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{"page": 2, "printed_page": null, "text": "-ONIENUNL\n|\n\n| 3 0300 01020 beé0\n\n|\n\n7883\n\nThe Library\nHumboldt Boe College\n\n708\n\nSn\nOH AID\nIVaI-03setae\n\n"}
{"page": 3, "printed_page": null, "text": "Date\n\nDue\n\n"}
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{"page": 5, "printed_page": null, "text": "NATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nOF THE UNITED\n\nSTATES\n\nProceedings\nOF, THE\n\nSIXTY-FIFTH\n\nANNUAL\n\nMEETING\n\nHELD AT\nSEATTLE, WASHINGTON\nJULY 3-8, 1927\n\nVOLUME\n\nThe\n\nNational\n1201\n\nEducation\n\nSixteenth\n\n65\n\nAssociation\n\nStreet N. W.\n\nWashington, D. C.\n\n"}
{"page": 6, "printed_page": null, "text": "4\n\nMEMBERSHIP FEES AND PUBLICATIONS OF THE\nNATIONAL EDUCATION ASSOCIATION AND\nITS VARIOUS DEPARTMENTS\nhas three classes of membership:\n\nThe National Education Association\n\n1. The $2 membership entitles one to all the privileges of membership and\nto receive The Journal of the National Education Association for one year.\n(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;\n\n(d) Occasional\n\nbulletins\n\n3. The $100 life membership entitles\nleges of the $5 membership for life.\n\nand reports.\n\none\n\nto the publications\n\nand\n\nprivi-\n\nSeveral departments of the National Education Association have separate\nmembership fees and issue department publications.\nOne 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\n\nwhich\n\nissue publications\n\nfollows:\n\n1. The Department of Superintendence—$5 membership entitles one to\nreceive for one year: (a) The Yearbook of the Department of Superin-\n\ntendence, which includes a list of members\nOfficial Report of the Winter Meeting; and\n\nof the department;\n(c) bulletins.\n\n(b)\n\nThe\n\n2. The Department of Elementary School Principals—$3 membership entitles one to participate in the work of the department and to receive its\nbulletins issued in October, January, April, and July. The April number of\nthe Bulletin is a Yearbook containing approximately three hundred pages\nincluding a list of members of the department.\nThis volume of Proceedings is sent to all members of the National Education Association paying an annual fee of $5, or it may be purchased by\nnonmembers for $3. A space schedule for the departments was adopted\nby the Executive Committee in Cleveland, February, 1923.\nIn accordance\nwith this plan of space allotment, the officers of the departments have cooperated in deciding the selection of material for their respective departments.\n\nMembership fees of the National Education Association and its departments and inquiries concerning all publications should be sent to 1201 Sixteenth Street Northwest, Washington, D. C.\n\n[2]\n\n"}
{"page": 7, "printed_page": null, "text": "FOREWORD\nHE ASSOCIATION year 1926-27 marks the turning point in the life of\nthe Association.\nThe administration of President Francis G. Blair\nemphasized larger responsibility for the Board of Directors and closer\nrelations with affiliated state associations in all of the activities of professional organization.\nProgress was also made in the development of the\nHeadquarters Staff, including the adoption of a salary schedule and a plan\nfor retirement as shown in the minutes of the Board of Directors.\nBoth of the 1927 meetings were held away from the largest centers of\npopulation. Both broke previous attendance records. The Department of\nSuperintendence held its winter meeting in Dallas, Texas, bringing the\n\nAssociation into the great southwest for the first time in its history. The\nsummer meeting at Seattle, Washington, brought thousands of teachers to\nthe Pacific Northwest intent on combining a vacation with professional\nenrichment.\nBoth of these meetings afforded opportunities of attendance\nto hundreds of teachers who have been unable to attend meetings held in\nthe central and eastern states.\nThe Proceedings this year brings together the best material presented\nbefore the Association and its seventeen departments.\nAn effort is made\neach year to improve the Proceedings by paying more attention to the\ncareful selection of material for its content.\nA new department appears this year for the first time; the Depattment\nof Lip-Reading.\nThe complete list of the Association’s publications from 1857 to 1924\nappears on pages 1041-60 of the Proceedings for that year. It is supplemented by tables in Proceedings, 1925: 1080-81; 1926: 1185; 1927: 1219.\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\nThis growing\n22,951,650 pages; for 1926 it was 129,239,035 pages.\nliterature on the problems of the profession reflects the inspiring devotion\nof American teachers to the public school. The ideals which the teachers\npass on to the children are the most precious things in the national life.\nDiIvIsION OF PUBLICATIONS OF THE\nNATIONAL EDUCATION ASSOCIATION.\n\n[3]\n\n"}
{"page": 8, "printed_page": null, "text": "‘\n\nz\n\n:\n\n7\n\n5\n\nlt ie\n\nTrt\n\nia\n\nae\n\nwocbhiee Dot nade eis\n\nhfe <i0)0200' ) fee eh\ntony catty Qed l\n\npatti\n\nql\n\niudiginen a.\n\nfa ge\n\nay\n\n;\n\nta es Se\n\nee eee\n\nwate\n\nnt Wren: a wilt ie\n\npeng ie] i\n\nar\n\nabet\n\nTH Tele\n\nRyan\n\n“ie uy\n\nane\n\nad wt! 6)tyr cyihatefoe” nil a htbey\n\nsJivlagei AY\n\nyran\n\nae\n\nsully\n\nwifi 20%\n\nPte Nieigolayol nat. tk a\n“wilh be by v\n\nee\n\na ad wil VE-anr Llsay\n\n‘Gols\n\nphi\nds\n\n)\n\neo\n\n\"\npate\n\na\n\ni)\n\n(rani t \"a vith Sita]\n\noD\n\nTee\n\nONT\n\nyea\n\nil\n\nevegeee\n\nY\n\ngbiieensequi in (ool say sdone\n\nat\n\ni\nait grngnind et) ORICA, OF greeny ites 2th fs\nof suit}: ton) Sk eid es wilt hue fapry oa\n241\nBa\noer\n:\n\nah rrwinie ib tiaday ide\n\nHvis\n\nTeneises\\:\n\neer)\n\n{\n\ndd\n\n.\n\nTTD he\n\nai Pedad\n\nU 7)\n\npiri?\n4;\n\nle\n\nnT\n\nan\n\nwis\n>\n\n¢\n\nis\n\nbert\n\nod\n\na\n\njad May\n\nNiet\n\nGuta\n\n}\n\n'\n\n‘Loetpy\n\n.\n\n'\n\nOre\n\nipad oan\n20\n\nieey iV aN\n\nog\n\nBnvkan\n\npath\n\n¢\n\nSate Scie\n\naL \"ng 405\n\nf hatte\n\neV\nAABerd\n\noir\niereeyet\n\n|\n\nal\n\nRe\n\nsusie SON\n\nSE\n\nSe ARUPARM\n\n“yaw\n\nSpem\naT\n\nat\n\n2d\n\ney\n\neas “ omit av vie\n\n; pone et iy Snore\nyet\n\nak\n\nJase\n\n- at\n\nny\n\n'\n\ni)\n\nLx A lit\n\nFuy\n\n‘iw\n\nitr\n\na oh\n\n1s\n\ntas\n\ncate ¢\n\n73)\nP\n\n*\n\na\n\nT\n\nMWeutiie\n\nrf\n\nC7628\n\nMat\n\nrer]\n\noT\n\nWH\n7\n\nEL\nTe\n\nrIwoig\n\nt\n\nsfmity\n\nAge po telt\nOm\n\nBe oat jel, 1)\n\nali\n\n|\n\nArt”\n\nali\n\n4\n\nates\n\nyl?\n\nPenh\n\nwi)\n\na\n\n|\n\neal,\n\n:\n\nchery\n\nai\n\not\n\nOIE\n\n30\ney\nKees\n\nSTD\n\neon\naft\n\net:\n\nnabs,\nat\n\n‘Tt\n\nmy)\n\nivk\n\nwon\n\nhe\n\ntie\n\n6\"\n\nho\n\nHe (cid—d 40)\nSamy\n\nNona\n\naoe\n;\n\nOW\n\nES\n\nnw\n\nAe,\n\nme\n\nfh\n\nbie\n\n‘\n\nym\nvi\n\nTek\n\n;\n\n- Daribr ins\nme\n\noe ast UEqR\n\ntelalarvet\n\ntl\n\nmir\n\nw\n\nols4 or: eae\n\not‘\nVastly et\n\nMe\nJ\n\nie\n\nsebte di\n\nsiete\n\nen\no\n\nBE\n\nhae {\n\n“J\n\na\n\nMi\n\nWie\n\nFeel\n\nSTi a\n\nelt\n\neto\n\na\nVL.\n\nini\n\nAde\n\nmets 1p Lt\n\nSaha\n\n,\n\nee\n\nHiding\n\ne]\n\n004\n\"\n\n17,\n\nbabi mye\n4\n\nfala\n\ni\n\n4\n\n-%4\nie\n\n%\n\n-\n\n;\n\nwe\n\nDirt\n\na\n\n7\n\n—_\n\n"}
{"page": 9, "printed_page": null, "text": "HOW\n\nTHIS BOOK\n\nIS BUILT\n\nHE CONVENTIONS of the National Education Association are great\ncongresses which bring together a wide variety of interests.\n‘This\nvolume reflects these interests. Persons 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\nSeattle meeting.\n‘These are followed by the reports of the Association’s\nactive committees.\n“The addresses and minutes of the National Council\nof Education are next in order and are followed by addresses and minutes\nof the Association’s departments. The closing pages are devoted to records\nand information pertaining to the Association since its organization in\n1857. The volume as a whole represents the efforts of hundreds of persons engaged in all branches of educational activity.\nSUMMARY\n\nOF\n\nCONTENTS\n\nfadotessess berore the Greneral- oessions..._¢_---..._-_....-._--=—\nBvcoGrtcaols Camillicss\nee.\nes\nee eee\n\n17\n185\n\nane aNational ouncieotel ducations—2-2 2<—_ |\n2c .._---.-.\nWl GerDepartment of Adult Education_-.-_..--..-____2-+==--=\nithe. Department of Business Education______ _-<<2..___-----.-she: Wepartment of. Classroom. [eachers_.2__\n2... 2---.--he Department of Deans of Women=2._.-=-—- --...-=._---.=The Department of Elementary School Principals________-------~-\n\n247\n293\n335\n353\n391\n419\n\nThe Department of Kindergarten-Primary Education_____-------Maieeleparunent.ot lip-Reading-..-..--._.-_3-5..2..\n3s eee\nabies Separtment,.of Music Education._......-2.-<----.2-----.5ilinte, Department of Rural Education...-.....-=-.-£--./2-2---2=-\n\n457\n473\n487\n497\n\nThe Department of School Health and Physical Education_-------- 561\nfine Department of science: Instruction.2-.-------2=—__-_s-----L- 583\nThe Department of Secondary School Principals______-_----------- 599\nMeremipenaremicnt Ol pocial Studies... ==\n679\ntie Wepartment of Superintendence___-.-__..-..-.._+..----_- 697\nWenies Jepattmentsot: | cachers Colleges...\n=. _s--.-5---4.<--.2. 873\nMine w@epartmentsor Visual Instruction [2---.---._-..-_--------.- 951\nSenes Department of Vocational Hducation-o22S222_\n2 isso ae 971\nThe World Federation of Education Associations___------------- 1007\n(Assoctational. Records and, Imtormation_.___-—----.-_....2-.--.- 1017\n\n[5]\n\n"}
{"page": 10, "printed_page": null, "text": ":\n\n=\n\nty art A alt\ntuts ibe\n\nenbeinosh\n\ngone\n\nasain\n\nCe\n\nhe) ee sbi wi\n\nia\n\nLilien\n\nti\n\n17 Aton7 s%\n\nmoa hyhe ‘Pexiney\n\n:\n\n;\n\nelt dn deiaieesd fevorcot> ght Hote wsihasede wilt\nFn\n\nrua tatiii ts\n\nHitt\n\n=\n\nfd fine tiobare\n\\\n\n7\n\n¥\n\n4\n\n2 ri\n\ni\nyaar7\n1\n\nwy\n\nsree\ni.\n\n.\n\nie\n\n:\n\nGORE HORY\n\n-\n\niv ay at DP Misa\n4\n\n63 ~*~)\n\n;\n\nTS\nvt\n\naf\n\nj\n\nathe\n\nSeria:\n\nPeay\n\nJ\n\nota\n\n|\n\nae\n.\n\nes\n\n’\n\n58 7\n\njes\n\nperiadt tntato alt\nfae\n\nan\n\nSify vd. be rri\n\n“vilt tyetude\n\nsoieh.\n\n—\n\nreer ngak\naa\n\n1 ue eeiatl\n\nee\n\ncp\n\n&\n\n4\n\nTH\n\ni\n\nwine\n\ntet\nyi\n\n_ ta NDE\nge i\n\naan it\nti)aa tae 9\n5\n\nae t\nChal 1\n‘ si1 hes\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL\nSEATTLE\n\nSESSIONS\nADDRESSES\n\nPAGE\n\nminer God=Given's leacher—=\nMati Keiwsioyys cle a). care BAS on. iesho badass iso aoe\nibis\name rimieless Generation Mais Hi pm Peels incase) d aula oa ecieinasnds elerdec Sis «\n20\nPAdcnessmoteVWVelCome— andes cawn Mantis ayes\nuh ays ahs Gnu Set ato a soaael 6a cubed\nA Declaration of Independence for Public Education—Suzzallo.............\n23\nEmesentatton ota viel——W.\nOO riLhie is tains eacltis oie ssisces ¢ «4.4.6 © aTECE + satin 8\n32\nWihomamericamevie tinge. Ot——B)\nGirne aetna fers opedias eco boven nt aa cae a ones\n33\nThe Policy of the National Education Association Toward the Representative\nAssembly and the Board of Directors—Blair.........5..0scssss\neee\n43\nThe Relation of Committees to the Association and Its Policies—Newlon....\n48\nThe Policy of the National Education Association Toward State AssociaPUOIIS———CUDILOLIL\nAUT eae cetyl Rial oiorsiateoss babs sale hie bo Oot ee\nee\n53\nThe Teacher’s Economic, Social, and Professional Welfare, as Related to\n\nenue\n—H wr Crm eR\nThe\n\nSai ie Creare ols\n\nTeacher’s\n\nEconomic,\n\nSocial,\n\nPensions\n\nand) Retirement,\n\nand\n\n«Gale Hots ahs Baa\n\nProfessional\n\nPunds—-Pyrtle.\n\nWelfare,\n\neheie ee\nas\n\ndeh «os\n\nRelated\n\n57\n\nto\n\n. 0. 66.06 cise nen s save iso eioltle\n\n66\n\nsabbaticals\nWea Vvic—a\nACU SteM see eed: = (ae. Wetvnam ath. Mites qaisigaiae de clave winaisiae\nThe World Federation of Education Associations—Thomas............-05\nThe Teacher and the School. Board—OJerholtzer.... 0.5.0.0.\ncece eccceenecs\nmbhes Meacher: andthe (bepislature—Kelleg .<-ctiravaien cee silent ahsecsjatielee pis.eions\n“ches Veacher and) the; Parent—Mialstrotn as oie. nari sibis BG Mein ees «0% as\nGreetings from the Canadian Teachers—Charlesworth...........-000000++\n(he: Teacher: Being, Knowing, -Dompg—Lord oo oon coe s.255 op oyeie ese meleiee 4\nThe Superintendent and the Teacher—Gwinm..............ceeeeeeeeeeeeee\nihesticacher. At VWorkyand Play—V cShir00 eerie ak cpeve tee eietrtiets 1a su ioserei\nPlans and Policies for Homes for Retired Teachers—Jomes..........+..0000Plans and Policies for Homes for Retired Teachers—Siders............0.00\nA New Basis for Delegate Representation—Claxton............ceeceeeuves\nExpenses of Delegates and Directors—Adair...............e\neee eenences\nWhat Economists Hope to Contribute to American Life—Mamnchester........\nContribution to American Life by the Teachers of Vocations—Baylor......\nContributions to American Life by the Teachen of Geography—Grassmuch\nContribution of the Teacher of Literature to American Life—Shryock........\nThe Policy of the National Education Association Towards Private Foundations and Other National Organizations—Morgan...........00.+00ee\nThe Policy of the National Education Association Towards Federal LegislaLOM IL GILLUATIES Meters REAR ie. trees enti eee 8) ageahuske eRMe ye Msseuss Seis to. wakes\nThe Policy of the National Education Association Towards Federal Legisla-\n\n70\n75\n77\n82\n87\n93\n98\n103\n110\n115\n118\n120\n127\n130\n138\n140\n142\n\nOID\nAe BUI thet CLEP\n\nOOD\n\nALOE\n\nPOOL OO\n\nOS\n\nSORE OOAD Ae\n\nome\n\nao\n\nEconomic and Professional Status of the American Teachers College\nIeee\nAAICAD, ty aaeleoues cold BAUNCin Ot Midainon So ctioiingcn ams Ounetd c\nThe Economic and Professional Status of the American Teacher in the Americam High “School\noodward on... ccc catia e'tominin wie soles oct esos.\nThe Economic and Professional Status of the Elementary Teacher—Jahnke\n\n144\nUS)\n\n157\n\nThe\n\nThe\n\nEconomic\n\nand\n\nProfessional\n\nStatus\n\nof Teachers\n\nin the\n\nAmerican\n\n162\n167\n170\n\nRural\n\nare esha ercaeicas cists,s cueisue opeeee. larvie ayaa pile eusecs\n\n176\n\noO OND on Dead\n7FG Danls Am octet iso ols Gedlen EIU OO\n(Cihersley. (WY. IBeli)\ncence ence nees\nFifty Years of a Great Educator—Dorsey..........0.seeseee\nAn Appreciation of William Torrey Harris, Educator and Philosopher—\nLT GLa a Sled tees dict sO RE Th SIRO NAC OAPI EO ECS SS\n\n177\n178\n\naL ACME\nSCHOO\n\nMMM\n\nCR\n\n179\n\n"}
{"page": 12, "printed_page": null, "text": "NATIONAL\n\n8\n\nASSOCIATION\n\nEpuCATION\n\nREPORTS\n\nOF\n\nCOMMITTEES\n\n187\nReport of the Executive Committee on Committees—Newlon.............+-188\nree\nReport of Committee on Necrology—Crandall.......-+-++++++seeeserenee\nReport of the Committee on Ethics of the Profession of the National Educa12t7 setettnaele cleete orsteres ope eee teslsche elels tener tenstetetereTole 197\ntion “Association\n201\nReport of the Committee on Retirement Allowances—Pyrtle..........+.+->eens 208\ncrete reece..\n.......\n0c cece\nTeacher Tenure in the United States—Humnter\n235\nReport of the Committee on International Relations—Russell...........02.Report of Committee on Visual Education for the National Education As-\n\naco:\nek eke on Faas iene Pettis\n\n238\n\nReport of Joint Committee on School Museum Relations—Bailey............\nReport of the Cooperating Committees on Behavior Problems of Children of\nof\nConference\nAssociation\nand the National\nNational Education\nSocial. {Work==J.0765 > oiedics chic e eb eoye,levtie 6)s% ori b)«|oto seee taReaae Renee ree ie\n\n239\n\nae\n\nCOM Ymr ere\nSOCIATION\n\nTHE\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\n242\n\nEDUCATION\n\nHistorical | Note << .ijoc.ccoe cus ooh trewieoth NG Mae Ios. nda da etalSietete:«]Spee (ot ener anette 248\nThe Fallacy of Treating School Subjects as “Tool Subjects’—Judd..........\n249\nChaos or Integration in Educational Thought and Effort—Newlon...... So hib | AZ\n_The Development of the Junior High School in a City System—Weglein....\n260\nIntegration in the Elementary Schools—Wilson..........0.\n2.200 ceeeeeeeees\n263\nProgress) im School Health) Work——Vo0d teers eterno\nieee re eee\n264\nAn American Program of Education—Strayer...,..........s0.0-+eseeeeees 266\nProgress.in the Elementary School—Dorsejin\nise eile\nee eee\n271\nReview of Educational Progress in Elementary Teacher Training Work\nDuring the Past Yeat—Seerley iio ater: aly mene ek etaliett ener ae\n272\nWhat is Expected of the Modern Teacher—Charlesworth.............++++275\nA Review of Educational Progress in the High Schools During the Past\nVieat— Giles eis’. a.narns slaves «ese sg ae Oe\nee\neee\n279\nSecretary's:\n\nMinute sig sare <csety s,s afers Sepnkehs es rk eT\n\nTHE\n\nDEPARTMENT\n\nOF\n\nADULT\n\na\n\nine aoe\n\nee\n\nEDUCATION\n\nHistorical san oteeies\nsents ctcene ston ce meg Peep aeuotnt ee PICE Tao Cen eet ee eee\nThe Department of Adult Education, Its Status and Future—Deming........\nImmigrant Education in California—Richardson...........c0ccceeeceeceees\nSome Outstanding Contributions to Adult Education as Seen in Different Parts\n\nots the=Unitedy\n\nStates——A derma\n\nThe Necessity for Leadership\n\neee\n\nand Financial\n\n290\n\nie\n\nae\n\nee\n\neee\n\nSupport in a State Program\n\n294\n295\n297\n\n299\n\nfor\n\nAdult. E-ducation—K mtseley sane mle peeoe\nge een\nImmigration, A Pacific Problem—Coleman.............00ccececceuecccce.\nSome Economic Aspects of Immigration—Young...............e.e0c---0-.\nA Few Outstanding Examples of Adult Education Under State and Local\n\n302\n306\n\nPublics SchoolieAuspices— Bacon. «se eee eee ee\nWhat the Library Can do in Adult Education—Jenmings..................\nThe Adult Mind and Modern Devices for Teaching a Language—Swenson\nTests for Progress in Adult Alien and Native-Born Classes—Savain........\nA Different Technic for Beginners’ Classes—The Detroit Method—Beglinger\nReport of the Committee on Naturalization—Burmett......................\n\nSihg\n316\n318\n322\n324\n326\n\n309\n\n"}
{"page": 13, "printed_page": null, "text": "CoNnTENTS\nTHE\nElistOmeal@NOLCMMR\nSome\n\nDEPARTMENT\n\nOF BUSINESS\n\nth cle Wircmmn erie\n\nTendencies\n\nin Commercial\n\n9\n\nCece ok\n\nEDUCATION\nee\n\n336\n\nEducation—Abstract—Tigert..............\n\nee\n\nen\n\nhh ee\n\n337\n\nQualifications Expected of Secondary School Pupils for Admission to Bue\nESSA DStEACt—— ICG ieme ae teats cocina 605 Hae wihicing Gece cise eee\nThe Relation of Academic Education to Business Training in Establishing\nSuche Oualificatioms-=-Diewel aeasuay Mis ker cc ves ser ioce oe intrested ¢ 10 hese oA\nPrognostic Tests as a Detriment in Commercial Education Guidance—AbStila Cl\nA OCLO latent encanfoteges oe eteisssleicehevarsiegs Siege) lave toey* eusunke leteuen oii siecsieias\n\n338\n339\n340\n\nEmployment Tests for Business Services—Abstract—Weyant..............\nResponsibility of Business for Promotional Opportunities and Advancements—\nAND SCAGUATE\nRR\noo Discs ar ty\neR\nah Aea Ae\n\n342\n\nJunior Commercial Curriculum—Abstract—Bullock...............c0ecceees\nWhat Should be the Policy of Commercial Education in Relation to General\nmea tion\nND Stra Ct\n1 Orme teste tel sieieho ieiero ean erio cm yole orir halen seers\n\n344\n\nCurriculum Building for Commercial Subjects—Abstract—Killam..........\nMethods and Values of Teaching Retail Training in the Public Schools—\n\n346\n\nPAIS UA CED) MILTIL1120 181 Mca REM\nforeencot10 euphaseniaNobalsitciaphy\ntesa AG-+!e 44 hee ee\nRecent Trends in Typewriting—Abstract—Butts.......000c00se0ccusccceecs\nImprovement of Instruction in Bookkeeping—Abstract—Davis..............\nImprovement of Instruction in Shorthand—Abstract—W hite................\nSeGretaryss alVisnUtes meer eicier tet icc reretare mia eetquate eioatore foleye oieetwyarseyere: 1'ssendl'o ss\n\n346\n348\n349\n350\n351\n\nTHE\n\nDEPARTMENT\n\nOF CLASSROOM\n\n345\n\nTEACHERS\n\nEistericalWiNote mun oeets ete sie ae trad >,ec ot SOR creee ee eesar? cca Selec caw eraseraye\ndhe, Social “Aspect of the Teacher—Thomas...\n2. canes we occ ese cee eee eke\nOutstanding Benefits Conferred Upon Teachers by Boards of Education—\nCROTUDL\nOR Bo PAA\n\n343\n\n354\n355\n\nos es 55) Sib rsicore 8)eure6.0) eas85/5, cas ser obelistal oieolsts oyafenaberslis heheaeaeue\n\n359\n\nBeonomic wvyeltare of the Teacher—Crosort....5-0 ee e5 -ec 5 -e n> silsieas cis\nThe Professional Welfare of Teachers—Abstract—Hale................05Reportmorethes PresiGent——d\nO97 PSO%lo\\ wijsrs svts in,c)ose0 isle)slsalesie ake)« oceyensgeie id“eames\nREpOrtor the Vicepresident—SwHltVaze asec se oo mee ileie esteem 6 vo em enone\n\n367\n370\n371\n377\n\nIRepOntHOLetNe |OECLELARY\n=—LiG7071 ote oc)siete sc 6 p/o.oks also. 6,ous)9 6/0)2)sis.6 ore srale 6 ole wetekelele le 378\nReport of Eastern Executive Committee Member—Joymes..........-.-+0005\n380\nReport of Middle Section Executive Committee Member—Hunter..........\n382\n\nReport of Western Section Executive Committee Member—Soules...........\nReport of the Committee on a Departmental Fee for the Department—Adair.\nSaray)\nIMME\nBoe boocdeanet \\dsconacbean Goo Ie somo mood scm ocr occ\n\nTHE\n\nDEPARTMENT\n\nOF DEANS\n\n383\n384\n386\n\nOF WOMEN\n\nNS COTLE MIN OLE emit\nntti tte: ciciciete oreue crecoysreaehs wodeleke eGsie f oehaliders «lem uae cilasere\nReport of the President—Stimsom....\n60.0... .cccsscceeeeer\nerect eee seneees\nA Progress Report on “A Personnel Study of the Work of Women Deans in\nColleges and Universities’—Sturtevant...........-+++ 1002000240202\n\n392\n393\n\nFrom) High School! to College——S7tthetes.).\n3 sce eee ene res ee est osenss\nThen Valuerot al Student CtitlOl—7-Ot072 arcsec a a)oielo)+\\01+sc+keun + ehnielelcdeiee rieotels\n\n398\n406\n\nAn Abstract of the Closing Address of Dean Arnold................--++5akileee—\nPg lOinge ocdiosanngb vous boeou Cette cde USeu OO ROMO TDO oO domdan ost\nMarriage, a Career and the Curriculum—Gilbreth....\n1... 6.00. scene ence eens\n«ms-uetet\nle)4)=1>)-1e aiele shehgyer c}-\\\nSeeretanysse Vuinutes mer rere tetvrctstartorverevel-verereieieiel\n\n411\n412\n413\n\n395\n\n414\n\n"}
{"page": 14, "printed_page": null, "text": "NATIONAL\n\n10\n\nElistoricale\n\nsNOt@™\n\nASSOCIATION\n\nOF ELEMENTARY\n\nDEPARTMENT\n\nTHE\n\nEDUCATION\n\nPRINCIPALS\n\nSCHOOL\n\n¢ cide ssies oe.6 crs.Saxcletatte wtolo e ofeuskofote tore) heMninietease nelsteh< (aera lacks tia _\n\nFundamental Values of Life and How to Reach Them—Bailey.........-.+\nThe Responsibility and Opportunity of the Principal to the School—Lefler...\nThe Teacher\n\nGreetings\n\nan Agent of International\n\nTROMPSOM\n\nGoodwill—Andrews.........+..+--\n\nof Elementary\n\nto the Department\n\nSchool\n\narscicacewiope eyolersloneys » ees) ceveierctei~ Nes o's6 ets act ee eleae aoa\n\n435\n\neal\n\nSuggestions Looking to Cooperation and Efficiency in the Functioning\n++.eeeee\neeeeeeeeeeee\neee\nof Supervisors and Principals—Dorsey.....-Cooperative Supervision from the Viewpoint of the Elementary Principal—\n\nterete ceiavetsyers\\ ocrelse trey) de eevee tere acetate\n\neeee\nete cenes\n....\netree cece\n....errr\nCooperative Supervision—Swant\ncee e eee e eee e eect eee e teste eeees\nCooperative Supervision—Adair......\nReport of the Committee on Standards and Training for the Elementary\nSchool) Principalship—Longs/ore ©... . . o «2 nto ais held beledaetereiioranr a\n.\n0c.......\nee eereee cence\nReport of the Committee on Resolutions—Zook.....\nReport of the Committee on Educational Progress—Duffy.......-....-+.++ones\nciclertie re eiate orale clejereieletetaerielaetenoy\nReport, of the Secretary—-R0e Mute ater\nReport..of they President-——Pyrtles veers rte cele cs kote hereto rele ee- gentenet eee\nConstitution and Bylaws Department of Elementary School Principals......\n.0 Sao\n030\nrene trees SAL richciciiin ao OOO acomro Goa\nCA\nA\nee\nSecretary’s -Minutes . os... tore 0d ecPuteit nao ahd rane naatona sielavene Brataotaretar sales) eeamepatete rs\nTHE\n\nDEPARTMENT\n\n425\n\nPrincipals—Abstract—\n\nSome\n\nct aCO OnmiChn\nFApstr\n\n420\n\n421\n422\n\nOF KINDERGARTEN-PRIMARY\n\nan\n\n441\n441\n442\n444\n446\n\n448\n449\n449\n450\n452\n454\n\nEDUCATION\n\nHistorical!” Note oc..)...s.4 wis«feceisis © 2nge, oo eer EE IO ea ee Te Cee\neter\nThe Significance of the Increasing Emphasis on the Education for Young\nChildren—Wllard=\nWao...\neee ais Se GO NRG Sine\nThe Nursery School Child and His Needs—Christiansen............+.0005:\nThe Primary Grades—A Continuation of Opportunity for Creative SelfexPLESSION—\nLies samer Wajers acres late cla eiacn a oe\n\n436\n\nee\n\n458\n459\n462\n\nTe\n\n465\n\nA Study of the Interests and Activities of Children—Abstract—Meriam.....\nJudginesthesWorthvot A ctivities——leq770lds sects nite aa pier rertareey reise terse\nSecretary: SsMinutes) Actstaraticsrersioite\nsStott eer ate.Serer ke Seen Ree ee\n\n468\n469\n470\n\nHistorical: Noté*tereascr\nsete tee\ncoe cone ee\nee\nWhat the City of Houston is Doing for its Hard-of-Hearing Children Through\nthesPublic™ Schools —Oberholizers= i taeanen c.feee\nLip-Reading in the Seattle Schools—Templeton...........cccsceccecvcceees\nWhat San Francisco is Doing for Hard-of-Hearing Children—Gwinn......\nThe Pressing Problems of the Deafened—Bryant...........ccecceccebecece\nThe Why of Adult Lip-Reading Classes in our Public Schools—Kenfield....\nReport of the Establishment of the Department of Lip-Reading of the National\nEducation Association: |r...) «1st\nsere ete\nais tee\nSecretary's) Minutes pcise © te. irasrs. «scree ssi te\nee ee\n\n474\n\n475\n476\n477\n479\n481\n484\n485\n\nResponse—Magee\n\nRecognition of Music Education\nSecretary's\n\nMinutes\n\nin the Public Schools—A\n\nNecessity—Lindsay\n'\n\n492\n\n"}
{"page": 15, "printed_page": null, "text": "CoNnTENTS\nTHE\n\nDEPARTMENT\n\nal\n\nOF RURAL\n\nEDUCATION\n\nSOS EANICLOEM ERICGr a gpa\neh\na\na\nSome Essentials of a State’s Supervisory Program for the Improvement of\nNays fot Ct (00.09 Remmemeere vep ett chen Fe atone © «ya.shocoon susan cess nuns tnisioah scatcoaviave\nReorganizing the Local School Unit in Terms of Social and Economic Relaee ee\nTOMINAGA ED SSPE RS Weis SS ee ee Oe\nOutstanding Needs as Shown by a Survey of the Small High Schools of the\nim aoe mens\nState—— Danie smmrre trier eraoryeoken recline assis hatin oak BU\nAn Attempt to Define a School District Unit in Terms of Current Educational\nObjectives and in Recognition of Certain Administrative AdjustBLLGUN\nGS SOL CEST ater itesate ahsaveiol sialckstops relaws Aare reer\nae odie ai MER eee ie\nThe Function of the Secondary School in Rural Education—Ferriss..........\nValue of Supervision in Rural Consolidated Schools—Southall............\nThe Use of the Bulletin as an Agency in Supervision—Anderson............\nOMCMOLIPEIWVAS\nLOM: PCS CH Cia cuormiors ts, + cus ueeisievdees + oe)saat coealasieho w LOTR Cnn\n‘AA ¥en\n\nSehool\n\nPlan\n\nof County\n\nPromoting\n\nIntelligent Use\n\nEconomic\n\nand\n\nSocial\n\nSupervision—Lathin............0c0ccceveees\n\nof the Textbook—Wilson................000000-\n\nValues\n\nof Rural\n\nTeachers—Nagel..................\n\nThe Professional Welfare of the Rural Teacher—Crane..................\nThe State’s Financial Responsibility to its Rural Schools—McCoy...........\nCapitalizing Teaching Power Through Supervision—Halberg..............\nTraining\n\nCounty\n\nSuperintendents\n\nfor Better\n\nWork\n\nin Instructional\n\nDEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND\n\nPHYSICAL\n\n499\n503\n507\n\n511\n515\n520\n524\n527\n531\n533\n535\n538\n542\n544\n\nSupervi-\n\nGOMES ATI og Said Aawo oS eo on a oa coe NOS SOO\nOCs Le eee\nThe Farmer’s School and Cooperation—Gentle.......\n00.0 cece cece cece ceaes\nSeeneta ivgs MVIMULES ante pem errs Sie riciie nearer Pea\nys eae emus ccs Cee oa Risse Gas\n-THE\n\n498\n\n548\n552\n555\n\nEDUCATION\n\nistorical. Notes apiukte pane Pemterciag hese ey teal ae cee\nep Nae «Sarees 2 m8\nThe School and Community Athletics—Kearns...... be Peta\nals att oe\n\n562\n563\n\nHealth—An_ Objective of Education—Brown\n.........0.--eeeeee\neet eee eee\nThe Administration of Health Education—Black..............\n0000 ceee ees\nThe Relation of Health Education to Social Science and English—McPherson\nHealth Education in the College—Glassow........s002ccs cs cule nsw seelts\nAssisting the Teacher in Service to do her Part in the School Health Program\n\n564\n568\n571\n572\n\n= IY4)] LATS OFLU EIS\nThe Place of Research\n\nSecreta\nyasmV limites\nTHE\n\noy\n\n575\n\nin Physical Education—Bovard..............0000005.\n\n577\n\nMRL A\n\nRTE ELLEN\n\nEL Bs hohe MAA ales ofMee eh ea\n\nieutt «cia etasiadick <r iRiis\n\nDEPARTMENT\n\nOF\n\nSCIENCE\n\nsieiatts alaelersic earale slats ers\nINSTRUCTION\n\nIAIStO RICAN Lee Cereiei eter cross omer le marks © MIAERANEENT Sors MOA «alert tne hera elie slots\nAn Outdoor Museum—Abstract—Schmoe......\ncc cece ccc n cece cnc ec eceeneas\nThe Second Mile in Training Teachers in Nature Study—Hazeltine........\n0005\nNeed in Research in Elementary Science-Teaching—Sipe.............00\neee ees\nNature Education Through Motion Pictures—Finley..........0+000ee\nccc cee cece nee e nee e eee cees\nThe Chains of Prometheus—Gruenberg........\nsere eeee e es ae\nJunior College Science Teachers—Bogart............-.0e\nStatistical Study of the Preparation of Science Teachers in the Accredited\nSchools of the State of Washington in 1922 and 1927—Abstract—Osborn\n\nTHE\n\nDEPARTMENT\n\nSOR GIROEAL ININID. BS Sera ds oa\nCharacter Training Through\n\nOF SECONDARY\n\n580\n\nSCHOOL\n\n584\n585\n585\n587\n588\nhe\n\n597\n\nPRINCIPALS\n\ndace CO ah UL do Nbc dio.e-105 OO nip piers io Commo mo niciD\nRegular Classroom Work—Parker...........\n\n601\n\n"}
{"page": 16, "printed_page": null, "text": "NATIONAL\n\nLZ\n\nASSOCIATION\n\nEpucATION\n\nCharacter Training as a High School Problem—May.........--+++++++++55\nCharacter Training Through High School Student Activities—Brown......e\nreece rece eeenes\nrere sete .sec\n........\n-Homogeneous Grouping—Hayworth\nThe National Honor Society and Scholarship—Gethmann..........--++++++sees eeeees\nThe Teacher’s Place in Student Activities—Goimg............seee\neee eeees\nCivic Values in Extracurriculum Activities—Lewis.........--+++-+\n. 4\n.see\nLiterary Appreciation Through Creative Writing—Robinson.. 2s..\nStudent Counseling—Brown ..........c cece eect eee cee tet t eect re ees eces\nPupil Adjustment Through Supervision of Grading—Davis........:2m.--r\n.0sssee\neset treet ees\nseer\nTeaching Pupils How to Study—Larson.......-.\nro eee\nsee s\n-Pupil Adjustment in the Secondary School— Reavis). sne\nThe Challenge\n\nto the Modern\n\nCitizen and How\n\nSchools\n\nOur\n\nMay\n\nHelp\n\n608\n612\n616\n619\n622\n624\n629\n634\n637\n641\n645\n\nHim\n\nccceces 650\nccc c sere eee\nMeet It—Abridged—Threlkeld .........cccccccee\n656\nWaters (onstntane\nProblems Concerning the State Course of Study—Marrs...... stats:\n659\nee\ncece eee eee eee eee\nRevising the Curriculum—Srygley.........c\nsece\ne es 665\ncece eee\nExploration in Junior High School—Briggs.........--.++e\nIntramural Athletics—Froula\n..............+--005- Pe\noe aisha\nSows oc 668\n0es\neee\neees 673\nRevising the High School Curriculum—Alltucker...........++++e\nSecretary si Minutes\n\nTHE\nHistorical\n\n(Note\n\niio\n\ntects ewig cuss eicnnveneter siete sj.eys1eneiesfeyaiier ot ecne en\n\nDEPARTMENT\n\nOF SOCIAL\n\nee\n\n676\n\nSTUDIES\nde\n\n680\n\nPatriotism and the Constitution—Dawvisae sate\neee eee eee\nSocial/*Studies’ and! Citizenship—\nNel o7 emer teeteeeelteertet\neres\nThe Teaching of Social Science in Washington High Schools—Bain........\nLegislative Requirements in Elementary School Civics—Randolph..........\n\n681\n684\n692\n693\n\nSecretary’s)\n\n694\n\nMinutes)\n\nTHE\n\nosc an0.cc «ester Ra els 0 1 orn nate ensue teenamare eB LNG) oiled tse eres ete\n\ntf ad hi to ite Loo\n\neee\n\ntenet emeatens eave « arcane ait eee mene taite\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\nHistorical gNote . 223 five,os..04.3 4,s ators shace a/trates gene OI\naca ernie nner area\nOpening Jot the: Exhibits—Condomna:c:\n-. > ees\neae\nte eee eee\n\n698\n699\n\nThe\nThe)\nThe\nThe\nThe\n\nIdealsotstheNation—-4 Awell siete ae\naaeerecioeiete oe eee\nee eee\n703\nConstitution—-W\nentg © ove... sos. cette Oe eee\n706\nBirthright af America’s Children—A rnold. ........4..\n50. steed eee eee\n709\nKey That Unlocks the Door of Understanding—Pennybacker...........\n713\nEvolution of a Substitute for War, and How America May Share in It\nWithout Becoming Entangled in European Political. Affairs—Clarke..\n718\nThe Inter-American Significance of Porto Rico’s Educational Program—\nRAMI2GRs Eien cede Peyote Mepis hay & SEN eS\nAT\nee\n730\nEducational Ideals and Their Achievement—Bond,\nGoshngseStarbuckwHolnes Howard eee\n\nBauer, Cooper, Pechstein,\neee eee eee\nee\n\n736\nFAN Jayoyndxoeyseya Cre Ihe: MAI WiNaaaucosuocudbodoavccaaduancoccucbeducoane\n756\n- The Place and Function of the Junior High Schools in the American School\nSystem—Withers ROO\noi: COME\nANG SOPRA\nA Aides o ado fed 759\nThe Articulation of the Junior and Senior High School—Newlon ..........\n765\nAmerican Culture and the Reconstruction of the School Curriculum—Rugg...\n771\nSocial Studies as the Core of the Junior High School Curriculum—Judd......\n\nA Forum on Fundamental Problems\nBallon Horny ison; Woieet\n\n781\n\n...........000..cececeecesee\n\n787\n\nAgain the Open Door in Education—Boynton\nGreetings\n— Yorkie\n\n776\n\nof the Junior High School Curriculum—\nwoe\nee ee ote eee a, He\nee\n\naeadat ke . Senne\n\nwad\n\nes eee\n\n795\n\noa\n\n800\n\nSpiritualizing Gest acts=Glark Voss. ctemetan = ais 4 Sem Seen\n\nae\n\n"}
{"page": 17, "printed_page": null, "text": "CoNTENTS\n\n13\n\nPicalthe Be acatiGh=—ACHY 8. oxit grad, Shasta ds Ajed eel sie nc Leste ote\noh scn®\nReine nrontheGaeden—\nPai Cher aie oiries., cra cles see Se ameiviawihe do ctehth Bimwntors\n\nFundamental\nne\n\nPrinciples of Modern Education—Hughes\n\nAn Understanding\nThe\n\n.........0...022005.\n\nBoiling Point7in. Educati\n—Bon\natlegiosy. wave\nawieis\nwcit\nboden otodickoes.\ned\nLowest\n\nCitizenship Through\n\nFourth:\n\nTheir\n\nEducational,\n\neae ae 278 D0 711 Meee\n\nBAe\n\nAdult Education—Griffith..........\nSocial,\n\neas\n\nCivic,\n\nand\n\nVocational\n\nPh ed aih,5;dasds sesseR\n\nWel-\n\nAwe ANE:\n\nEducation and Employment—Hapgood « su.. 5. cece sce ccssccsesceccucceet\nmibeabacelat Our, Window——Blairieeh\nis diac, See Row scien\nfe ee\nMusic-and the’Sacred Seven—Weebster . oc. ssh. ove cckidscielessoeSccdseees\nBecca Las mIVIN\nMNUteS actin, aie w teva os any ReueME Fa ao arsre aeaeeesaston? olen cer INE AEB\n\nTHE\n\nDEPARTMENT\n\nOF TEACHERS\n\n817\n822\n823\n828\n833\n840\n845\n849\n859\n866\n868\n\nCOLLEGES\n\nELIStOR\nCalsNOteme\neee tenets acres ee\nte ees Che ech ee TEs cx ee\neae.\nMinutes of the Meeting of the American Association of Teachers Colleges at\nDallasmelexasssMebruarya 24 anid 25001927 0.\nooo iss oss wainde eno aeyoe\nSLAG ands Lore \\ccreditingameachers (COLE PES cies 40 0 022 00 + ossiops'e aac safes\nThe American Association of Teachers Colleges—Need—Unanimity—Solid-\n\nEels SY THI a5 Boe Oem Cre OI Cringe RON en eet a ee\na\nUnique Opportunities of Teachers Colleges—Gray .............0cceee\neee aee\nSelection and Training of the Instructional Staffs of Normal Schools\nand @leachersmC@ollegyes=—S11)17Iemma emer\ntarenn iene Iesuclsla.ccesthene\nReport of the Committee on Cooperation With the Bureau of Education—\nUGA\nSete BOO SOO OCA PuRe oe Oc CS LO ORO One Oa\nee\nReport of Committee on Subvention for Research Work in Teachers Colleges—\nTUGGI CO Manes cri\nae iuscce ta CREE STE Coes\nEE\nnee SR ERAS SoASst\nReport of Committee on Standards and Surveys of American Association\notwbeachers Collepes—Pwenden. 25. acc deslne cals\nOC\neae any ot\nThe Trend Toward Standardization in Teachers. Colleges—Rugg .........\nReport of Committee on American Council on Education—Hendricks........\nThe Teaching “Profession,” Leadership and Responsibility—4rps...........\nReport of the Committee on Accrediting and Classification—Rockwell.......\nJudicious Control of Teacher-Training by State Departments of Educa(ONES\nRAG AAAs sadn oa Goo DO OOOO MOR\naan orem re oreo. aichalcconn 6\n\n874\n875\n881\n887\n891\n\nThe\n\nTHE\n\nDEPARTMENT\n\nOF\n\nVISUAL\n\nINSTRUCTION\n\n[Etovaeieal IN@ES 6650 6s0cu8 Odloman DRO ons Cone occ OG oe ce AAR OnE ON cae ackao\n(Grodin SGA! 2 8c cso Saba nde spaianoroub oe doen ood Soe Oomoomeaae Ocoee\n\nClagerommn [NMR\nThe\n\nSai\n\noxa dd asus\n\ndna oA.000n0 0 00 YeOus oem Dob be 1b edad Ue\n\nPedagogical Possibilities of Mass Instruction With Motion Pictures—\nIDOPAPID .cBed Cat oS SG ho RTO OA\nROOTES COLOR IDLE SOI\nERR Dae\n\nTHE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\nEnistoricalmiNOteme\neden\nicieenccta wri o ethers» rioiionare/e rears Go ais,8 » ulpeisite ac oo\nA Vocational and Practical Arts Education Program from the Standpoint of\nt{hen@itys Vocationals Director——D\ndy mummies slelelpeiel-.+ soe «ofclecielclevatele eit\n\nA Vocational and Practical Arts Education Program from the Viewpoint of\nthe City Superintendent of Schools—Hughey.......-.-..seeeeeee\nevens\nA Vocational and Practical Arts Education Program from the Viewpoint of a\nDeputy\n\nState\n\nSuperintendent\n\nof Public\n\nInstruction—Dennis...........\n\n898\n907\n907\n908\n913\n928\n931\n938\n944\n\n"}
{"page": 18, "printed_page": null, "text": "EpUCATION\n\nNATIONAL\n\n14\n\nASSOCIATION\n\nThe Part a Vocational and Practical Arts Education Should Play in Indusconan can BA oaon oc Govore bene ncn deato 6\nBa One\nee Ha\nA Vocational and Practical Arts Education Program from the Point of View\nof a Dean of A State Supported College of Education—Taylor........\nSome Assets in Part-Time School Administration—Abstract—Goldberger....\nVocational Education—An Essential Part of a State Program of Education—\nats Ne a Ar a AG Gn CORO SACO aco. con miaes o\ner\nAY71714 a EE\nThe Viewpoint of a Supervisor of Trade and Industrial Education Toward\nVocational Education—A dams Waser.) oteito hols tetetstete hetaiertts) sieteteteteeters ere\nManual Arts and Their Relation to any Vocational Education Program—\n\n987\n989\n994\n\n995\n\n997\n\nVEU MRE OS OO CSG OL TREO LNG LOT CRORE DATO ODS Mag Oocin.co 6.10 998\nHome Economics Education for Tomorrow—Baylor..........2.00eee\neee eeee 1002\nPrinciples Underlying a State Plan for Vocational Education—Ricciardi.... 1004\n\nWORLD\n\nFEDERATION\n\nOF\n\nEDUCATION\n\nASSOCIATIONS\n\nHistorical (Note sss\ntote tata eysieges ee ss 5.sisisions 6 did 9 (oa SUR'S pave eek strers ae\n1008\nProposed Articles of Incorporation of the World Federation of Education\nASSOC ALONG? Aupein sau ays meets yetss © tesie P siegevorerevelsttl «1svete.<a\neneee eenee 1009\nResolutions Adopted by the Second Biennial Conference of the World Federation of Education Associations, Toronto, Canada, August 12, 1927.... 1012\n\nADDITIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\nAct’ of? Incorporations!\nsi... c.src aie oerert seein sieceun horere oieeraie erecehen a ener ee eRe\n1019\nAEN.\nenim\nMIE\nGre onc inch dicbion 5 AAMC ADOooaolg 0.6.0 50 cua ab 1024\nCalendar *of “Meetings s. 22).f. 02. te coenie Geter ater sho A aE\nRO Sr eee\nete 1046\nOfficers’ for (1926-27 «255.00 are’. sols toe, acer Meee ome relearn orient chron-fttenene aanet eect tenae 1049\nOfficers!Vfor*1927-28). ara OM. oT hercanircneienstetatenceen\nse oieoleselehee nett etersmerst erences 1054\nCommittees: for*1926-27:5.\n23, faites cotennid atepnoeielP ae ciate sclee eal eee enna R ee ee eee 1059\nMinutes of the Seventh Representative Assembly.................-.--2-+- 1070\nMinutes wotmthe ehxecutiver Committee sas sacra\ntieie hier\nterete\n1102\nMunutesyofsthesBoarduoreDirectonsece\nscent\noe mee cee\nre eee\n1116\nMinutessots New sboard of \"Directors.eee\nate\nces\nee\nere\n1149\n\nMinutesmotethes Board sot irustees) Meetings...\neast\naera\nReport; ofs Committees on) Resolutions..:\n222+ ieee\nie eee ee.\n‘Lreasarerisip\n\nReporte\n\nhon anon\n\ncrac 3.6 clateitoa rei iis, oni\n\nCito Cue\n\nee\n\n1154\n1157\n\nree ere 1160\n\nAuditors Reportht-#.1.\nsme cit acta s Gh use Oe Teee e\neEree\nhee Bud Getz e seue sore ees etter nsaasiaiw cl “eiayc ronttetoLeeeere eteters A cater ce ate ee\nSecretary's Reports.\ncsttemetnei te sc. solo Oyeae tates wrealeRICCI\nCREE\neee\n‘he Seventh’ Representatives Assembly. .yeece os).\nce)\nene eee eee\n\n1164\nLS\n1184\n1198\n\nPublications\n\n1221\n\nof the National\n\nEducation\n\nAssociation..............-eeeeeeres\n\n"}
{"page": 19, "printed_page": null, "text": "General\n\nSessions\n\n"}
{"page": 20, "printed_page": null, "text": "\\HE TEACHERS OF AMERICA—the Republic’s first\na] and last line of defense—their economic, social, and professional welfare, the chief concern of state and nation,’’ was the theme selected by\nPresident Francis G. Blair for the sixty-fifth annual\n\nmeeting of the National Education Association at Se-\n\nattle, Washington, July 3-8, 1927. Teachers from all\nparts of the country were attracted to the playground\nThere, in\nof America, the great Pacific Northwest.\nerest\n,\nlife-int\nRainier\nvered\nMt.\nsnow-co\nof\nthe shadow\nwas revived and fresh thought inspired. The attendance is estimated at 15,000 with registration the\nheaviest the Association has known in many years.\nThe Convention opened with a Vesper Service in\nVolunteer Park on Sunday, which began a week of\nfruitful activity for the profession.\nEvening sessions were held in the great stadium of the University of Washington and the business sessions 1n\nthe Fifth Avenue theater, with general sessions in\nnearby churches running parallel to the meetings of\nthe Representative Assembly for persons not participating therein.\nIn addition to the various department meetings the\nfollowing conferences and allied groups were included in the program: American Classical League;\nAmerican Home Economics Association ;Conference\non Art Education; Conference of Corrective Speech\nTeachers; Conference on Student Participation in\nSchool Government; Conference of Superintendents\nof Schools; National Congress of Parents and Teachers; National Council of Administrative Women in\nEducation; National Council of Geography Teachers; National Council of Teachers of English; National Federation of Modern Language Teachers;\nNational League of Teachers Associations; National\nOrganization of Secretaries of State Education Associations ; National Vocational Guidance Association;\nSchool Garden Association of America.\n\n[16]\n\n"}
{"page": 21, "printed_page": null, "text": "L'HE GOD-GIVEN\nMARK\n\nA.\n\nMATTHEWS,\n\nPASTOR,\n\nSEATTLE,\n\nAnd\n\nhe gave some,\n\napostles;\n\nFIRST\n\nPRESBYTERIAN\n\nCHURCH,\n\nWASHINGTON\n\nand some,\n\nsome, pastors and teachers.—Ephesians\n\nTEACHER\n\n4:11,\n\nprophets;\n\nand some,\n\nevangelists;\n\nand\n\nHE origin and position of the teacher cannot be questioned. The great\nprofession is of divine origin. God ordained the method by which\nknowledge is to be imparted and instruction given. The dissemination of knowledge is secondary to the training of one to acquire knowledge.\nWhether in the religious or\nThe teacher has a double responsibility.\nacademic world he is charged with the duty of training the pupil in the art\nof acquiring knowledge; he is also charged with the duty of inspiring the\npupil to be an unselfish benefactor in the dissemination of knowledge.\n\nLet us consider a few stubborn facts:\nFirst—We are not charged with the responsibility of making the pupil\nbut of training him.—All of the antecedent conditions must be taken into\nconsideration when passing upon the work of the trainer.\nSome people\ncannot be trained because of their inability to receive training.\nOthers\ncannot receive training because of the false training previously done by\nparents.\nThese facts should be taken into consideration when passing\n\nupon the qualifications of teachers or upon the results of the teachers’ work.\nThe cradle filler is the builder of nations and the moulder of rulers.\nYou can’t change God’s plan. Only a woman can fill a cradle. ‘Therefore, the nation needs Christian mothers, and the world needs the family\naltar if the material submitted to the teacher for training is to be the\nright kind of material.\nIf the pupil committed to the teacher has been\ndeprived of the right kind of home influences, of the touch of a Christian\nmother, and the atmosphere of a family altar, then the work of the teacher\nis made more difficult.\nWe are required to make citizens.\nWe are expected to give to the\nstate trained, finished products in order that they may make their contributions and repay the state for everything it has done or contributed\ntoward their perfected citizenship.\nHow can we make citizens—righteous\ncitizens—if the raw material comes from un-Christian homes, atheistic\nor bolshevistic homes?\nWe have not the ability to remake the pupil.\nWe are required only to train the pupil. We can not make a sweet singHowever, we are required to train\ning canary out of a hawk or a crow.\nthat we give to the state\ndemanded\nis\nIt\nboth the crow and the canary.\nuniform product equal\na\nstate\nthe\nto\ngive\ncannot\nWe\nperfect citizens.\nfrom which to\nmaterial\nraw\nvaried\nsuch\nhave\nwe\nwhen\nin all respects\n\nproduce the product. “Therefore, America’s greatest need is Christian\nmothers, Christian homes, family altars, and loyal cooperation on the part\nof the home forces with the teaching forces of the state and the church.\nThe three factors are indispensable to each other. “The school without\n\n[17]\n\n"}
