nCommittees,\nReports\nof (Figures\n\nin\nitalics refer to lists of committee mem-\n\nbers):\n\nAmerican Education Week, 186\nAmerican school program, 1039\nBehavior\n\nproblems\n\nof children, 253,\n\n1039\n\ncity of New\nYork\n(Wiiiam\nJ.\nO’SHEA),\n752\nCharacter\neducation\n(MiILTon\nFatrCHILD), 401\nCharacter education,\n\nCommittee\n\n746\n\nCharacteristics of an efficient elementary\n\nBetter cooperation between\nand museums, 243, 1047\nChild labor, 1040\nClassroom\n\nteachers\n\n1034\nCoinclusive\n\nmembership,\n\nschools\n\nproblems,\n\n280,\n\n180 ’\n\n104/\n\nCommittee on Committees, 270, 1042\n\nCommunity\n\nrelations, 233, 1042\n\n"} {"page": 1205, "printed_page": null, "text": "1201\n\nINDEX\nEditorial council, 239, 1043\nEducational nomenclature, 1043\nEducational\nproblems\nin colored\nschools, 1043\nEthics of the profession, 230, 1044\nHealth problems in education, 174,\n1044\nHomes\n\nfor\n\nretired\n\nteachers,\n\n245,\n\n1045\nInternational\n\nrelationships,\n177, 1045\n\nLegislative commission,\n\n221, 1046\n\n223, 1047\n\ntenure\n\nin\n\nthe\n\nUnited\n\nStates, 202, 1038\nTeaching of democracy, 1048\nVisual education, 183, 1048\nCommunity relations, 233\nComstock,\nANNA\nBoarsrorp.\nNature\nstudy as I see it—abstract, 633\nCondon, RANDALL J. Presentation of\ngavel, 676; The final test of the\nAmerican school’s success—abridged,\n134\n\nConsideration given to school recommendations for admission to Goucher\nCollege (CarrigE Mae Prossr), 431\nContent and method of subject-matter\ncourses in teachers colleges (CHARLES\nS. PENDLETON), 857\nCooke, JAMES FRANcIs.\nWhat school\nmusic means to America, 531\nCootey, R. L. Industry’s interest in\n\nthe education\n106\nCooLipcE,\n\nof the child—abridged,\n\nCALVIN.\n\nWashington’s\n\nBirth-\n\nday address, 706\nCorninc,\n\nH. M.\n\nProblem\n\ncapacities—abstract,\n\nof individual\n\n644\n\nCorson, Davip B. Out of the mechanical\ninto the psychological, 735\n\nCounts, Grorce S. The place of the\nschool in the social order, 308\n\nCounty and the rural school\nLockKHarT, 588\n\n(Joun\n\nC.\n\nCourter, C. V. Practical procedure in\ncharacter education in high school—\nabstract,\n\n639\n\nCovett, W. E. R.\n675\n\nAddress\n\nJ. W.\n\nReport\n\nof the Secre-\n\ntary, 1117\n\nCRANDALL, ErNEsT L. Report of president of the department of visual instruction, 960\nCRAWFORD,\n\nlands\n\nE.\n\nand\n\nWINIFRED.\n\nsnow\n\nwater\n\nHow\n\narid\n\nhelp feed\n\nus,\n\n955\n\nCriteria for the construction of teachers\ncollege curricula\n(E. S. EvenpEn),\n285\n\nNecrology, 274\nResearch advisory, 267, 1046\nRetirement allowances, 171, 1035\nRevision of departments, 266, 1047\nRural teachers problems, 188, 1036\nSchool libraries, 1046\nStandards,\nrequirements,\nand\ncredits for teachers in service,\nTeacher\n\nCRABTREE,\n\nof welcome,\n\nCross, FRANK.\nThe teaching of Americanism—abridged, 359\nCurriculum\nof the teachers\ncollege\n(CHaRLes H. Jupp), 907\nCurriculum revision, 285, 411, 759, 789,\n889,\n\n903,\n\n907\n\nDavipson, WILLIAM\n—abstract, 30\nDavis, CALVIN\nO.\n\nM.\n\nAbundant\n\nlife\n\nProvision\nfor individual differences among pupils in\nthe junior high school, 778\nDavis,\nEMMA.\nNature\nstudy in the\nHawaiian Islands—abstract, 631\nDavis, Kary C. Can rural forces aid\nin solving agricultural school problems ?—abstract, 541\nDean\n\nto\n\ndean\n\n(HERBERT\n\nE.\n\nHAWKEs),\n\n447\n\nDeclaration\nand\nthe — schools,\n(Witt1AM McAnprew),\n50\nDepartments, Reports of meetings\n\nThe\n\nof:\n\nAdult education, 329\nBusiness education, 373\nClassroom teachers, 393\nDeans of women, 425\nElementary school principals,\n\nKindergarten\nMusic\nRural\n\neducation,\neducation,\n\n529\n537\n\nSchool\n601\n\nhealth\n\nphysical\n\nand\n\nScience instruction, 625\nSecondary school principals,\nSocial studies, 653\nSuperintendence, 665\nTeachers colleges, 839\nVisual instruction, 949\nVocational education, 965\nDEMING,\n\nRoperT\n\neducation\nDemocratic\nvision\n\n459\n\neducation, 497\n\nC.