{"page": 22, "printed_page": null, "text": "18\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nthe church would produce an unbalanced product. The school and the\nchurch without the Christian influences of the home may produce a very\ndangerous product. All three factors resting upon a firm spiritual and\nmoral foundation can produce for the state a Christian citizen.\nSecond—Sustaining facts—These conditions are sustained by stubborn\nfacts. Whatever may be said about the derelictions of the youth of today\ndoes not reflect primarily upon the public school teacher, nor does it necessarily indict the forces of the church; but it does indict the home forces.\nThe home has the first chance, the continuous chance, and the greatest\nauthority and responsibility.\nThe youth of the land is being today unjustly criticised. The young\npeople are not so much to blame,\n‘Their parents are to blame.\nIt is not\nthe criminality of youth, but the criminal negligence of the aged, of the\nmature men and women, of the fathers and mothers, that is responsible\nfor the conditions found in the juvenile world.\nThe public schools are furnishing the education, are training the youth\n\nof the land; but the public schools cannot change the character of the\nchild, nor can they give the domestic touch necessary to character.\nWe\nhave turned one hundred years of boasted liberty and light into license\nand lawlessness.\nIt matters not how far you may advance the child’s intellect.\nIf his\nheart and his character and his background are not equally advanced, then\nyou have made a potential criminal out of him. ‘The parents, the home,\nthe church must be held responsible for the character, the moral stamina,\nthe real worthwhileness of the child before you can train him and make\nof him a righteous citizen, and thus give to the state a finished, contributing product.\nTo do this we must overcome another difficulty. The material progress\nof the world is far greater than the intellectual and spiritual progress.\nWe are living in a world of selfish indulgence, of prodigal luxury, and\nof disastrous ease, comfort and happiness.\nWe are living in a material\nage, in an age of material progress and development, both in the conveniences and in the sciences of the world, and yet we are incapacitated\nintellectually and spiritually to appropriate these great blessings and to\nuse them for the moral advancement of the world.\nOur moral and\nspiritual advancement are not commensurate with our material progress.\nYou cannot build a real character out of material things, nor can you\nbuild a real spiritual citizen on a wholly materialistic plan.\nWe made a serious mistake when we put into practice the doctrine of\nscholastic election.\nWhen we applied that doctrine to the juvenile age\nwe made a serious mistake.\nThe home has abandoned discipline and is allowing the youth of today\nto select his course, to outline his curriculum, and to decide on his method\nof approach to the great problems of life, including even the domestic and\nthe religious problems.\n‘The insanity of such a doctrine applied to the\n\n"}
{"page": 23, "printed_page": null, "text": "GENERAL SESSIONS\n\n19\n\nyouth of the country is demonstrated in the crime wave, and in the dereliction of the youth of the land.\nNo man can be brought to the high point of a finished scholar or citizen\nDiscipline is God-deunless he passes through a most rigid discipline.\ncreed; it is nature’s weapon, and it is the indispensable factor in making\ngood government as well as in producing scholastic perfection. When the\nhome abandoned discipline, its effect upon the school and the government\nwas immediately felt.\nThe lust for pleasure has destroyed the love for work; the lust for\nease has destroyed the heroism of toil. The maddening desire for speed\nhas wrecked the ambition for scholarship.\nYou cannot make a scholar by\ntouching an electric button.\nScholars are not made by mere matriculation. They are made by the constant burning of the midnight oil, by\nincessant application, by spending weeks and months and years acquiring\nknowledge and becoming trained, and being made capable. Where is the\nchild who today is burning the midnight oil? He is burning the gasoline\non the highroad of pleasure.\nHe is basking in the white lights of dissipation.\nYou cannot make a scholar on the gasoline road of pleasure.\nYour task is doubly hard because the home is failing to cooperate, and\nbecause it is furnishing you with raw material cursed with the wrong environment, wrong training, and the wrong atmosphere.\nThird—The fruitage of undaunted heroism.—No one can question or\njustly criticise one for saying that your task calls for unparalleled heroism.\nBecause of the facts, the impediments and the difficulties that we have\npreviously mentioned, your task is made doubly hard. ‘There is, however,\na word of encouragement.\nNo honest labor has ever failed to bear fruit.\nThe fruitage of your heroism is in the future. ‘The teacher and the\nhonest parent may not be able to make ideal products out of all the raw\nmaterial, but by the right kind of cooperation we will be able to give to\nthe state and to the world products that can overcome and counteract the\ninfluences of the untrained, un-Christianized, and undomesticized youths.\nNo teacher has ever yet received just compensation.\nNo public school\nteacher, no college professor, no university instructor has been paid or can\nbe paid adequately for the services rendered.\nStates are too selfish, legislatures are too ignorant, and taxpayers are too miserly to furnish an adequate compensation.\nEven if they tried they could not, because no power\nno earth can pay for the influence of a Christian teacher, can compensate\nfor the smile which plays over the face of one who loves her profession,\nfor that one is imbued with the right spirit and has a conscience clear\nbecause her duty has been well performed.\nYou will live in the hearts\nYou are living in the lives of thousands.\nof millions, and at last, when the scroll is unfurled, our blessed Redeemer,\nJesus Christ, who died for our salvation, will say, “Well done, good and\nfaithful servant; enter thou into the fruitage of your spotless life of undaunted heroism.”\n\n"}
{"page": 24, "printed_page": null, "text": "20\n\nNATIONAL\n\nEpUCATION\n\nA CRIMELESS\n\nASSOCIATION\n\nGENERATION\n\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON, MASS.\nA crimeless generation is as feasible as a mosquitoless city. It is as easy\nto eliminate juvenile crime as yellow fever or smallpox.\nThe schools\ncan do it—must do it.\nIn order to insure America against juvenile crime we must account for\nevery one from 14 to 18 in school or at work every minute. “This means\na card catalog, uptodate of every one in those years in every school district\nin every state in the union.\nThis is actually done in one district in Utah and will be done as completely in every school district in that state. “The law went into effect\nseven years ago, but until two years ago a boy. or girl could report at\nschool or at work at the opening of the school year at any time thereafter,\nleave school, or work, or move from the district and the law was useless\nuntil the next September. Now the record is revised each month and every\nchild is card-cataloged so that escape is impossible.\n;\nThere are men, or women, who do not teach but who are skilfully\nattentive to every boy or girl who chafes under school life or in the work\nin which he is engaged.\n‘Teachers are required to report every one from\n14 to 18 who is seriously dissatisfied with the life of school or industry and\nthis is card-cataloged as is success or failure in remedying it.\nFor instance, a lad of fourteen simply could not be kept in school. He\nwas a nuisance when there and he would not come regularly. ‘The freelance nonteaching member of the school force succeeded in getting the\nconfidence of the lad who was up at five o’clock every morning trapping\nmuskrats and selling them. And he had no other interest but was simply\ncrazy over this. He said, “I would go to school if they would teach me\nhow to tan these skins.”\nIn due time one of the high school teachers was ready to teach him\nto tan these muskrat skins. He was provided with books about other furbearing animals and he would talk to the school about muskrat skin tanning\nand the habits and value of all sorts of furbearing animals, and would\n\nwrite about it all. He studied the dictionary furiously and would ask how\nhe should write this or that sentence.\nYou could no more keep that boy away from the high school than you\ncould keep him in bed after five o’clock in the morning, but he was footfree so far as the curriculum was concerned.\n‘There were people who\nwanted him to be held down to the curriculum even if it sent him to\nthe devil.\nAnother typical case was that of a lad of sixteen, who would not come\nto school or behave when he was there.\n‘The specialist in such\nlearned that the lad was crazy over automobiles and machinery.\n\nspecialist agreed to get him a job with General\n\nhe would stay in school and establish a record.\n\ncases\nThe\nMotors in the evenings if\n\n"}
{"page": 25, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nai\n\nThe General Motors people agreed to take him when he had demonstrated that interest in earnest by earning $150 and having it in a bank.\nThere was never a better student in school or a more industrious one out\nof school. When the specialist was in every way satisfied with the young\nman, he went to the company’s plant in Michigan.\nThe specialist had interested the Lions Club in him, so that secretary\nwrote to the Lions Club in Detroit. The lad was met at the train, taken\nto his boarding place, and in a few months was promoted in the business\n‘\nto an important position.\nRecently when the superintendent’s budget was before the financial\ncouncil, the expert of the tax-dodgers association objected to two items\n\nin the budget. One was because of a “fad.’’ Seven hundred dollars for\naccounting on the ground that that had never been in any oldtime school.\nThe other was the salaries of two teachers who were not teaching at all.\nWhen the superintendent explained why they had the “Accounting” and\nwhat these teachers, who were not teaching did, the tax-dodging representative withdrew his objection, saying that he had not understood it.\nWhen a child goes from one school to another in a city, his monthly\n“accounting”? goes where he goes. When he goes to another city it follows\nhim. And the day is not distant when no boy or girl from 14 to 18 can\nescape the sympathetic attention of the specialist who will see to it through\nthe school system that everyone can find something that will give a thrill\nof achievement.\n\nADDRESS\n\nOF WELCOME\n\nBERTHA K. LANDES, MAYOR OF SEATTLE\nAs mayor of the city of Seattle it becomes my pleasure and my privilege\nto extend to the officers and delegates of the National Education Association the official welcome of Seattle and her citizens.\nThis welcome which we extend to you today is a very cordial one.\nIt is official because it comes from official circles. It is fitting that you be\nwelcomed in that manner, but in addition our welcome is also an outward\nexpression of an inward joy and pleasure at your presence here. It is an\noutpouring of real hospitality, cordial and sincere in every way.\nIt is\nalso a humble welcome, in that Seattle feels honored to have as her guests\nmen and women who are giving of themselves in the service to which you\nhave dedicated your livee—men and women who are working, with the\nhome, to develop the citizens of tomorrow, creating high ideals and right\nstandards, and training the youth of this land in the use of the tools neces-\n\nsary for the carrying on of life’s work successfully and well. You are the\npeople of broad vision, of creative minds and of culture—the people who\nare shaping the destiny of our\n\nnation\n\nalong many\n\nand\n\ndivers lines and\n\nhelping to decide the place of this nation among the other nations of the\nworld as to civilization, education, and leadership.\n\n"}
{"page": 26, "printed_page": null, "text": "22\n\nNATIONAL\n\nEDUCATION\n\nae\n\nAgain, our welcome is a simple one.\n\nASSOCIATION\n\neee\n\nWe are not attempting to clothe it\n\nin fanciful or flowery language, in flights of eloquence or of oratory. Can\none say more, after all, than can be said by these simple words: “You are\nOur hearts and our homes are open to you. The city is yours.”\nwelcome!\nWe know that we are to reap great benefits as a city because of your\nconvention here. We know that our own people who work along eduWe\ncational lines are to be quickened and inspired to greater efforts.\nbelieve that your influence will extend directly or indirectly into the large\nmajority of the homes of this city and result there in better thinking and\nhence in better living.\nNothing finer can come to any city than the quickening of its thought\nlife. It means always spiritual and intellectual progress.\nWe gladly\nacknowledge the debt under which you place us, but we hope that we,\nin our turn, will be able to send you back to your homes refreshed in mind\nand body, with a broader outlook upon life and with new conceptions of\nthis section of our land, of the vastness of our country, and the possibilities\nof future greatness inherent in it.\nDid you but know the history of the growth and development of this\ncity and other cities of the great Northwest and the Pacific Coast, you\nwould feel stirring within you the thrill of romance and of accomplishment. ‘The story of the physical growth and changes reads like a fairy\ntale. Stand with me on the top of old Denny Hill, rising 300 feet in the\nair above the coming city. Watch it being hydraulicked grain by grain\ndown into the waters of Puget Sound, its place being taken by level streets\nand lofty buildings. Picture the five-acre tract comprising the downtown\ncampus of the state university, once a shady, scholastic retreat, now the\ncenter of our present business district. See the university buildings disappearing, their places being taken by the Metropolitan Theater, the Olympic\nHotel, the Cobb Building, business blocks, and the like. Watch the city\ngrow from 80,000 in 1900 to more than 400,000 in 1927. Walk along our\nwaterfront and realize that Seattle and her great hinterland are sending\ntheir cargoes to all ports of the world to be used by people speaking many\nand strange tongues; that the salmon from our waters, the lumber from our\ngiant firs, the ores and minerals from our mines, together with the products\nof our soil, grains and fruits of all kinds, are going into strange corners of\nthe earth and carrying with them messages of goodwill and fellowship\nfrom America and its people. Commerce and trade have their spiritual as\nwell as their materialistic side. They open avenues for world understanding, world peace and world fellowship, as well as world business. Seattle\nis playing well her part in this great drama, and the romance of it casts a\nglamor over her daily life. She is still so young—barely in her teens,\nso to\nspeak, compared with the old and settled communities of the east—so\nromance is still with her; but coupled with romance and walking by her\nside are energy, progress, and the experience of past years, the heritage\npassed on to her by these older cities.\nCome under the spell of our beautiful scenery, our mountains, our\nlakes,\n\n"}
{"page": 27, "printed_page": null, "text": "ee\n\nee ere\n\nGENERAL\neR\n\nSESSIONS.\ngn\n\n23\n\nand our sea. Enjoy our cool and delightful climate, shadow and sunshine\nintermingled, with rain to cleanse the earth and freshen the air. Then you\nwill realize why we are fast becoming the summer playground of the nation.\nYet, after all, wonders of nature and gifts of God, fine buildings and industries, manufactories, commerce and trade, do not make a city. A city’s\ngreatness can only be measured truly by the greatness of its people, their\nideals; their citizenship, their culture, and their quality.\nSo we open our homes and our hearts to you today and bid you come in\nand make yourself at home. ‘Test us by any fair test, and Seattle and her\npeople in general will ring true.\nCome into our homes, simple American homes, and learn to know us as\nwe really are, hospitable and friendly, with our lines reaching back to the\neast and the north and the south, from whence you have just come; unconventional, free, and independent, as befits our background of wide open\nspaces and towering mountain peaks.\nThe citizens of Seattle are at your service, as is the city itself. Command\nus. We are your servants.\nOur hope and our desire for you is the most\nsuccessful of conventions, the happiest time of your life, with nothing to\nmar the pleasure and serenity of your sojourn here. When it is all over,\nwe are going to wish you God-speed, a safe return to friends and loved\nones, and a pleasant memory of Seattle and her people, joined with the hope\nthat some day you will journey our way again.\n\nA DECLARATION\n\nHENRY\n\nOF INDEPENDENCE\nEDUCATION\nSUZZALLO,\n\nSEATTLE,\n\nFOR\n\nPUBLIC\n\nWASH.\n\n‘One hundred fifty-one years ago our nation was created in audacity\nIt has been perpetuated for more than\nby a declaration of independence.\na century and a half by a consecrated leadership and a devoted citizenship,\nwhich have managed to keep themselves in the power and influence of an\nascendant majority in the nation.\nWe have grown more democratic in our aspirations and realizations\nwith each passing year, not because we have found new principles with\nwhich to meet old and new dangers, but because we have had the practical\nunderstanding and ingenuity to devise new ways and means, new social\n\ntools for making old and fundamental ideals work a little better among\nincreasing numbers of men and women.\n\nMany\n\nchanges have been made\n\nConstitution\n\nof the United\n\nin our political machinery\n\nStates was\n\nadopted,\n\nsince the\n\na few by constitutional\n\namendment, many by acts of Congress and Legislature, but the chief aids\nhave not\nto a better operation of our democratic government and society\nbeen those concerned with new\nreforms of political machinery;\n\nstatements of political principles or with\nthey have been those which fostered the\n\nimprovement of the character, the intelligence, and the will of the political\nrank and file.\n\n"}
{"page": 28, "printed_page": null, "text": "24\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nInstitutions do not exist on paper, they exist in people.\n\nGovernments\n\nor disand societies live fully or die, as men’and women generally believe\nand\nthink\nfeel,\nbelieve in great political and social principles. As citizens\nfall.\nand\nact on them, or neglect them, do nations rise\n\nThere have been many aids to political intelligence and social understanding developed during the past century, such as better communications,\na more active press, and a freer social converse among men of all classes.\nBut none of these instrumentalities can be compared in power and inIt is the most\nfluence with the American system of public education.\ncentury.\nlast\nthe\nent\nof\nunique and significant institutional developm\nof American\ntrend\nthe\nof\nunderstanding\nprofound\nThere can be no\nlife, political and social, material and spiritual, without some approximate\ncomprehension of the position and effect of the public schools of American life.\n,\n~ Judged by the expense account public education has become the largest\nenterprise of the state. That fact is not overlooked; but it is sometimes\nThat budget is not the product of one body, such as the\nmisunderstood.\nFederal Congress, or a comparatively small group of bodies, such as the\nstate legislatures; it is the final outcome of the aspirations and realizations\nof hundreds of thousands of American communities, large and small, each\nacting upon its own initiative and moved by its own local public opinion.\nNo public expenditure in all American life is more truly democratic than\nthis. It is a response to something fundamental in our American spirit,\nwhich exists everywhere in the nation by a universal community sanction.\nIt looks very much as though all America was going to school, as it someAnd that is\ntimes goes to war, for the preservation of some principle.\nthe historic fact.\nThe great public school system of the United States has evolved into\nthe most dependable instrument that America has for safeguarding equality\nof opportunity and liberty under law, two cornerstones of the AngloAmerican structure of democracy.\nIt is for this reason that President\nCoolidge has said that the American conception of popular education is\nour greatest national contribution to civilization. We were the first great\nliberal nation in western civilization to make public education of the\nwhole people an instrument for the improvement and perpetuation of\ndemocratic life and government.\nHow does the public school system contribute to equality of opportunity ?\nI speak of this first, because the “fair chance” or the “square dea!” is the\nmost fundamental attitude in the Anglo-Saxon spirit, particularly as you\nobserve it in the American. The greatest source of discontent in the United\nStates is the sense of violated equality of chance.\n‘Fair play” is precious\nto us. It is this attitude, more than any other which set up “liberty” and\ncraved “fraternity.”\nIt is this attitude which created parliaments and\ncongresses, adopted constitutions and bills of rights, developed popular\nsuffrage, and set up courts of justice. It is this same basic craving which\ncreated the American public school system. The practical American\nmind\n\n"}
{"page": 29, "printed_page": null, "text": "GENERAL SESSIONS\n\n25\n\nbegan early to sense, later to define the fact that an equal opportunity\nin adult life, under the liberty of an open competition meant nothing to\nthe untrained man who had to race a trained competitor.\nEquality of\nopportunity in adult life is only half a chance. The whole chance depended\nupon equality of opportunity of education in childhood.\nAnd the public\nschools provide this. So precious is this right, as precious as legal justice,\nthat the Americans are always saying we want no politics in either our\nschools or our courts.\n‘They both deal with a very fundamental right\nabout which there can be no compromise or barter.\nThe public schools cannot make people equal. God made them different\nto begin with, not merely different in quality, but different in the degree\nof the possession of every quality. Fortunately, we have no way of knowing in advance how weak or strong any person is. We must have a trial\nand development ground, and this the public school system of America\nsupplies.\nIt starts in the gutter and reaches through the university.\nIt\nis as tall as the tallest and as short as the shortest. There are different\nkinds of rungs to climb on for different kinds of people, as should be the\ncase.\nBut every kind of a child has a right to find out what God gave\nhim and to develop it to the utmost degree. This is the meaning of equality\nof educational opportunity, one of our most sacred rights, one which we\ndeclare today is in the custody of our profession to be conserved, enlarged\nand protected by it, individually, and collectively, with personal influence\nand with organized power.\nBut what is it we have to fear? Nothing if this basic function of the\npublic schools is widely understood—many things if it is not.\nBecause of the incidents of history the autonomy which schools and\ncourts have in the American government are differently based. That of\nthe courts rests on public opinion and constitutional enactment ; that of the\nschools on public opinion alone, without constitutional aid.\nTherefore\nschools are subject to a more insidious influence and a more coercive interference.\nWhen the great federal constitution was written and adopted a public\nschool system, as we now conceive it, had no existence. “The federal constitution left education to the states, not because of any definite and well\nreasoned theory of the relation of public education to our form of government and society, but because education as then provided by local and largely\nvoluntary agencies, was regarded as adequate to the needs then sensed, and\nthe constitution builders left the situation as they found it in the hands of\nSo there\nthe states where it had been since the earliest colonial days.\nconstitution.\nwas nothing said of education in the federal\nThe state constitutions, particularly those of the western states which\n\nwere formulated when education was more advanced and its need more\nstrongly felt, guaranteed that an educational system of common schools\nshould exist. Some went so far as to provide in the constitution for higher\n\nschools.\n\n"}
{"page": 30, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n26\ne\nee\ne\nee\n\nBut there was one thing that most of the constitutions did not do in\nany adequate way. They did not guarantee the public schools that\nautonomous status and mode of operation which would allow schools to\ndevelop and perform their functions without undue interference from\nthose social and political forces inimical to their well being and to the\nprotection\n\nof those democratic\n\nvalues which\n\nthe state had\n\ncommissioned\n\nSuch had been done for courts, for legislature\nthe school to conserve.\nPublic\nbut not for public schools, at least neither directly nor adequately.\nlaw,\nstatutory\nin\nprotections\nopinion had incorporated some less stable\nrepeal\nor\namendment\nto\nsubject\nbeing\nof\ndefect\nthe\nsuffers\nwhich of course\nwith every partisan and turbulent change in public opinion.\nWithout the needed protection, public schools in the United States are\nbeing subjected anew to political interference of various sorts.\nNot long ago a leading politician boldly asserted that “the man who\nsigned the pay check was the man who should decide what should be\ntaught in the schools and colleges.’”’ Now that statement is characteristic\nof the attitude of a considerable number of the enemies of public education. It is as full of fallacies as it is of implications.\ne\nIf the author of this statement meant to carry over into government\nand education the full methods of business operation in industry, which\nmight be the case, then he did not seem to understand enough of social\nhistory to know that we have different institutions because we need different\nkinds of social tools to do different kinds of social work. ‘The methods of\none are never transferable bodily to another. Not even an orphan asylum,\nscientifically managed, can take the place of a good home.\nBut there is a more serious specific fallacy involved in the theory that\nthe man who signs the pay check shall decide what ought to be taught in\nschools.\nIt is the abrogation of expert service and human efficiency in\ndemocracy.\nDoes the patient who pays the hospital bill decide what\ntherapeutics and operative procedures should be part of the treatment? If\nhe does, he lacks good sense and risks his health if not his life. He had\nbetter leave it to the trained profession of doctors. They are not infallible,\nbut they are wiser than laymen in this matter. It is the same with education. Democracy with good sense cannot escape reliance on expert service\nin education any more than it can in law, engineering, or medicine.\nThe laity can and ought to decide the ultimate purposes of schools in\nterms of the very general democratic purposes to be served; it should\ndecide how much sacrifice it can make for their realization in terms of\nmoney sacrifices either in public taxes or in the length of period that young\npeople are to be supported in economic leisure, but the laity is not competent\nto decide on the specific means which will accomplish the particular results\ndemanded for the money available. This is the business of the scientifically trained scholar and educator. And he must not be frustrated with\nignorant or selfish interference.\nBut the worst consequence of the theory mentioned when carried into\npractice is that it opens the way to the corruption of education for the\n\n"}
{"page": 31, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n27\n\ndisinterested purposes of human personality and society by the ease with\nwhich it would allow schools to be used for propaganda.\nShall we subscribe to the doctrine that whoever gets control of the\nschools by controlling the governing boards, directly or indirectly, shall\ndetermine the subjects to be taught and the methods of instruction to be\nused?\nRussia has subscribed to that dogma completely, and class prejudice and\ntwisted facts now take the place of God’s truth scientifically revealed, in\nthe curricula of Russian schools. They are not free schools liberating the\nmind, but captivating institutions enslaving it.\nGermany before the war, in a milder and more partial way, used its\nschools to hypnotize its young citizens with the imperial destiny and\ngreatness of the German Empire.\n‘This made it easy for the governing\nclass to hurry an uncritical country into a fatal foreign war, and to bring\ndown on their own heads a domestic revolution.\nInfinitely safer is a\ndemocracy that gives its youth the truth about everything and trains them\nin the power to think sincerely for themselves.\nSchools should not be\nmade into mental prisons where minds are closed by propaganda instead\nof opened by the search for truth, which is the chief use that good schools\nhave.\n:\nTruth, justice, liberty, and fraternity have their well established facts\nand principles and neither the will of a dictator, nor an oligarchy nor a\nmajority of the populace can change or abolish them.\n‘They are to be\nrespected and obeyed in good government and good educating exactly as\na good engineer discovers, reveres and obeys the laws of physical forces.\nAll that can be invented in an arrangement of living and working so that\nthe natural and spiritual forces, undeniable and irrefutable, will serve man’s\nbetter purposes.\nWe are in the United States, beginning somewhat subtlely but dangerously to respond to special pressures to use the school for propaganda,\ngood, indifferent, and bad. Chambers of commerce, clubs, corporations,\nindustries and other associations are exerting an influence which will break\nup the balanced human program of the schools designed for the development of wholesome human character and personality and the ultimate\nservice of the general public welfare. ‘Their insistence that special school\ndays and weeks be set aside for some special interest or purpose, however\ngood, opens the way to every organized special interest that would like\nto work on youth when its plastic innocence makes it an easy victim. “These\nchildren must be safeguarded by the educational profession.\nIn one year, fifty-four such requests came to the desk of a single public\nschool administrator.\nSubmission to all these requests would have given\nthe young students the most lopsided and prejudiced course of training that\ncould have been devised. The public school cannot be made an intellectual\nhandmaiden to all the special interest advertising campaigns now under way\nin this country.\nFrom all these, we must declare our independence, that\n\n"}
{"page": 32, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n28\nee\nOe\n\nThere\n\nis another\n\nkind\n\nof propagandist,\n\ninfinitely\n\nmore\n\nshrewd\n\nand\n\nWhat he cannot do with school men and local school boards,\nambitious.\nHe is usually a reformer who pleads\nthrough legislatures.\ndo\nto\ntries\nhe\nthat public good is to be served. So he blocks out a portion of the curriculum and claims it as his own, getting the legislature to say that that time\nin this and that school must be given to teaching the thing he or his group\nThe purpose is noble and he succeeds in getting a law, but not\nwants.\nalways a result. His method is bad. He wants an operation on society\nthrough the school and its children and he does not know how to operate.\nThe result is a failure. At the close of the war, many states passed laws\nunder post war fervor calling for compulsory physical training.\nBut no\nprovision was made for the special training of teachers in this field. The\nlaw was to go into effect at once, so the incompetents at hand proceeded to\ndo the work or the law was neglected, which is not good for laws. This\nis merely a sample.\nThe same disposition to get big results quickly is seen in the recent\ntendency toward the centralization of functions and powers in government.\nIt threatens effective government and engulfs education. It usually occurs\nin connection with the economy movement in government. Give the executive or some board, complete power, says the financial reformer, and you\ndo not have to convince or coerce’a thousand local communities and a\nmillion citizens.\nA few public officers can be managed particularly if\nthey are appointed or elected with this in mind. ‘This may make for quick\naction, but it unmakes democracy.\nIt is substituting for the rule of the\npeople, the rule of pseudo-kings manipulated by coercive minorities behind\nthe thrones.\nOne of the greatest problems in our contemporaneous life\nis to determine what properly belongs to a centralized government and\nwhat to local governments, what should be operated by autonomous\nboards or commissions and what swept under the control of a general\nexecutive.\nEducation in the course of recent years has been dragged too\nfar away from local and separated government control where it has\noperated best. The dangers of centralized bureaucratic control are real\nfor education, and so are those which come from dumping educational\nmanagement into a general executive’s hopper where non-partisan matters\nare influenced by the other affairs subject to partisan solution. Education\nshould court direct responsibility to the people as a whole and avoid the\ndirect responsibility which passes through a partisan faction temporarily\nin power, in order to solve certain political problems which are not closely\nrelated to education.\nIt is better to have boards of trustees for schools\nelected by the people than appointed, and expert school officers should be\nappointed, not elected.\nFor awhile reform in municipal government such as the establishment\nof the commission form dragged education into the maelstrom of general\n\npolitical government but we have largely extricated ourselves from that\ndifficulty and regained owr traditional freedom. The establishment of city\n\nmanagers has not repeated the mistake.\n\nThe lesson had been learned.\n\n"}
{"page": 33, "printed_page": null, "text": "GENERAL SESSIONS\n\n29\n\nPractically everywhere, save for a few conspicuous exceptions in large\ncities, elementary schools and high schools have their own school districts\nnot necessarily coincident with political units for general political purposes.\nSuch districts elect their own school trustees, and the common council or\naldermen have practically nothing to say about schools. They levy their\nown taxes and vote their own bonds under a general grant of freedom circumscribed by state law.\nNo such spirit or method obtains in higher schools which serve a state\nwide district, except that they have their own governing boards. But too\noften these governing boards are appointed by the governor and as a matter\nof convenience, instead of being elected by the people, and often this leads\nto the appointment of politically-minded rather than educationally-minded\ntrustees or regents, and in extreme cases of abuse, to the appointment of\npuppets who merely do a governor’s will, giving a one-man control of\nhigher education, the reverse of everything which is truly popular and\n\ndemocratic.\n\nA few states protect their colleges and universities by con-\n\nstitutional provisions which serve as special charters as in the case of\nMichigan and California.\nBut the lamentable incidents which have recently occurred in Kansas, New Mexico and Arizona and which are likely\nto be repeated at any time in a half dozen other states are indicative of\nthe fact that the common schools are better safeguarded than higher schools,\nwhere science and research in untrodden fields is more likely to need\nprotection for truth speaking.\nEducation cannot be declared free of partisan politics until the great\nnational profession of educators and the public which understands the\ntrue relation of public education to government has effectively turned its\nattention to the state control of higher schools and to the municipal control\nof common schools in some of our largest cities. Chicago is an example\nof a city where the most disgraceful demagogy of recent days has dragged\nthe school management through a campaign of misrepresentation which\nis almost unparalleled. ‘The mayor of the city should have nothing whatever to do with the control of the schools. A special board of education\nelected directly by the people from a Chicago school district should be\n‘There are other less dramatic instances\ncharged with their management.\nwhich might be cited.\nWherever state boards of education have managerial powers over schools\nand school appointments, they too should be elected by the people, and\nstate superintendents of public instruction should be appointed whenever\nthey are the chief executives of such boards.\nOn all these unsolved problems the American profession of education\nshould study the experience and agree upon the principles which should\n\nIt is distinctly a probe incorporated into school charters and codes.\nfessional obligation to let the people know how it can keep all its schools\n\nThe public\nas free from partisan politics as is possible in a democracy.\nhad when\nalways\nit\nas\nlater\nor\nsooner\nsupport\nwill give the required\n\nproperly informed.\n\n"}
{"page": 34, "printed_page": null, "text": "NatIONAL EDUCATION\n30\na\n\nASSOCIATION\n\nWe have now come upon a day when theological factions are beginning\nto interfere with public schooling, in spite of the fact that church and\nLong ago history taught us through the\nstate are separate in America.\n, that they were better apart.\nmartyrdom\nn\nand\ntragedies of persecutio\nWhen we separated church and state, including the state’s schools, we at\nthe same time guaranteed to every man the right to follow his own conscience in matters of religious belief. Those that are themselves free are\nnot always tolerant. ‘They would even use the state to deprive the students\nin the state’s school of the right to arrive at their own beliefs outside of\nschool with a full basis of modern scientific knowledge which they must\nget in schools.\nThey do not propose positively to inject the teaching of their own special\nbeliefs into the public schools.. Their method is round-about and negative.\nThey do propose to get control of legislatures and have them by legislative\nact of prohibition, veto the teaching of any scientific or scholarly fact,\nprinciple or theory which is uncongenial to the religious conviction of their\ngroup. Religious interference with the public schools even through a kind\nof veto is only a step toward injecting theology into the state and the\nstate’s afhairs. “This tendency must be halted by an appeal to history and\nexperience and to sound principle, in the confidence that well-informed\npeople will readily give us a protecting public opinion.\nOur state schools must not in the slightest degree become partisan, class\nor factional schools. ‘There is only one set of canons that determines what\nis truth for the schools.\nIt belongs to the distinguished institution of\nscience and scholarship. Its methods of determining truth have been long\nestablished. “The schoolmaster must be scholar enough to know them and\nto accept the truth they deliver as the best that can be had. It is the\nproduct of the disinterested and arduous labors of scholars the world over.\nBetter than laymen, lawyers know the law, engineers the applications of\nphysical science, and doctors the facts of disease and health. In the same\ndisciplined way scholars know their truth. Once depart from their standards and there is no stopping place. ‘The schools will belong to any person,\ngroup or faction that can grab a majority vote of the legislature upon\nscientific matters.\nBut alas, no majority vote of a legislature or even of\nthe people as a whole can make the world flat when science knows that\nitis round. ‘The vote of a democracy direct or representative is as futile as\nthe vote or dictum of medieval monarch.\nScholarship may be inadequate and incomplete, it may go wrong part of\nthe time, but on scientific matters it will be mistaken once where the completely-lay mind will be wrong a thousand times. It is the most dependable\nthing we have for the purpose and the schools must depend upon it.\nAnd whatever truth we have it is the student’s right to receive all of it.\nWe have no more right to keep the truth away from the thinking, growing\nmind than we have to keep food away from a hungry, growing child.\nThat is what schools are for to give every child in America an equal\n\n"}
{"page": 35, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n31\n\naccess to truth and learning. It is part of the American code and we must\nlive up to it.\nBut what about that other function of the school, its other corner stone,\nwhere freedom is made into liberty by the intervention of education, when\nfreedom would only be license without it? We know that the law, honor,\nand liberty of a democracy can be sustained only when men are made firm\nin character and finer in intelligence, and this the public schools aim to do.\nOn this subject I can be brief.\n.\nWe all know that our modern life has become a race between education\nand license. If the former cannot overtake the latter, in the disciplining of\nthe human spirit our democratic civilization is lost. I have but to call\nyour attention to the fact that those countries which have accepted dictatorships for more than the brief moments in which some special crisis have\nhad to be met quickly, have, generally speaking, been nations without an\nadequate system of public education either defective in touching too few\ncitizens, or defective in the training it gave in truth and thought to those\nit did touch. In such nations the citizens are too uncritical and dull as to be\ndocile to any strong will, or so suggestible that they are the ready victims\nThis is as\nof any propaganda that reaches their credulous imaginations.\ntrue in Europe and the Americas as it is in Asia and Africa.\nA nation made up of well-schooled minds knows enough truth about\nthings in general to check up a masquerading lie; it knows how to think\nboth individually and collectively, with sufficient power to suspect that a\nplausible half truth is not a whole truth.\nIt may tolerate for awhile, but it will not acclaim for long those archfoes of democracy—the demagogues—who stimulate the passions of a low\nselfishness or lie to decent citizens in the hope that they will not be\nfound out.\nWhen Abraham Lincoln suggested that however part of the people\ncould be fooled all the time and all the people part of the time, that all\nthe people could not be fooled all the time, he expressed his faith in the\npractical ability of the American people to devise ways of keeping themselves\nintelligent among the growing complexities of a democratic civilization.\nThe public school system is the answer to Lincoln's faith in the common\npeople. Everyone who knows the history of the public school system knows\nthat it was the creation of the common people. It was not handed down\n|\nby the favored classes.\n\nJust common\nevery home\n\nfolks put a primary school within travelling distance of\n\nwhether\n\nthat home\n\nwas\n\nin the desert, on a mountain\n\nor out\n\non the prairies. It was they that democratized our secondary schools, they\nthat cast out the Latin school because it was too exclusive, they that cast\nout the less exclusive, but still too exclusive private academy, and established the public high school. They are still trying to make secondary\njunior\nschools suit the needs of all kinds of folks, reaching down with the\n\nhigh school and reaching up with the junior college.\n\n"}
{"page": 36, "printed_page": null, "text": "NATIONAL\n\n32\n\nON ASSOCIATION\nEDUCATI\nee\n\nee\n\nflooded\nThey developed the state university.. And as common folk have\nthe\nthrough\ng\ncrowdin\nnow\nare\nthey\nschool\nhigh\nthe\nof\nthrough the gates\ndoors of the higher schools and colleges.\nThe whole tale has been an epic in the folk creation of a great institution\nfitted to their personal aspirations and suited to their democratic necessities.\nBehind it was a double determination first, to give their sons and daughters\na full chance to be whatever God intended them to be if a school could\nreveal it, and second to make the liberty of their fathers safe for their\nchildren.\nThe public school is consecrated to these tw great purposes, among the\nmost fundamental is American life. And we the educatorsof this country\ncannot work in these temples without being consecrated, too. But it means\nmore than service to children, it means an obligation to keep our schools\nfree from all the interferences which would hamper the pursuit of great\nends. This can only be done by reawakening that public opinion which\nonce created our school system and must again sustain it, to the end that\nthe integrity of public schools may be maintained and their work kept free\nfrom the interferences of the arrogant whom the accidents of politics have\nbrought to transient power, of the demagogue who has temporarily grabbed\nthe public mind, of the selfish who would sell the children into the half\nslavery of a poor education, and of the ignorant who know not truth or\nwisdom and yet assert it.\n\nPRESENTATION\nCAROLINE\n\nWOODRUFF,\n\nPRINCIPAL,\nCASTLETON,\n\nOF GAVEL\n\nSTATE\n\nNORMAL\n\nTRAINING\n\nSCHOOL\n\nVERMONT\n\nOn the front page of an old geography is the picture of a boy standing\nwith outstretched arms looking toward the north pole and underneath it\nsays, “If you face the north your right hand will point to the east, your\nleft to the west and south will be behind you.” There is a symbolism\nherein that reminds me of you, Dr. Blair. You stand in your home in\nIllinois facing north or south—one hand reaching out to grasp the hand\nof New England, the other the palm of the Pacific, drawing them close\ntogether and placing one within the other. You occupy a strategic position\nin the educational world today, holding together in one the conservative\neast with the free and boundless west; the chivalrous southland with the\nfrugal, practical north—whichever way you face, your arms outstretched\nto join the hands of all.\nWashington and Vermont are far removed geographically.\nOne with\nits nearly 70,000 square miles of territory could swallow in one county the\nother with its less than 10,000 square miles.\nOne with its 1,350,000\npeople far outnumbers the other with only 350,000—less in number than\nthose within the walls of the city in which we are gathered. One had its\nbirth less than forty years ago and is today acting as gracious host to this\ngreat organization; the other this very year is observing its sesquicentennial\nwith dignity becoming its age. And you, son of the middle west, are the\n\n"}
{"page": 37, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n83\n\nbond today that professionally makes us all one in a common interest—that\ninterest the children of America, east, west, north, south.\nIt seems to us in Vermont a fitting occasion to show some recognition of\nthe President of the greatest national body of educators known on earth,\nby the state in which was born the President of the greatest nation on\nearth. And so today on its one hundred and fiftieth birthday, the little\nstate which existed as an independent commonwealth for the first fourteen\nyears of its history; the state in which was founded the first normal school\nin America at Concord in 1823—this little state through one of its normal\nschools today presents you this gavel.\nThe base is made from wood grown on the site of the old hall in Westminster, where, in 1777, Vermont declared her independence through a\nlittle group of hardy, intrepid pioneers who had settled in what was then\nknown as New Hampshire Grants. It signifies freedom and self-reliance.\nThe wood from which the head is made grew on the field of the Battle\nof Bennington, which took place August 16, 1777, and is considered by\nhistorians the turning point in the Revolution. It signifies courage, sagacity\nand indomitable will.\nThe handle signifies authority, leadership, power.\nIt came from a tree\nstill standing on the little Plymouth farm, where fifty-three years ago\nthis very hour on July 4, 1874, Calvin Coolidge first saw the light of day\nand who, himself, has graciously given the wood to be used for this\npurpose.\nThe State Normal Training School at Castleton, Vermont, in presenting\nthis symbol of authority, expresses to you, Dr. Blair, and through you to\nall this great organization of which you are the chosen leader, the greetings,\nthe love and the loyalty of the Green Mountain State.\n\nTHE AMERICAN\nFRANCIS\n\nG. BLAIR,\nAND\n\nPRESIDENT\n\nSTATE\n\nOF\n\nTHE\n\nMELTING\nNATIONAL\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\n\nSPRINGFIELD,\n\nILL.\n\n(Stenographic\n\nReport)\n\nPOT\n\nEDUCATION\n\nASSOCIATION,\n\nINSTRUCTION,\n\n“America is the melting pot of the world.”\nThat statement has been declared by one of our literary critics to be\nThe man who\nthe greatest figure of speech ever coined in this country.\ntruly, soundly\na\nbecome\nhad\nsoil,\nforeign\nupon\nborn\nuttered it, though\nthe influx of\nseeing\nwho,\nThomases\ndoubting\nSome\ncitizen.\nAmerican\nforeign elements into our country feared their disorganizing influences,\n\nknowing that every European war had found its response in America as\nsomething of the bitterness and hatreds were wafted across the ocean.\nThey feared that these latent prejudices would endanger the unity, the\nsolidarity of American life. To these doubters this foreign-born American\ncitizen made his famous statement, ‘Fear not, for America is the melting\npot of the world.”\nHe has seen\nEveryone knows the concrete background of this figure.\npicks up an\nhe\nHere\niron.\nthe junk man as he goes about collecting old\n\n"}
{"page": 38, "printed_page": null, "text": "34\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nae\npe\n\nee\n\nee\n\nold sewing machine, with its bearings worn out, here an old hay rake, a\nHe loads\nthreshing machine, a stationary engine, no longer fit for service.\nbroken\nare\nthey\nwhere\nthem on the flat car, carries them to the foundry;\nsparkling,\nthat\nin\nThere\ncaldron.\ngreat\nthe\ninto\ninto little bits and heaved\nsputtering mass we cannot tell where sewing machine begins or hay rake\nleaves off. ‘This molten stream is run through conduits into new molds\nto fashion new sewing machines, new hay rakes, new threshing machines,\nnew stationary engines, after a more modern model, to do a larger quantity\nand a better quality of work within a given time.\nThe gentleman who coined this figure no doubt saw these human machines coming from the four cornersof the earth, bringing with them\ntheir ancestral differences, their national prejudices, their difference in\nreligious creeds; he saw them all cast into the great caldron of American\nlife, melted down and molded into his conception of the new American\ncitizen, who. should live and work with his fellows in a spirit of good\nsportsmanship and in unity of effort toward the achievement of American\nideals.\nOf course, every figure of speech has its limitations.\nWe do not want\nto melt out of these foreign elements those great qualities which have contributed so mych to the upbuilding of our republic.\nWe do not want the\nmelting pot to take out of the Lindberghs those transcendent qualities that\nprepare them for preeminent American citizenship.\nIf this figure is a true expression of American influence, what is it in\nthis country that does the melting?\nNo doubt the great expanse of\nour country with its diversity of climate and natural resource does some-\n\nthing in this line.\n\nNo doubt the spirit of our form of government as ex-\n\npressed in its Declaration of Independence and its Constitution has something to do with it. No doubt our great principle of religious freedom has\nwrought mightily in this unifying process.\nBut, speaking without any\nprejudice, I believe that the great American school system is the very pit\nof this melting pot. Here the ancient foreign prejudices are melted out of\nthe youth and the best that was brought and the best that is here are fused\ntogether.\n‘\nWhat in the American school system tends toward this accomplishment ?\nFirst, the playgrounds in connection with our schools.\nI believe that the\nAmerican school playground is the greatest kindergarten of democracy\never conceived.\nHere children of native and foreign-born citizens meet\nand mingle together under the most favorable circumstances.\nTo illustrate: In one of our central Illinois cities there lived a gentleman\nof English extraction, of great wealth and high social standing.\nHe\nowned the major stock in one of the large banks, large tracts of farm land,\nand blocks of city property.\nHaving an Englishman’s prediliction toward\na private school, he had his three children in a small private school, where\nthere were six teachers for the seventeen pupils enroled.\nOne day this gentleman approached a schoolmaster who had come to\nthe city the year before.\n“You may or may not know,” he said, “that I\nhave my two daughters and my son in a small private school. I believe\n\n"}
{"page": 39, "printed_page": null, "text": "GENERAL SESSIONS\n\ney\n\nit is good for my daughters, but I fear it is not good for my son.\nI fear\ncertain snobbish, aristocratic tendencies which are appearing.\nI want to\nput him in a larger school where he will have contacts with a larger number of boys. -I have decided to put him in a public school, and have come\nto you to ask your advice as to what school I should choose.”\nThe schoolmaster said that on coming to the city the year before he\nhad been given the option of sending his two sons to one of two central\nelementary schools, and that he, after a study, had chosen a certain one.\nThe gentleman said, “That is the reason I came to you, and my preference\nis for the school you have chosen for your sons, but my wife has heard that\nthe boys are inclined to be rough on the playgrounds, and she desired that I\nshould ask you particularly about that point.” The schoolmaster assured\nhim it was true, that there had been some rough practices upon the play-\n\ngrounds, but that he felt that some of the best lessons his sons had learned\nhad been learned in their contacts with the boys in their games and play.\nThe gentleman thereupon said, “I am going home to tell my wife that\nmy son will have to deal with these boys when they are grown to be men,\nand if he cannot hold his own with them, we had better find it out now.”\nThe next Monday morning, some three weeks after the school had\nbegun, this distinguished gentleman came down to this ward school, leading\nhis son by the hand.\nWhen they came to the gate in front of the school\nbuilding the principal, looking from his office, saw the stately father say\na word of goodbye to his son, then with body erect, never turning his head\nto look back, he walked down the street.\nThe young lad, dressed like a little Lord Fauntleroy, to express the\nfancy of his mother, entered the gate and started toward the school building. Now, the average boy who enters a public school for the first time\nand finds lined up on either side of the walk some of the boys who are on\nfamiliar ground, is timid and hesitant about his first approach to the\nschool building. Not so with this scion of English aristocracy. He stepped\nupon the ground with an air of superiority, as if to say to the other boys,\n\n“Take a look at me and see who has condescended to come down to your\n\nMy father owns large tracts of land, large blocks of city property,\nschool.\n,\nand bank stocks.”\nnot\nopinion,\ntheir\nexpressed\nthen\nand\nhim\nWell, the boys took a look at\nupstart\nlittle\nyou\n“Why,\nmeaning:\nthis\nwith\nperhaps in these words, but\n\ndo you think you can come down to this school and have your father’s\n\nwealth and social standing carry you through?\n\nHere upon these grounds\n\nit is the principle of Bobby Burns which obtains:\nWhat though on hamely fare we dine,\nWear hoddin gray and a’ that;\n- Gie fools their silks, and knaves their wine,\n\nA man’s a man\n\nfor a’ that.\n\nFor a’ that, and a’ that,\nTheir tinsel show, and a’ that;\nThe honest man, though e’er sae poor,\n\nIs king o’ men for a’ that.\n\n"}
{"page": 40, "printed_page": null, "text": "36\n\nNationaL\n\nEpuGATIon\n\nAssociAtioN\n\nYe see yon birkie, ca’d a’ lord,\nWha struts, and stares, and a’ that;\nThough hundreds worship at his word,\nHe’s but a coof for a’ that;\nFor a’ that, and a’ that,\nHis ribbon, star, and a’ that;\n\nThe man of independent mind,\nHe looks and laughs at a’ that.\n\nWhen the shades of night had fallen on this boy’s first day in that school,\nand he meandered home, he bore unmistakable marks upon his face and\nclothing that something rough had happened upon the playgrounds.\nAnd\nwhen his mother took her fond offspring upon her lap to patch up the\nbruises and smooth out the wrinkles, she realized for a certainty that her\ndelicate son had hit up against the rude world of democracy in a brand\nnew way, and that he was learning some of the lessons which he needed to\nlearn through the rude pedagogy of another boy’s hand.\nHe came down to that school with his first name William.\nHe fad\nnot been there ten days until the boys had tacked on to him the name Pete,\nwhich name he carried through the elementary school and through the high\n\nschool.\n\nAnd in the seventh grade he became a member of the football\n\nteam, whose captain was called Chappie, the son of the man who ran the\nlaundry.\nOne afternoon when the ground was muddy and the order came for\nPete to get down the line, he did not comply.\n“The captain slapped him\non the back saying “Get down when I tell you.\nDo you think you are\n\nat one of your mother’s pink teas ?”\nPete always resented any kind of an allusion to his mother or his sisters,\nand left the grounds in a temper, telling his father that he was not going\nto play any longer on the team “‘with those roughnecks from the laundry.”\nThe father asked: “Did you engage to play the season through with those\nlads?”\n“Oh, I did, but I am not going to have them bawling me out in\nthe rough fashion they did this afternoon.”\nThe father, who has told the story with great pride, said to his son: “If\nyou engaged to play the season through, you will go back and finish it,\nor you are no son of mine.”\n‘The father had the satisfaction in a few\nweeks of having his son come to him and invite him to go out and see the\nteam play another seventh grade, and of having his son say “I know what\nI said about Chappie, but I have learned to respect him.\nI see now why\nhe was chosen captain of the team; he knows how to get the boys to pull\ntogether.”\nNot far from where Pete sat in that seventh grade room was a lad\nwith a copper-colored skin, whose father sold fruit down on the streets of\nthe city. Pete, knowing the lowly calling of the father, would not have\nrecognized this boy as being one of his class, but one day, as the seventh\ngrade sang, he heard one voice rising above the others like the song of a\nmeadowlark.\nHe looked, he could not be mistaken, it was Tony, the son\nof the fruit peddler.\n\n"}
{"page": 41, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n37\n\nPete went home to say to his mother, “You know this matter of singing—I have thought it was all right for women and girls but not for\nmen, and least of all for boys, but I have found one boy in our school who\nsings as I never heard anyone else sing. I want you to invite him to our\nhome so that you and my father and my sisters may hear him.”\nOne June evening toward the close of that year Tony was invited and\ncame, dressed up as perhaps he never was before, and as he stood by the\npiano with one of Pete’s sisters playing, through the open window came\nthe voice of Tony.\nInto his blood corpuscles and nerve cells music had\nbeen singing itself for thousands of years, but Pete would never have discovered him had he not been thrown into these contacts in that kind of a\nschool situation.\nNot far from where he sat in the eighth grade there sat a son of the then\ngovernor of that state.\nSome days before it had been decided what school\nthe governor’s son would attend, Pete had spoken often at his home about\ntheir desire to have the governor select their school, but when the selection\nhad been made and the governor’s son had entered the class, Pete became\nnoticeably quiet on the matter.\nThe father asked him why he did not speak more about the governor’s\nson.\nPete’s reply was “He is a sore disappointment to me.\nYou know, I\nalways thought that the son of a governor would be born into the world\nwith the multiplication table already worked out in his memory; that he\nwould know all that needed to be known about geography, history, and\nthe other subjects, but he is as dull as I am; in the arithmetic class he is\neven more stupid.”\nThe father in narrating it said, ““My boy evidently had the idea that\n_the great achievement of the father would descend with his name like\na mantle upon his son.\nHe was learning the great lesson that in this\nrepublic every one must work out for himself his own salvation with fear\nand trembling.”\nIn the same class there sat two boys, the sons of a coal miner, a thrifty\ncoal miner who had purchased his residence down in that part of the city.\nPete would not ordinarily have paid any attention to these boys, but in the\narithmetic class, as often occurs, one of these boys was the leader, and\nPete was very dull. With the same selective power of his father, Pete\nsoon found the ones who knew, and sought their advice and assistance.\nOne day when Pete’s mother came down to the school in her limousine\nto straighten out some difficulty that her boy had gotten into, she entered\nthe school at recess time and found her boy sitting on one end of. a, single\nseat, the other end of which was occupied by one of the coal} miners. boys,\nWhen she sought an explanation of this, she found) it, ‘Tihey had: the\nbook open at the miscellaneous problems, following common fractions, and\nthe doors of these mathethe coal miner’s boy, with his pencil, was opening,\n\nmatic mysteries to the dull mind)of Pete, and)he.was coming to realize that\nability did not, always. bear, the label: of distinguished families.\n\nWhen; the midwinter promotign, came in that grade, out stepped Pete,\n\n"}
{"page": 42, "printed_page": null, "text": "38\n\nNationat\n\nEpucation\n\nASSOCIATION\n\nthe son of the banker, by his side Tony, the son of the fruit peddler, the\ncoal miner’s boys, Chappie, from the laundry, and the governor's son, all\nmarching down to the high school, keeping step to the music of American\neducation.\n\nI do not hold that it is necessary to the soundest kind of democracy that\nOne’s own social\nPete shall always be inviting these boys to his home.\nin the future\nPete\nsee\ncan\nI\ncircle he must determine for himself, but\nhe looks out\nas\nday\none\nand\nbank,\nfather’s\nhis\nof\nsitting out in front\nrecognizing the coal miner’s son, and beckoning him to come in, and saying\nto him: “Old man, I don’t get to see enough of you.” I can see him on\nanother day driving through the streets and suddenly stopping. his car,\nthrowing open the door, and grasping the hand of Tony and: saying to him:\n“Old man, I haven’t heard you sing in a long time.\nI want you to come\nover and spend an evening with me.”\nIt is in just such situations as these that we are shooting to death those\nancient antipathies and prejudices which annually drench the soil of Europe\nin blood.\nBarnum gave to America the happy family idea. He took the cubs and\nthe kittens of jungle animals, with their ancient hatreds, he put them\ntogether in the same cage.\nHe let them eat together and play together.\nThey grew up to maturity as if they had been born out of a common womb,\nbut other cubs and kittens that had been kept separate retained their same\njungle animosities.\nIt is the great opportunity which the American playground offers in\nbringing together the boys and girls before these prejudices have developed\ntoo far, and allowing them to meet and to know each other, that constitutes it an important part of the melting pot.\nNow, when we enter into the schoolroom itself, what influences are at\nwork there in this unifying, up-building process? First of all, the American\nschool system must see to it that the children of foreign born and native\nborn alike shall come to read and think and write in a common language.\n‘That is one of the most unifying of all the educational influences.\nI do not wish to be misunderstood; I have no prejudice against the\nteaching of any foreign language in our schools.\nI think the American\npeople made a sorry exhibition of themselves in the heat and temper of the\nGreat War.\nIn one Illinois city a protest was made against the board\nof education offering German in the high school. When the board did\nnot accede to this protest, a mob came down to the school building, took\nevery book that was printed in German, piled them in a heap in the street\nand burned them.\nAmongst that number was William Tell, one of the\ngreatest primers of democracy ever written.\nI have no prejudice against the teaching of any language as a subject\nof instruction, but as the language of the country there can be but one.\nIf I had been born and reared in some European country which had been\nconquered by an enemy which sought to thrust down my intellectual neck\n\nthe Janguage of the congueror, J should have resented it, but America has\n\n"}
{"page": 43, "printed_page": null, "text": "GENERAL\nforced no one to come to its shores.\n\nSESSIONS\n\n39\n\nComing as they do, they must know\n\nthat here the English language is the language in which we read and think\nand write and converse, therefore, we are not violating any principle of\npersonal rights when we insist that everyone shall acquire this medium of\n\nexpression.\nA nation that is like a Tower of Babel can never be unified in spirit or\nin action.\nI once attended a parents’ meeting in a coal mining district.\nThere were some seventy mothers present.\nI noticed sitting on the seats\ntoward the front several women with shawls over their heads. “They were\napparently very interested in the program.\nWhen it was over the principal asked me if I would not like to meet some of the mothers. I replied\nthat it was a short winter day and I had no doubt they would need to get\n\nhome early, and I would not detain them.\n‘‘Oh,” he said, “we are going\nto have refreshments.\nThe girls are here to serve us now, and I could\nintroduce you to a number of them if you would care to have me.”’ Turning\nto the women with the shawls over their heads, I said, “I would be pleased\nto meet some of those ladies, they seemed so interested in what I had to\nsay.” He said, “You have asked an impossibility. I know most of them\nI have been in some of their homes.\nThey have been in this country,\nsome of them, ten or fifteen years, but they work like beasts of burden;\nthey have large families, and they have not had time to learn much of the\nEnglish language.\nI do not think I could introduce you.” ‘Then he\nstopped and said, ‘““What am I thinking about—I can have you introduced.”\nAnd motioning to one of the girls who was getting ready to serve, he said,\n\n“Louisa, will you please come to the front?”\nDown the aisle came a\ngirl who must have been fifteen or sixteen years of age, neatly dressed,\nrather homely looking.\n‘The principal said, “Louisa, Mr. Blair would\nlike to meet your mother.”\nAnd with as fine grace as I have ever seen\nin a drawing room, Louisa said, “I will be pleased to introduce you to\nmy mother.”\nShe did, and to two or three of the other women.\nNow, between Louisa and me there was perfect understanding.\nI\nspoke, and my words hit full of meaning upon her ear.\nShe spoke and I\nunderstood, but Louisa’s mother, who listened with such apparent respect\nand attention, could not understand many of the words I uttered, and\nthough I knew something of the high language of the country from which\nshe came, she spoke a dialect which I could not understand.\nHow easy it would have been for Louisa’s mother, not comprehending\nwhat was said, to have gone back to her neighborhood and have said, ““The\nsuperintendent of public instruction says so and so,’ whether he said it\n\nor not.\nIn America, if we are to think as with one brain and feel with one\nheart and act as one man, we must all come to read and think and write and\nspeak in a common language.\nAnother force that acts mightily in the melting pot process is the music\n\nin our schools.\n\n‘There was a time during my boyhood days when music\n\n"}
{"page": 44, "printed_page": null, "text": "40\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nwas not much of an educational influence; it was more of a physical\nBut through the trained teachers and supervisors of music, it\nexercise.\nhas introduced into our school system one of the most formative and\ncreative influences in the unifying of the American spirit.\nTwo boys may sit in an arithmetic class and get up hating each other\nbecause of the competitions and rivalries which are aroused, but let those\ntwo boys stand and sing the same song and the spirit of kinship arises\nwithin them.\nHe was\nMany of you xrew as I did Henry Pattengill, of Michigan.\nOnce in a Pennsylvania ina school teacher and the leader of music.\nstitute I worked with him. At that time he was not in good health, and\nafter the institute was over he and I were sitting on the mountain side\nas the sun was setting.\nHe became somewhat reminiscent.\nHe said he\nhad been in practically every state of the Union, and that wherever he had\ngone into the schools he had asked the children to join with him in singing\none song; that in all these undertakings he had never been disappointed\nHe would sing one line of\nfrom the third grade up to the high school.\nthat song and the children would come back with the other line, and so\ntogether to the end of the song.\n‘Then he said, “I hope some day before\nI go hence that I may, at least in my imagination, be placed on some\ncentral mountain, from which with gifted vision I may look out over this\nvast country; that by my side I may have a great choir leader; that he may\nstand and say to the twenty-five million of school children of America,\n“Boys and girls, Mr. Pattengill, who has heard some of you sing in every\nstate in the Union, desires before he goes to hear you sing that song he\nloves.”\n‘Then, as these twenty-five million of children stand, the great\nsong is lifted—‘‘My country, ’tis of thee, Sweet land of liberty, of thee\nI sing; Land of the pilgrim’s pride; Land where my fathers died; From\nevery mountain side let freedom ring.”\nWho can doubt, as that mighty song lifts above the Allegheny Mountains, sweeps across the Mississippi Valley, and over the Rockies to the\nGolden Gate, that out of its womb these twenty-five million of children\nare born into a feeling of kinship, one with the other, into a spirit of\nnational unity?\nAnother force within the schoolroom which cannot be overlooked is\nthe influence of our historic ideals.\nI grant every nation the right to select and hold before its youth the\n\nlives and character of its great men, but I cannot avoid the feeling that\nthe teachers of America are peculiarly favored in having two such great\ncharacters as George Washington and Abraham Lincoln to hold up before the youth of this republic; very unlike in some respects, one the\nwealthiest man in his country at the time, the other perhaps the poorest\nman, and yet so strikingly similar in the main outlines of their character;\nboth so simple we can teach them to the children in the kindergarten, and\nyet so deep in their thought and statesmanship that our scholars in the\nuniversities are still studying them.\n\n"}
{"page": 45, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n41\n\nI can see on a certain day a teacher in a schoolroom turn the pages\nof her history, which she touches with the finger of her imagination, and\ndown from Yorktown and Valley Forge comes the stately form of George\nWashington, entering the schoolroom, in order that the children may see\nand understand and be invigorated by his great personality and his great\ncharacter.\nOn another day I can see her turn another page of that history and at\nthe door stands the gaunt form of Abraham Lincoln.\nStooping, he enters,\nwalks down the aisle and takes his seat by the children, moving aside his\nmantle in order that they may feel the throb of his great heart and feel\nthe elemental force of his great life and his great character.\nIn this Americanizing influence, ladies and gentlemen, the lives of these\ntwo great men are of more value than all the output of our fields and our\nmines and our forests, greater than the output of our factories, greater\nthan all other influences which we can bring to bear in the school upon\nthe lives of our children.\nThe last influence in this great puddling pot which I shall mention, and\nin my mind the greatest of all, is the teacher. Above school grounds,\nathletic fields, buildings, laboratories, libraries, courses of study, rises\nsupreme the character and influence of the teacher.\nIf the teacher fails,\nthe entire system fails. If she succeeds, all is success.\nSome years ago I was called by a county superintendent in Illinois to\nvisit a school, which he called ‘‘the disgrace of Illinois.”\nIt was a coal mining community.\nPeople had gathered from every\ncorner of the earth around these mines, and a town had grown up. My\nfirst view was of a great, ugly eight-room frame school building, painted\na dark green. The school yard was covered with slack from the coal mine.\nOld benches were sitting on the outside with tin pans for the children to\nwash their faces and hands in before entering the school.\nIt was a warm October day. The first room I entered was the first\ngrade or primary room.\nHere I learned there were seventy-two children\nenroled, representing nationalities that spoke seven different languages.\nThere were children in the room ranging in age from six to fourteen years.\nThe room had a stove in its center; there were old double seats filled with\nthree children on a seat, and a number were sitting on the platform\naround the teacher’s desk.\nI looked out of the window and saw the forbidding sight of houses\nI considered the bad\nand saloons that encircled the school building.\nchildren and agreed\nthese\nof\nphysical equipment and the crowded condition\nto Illinois and the\ndisgrace\na\nwas\nit\nthat\nwith the county superintendent\n;\ndebi\n| ak apie\nnation.\n\nMy attention was attracted by one girl sitting in the middle of one\n\nShe must have been nine or ten years of\nof these two-seated benches.\nage, dressed in heavy black clothing, heavy black wool eee: and heavy\nShe had\nHer long, black hair was plaited and tied with a ribbon.\nshoes.\nheld a\nshe\nhands\nher\nIn\nface.\nan earnest, serious and somewhat homely\n\n"}
{"page": 46, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n42\nee\nee\ne\nOe\n\neee\n\nslate and was copying off of the board a word which the teacher had\nwritten.\nI said to myself, “Is this what we do in this boasted republic to make\nCan we instill into them the\nAmerican citizens out of the foreign born?\na situation as this and\nsuch\ninto\nthem\ncrowding\nby\nAmerica\nof\nideals\nsetting them to copying a word off of the board?\nI thought of the mother, a mere beast of burden, who had prepared that\nIn my mind’s eye I could see her as she\ngirl for school that morning.\nto herself, “I have never had any\nsaying\nher\nplaited her hair, and hear\njoy or comfort in life, but I will send this girl down to the public school\nand she will become a fine woman.”\nAnd we had taken her and put her\ninto such a situation.\nI stepped over and saw one remarkable thing, that every time she\ncopied the word it was an improvement over the previous effort. This\nwas conclusive that she came of foreign-born parents.\nBut just as I was\nfeeling downcast over the situation, I heard the voice of the teacher as\nshe stood in the door talking to the county superintendent.\nShe was a\nbeautiful young woman, not beyond twenty-two years of age, beautifully\ndressed. As she stepped into the room every child seemed to fix its eyes\nupon her, and as she moved down the aisle there was adoration in the eyes\nof all those who looked upon her. As she passed near the desk where the\ngirl sat with the slate in her hand, I saw this girl reach around the girl on\nthe side of her and touch the skirt of the teacher as she passed by, and it\nseemed as if the girl were saying, “If I can just touch the hem of her\ngarment I will be a better woman.”\nI began to see that with all the untoward physical conditions into which\nthese children had been thrown that here was the saving element—the\nteacher.\n:\nI was told that every morning when the children came to this room they\ncame in to speak to the teacher and to linger about her desk.\nEvery noon\nand afternoon when they went home they came to tell her goodbye. I\nunderstood afterwards when the chairman of the board of education, five\nmembers of which were born upon foreign soil—the president, Italian\nborn—I understood what he meant when he asked me how they could\nkeep the children away from the school before eight o’clock in the morning, protesting in his broken language that the children wanted to come\nto the school to see the teachers. Why shouldn’t they? Many of them\nhad never looked into the face of a mother who had the time to understand and to appreciate them.\nHere was a woman of rare intelligence\nand rare personality, who, I came to believe, was rendering a larger service\nto the state and to the nation than any other type of public official that\nI knew of; that she was doing the real missionary work of the republic;\nthat she was the master workman in the great puddling pot of the school.\nAnd, ladies and gentlemen, on this the natal day of our republic, I believe\nthat we can declare without hesitation that the perpetuity of this wideflung nation, its solidarity, its unity of aim and purpose and effort, are\n\n"}
{"page": 47, "printed_page": null, "text": "ng\n\nGENERAL\nee\n\ni\n\nSESSIONS\n\n;\n\n43\n\nmore in the hands of that kind of teacher than in any other one influence\nat work in America.\nTo change the figure, as long as the five hundred thousand teachers of\nAmerica are painting upon the canvas of the minds and hearts of twentyfive millions of children the great American ideals, the great faces of\n~Geroge Washington and Abraham Lincoln, we can feel a large sense of\nsecurity in the future of this republic.\nThis great Association, whose\nobjective is to elevate and exalt the profession of teaching and to promote\nthe cause of education throughout the United States, is giving over this\nprogram to the consideration of the economic, social and professional conditions and needs of the teachers of America—the first and last line of\ndefense of the republic.\nWe believe that the citizens in the districts, counties and states of the\nrepublic must come more and more to see that the having and holding of\nthe right kind of a teacher in the schools of America is the chiefest concern\nof the growing republic.\n\nTHE POLICY OF THE NATIONAL EDUCATION ASSOCIATION TOWARDS THE REPRESENTATIVE ASSEMBLY\nAND THE BOARD OF DIRECTORS\nFRANCIS\nSTATE\n\nG.\n\nBLAIR,\n\nPRESIDENT,\n\nSUPERINTENDENT\n\nOF\n\nNATIONAL\nPUBLIC\n\nEDUCATION\n\nINSTRUCTION,\n\nASSOCIATION,\nSPRINGFIELD,\n\nAND\nILL.\n\nI have heard that in a discussion in a colored church where a great\ndeal of heat was being had over the question of evolution and fundamentalism, one of the brethren became highly heated, and he expressed\nhimself in somewhat this language: ‘“‘Ah’m not so interested about where\nAh came from as in where Ah’m at and where Ah’m gwine.” And I\nbelieve a discussion of the status of any individual or any organization by\npractical minded people will disclose the fact that they are at the present\ntime not as much interested in where they are as in where they are headed\nfor, but I do believe in considering the present status of the National\nWe can well heed the words of Patrick Henry\nEducation Association.\nlamp by which we can light the path of the\nbest\n“The\nsaid,\nwhen he\nAnd we cannot avoid\npresent and the future is the lamp of experience.”\na little bit of historic fact when we come to consider the present status of\nthis great Association.\nI think perhaps I am the oldest active member present. I am going\nto assume so. I joined this Association as an active member in 1897, when\nincome\nthere was a membership of a little over seven thousand, with a total\ncost\nof less than twenty-five thousand dollars; when the secretary's office\nher,\nstenograp\na\nsecretary,\na\nthis Association less than six thousand dollars—\nforce.\na clerk, and something like that, constituting the entire\nion\nAssociat\ngreat\na\nto\ncome\nhave\nwe\n1897\nin\nng\nNow, from that beginni\nwith\ndollars;\nd\nthousan\nhundred\nfive\nand\nfour\nbetween\nof\nwith an income\n, with\na great central office consisting of a hundred and twenty members\n\n"}
{"page": 48, "printed_page": null, "text": "44\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n’\n\nan annual cost in salaries alone of somewhere around one hundred forty\nthousand dollars, and other expenses, making this great central office cost\naround two hundred thousand dollars a year; with a great membership of\nFrom these\na hundred seventy-five thousand delegates and members.\nfacts we can very easily see that what might have been perfectly proper\nand effective in 1897 may not properly meet the needs of the new emer- ~\nIt is, therefore, nothing\ngencies which this growth has brought upon us.\nat all in the way of criticism upon any man or any group of men, who,\nas these things have come about, have met the situations as they saw them,\nwho have met them courageously, met them intelligently—I say it is no\ncriticism upon them that once in a while we review the situation, the\nwhole situation, in the National Education Association; that we inspect\nour incorporation, that we inspect the constitution and bylaws to see if\nthey are functioning, and to see if there is needed any new adjustment to\nmeet the changed conditions, and to provide for the future.\nWhen your present president was elected at the Philadelphia meeting\n\nthere was never a shorn lamb on the north side of a strawstack in December that was ever more unfurnished in his knowledge of the inner\nworkings of this Association than I was at that time.\nI felt I knew\nnothing.\nI had enjoyed going to these conventions since 1897, and I\nwanted to hear the programs.\nI wanted to meet with the great personalities that came to these conventions, and I was perfectly willing for\nthe men and women who had a desire to guide the Association to guide it.\nI had never read the charter or the bylaws of this Association.\nI make\nthat as a confession, but one of my first duties, called to my attention by\nthis vigilant individual on my left (indicating Secretary Crabtree), was\nthat there was to be a meeting of the Executive Committee in Chicago,\nand he began to outline to me the things that would come before that\ncommittee.\nAppropriations amounting to over two hundred thousand\ndollars were.to be made by the Executive Committee; great policies were\nto be considered and adopted by it. With twenty years’ experience in\npublic office, where I always had to know what my authority was for\ndoing things, I began to inquire into what authority the Executive Committee had in managing the affairs of this Association, in making appropriations, in taking initial action on great policies, and I became convinced after reading over the charter and bylaws that the Executive Committee was just as its name indicates, merely a committee to carry out\nand to carry into execution the policies of legislation of the Board of\nDirectors as passed upon officially by that Board.\nI consulted three of the assistant attorneys in the attorney general’s\noffice of the state of Illinois, and they all agreed that the Executive Committee was merely an administrative body to carry into effect the legislation enacted by the Board of Directors.\nAnd after I had read through\n\nthe bylaws, the constitution and the minutes of the National Education\nAssociation from 1859 down to the present time, save about six or eight\nyears when the minutes had not been printed, after I had done that, before\n\n"}
{"page": 49, "printed_page": null, "text": "Se A\n\nGENERAL SESSIONS |\na\nie ic 8 aes\n\n45\n\ngoing to that committee meeting at Chicago, I formulated what I called\n\nsome objectives. I presented them to the committee at Chicago. They have\nbeen printed, they have been sent to you, but I wish to read them in order\nthat they may become a part of the minutes of this Association.\n1. The committee which was authorized at the Philadelphia meeting on delegate\n\nrepresentation and other kindred subjects should make a thorough study of the\ncharter and bylaws, and with competent legal counsel prepare a report on what\nchanges should be made in the charter and bylaws to make clear the respective\npowers and limitations of the Representative Assembly, the Board of Directors,\nand the Executive Committee.\nI believe that unless such a study is made and\nsuch action is effected that grave misunderstandings and obstructions of the work\nof the Association will be inevitable.\n\nWhen that committee came to be appointed I looked the country over\nto find a man who had the vision and the courage to do a piece of work\nof that magnitude, as Mr. Crabtree and others had suggested it should be\ndone, and it came almost, as I thought, like an inspiration who that man\nshould be. ‘The one man cut out for this place was Superintendent Claxton, now of Tulsa, Oklahoma, former United States Commissioner of\n;\nEducation.\nWhen I first presented it to him he said he did not like to undertake so\nbig a task, but finally consented.\nHe has given his great abilities and\nstrength to this task. I never saw such a glutton for work in my life.\nHe has kept that committee in session every time I have been with them\npast twelve o’clock at night, and has gone into the whole matter thoroughly,\nand he is going to make a report to this Association which I am sure you\nwill consider and reflect upon.\nYou may not agree with all of it, but the more you reflect upon it the\nmore you will come to realize that this committee has done a fine piece of\nwork, looking toward the future growth of this Association.\n2. That the large work undertaken by the committee on committees should be\ncarried forward until every committee which is covering the field of any existing\ndepartment shall be made an organic part of that department, leaving of course\nthe matter of funds allotted to them in the hands of the Representative Assembly\nand the Board\n\nof Directors.\n\nThere is no criticism at all in what I say, but when I discovered almost\none hundred committees on research and investigation, many of them\ncovering identically the same field covered by a departinent—a sort of a\npedagogic double-headed rooster, one head attempting to go north and the\nother south—it was out of the heart and mind of Mr. Newlon, I think,\nthat the idea came at the Philadelphia meeting that committees covering\nthe same field as the departments should be made a part of that de-\n\npartment.\nAfter reading that report I believe that you will agree that when the\nhistory of this Association\n\nis written\n\nit will be put down\n\nas one\n\nof the\n\nmost forward-looking, courageous pieces of work ever undertaken by this\nAnd if you could have seen some of the follow-ups when\nAssociation.\n\n"}