\n\nProgress\n\neducation,\n\n637\n\nin adult\n\nduring the past year, 351\nadministration and super-\n\nof schools\n\n(W. J. AVERY),\n\n574\n\nDemocratic\nadministration—how\nachieved (J. W. HUFFINGTON), 578\nDemocratic administration of schools—\nhow it may be realized (A. R. HALL),\n\n581\n\n"} {"page": 1206, "printed_page": null, "text": "1202\n\nNaTIONAL\n\nEpucatTION ASSOCIATION\n\nDepartment\nof Superintendence\nand\ndivision of administrative service, Report of (SHERWOOD D. SHANKLAND), °\n\n285; What courses in education are\ndesirable in a state teachers college?\n—what should be their scope?, 889\n\nExtension\n\n1158\n\nwork\n\nin\n\nteachers\n\ncolleges\n\nDeterminism as applied to our treatment of the foreign-born—abridged\n\n(CHARLES McKENNyY), 294\nFarrcHILD, Mitton.\nCharacter\n\n(WILLIAM C. BAGLEY), 348\nDevelopments in industrial arts\n\nFarr, EuGENE. The teachers college and\n\neducation (F. T. Struck), 982\nDevelopment of character through work\n(C. B. GLENN), 746\nDiamond,\nTHOMAS.\nRelationship\nbetween the training of foremen and\ncity program for vocational education, 907\nDierTz, Davip. Bringing big outlooks of\nscience to the children—abstract,\n\n80\n\nDivision of accounts, Report of (HELEN\nT. Hixson), 1133\nDivision of classroom service,\nof (AGNES WINN), 1155\n\nreport\n\nDivision of publications, report of (Joy\nELMER MorGAan), 1143\nDivision of records and membership,\nreport of (T. D. Martin), 1159\nDozier, KATHARINE.\nThe child and the\nmill—abridged, 110\nDRAKE, FLora. Utilizing children’s special gifts—abridged, 94\nDunn, ArTHUR W.\nTeaching service\nthrough\nthe\njunior\nRed\nCross—\n\nabridged, 91\nEducational field (Mary\n\nMcSxkimmon),\n\n462\n\nEducational objectives of the junior\nhigh school (HERBERT S. WEET), 764\nEducational objectives of the senior high\nschool\n\n(MERLE\n\nPRuNTY),\n\n809\n\ntion, 401\n\nthe rural school,\n\neduca-\n\n589\n\nFinal test of the American school’s success—abridged\n(RANDALL\nJ. ConDON), 134\nFINEGAN, THoMAS E. Report of the national commission on economy and\neficiency of the business administration of city school systems, 760; School\nboard\nand\nvisual\ninstruction—abstract,\n\n954\n\nFirst steps in parent teacher cooperation—abridged (Mrs. A. H. REEVE),\n\n35\nFisHER, DoroTHY CANFIELD.\nAdult education as the next battle in our democracy’s fight for existence—abstract, 307\nFLETCHER, Brooks. The tragedy of misunderstood youth, 128\nFREEMAN, JAMES E. Address at vesper\nservice,\n\n667\n\nFresh air in the schoolroom—abstract\n(C. E. A. WINSLow), 283\nFretTz, FLoyp C. A principal of a consolidated school answers America’s\nchallenge to her teachers, 592\nFULLERTON, C. A. Music in the rural\nschools,\n\n533\n\nFunction of the kindergarten\nHitt), 685\nGALLuP, ANNA BILLINGs.\n\n(Patty S.\n\nChildren’s mu-\n\nEducation as a national asset (HERBERT\nseum and how any town can get one,\nHoover), 728\n95k\nEducation of the nursery school child\nGARTLAN, GEORGE H. Art of accom(HarrieT M. JoHnson), 499\npanying as applied to school music—\nEducation of the nursery school teacher °\nabstract, 536\n(Patty SMITH HILL), 512\nGass, JAMES M. Commercial educaEpwarps, FLoRENCE B. A study of extion in the junior high school—abcursions in the kindergarten, 517\nstract, 382\nElementary education, 459, 677, 694\nGLENN, C. B. Development of charElementary school principal and reacter through work, 746\nsearch, The (JoHN K. Norton), 483\nGRAHAM, BEN G. Supervision of classExiot, AsBicAIL A. Parents\nand the\nroom teaching, 772\nnursery school, 506\nEstablishing and maintaining standards\nof supervision—abstract\n(I. JEWELL\nSIMPSON), 539\nEvans, Lawton\nB. Combined county\nand city school systems, 740\nEVENDEN, E. S. Criteria for the construction of teachers college curricula,\n\nGRANT,\n\nJ. R.