{"page": 50, "printed_page": null, "text": "46\n\nNatTIONAL EpucaTIOoNn ASSOCIATION\n\nthese committees were disposed of, how difficult the situation was, and how\nMr. Newlon and the officers in charge had to steel their hearts and minds\nin order to stand by that, you would more fully understand the courage\ni\nit required.\nI believe these departments will become greater as the working laboratories of the Association, when each committee that covers the field of a\ndepartment shall be merged into that department and become responsible\nto that department.\n3. All departments of the Association should be strengthened\nmore productive in the line of research, and more constructive\nprinciples and policies of educational procedure.\n\nto make them\nin formulating\n\nI believe there is no danger to this Association in giving a large degree\nof autonomy to these departments.\nI believe in the next fifty years this\nAssociation is going to grow through their growth. ‘This year one of\nthe greatest achievements within twenty or twenty-five years will be the\norganization of the Department of Junior Colleges and Senior and Junior\nHigh Schools.\nIt will be on about a par with the Department of Superintendence.\n,\nThe Representative Assembly and the Board of Directors, both of them\nlegislative bodies, are going to legislate for this body and make the appropriations for this body, but the departments are going to be the great\neducational laboratories of this Association.\nIn absence of those whom I asked to discuss the future of the departments, Mr. Newlon will discuss that along with his other topic.\n4. No more important objective is before us than a thorough-going effort to\nmake the Representative Assembly a real, deliberative, legislative body, and placing before it only definite proposals from departments and committees for their\nconsideration,\n\ndiscussion\n\nand\n\naction.\n\n‘These\n\nproposals\n\nshould\n\nbe referred\n\nto the\n\ncommittees formed within the delegate body and reported back for action. This\ngreat assembly should not be a mere passive, listening body. It should be an\nactive, formative, legislative assembly.\n\nI have become convinced, ladies and gentlemen and delegates, that the\none greatest thing done in this Association within the last quarter century\nwas the formation of this Representative Assembly.\nThe men and women\nwho conceived it were men and women of vision, and I wish we had them\n\nhere to do honor to them.\nI have been told by the man who was most instrumental in getting this\nassembly organized that they were afraid they could not keep the body\nengaged.\n‘They began the practice of the presentation of reports of special\ncommittees, and I am sure that plan served a useful purpose, but in the\nlast three Representative Assemblies I have attended I became convinced\nthat this representative body was having too much of its time taken up in\nlistening to reports, and not enough time was being spent in considering\nand passing on the concrete objectives and plans of the organization.\nAlready this year a beginning has been made in having the reports of these\nspecial committees made to the Executive Committee, the Board of Direc-\n\n"}
{"page": 51, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n47\n\ntors and the Board of Trustees, and only definite proposals requiring discussion and action to come before this assembly.\n5. Either the charter should be amended so as to do away with the Board of\nDirectors, or we should set ourselves resolutely to restore this body to its great\nfunctional place as the chief legislative authority on all the large business interests of the Association.\nWithout any criticism of anyone, I feel that the Board\nof Directors has become a mere receiving, listening, approving body for the\nExecutive Committee.\nIf it should be decided that the interests of the Association can be transacted in a more economic and efficient way by the Executive\nCommittee, let the charter and the bylaws confer upon it the powers of the Board\nof Directors.\nThe educational effect on the members of the Representative Assembly and of the Board of Directors can be measured by the amount of responsibility which they feel they are to bear and the amount of power they feel they\n;\nhave to exercise.\n\nThis topic’ will appear on the program\nings of this Representative Assembly.\n\nfor discussion during the meet-\n\n6. Without abating any of the force of attention and action which it is now\ncentering upon the Capitol at Washington, we should turn the face of our National Education Association more directly and more permanently towards the.\nvarious state capitols, adding the momentum of this vast and powerful organization to those state forces which are fighting each year to secure better school\nconditions\n\nand opportunities\n\nfor their children.\n\nSuperintendent Davidson and Miss Williams will appear before you\nand will set forth the ideas of the Legislative Commission.\nIn each state\nof the union except one is organized a committee that works like the\nfingers of this great Legislative Commission’s hand. Whenever the state\nwishes to have the momentum of the National Education Association, with\nits great research department, its great publicity department, whenever\nthe state wants the National Education Association, through its Legislative\nCommission, to give it help, that Commission and the Association stand\nready to render such aid and succor as the state may desire. No obtrusion,\nno offensive crossing of the state lines, but whenever you want the strength\nof the National Education Association placed at your disposal it can be\nIt has been done the last two or three years, especially in the state\ndone.\nof Pennsylvania.\nI believe anyone who knows the situation knows this Association has\nbeen and is now deeply interested in the national legislation which it has\nsought to have enacted, but I have become convinced that its power should\nbe brought to bear more than ever in aiding the school forces in the several\nstates of the union.\nrelations iohper hee Le\n7. While maintaining its cordial and respectful\nthe SORDORAHEES ionpened\nand\nons,\nfoundati\nnal\neducatio\nprivate\norganizations, to\nthe P eer Z this\nsupplies,\nand\ns\napparatu\nin the manufacture of school books,\nand its central o - ee\nAssociation, its departments, its special committees\nhave the appearance 0 Se ing\nshould be ever vigilant to guard against what may\nAssociation site ree he\nn\nEducatio\nNational\nthe\nof\nthe name and influence\n\nenough income and enoug re\nmercial enterprise. The Association has a large\nand reach its own conclus\nations\ninvestig\nown\nits\ncarry\nto\nenergy\nand\nability\n\n"}
{"page": 52, "printed_page": null, "text": "NATIONAL\n\nEDUCATION\n\nASSOCIATION\n\non educational matters, sharing\nworking in similar fields.\n\nthe results,\n\nof course,\n\n4$\n\nwith\n\nother\n\norganizations\n\nThe efforts of some of these organizations are vigorous, sometimes almost\noffensive. They are business men, they are “‘go-getters,’ and have been\nsent out with a certain purpose in mind, and they say that their work can\nbe done by taking this Association into a partnership.\nBut with our hearts\nand minds open to every worker in the field of education, whether under\nprivate means or public, we must see to it that this Association shall not\nlend its name in any way to mere private commercial enterprises, under\nhowever inviting or illusive name that association or organization may\nappear.\n8. Without subtracting any of our interest and our sympathy from nation-wide,\nworld-wide,\n\nconsecrate\n\nsocial,\n\ncivic,\n\nand\n\npolitical\n\naffairs,\n\nwe\n\nshould\n\nreconcentrate\n\nour attention and effort to the promotion of the great cause\n\nthis Association\n\nwas\n\nfounded, namely,\n\ninterests of the profession\nthe United States.\n\nof teaching,\n\n“To\n\nelevate the character\n\nand to promote\n\nthe cause\n\nand\n\nand\n\nre-\n\nfor which\nadvance\n\nthe\n\nof education\n\nin\n\nLadies and gentlemen, if we want to know where we are and where\nwe are going, it is once in a while a good thing for us to formulate our\nobjectives and to consider them.\nIf some of these appeal to you, they may get written permanently into\nour procedure.\nIf they seem to be ephemeral, if they seem to come out\nof some temporary emotion, I am sure they will only meet with your attention for the time being, but in preparing this program I have tried in the\nmain to bring before you those questions that, to my mind at any rate,\nare of large moment and large consequence in the immediate future of this\nAssociation—I hope I have not set too bad an example in taking too much\ntime—but I hope to provide after each one of these presentations ample\ntime for discussion.\nAt this time I am going to throw open this meeting\nfor a discussion of these objectives and for any comment or any discussion\nthat the Representative Assembly sees fit to make upon them.\n\nTHE RELATION\nJESSE\n\nH.\n\nOF COMMITTEES TO THE ASSOCIATION\nAND ITS POLICIES\n\nNEWLON,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nDENVER,\n\nCOLO.\n\nAs long as there is a National Education Association it will have a committee problem. The Association can never function without committees.\nThere must always be committees reporting to the Representative Assembly\nand others reporting to the Executive Committee or the Board of Directors.\nThe departments likewise will always have numerous committees.\nThe\ncommittee habit is so strong on the American people that there will always\nbe a tendency to rely too much on committees and too often to substitute\ncommittee reporting for discussion in the deliberations of this and other\ngoverning bodies of the Association.\nWe are all familiar with the old evils that have characterized the committee work of the National Education Association.\n(1) There has been a\n\n"}
{"page": 53, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n49\n\ntendency to create too many committees.\n(2) There has been a tendency\nto make these committees too large. (3) These committees tend to continue their deliberations over many years. Frequently committees that have\ndone little work have exhibited a remarkable tendency to longevity.\n(4)\nThere is no doubt that some have looked upon committee appointments as\ncarrying with them opportunities to take trips, but personally I do not\nthink this has been a very great evil in the life of the Association. Nevertheless with a limited budget, with work to do that far outruns the budget,\nand with the weakness of human nature in mind, there must always be a\nstrict administration of committees in respect to this matter.\n(5) Committees with important work to do have been compelled to hold their\nsessions in connection with our annual meetings. With a multiplicity of\nBut no\ncommittees and a lack of funds no other recourse was possible.\ncommittee dealing with fundamental problems of education requiring\nstudy and profound discussion can do satisfactory work amid the distrac(6) Finally, there has been a tendency to\ntions of a great convention.\nappoint committees that duplicated the work of departments.\nFor example, there have been committees on classroom teacher problems, on rural\neducation, and on visual education with departments already in existence\n\ncovering these fields.\nIn this connection I refer you to my report as president of the Association made to the Representative Assembly at Indianapolis in 1925, and to\nthe report of the Committee on Committees made to the Representative\nAssembly at the Philadelphia meeting a year ago. During the incumbency\nof the last three presidents of the Association an attempt has been made to\ncontrol the committee situation by the reduction of the number of committees reporting to the Representative Assembly. Committees duplicating\nthe work of departments have been eliminated. Committees doing work in\nsubject-matter fields have been referred to the curriculum commission of the Department of Superintendence on the theory that it is not the business\nof the Representative Assembly to consider problems of the technic of\nteaching in any particular field, but that our business here is to deal with\nbroad questions of policy. Other committees have been requested to report\nto the Executive Committee or the Board of Directors.\nAs a result of this committee policy conditions have been very greatly\nimproved and one of the good results has been an improvement in the meetIt is especially noticeable this year\nings of the Representative Assembly.\nthat President Blair has allowed a maximum amount of discussion from\nthe floor and has reduced the amount of time given to perfunctory committee reporting.\nAt least three good results are bound to flow from this policy:\n1. A larger amount of the funds of the Association will be available for\nproductive research and for the aid of committees that will greatly influIt 1s not necessary to\nence the course of public education in America.\nhave\npoint out how certain great committees of the Association in years past\n\n"}
{"page": 54, "printed_page": null, "text": "50\n\nNationaL\nNee eee\n\nEpucATION\n\nASSOCIATION\n\neee\n\nWe might\nprofoundly influenced the development of public education.\nSecondary\non\nCommission\nthe\nTen,\nof\nCommittee\nthe\nof\nroll\ncall the\n\nEducation, the Commission on the Emergency in Education, the Committee\n\nThe honor roll is already a\non Tenure and other notable committees.\nlong one.\nThese committees have dealt with questions of broad general policies\ntouching every aspect of American education. We shall have similar committees in the future. At the present time there is such a committee existing in the Department of Suprintendence.\nI refer to the Committee on\nthe Articulation of the Units of the American School System. ‘This committee will deal with some of the most fundamental questions in American\neducation in our day. It should have the hearty cooperation and financial\nsupport of the parent Association.\nIts work can never be done at meetings in connection with conventions. A large amount of research and inThe committee must spend long hours in\nvestigation will be required.\nmost exacting debates and deliberations.\nThe new policy as regards committees will place the association in a\nbetter position to aid in the work of committees such as I have just described.\n\n2. The Representative Assembly will be free from the incubus of too\nmany committee reports.\n3. The work of the Board of Directors and of the departments will be\nvery greatly enhanced in importance and in amount and the Association\nwill in turn be strengthened by the more effective functioning of these\nbodies.\nThe Board of Directors of the Association is small enough in numbers to\npermit of extended discussion. It can meet more frequently than the Representative Assembly. The Board itself is truly representative of the membership. It must play a more important role in the future.\nLikewise the work of the departments should be enhanced. It is a waste\nof effort for the Association to duplicate by committees or in any other way\nwork that can be done by the departments.\nAfter as much work as possible has been referred to the Executive Committee, the Board of Directors, and the departments, there will be an ample\namount left to be done by committees reporting to the Representative Assembly. As stated.in the report of Committee on Committees a year ago, as\nlong as we have a legislative program we must have a legislative commission. We shall always have committees reporting to this body dealing with\nthe major problems of American education. There will always be a committee on resolutions.\nThere are now 170,000 members in our Association.\nIt is utterly impossible to think that all members of the Association can ever serve on its\ncommittees. Only a fraction can ever have that privilege and they should\nbe chosen solely with reference to their fitness to make contributions to the\ncommittee work in hand. With relatively few committees to appoint from\n\n"}
{"page": 55, "printed_page": null, "text": "ree\n\nee\n\nGENERAL SESSIONS\nee\n\neee\n\na\n\nee\n\n51\n\na great membership, it is useless to try to interest many people in the work\nof the Association by committee appointments.\nThat object must be\nachieved through the work of the departments. ‘Therefore the committees\nreporting to the Representative Assembly should be relatively small. Of\ncourse, in the case of such a committee as the Resolutions Committee there\nshould be and must be, not merely because the bylaws require it, a representative from every state in the Union; but when committees are appointed to deal with problems as fundamental as those that were considered by the Committee of Ten or by the Commission on the Emergency\nin Education they must in the future be made small enough to permit of\nefficient work and of adequate financing.\nI have already said explicitly and implicitly that the work of the departments of the Association must be greatly enhanced. In this connection\nI think we face two important questions: First, the problem of adequate\nfinancial support for the departments, and second, the far more fundamental question of how the Association and all of its departments are to be\nintegrated.\nSo far as the question of finance is concerned, in my judgment the time\nhas come when the establishment of adequate membership dues should be\na condition to the creation of a department.\nDepartments should no\nlonger be financed out of the funds of the general Association except in\ncases where it is desired to invest money te promote a new department.\nThe Department of Superintendence and the Departments of Secondary\nand Elementary School Principals, for example, now maintain dues sufhcient to cover practically all of their expenditures, and this should be required of all other departments.\nMany have no dues at all. ‘Those who\nare guiding the destinies of the departments are very shortsighted if they\ndo not advocate the payment of fees. ‘The establishment of adequate departmental fees will not only release a considerable amount of the funds of\nthe general Association for important investigational and research work\nbut these dues will improve the efficiency of departments.\nMembership\nin a department that is not worth at least one dollar a year is not worth\nIn my judgment it is absolutely not worth having.\nvery much.\nNor do I think it can longer be urged that teachers cannot afford to\npay these dues. Let us assume that the Denver classroom teachers are\nrather favorably situated as regards salaries.\n\nI find that the average salary\n\n“I\nof a classroom teacher in Denver at the present time is about $2150.\nfollows:\nas\ndues\nprofessional\npays\nteacher\nclassroom\nDenver\nfind that the\nAssociation..............\n\n$2.50\n\nTo the Colorado Education Association..........+.++sseeeeee\nTo the National Education Association.........--+.+++++++e+To the local Parent-Teacher Association.........+++++se0ee+\n\n3.00\n2.00\n25\n\nTo the Denver\n\nClassroom\n\nTeachers\n\nom teacher\nThe total of these dues is $7.75. It is the exceptional classro\nonal\nprofessi\nstrictly\na\nof\nation\norganiz\nother\nany\nto\nwho is paying dues\nfor\nadded\nbe\nmay\ncharacter. But let us assume that a dollar or two dollars\nEnglish\nof\nCouncil\nmembership in such an organization as the National\n\n"}
{"page": 56, "printed_page": null, "text": "52\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\n‘Teachers or some other professional society covering the field of the teacher’s\nMany\nspecial interest. The total then would not be over ten dollars.\nDenver\nthe\nto\ndollars\nfifteen\nor\nfive\neither\nof\nfee\na\npay\nteachers\nDenver\n‘Teachers Club, but this is a mutual insurance association and should not be\nregarded as a professional organization in the sense that the other organizations are. The teacher presumably gets value received in the form of\nNor should we count as strictly professional the semi-social\ninsurance.\nI dare say\norganizations to which many teachers and executives belong.\nwill work\nit\nmaintain\nI\nand\ndues,\nregards\nas\ne\ncase\nrepresentativ\na\nis\nDenver\nno hardship on the classroom teacher even if he pays annual dues of one\ndollar to the Department of Classroom Teachers and dues to the Association or departments covering the field of his special interest bringing the\ntotal invested annually in. professional associations up to a maximum of,\nsay, ten or twelve dollars.\nCertainly this is not an excessive sum even\nfor a beginning teacher in a rural neighborhood.\nFinally we come to the problem of integrating the departments with the\nAssociation. The conclusion I have reached regarding this problem is that\nthe Executive Committee and probably the Board of Directors of the\nAssociation must eventually be reconstituted. ‘The present Executive Committee is in no sense representative of the varied interests of the Association.\nIt is too small; it is too largely ex officio. At present our Association is a\nloose-jointed affair. It should be unified.\nI do not propose to go into\na discussion of this matter further than to make one or two suggestions.\nIt might be possible to classify the departments into two groups and give\nto those in one group representation on both the Executive Committee and\nthe Board of Directors. This group would consist of those departments\nthat are all inclusive in character; such as the Department of Classroom\nTeachers, the Departments of Elementary School Principals and of Secondary School Principals, the Department of Superintendence and possibly\nlater certain departments composed of those who administer higher education. If the Association of University Professors should affiliate with the\nNational Education Association we would have here another department to\nbe included in this list.\nThe second classification of departments would include those representing special fields of interest, such as visual education, rural education, research, and the like. These departments might be given representation\nonly on the Board of Directors. This would enlarge the Board of Directors\nto from one hundred to one hundred fifty members, but inasmuch as this\nboard already consists of about sixty members and is too small to function\nas an executive board, its enlargement to one hundred fifty would not\nseriously endanger its usefulness, although it should not be allowed to go\nmuch beyond that number.\nAn arrangement might be made whereby the Executive Committee would\nhave, in addition to present members, representatives on it from the allinclusive departments named in the first classification or it might be left to\na Board of Directors with a membership representing both the states and\n\n"}
{"page": 57, "printed_page": null, "text": "noone\n\nEE\n\nGENERAL SESSIONS\nee\nlero)\n\ntt ghee 53\n\nthe departments to choose a majority membership in the Executive Committee. The Executive Committee then would be enlarged, say to ten or\nfifteen members, but it should always be kept small. In order to keep it\nsmall it might well be a committee created by the Board of Directors and\ndirectly responsible to it. Under such conditions a committee of six or\nnine members would be feasible. Another method of reconstituting the\nExecutive Committee would be to increase it to eight or ten members, all\nelected by the Representative Assembly. A plan of allocating a part of this\nnumber to certain departments on some rotating basis might be worked out.\nThe Representative Assembly would then choose from nominations made\nby these departments.\nAny such reorganization as I have suggested will necessitate asking Congress to amend the charter.\nIt must be evident to all that the present\norganization is faulty, and that as the Association grows in numbers and in\ndepartments it will be necessary not only to reconstitute the Representative\nAssembly on which problem a committee is now working, but that we shall\nbe forced to a consideration of the problem of integrating the departments\nwith the main Association.\nIt is my prediction that sooner or later we\nmust ask that the charter be amended. Therefore, it will be well, with the\nmembership growing apace, to begin the consideration of these problems.\nI want to make it clear that I am proposing no plan of reorganization.\nMy only desire is to emphasize the importance of the problem of integration. ,The National Education Association should again be made truly national in scope. It must represent not only elementary and secondary education, but higher education as well. ‘To that end a further reorganization\nis necessary.\nAt first blush it may seem that I have strayed quite a ways from the\nconsideration of committee problems, but it must be evident to all that the\ncommittee problem cannot be considered apart from the work of the departments and that therefore it is proper in the discussion of committee\npolicies to consider some of the department problems.\n‘This in turn inevitably raises the issue of a better integration of the component parts of\nthe Association, and that raises the question of how to bring the representa-\n\ntion of colleges, universities, and professional schools into active participation in the work of the Association.\n\nTHE\n\nPOLICY OF THE NATIONAL EDUCATION ASSOCIATION TOWARD STATE ASSOCIATIONS\n\nARTHUR\n\nH. CHAMBERLAIN,\nTEACHERS’\n\nSTATE\n\nASSOCIATION,\n\nEXECUTIVE\nSAN\n\nSECRETARY,\n\nFRANCISCO,\n\nCALIFORNIA\n\nCALIF.\n\nThe state teachers’ associations bear a relationship to the National\nEducation Association similar to that borne by the states of the union to\nThe federal government is an entity aside\nthe federal government.\nfrom and independent of the individual states. In like manner each state\nStated\nhas an individuality quite apart from its federal relationships.\n\n"}
{"page": 58, "printed_page": null, "text": "54\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\ndifferently, the National Education Association and the state associations\nare cooperating factors in an equation; comrades in a mutual undertaking;\npartners in a joint enterprise.\nThe soundness of this statement of relationship can be established on\ndetermination of the respective functions of the National Education Association and the several state teachers’ associations.\nLeadership of the National Education Association—The National Education Association has for three quarters of a century been one of the chief\ncenters of educational leadership in the world.\nIndeed, so far as the\npublic schools are concerned, the National Association has occupied first\nplace. From it has flowed the tide of educational inspiration. Out of it\nhas come the sentiment for increased professional standards, for training of\nteachers and for improvement of teachers in service. ‘The results of the\ninvestigations and reports of its committees and those of the National\nCouncil of Education haye laid the foundation for the best practices in the\nmatter of appointment, salaries, promotion and tenure of teachers; for\nadvanced certification requirements; for modernized courses of study and\nfor developing workable relationships between the home, community, and\nschool.\nThe National Education Association has become the court of final appeal\nin the matter of investigations, studies and reports on school problems. It\nhas been, and will continue to be, the central clearinghouse for educational\nideas and ideals.\n‘\nFundamental nature of state associations—Under our form of government, education is, in the last analysis, a matter of state concern.\nThe\nNational Education Association can act in an advisory capacity to the\nstates. On the other hand, legal and authoritative action lies within the\nstates themselves. While the fundamental principles underlying educational\nphilosophy are the same throughout the states, their application and detail\ndiffer from state to state. School organization, courses of study, certification requirements, financial support, compulsory attendance laws—these and\nother matters are in the hands of the authorities in the individual states.\nIn like manner the various state associations represent directly, even\nthough non-governmentally, the educational activities of the several states.\nThese state associations should be the direct feeders of the National Association. ‘The foundation, the growth and the perpetuity of the National\nEducation Association are conditioned directly upon the strength and enthusiasm and productive activities of the state organizations.\nHistorically the state associations in their earlier forms were the progenitors of the National Education Association. Strong state groups with\noutstanding leaders existed here and there, especially in the older states.\nFrom these groups spread the impulse to create a national organization of\nteachers. Local consciousness here, as in other social groups, preceded the\nlarger national vision, which, in its turn, has given rise to the international\nbody, namely, the World Federation of Education Associations.\nWhen some years ago, before re-organization of the National Education\nAssociation had been realized on the delegate basis and before the state\n\n"}
{"page": 59, "printed_page": null, "text": "GENERAL\n\na\n\nSESSIONS\n\n55\n\nteachers’ associations were functioning effectively, membership in the National Education Association was a few thousand only. This membership\n\nfluctuated from year to year.\nIn 1912 but one state association had a\nfull-time secretary; in 1923, twenty-four states had full-time secretaries.\nToday, thirty-four states are thus served.\nFifteen years ago the membership in our state associations was meager\nand fluctuating. In 1923 there were scarcely more than 300,000 members\nin all the state associations combined. roday there are in excess of 560,000\n\nstate association members.\nThe growth in membership of the National Education Association from\n8000 to 175,000, as at present, is in large measure owing to the growth of\nthe state associations and participation of the latter in National Association affairs.\nOnly recently have the state teachers’ associations, through re-organization, become so powerful an influence in shaping public education. . They\nhave, nevertheless, for many years been important factors in all that pertained to education in state and nation. Before the year 1870 there were\npermanent state-wide organizations of teachers in twenty states of the\nunion. It is worthy of note as showing the influence of state associations\nin the earlier day, that the call for the meeting at Philadelphia in 1857, at\nwhich time the National Teachers’ Association was formed, was signed by\nthe presidents of ten state teachers’ associations. ‘These states were I]linois,\nIndiana, Iowa, Massachusetts, Missouri, New Hampshire, New York,\nPennsylvania, Vermont and Wisconsin.\n‘The National Teachers’ Association was the forerunner of the National Educational Association, now the\nNational Education Association.\nThe logical relationship of the state association to the national organization was thus early understood.\n‘There were held many informal conferences of those interested in state associations and in the upbuilding of\nthe National Education Association, to discuss the necessary inter-relationships and to establish desirable points of contact. ‘The results of earlier\nconferences took definite shape eighteen years ago at the Denver meeting of\nthe National Education Association.\nAt that time there was created an\norganization which later gave rise to the present Association of Secretaries\nof State Teachers’ Associations.\nThe foregoing historical facts have been cited to make clear the significance of the National Education Association and the fundamental nature\nof the state associations and their importance in building and maintaining\nIn this connection your speaker\na great national organization of teachers.\nstate teachers’ association is\nthe\nthat\nhad occasion to say as early as 1916,\nIt is as true today as in\norganization.\nteacher\nof\nform\nthe one essential\n1916, that each state association must have a representative central body ;\nin other words, a delegate system. “This body must be truly representative.\nSchools, children, education, in their broadest aspects, must be given prominence, rather than overemphasis upon special teaching interests or teachers\nrepresenting special types of schools or special subjects. Every teacher in\n\nthe state should be a member of the state association,\n\n"}
{"page": 60, "printed_page": null, "text": "NATIONAL\n\n56\n\nIn the National\n\nEDUCATION\n\nASSOCIATION\n\nEducation Association every teacher in America should\n\nhave a voice. This is made possible through proper integration of the\nstate association with the national organization. In 1916, before the formation of the original Committee on Organization, of which the present\nspeaker was a member, we advocated a plan of local, state, and national\naffiliation such as would give every teacher an equal voice and vote. To\nquote from our earlier statement before the National Education Association: “In order to make the National Education Association more farreaching in its influence, a delegate system should be devised whereby there\nwill be a certain number of delegates to the Association from every state,\ndepending upon the number of active members in the state association.” In\nother words, we\n\nadvocated\n\nin 1916 a plan of organization\n\nunder\n\nwhich\n\nlocal groups—county, city, club, and so forth, should find representation in\nthe state association, the latter organization in turn to function directly in\nthe National Education Association. In this way there will result perfect\nintegration of state and national bodies.\nThe above is offered only in the interest of more effective cooperation\nfor the future.\nLet it be thoroughly understood that no prejudice is\ndirected toward the local association. ‘The national and state organizations\nmust foster and stimulate the locals. “The significance of the local group\nin developing memberships and enthusiasms is given full consideration.\nThese groups must continue to play their part—indeed, an ever-increasing\npart—in the programs of the National Education Association.\nThis part must be played, however, by these local groups in their respective state associations. The state association thus becomes the summation\nof all the local groups in the state; and the state association, made up in\nlarge measure of these various local groups, will carry over into the national\norganization as one unit rather than as a series of independent and disassociated units. In this way the morale and responsibility of the state\nassociation is maintained.\nFor, without this unity of action and this state\nmorale and responsibility, the very foundations of the National Education\nAssociation itself will be shattered and its perpetuity endangered.\nEvery effort must be made to do away with any possible friction between\nstate association and national organization.\nDifficulties have been experienced in some states in writing state association memberships, because of\noverwhelming interest of local groups in making National Education\nAssociation membership take precedence over state membership.\nWhile,\non the other hand, in certain of the state associations, the cause of the\nNational Education Association has not been sufficiently stressed.\nThese\ndifficulties must be ironed out. The interdependence of local, state, and\nnational groups must be realized.\nThe report of the Committee on\nAppointment of Delegates and Kindred Questions of the National Education Association will, we feel, serve to clear up points at variance, such as\nhave been brought on by the tremendous growth of our National Association and the increasing demands made upon our state organizations. With\nthe proper working unity established between the local groups and the\nstate association, the latter may more easily cooperate fully with the\n\n"}
{"page": 61, "printed_page": null, "text": "GENERAL SESSIONS\n\n57\n\n--\n\nNational Association. The writing of membership in the National Education Association may readily be handled through the state association, as\nis already done in some states, thus tending to reduce overhead and to do\naway with duplication of effort.\nEach state association will act as the clearinghouse for its respective state\nin the matter of researches, studies, and investigations. The results of these\nshould be passed up to the National Association.\nHere again, with the\nNational Education Association acting as national clearinghouse, duplication will be lessened and economy and efficiency attained. Effective as are\nour associations, the results of the investigations and studies in the National\nEducation Association do not get back to all parts of the state as they ought.\nNor, do the findings of the state association reach fully into the local groups.\nComplete cooperation means effective service. And finally, no state association should expect the National Education Association to fight its personal\nbattles; neither should there be interference by the state association in matters that strictly pertain to the national organization.\nTo summarize: Local groups can function most effectively by a plan of\nrepresentation in the state association.\n‘The state association, among its\nmany other activities, can also serve as the appropriate liaison body between\nthe great national society on the one hand and the local group on the other.\nThe integration of local groups into the state association, making the former\na part of, instead of apart from the state association, will yield best\nresults. A series of proper relationships between local, state, and national\nassociations, will make most effective the work of each.\nAs the federal government is no stronger than is the joint strength of\nits constituent states, so the strength of the National Education Association depends upon the power and enthusiasm of its constituent state teachers’\nassociations.\nIncreased growth, development and effectiveness of the National Education Association will be found to be conditioned upon like growth, de-\n\nvelopment, and effectiveness in the state associations and in the cooperation\nof the latter with the National Education Association.\n\nTHE TEACHER’S ECONOMIC, SOCIAL, AND PROFESSIONAL\nWELFARE AS RELATED TO TENURE\nFRED\n\nM.\n\nHUNTER,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nOAKLAND,\n\nCALIF.\n\nThe National Education Association has taken a great interest in moveIn fact, the\nments which make for the good of the teaching profession.\ncampaign for better salaries, the trend toward better provision for retirement, and the pressure for a more stable profession have become primary\nresponsibilities of the Association. ‘This is true because the National Education Association exists for the improvement of the schools and the service\n\nof youth. The Association has taken the stand in the past and maintains\nthe stand now that this view is fundamental and sound and holds that whatever best serves and upbuilds the teaching profession best serves and upbuilds the schools and the education of youth.\n\n"}
{"page": 62, "printed_page": null, "text": "58\n\nNaTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nThe Committee of One Hundredon the Problem of Teacher Tenure\nis the organ of the Association charged with the investigation of teacher\ntenure throughout the United States. It assays to speak for the Association in an advisory and an expert capacity. It assembles data and attempts\nto formulate a program by specific recommendations to the Association and\nto the members of the profession everywhere.\nInasmuch as the problem of tenure is a legislative matter—and in some\nstates a political issue—wisdom and foresight are highly essential in making\nrecommendations from a national organization like ours. “The Committee\nseeks to spread the latest available information everywhere so that state\nlegislatures and state teachers’ associations may be advised as to prevalent\npractices, data concerning teacher tenure, and insofar as is possible, the\nresults of the several kinds of tenure.\nWhat kinds of tenure may be considered?\nIn analyzing prevailing conditions as to the length of time teachers are\nemployed, there appear to be these four types of tenure:\n1. Tenure at pleasure of employing board—Under\ncontract and a teacher can be dismissed at any time.\nabandoned in favor of the annual contract.\n\n2. Specific\n\ncontract\n\nfollowing\n\nelection—In\n\nthe\n\nthis form of tenure there is no\nThis plan has been practically\n;\n\ncase\n\nof the\n\nsuperintendent\n\nof\n\nschools, the contract is often from one to five years. In the case of teachers, in most\ncommunities elections are held annually and contracts are for one year only. Under\nthe annual election plan every teacher, principal, and superintendent is automatically out of a position at the close of eyery school year, and the burden rests\nupon them to see that the school board re-employs them, instead of the burden\n\nresting upon the school board to dismiss those it does not want to retain and explain\ntheir reasons for so doing.\nIn the absence of tenure legislation, the court decisions throughout the United\nStates hold that the specific contract type is almost universal.\n3. Indefinite tenure—Under this plan annual elections cease for all time, the\nteacher being merely continued in the seryice from year to year without any action\non either side, and until such time as the board, for cause, and upon the recommendation of the superintendent shall see fit to terminate the contract.\nThe assumption on the part of both parties to the contract is that the teacher\nwill continue to serve in a particular school district as long as such service is competent and faithful, provided, of course, such services are needed in the schools of\nthe district.\nDismissals, of course, will continue to take place and will be at times necessary.\nThey will, however, be the exception; and for the vast majority of teachers the\nquestion of the teacher’s retention will not arise in the indefinite tenure plan.\nIndefinite tenure contemplates the dismissal or elimination of incompetent and\nunfit teachers by a method sufficiently easy to protect the children and the profession and sufficiently surrounded by guarantees to assure justice to the teacher.\n\n4, Permanent tenure—This is virtually life tenure with guarantee against dismissal except in the event of a crime in violation of the political code. Indefinite\ntenure becomes permanent tenure when there is no possibility of eliminating the\nincompetent and unfit teacher. This type of tenure is the extreme at the opposite\nend of the scale from “tenure at the pleasure of the employing board.”\n\nWhat is the real problem?\nThe real problem is how to promote a sound and stable teaching profession in a manner compatible with the educational interests of society, the\n\n"}