\n\nAdvancement\n\nof\n\nrural\n\neducation waits on trained teachers—\nabstract,\n\n539\n\nGray, Jessiz. Address, 89\nGray, Wit Lou. Training teachers in\nservice and the enrolment problem—\nabridged, 340\n\n"} {"page": 1207, "printed_page": null, "text": "INDEX\n3WINN, J. M.\n\nHigher educational\n\nand\n\nprofessional standards for senior high\nschool teachers, 817\nHaas, Francis B. Address of welcome,\n23; Rural education in the state program, 547\nHave,\nFLorenceE\nM.\nChild\nand _ the\nrural\nschool—abstract,\n41;\nSocial\n\naspect of rural education, with particular reference to the leadership of the\ncounty superintendent, 550\nHai, A. R. Democratic administration\nof schools—how it may be realized,\n\n581\nHANNA,\n\n1203\n\nHorrMan,\n\nHoover,\ntional\n\nHARKNESS, W. E.\n—abstract, 68\n\nRadio\n\nand\n\ntran-\n\nthe child\n\nThe one-teacher\n\nschool\n\nHersertT.\nasset, 728\n\nEducation\n\nas\n\na na-\n\nHopkins, L. B. Personnel work relating\nto studies in college—abstract, 427\nHostc, JAMEs F. The classroom teacher\nand the curriculum—abstract,\n\nHowarp, Rossirer.\n\n411\n\nArt museum\n\nand its\n\nrelation to the school—abstract,\n\nHow\n\nEstHer\nE.\n‘Teaching\nscription—abstract, 387\n\nU. J.\n\n—special features—organization and\nprocedure, 557\nHoLaDay,\nWILLIAM\nP. Immigration\nproblems—abridged, 353\n\narid lands\n\nand\n\nsnow\n\n954\n\nwater\n\nhelp\n\nfeed us—abstract (E. WINIFRED CRAWFORD), 955\nHow may rural education meet Amer-\n\nHarvey,\nschool\n42\n\nMarie Turner. Transforming\nfor the rural child—abridged,\n\nica’s\nchallenge\nto\nher\nteachers?\n(Nancy GRACE WRIGHT), 591\nHow the classroom teacher is meeting\nthe needs of the child through teacher\npreparation (JOSEPH RosIER), 395\n\nHawkes,\n\nHERBERT\n\nHow the teacher is preparing the child\nfor worthy use of leisure time (ANNIE\n\nHARTWELL,\n\nE. C. What\n\nis it all about?,\n\n733\n\nE.\n\nDean\n\nto\n\ndean,\n\nHealth and physical education in the\npublic schools—abstract (CLIFFORD J.\nScoTT), 620\nHealth education, 174, 283, 602\n\nG. ScoLLARD), 409\nHurrFinctTon, J. W.\nDemocratic administration—how achieved, 578\nHunter, Euta F. Report of committee\non the reduction of clerical work, 412\nI hear the children singing (A. E.\nWINSHIP), 161\nImmigration problems—abridged (WILLIAM P. Hoiapay), 353\n\nHeaty,\n\nImprovement\n\n447; Intelligence tests as one basis of\neducation to college, 438\nHaynes,\n\nHeven.\n\nMethods\n\nin the teaching\nstract,\n\nand\n\nvalues\n\nof salesmanship—ab-\n\n388\n\nWILLIAM.\n\nquency\nHennon,\n\namong\n\nPreventing\n\nchildren,\n\nV. A. C.\n\ndelin-\n\nWILson),\n\n113\n\nPreliminary\n\nreport\n\n-on extension activities in colleges and\nuniversities, 296\nHETHERINGTON,\n\nCLARK\n\nW.\n\nNeeds\n\nof\n\nphysical education, 603\nHigher\neducational\nand _ professional\nstandards\nfor senior\nhigh\nschool\nteachers (J. M. GwINNn), 817\nHigh school dean—Her varied opportunity for service (MarcareTt M. ALLTUCKER),\n\n443\n\nof\n\ninstruction\n\n(Guy\n\nM.\n\nin\n\nshort-\n\n406\n\nImprovement\n\nof\n\ninstruction\n\nhand—abstract\n\n(JUVENILIA\n\nCASEMAN),\n\n386\n\nIndividual\n\nmethod\n\n(A.\n\nJ.\n\nSToppARD),\n\n648\n\nIndustry’s interest in the education of\nthe child—abridged (R. L. Cootey),\n106\n\nIntelligence tests as one basis of admission to college (HERBERT E. HAWKES),\n438\n\nHigher education, 285, 294, 296, 839\nHitt, Patry Smiru.\nEducation of the\nnursery school teacher, 512; Function\nof the kindergarten, 685\nHitt, Ropert. T. An articulated pro-\n\nCoolidge\nIntroduction\nof\nPresident\n(Frank W. BAtiou), 704\nIntroduction of President McSkimmon\n(Jessie H. NEwWLon), 55\nIs the high school a part of the public\nschool system?\n(WILLIAM J. Bocan),\n\ngram in elementary adult education—\nabridged, 344\nHixson, Heren T. Report of the divi-\n\nJounson, Harrier M.\n‘The education\nof the nursery school child, 499\n\nsion\n\nof accounts,\n\n1133\n\nHoeveter, JoHN A.\nroom—abstract,\n\n283\n\nLighting the school\n\nUS\n\nJones,\n\nConnor\n\nT.\n\nArticulation\n\nteaching of bookkeeping\ning—abstract, 384\n\nin the\n\nand account-\n\n"} {"page": 1208, "printed_page": null, "text": "1204\n\nNATIONAL\n\nJones,\n\nLioyp\n\nL.\n\nresearches\n\nin\n\nEDUCATION\n\nSignificance of recent\nbookkeeping—abstract,\n\n388\n\nJupp,\n\nCHartes\n\nH.\n\nCurriculum\n\nof the\n\nteachers college, 907; Principal as a\nsupervisor of classroom teaching, 825\nKeitH, JoHN A. H. Plans for studying,\nmodifying,\nards, 939\nKENDRICK,\n\nand enforcing these standFREELAND.\n\nW.\n\nwelcome, 22\nLANDSBURGH, R, H.\n\nAddress\n\nAttitude\n\nof\n\nof worker\n\ntoward\nincreasing\nhis\nbodies\nof\nknowledge and improving his skill—\nprotection\n\nMcKenny,\n\nCHARLES.\n\nof childhood\n\n(GraAcE\n\nABBOTT), 31\nLawson, Miss Wiiuz.\nNative illiterate\n—the progress and peculiar problems\nin his instruction—abridged, 331\n\nExtension\n\neducation,\n\n914\n\nMcSximmon,\n\nMary.\n\nThe challenge of\n\nchildhood, 56; Characteristics of an\nefficient elementary school principal,\n694; The educational field, 462\nMethods and values in the teaching\nof\nsalesmanship—abstract\n(HELEN\nHAYNES), 388\nMiuuer,\n\nPersis\n\nK.\n\nOrganization\n\npublic\n\nschool\n\nin\n\na\n\nMinutes\nMinutes\n1058\n\nMinutes\n\nof the new\n\nboard\n\nof executive\n\ncommittee,\n\nMinutes\n\nLewis,\n\nhealth and physical\nMusic in the rural\n\nAddress,\n\n17\n\ntive, 655\nList of committees 1925-26, 1034\nLockHarT, JOHN C.\nThe county and\nthe rural school, 588\nLocan, JoHN H.\nState and the rural\nschool, 583\n\nLomax, Pau. S.\n\nThe principles of com-\n\nmercial education—abstract, 380\nLoncsHore, W. T.\nPlan of the committee on training for the elementary\n\nschool principalship, 476\nLowpbEN,\n\nFRANK\n\nO.\n\nProblems\n\nof rural\n\nlife and rural education, 700\nMajor objectives of physical education\n(GeorGE R. STALEY), 744\nMaking the contribution of the social\nstudies effective (EpGcar C. Bye), 659\n\nMaking\n\nthe\n\ncontribution\n\nof the\n\nsocial\n\nstudies effective\n(ANNA L. LINGELBACH), 655\nMartin, T. D. Report of division of\nrecords and membership, 1159\nMcAnprew, WILLIAM.\nand the schools, 50\n\nThe\n\ndeclaration\n\nof directors,\n\n1099\n\nMoore, ANNIE\n\nMarTuHer.\n\nof a\n\nindustrial\n\n907\n\n(Francis G. Buair), 99\nLegislative Division, Report of (CHARL\nORMOND WILLIAMS), 1135\nLELAND, ABBY PorTER.\nThe value of an\nexperimental school, 471\nLewis, Reap.\nAdult educational interests and activities of our foreign language organizations—abridged, 334\nWILLIAM\n\nlarge\n\nof the board of directors, 1096\nof the Philadelphia convention,\n\nLegislation in the interests of childhood\n\nLighting of the schoolroom—abstract\n(JoHN A. HOEVELER), 283\nLINGELBACH, ANNA L. Making the contribution of the social studies effec-\n\nwork\n\nin teachers colleges, 294; Report of\nthe committee on awarding the European traveling fellowship in health\n\ncenter—abstract,\n\nabstract, 375\n\nLaw’s\n\nASSOCIATION\n\nCARROLL.\n\nNew\n\n1083\nroads\n\nchildhood—abridged, 85\nMorcan, Joy Extmer.\nReport\ndivision of publications, 1143\nMorrison,\n\nJ. Cayce.\n\nWhat\n\nschool\n\nprincipals\n\ndo—One\n\nfifty-three\nMUuELLER,\n\nprincipals,\nGrover\n\n476\n\nW.\n\nto\n\nof the\n\nelementary\n\nday\n\nwith\n\n—\n\nPublic\n\n;\nschool\n\neducation, 615\nschools\n(C. A.\n\nFULLERTON), 533\nNational\nAssociation\nof\nSecondary\nSchool Principals, 1192\nNational\nCongress\nof Parents\nand\nTeachers,\n\n1193\n\nNature study in open air schools—\nabstract (JEsstE H. SicKELs), 630\nNature study in the Hawaiian Islands—\nabstract (EMMaA Davis), 631\nNational council of education, 281\nNational council of\ntary’s minutes, 322\n\neducation,\n\nSecre-\n\nNational Society for the Study of Education, 1195\nNative\nilliterate—The\nprogress\nand\npeculiar problems in his instruction—\nabridged (Miss WILtire Lawson), 331\nNature study and citizenship\nNEwTon Pack), 627\n\n(ArTHUR\n\nNature\nstudy as I see it—abstract\n(ANNA BoTsForp Comstock), 633\nNeed for research in education (HENRY\nLESTER SMITH), 316\nNeed for supervision in commercial education—abstract\n(EArt\nW.