{"page": 63, "printed_page": null, "text": "GENERAL SESsions\nee\neee e\nne\ne\n\ne\n\n59\n\nwelfare and progress of pupils, and justice to teachers.\nIndefinite teacher\ntenure is the best method of solving this problem.\nAre there any fundamental principles involved in sponsoring a program\nfor teacher tenure?\nYes, several. A tentative statement of such a code of principles has been\ndeveloped and discussed with the membership of the committee.\n‘The\nprinciples thus proposed surround the attainment of three main purposes.\n1. In all teacher tenure legislation, the interest of children is paramount.\n2. All teacher-tenure legislation should aim to promote the highest possible\nstandard of teaching service.\n3. Justice and protection to meritorious members of the profession are positive\nagencies in maintaining such a service.\n\nThe following statement of twelve principles which should control the\nframing and operation of tenure laws is highly tentative.\nIt is presented ©\nfor study and criticism by teachers’ associations and laymen throughout\nthe country. On the basis of this study and criticism it should be possible\nto arrive at a conclusion as to the worth of the twelve principles set forth.\n1. Tenure\n\nlaws should be devised\n\nand administered\n\nin the interest\n\nof better\n\ninstruction for children—The child’s interest, not the teacher’s, should be given\nfirst consideration. A satisfactory system of tenure is usually just to both sides. It\nrelieves the good teacher from anxiety for the future; it promotes contentment\nand stability; it protects the efficient teacher and weeds out the incompetent; and\nit promotes and encourages efficiency.\nIn the end, the interest of the teacher and the interest of the child are identical.\nGood. teachers prosper in good schools.\nSchools are good when they provide in-\n\nstruction of high quality for children,\n2. Tenure laws should be accompanied by proper legal regulations governing\ntraining, certification, remuneration, and retirement allowances—It is of little value\nto urge for tenure legislation unless there exist regulations governing the training\nand certification of teachers, which give ample assurance that only competent and\nwell-trained teachers will be retained.\nAdequate salary schedules with specified\nincrements over a period of years encourage teachers to continue their period of\nservice and hence help to make tenure measures effective.\nThe existence of a system of adequate retirement allowances means that the\ntenure of a teacher, rendered incapable by old age, can be terminated and he is\nnot left without means of financial support.\n\n3. Tenure laws should be devised and administered as a stimulus to better prepa-\n\nration and more efficient service on the part of teachers—Indefinite tenure is entirely dependent on efficient service. The latter in turn is dependent on continued\nprofessional growth. No efficient teacher will object to having his work stand on\nae\nits merits, after sufficient time has passed to show what he has accomplished.\n4. Indefinite tenure should be granted only upon evidence of satisfactory prelimi-\n\nnary training, successful experience, and professtonal growth—Participation in the\nbenefits of a tenure law should be based on:\na. Evidence of a satisfactory preliminary training and service as shown by\nlegal credentials of scholarship and professional training and of certification.\n;\nwhere rating\nb, Evidence of ability as shown by ratings in those school systems\n\nfas\nscales are in effect.\nand conactivity\nprofessional\nby\nshown\nc. Evidence of professional spirit as\ntinued study,\n\n"}
{"page": 64, "printed_page": null, "text": "60\n\nNaTIONAL EpucATION ASSOCIATION\n\n‘Training in service is the one means by which the teacher can continue to be\n‘equipped to give up-to-date, reliable instruction and training based on the modern\n‘methods.\nHence the teacher, granted indefinite tenure, should be required to give\n‘continued evidence of professional growth. This makes tenure a reward for faithful and efficient service, rather than a guaranteed legislative right for all.\nThe community has a right to be protected against teachers who do not keep\nthemselves intellectually alive, and who do not carry on the duties of their office\nwith an ever-increasing efficiency.\n;\n5. Indefinite tenure should be provided after successful experience during a\nprobationary period of adequate length, usually two or three years—Not all persons\ninterested in teaching make good teachers. It sometimes happens that teachers who\nhave done well in simple, easy situations, can not adjust themselves to situations\nmore complex. The employing district should be enabled to protect itself against\nthe inception of teachers into its permanent ranks who cannot fully and satisfactorily\nmeet\n\nthe requirements\n\nof its system\n\nof instruction.\n\nTo\n\ndo this is equally\n\ntection to the best teachers of the system and their standards\ncedure. All state tenure laws encourage this procedure.\n\na pro-\n\nof classroom\n\npro-\n\n6. The right of dismissal should be in the hands of the appointing board—The\nright to employ implies the right to dismiss.\nSince the board of education is the\nagency which employs the teacher, it would seem that it should also be the removing\n\nagency.\nIn the enactment of tenure measures by state legislatures, there is a slight tendency to provide for hearings before bodies not responsible for the administration of\nthe school system. The employment and dismissal of teachers are administrative\nacts. No one but the employing board ought to make the final decision in cases\nof dismissal. The procedure preceding dismissal should be wholly fair, open and\nabove board, and should provide for a decision upon the basis of the evidence submitted.\nBut it is a serious error in school administration to remove from the\nhands of the administrative body responsible for the conduct of the schools, the\nresponsibility for dismissal.\nWhen this is done, it impairs the single-headed,\nauthoritative control of a school system by representatives of the people and their\nexecutives and divides the authority for the administration of the schools between\nthe bodies concerned with the procedure of dismissal. This will in the end always\nresult in injury to the schools.\n7. Laws establishing indefinite tenure should provide for the easy dismissal of\nunsatisfactory or incompetent teachers for clearly demonstrable causes; such as,\nmisconduct, incompetence, evident unfitness for teaching, persistent violation or\nrefusal to obey laws, insubordination, neglect of duty, or malfeasance—Easy dismissal of unfit teachers is the best protection to good teachers. It is the fundamental\nAmerican right of children to be safeguarded against teachers who do not belong\nin the profession and who cannot uphold the highest standards of American schools.\nIn the end, the success of tenure legislation depends upon this feature in the laws\nenacted.\n8. The proposed dismissal of a teacher on account of incompetence or neglect of\nduty should be preceded by a warning and specific statement in writing of defects—\nThe notice of dismissal should in itself be given under certain definite conditions\nwhich are just to both sides. In the first place, no teacher should be liable to a\ntermination of contract for failure to render satisfactory services who has not been\nnotified of the deficiencies, and given an opportunity and reasonable assistance to\nremedy them.\nSuch employee may, on receipt of such notice, appeal to the dismissing authority,\n\nmaking such statements and giving such information as he feels may throw additional light upon his case.\nIf within a given time improvement does not result, sufficient to warrant the\nretention of the teacher, the superintendent should then recommend that written\nnotice be served on the teacher, for specified reasons, to the effect that the board\ndesires to terminate the contract with the teacher to take effect at the close of the\n\n"}
{"page": 65, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n61\n\nschool year. If the board approves, due notice should be given to the\nteacher, and\nwhen so served the contract with such teacher terminates at the end of\nsuch school\nyear. Teachers not so notified continue in service from year to year.\n\n9.In cases of proposed dismissal, teachers should be granted right of hearing—\n\nShould the teacher desire a hearing, adequate notice should be given for the preparation of the defense, and the hearing should be before the authority which is\nresponsible for the appointments—the board of education.\n\nFor the sufficiency of the reasons for terminating the contract the superintendent\n\nand the board should be the sole judge, without the meddling of lawyers or the\ninterference of the courts.\nThe hearing should be so organized that legal technicalities will be reduced to a minimum.\nThe vote should be by a majority of members of the board of education, not by a majority of a quorum.\nWhen final authority lies with the board, despite such rebuttal as the teacher may\npresent, the board has opportunity to control its schools.\n10. Teachers who do not desire to continue in their positions should give reason-\n\nable notice in writing of their intention—No permanent teacher should cancel his\nindefinite contract during the school term for which said contract is in effect nor\nfor a period of thirty days previous to the beginning of such school term unless\nsuch cancellation is mutually agreed upon.\n11. Suitable provision should be made for teachers already in service in putting\ntenure laws into operation—When a tenure law is put into effect, it should apply\nto those who have been in the school system for some time (six years is suggested\npy certain writers), even though they do not have the preliminary training required\nunder the new law.\n12. Indefinite tenure should be accorded to all classes of certificated school employees on status of teacher, at least—Instability is a menace to all ranks of the\nteaching profession.\nA system of schools may be injured by the dismissal of a\nsuperintendent, a principal, or a teacher for other causes than professional failure.\nThe challenge of the profession as a career is cheapened if the protection for all\nis not provided. The objectives of tenure, in the large, as they relate to teaching\nas a profession, make for the unity of the profession and demand tenure as teachers\nfor all its members who are meritorious.\n\n‘To\nLet us consider the arguments for and against indefinite tenure.\nbegin with, let us review the spectacle of instability offered by the data\npresented below.\nSurveys in Nebraska, Washington, and Wisconsin appall us with the\ntragic figures of teacher turnover. Sixty-four percent to 77 percent of the\nrural school teachers in these states are new in their positions each year.\nMore than two-thirds of those engaged in teaching have no legal tenure\n\nprotection whatsoever.\nIt does.\nDoes indefinite tenure actually decrease turnover?\nsections with that\nrural\nthe\nfrom\nCompare the above data of turnover\nranges from 4\ncities\nthese\nin\n‘Turnover\nmore.\nor\nof our cities of 100,000\nand great\nprotected\nare\nteachers\nGood\nannually.\npercent\n6\nto\npercent\nprofessional advancement is made.\nThe committee presents herewith\n\n.\nthe principal argument\n\nne\nfor indefinite\n\ntenure.\n\n1. Indefinite tenure is in the interest\nturnover\n\nmuch\n\nand adds\n\nof children because it decreases\n\nto the stability of the teaching\n\ndefinite evidence\n\nlessens teacher turnover.\nteacher turnover is much\n\nprofession—There\n\nteacher\n\nseems to be\n\nthat points clearly to the conclusion that indefinite tenure\nIn large cities where the principle of tenure\nless than in rural communities.\n\nis operative,\n\n"}
{"page": 66, "printed_page": null, "text": "NATIONAL\n\n62\na\n\nASSOCIATION\n\nEpuUCATION\n\ni\n\nIn these thirty-one cities of 100,000 and above in the United States, the annual\nturnover in the group having state tenure laws is only four percent; in the group\naverages\n\nhaving no state tenure laws, the annual turnover\n\nsix percent.\n\niy\n\nIndefinite tenure is guaranteed by practice in nearly all large cities of the United\nIn thirteen states, as shown in the printed report, it is guaranteed by\nStates.\nIn numerous cities of other states, it is established by definite rule\nstate law.\nof the board; in other cities it has become an established practice through the\npressure of. public sentiment concerning the dismissal of teachers.\nEven where\nno state law exists, boards of education and superintendents are usually restrained\nfrom unjust dismissals by the attitude of the public.\nBut in rural communities, this is not the case.\nCompare rural turnover with\nthe turnover in the cities mentioned above.\nA few significant. facts are presented\nbelow:\nNebraska:' (Rural schools only) 64 percent of teachers new in their positions\n1925-26.\nOnly 12 percent serving third year or more in their respective positions\n1925-26.\n\n;\n\nWashington: (One- and two-room schools) 76.9 percent of teachers new in\ntheir positions 1921-22. Only 6 percent of the teachers serving third year or more\nin their respective positions 1921-22.\nWisconsin:*\n\nRural\n\nteacher\n\nturnover\n\n65 per\n\ncent to 68 percent\n\nover three-year\n\nperiod.\nThere can be no question but that the facts support the conclusion that indefinite\ntenure makes for stability in the teaching corps.\n\n2. Indefinite tenure is in the interest of children because state school systems\nin which indefinite tenure laws have been operative rank among the highest in\nprofessional standards in the United. States—New Jersey has had a state tenure\nlaw since 1910. Its educational rank among the states is “2.’ Massachusetts has\nhad a tenure law since 1913. Its rank is “12.” California has had a tenure law\nsince 1921. Its rank is “1.’* (Ayres’ Standards.)\n3. Indefinite tenure of teachers is in the interest of children because it tends to\nattract a better personnel into the calling of teaching—As a rule, able young people’\nseek an occupation which offers a career, brings an adequate economic competency,\nand is permanent.\n‘The elements of permanency and the opportunity for a career\nfrequently over-balance the argument for economic returns.\n'. Teaching has offered in the past little or no opportunity for a career, and no\npermanency.\nAble young people have long used it as a stepping stone to some\nmore inviting calling. Witness the number of persons of recognized prominence\nwho have spent a few years of their earlier lives teaching school.\nIndefinite\ntenure tends to add the element of permanency; hence as a calling it becomes more\nattractive and inviting to able young people.\n\n4. Indefinite tenure of teachers is in the interest of children because it creates\na professional reward for self-improvement and growth in teaching ability—Assurance of permanency after the probationary period is past is a great inducement to\nteachers to seek professional recognition, and the economic reward which comes\nwith promotion.\nThis argument is psychologically sound and is based on an optimistic view of\n\nteachers\n\nand their faith in the profession.\n\ncities which\n\nhave\n\nhad tenure\n\nfor many\n\nyears\n\nThe\n\nrecords of the teaching corps of\n\nshow\n\nthe strength\n\nof this argument.\n\nThese records reveal a continuous program of professional improvement in almost\nevery instance.\n:\nArguments against indefinite tenure are based on the theory that fear is the\n1 Survey by Nebraska State Teachers Association.\n2 Survey by Washington State Teachers Association.\n3 Survey by C. J. Anderson, Assistant State Superintendent of Public Instruction, Wisconsin.\n1 Phillips, Frank M.—‘Educational Ranking of States by I'wo Metliods’”—American School\nBoard\n\nJournal—December,\n\n1924,\n\npp.\n\n47-49.\n\n"}
{"page": 67, "printed_page": null, "text": "GENERAL SESSIONS\nSR\n\nna\n\nruling human motive and that teachers do their best when fear of dismissal\nloss of contract hangs over them. These arguments are demonstrably unsound.\n\n63\nor\n\n5. Indefinite tenure is in the interest of children because it protects the great\nbody of good teachers from attack on personal and political grounds and establishes them as a permanent and professional working body whose chief motive\nis the improvement of teaching and the welfare of the schools—The report of\nthis Committee in July, 1924, recounted a number of cases of flagrant political\nattacks upon school administrations and teaching corps in large cities. In several\nof these cases, groups of teachers of excellent merit were dismissed for their support of the school administration or their advocacy of the rights of teachers and\nthe cause of the public schools. Within the past year, several superintendents of\nunquestioned ability and professional standing have been deprived of their positions without good cause being shown,\nIn rural communities thousands of teachers are forced to change positions because local boards of trustees are human and develop a dislike for the teacher on\npersonal grounds or desire to replace him with a relative or friend. In the multitude of instances classified under these several types of cases, it is the schools and\nthe children that suffer. A permanent professional teaching staff is the most necessary factor in the development and maintenance of good schools.\nIndefinite tenure protects the teaching staff of city school systems against disturbance and disruption resulting from political attack.\nIt enables the teaching\ncorps to develop natural leadership from within its own ranks, and hence to carry\n\nout a program of professional improvement for its members.\nThe instruction\nof children and the progress of education can go forward best when a corps of\nteachers is thus free to develop the genius within its own ranks.\nLikewise, in rural schools the continuance of good teachers in their positions\nis the best assurance of able instruction for children.\nGood teachers will not go\nto situations not permanent. Rural boards, if compelled to keep good teachers, will\nfinally develop for their communities a program for the development of a high type\nof instruction for their children.\n6. Indefinite\n\ntenure\n\nteacher contributes\n\nis in the interest\n\nmuch\n\nmore\n\nof the community\n\nto the community\n\nbecause\n\nthan a transient—A\n\na permanent\nteacher\n\nis a\n\ncitizen. He ought to identify himself with the important movements and issues\nof his community.\nIf qualified to be a teacher, he is qualified to be a leader. A\ncommunity can ill afford not to place a premium upon the continuance in the\ncommunity of those who can contribute to its growth and progress.\nIf teachers\nare to be transients by prevalent practice, the community and its progress are\nthe losers.\nThe school is as much a factor in the prosperity and economic soundness of\nthe community as any of its financial, industrial, or commercial institutions. The\nschool leaders should be among those who permanently participate in affairs of\nthe community and help shape its policies.\n\n7. Indefinite tenure makes for a careful method of appointing teachers and does\naway with annual elections in which there is little pressure on selecting committees\nto exercise extreme care in making appointments—Boards of education, administrateaching\ntors, and teachers themselves at present regard the importance of the\nprofession altogether too lightly. To elect a teacher to a position is a comparatively\n\nis made.\ninconsequential act. The teacher may be changed easily if a mistake\nin states\nuniversal\nalmost\nis\nwhich\nplan,\ncontract\nyearly\nprevailing\nthe\nUnder\npresent one at\nhaving no special tenure legislation, a new teacher may replace the\na\n:\nthe end of the year.\nWhen\n\nteaching\n\nbecomes\n\na true\n\nprofession\n\nand\n\nthe position\n\na permanent\n\nduring the good behavior\nof selecting a shop\nchanging of a teacher will take on at least the importance\nman,\n\none\n\nand successful conduct of his office by the teenie. the\n\nfore-\n\n"}
{"page": 68, "printed_page": null, "text": "64\neee\n\nNatTIONAL EpucaATION ASSOCIATION\nil nee\naarein e ann aba\n\nNow let us consider the arguments -against indefinite tenure.\nchiefly as follows:\n\n“They are\n\n1. It is argued that indefinite tenure retains the inefficient teacher in service by\nmaking it impossible to discontinue teachers at the end of yearly contracts—In some\n\nof the states, groups of superintendents, of classroom teachers, and especially\nboards of trustees, hold that the schools will be injured and that instruction will\nsuffer by the retention of teachers who, in the judgment of the employing authority,\nAs has been shown,\nsuch as a rural board of trustees, should not be continued.\nprobably some teachers would be retained in service who might be replaced by\nbetter teachers if indefinite tenure were practical everywhere.\nThe outstanding evidence upon this point is the comparison between the efhciency of rural school systems and of large city school systems. In the large city\nschool systems cited in the pages of the printed report, indefinite tenure is almost\nuniversally practiced.\nThere could hardly be a question but that the teaching\nstaff in these systems is more efhcient, and that a less percentage of teachers are\npoor teachers than in the sections of the country where tenure by yearly contract\nonly prevails.\n\n2. It is further argued that bodies and groups of teachers protected by tenure\ncease to grow professionally—This argument is based upon the theory that fear\nof dismissal is the strongest motive to professional improvement.\nSome teachers,\nprincipals, and even superintendents contend that the stimulus to make good\noffered by the decision of a board to employ or to dismiss at specific periods is\nnecessary to maintain consistent professional growth and that a teaching corps\nwith this stimulus removed becomes static and dead intellectually and professionally.\nThe best evidence upon this point is to be found in what teaching bodies so\nprotected by tenure have actually done.\nIf it can be shown that such teaching\nbodies as the teaching corps of the state of Massachusetts, which has been protected by tenure since 1913, or the teaching staff of New Jersey, which has been\ncovered by indefinite tenure since 1910, have deteriorated, then there probably\nwould be some weight to this argument.\nThe evidence seems to be wholly upon\nthe other side.\n3. It is further maintained that to grant a hearing places the superintendent on\ntrial rather than the incompetent teacher—Some superintendents feel that they will\nnot be able to substantiate before a public hearing the complaints filed against\n\nteachers.\n\nThey maintain that the schools suffer because they cannot rid themselves\n\nof teachers who can hire a lawyer and jeopardize the position of the superintendent.\nThis argument is valid in cases where the superintendent has little\n\nevidence and no courage on his side. Court decisions in cases affecting the dismissal of teachers show definitely that hearings where valid evidence is submitted result finally in the dismissal of the teacher who is truly incompetent.\n\n4, It is contended that competent teachers have all the tenure they need now and\nothers should not have it—As stated, this argument is a clever political slogan.\nThe evidence from the great mass of the teaching bodies of the country shows\nthat good teachers in most of the states, especially in small towns and rural districts, do not have tenure at all, and the great turnover in such districts clearly\npoints to the fact that often other considerations than merit in teaching determine\nthe permanency or lack of permanency of teachers in their positions.\n\nNew\n\nTenure\n\nLaws\n\nDuring the past year, two additional states have passed very good tenure\nlaws—Indiana and Minnesota. The new law of Indiana is state-wide; that\n\n"}
{"page": 69, "printed_page": null, "text": "oo oe\n\na\n\na\n\nnl\n\nGENERAL SESSIONS\na\ncl\n\n65\n\nof Minnesota applies to the three largest cities—Minneapolis, St. Paul, and\nDuluth. California and Montana also revised the existing tenure laws.\nAt the present time, thirteen states and the District of Columbia have\ntenure laws upon the state statute books. These laws in five states and the\nDistrict of Columbia are state-wide and apply to all teachers. In the other\nstates, they apply to certain cities or certain classes of school districts.\nDo able young people enter the teaching profession? Should we make\nspecial provision to keep them there?\nThe committee has investigated this problem, believing that recruiting\nthe brightest minds among our high school graduates for teacher-training\ninstitutions is one of the best means of improving the profession. The committee also believes the retention of these able young people in the teaching\nprofession after they are so trained is of equal importance.\nTo ascertain the percentage of high school graduates who enter teachertraining institutions, and to discover whether or not these institutions are\nrecruiting the brightest minds from among the high school graduates, the\ntenure committee sent an inquiry blank to several hundred principals of\nhigh schools, which, in 1924, according to the records of the U. S. Bureau\nof Education, had an enrolment of 1000 or more students. ‘These three\nquestions were asked:\n1. What was the total number of pupils graduating from your school during\nthe school year 1925-26?\n2. How many of these were preparing to be teachers?\n3. How many of the ablest 25 percent of the class were preparing to be teachers?\n\nReplies were received from 229 high school principals, giving data relative to 64,266 high school graduates in 34 states for the year 1925-26.\nTable 6 summarizes these data by states.\nIt shows that 12 percent of\nthe high school graduates from 229 high schools having an enrolment of\n1000 or more students are preparing to be teachers. It also shows that 21\npercent of the ablest 25 percent are preparing to be teachers. ‘These figures\nare encouraging.\nIf approximately one out of every four of the ablest 25\npercent of our high school graduates is among those preparing to be teachers,\nconditions relative to the teaching profession must be made such as will\nretain these capable young people in the profession.\nWhat should be the policy of the National Education Association?\nIn the judgment of the committee it should ever investigate and assimilate\ninformation on this important subject. From the data assembled, it should\ncontinue to make recommendations through some such agency as the present\ncommittee. It should regard its responsibility, however, as a fact-assembling\nIt should serve as an expert adviser to\nand fact-distributing function.\nlegislatures and to those who sponsor legislative programs in the several\nIt should not participate actively in local campaigns, other than\nstates.\nto give information asked for.\nThe committee therefore makes recommendation that the activities of\nthe Association in this field be continued through a committee appointed by\nthe president, as at present.\n\n"}
{"page": 70, "printed_page": null, "text": "NaTIONAL\n\n66\n\nEpUCATION\n\nASSOCIATION\n\nTHE TEACHER’S ECONOMIC, SOGIAL AND PROFESSIONAL\nWELFARE, AS RELATED TO PENSIONS AND\nRETIREMENT FUNDS\nE. RUTH\n\nPYRTLE,\n\nPRINCIPAL,\n\nMCKINLEY\n\nSCHOOL,\n\nLINCOLN,\n\nNEBR.\n\nThirty-six years ago last February, the Department of Superintendence\nof the National Education Association adopted the following resolution:\n\n“Justice as well as the best public service requires the retirement and\npensioning of teachers after a service of thirty years, and upon carefully\nWe recommend the enactment of laws in the several\ndevised conditions.\nstates to permit and to regulate the retirement and pensioning of professional teachers.”\nThis was the first concerted action on the part of\nthe teaching profession in the United States in the direction of sound\nretirement legislation.\n;\nThrough the thirty-six years, persistent work and study in this field\nhas gone on with certain individuals and groups but the nation-wide study\nand interest is still lacking both in the teaching profession and with the\npublic. The result is that there are still twenty-seven states (according\nto our 1926 report) which do not have a state-wide retirement law.\nTwenty-one states and three territories are in the banner class of having\nstate-wide retirement laws. Some of the retirement laws are most excellent, some are not entirely satisfactory to the teachers, and some states\nare working to strengthen the inadequate laws.\nEleven additional states\nhave state teachers retirement laws of limited application, effective in\ncertain cities. From the 1923 National Education Association Proceedings 1 quote: “A retirement system is a financial measure for increasing\nthe effectiveness of a group of workers by promoting their financial welfare\nin a way which builds up a more loyal, more experienced, and more enthusiastic group.\nIt benefits the employees by giving them financial\nsecurity as to their personal future, and it benefits the employers through\nthe increased effectiveness of the employees working under such conditions .\n.” In the first place, it makes possible the removal without\nhardship of the superannuated, who constitute a very heavy burden.\nRetention of superannuated employees on the payroll is injurious to an organization, not only because they continue .to, draw. full pay for inefficient\nservice, but also because they occupy the space .and,,use the equipment\nwhich could be more profitably used by more effective workers.\nMoreover,\nyoung and ambitious workers find their promotion. blocked by the retention\nof the superannuated, become discouraged, and frequently pass into\nother\nemployment, to the great detriment of the service.\nIn the second place,\nthe retirement system makes the conditions of employment attractive and\ntends to draw into the service persons of character and\nambition.\nIt is\ndificult to induce such persons to enter an employment\nwith the intention\n\nof making it a life work unless they can feel assured\nthat a lifetime devoted to the work will give them at least an\nadequate financial provision\n\n"}
{"page": 71, "printed_page": null, "text": "GENERAL SESSIONS\n\ni\nfor their dependents\n\nand\n\nfor their own\n\nold age.\n\n67\nIn the third place, a\n\nretirement system which is soundly planned provides a strong inducement\nto continued service.\nIt is especially effective in retaining persons of\ncharacter,\n\nexperience,\n\nand initiative.\n\nSuch\n\npersons\n\nnecessarily\n\nform\n\nthe\n\nmost valuable element in any service, yet they are the very ones most\nThere can be no doubt that\ndifficult to retain in a salaried employment.\nthe conditions,- which a scientifically planned retirement system will\nremedy, are prevalent in our public educational system.\nIt is a matter\nof common knowledge that while the work of education makes a strong\nappeal to many who have the desired qualities of mind and character,\nthe number who actually make teaching a life profession is small. In\nmost every other walk of life, it is common to find persons of distinction\nwho have been valuable teachers but have been driven from the teaching\nprofession because they could see no way of providing for their own old\nage or for their children and dependents in event of early death. Wherever\na careful examination has been made, it has been evident that there is a\ngreat amount of superannuation in the teaching profession, that the number\nof men employed in the profession has been constantly decreasing for many\nyears, that the proportion of experienced teachers is low, and that the\nturnover in employment is very great. The cost of training teachers is\nhigh and is borne by the public, yet the average time teachers remain in\nthe service after they have been trained is short. ‘These are undesirable\nconditions which a properly designed retirement system can remove.\nEvery state should have a sound retirement law, because such a law\nprotects school children from teachers rendered incompetent by old age\nand it frees school boards from the obligation of continuing te employ\nteachers formerly satisfactory, but who have become incompetent because\nof old age. Conscientious school boards hesitate to refuse election to the\nteacher rendered incompetent because of old age when that teacher has\ngiven years of faithful service and has no old age income.\nSchool boards\nshould not have to make such a choice.\n“They should be free to employ\nnone but competent teachers.\n“The presence of a sound teachers’ retirement law makes this possible.\nExample or type seen in a city in Nebraska—Teacher was old, deaf,\nand most incompetent.\nPity of school board and fear of critical patrons\nkept this poor teacher before a class of children who day by day, month\nby month, were worse than wasting their time because of the habits of\nSuch examples could be cited in numbers in any\nidleness and waste.\nsection where there is no retirement system.\nA sound teachers retirement law tends to attract and keep capable young\npeople in the teaching profession. A teacher’s efficiency in the classroom\nis increased by.a sound\n\nteachers\n\nretirement\n\nlaw because it lengthens\n\nthe\n\nperiod of teaching efficiency by relieving the teacher’s mind of the fear\nof a destitute old age. It also makes it possible for the teacher to invest\nin study, training, and travel without endangering the financial provision\nmade for his later years.\n\n"}
{"page": 72, "printed_page": null, "text": "NATIONAL EpuUCATION ASSOCIATION\n68\nee\noe\n\nLast month when visiting a teacher friend who has given more than\nthirty years to building this nation through teaching and who has been\nin the hospital now some eight months, she casually remarked that she\nhad always wanted a trip to Europe but had never felt that she could\nspend the money because she was not provided for in her old age. “Now,”\nsaid she, “what I might have spent on the trip and more has been spent\nhere. Perhaps,” she added wistfully, “if I had taken the trip or bought —\nthe car I’ve always longed for, I might not have failed in health and have\nhad to come here to bring up my count of white blood corpuscles.”\nA speaker said at the National Education Association in 1919:\nCapable, high-minded people should be encouraged in every way, by tenure,\npensions, social recognition, and adequate salaries to enter upon teaching as a\ncareer—people who would go into teaching not as a trade or commercial undertaking but as a fine art; who would teach with joy, enthusiasm, with the missionary\n\nspirit. Such teachers are often ready and willing to go into teaching for the\nlove of it, for the good they can do, without too much regard for the salary,\nprovided\n\nthey can\n\nhave\n\nsome\n\nsecurity\n\nagainst\n\ndependence\n\nin old age\n\nor if dis-\n\nabled in any way.\nProvision for retirement allowances frees such teachers and\nall teachers from the dread of dependence in old age, or, in case of disability,\nand consequent worry, and permits them to give their undivided attention to their\nduties\n\nin peace\n\nand\n\ncontentment\n\nand\n\nthus\n\nto do\n\nmore\n\nand\n\nbetter\n\nwork.\n\nThe\n\nschools, the children, and society will ail gain by rendering the teacher secure\nagainst the risks of life. While pensions and tenure help to secure and hold\ngood teachers, they also make it possible to free the schools, with social justice\nand\n\ndignity,\n\nfrom\n\nsuperannuated\n\nand\n\nincapacitated\n\nteachers.\n\nIf superannuated\n\nteachers are held too long, the young, ambitious, progressive teachers become\ndiscouraged because of lack of opportunity for advancement and go into other\nwork, and the schools and children suffer great loss in that way and also suffer\nfrom lack of force and vitality in the teaching of superannuated teachers left\ntoo long in charge.\nChildren must not be subjected to wrong training or poor\ntraining of mind and heart and character because of incompetency of the teacher,\nor because of the superannuation of the teacher.\n\nI quote from our 1926 report:\nThe support of sound teacher retirement legislation en the part of all teachers\nis a professional duty. It has been pointed out that a sound teacher retirement\nsystem increases the efficiency of the school staff. It is, therefore, the duty of\nevery member of the profession possessed of a proper professional spirit to place\nno obstacle in the way of such legislation.\nIt may be possible, in exceptional\npases, that individual teachers exist for whom the enactment of retirement legislation means no personal benefit. The oppesition to the enactment of a measure,\nor its lukewarm support, on such a basis is unworthy of any member of a group\ndeserving classification among. the professions.\nSound teacher retirement legislation can entail no hardship upon any teacher.\nIf after being a memberof a retirement system for a number of years he chooses\nto withdraw from the profession, the deposits made toward building up his annuity fund are returned to him. Joining a retirement system, therefore, means\nno personal sacrifice, even though a teacher may not continue in the profession\n\nuntil the age for normal retirement. On the other hand, the failure of a small\ngroup of teachers to support retirement legislation may make such legislation difficult or impossible of enactment and result in harm both to teachers and children.\nEvery teacher should give his support to the enactment\n\nof a sound\n\nteacher\n\nretire-\n\n"}
{"page": 73, "printed_page": null, "text": "GENERAL SESSIONS\nment\n\nsystem,\n\nif for no\n\nother\n\nreason\n\nthan\n\n69\n\nhis interest\n\nin the advancement\n\nof the\n\ndid not expect to keep on in the profession\n\nwhen\n\nprofession.\nEvery teacher has a direct personal interest in the enactment of sound retirement\nlegislation.\nTeachers, like other people, sometimes refuse to face facts. They refuse to\nrecognize that:\n\na. Human\n\nbeings must look forward to old age.\n\nb. Practically all old teachers\n\nthey first began teaching.\nc. Many teachers who haye given\ndestitute at the present time.\n\ntheir\n\nlives\n\nto the\n\nprofession\n\nare\n\nactually\n\nA recent investigation covering but twelve states revealed 1,263 teachers dragging out the last years of their lives in poverty.\nIt is no answer to say: “That\nwill never happen to me.”\nIt has happened already to thousands who have\nsaid the same thing. No one can predict his future with certainty.\nIn fact, reaching old age without adequate financial support is more likely to\nhappen to a teacher than a member of other groups.\nThe man or woman who\nmarries and raises a family has given “hostages to fortune.’\nAt the time when\nhe reaches old age his dependents become capable of supporting him. When\nthe unmarried teacher reaches old age, however, his dependents have usually\nceased to exist. Few of the many teachers who now have others, partially or\nwholly, dependent upon them may look forward to protection in old age as a\n\nresult of the care which they give these dependents.\nIn short, the unmarried teacher is in a peculiar position. There is a greater\npossibility of this teacher becoming a public charge than almost any other member\nof society. Teachers’ salaries should be large enough to permit saving, but\nusually they are not.\nIn the few cases where they are, the absolute guarantee\nof a retirement law is still necessary to insure the teacher against unforeseen want.\nEvery teacher, therefore, has an exceptional interest in seeing that the extra\nhazard of dependence in old age, which service in the profession means, should\nbe met by the enactment of a sound teacher retirement system.\nSound teacher retirement legislation is based upon sound business principles,\nwhich may be freely accepted by all teachers without loss of self-respect.\nA sound teacher retirement law is a straight business proposition in which\ntwo interested groups, the public and the teachers, share the cost of supporting\na proposition that brings benefit to both. The retirement annuity is in no sense\na gratuity or a matter of charity as the “pension” systems of the past so often\n\nhave been.\n\nIt is as much\n\nthe teacher’s\n\nas is the salary that he receives\n\nduring\n\nHe has fully earned it, and he may accept it without\nhis period of actual service.\nA teacher may support sound retirement legislation without any feeling\nquestion.\nthat it involves a lowering of his own self-respect, or that in which the profession\nis held.\nThe enactment of sound legislation must be preceded by and be based upon\na proper education of both the teaching profession and the public.\n\nIn local communities there is sometimes a small minority of teachers who do not\n\nappreciate\n\nthe need\n\nfor retirement\n\nlegislation.\n\nAmong\n\nthe\n\ngeneral\n\npublic\n\nthere\n\naccrue\nare still a few so shortsighted that they are unable to see the benefits that\nlegislation.\nretirement\nteacher\nsound\nof\nenactment\nto the children from the\nexpenditures, and\nIn spite of the small cost that an annuity plan adds to public\nlegislation.\nthe many savings which it brings, they oppose all efforts to enact such\n\nIt is necessary to educate carefully such people, as well as those who more readily\n'\ngnize its benefits.\non the\nNee Barseaeent of sound legislation must be based upon united effort\n\npart of the teaching profession.\nIn\n\ncarrying\n\non\n\nthe\n\nimportant\n\nwork\n\nof\n\nactually\n\nobtaining\n\nthe\n\nenactment\n\nof\n\n"}
{"page": 74, "printed_page": null, "text": "70\n\nNationaL EpucaTIon ASSOCIATION\n\nsound teacher\nlegislation, teachers must preserve a united front. ‘Fhe opponents of\narraying one\nby\nmeasures\nsuch\nbetrayed\nhave\noften\ntoo\nretirement legislation\nsecgroup in the profession against another, such as elementary teachers against\nondary teachers, or beginning teachers against those of experience. Whenever\nMuch of the difficulty that\nteachers allow this to be done, they are the losers.\ne or petty disputes:\nindifferenc\nthe\nfrom\narises\nlegislation\nlies in the way of present\nAll teachers, no matter what type of educational position they’\nof the teachers.\nhold, should approach the problem in a spirit marked by a willingness to accept\nreasonable compromises, and an ability to see the other teachers’ viewpoint. There\nshould be a willingness to submerge non-essentials, individual likes and dislikes,\nand individual interests to the larger benefits that come to the profession as a whole\nfrom the enactment of legislation, based upon sound principles, rather than upon\nthe desire to make special exceptions for any individual or group in the profession.\n\nControversial points should be decided\nthen all should stand together.\n\nwith the greatest\n\nSABBATICAL\n\npossible\n\nfairness, and.\n\nLEAVE\n\nWILLIAM F. WEBSTER, SUPERINTENDENT OF SCHOOLS, MINNEAPOLIS, MINN..\nEducation is the greatest business of any nation today. Among civilized!\npeoples no other enterprise rivals it, either in money expended or in persons:\nengaged.\n“Twenty-five millions of children and youth, led by 800,000)\nteachers, supported by $2,000,000,000 a year measure the extent of the\nundertaking.\nIf education is the greatest activity of a people, it naturally follows that:\nteaching is the most honorable profession. Educators have set a high mark:\nfor their labors—no less than to establish in youth the habit of being well.\nand the love of abounding health; to furnish forth boys and girls so that:\nthe great world shall be no unsolvable riddle and with confidence they\nshall take their places in industry; from little childhood to instill in their\nminds the obligation which lies upon him who rules as truly as upon him:\nwho obeys; to teach youth to fill up the lengthening hours of leisure with:\nthings worth while and always to play the game squarely like honorable:\n\nmen.\nWhat profession has set for itself nobler ideals? It should stand first ;\nbut does it? By the measure of extent it surely assumes the first place, but\nthere are other standards by which a profession should be judged.\nDoes:\nit attract the best minds and does it hold them? Are the rewards for’ advancing knowledge and greater skill sufficient to call for continued endeavor? In law it may almost be said that once a lawyer always a lawyer ;\nand white hairs are the sign of accumulated wisdom. So the physician and\nsurgeon remains in his profession, because he loves it; and while his hand\nmay waver, his advice gains in value with the hurrying years.\nIt is the\nsame with engineers and all men of science; and in the world of business\nthe rule maintains that experience is the mother of wisdom, and wisdom\nhas her rewards.\nYet when we enter the field of teaching, the standards set for other\nprofessions do not maintain. You have all visualized that line of teachers\nas pictured by Bagley, and remember that 150,000 passed by the reviewing\nstand before one was reached who had taught two years, and one-half the\n\n"}