\nBarnHART), 383\n\n"} {"page": 1209, "printed_page": null, "text": "1205\n\nINDEX\nNeeds of physical education\nW. HETHERINGTON), 603\nNewspaper\nand_\nchildhood,\n\n(CLARK\nThe—\n\nabridged (Jutta Traver), 72\nNew\nroads\nto\nchildhood—abridged\n(ANNIE CARROLL Moore), 85\nNEWLON,\nJeEssE H.\nIntroduction\nof\nPresident McSkimmon, 55; Opening\naddress, 47\nNorton,\nJOHN\nK.\nThe\nelementary\nschool principal and research, 483;\nReport of the research division, 1151\nObjectives\nof\nelementary\neducation\n(Joun J. TicerT), 677\nOfficers of the association 1925-1926,\n\n1025; 1926-27, 1030\n\nOne-teacher school—special features—\norganization and procedure\n(U. J.\nHOFFMAN), 557\nOn what should state teachers colleges\nplace chief emphasis in developing\nhigher standards\n\n(H. A. Brown),\n\nOpening\n47\n\naddress\n\n(Jesse\n\nO’Rear,\n\nF.\n\nRegistrar’s\n\nB.\n\nH.\n\n877\n\nNewton),\noffice\n\nin\n\nschools for training teachers—abstract,\n284\n\nOrganization of a public school in a\nlarge\nindustrial\n| center—abstract\n(Persis K. MILLER), 907\nO’SHEA,\n\nWILLIAM\n\nJ.\n\nChanges\n\nin\n\nthe\n\ncourse of study for the city of New\nYork, 752\nOut of the mechanical into the psychological (Davin B. Corson), 735\nPack, ArTHUR NewrTon.\nNature study\nand citizenship, 627\nPatri, ANGELO.\nThe children of today,\n\nPlace of class experiments in an elemen-\n\ntary\n\nphysics\n\ncourse—abstract\n\nM.\n\n‘Training in citi-\n\nzenship—a new approach, 749\nschool\nParents\nand\nthe _ nursery\n(ApicAIL A. ExrtoT), 506\nPast, present and future of the department of elementary school principals\nseen\n\nby\n\nthe\n\nold\n\nguard\n\n(IpE\n\nG.\n\nSARGEANT), 465\nPearson, Cora.\nAmerica’s challenge to\nher teachers—a supervisor of rural\nschools answers, 596\nPENDLETON,\n\nCHARLES\n\nS,\n\nContent\n\nand\n\nmethod of subject-matter courses in\nteachers colleges, 857\nPersonal\ninterview\nas one basis of\n(RAYMOND\nadmission\nto\ncollege\n\nWaALtTeRs), 439\n\n(N.\n\nHENRY BLAck), 635\nPlace of the school in the social order,\nThe (GeorGE S. Counts), 308\n\nPlacing\n\na wreath\n\non\n\nthe tomb\n\nof the\n\nunknown soldier (FRANK W. BALLovu),\n667\n\nPlan of the committee on training for\nthe elementary school principalship\n(W. T. LoncsHore), 476\nPlans for studying, modifying, and enforcing these standards (Joun A. H.\nKEITH), 939\nPlatoon school—its advantages (CHARLES\nL. SPAIN), 797\nPlatoon school—its disadvantages (H.\nB. Wizson), 800\nPractical procedure in character education in high school—abstract (C. V.\nCouRTER), 639\nPreliminary report on extension activities in colleges and universities (V.\nA. C. HENMon), 296\nPreparation of teachers for teachers colleges and normal schools\n(D. B.\nWaLpo), 849\nPresentation\nof gavel\n(RANDALL\nJ.\nConbDoN), 676\nPresident’s\naddress\nGCRIO)BE RUT\nEl\nWricHT),\n\n874\n\nPreventing delinquency among children\n(WILLIAM HEAty), 113\nPrevention and control of the common\ncontagious diseases among school children—abstract\n\n123\n\n-PaTTon, Leonarp\n\nas\n\nPersonnel work relating to studies in\ncollege—abstract\n(L. B. Hopxins),\n427\n\n(PHinip\n\nM.\n\nStimson),\n\n622\n\nPrincipal and the improvement of teachers in service—abstract\nBLAIR), 474\n\n(FRANcIS\n\nG.\n\nPrincipal as a supervisor of classroom\nteaching (CHARLES H. Jupp), 825\nPrincipal of a consolidated school answers\nAmerica’s\nchallenge\nto her\nteachers (FLoyp C. Fretz), 592\nPrincipal,\n\nthe law\n\nE. WINSHIP),\n\nPrinciples\n\nof\n\nabstract\n\nand the evidence\n\n(A.\n\n464\n\ncommercial\n\n(PAuL\n\neducation—\n\nS. LoMAx),\n\n380\n\nProblem of certification in relation to\nteacher training (BENJAMIN J. Burris),\n932\n\nProblem\nstract\n\n.\n\nof\n\nindividual\n\n(WILLIAM\n\ncapacities—ab-\n\nA. WETZEL),\n\n646\n\n"} {"page": 1210, "printed_page": null, "text": "{206\n\nNATIONAL\n\nProblem\n\nof\n\nindividual\n\n(H.\n\nM.\n\nabstract\n\nEDUCATION\n\ncapacities—\n\nCorninc),\n\n644\n\nProblems of rural life and rural education (FrRaNK O. LowpEN), 700\nProgsT,\n\nCarrie\n\nMar.\n\nThe\n\nconsidera-\n\ntion given to school recommendations\nfor admission to Goucher College,\n431.\n\nProrritrr,\n\nM.\n\nM.\n\nRelating\n\nforemen\n\ntraining programs to the program of\nvocational education in a city system,\n974\n\nProgram\n\nof\n\nPhiladelphia\n\nconvention,\n\n1049\n\nProgress in adult education during the\npast year (Ropert C. DEMING), 351\nProvision\nfor\nindividual\ndifferences\namong pupils in the junior high school\n(CaLvin\n\nO.\n\nDavis),\n\n778\n\nPrunty, Merrie. Educational objectives\nof the senior high school, 809\nPublic school health and physical education (Grover W. MUELLER), 615\nPublications of the National Education\nAssociation, 1185\nPublicity and public education—abstract\n(Wm. H. ALLEN), 461\nRadio and the child—abstract (W. E.\nHARKNESS),\n\n68\n\nReeve, Mrs. A. H. First steps in parent\nteacher cooperation—abridged, 35\nRegistrar’s office in schools for training teachers—abstract (F. B. O’REaR),\n284\n\nRelated National\nRelating foremen\n\nthe program\n\nAssociations, 1187\ntraining programs\n\nof vocational\n\nin a city system\n\n(M.\n\nM.\n\nto\n\neducation\nProrritr),\n\n974\n\nRelation of commercial education to the\npublic’s attitude toward\nbusiness—\nabstract (HerpertT P. SHEETS), 381\nRelation of the factors in education—\nthe child—the learning process—the\nteacher (WILLARD BEATTY), 554\n\nRelationship\n\nbetween\n\nthe\n\ntraining\n\nof\n\nforemen and city program for vocational education (THOMAS DIAMOND),\n907\n\nASSOCIATION\n\nReport of the commission on the curriculum (Epwin C. Broome), 759\nReport of executive committee, 1074\nReport of the national commission on\neconomy and efficiency of the business\nadministration of city school systems\n(THomas E. FINEGAN), 760\nReport of president of the department\nof visual\ninstruction\n(Ernest\nL.\nCRANDALL), 960\nResearch division, report of (JoHN K.\nNorton), 1151\nResearch in education, 267, 316, 483\nRoserts, Epwarp D. ‘Trends in junior\nhigh school curriculum development,\n789\n\nRoz, WarrEN\n\nA.\n\nThe\n\nall-year school,\n\n463\n\nRoop, Erma.\n‘Teaching and supervising health education—abstract, 620\nRosigR, JOSEPH.\nHow\nthe classroom\nteacher is meeting the needs of the\nchild through\nteacher\npreparation,\n395\n\nRowe, CiypE\n\nE.\n\nSignificance of recent\n\nstudies in typewriting—abstract, 386\nRowen, WILLIAM.\nAddress of welcome,\n\n25\nRural Education, 41, 42, 188, 538, 700\nRural education in the state program\n(Francis B. Haas), 547\n\nRural\n\nsupervision\n\nin\n\nMaryland\n\n(M.\n\n“THERESA WIEDEFELD), 568\nRusset, JAMES E. Scientific movement\nin education, 719\nSANDISON, HELEN.\nWhat should be the\n\ndetermining factors in requirements\nfor admission to college examinations,\n427\nSARGEANT, IpE G.\nThe past, present\nand future of the department\nof\nelementary school principals as seen\nby the old guard, 465\n\nSARGENT, C. G.\nSome advantages of\nthe consolidated school, 572\nScientific movement in education (JAMES\nE. RussELL), 719\nSchool board and visual instruction—\nabstract (THoMAs E. Finecan), 954\nScoLtLaRD, ANNIE G.\nHow the teacher\nis preparing the child for worthy use\n\nRenaissance of apprenticeship\n(H. L.