{"page": 75, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n7\n\nline before the first one who had taught four years appeared.\nmade by the Chicago\n\nHigh\n\nSchool Teachers’\n\nClub\n\nA study\n\nin 1914 reads:\n\n“We\n\nhave it on government authority that after ten years only 5 percent of\nteachers remain in the profession; after twenty years less than 4 percent.”\nThe average term of service has lengthened since 1914; but it is doubtful\nwhether it has reached eight years even today. In Minneapolis this last\nyear 25 percent had taught ten years, and only 17 percent had taught\n\ntwenty-one years or more.\nAgain that famous line is in review, and 25\npercent had passed before one was reached who was twenty-one years of\nage, and 300,000 had skipped by before one sedate teacher with four years\nof experience was reached.\nWisdom which is the ripened fruit of maturity and establishes a profession cannot be gained when less than 5 percent of the teachers practice\nin the profession twenty years.\nIn most school systems the number of years of experience needed to\nreach the maximum of salary varies from ten to twelve. That is, if we\nassume that the average age for entering upon teaching is twenty-two, and\nI am sure that the figure is too high, at the age of thirty-two or thirty-four,\nincreasing rewards for better service have ceased. In the other professions\nthe compensation advances with experience for another thirty years.\nAnother factor in decimating this army has been the insecurity of positions. Fortunately communities are providing against removals of teachers,\nexcept for definite causes.\nWhen to this is added a retirement fund for\nteachers who have given faithful service, these elements have not the baneful\ninfluence they once possessed.\nMany teachers have incurred heavy obligations to secure an education;\nmany others are in honor bound to contribute to the support of relatives.\nAll feel the need of providing for the future. Yet each new year finds\nthem only a little in advance of the last, and to drop out a year or a half\nyear for study is impossible. They might be willing to incur some further\nliability, if an increase in salary should follow a further expenditure for\nadvanced education.\nIn a few cities, salary increases are given for certain\ndefinite studies in college or university; and in all cities having a single\nsalary schedule, recognition is given to the degree without regard to the\nposition held by a teacher, whether in elementary or high schools. If\nadvanced education is worth while, communities should make it possible;\n\nand many cities have thought more training so valuable that they have\n:\ngranted to teachers a sabbatical leave.\ngives\nteaching\nof\nperiod\na\nafter\nstudy\nthat\nestablished\nwell\nbe\nto\nIt seems\nthe largest return.\n\nIt is not possible for any person preparing for teaching\n\nto foresee the problem that will confront her. Even though they be stated\nby a Kilpatrick or a Judd they are not yet real, The schoolroom alone\n\ncrowded\npropounds the hardest questions; and with an inquiring mind now\n\nfor\nfull of realities. gained by years of experience, a teacher is just ready\n\nher most profitable study in education.\nlittle\nStatements of new teachers clearly indicate that they knew very\nknow\nto\nng\ninteresti\nbe\nwould\nIt\nabout how to teach when they began.\n\n"}
{"page": 76, "printed_page": null, "text": "72\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nwhat the percentage of efficiency really is in that terrifying first year.\nMeasured by her later achievement, a first-year teacher is not over 50\npercent efficient; and many will tell you that they learned more in that\nback-breaking first year than in all the years they studied at normal or\nuniversity. The second year was much like the first; and it is not until\nAnd a statethe fourth or fifth year that things begin to slow down.\ncomes\nefficiency\naverage\nexperience\nin\nearly\nrather\nthat\nment has been made\nto a standstill; most teachers then remain on a plateau for a long period\nof years.\nThe problem for school administrations, then, is to find the fountain of\nperpetual youth. Demonstration schools in many cities, for those who are\nstruggling in those trying first years and for those who later feel the need\nof the newer technics (and there are newer and better ways of doing\nthings) have proved their value, and many teachers raise their voices, grown\nyoung again, in praise of these opportunities. And many cities have inaugurated the sabbatical leave as another method of renewing youthful enthusiasm.\nThe rules adopted for carrying on a sabbatical leave are nearly uniform\nfor all cities. There must first be a period of service, before the leave can\nbe secured. Of the thirty cities now granting this opportunity, twelve cities\ndemand seven years of prior service, and thirteen cities call for ten years.\nThe assumption which underlies this larger demand is that worthy service\nhas earned this privilege; but I am sure that many administrators believe\nthat a short period of teaching has not established the probability that any\nperson has definitely chosen his life profession.\nSurely when half of our\nteachers leave before five years of service there can be small justification\nfor a period of less than seven years; especially is this true when most\ncities have a probationary period of three years. On the other hand, deferring too long defeats a part of its purpose.\nThe vista of years seems\nendless to youth, and dull drudgery stifles enthusiasm.\nHope deferred\nmakes the heart sad. ‘The present general practice of requiring seven to\nten years of preliminary experience seems wise.\nThe length of the leave is one year or one-half year, twenty-two cities\ngranting a full year, and eight one-half year. Minneapolis is one of the\ncities granting one semester, though a second semester may be taken, but at\nthe teacher’s own expense. The reason for the shorter period was that I\nbelieved that the number applying would be so large that it would be\nunfair to the great majority to have only a few benefit by this opportunity.\nSo far the quota has never been filled; but the number is steadily increasing\nand doubtless to grant the longer leave to a few would cut out others from\ngoing. It seems better that many share rather than that a few monopolize\nthe privilege.\nOf course more could go if the total number absent at one time were\nincreased. Statements from cities do not generally contain this item.\nOne\npercent of all teachers seems to be the commonest maximum who\nmay be\non leave in the larger cities, though Ann Arbor allows three\npercent.\nIf\nthe number of teachers remaining in the force after ten years\nis but five\n\n"}
{"page": 77, "printed_page": null, "text": "GENERAL SESSIONS\n\n73\n\npercent of the whole, and one percent of the whole number can be away, it\n\nis manifest that this means one out of five eligibles may be on leave. Now\nshould it really be more?\nI doubt it.\nThe salary paid during this period is one-half pay or full pay less the\nsalary of a substitute.\nIn either case the expense to the city is negligible.\nFifteen cities use half pay, while three use full salary less the pay of a\nsubstitute. Seven cities limit the pay to $1,000 or some other fixed amount.\nFive have various other provisions.\nBecause the expense to the city is a\nmere trifle, some teachers have expressed the wish that they be granted\na year’s leave rather than a semester’s, and the basis of the request is that\nit costs nothing to the city. On the other hand, it is assumed by the\nadministration that the skill of a regular teacher is greater than that of a\nsubstitute who takes her place. Though the money cost to a city would not\nbe increased by this provision, some one is paying the price, and that somebody is the helpless children. Who knows what the price is? If cost were\nthe lone consideration, schools might better be served entirely by substitutes.\n:\nIt would be cheap, but would it be economical?\nNearly every city has thought it wise to provide for the teacher’s return\nto service after leave. “Three years of teaching is the common term of\nservice, though three have two years and five have one.\nNew York does\nnot demand any compensatory service.\nIn every case except New York\nteachers must stipulate that they will give back to the city, if they leave\nbefore the period of teaching agreed upon, an amount of money proportionate to the time they have not taught.\nAnother agreement which the cities generally make is that a teacher\nmay return to the same position she left, if she so desires. Further the\nteacher will receive the same increment of salary as if teaching, nor does\nshe. forfeit any rights to the retirement fund provisions.\n‘These rules\napply with but slight variations in all cities. “They are a just obligation;\nfor to withdraw any of these privileges lays an unwarranted penalty on a\nteacher, who, we should never forget, is paying her share to make her\nservice valuable to the city.\nThe next and most vital consideration is what are the objectives and what\nare the results. The tabulation shows that the whole thirty cities name\nstudy as the first objective; nineteen include travel; four mention restoration of health; and five grant leave for rest after twenty years of service.\nNo stronger endorsement could be given for granting a leave for restora-\n\ntion of health than the actual story which New York tells.\n\nIn 1915, the\n\nretirement fund had run so low that tteachers eligible to its benefits could\nget no annuity. The board of education felt an obligation in the matter,\n\nand granted leave on half pay to those teachers.\n\nThe renewal of strength\n\nwas so noticeable that many of the teachers returned to very satisfactory\nservice. “This experience was repeated several times before a sabbatical leave\nwas adopted for the city in 1925. The original plan limited this privilege\nto one hundred elementary teachers and fifty high school teachers, approxiSubsequently the number\nmately one-half of one percent of all teachers.\n\nhas been twice extended, and last year their bylaw was suspended, and\n\n"}
{"page": 78, "printed_page": null, "text": "74\n\nNatTIoNAL EpucaTION\n\nASSOCIATION\n\nee\nEE\neS\n\nthe privilege was granted to 337, over. one percent of the whole teaching\ncorps. What higher endorsement could be given?\nTo travel the\nTeachers are like other persons and can get tired.\nmorning,\nSome\nevening.\nsame road day after day brings weariness at\nhas not\nsleep\ngentle\nthat\nfinds\nteacher\na\nafter years of devoted sacrifice,\ntired-out\nthe\nin\nrevel\nholds\nPain\ncare.\nof\nsleeve\nraveled\nthe\nup\nknitted\nbody where joy was wont to dwell. Life’s pulses then beat low, and fear\ncreeps into the soul. Day is passed with dread, and night is filled with\ndevastating dreams. What does she see at the end but horrifying failure ?\nThen comes rest, rest with half pay. The mountains are yet strong; the\nocean is infinite. She can walk beside the still waters; she can find her\nway through green pastures; kind nature will restore the soul, and she can\njoin singing:\nI hear the echoes through the mountain throng,\nThe winds come to me from the fields of sleep,\nAnd all the earth is gay:\nLand and sea\nGive themselves to jollity,\nAnd with the heart of May\nDoth every beast keep holiday;\nThou Child of Joy,\nShout round me, let me hear thy shouts, thou\nHappy\n\nShepherd-boy!\n\nAnd teachers can go stale. To teach the same reading lesson, arithmetic,\nspelling, and geography—what of novelty or interest has not been sucked\nout of them long years ago? Were it not for her abiding happiness of\nliving with little children, a teacher’s mind would always drop down to\ndrowsy slumber. For them she urges herself forward; but at last lethargy\novercomes activity and the mind grows like a stagnant pool. You have\nseen such a pond, all covered tight with its forbidding scum.\nBut leta\nsmall bright stream pour its waters through, then the little fishes flash\nsilver in their play; birds dip their bills and lift their heads in gladness;\nand lilies float in leisurely rhythm on the swinging waves.\nSo I see study\nfor a semester or a year pouring fresh knowledge through a stagnant mind,\nclearing out dead old notions and making room for new. When tried and\nproved worthy, new principles and new technics find safe lodgment; and\nin a soil, prepared and fertile, new variants take root, and original ideas\nflourish. Confidence overcomes timidity and joy in labor possesses a mind\nmade strong again.\nAnd teachers along with all other people can grow narrow.\nProvincialism is today almost a crime against humanity.\nWho lives to\nhimself in a little world which he crosses every morning and returns at\nevening to place his profits in a safe deposit vault, even though the probate\nnotice shows a large estate, is a sorry failure. He dwells forever in a dark\ntower of self. Only one little window opens out upon a sordid world,\nSurely one of the most important lessons we should be teaching today is\nunselfishness, so wide that it passes beyond home and town and nation,\n\n"}
{"page": 79, "printed_page": null, "text": "eee\n\nss.\n\nGENERAL SESSIONS\nSree\nrir ee\n\n75\n\nleaps the barriers between peoples, and includes all humanity. We may\nlearn from our geographies the height of mountains, the length of rivers,\nthe size of cities, and what the people do to live, but never the nation.\nNations are not things, large or small; nations are the souls of men and\nwomen and little children.\nFortunate indeed is any city which sends a\nquota of its teachers to travel in foreign lands.\nFor we can know a\npeople, its habits of living, of thinking, its hoping, only as we dwell among\nthem. And just as surely as ignorance among nations leads to suspicion,\nsuspicion begets fear, and fear is the mother of hatred and war, so surely\ndoes understanding lead to confidence, confidence to good will, and good\nwill to strong and enduring peace.\nA sabbatical leave should be granted for rest, for study, for travel—these\nthree—but for today the greatest of these is travel.\n\nTHE WORLD\nAUGUSTUS\n\nO. THOMAS,\nAND\n\nPRESIDENT\n\nFEDERATION OF EDUCATION\nASSOCIATIONS\nSTATE\nOF\n\nCOMMISSIONER\nTHE\n\nCATION\n\nWORLD\n\nOF\n\nEDUCATION\n\nFEDERATION\n\nOF\n\nFOR\n\nMAINE\n\nEDU-\n\nASSOCIATIONS\n\nFederated education grew out of a great need. It has a very definite\nmission and so long as it keeps level and does not lend itself to propaganda\nbut contents itself with the legitimate fields of education, it will! serve\nhumanity in a high sense. Its need came from a torn world, a world distressed, sick, impoverished, bleeding, and heart-sore. It seems to me today\nI can hear the tread of two armies. One is a retreating tread, slow and\nfaltering, and its cheers of triumph grow fainter and fainter. ‘The other\nis the tread of a sprightly army. Its banners are flying. Hope is exultant.\nIt has faith. The one is the retreat of the present generation, fast leaving\nthe field. The other is the rising young army of youth still to be trained\nfor the work they are to accomplish.\n‘This army represents over three\nhundred million children of the world. They are captained by five million\nteachers who hold in their hands the welfare, even the destiny of civilization. They can train this young army, as they desire.\nWe have developed within practically all countries a system of jurisprudence and standards of justice so that differences between individuals\nmay be settled in an amicable, peaceful manner by courts especially established for that purpose, but when we come to the national boundary, we\nhave no force or power to determine right and justice and to redress grievances other than to take a gun and shoot. Has the world not advanced\nto such a point that it can find an organized means of referring matters\nof international’ disagreement to some sort of governmental machinery\n\ncapable of determining under our standards of justice the issue at stake?\nIf the present generation is not far enough advanced to undertake successfully a proposition of this kind, then the rising generation should be so\n\n"}
{"page": 80, "printed_page": null, "text": "76\n\nNatTIoNAL\n\nEpucaTIoNn\n\nASSOCIATION\n\ne\nee ere\ne\nce\n\ninstructed that when it takes our places, it may be able to accomplish what\nwe have not.\nToday, there is a discussion at Geneva in regard to reduction of arms.\nThis will eventually come as the nations can mutually agree and thus save\nvast expenditures and take a heavy load from the shoulders of the common\npeople. France is challenging the United States in the outlawry of war.\nIf there can be no\nJapan and America are discussing the same issue.\ngeneral tribunal to which these matters may be referred, then there is\nnothing to hinder any country on the face of the earth from making an\nindividual agreement with all other countries to this end.\nThere is a great moral issue involved.\nMoral conscience can be cultivated. This is a part of education.\nNeither education nor diplomacy\ncan do this alone. Diplomacy must furnish the machinery but education\nmust furnish the skilled operator.\nBut, after all, it is not the propaganda\nsort of education’ that is needed.\nMost international difficulties are intellectual difficulties as well as economic and political. If common grounds\n_of understanding can be found, then the nations can get together. Common interest and common traits of character will form the basis of understanding. It is the purpose of the World Federation to open up the minds\nof the people by sound forms of education, by the giving of accurate and\nsatisfying information in regard to each other and by eliminating so far\nas possible the old-time prejudices and animosities which have too long\ndominated the world. We are now discussing the question of school materials and the preparation of texts. We are discussing means of cooperation in a sensible way with all organizations working to a similar end. We\nare studying the methods and instruments used in past years in settling\ninternational disputes by amicable means. We are also working with the\ninternational relations of youth—essay and oratorical contests, school correspondence and international athletics.\nThe sporting trait of the French people made them forget the obnoxious\ndebt issue when Captain Lindbergh landed at Le Bourget. Sporting blood\nis the most common blood of the human race and should be utilized in bringing about international understandings and in relieving national jealousies\nand racial hatreds.\nIt is a trait worth cultivating.\nWe seldom have\ntrouble with a good sportsman.\n‘Through this element, we are closer to\nthe French people today than we have been since the Armistice.\nMuch\ninternational trouble comes from intellectual rather than economic or political difficulties. “The sporting element is closely allied to the social side\nof life. We need to cultivate each other in order to clear away misunderstandings. Ignorance causes misunderstandings.\nMisunderstandings cause\nhatreds and hatreds cause war.\nWar, therefore, becomes an intellectual\nproblem.\nOur schools can do more than any other influence to break down the wall\nof prejudice. The sporting sense should be developed. It is the “wooden\nhorse’ by means of which we can break into the walled city of human\nhatreds. It will strip the mask of deceit from the fact of racial and na-\n\n"}
{"page": 81, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n77\n\ntional jealousies. If the nations can be brought together and can find a\ncommon interest to absorb their attention, they would make more wholesome treaties on economic and diplomatic issues. Baseball enthusiasts can\nvisit all night about their famous players and the great games they have\nwitnessed. Golf players have a common topic to cement friendships. Connoisseurs of antiquities never tire of each other. Many lasting friendships\nhave been found on the links, the gridirons and the diamonds.\nIf the\nschools have a world-wide mission, it is to clear up the idea that some are\nthe chosen people and that some are born superior to others in human rights.\nThe Declaration of American Independence that “all men are created free\nand equal in certain inalienable rights” should be a world-wide principle,\nthe teaching of which will do much to enhance the value of the Golden\nRule at home and abroad.\nIt is the mission of the World Federation to bring together the leaders\nof youth and form social and professional contacts which will enable them\nto see the way more clearly and thus lead the rising generation to right\nthinking and right attitudes.\n,\n\nTHE\n\nTEACHER\n\nAND\n\nTHE\n\nSCHOOL\n\nBOARD\n\nE. E. OBERHOLTZER, SUPERINTENDENT OF SCHOOLS, HOUSTON, TEXAS\nThe speaker’s appearance upon this program by request of the president\nof this association is without further instruction than the statement of the\nsubject. “The speaker assumes from reading the other subjects assigned on\nthis program that the general theme is the relationship of the teacher tc\nthe various organized or unorganized agencies of control with which the\nteacher comes in contact in the performance of his service.\nIn discussing the subject assigned, the speaker shall interpret it to mean\nthose relationships between the board of education and the teacher which\ndetermine and direct affairs and, in a high degree, measure the results obtained by the teacher in relation to all of the activities of the school.\nOne of the most phenomenal stories of progress dealing with an institution concerned with human affairs is told in Doctor Kandell’s and others’\nreview of “Twenty-five Years of American Education,” the special period\nreferred to being the first twenty-five years of this.century. ‘They say:\nWe\n\nhave\n\nfound\n\nthe\n\nchief\n\ncharacteristic\n\nof our\n\nnational life during\n\nthe\n\npast\n\ntwenty-five years to be a rapidly increasing complexity of economic and social\n‘This factor has called for the elaboration of new social controls in\nconditions.\nIt is very\nwhich both the federal and the state governments have participated.\n\nnatural that the public agencies for education should have received a great deal\nof attention in this time, since the schools must serve as the fundamental social\ncontrol in a democratic society, and it may be said that education has made\ngreater progress in the period under consideration than in any period of equal\nlength\n\nduring our\n\nhistory\n\nas\n\na nation\n\nand, perhaps,\n\nthan\n\nin all the years\n\nof our\n\nhistory preceding.\n\nIt cannot be denied that throughout our nation great progress has been\n‘Che board\nmade in the management and administration of our schools.\n\n"}
{"page": 82, "printed_page": null, "text": "78\npre\n\nNaTIONAL EpucaTION\nye a2 Si KRSTUR\n\nASSOCIATION\neee RRO RSERTIN SS\n\nwh ene\n\nof education is the legally constituted agency of control. It is, therefore,\nlegally responsible for the sum total of all accomplishments in the field of\npublic school education, yet the process of education is in a deeper sense a\nspiritual growth, reaching from the lower level to the highest level of all\nconceived objectives for living. Edward Everett said, “What considerate\nperson can enter a school and not reflect, with awe, that it is a seminary\nwhere immortal minds are training for eternity?”\nIn the many interpretations of the aims of education, we find great\nemphasis upon the training of the individual in his relation to life. ‘This\ninterpretation changes as modern society grasps a new vision of living\ntypical of this progress. Consider the definitions of education as given by\nsome of the pioneer thinkers of different periods: Quoting from Sully,\n“Education seeks, by social stimulus, guidance, and control, to develop the\nnatural powers of the child, so as to render him able and disposed to lead\na healthy, happy, and morally worthy life.”\nJohn Milton says, ““A complete and generous education fits a man to\nperform justly, skilfully, and magnanimously all the offices, both public and\nprivate, of peace and war.”\nWhile from one of our greatest educators, W. T. Harris, I learn, “Education is the preparation of the individual for reciprocal union with society;\nthe preparation of the individual so that he can help his fellow-men and in\nreturn receive and appropriate their help.”\nEach age brings a new vocabulary of educational terms. ‘The members\nof this Association who have listened to addresses or discussions still have\nringing in their ears, “‘aims, objectives, outcomes, aptitudes, interests, ideals,\nattitudes, habits, and, more recently, that more mystical and sometimes\nconfusing term integration. Let us not fail to appreciate these discussions.\nIn fact, discussion seems to be one avenue for inspiring thinking. Certainly\n\nthis is an age when thinking and re-thinking becomes an integral part in\nthe solution of the innumerable problems in every school system.\nOut\nof the maze of discussion and intricate organization must come a balanced\nand harmonious effect upon the child in his relation to life. ‘These results\nchallenge the best in the agencies of control, as well as the workers.\nThe board of education and its teachers are interdependent. The definition of the relationship is insignificant in comparison with the actual accomplishment.\nIt.is assumed by the speaker that for the purpose of discussion these relationships may be classified somewhat generally as follows:\n\n1. Legal—that having to do with the provision of law.\n2. Administrative—that having to do with measures of control, both\ndelegated and direct.\n3. Supervisory—that having to do with direction and improvement of\nthe teaching service, which, for the most part, has become a delegated function.\n4, Professional—that which has to do with preparation for and performance of efficient teaching service.\nYour speaker makes no pretense of giving an exhaustive discussion of\n\n"}
{"page": 83, "printed_page": null, "text": "ne\n\nen\n\nae\n\nGENERAL SESSIONS\na\nee\n\nye\n\n79\n\nthese topics. ‘The field of theory and practice is as varied as situations are\nvaried.\nHowever, the legal relationship of the teacher to the board of education\nis largely defined in terms of law, supplemented by regulations both specific\nand implied.\nThe first obligation of both parties is to understand these\nrelations and to exercise the chief quality of good citizenship—obedience\nto law.\nIn the field of administration much depends upon the organization\nthrough which the schools are conducted. Such relationship varies from the\nsmall community, where the teacher has direct relation to the board of\neducation, to the large city, where the teacher has indirect relation through\nthe chief executive and other administrative officers. In administration of\nany organization, there are four general phases:\na. Statement of aims or purpose\nb. Policy making\nc. Executing, operating or managing\nd. Checking and evaluating results.\nSo in the field of practice, at least for the larger communities, more and\nmore the board of education is the controlling agency for legislation and\nfinal action on policy. The other functions of administration are usually\ndelegated to the superintendent as chief executive and administrator. The\nrelationship of the teacher to the administration is, therefore, largely the\nrelationship of the teacher to the superintendent and his assistants. ‘The\nsuperintendent must be scientific and professional, as well as practical in\nthe interpretation of his functions.\nHe must have freedom to work unhampered ; he must give inspiration and he must be as truly creative as any\nof his research workers or advisors in understanding and modifying technic\nand procedure. Scientific knowledge can never be disassociated from dynamic power in great leadership.\nBoth are necessary to efficient administration. ‘The great challenge tc the superintendent for leadership must not\novershadow his understanding, appreciation and faith in his coworkers—\nthe teachers.\n\"The wise administrator counsels, procures cooperation and\n\nparticipation from the teachers in both the setting up and the achievement of\ngoals. Moreover, the teacher must be privileged to enter into and help\ninitiate the new movements, as well as enjoy the satisfaction which comes\nEach must see the relationship of the other to\nfrom such achievements.\n‘The most important criterion by which to judge\nthe whole undertaking.\nthe work of the administration is found in the queries—\n\n1. How much have I grown?\n2, How much have those associated with me grown?\n3. To what extent have I and my associates realized our highest possibilities?\nAll creative work promotes growth and such growth permeates the lives\nof those affected in the school system. “The chief barometer of such growth\nis devotion to the cause of public education and is reflected by those partici-\n\n"}
{"page": 84, "printed_page": null, "text": "80\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\npating in the administration and enjoyed by those who become the beneThe speaker took the liberty of\nfactors through direct or by-products.\nsubmitting three leading questions to a body of some fifteen hundred teachers, asking for voluntary replies.\nSufficient returns to indicate a fair\nFollowing are the questions submitted to the\nsampling were received.\nteachers:\n1. What is the relationship between the teacher and board of education—\na. As found for the most part in schools in Texas?\nb. In your own city?\n2. What do you consider the common relationship between the teacher\nand the board of education?\n3. If you were to idealize, what would you consider the ideal relationship between the teacher and the board of education?\nTo characterize the returns, one word—cooperation—expresses the most\nfrequent reply. In defining cooperation, all definitions emphasizea proper\nunderstanding of relationship, a well defined goal of achievement and\nunified effort for accomplishment. “These results seem to indicate the high\nprofessional regard with which teachers consider their life work.\nIt is\nthe belief of the speaker that emphasis upon cooperation in terms of the\ndefinition given above would in a large measure answer and define the\nright relationship of the teacher in all its phases.\nCooperation in administration does not concern itself so much with mechanical organization, with rules and regulations, or with personal relations,\nbut it does concern itself with the right interpretation, understanding and\nattitude of the coworkers in unselfish service. “To those administrators who\nare able to establish intelligent and cooperative administration, it offers the\noportunity for the development of high morale, the utilization of the field\nof experience and molds inspiration and ideals as represented by the teaching force. Such administration enhances the professional education and\nprogress, both individually and collectively, and makes for greater accomplishment towards the ultimate goal. The machinery of such cooperation\nmust be determined by the personnel, professional leadership, and the problems present in the situation. Certainly the present movements in education are of a cooperative nature and one can find excellent opportunities to\nevaluate the various types of organizations through advisory bodies, such\n\nas the teachers’ council, the organization for curriculum building, or\nthrough the development of a salary schedule.\nThe marvelous growth and development of this National Education\nAssociation in a marked degree is due to the intelligent and scientific service rendered to the teachers of this nation in molding the spirit of cooperation, in promoting research, and in making possible exchange of experiences\nin the field of practice. Your speaker has had the opportunity in the past\nthree years to participate in, to test and to appreciate the value of such\ncooperative effort.\n‘Turning to the field of supervision, it is found that the teacher’s rela-\n\n"}
{"page": 85, "printed_page": null, "text": "GENERAL SESSIONS\n\n81\ni\n\ntionship to the board of education is governed chiefly by the\nrelationship\n\nexisting between himself and the various coworkers to whom\nhas been\ndelegated the authority of supervision. There is no well defined\nline where administration stops and supervision begins, but the emphasis in\nsupervision\nis placed more directly upon the teaching process and the work of\nthe classroom.\nSupervision, whether direct or indirect, must deal specifically with\nthe problems of the classroom and for the benefit of the learner. Effectiv\ne\nsupervision has for its objectives the improvement of the teacher in\nthe\nservice, the improvement of the quality of instruction, the establishment\nof well defined and achievable goals of attainment, the coordination of all\nwork, both as to quality and quantity, and, perhaps most important of all,\nthe adaptation of the teaching process and the curriculum to the particular\nneeds of the child. These objectives center about the teacher-child relationship and must be carried on largely in the field of practice. To the\ndegree in which the teacher participates and enters into supervision, to that\ndegree is supervision successful. “That supervision is best which helps the\nteacher to understand and find the solution for her own problems. Supervision must command respect and confidence and develop appreciation of\nconstructive criticism. Supervision is best carried on in cooperative effort\nillustrated in such types as demonstration teaching, exchange of good practice, or the evaluation of different methods or technic.\nThe measure in which the supervisor stimulates the teacher or teachers\nto enter into such cooperative effort, with a give-and-take attitude,\ndetermines the active interest of the teachers in supervision. ‘This is the\nmost difficult kind of supervision.\nSupervision must become scientific and\nsupervisors must learn to become their own critics. ‘The most worthwhile\nsupervision is that which in the beginning makes the teacher feel the need\nand seek the assistance of the supervisor’s service, but as the supervision\nprogresses, the teacher becomes more independent and has less need of the\nsupervisor’s service.\nGrowth, participation, renewed enthusiasm, broadened vision and professional zeal are resultants of good supervision and the\nThe key words of this\nproper relations of the supervisor and teacher.\nrelationship are cooperation, loyalty and sincerity.\nWe turn now to the last relationship—professional, that which has to\ndo with the preparation for and performance of teaching service. In this\nwe must consider a relationship which cannot be defined by any language\nof contract, or fully described by any code of ethics, or fully determined\nby any means\n\nof measurement\n\nand evaluation.\n\nThe teacher s relationship\n\nembraces full responsibility to perform all obligations of service to childhood. In teacher-preparation and performance, the limitations should be\nplaced only for the minimum.\n\nPenalties should be promptly administered\n\nfor all professional transgressions. Among the unpardonable ones should be\nprofessional stagnation, professional dishonor and professional disloyalty.\nBut for fear this thought might emphasize too much the language of the\n\nshould\ndecalogue, “Thou shalt not,” such positive relations and incentives\n\nbe established through well defined awards of merit to those who rise to\n\n"}
{"page": 86, "printed_page": null, "text": "NATIONAL\n\n82\n\nEpUCATION\n\nASSOCIATION\n\nS\nsense\ne\ncnet\n\nhighest levels, fulfilling the obligation of eternal growth, the obligation\nof complete consecration to unselfish service and the obligation of mutual\nSuch qualities of teaching service\nfaith and wholehearted cooperation.\n\nmust command from the layman, though he be a member of the governing\nboard of education, the highest respect and esteem as evidenced in this high\ncalling of human endeavor, namely, that of our own profession of teaching.\nEducational progress is dependent on the teacher’s progress and ability\n\nFor as teachers\nto: meet these human and professional responsibilities.\nbecome scientists in a functional sense and humanists in an interpretive\nsense, both relationship and accomplishments become merged in the absorbing and altruistic service, the highest goal of the teaching profession.\n\nTHE TEACHER\nJ.\n\nHERBERT\n\nKELLEY,\n\nAND\n\nEXECUTIVE\n\nEDUCATION\n\nTHE LEGISLATURE\nSECRETARY,\n\nASSOCIATION,\n\nPENNSYLVANIA\n\nHARRISBURG,\n\nSTATE\n\nPA.\n\nThere are right ways and wrong ways for teachers to work with legislatures. My purpose is to analyze both right and wrong ways and, if possible, to outline a method of securing legislation worthy of approval.\nMay we concede at the outset that a teacher has as much right to lobby in\nthe legislature as a doctor, a lawyer or an engineer; also, that a teachers’\norganization has as much right to maintain its committees in the state\ncapital during a legislative session as has the State Federation of Labor,\nthe State Chamber of Commerce, the League of Women Voters or the\nState Grange?\nIt does not follow, however, that having the right, it is\nexpedient for a teacher or a teachers’ organization to exercise that right at\nall times; but there are times and occasions when it is imperative that the\nright should be exercised.\nTeachers organizations as a whole are altruistic in their purposes, but to\ndate the positive achievements of far too many of them consist of tax measures, salary schedules, tenure acts and retirement systems. ‘These résults,\nin the public mind, savor of advancing the interests of teachers rather than\nof promoting the education of children. This conclusion on the part of the\npublic is short-sighted, but it is real. We know that a teacher cannot do\nhis best work for the children committed to his care unless he receives a\nsalary comparable with the income of others of his social standing, unless\nhe is reasonably secure in his position and unless he knows that he will not\nhave to spend the evening of his life in the poorhouse. ‘The average citizen,\nhowever, does not see that far ahead.\nI am convinced, after many years of work in the public schools and with\nthe legislatures of several states, that these good objectives could have been\nattained with less public criticism had teachers emphasized higher qualifications for themselves, teaching efficiency during their active service\nand\nretirement allowances as deferred salaries rather than pensions.\nIs it too\nmuch to hope that teachers and their organizations will soon take\na more\n\n"}
{"page": 87, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n83:\n\nadvanced stand in their legislative work and focus their attention on constructive work, such as right procedures by the federal government in educational matters, by state and local boards of education and by state department staffs, and equitable distribution of public funds for education\nbased upon the need of a community to give every child a square deal? By\npromoting the general educational welfare, by fostering professional zeal\nand by advancing educational standards we will win the respect and good\nwill of the tax-paying public who, in turn, will gladly, through their representatives in the legislature, enact the provisions which will make us comfortable in our work. Salaries, tenure and retirement allowances will come\nas a byproduct of qualifications, efficiency and professional spirit. If we\naim at the former we make recognition of the latter tardy and reluctant.\nIf we aim at the latter we enlist the active cooperation of legislators and\ntaxpayers who cheerfully grant the former as means of securing the latter.\nTo be more specific, in Pennsylvania our state education association,\nworking through its committees on legislation, has been largely instrumental\nin securing the enactment of four far-reaching measures:\n1. The School Code of 1911. This code divided school districts into four classes,\naccording to population; provided the number of school directors, their qualifications, powers and duties; defined the system of school finances, limiting school\nbonds and determining the taxation for the school districts of each class; provided\nfor school directors’ associations; established a state council of education; provided standards for the certification of teachers; established medical inspection of\npupils and teachers; outlined courses of study; classified high schools; provided\nfor consolidated schools, vocational schools, normal schools and public school\nlibraries and established a state school fund.\n2. The Retirement Act of 1917. This Act established a statewide public school\n\nemployees’\n\nretirement system.\n\nFifty percent of this fund is made\n\nup of contribu-\n\ntions by the teachers or employees, twenty-five percent by the school districts or\nemployers and twenty-five percent by state appropriations,\nThe benefits of this\nThis system now has reserve\nact were further extended by legislation in 1925.\nfunds totaling $48,000,000.\n3. The Woodruff Salary Act of 1919. This Act provided higher pay for all\nschool teachers in all school districts and established a minimum salary of $65 a\n’\nmonth.\nThis Act set new standards of qualifications for\n4. The Edmonds Act of 1921.\n\nteachers, providing that after September 1, 1927, all elementary teachers in hie\npublic schools must have had two years’ normal school training or its equivalent\n“\nabove a full four-year high school course and all secondary school Spey\nA. B. degree or its equivalent. The act increased teachers’ salaries and stipulate\na minimum salary of $100. It also determined the method for apportioning state\naid.\n\nIn all four acts our Association enjoyed the active and hearty cooperation\n.\nof the public, the press and taxpayers.\nAssociaour\nsalaries,\nand\nnt\nretireme\nIn the second and third measures,\nstrong at\ntion had the coop2ration of another teachers’ organization, quite\nds\nstandar\nnew\nmeasure,\nfourth\nthe\nIn\nip.\nleadersh\ngood\nthat time and with\nwith that\ny\ndifficult\nserious\nered\nencount\nwe\n,\nteachers\nfor\nations\nof qualific\n\ngroup which by that time had fallen into less wise hands and was working\n\n"}
{"page": 88, "printed_page": null, "text": "84\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nfor only one thing—tenure. The Edmonds Bill was finally passed and has\nbecome the basis of Pennsylvania’s present state program of education.\nBut the break in our ranks in 1921 made itself felt in the legislatures of\n1923 and 1925 and to a less degree in 1927.\nThe situation I am trying to picture to you is this: the state education\nassociation is working for the general educational welfare; the other group\nis working for tenure.\nThe program of the state education association\nincludes tenure for teachers; the program of the other group consists only\nof tenure for teachers. Not much difference, you will say. But there is a\n‘colored gentleman in the woodpile and that gentleman’s name is “politics.”\nIn the light of recent primary election scandals in the Keystone State you\nare already prepared to believe that I have named the “gentleman” correctly and are doubtless interested to know just how “he’’ worked.\nI challenge anyone to find a better example of the wrong way to do\nlegislative work than the procedure I am about to describe. I will make\nthe description impersonal as I have no grudges to satisfy and will give the\nfacts in a purely academic manner to illustrate how, by faulty procedure,\nwell-meaning teachers working for a good cause may not only fail to accomplish their purpose, but also may antagonize a long-suffering legislature to the nth degree, make themselves anathema and kill their own cause.\nThe “gentleman in the woodpile,” hereafter called simply the “gentleman,” relied upon the political power of a relative who undoubtedly had\ngreat political prestige. ‘He’ and a handful of kindred spirits set out to\ngive Pennsylvania a tenure law. “He” didn’t consider it necessary to adhere to a tenure bill agreed to by the two teachers organizations, but\nchanged it to suit his whims, without consulting our association’s committee on legislation.\nAfter “he’ had embarked upon that independent\ncareer he was, of course, allowed to go it alone. “He” and three or four\nassociates button-holed legislators in season and out of season, they stayed in\nthe capital city all the time the legislature was in session, they sat in the\nfront part of the legislative hall and checked up on the way the various\nmembers voted. After the defeat of their pet measure in the session of\n1923 they published the vote of individual members and sought to prevent\nthe re-election of certain members to the 1925 legislature.\nIn the 1925 legislature, the scene was re-enacted with greater vigor for\nthe “‘gentleman’s” prestige had greatly increased. Here was a pretty set-up\nwith everything made to order, but the opposition to a selfish bill, selfishly\nsponsored to keep a few leaders in the limelight, was so great that when the\nTenure Bill came to third reading in the House even with the strength\nof the Republican organization mustered in its favor it went down to\ndefeat.\nAfter that defeat the “gentleman” subsided somewhat for his prestige in\nthe Republican party had been shattered. But the presidency of the teachergroup passed to another who had a relative in the state senate.\nIn 1927,\nthe scene was re-enacted with the same, though less spectacular, result.\nWhat do we get from this allegorical recital?\n\n"}