\nBriccs), 977\nReport of committee on the reduction of\nclerical work (EuLA F. Hunrer), 412\n\nScott, CLiFForD J. Health and physical\neducation\nin the public schools—\n\nReport of the committee on awarding\nthe European traveling fellowship in\n\nSchools\n\nhealth\n\neducation\n\nKENNY),\n\n914\n\n(CHARLES\n\nMc-\n\nof leisure\n\ntime, 409\n\nabstract, 620\n\nof tomorrow—abridged\n\n(JoHN\n\nJ. TicertT), 157\nSecond progress report of the committee\n\n"} {"page": 1211, "printed_page": null, "text": "1207\n\nINDEX\non retardation costs due to overcrowded classes (JEAN L. Soutzs),\n418\nSecondary Education,\n\n637, 737, 764, 772,\n\n778, 789, 809, 817\n\nSecretary,\n\nreport of (J. W.\n\nCRABTREE),\n\n1117\n\nSeeing and doing (James J. WatsH),\n956\nSHANKLAND, SHERWOOD D.\nReport of\nthe department\nof superintendence\nand division of administrative service, 1158\nSHEETS, HERBERT P. Relation of commercial education to the public’s attitude toward business—abstract, 381\nSICKELS, Jessie H.\nNature study in\nopen air schools—abstract, 630\n\nSignificance of the latest researches in\nthe organization of commercial education in the junior high schools—\nabstract (HAROLD B. BUCKLEY), 389\nSignificance\nof recent\nresearches\nin\nbookkeeping\n— abstract\n(Lioyp\nL.\nJONES), 388\nSignificance of recent studies in typewriting—abstract (CLypE E. Rowe),\nSLL, RuTH.\nWhat can a girls’ trade\nschool do for girls and women in industry, 986\nSimpson, I. JEwELL.\nEstablishing and\nmaintaining standards of supervision\n—abstract, 539\n(Anna\nM.\nSingle\nsalary\nschedule\nTHOMPSON), 412\nSingle salary schedule for principals\n(W. F. WEBSTER), 488\nSixth Representative Assembly, 1164\nSmirH, Henry Lester.\nNeed for research in education, 316\nSocial aspects of rural education, with\nparticular reference to the leadership\n\nof the county superintendent (FLorENCE M. HAze), 550\nSocial relationships of workers in busiSTEVEN(R. HELEN\nness—abridged\nSON), 377\nSome advantages of the consolidated\nschool (C. G. SARGENT), 572\nSouLEs, JEAN L.\n\nSecond\n\nprogress\n\nreport\n\nof the committee on retardation costs\ndue to overcrowded classes, 418\nSpain, CHarLEs L. Platoon school—its\n\nSpencer, W.\nrural high\n\nobjectives\n\nof\n\n797\n\nof\nStandardization\nL.\nschools awaits definitely\n\nrural\n\neduca-\n\nSTALEY, GEORGE R. Major objectives of\nphysical education, 744\nStandards for accrediting teachers colleges, 841\nStandardization of rural high schools\nawaits definitely accepted objectives\nof rural education (W. L. Spencer),\n544\n\nSTARBUCK,\nEpwin\nD.\nChallenging\nepochs\nin the life of a child—\nabridged, 147\nState and the rural school (Joun H.\nLocan), 583\nStatistical treatment of results (HELEN\nCoE CLowEs), 520\nSTEVENSON,\n\nR. HELEN.\n\nThe\n\nsocial\n\nrela-\n\ntionships of workers in business—\nabridged, 377\nSTIMSON, PHitip M.\nPrevention and\ncontrol of the common contagious diseases among school children—abstract,\n622\n\nSToppaRD, A. J. The individual method,\n648\n\nSTRAYER, GEORGE D.\n\nReport of the Com-\n\nmittee on Resolutions,\n\n386\n\nadvantages,\n\naccepted\ntion, 544\n\n1101\n\nStruck, F. T. Developments\ntrial arts education, 982\n\nin indus-\n\n' Study of excursions in the kindergarten\n(FLORENCE B. Epwarps), 517\nStudy of the preschool age, an abstract\n(Biro T. Batpwin), 145\nSULLIVAN,\n\nJuLIA\n\nE.\n\nThe\n\nclassroom\n\nteacher as a discoverer of the special\nneeds of childhood—abridged, 152\nSupervision of classroom teaching in the\njunior high school (BEN G. GRAHAM),\n772\n\nschools\nSupervision\nof\none-teacher\n(VERA M. TELFER), 563\nSuzzALLo, Henry.\nTeaching as a pro-\n\nfession, 713\n\nTeaching and supervising health education—abstract\n\nTeaching\n\nas\n\nSUZZALLO),\n\nTeaching\n\nof\n\n(ELMA\n\nRoop),\n\na _ profession\n\n622\n\n(HENRY\n\n713\n\namericanism—abridged\n\n(FRANK Cross), 359\nTeaching service through the junior red\ncross—abridged (ArTHuR W. Dunn),\n91\n\nTeaching\n\ntranscription—abstract\n\n(EstHer E. HANNA), 387\nTeachers college and the rural\n(EUGENE\n\nFair), 589\n\nschool\n\n"} {"page": 1212, "printed_page": null, "text": "NATIONAL\n\nEDUCATION\n\nSupervision\n\nof one-\n\n1208\nTELFER,\n\nVERA\n\nteacher\n\nM.