{"page": 89, "printed_page": null, "text": "GENERAL SESSIONS\n\n85\n\nBefore drawing up conclusions may I give another illustration of legislative work which I observed this spring but in which neither I nor the\norganization I represent had any immediate interest? It is the work of\nthe League of Women Voters.\nThat organization is non-partisan and\naims to inform women voters regarding the political issues of the day. It\nstands for the best in legislation and during our legislature of 1927 sought\nto abolish the fee system of paying tax collectors. Had they secured this\ndesirable legislation they would have saved many thousands of dollars of\npublic money, but the tactics of its committee on legislation not only failed\nto get their bill out of committee and on the calendar but nearly broke up\nthe organization.\nThis is how it happened. The legislative committee opened headquarters\nin the capital city, tabulated the members of both houses, lobbied personally by the button-hole method, occupied prominent places in the legislative halls, watched members as they voted, circularized them, brought\npressure to bear from various constituencies “back home”; in fact, did\neverything short of coercion.\nA week before the close of the session, with their bill still in committee,\nthe chairman of the legislative committee of the League of Women Voters\nleft the capital city in high dudgeon charging that the President of the\nLeague was advocating machine politics rather than political education and\nthat the League had changed its fundamental policy. These charges were\nvague and nebulous to be sure but they well-nigh disrupted the organization.\nThere is striking similarity in the methods used by the two organizations—the group of teachers referred to and the League of Women Voters:\n\na. Both sponsored worthy measures.\nb. Both maintained continuous lobbies throughout the session of the\nlegislature.\nc. Both used personal methods of button-holing legislators.\nd. Both practiced espionage on legislators as they voted.\ne. Both jeopardized their own causes.\nf, Both failed completely and brought censure upon their organizations.\n\nIn sharp contrast with these methods are those used, if I may be pardoned for mentioning\nEducation Association.\n\nmy own organization, by the Pennsylvania\nThey may be summarized as follows:\n\nState\n\nof the\n1. Our committee on legislation is elected by the House of Delegates\nmemvarious\nappoints\nwho\nchairman,\nown\nits\nelects\nThe committee\nAssociation.\nbers of the committee\n\non sub-committees\n\nto study particular problems\n\nand to or-\n\na desirable\nganize a publicity campaign or a program of popular education on\nmeasure.\nand the Executive\n2. This committee works under the direction of the president\n\nand submits to the House of Delegates at the annual\nof desirable legislation. te pole of\nlegislative program, It then becomes\nthe\nadopts\nand\nmodifies\nvote,\nby\nDelegates,\n\nCouncil\n\nof the Association\n\nconvention a report embodying a program\n\n"}
{"page": 90, "printed_page": null, "text": "86\n\nNaTIONAL\n\nEpuCATION\n\nthe duty of the legislative committee\n\nASSOCIATION\n\nto draft the necessary\n\nbills and\n\nhave\n\nthem\n\nintroduced in the legislature.\n3. Through the chairman of the educational committee of the Senate and the\nHouse, the chairman of our legislative committee arranges for hearings on measures which are not reported out of committee promptly. We prepare information\nfor the committee and muster our forces for the hearing. Here is where we make\nour fight and we win or lose with the vote of the committee. If the vote is negative, the cause is dead for that session and we begin a program of education for\ntwo years hence. If the vote is affirmative we keep a watchful eye on the bill to\nsee that it appears on the calendar and progresses satisfactorily through the required three readings, that it goes to the other house for action and that it is\nproperly presented to the Governor for approval.\n\nThis is very simple procedure with all the cards on the table and with\neverything open and above board.\n\n‘The public will support such procedure,\n\nlegislators like it, it produces results and there are no unfavorable reactions.\nIn this procedure, nothing is ‘‘sewed up,” nothing is “put over,” no individual is brought into the limelight, no one gets any glory, but good educational legislation is accomplished; teaching conditions are improved and\neducational opportunities are increased and equalized.\nBy the same procedure, we study and watch selfish, questionable legislative bills and frequently are able to get bad bills killed in committee or\neven on the floor if, by chance, they get that far. We do not hesitate to\nprotest the passage of a questionable bill even though it is so strongly supported by some organization that it is sure to pass. We go on record\nagainst it and find that later after the heat of the legislative period is over\nand in the light of sober judgment such action is approved even by those\nwho sponsored the questionable bill.\nIt is highly desirable, though not always necessary or possible, to work in\ncomplete harmony with the state department of public instruction and\nthe political organization that is in the saddle. When this can be done,\nour Association’s bills become administrative measures and our worries are\nreduced to the minimum.\nWe do not then fear unfavorable memoranda\nfrom the state superintendent or the chairman of senate and house education committees. Neither do we worry about a veto by the Governor.\nIt\nhas been found advantageous at times to postpone a campaign for a meritorious measure from year to year pending its incorporation in the program\nof the department of public instruction.\nWe thus practice the noble art\nof losing time but are the gainers in the long run.\nA solid front of all the teachers of the state is of course desirable but,\nhuman nature being what it is, it is not always possible to present such\nunified forces. With a division in our ranks it is easy for a legislator to\ncharge us with not knowing our own mind and to side-step the issue. We\nshould endeavor to keep controversial matters out of the legislature until\nthe educational forces get together at least on broad principles. Such an\nagreement having been reached, it should not be a difficult matter to adjust\nminor differences of opinion, to eliminate personal preference, to subordi-\n\nnate personalities and to get all the educational forces to pull together,\n\n"}
{"page": 91, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n87\n\nTHE TEACHER AND THE PARENT\nMRS.\n\nVICTOR\n\nH.\n\nMALSTROM,\n\nDIRECTOR,\n\nDEPARTMENT\n\nSERVICE,\n\nNATIONAL\n\nCONGRESS\n\nOF\n\nTEACHERS,\n\nTACOMA,\n\nPARENTS\n\nOF\n\nHOME\n\nAND\n\nWASHINGTON\n\nWith the changing conception of education and the attempt toward\nadaptation to modern complex life, new instruments of development are\ncalled into play. Holding a primary place in the list is the National Congress of Parents and Teachers, an organization representing the school and\nthe home united in the interest of the child.\nPerplexing and involved as is the business of professional teaching with\nits standards of training present in some degree, it becomes relatively simple\ncompared with the business of parenthood without training in its field of\ntranscendent importance. And this vast group of professionally untrained\nindividuals is the deciding factor when questions concerning the education\nof the nation’s children are before the people. Obviously problems affecting the present welfare and the future worth of the coming generation\nmust be met by a plan holding the coordinated and cooperative consideration and activity of the community.\n‘This spreading realization accounts\nfor the duration and growth of the organization that is the ‘“Teacher and\nthe Parent.”\nEach school and each home is, in itself, a realm of education, opportunity,\nactuality, and possibility, the respective limitations, lying only in the degree\nof efficiency held by the institution.\nWhether or not each establishment\nfollows an unheeding unattached course the results must somehow be correlated as the same specimen is used for experiment in both laboratories.\nAn independent course could and did succeed with certain satisfactory\nconsequence while education remained a process of culture rather than necessity; but when, as educators and laymen agree, civilization has become a\nmatter of applied sciences, a combined program supported by both institutions becomes urgent. Again the growing conception finds its demonstration in the association of parent and teacher. With this unity of home and\nschool before the mind, the vision is an ever widening view with no discernible limits to usefulness and influence.\nWhile the growth of education,has been constantly attended by the\nassociation of teachers and parents, manifestations of fraternity have not\nalways been in keeping with the reality or the promise that existed. ‘That\nan association was real and present was seldom perceptible to either school\nor home. Misunderstanding through lack of knowledge frequently reigned\non both sides of this involuntary and wholly unofficial union. The work of\nthe teacher was too often hindered by the inability of the parent to comprehend the atmosphere and effort of the school. A perspective encompas-\n\nsing only household situations and domestic problems could not call forth\nthe support of education that should properly come from the home.\nTeachers, also unaware of relationship, lived the entire education program\nwithin the classrooms, failing to see that responsibility accompanied them\n\n"}
{"page": 92, "printed_page": null, "text": "88\n\nbeyond\n\nNaTIONAL\n\nthe schoolhouse\n\ndoor.\n\nEpucCATION\n\nThe\n\nASSOCIATION\n\nchild’s gains and losses were\n\nin pro-\n\nportion to the ambition, vision and spirit of service prevailing simultaneously\nin his particular home and school, though he was at all times affected by’\nthe dependence of one on the other.\nNow the parent-teacher association is here as part of the evolution of\nIn its true form it is designed to increase proficiency in the\neducation.\nIts first attainment of the organizarearing and training of children.\n“This\ntion, that homes and schools must work together, stands revealed.\nfirst objective is realized, not only in theory, but indeed, a fact attested by\nthe successful operation of many thousands of parent-teacher associations\nthroughout our country. The membership approximates a million and a\nquarter men and women concerned in actively supporting a definite procedure for the promotion of ‘childwelfare.\nParents have decided obligations to education and the parent-teacher\nassociation is the medium through which this truth may be brought to\nevery home. The parent who is eager for his child to surpass the peak of\nachievement in health, wealth, and happiness is given a viewpoint that\nallows his child to remain the motif though not comprising the complete\ndesign in the community fabric. The parent who dwells serenely in the\nthought that schools were set up for the education of children, and that further contemplation of the subject is unnecessary, learns here that each individual has certain responsibility and that home, school, and community\neach have an established place in the general scheme.\nThe child’s rights must be protected, not only by individual parents\nknowing that they may not be denied, but also by an organized plan to\ndefend and promote them. A brief summary describes the right of every\nchild to be well born into a good home in a decent community. A discerning public provides means for each child to reach his normal physical,\nmental, and moral stature. No child should want food or clothing. The\nmentally deficient and the underprivileged should be developed to the fullest\npossible capacity of self-reliance. The delinquent must be reclaimed and\nthe orphan sheltered and cared for. Each child should be trained to earn\nhis livlehood; all should be protected against exploitation.\nThe child’s\nright to play must be respected, his right to work and his inability to labor\nbe acknowledged.\nFinaliy within the heart of every child should be\nestablished the faith that his gifts and talents are to be employed in the\nservice of his fellows as well as for his own ends. Remedial, preventive\nand protective measures all fit into the elimination of problems, but only\neducation extends the pledge of better conditions.\nMore universal education is ushering in an increasing comprehensiveness\nand a profounder meaning of conservation of child life, child health and\ngeneral welfare. -In furtherance of that greater public intelligence a wider\nprogram of training in preparation for life is developing. It is not a question of what either home or school can do for the relief of the other but\nthe perfection of an advancing form of education so highly constructive that\nmore and more children will be born of competent parents into homes\n\n"}
{"page": 93, "printed_page": null, "text": "eee\n\nete\n\nGENERAL SESSIONS\nNg ee re\nee\n\n89\n\nrepresenting that competency in communities whose standards measure up\n\nto those of the homes.\nSuch a plan can be perfected only through intelligence and cooperation.\nThe affiliation of teacher and parent has enabled the teaching profession\nto more rapidly and aggressively recognize that programs enveloping\nthe children must regard homes individually and collectively in order to\nmore adequately meet their highest purposes. From the vantage ground of\nprofessional preparedness the teacher sees in the ideal of this home and\nschool combination a resourceful means of gaining great power in the field\nof education itself by bringing to school patrons through this community\nforum an understanding of problems involving the profession of teaching\nwhich only the public is able to solve. It is the profession’s splendid opportunity to interpret the purpose and progress of education to the people.\nThe parents, as the child’s sponsors, are so significantly endowed by the\nparent-teacher association that they are lifted from secondary position as\n“residents of the school district” to prestige as “members of the community”\nrepresenting the motivating power that carries the community forward on a\nprogressive education wave.\nWhile accentuating the importance of the\nteacher in the school, the organization introduces the teacher to the community a person of influence with qualifications for leadership.\n¢\nNaturally the parent-teacher association did not enter a complete pattern\nfaultless in detail. It appeared as a plan which only practice could adjust\nand polish to the point of usefulness. In this respect it compares with other\nagents of education all of which remain, as this one does, amenable to improvement and development.\nBut the keen sighted educator and the clear\nthinking parent were quick to forecast the infinitely better state of affairs\nwhen homes and school collaborated in promotion of their common cause\nas opposed to a time when each, aloof in his pursuit, called loudly on all\nwho would heed to witness the failure of the other institution.\nIn homely ways the process of adjusting and polishing began. ‘The course\nin enlightenment and experience was initiated with the meeting of the\nteacher and the parent in the school. ‘Though previously aware that primarily the business of the school is to impart information, here is born in\na larger and more general way a conviction that even the school’s most\nelementary purpose can be forwarded with only the degree of vigor and\nthoroughness the public makes possible by moral and financial support.\nHere also grows the estimation of the school as the highly favorable place\nit is for learning and living good citizenship. The parent is more urgently\nguided in his knowledge that lessons are learned in school but habits are\nformed at home, and character education depends on the joint operation\n:\nwhich embraces the child.\nPerhaps life there\nHere both parent and teacher see the community.\n\nhas been idealized, or depreciated for what it might be, but here it is seen\n\nas it is.\n\nhe parent-teacher association is a cross section of the community\n\nand a correct appraisal of the whole may be built upon it. The result is a\nmore interested and sympathetic attitude toward all the children in the\n\n"}
{"page": 94, "printed_page": null, "text": "90\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nneighborhood, a keener appreciation of their welldoing and a better understanding of their failures and weaknesses.\nWhen the school has expressed in meeting its right to expect from the\nhome a student punctual and regular in attendance that time, place, and\nquiet be ‘given for home study, that the home recognize its duty in teaching\nthe child respect for school authority and property, neat and appropriate\nattire for its effect on school work and deportment, thrift in use of time and\nmaterials; when individual pupil’s share of time has been explained and\nwhen the report card has been elucidated, it is certain that a greater measure of mutual help obtains.\nWhen parents have, through regular attendance in parent-teacher meetings where accurate information is obtainable, become acquainted with the\nrequirements and needs of the school, larger sympathy through clearer understanding has followed. A will to provide through: taxes enough of the\nright kind of school machinery has been exhibited. .When tax money was\nnot available or procurable associations have earned vast sums for equipInment. A desire to serve the school in every possible way is shown.\ndividual members display an alert interest in the election of directors and\nother elective officers who are to be trusted with the business management\nCooperation with the school and interference with school\nof education.\nadministration are knowingly separated. Intelligent views on teacher training and the effect of salary schedules on teacher efficiency are acquired.\nReadiness to .cooperate with school boards in constructive enterprises is\nmanifested. .Parents begin to place respective children as members of the\nlarge group. Criticism, based only on exact findings with all phases of the\nsituation dispassionately considered, is made only at the right time and\nplace, and then onlyif good judgement says it will be beneficial. Faultfinding with teacher or school is discouraged at home and elsewhere. It is\ntaken for granted that the teacher must have comfortable quarters and\npleasing surroundings and that full opportunity for pleasant social contacts be afforded.\nSchool activities are encouraged: rather than frowned\nupon. Childwelfare legislation is given studious. attention and active support. “These statements are all immeasurably truer today than before the\nafliation of home and school in an organized way.\nThere can be no\nquestion that the child of today reaps untold advantage...\nA casual survey. of discussions in innumerable localities eight or nine\ntimes a year over the period of a child’s school life supplies a partial list\nfrom which are taken the following topics: patching the leaky spot in the\nschoolhouse roof, draining the school ground that the play space will not\nbe a slough of mud, making the water supply. safe, providing laboratory\nequipment, reducing the fire hazard in the out-of-date frame building,\nerection of play sheds, modern lighting and heating of schoolrooms, ventilation of schoolhouses, cost of modern school building and equipment, intermediate schools, junior and senior high schools, junior, colleges, extension\nservice of the state university and the state college, health of the school\nchild, library facilities, children’s reading, adult education, parent’s book-\n\n"}
{"page": 95, "printed_page": null, "text": "GENERAL SESSIONS\n\n91\n\nlists, social standards, child psychology, child labor, leisure time, recreation,\n\nhot lunches, the undernourished and the malnourished child, habits of industry, open air schools, transportation of school children, consolidation\n\nof school districts, safety education, importance of humane education in\ncharacter building, value of courtesy, the state and education, the nation’s\nplace in education, student loan funds, school bonds, student participation,\nschool bands and orchestras, musical instruments, value of music, play apparatus, home and school gardens, art in education, motion pictures, school\nbanks, dinners and receptions for the teachers, fathers and sons, mothers\nand daughters, juvenile courts, detention homes, parental schools, spiritual\neducation, selection of high school courses, higher education, school legislation, getting the child ready for school, the preschool age, disease prevention\nand control, community spirit. The list could carry us on through many\nother fundamental subjects all dealing with education as it affected the\nchild and enriched the equipment of school and home. But whatever the\ncenter of discussion at the end of the meeting, parents knew more about the\nschool and its environments than when they came; teachers had a wider\nacquaintance and a deeper knowledge and more accurate impression of life\nin the neighborhood; both parent and teacher had a greater fund of inIf the\nformative help to serve them in their work with the children.\nmeeting was disappointing in that the program material was not germane\nto their particular situation or in that if held little of general or specific\nmerit, that fact pointed to its own valuable lessen.\nTaking stock at this stage in the progress of education, the vast forces\nof home and school are seen, an organized structure, cemented in interest,\nunited in purpose and honorable in intention.\nIts ambitious program is\nconcerned only with the security of the rights, privileges, and opportunities\nof childhood.\nIn forwarding its lofty purposes the National Congress of Parents and\nTeachers has established a cooperative unit to cover every age of child\nlife. Beginning with the preschocl circle, offering a training school to the\nparents of young children, study of child care in its various phases renders\nbetter preparation of the child for the business of living. The parentteacher association in the elementary grades, the first official link between\nhome and school, has come into recognition as the most favorable auspices\nfor promoting training of parents and widening the experience of teachers.\nIt has assumed its true aspect as the most suitable agency for creating public\nsentiment for education.\nMany of these groups have served apprenticeship\nin purveyance but all are gradually promoting programs consistent with\ntheir aims. The high school association demands a peculiar line of activity\nwhile it provides for conference, cooperation, and dissemination of knowledge. ‘The college association is advisory in character with friendly and\nprotective attitude for the college boy and girl. The church parent-teacher\nassociation affords cooperation and correlation of religious education between teachers in that field and the home.\n\nTraining in the work itself has had an auspicious inauguration.\n\nCourses\n\n"}
{"page": 96, "printed_page": null, "text": "92\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nin parent-teacher preparation have been instituted in several universities,\ncolleges, and normal schools. Educators and administrators have taken adInstitutes have been held\nvantage of these courses in surprising numbers.\nin many states and in many localities giving both professional and parent\nmember opportunity to study parent-teacher programs, methods, organization, history and ideals.\nA policy surrounding the nation’s children has been inspired in humble\norigin in the meetings of parents and teachers in community schools. A\nlocal problem, with spreading detrimental effect, repeated often and occurThis policy urges the\ning in many places, assumes national proportions.\nby dealing with the\nchild\nday\npresent\nthe\nof\nadvancement of the interests\nconditions that spell safety and opportunity for him now.\nSo for the\nadvantage of every child our legislative platform asks for federal recognition\nof education. ‘To safeguard the rights of every child organized parents and\nteachers are actively opposing exploitation of any child by child labor.\nIt is for the welfare of every child that prohibition must be enforced.\nIt\nis for the happiness and security of every child that homes be given greater\npermanency through improved marriage and divorce laws. It is for the\nprotection of every child that arbitration must be substituted for war in\ninternational disputes. So it is from the hearthstone to the heart of the\ngreat national community education leads the people in patriotic devotion\n\nto greater science in living.\nFrom an ardent viewpoint almost any case seems to be overstated.\nBut\nhere congratulations over the finding of uncovered talent, development of\nleadership, self expression, so great a contribution to the cause, the enlistment of men and women more than a million in number in a short space\nof years, thousands of organized groups in every state and extending into\nterritorial possessions, contact with childwelfare interests of other lands,\nattend only as fortunate signs of a grand inception.\nThe tremendous field still stretches before us tendering further productivity of the concerted endeavor of the yet unorganized parents and teachers.\nDifficulties are yet to be overcome.\nAptly and indifference still cools\nthe fervent hope and shackles the progressive vision.\nThe school’s cooperative gesture has yet, sometimes, to wait for leadership to be born in\nthe home. It is still sometimes true that only a change in school administration gives the spirit of community service an organized form. There\nare yet self sufficient local groups unaware or ignoring the vitalizing\nstrength that only state and national membership has to bestow. But each\nyear finds these situations diminished and more remote.\nIt is the teachers and parents of today that hold the expectancy and control the destiny of the new age. Each are products of yesterday’s education. ‘Tomorrow will see them as efficient in their places as today’s educational guidance is making possible. Liberality of attitude and support lights\nthe path ahead. It is a glowing privilege to know that our united allegiance\nis a promise that our country’s “sons shall grow as young tyees, and her\n\ndaughters as the polished cornerstones of the temple.”\n\n_\n\n"}
{"page": 97, "printed_page": null, "text": "GENERAL, SESSIONS\n\nGREETINGS\nHARRY\n\nFROM\n\nCHARLESWORTH,\nTEACHERS\n\nTHE\n\nCANADIAN\n\nGENERAL\n\nSECRETARY,\n\nFEDERATION,\n\nVANCOUVER,\n\n93\n\nTEACHERS\nBRITISH\n\nCOLUMBIA\n\nB. C.\n\nI wish, first of all, to express to you, members of the National Education\nAssociation, the most sincere appreciation of the Canadian teachers for the\nkindly thought which prompted you to extend such a cordial invitation to\nus to be your guests at this wonderful meeting in the beautiful Pacific\nNorthwest.\nIt has given us very great pleasure to accept, and we shall\nprofit in large measure from our presence here. I also wish to convey to\nyou, on behalf of the Canadian teachers, our warmest greetings, to reciprocate your many expressions of goodwill and to wish you a continuation of\nyour remarkable success.\nIn extending your invitation, Mr. President, you were kind enough to\nrefer to us as “your good neighbors and good friends.”\nIt is sometimes\nfound, I believe, that “neighbors” are not always “friends,” and particularly\nwhen they also happen to be relations. In our cases, however, neither the\nfact of our relationship through our common ancestry, nor the fact that\nwe are neighbors over such an extended geographical frontier, has marred\nthat friendly spirit of goodwill and kindly regard which has existed between\nour respective peoples for well over a century.\nIn this we have set a\nworthy example for the nations to follow.\nEach year, I believe, sees even a strengthening and deepening of the\nsincerity of our mutual friendship, for there are many and varied means by\nwhich we are coming to know, and consequently to understand each other\nbetter.\nWe are getting many common points of international contact,\nthrough travel, sport, organizations and the like, but perhaps the most important and vital of all such contacts lies in the field of education, and it is\na happy feature that in this regard our relationships have been, and continue\nto be, of such an agreeable nature.\nWe have, of course, many obvious advantages, such as our common language and our common traditions. Again, particularly in education, our\nproblems are in many ways similar, and will require somewhat similar\nsolutions. These advantages offer us great opportunities, but because of\nour opportunities we also have a great responsibility for of “those to whom\nmuch is given, much is expected.”\nWe must give a lead in international goodwill. We must regard it as\nour duty to use every effort to bring about such a spirit of goodwill and\nunderstanding between the educators of all nations, that the old rivalries\nand jealousies may be replaced by a spirit of mutual respect and confidence.\nThis task will not be easy, for there are many prejudices to break down,\nand many selfish and intolerant interests to overcome; but it has more\nchance of success, if sponsored by teachers than by any other means.\nThere are two very important things, however, which we must always\nkeep in mind. First, that friendship is a matter of the “heart” primarily,\nand not of the intellect alone. The mere expression of platitudinous senti-\n\nments concerning goodwill is of little value, unless backed up by sincerity\n\n"}
{"page": 98, "printed_page": null, "text": "94\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nand action. Our pupils must be encouraged to “live” goodwill, rather than\nto “express” it. Secondly, we must realize that international friendliness\nis not the enemy of national patriotism, but rather its logical and desirable\nAs teachers we shall never fail to inspire that love of, and\nconsummation.\ndevotion to our respective countries, without which good citizenship cannot\nexist, but it is not in the least necessary for us to be blind to the virtues of\nother nations, and to the benefits they also have given to world progress,\nin order that we might falsify and magnify our own superiority.\nThese things should be said, and often repeated, I feel, in order that our\nposition as educators may not be misunderstood, and in order to prevent us\ngetting drawn aside from our true goal, and lost in a maze of argument and\ncontroversy.\nAs teachers we do not expect education to perform miracles,\nas some well-intentioned people do, but we believe that through it we\ncan preserve and solidify the real spirit of the friendships which children\nso readily make, without national distinction, and further, that this can be\ndone without the slightest diminution in the fostering of true national\npatriotism.\n\n,\n\nBefore leaving this matter, might I be allowed to recall to your minds\nthe fact that the World Federation of Education Associations will hold its\nthird conference in ‘Toronto, Canada, from August 7th to 12th next. ‘The\nfirst meeting was held at San Francisco, called through the medium of your\nNational Association. ‘This year the Canadian teachers are acting as hosts\nto the World Federation, and are raising over $15,000 themselves to help\nto defray the expenses connected therewith.\n‘This amount is in itself a\nconcrete testimony of the value we attach to the ideals I have endeavored to\nexpress. We shall be exceedingly glad to welcome the large number of\nAmerican educationists who will be in attendance.\nIn the time allotted to me tonight, it was suggested by your President\nthat I should give you something of interest concerning the teaching forces\nof Canada.\nPerhaps I had better deal with two aspects: first, education\ngenerally in the Dominion, and secondly, the development of teachers’\norganizations in our country.\nCanada consists of nine provinces (corresponding with your states), each\nhaving its own provincial government, with the central or Dominion government at Ottawa.\nOn July Ist, last week, Canada had a great celebration in honor of the 60th Anniversary, or the Diamond Jubilee, of Confederation, for the Act which created the Dominion of Canada was passed\nthrough the British Parliament and came into effect on July Ist, 1867.\nAt the time only four provinces were concerned, the other provinces\n\nhaving joined at various times since, as development proceeded. ‘The Governor General of Canada is the King’s representative for the Dominion,\nwith a lieutenant-governor in each province.\nThe provinces have complete autonomy in many of the well-defined\ndepartments of government including, of course, education, and there is\nnothing which the provinces guard so jealously as this complete control\nof their individual educational systems. Especially is this so in the Province\nof Quebec, where the population is largely of French origin, where both\n\n"}
{"page": 99, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n95\n\nthe French and English languages are taught in the schools and where the\nRoman Catholics and Protestants have their separate schbols under\nthe\none provincial education department.\nIn the Government Cabinet of each Province is a Minister of Education,\nwho is the responsible head of the Provincial Education System.\nHe is,\nof course, elected as a member of the Legislature, by the people, and chosen\n\nby the Premier of Province to assume Cabinet rank. Under him there is a\nProvincial Superintendent of Education, who has charge of the whole of the\ndetails of the system.\nHe is appointed by the Lieutenant-Governor-inCouncil, and holds office during the pleasure of the Government.\nThe staff of the provincial education department includes a number of\nhigh school and public school inspectors, who visit the schools to report upon\nthe work of the teachers, and to supervise the general carrying out of the\n\nregulations.\nThe finances for education in any unit are generally obtained by means of\nlocal taxation for school purposes. The dominion government makes some\ngrants for agricultural and vocational education. In all school districts the\nprinciple of local autonomy applies, and the schools are under the control of\nelected boards of school trustees. The equitable distribution of school taxation is with us, as with you, a most serious and pressing problem.\nThere are only a few of the cities or municipalities in Canada which have\nsuperintendents for their local administration.\nThe courses of study in the various provinces of Canada are for the most\npart of the traditional type, but modifications are now being made in accord;\nwith recent educational advancement. Generally speaking, however, Canada\nhas in the past adopted a somewhat conservative attitude with regard to\nmany of the changes brought about through modern educational research,\nshowing rather a tendency towards thoroughness in the application of accepted principles than experimentation in new fields.\nThis spirit, however, is gradually changing, particularly in British Columbia, where, as the result of a recent educational survey, important\nchanges are being introduced.\nPerhaps the chief of these changes is the\nestablishment of junior high schools.\nthe\nand\nplan,\n6-3-3\nthe\nadoption of\nconnection, we of Canada should pay a\nthis\nin\nthat\nIt is fitting, I think,\nof those states and cities in your\ninitiative\nand\nenterprise\nthe\ntribute to\ncountry which have rendered such a service to educators everywhere by the\nresearch and experimentation they have carried on. We have gained much\nfrom the knowledge thus obtained, and I know that many Canadian teachers\nare very appreciative of the benefits they have reaped by a study of the results. Particularly would. like to mention the splendid work of the Research Department of your National Education Association, and the excellent Bulletins issued by them, and also the many helpful articles which appear in the Journal of the National Education Association.\nthat we\nTo come now to our teachers’ organizations: We in Canada feel\nac:\nhave\nwe\nfor\non,\nconnecti\nthis\nin\nhave somewhat of a remarkable history\non\nFederati\nn\nCanadia\nour\nof\nbasis\nthe\nAs\ncomplished much in:a little time.\n\n"}
{"page": 100, "printed_page": null, "text": "96\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nis the provincial association, I will give some details of one of these—for\nall are somewhat similar.\nIn December, 1916 (just over ten years ago), the teachers of British\nColumbia decided to organize a provincial teachers’ federation, to be\nformed by the affiliation of local teachers’ associations in the various centers\nof the province. The underlying object was to have a body which would\nbecome recognized as the official professiortal organization of the teachers of\nBritish Columbia, and would be able to voice the group opinions, ideas, and\nideals of such teachers.\nIn conception, the B. C. T. F. was to be for the teachers what the medical\nassociation, the bar association, and the engineers’ association were for their\nrespective professions.\nConsequently, active membership was confined to\nthose “actively engaged in teaching in the schools of British Columbia.”\nOfficials of the Department of Education, school trustees, and members of\nparent-teacher bodies were not eligible for admission as active members.\nIt was in essence not an educational association, as generally conceived, but\na teachers’ association. Its work and its functions, however, were distinctly\neducational as well as professional. It was in no sense antagonistic towards\nthose who were excluded. On the contrary, it worked in conjunction and\ncooperation with them and their organizations at all times. It was not in\nany sense a trades union, nor has it ever been considered or entertained the\npossibility of any affiliation with a trades or labor organization or with any\npolitical party. Its policy has always been to support any movement for the\ngood of education, and to oppose any movement of a retrograde or harmful\nnature, irrespective of political party. It obtained a charter of incorporation from the provincial government, and has, as its constitutional objects,\nthe following:\na. To\nb. To\nc. To\nd. To\n\npromote and foster the cause of education in British Columbia;\nraise the status of the teaching profession of British Columbia;\npromote the welfare of the teachers of British Columbia;\nestablish and administer a Benevolent Fund for the teachers of British\n\nColumbia.\n\nDuring the ten years of its existence, it has completely justified its existence and has made a remarkable contribution to the progress of education.\nIt has taken the lead in many educational reforms; it has, by its efforts,\nraised very materially the status of the profession, and has at all times\npressed for measures which would demand better academic preparation\ngreater training, and increased efficiency of all seeking to enter the ranks of\nthe teaching body, and opportunities for the continued training of those in\nthe profession. In such matters it has followed very similar lines to those\nadopted by your own organization—research committees, the holding of conventions, the publication of a professional magazine, the promotion of educational legislation, the educating of public opinion, etc.\nThere is an important feature of our work which perhaps should be mentioned: In connection with the protection of the welfare of teachers, we\nhave two fields of endeavor: First, we pay very close attention to legislation\n\n"}
{"page": 101, "printed_page": null, "text": "GENERAL SESSIONS\neS NSS.\nORT Ee\n\nLe\n\n97\n\naffecting teachers, and by means of conferences with the government, endeavor to have such changes made as will improve the teacher’s position in\naccordance with what is considered right and proper. But there are some\ncases where teachers suffer great injustices in spite of legislation. In such\ncases, our organization supports its members in any action they may take to\nremedy such injustices, giving legal advice and assistance where necessary.\nMost of such instances are concerned with the all-important question of\nteacher tenure. We have now obtained a reasonable security of tenure by\nlegislation, but that does not prevent a few school boards from attempting\nways and means of bringing about the dismissal of teachers even contrary\nto such legislation, feeling that these teachers will remain passive and quiet\nin order to escape publicity. Our policy has been to challenge any dismissal\nwhich was clearly unjust, and by conference, negotiation, resort to an appeal\nboard constituted by the Legislature at our request, or through Courts of\nLaw to insist on justice being done. This policy has had a marked effect,\nand has removed and prevented many examples of hardship.\nTeaching can never become a real profession unless we are prepared to\nadopt a professional attitude in such matters and develop a high degree of\nprofessional consciousness.\nI have dealt in some detail with the British Columbia organization, for I\nhave naturally a more intimate knowledge of its working, and because it\nmay be taken as typical of the teachers’ organization in each province. The\nother western provinces of Canada had been thinking and planning along\nsimilar lines, and they organized shortly after British Columbia.\nOntario,\nQuebec, and the maritime provinces had Associations of varying ages, but\nlater they reorganized and adopted the same general principles as British\nColumbia.\nIn 1919 the first movement towards a dominion organization was made.\nA representative from each of the teachers’ associations of the four Western\nProvinces met in Winnipeg, and preliminary steps were taken for the formation of the Canadian Teachers’ Federation, by the affiliation of the four\nAssociations. At Calgary, the following year, the Federation was officially\nformed, and Ontario came also at that time. Since then, Quebec, Prince\nEdward Island, and New Brunswick have joined, and in August of this\nyear the last of the Provinces, Nova Scotia, will be admitted, thus completing a dominion federation.\nJust as the provincial education departments have complete autonomy,\nso with us each provincial teachers’ federation has complete autonomy.\nThe dominion federation is in reality a coordinating body, giving a pracIts\ntical method of complete cooperation in matters of common interest.\nmeetings are, at present, of a business nature, three delegates from each\nProvince constituting the active voting body. No attempt is made to arrange for such a program as you have here, although every teacher is welcome to attend as an unofficial delegate. At a later date we may consider\nholding large Doininion meetings, but for the time being this aspect is\né\n:\ncovered by the several Provincial bodies themselves.\nProvinces,\ndifferent\nthe\nin\nvaries\namount\nWith regard to annual fees, the\n\n"}