\n\nschools,\n\n563\n\nTuompson, ANNA M.\nschedule,\nTuomas,\n\nThe single salary\n\n412\n\nAucustus\n\nO.\n\nThe\n\nchild\n\nin-\n\nstead of war as a center of world\ninterest—abridged, 118.\nTicerT, JOHN J. Objectives of elementary education, 677; The schools of tomorrow—abridged, 157\nyouth\nTragedy\nof\nmisunderstood\n(Brooks FLETCHER), 128\nTraining\nin citizenship—a\nnew\napproach (Leonarp M. Patron), 749\n\nTraining of teachers in service (THOMAS\nW. ButcHer), 302\nTraining of the volunteer in education—abstract\n(SaraH\nLoursE\nArNOLD), 146\nTraining teachers in service and the\nenrolment\nproblem—abridged\n(WIL\nLou Gray), 340\nTransforming\nschool\nfor the _ rural\nchild—abridged\n(Marte\n‘TURNER\nHarvey), 42\nTraver, Jutta.\nThe newspaper\nand\nchildhood—abridged, 72\nTreasurer, Report of, 1101\nTrends in junior high school curriculum\ndevelopment\n(Epwarp D. Roberts),\n789\n\nUNDERHILL, O. E. Use of the question\nin general science teaching, 634\nUpsHaw,\n\nWILLIAM\n\nDavin.\n\nThe\n\nchild\n\nand the moving picture—abridged, 76\nUse of the question in general science\nteaching\n\n(O. E. UNDERHILL),\n\nUtilizing\nchildren’s\nspecial\nabridged (FLoRA DRAKE), 94\nValue of an experimental school\nPorTER\n\nLELAND),\n\n634\n\ngifts—\n(ApBy\n\n471\n\nWatpo,\n\nD. B.\n\nPreparation\n\nfor\n\nteachers\n\ncolleges\n\nof teachers\n\ndnd\n\nnormal\n\nschools, 849\nWALSH, JAMES J. Seeing and doing, 956\nWatters, RAYMOND.\nThe personal interview as one basis of admission to\ncollege, 439\nWashington’s birthday address.\n(CALVIN\n\nCOOLIDGE),\n\n706\n\nWesster, W. F. A single salary schedule for principals, 488\nWeet, HERBERT S. Educational objectives of the junior high school, 764\n\nASSOCIATION\n\nWETZEL,\n\nWILLIAM\n\nA.\n\nProblem\n\nof in-\n\ndividual capacities—abstract, 646\nWhat can education do to integrate the\nproblems of life—abstract (FRANCIS\nG. Buiair), 316\nWhat can a girls’ trade school do for\ngirls and women in industry (RUTH\nSILL), 986\nWhat courses in education are desirable in a state teachers college ?—\nwhat should be their scope? (E. S.\nEVENDEN), 889\n\nWhat elementary school principals do—\none day with fifty-three principals (J.\nCayce\n\nMorrison),\n\n476\n\n;\n\nWhat is it all about? (E. C. HartWELL), 733\nWhat research can do for commercial\neducation—abstract\n(E. G. BLAckSTONE), 390\nWhat should be the determining factors\nin requirements for admission to college examinations (HELEN SANDISON),\n427\n\n3\n\nWhat school music means\n(JAMeEs FrRANcIS CoOKE),\nWIEDEFELD,\n\nM. THERESA.\n\nto America\n531\nRural super-\n\nvision in Maryland, 568\nWiceur, Curtis B. Address, 741.\nWILLIAMS, CHARL ORMOND.\nReport of\nthe Legislative Division, 1135.\nWitson, Guy M.\nImprovement of instruction,\n\n406\n\nWitson, H. B.\nadvantages,\n\nPlatoon school—its\n\nWiLson,\n\nJosePpH\n\nR.\n\nWinn,\n\nAcnes.\n\nReport\n\nclassroom\n\ndis-\n\n800\n\nservice,\n\nAddress,\n\n27\n\nof division\n\nof\n\n1155\n\nWinsuip, A. E.\nI hear the children\nsinging, 161; The principal, the law\nand\n\nthe evidence,\n\nWinstow, C. E. A.\n\n464\n\nFresh air in the\n\nschoolroom—abstract, 283\nWOFFORD, Kate. The child and the new\n\nsouth—abridged, 81\nWorld federation of education\ntions,\n\n‘\nassocia-\n\n997\n\nWricut, NANcy Grace. How may rural\neducation meet America’s challenge to\nher teachers?, 591\nWriGHT, RopertT H. President’s address,\n874\n\n"} {"page": 1213, "printed_page": null, "text": ""} {"page": 1214, "printed_page": null, "text": "“ay ‘es ait\nbaie\nsat\n\n17\n4\n\n|\n—ne\n“a5\n\ni\n=\n\n"} {"page": 1215, "printed_page": null, "text": ""} {"page": 1216, "printed_page": null, "text": ""} {"page": 1217, "printed_page": null, "text": ""} {"page": 1218, "printed_page": null, "text": ""}