{"page": 102, "printed_page": null, "text": "98\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nbut in British Columbia members of the Teachers’ Federation pay from\n$5 to $12, according to salary received, this fee including also subscription to the Federation magazine, and a per capita fee of 50 cents to the\nCanadian Teachers’ Federation, this latter being the amount required from\neach Provincial body. It should be noted that one cannot join the Dominion\nFederation except through a Provincial Federation, and also that one cannot join a Provincial Federation without being also a member of the Dominion ‘organization. ‘There are about 60,000 teachers in the schools of\nCanada, and of these about 20,000 are members of the various Provincial\nand Dominion Federations.\nIn British Columbia, where there are over\n3000 teachers, we have over 2000 in our Federation.\n‘This number is\nrapidly increasing, but even now it is a remarkable percentage in ten years’\ngrowth, especially considering the thousands of isolated teachers in the remote parts of the country.\nI trust that this brief outline of our activities may shane been of interest,\nand, before concluding, I would once more thank you for the spd eae\nafforded us of participating in your program.\nBritish Columbia andthe state of Washington are closely allied in many\nways, but in education we have for some years had a most intimate connection. The city of Seattle we look upon as a sister of Vancouver and Victoria. The teachers of Washington often visit us, and we return their calls.\nWe hold in high esteem Superintendent Thomas R. Cole and his staff, while\nDr. Suzzallo has won for himself a warm place in the hearts of all British\nColumbia educators by his many contributions to our educational programs.\nMany of our teachers attend the summer courses at the University of Washington.\nWhat is true of British Golambrs and Wechineonh is true also of Canada\nand the United States generally. ‘That:such happy relationships shall exist\nbetween us for all time is, I am sure, the earnest wish of all educators in\nyour country and in mine.\n\nTHE\n\nTEACHER:\n\nLIVINGSTON\n\nC. LORD,\n\nBEING, KNOWING,\n\nPRESIDENT,\n\nCOLLEGE,\n\nEASTERN\n\nCHARLESTON,\n\nDOING\n\nILLINOIS\n\nTEACHERS\n\nILL.\n\nThe teacher is judged by what he is, what he knows, and what he does—\nby his character, his knowledge, his skill.\nThe teacher should be a person of high character, selfrespecting, no\nbraggart, not conceited nor greatly selfeftacing ; one who is not easily\nselfdeceived, who, when recognizing that he is in the wrong, eagerly admits\nit and is grateful to the one who sets him right.\nHe should be one whose doctrine is “Not who is right, but what is\ntrue.”\nHe should be one with some passion for truth and the truth.\nThe teacher should be one who sympathizes with those in better fortune\nthan himself and who rejoices with them that rejoice as well as weeps\nwith them that weep.\n\n"}
{"page": 103, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n99\n\nHe should be tolerant of much and charitable toward all, a person of\ncourage taking a full share of the responsibility that belongs to him,\ntelling the truth and not afraid; a person of a high sense of honor in dealing with old and young; courteous to those who serve as to those who are\nserved; who respects everybody and licks the boots of nobody.\nThe teacher should be a person of good manners, of course, accustomed\nto good social usages, not easily stampeded, but one who can “suspend\nbelief in the midst of emotionally conflicting ideas.”\nThese are all qualities which may be acquired to a good degree by\nanybody who cares to acquire them.\nThe teacher must know. The mass of human knowledge has increased\nso much in recent generations that what was once good preparation for the\nvarious callings and professions is no longer good. Seventy-five years ago\nan ox team and a covered wagon were as good a start for California as\nanybody had. What kind of start are they now?\nIn the near future\nthe airplane may make even a ticket for railroad transportation, a ticket\nfor a bed, and money for the dining car a poor start.\nThe teacher must be able to show evidence of having had opportunity\nto get an education and this evidence is in diplomas and degrees—not proof\nof education, only evidence of opportunity.\nPh. D.’s are not necessarily ©\nscholars nor are scholars necessarily Ph. D.’s, nor does it follow that one\nwho is both is also a good teacher.\nHowever, the speaker believes thoroughly in the earned degree.\nNo matter what he teaches, the teachers must know how to read that\nhe may get something of recorded knowledge and experience.\nHe must\nknow how to write that he may record some of his own knowledge and\nexperience. He must know to cipher so that he may answer the questions,\n“How many?” and “How big?” so that he may count and measure.\nHe\nmust know much of the best that has been thought and said; not a little\nof the material world around him or the natural sciences. And whatever\nHe must have\nthe extent of his scholarship, the quality must be good.\nlovely, can\nword,\nThe\nhave.\nmost\nthan\nwords\nmore skill in the use of\nwonderful,\nword,\nthe\nor\ncakes,\nbuckwheat\nto\napplied\nproperly\nbe\nscarcely\n\nto apple pie.\n;\nInsistence on knowledge is based on the idea that it is as truly protes-\n\nsional to know the subject taught as it is to know the mind of the child.\nNo matter what a person is or how much he knows, unless he can teach,\nSkill in teaching is a good basis for success in any\nhe is not a teacher.\neducational position. The bane of our calling is the competition between\nsuperior and inferior teachers. “The level of success will be raised if we\n\nstrive to make the promising exception the rule.\n\nWilliam Ernest Hocking writes: ‘There are few difficulties whose\nin such simple form that success is at once\nprinciple cannot be embodied\neasy and revealing.”\nAt the outset may\n\nnot one condemn\n\n;\ncertain statcinents about teaching,\n\nmore or less current, meaningless, but more cr less harmful?\n\nA speaker\n\n"}
{"page": 104, "printed_page": null, "text": "100\n\nNATIONAL\n\nEpucaAtTion ASSOCIATION\n\nat Dallas declared with some vehemence: “We do not teach subjects, we\nteach life.” What could be deader than a classroom where no subject,\nThe inertia of common sense makes such a\nbut only life was taught?\nstatement less harmful.\nOne hears often by implication and not infrequently by explicit statement: “We don’t teach Latin, we teach the boy.” How absurd the idea\nof teaching the boy and not teaching him anything! ‘The verb, to teach,\ntakes two accusatives.\nWhen the boy is well taught, the subject is well\ntaught, and when the subject is well taught, the boy is well taught. Of\ncourse there is teaching only so far as there is learning.\nThere can be the best teaching only in the best atmosphere.\nA good\nsocial atmosphere in the classroom is essential to good teaching, and the\natmosphere cannot be good unless the teacher has the easy mind which\ncomes from a mastery of his subject. How irritable is the teacher who\ncannot solve the problem, translate the sentence, or arrange the apparatus!\n\nHe blames students for not knowing what he does not know himself.\nThe teacher must be hospitable toward the ideas and answers of all\nsincere and earnest students, no matter how absurd these answers may be.\nThe field is new to the student and he behaves in a new field as most of\nus do.\nThe student has a right to know clearly and definitely how far wrong\nhe is and if the teacher is benevolent, no unnecessary pain is given. Some\nobject to criticism because it gives pain. We cannot chloroform a student\nand then criticize him. He must never be left under the impression that\nhe is only a little wrong when he is all wrong.\nTeaching is a complex process.\nMany complex wholes, perhaps all,\nmay suffer from many causes, from these three, certainly: from the lack\nof some element, from the excess of some element, from the presence of\nsome element.\nA homely instance will make this clear. Most Americans like salted\nbutter.\nButter may be unpalatable because it lacks salt, or because it\nhas too much salt, or because of the presence of coal oil.\nThe classroom recitation is no exception.\nCertain classwork sometimes\nsuffers from lack of drill, from too much drill, or from sarcastic remarks.\nSometimes there is no exposition, often too much exposition, and sometimes\nsarcasm which has no place whatever there.\nSometimes, but not often, there are no questions; then, again, too many\nquestions.\nOne teacher was commended for the great number of ques-\n\ntions he could ask in a minute.\nSometimes a recitation is marred by\nsarcastic remarks on wrong answers.\nSometimes there is really no thoroughness ;sometimes, but not often, too much.\nThere cannot be in most\nclassrooms the thoroughness that would meet Ruskin’s standard.\nThere are other elements than sarcasm that injure the recitation.\nA\n\nteacher may be inclined to be autobiographical and to give the biography\nof members of his own family, to tell what he said to his wife, and what\n\n"}
{"page": 105, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n101\n\nhis wife said to him, and much more talk extraneous to the proper work\nof the classroom.\nCheap joking, intellectually degrading, if it really\npleases, and morally degrading, if students laugh to please the teacher,\nhas no place in the classroom.\nSkilful question and proper disposition of answers are essential elements\nin the teacher’s art. A good discussion of this is found in many books,\nbut there is one kind of question, and an important one, that I have never\nheard discussed.\nI refer to the question that immediately and utterly\ndestroys a statement. A classic example is this: One of the Mills said\nthat when one phenomenon followed another uniformly, the first was the\n”\ncause of the second. He was asked: “How about day and night?”\nHere is another, equally good: A teacher of history was expounding\nthe idea that the organizing principle in history is institutional life. A\nfact should be taught as a fact in history when such fact is related to\ninstitutional life and not otherwise.\nHenry Johnson asked the speaker if\nhe would teach the naming of America from Amerigo and not from\nColumbus.\nHe said, ‘“Yes.’’ Of course the question and answer destroyed\nhis principle, but another question was necessary to enable the speaker to\n\nsee it: “What\n\nhas that fact to do with institutional life?”\n\nThe\n\nques-\n\ntioner could have asked a hundred questions, any one of which would have\nbeen equally destructive of the ‘‘principle.”\n‘The good teacher is skilful in giving instances, examples, illustrations,\nand analogies. The dull unskilled teacher’s instances, examples, illustrations are often worse, much worse, than none because misleading.\nFor example, an institute instructor in arithmetic was asked to explain\nthe matter of borrowing in subtraction.\nHe could not, and tried to disguise the fact by calling for.volunteers.\nAnother instructor, a woman\nand a member of the faculty of a state university, volunteered, and with\nan air of great sanctity began by saying: “When I teach arithmetic, I\nteach a moral lesson and morality is of far greater value than arithmetic.\nI say, ‘Children, when you borrow anything you must pay it back.’ Here\nis the moral lesson—‘and it makes no difference whether you return it to\nthe front door or to the back door, and it is just the same in subtraction,\nit makes no difference whether you make this figure one more or this one,\none less.’ The children all see it and I have taught a moral lesson.”\nIs there any immorality in intellectual degradation and falsifying? What\na fraud she was! She should have had three cards and followed a circus.\nThe unskilled teacher uses material which is so interesting in itself\n\nthat the material has the attention and not the relations it is to illustrate.\nFor instance,\n\na teacher of methods\n\nin arithmetic advocated\n\nthe usé of a\n\nbunch of grapes, containing ten grapes, to illustrate the first step, in notation, ten grapes, one bunch ten units, one ten.,\n\n‘Take. the bunch of grapes\n\nbefore the children at 11:30. What is stimulated? Not the intelligence,\nbut the salivary glands,\n\n"}
{"page": 106, "printed_page": null, "text": "102\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nNot a few advocate the use of a pie in teaching fractions—not the pie\nwe can see inside our heads, but the material pie, cut into halves, quarters,\nsixths, and eighths, if anyone is mean enough to cut a pie into eight pieces.\nNo, gastronomic. White marks on\nWhat is the appeal? Intellectual?\nThe interest is in the\na blackboard are not in themselves interesting.\nrelations shown.\nThe unskilled teacher multiplies illustrations, instances, examples, and\nanalogies, hoping that in the multiplicity, every pupil will get some one.\n‘The skilled teacher uses but one which every pupil will get, if he is able\n‘to get the idea at all, and uses the others to test his grasp of the idea.\nFor example, the subjective and objective genitive—the bite of an apple\nand the bite of a snake. In which does the genitive name the biter, and in\nwhich does it name the bitten?\nIf any pupil cannot get the idea from\nthese examples, he cannot get it at all.\nA class fails to get the idea that a mass is small or large, short or long,\nas compared with some other mass.\nChange the comparison and the case\n\nis reversed. For instance, “Has a rat a long or a short tail?”,—‘“‘A long\n‘tail.’—‘“Has an elephant a long or a short tail?”—‘A short tail.”—\n‘Which is longer, a rat’s tail or an elephant’s tail?”—“An elephant’s\ntail.”—“So the short tail is longer than the long tail.”’—They all nod\ntheir heads. ‘‘How about it?”—-‘In one case the tails are compared with\nthe mass of which they are a part. In the other, they are compared with\neach other.\nIf this single instance does not do the business, nothing will.\nNo distinction is made between two things when a characteristic common\n\nto both is named.\n\n“This example makes this clear to all those who\n\ncan grasp the idea: ‘““What is the difference between a horse and a cow?”\n—“A cow has four feet.”\n‘The skilled teacher knows when to be a mediator and when the pupil\nshould come into immediate touch with the thing to be learned; when to\ntell and when to teach; when to develop and when there should be no\ndevelopment.\nA burnt child dreads the fire. In the learning of that\nlesson where was the mediation and who developed the lesson?\nWhen to be a mediator and when not is as difficult as to know when to\nbe one’s brother’s keeper and when to keep one’s nose out of one’s neighbor’s\nbusiness.\nThe good teacher is not afraid of a child’s learning something before\nhe needs to use it, nor is he greatly alarmed lest the child learn something\nthat he may never use. A mother said: “We are teaching the baby to\nwalk.”—‘‘Why do that? People don’t walk now.”\nThese fine polysyllables, “The Integration of Personality,” please many\nears—or mouths—and it seems to be assumed that this is a separate subject of instruction. Good teaching furnishes the boy with valuable knowledge, shows him how to use it, cultivates his feelings or emotions, and\n\n"}
{"page": 107, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n103\n\nenergizes his will. If that does not “integrate his personality” or enable\nhim to get himself together, what will?\nThe good teacher sees that through the recitation knowledge is converted\ninto faculty, facility, habit, opinion, and culture. Knowledge is the raw\nmaterial without which these so-called higher things cannot come.\nA\nwheel-barrow load of iron ore is converted into a handful of watch springs.\nFlour, sugar, and the rest are converted into a cake pleasing to the eye\nand delicious to the taste. Culture differs from knowledge as truly as\nwatch springs differ from iron ore.\n| Teaching is a noble calling, second to but one, some say; we say, second\nto none. Miracle workers. “There are few more beautiful miracles than\nthat which can be wrought by leading a despairing child inte a trifling\nsuccess.”\n\nTHE SUPERINTENDENT\n\nAND\n\nTHE\n\nTEACHER\n\nJ. M. GWINN, SUPERINTENDENT OF SCHOOLS, SAN FRANCISCO, CALIF.\nI come to my theme, “The Superintendent and the Teacher,” with and\nfrom a point of view that in the service of those who teach or administer education there is no higher or lower. Whether one teaches little children or college seniors, supervises instruction or administers a school system,\nthe service is essentially and equally honorable. Of those who are in service\nof education it may well be said, “Honor and fame from no conditions rise.”\nIf differences there are, these differences should be due solely to differences\nin the quality of the service rendered or in the character of those who serve.\nThe superintendent and the teacher, a coordinate conjunction joins the\nsymbols of these two services, equal, but joined together. The story of the\ndiscontented pendulum carries the meaning for education more even than\nfor a clock.\nHands and wheels, springs and pendulum must be joined\ntogether and worked together for one purpose ;so, and more so, must teacher\nand superintendent be joined and worked together in mutual dependence.\nThe clock is but a fine example of a unity of parts mechanically joined,\nwhile a system of schools is no mere mechanism but rather an organism\nwhere parts live, move and have their being only when functionally joined\nand working together for one common purpose. While I am saying this, |\nam not unmindful that I, a superintendent, am here like the hands of the\nclock in the spotlight and you, the teachers, are there in the dimlight. Yes,\nthe hands of the clock are out front and point to achievements of the whole\nclock as if they were the achievements of the hands alone. ‘They have also\nthe\na publicity agent, as do superintendents, to sound the gong to attract\nhourly\nhands\nthe\nreport\nthe\nnote\notherwise\nnot\nattention of those who might\nmake. ‘There are compensations for dwelling in the dimlight and in being\nthe\nthe humble spring, the power unseen. When the storm clouds lower,\n\nblast falls where the spotlight is, and superintendents may come and super-\n\n"}
{"page": 108, "printed_page": null, "text": "104\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nintendents may go, but the teacher rides out the storm\n\nand serves with\n\nanother superintendent.\n\nOf\nThe teacher used to be the only star in the educational firmament.\northe\nin\nstressed\nfact\nonly\n‘““The\nsaid,\nhas\nHyde\nPresident\nsuch a teacher\nganism of a school was the teacher’s qualifications. ‘The measure of the\nteacher was the measure of the school. Insofar as he was learned, the curriculum was adequate; insofar as he possessed a genial, resourceful personality, his methods were well adapted to the child; insofar as he was the embodiment of vital, ethical standards, the schools served the right social and\nmoral ends. . . . The public and professional mind saw the whole school\nThe\nsituation in the personality that was made master of the school.”\nteacher, while still a star of the first magnitude, is not now the only star in\n\nthe educational firmament.\n\nDue to the great expansion of education and to\n\nthe fact that education has become self-conscious and scientific, other stars\nhave appeared. The course of study; the nature of the child; methods of\nteaching and learning; the material means of education, school buildings\nand equipment and finances; society in its relation to education, including\nhome, vocation and government; relation of schools to each other, have all\nof recent years appeared above our educational horizon. ‘As is the teacher,\nso is the school” no longer presents a complete picture of the means of education.\n\nEducation concerns itself with the individual and society. The teacher’s\nactivity is directed chiefly toward the individual, the child. From the child\nthe teacher draws the physiological and psychological factors of education.\nThe superintendent’s activity is more definitely directed toward society, and\nfrom society he draws the social and ethical elements of education.\n‘The\nteacher observes and records the responses and changes the child makes, due\nto his contact with the educative processes, and he notes the needs the child\nhas for the school. The teacher transmits these records to the superintendent for his information and guidance in planning courses of study, methods\nof teaching, school buildings and equipment, and in selecting teachers and\nsupervisors. “The superintendent registers the responses and changes society\nmakes, due to the influence of the school, and notes the needs society seems\nto have for the service of the school. ‘These records he must transmit to the\n\nteacher for his information and guidance in adapting his methods and\nmaterial to the advantage of both child and society. The teacher, from his\nvantage point where the educational program and procedure meet the child,\ncan note the successes and failures and the degree of each. Messages back\nalong the lines, through proper channels, from teacher to superintendent are\nequally important with those outgoing messages from superintendent to\nteacher. The teacher is, as it were, the eyes, ears, the sensory organs of the\nsuperintendent. Without the teacher in the front-line trenches, the superintendent would be deaf, blind and useless. ‘The teacher and the superintendent are analogous to the opposite poles of the magnet; the teacher is attracted to the individual, the superintendent to society. The superintendent\n\n"}
{"page": 109, "printed_page": null, "text": "pS\n\nGENERAL SESSIONS\narma\n\nee\n\n105\n\nand the teacher are mutually dependent; what strengthens one strengthens\n\nthe other ; what weakens one weakens the other.\nThe superintendent is the advocate of the teacher to the board of education and to the general public. The teacher is the advocate of the superintendent to the child and his parents.\nEach should acknowledge and discharge this responsibility. The superintendent must interpret the work of\nthe teacher to the board of education and to the public when there is need\nfor so doing. The teacher usually has none other to plead his cause or come\nto his defense. ‘Teachers in groups and organizations are more and more\nassuming the role of being their own advocates, both to the board of education and to the public, but there will always be need for the services of the\nsuperintendent as the teacher’s advocate.\nBetween the superintendent and\nthe child and his parents there are many agents, programs and processes.\nThere are rules and regulations, laws, courses of study, materials needed\nand required, report-cards, etc. It is the duty of the teacher to interpret\nall these to the child and to his parents and at all times to be the advocate\nof the superintendent. Just as the teacher has a right to expect the superintendent to care for his interests with the board of education and the general\npublic, so has the superintendent a right to expect the teacher to see to it\nthat the welfare of the superintendent is properly served by him with the\npupils and parents.\nLooking toward the child, this equality of ratios is almost if not quite\ntrue—the superintendent is to the teacher as the teacher is to the child.\nThe chief functions of both the superintendent and the teacher are,to establish standards, set up goals and create ideals, to supply and arrange materials, to stimulate to action toward the ends established and to guide and\ndirect the workers on their way. ‘The teacher is the active agent in the\nenvironment of the child. The superintendent is the active agent in the\nenvironment of the teacher. “The best service the teacher can render the\nchild is to make his environment, including the teacher, bright and happy,\nstimulating, wholesome, adequate, and so loaded that the child will be\n\nstrongly tempted toward right responses. In like manner, the best service\nthe superintendent can render the teacher is to provide him with an environment, including the superintendent, that is bright and happy, stimulating,\nwholesome, adequate, and so loaded as to compel the teacher to do excellent\nteaching. More concretely, the best service the superintendent can render\nthe teacher is to provide him with an excellent school building, a classroom\nproperly and adequately equipped for a modern program of education, to\nsupply a course of study suited to the needs and abilities of the children and\nthe teacher, and a salary schedule that stimulates and rewards effort, a competent and sympathetic\n\nprincipal and supervisor,\n\nand a school system de-\n\nvoted to high ideals of service to the children and the community. |\n\nThe teacher in the whole complex program of education is the irreducible\n\nminimum without which there can be no school. Without the teacher all\nother elements and agents of education are impotent, the course of study is\ndead, supervisors are ineffectual, the material means of education provided\n\n"}
{"page": 110, "printed_page": null, "text": "106\n\na\n\nNaTIONAL\ner\n\nee\n\nEpucATION\n\nASSOCIATION\n\nNe\n\nne\n\nby principal, superintendent and board of education are but so much fuel,\npowerless to release its energy. “The teacher serves in the front line, he is\nalways at the front where the convergence of all the forces and materials\nHe alone contacts\nof education kindle the flame of the educative process.\nthe child.\n\nHe is the connecting link, omitted leaves an impassable\n\nchasm\n\nacross which no superintendent or principal may go save in the role of\nteacher. Superintendent Frank D. Boynton has said of the teacher, “There\nis no calling or profession, save that of parenthood, which offers such opportunities for service as does teaching. Past the teacher’s desk the unending\nstream of youth must go, the authors, statesmen, bankers, business and professional men and women, those who are to build or make empires, and as\nthey pass give the teacher his opportunity to touch destiny.” Of the teacher\nHenry van Dyke has said:\nI sing the praise of the Unknown Teacher.\nGreat generals win campaigns, but\nit is the Unknown Soldier who wins the war.\nFamous educators plan new systems of pedagogy, but it is the Unknown Teacher who delivers and guides the\nyoung.\nHe lives in obscurity and contends with hardship. For him no trumpets\nblare, no chariots wait, no golden\n\ndecorations\n\nare\n\ndecreed.\n\nHe keeps the watch\n\nalong the borders of darkness and makes the attack on the trenches of ignorance\nand folly. Patient in his daily duty, he strives to conquer the evil powers which\nare the enemies of youth. He awakens sleeping spirits. He quickens the indolent,\nencourages the eager and steadies the unstable.\nHe communicates his own joy in\nlearning and shares with boys and girls the best treasures of his mind. —He lights\nmany candles\nreward.\n\nwhich\n\nin later\n\nyears\n\nwill\n\nshine\n\nback\n\nto cheer\n\nhim.\n\nThis\n\nis his\n\nThe best way a teacher may aid the superintendent is through consecrated\nand efficient service as a teacher. ‘Teaching is the first duty of the teacher.\nThis duty cannot be well performed by one whose horizon is no wider than\nthe schoolroom. The circuits of the teacher’s experience and thinking must\nrun wide as the whole school system, otherwise the fountains of his inspirations will be dried up and the goods in his warehouses will be stale and out\nof season. The movement toward teacher participation in school administration, course of study making, and other extra-classroom activities, is not\nmerely to give to the superintendent the help teachers are competent to give,\nbut also to vitalize teaching and to relate the classroom service of the teacher\nto the whole program of the school. No cloistered pedagog can strike the\nfires the day demands. Shut in the four walls of the classroom the teacher\ngrows colorless and weak. ‘Teaching is not a thing apart from all the busy\nlife around the school. ‘The fire in the forge must gather coal from Newcastle and oxygen from the surrounding atmosphere.\nAs education became more popular and society more complex the school\ngrew in size until it became many schools and in complexity until it became\nschools of different types. ‘The extent and complexity of the program of\neducation necessitated a general manager and superintendent. The teachers\nin the midst of the complexities of the educational program needed a helper\n\nand an advocate. ‘The board of school trustees, faced with the great and\ntechnical problems of managing so extended and differentiated a school\n\n"}
{"page": 111, "printed_page": null, "text": "GENERAL SESSIONS\n\n107\n\nsystem, needed a technically trained executive also. The school superintendent was therefore the resultant of forces both from within and from\nwithout the school. Like Janus he must face two ways, though he be not\ntwo faced, one toward the child through the teacher and the other toward\nsociety through the board of education.\nOf the school superintendent, Cubberly says:\nPotentially, at least, the most important officer ii the employ of the people of a\nmunicipality today is the person who directs the organization and administration\nof its school system and who supervises the instruction therein. Actually the condition frequently is otherwise but where the superintendent of schools is the type\nhe should be he renders a service the importance of which, in terms of character\nand future citizenship, is not approached by that of any other official in the\nWhat the schools are in organization, administration,\nemploy of a municipality.\ninstruction, spirit and purpose and the position which they occupy in the eyes of\nthe community, they are largely as the result of ,the actions, labors, manliness,\ncourage, clear vision and common sense of the superintendent of schools. About\nhim and his work the schools revolve and it is largely he who makes or mars the\nsystem. What he is, the schools, under proper administrative conditions, become;\nwhat he is not, they often plainly show.\n\nThe service of the teacher is more than forty centuries old, while that of\nthe school superintendent is scarcely one.\nIn this short period the school\nsuperintendent has climbed a rugged, tortuous way, often misunderstood,\nopposed, frequently overthrown, and yet returning to the struggle until he\nhas climbed out of the fog of inadequate education and training, out of the\nconfusion of political and personal bases of action and into the clear light of\na profession and into a position of great power. “This achievement has made\nhim enemies, both within and without the school. The political minded,\nmore-pay-and-less-work, and backward looking teacher; the selfish politician\nand propagandist are the enemies of the good superintendent.\nThese\nenemies lie in wait to ambush him, or if they come into the open their\nmethod of attack leaves the superintendent helpless. He has helped fight\nthe battles for safety for teachers, supervisors and principals.\nOf him it\nmay truly be said—‘‘He saved others, himself he cannot save.”\nSecretary Crabtree in his report to this convention has said, ““The office\nof superintendent of schools is the most difficult position known to man.”\nSecretary Crabtree further says, “More than a score of city superintendents,\nbecause of some factional trouble, are not to be invited to remain next year.\nSome have already been dismissed for purely political and factional reasons.\nSome of these are outstanding in their profession.”” It is high time the office\nshould be made safe and the superintendent freed to do his work. For wild\nfowl and fish the open season is but a few days each year, but for school\nsuperintendents in many communities the open season is three hundred and\nsixty-five days. Shall the torture and slaughter of superintendents go on?\nit? I\nBoards of education and legislators, what are you going to do about\nsuperintendent,\nqualified\nhold no brief for the incompetent or inadequately\nbut for the sake of the good superintendent and the school system over which\n\nhe presides, proper security in tenure must be provided.\n\n"}
{"page": 112, "printed_page": null, "text": "108\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIn the short period of the life of ‘the superintendency of schools it has\nbecome a highly specialized profession and has achieved more than any other\nprofession in the beginning years of its history. It must be expected that so\nyoung a profession would make mistakes and have unworthy members. The\nburden of responsibility placed on the school superintendent has increased\nHowever, the\nso rapidly and enormously that mistakes were inevitable.\napproval which the people have given the schools and the increased power\nthey have placed in the hands of the superintendent are ample proof that the\nservices of the school superintendent are considered important and effective.\nHe has been given power and responsibility to achieve the purposes of public\nschool education. With this power he inherited the penalties of so conspicuous a position. Not alone must he suffer the penalties of his own mistakes,\nbut he must suffer vicariously, since the general public holds him responsible\nHe also repfor failures anywhere in the schools under his administration.\nresents the board of education to the teachers. He does not always secure\nthe approval of the board to important recommendations affecting teachers.\nUsually he is held responsible by the teachers for the adverse action of the\nSchool superintendents, if they would survive, must\nboard of education.\ndevelop patience and fortitude and maintain a stable equilibrium, though\nthere be misunderstandings and opposition from within and from without.\nSome of the insecurity of tenure and the pain of holding on is undoubtedly due to the superintendents themselves.\nOf superintendents it is probably true that the fault is not always in their stars but often within themselves.\nUnfortunately there are still many superintendents who are not\nadequately qualified for a type of service worthy of indefinite tenure in\noffice. We must attack the problem of standards of eligibility of superintendents. High standards should be fixed by law for so important a service\nas that of superintendent of schools.\nThe modern or progressive program of education has developed, chiefly\ndue to the new meaning of democracy, the greater and more accurate knowledge of the child and society and to the application of the methods of science\nto the matter and processes of education. These forces have brought a new\nprogram into all the grades and subjects in the school from the kindergarten\nto the college. The new program is administered by a new teacher, new in\nspirit if not in person.\n“This new program brings to the schoolroom a\ngreatly increased value and use of self-activity, self-direction, initiative, and\ncooperation and is less dependent upon verbal instruction and learning. In\nit there is no place for the absolute monarch type of teacher whose methods\nof handling children assumes that it is not theirs to reason why, nor theirs to\nmake reply, but theirs to do or die. Young people are not prepared for\ndemocracy by such methods. The teacher in the classroom is expected to\nemploy such methods as will best aid the children to develop those habits,\nideals and attitudes of mind and acquire the information most useful to them\nas members of a democratic society. These changes cannot be brought about\nin the pupils except when the teacher under democratic conception of education gives the children an opportunity to contribute, as well as to receive,\n\n"}
{"page": 113, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nto be leaders as well as cooperating members of a group.\n\n109\n\nThis new program\n\nof education has also found expression in modifying the school principal’s\nmethod of conducting the school. No longer may a school principal be a\nczar to give orders without reasons, and to measure results by the rod of his\nown personal opinions. The modern school is an expression of democracy\napplied to education.\n‘This must also affect the school superintendent’s\nmethod of administering the school system.\nSome school superintendents\nhave not yet heard of the doom of imperialism. Such superintendents I am\nwilling to commit to the fates that await all absolute monarchs.\nI am\nhappy, however, to report that even school superintendents, some of them,\ncan learn. The modern good school superintendent embodies in his method\nof school administration the same plan which he expects his good teachers\nto use in the classroom and his good principals to use in the management of\ntheir schools and, so, makes large use of teachers and principals in handling\nproblems of administration.\nThe schools of any community are deeply inwrought into the life of the\ncommunity. The schools have in them practices and persons and prejudices\ndear to the community and esteemed more highly for their antiquity. Social\nchanges under normal conditions are slow, but in education conditions make\nchanges slower still. As Rome was not built in a day, neither is a school\nsystem greatly or permanently improved in less than a decade. Modifying\na school system is a complex and an intricate problem, the solution of which\nrequires much time. Perhaps a ten-year period is none too long for results\nto show of permanent value. Points of view or philosophies of education\nmust be developed; buildings planned, erected and equipped; courses of\nstudy made and put into operation; teachers in service given opportunity\nand encouragement to adjust to new conditions and new types of teachers\nplaced in service.\nThe continuity in the superintendency of schools is\nimperative, if wholesome and proper progress is to be achieved.\nOne needs to look but a decade into the past forcefully to be struck with\nthe improvement in the tenure of superintendents and teachers and in\nmutual understanding and sympathetic cooperation of teachers, principals\nand superintendents.\nIt was startling to the older and more highly developed Department of Superintendence to discover a few years ago that classroom teachers and principals in their national organizations were moved by\n\nthe same high purposes and used the same scientific methods as did superin-\n\nIt was quite a blow to the egotism of superintendents to find\ntendents.\nthat they had no valid grounds for assuming a “more holy than thou’’ attitude toward principals and teachers. The yearbooks and programs of the\nDepartment of Elementary School Principals and the Department of Classroom Teachers of recent years give abundant evidence that these Departments are just as unselfish and just as highly professional as the Department\nof Superintendence thought itself to be.\n\nIt is splendid that these young members of the National Education Association are developing so rapidly and efficiently. “There must, however,\nbe no middle wall or partition separating the several departments of the\n\n"}
{"page": 114, "printed_page": null, "text": "NaTIONAL EpucATION ASSOCIATION\n110\nce ee es\na\n\nA way must be kept open for common\nNational Education Association.\nunderstanding and for mutual work. There must be nothing “super” about\n\nsuperintendents that separate them from teachers and principals, nor anything “class” about classroom teachers that closes the doors on the prinIn our several departments we must of necescipals and superintendents.\nsity direct our efforts mainly toward our own pressing problems. In doing\nthis we shall find ourselves confronted with the fact that these problems,\nboth in their nature and solution, spring from and enter into the field of\nSuperintendents need to see with the eyes of\nevery other department.\nprincipals, hear with the ears of supervisors, and feel with the hearts of\nteachers. ‘The teachers in turn, to a degree, must be principal, supervisor\nand superintendent before they can see with clear vision the problems within\nclassrooms and the connections of these problems with the whole program\nof education. ‘This better understanding has done much to make teachers,\nprincipals and superintendents friends and fellow workers, realizing that\nthe welfare of each involves the welfare of all. Their motto well may be,\n“Each for all and all for each.”\n\nTHE\nMARY\n\nTEACHER\n\nMCSKIMMON,\n\nAT WORK\n\nPRINCIPAL,\n\nPIERCE\n\nAND PLAY\n\nSCHOOL,\n\nBROOKLINE,\n\nMASS.\n\nThe first woman school teacher in the United States was Tabitha Plasket\nof Plymouth, Massachusetts.\nShe knew much about work, nothing about\nplay. Her grave is on the hillside where, during that first death-dealing\nwinter, one half of the Mayflower’s pilgrims were buried, and where the\nfollowing summer the corn hid the toll of the sadly diminished colony from\nthe prowling Indians, already beginning to resent the presence of the alien.\n‘Tabitha Plasket could have told us quite definitely, if a little scornfully of\nour easier ways of life today, what work is, for she knew work as a grinding, relentless existence, put upon wretched human beings as deserved punishment under the primal curse, fortunate beyond desert indeed if through\nthe toils of body and mind one might work out his own salvation.\nHer\nepitaph says, “She was glad to be released from this vale of woe.” We may\nbe sure that her little Pilgrim pupils, stitching their samplers with chilblained fingers, heard nothing of work as a part of the joy and happiness of\nlife. Only the baby in its mother’s arms was to waste good time in play.\nThe teacher today has a different conception of work. She accepts it not\nonly as her own and her pupils’ contribution through directed energy and\neffort to relieve society from carrying them along as a dead weight, but she\nknows work as a vital and joyous thing through which she and they find\ntheir chance of self expression, of making real one ideal after another as\nlife grows richer and fuller with the dower of the passing days. And it is\nfrom this point of view that we all come to realize that work not only is our\nsafeguard\n\nfrom\n\nbecoming\n\nparasitic\n\nidlers,\n\ndevourers\n\nof other\n\nmen’s\n\nsub-\n\n"}
{"page": 115, "printed_page": null, "text": "_- Sie\n\neet\n\nGENERAL\nEo\n\nSESSIONS\neerie\n\nalae\n\nee\n\n111\neas\n\nstance, but that it is the greatest opportunity given us for achieving the rewards of this unique experience we call life.\n\nBut there are buried springs of power that issue in the joy of self expression that work alone cannot give. The twin mate of work is play, that expending of the energy left over, not used or not needed, in the self-sustaining\neffort we call work. It is that which gives the release to our emotions, and\nwithout this, the spirit that creates play, there could be no art.\nScience originated in man’s attempt better to understand the hindrances\nto the perfect accomplishment of the object of his toil, art originated in the\nneed of letting others feel his joy of discovery, of achievement, of the conquest of the dark barriers against which he fought, and which, while unconquered fought against him.\nPrimitive man crept forth from his cave to kill the wild beast that his\nmate and child might live. When the hunter first saw the bear, he shrank\nback to the cave for safety; he was after weaker game. His club was not\nequal to that encounter. When by the trial and error method he had learned\nhow to fasten the sharpened stone for a spear head and tie it to the long\nclub, he had scientifically increased his strength a hundred fold. He then\ncould kill the bear triumphantly.\nBut he was not yet satisfied. His labor\nhad supplied food for days, a coat for years, but he was hungry until he had\nshared the greatness of his joy in the conquest. On one of the white bones\nof his antagonist he scratched the outline picture to share with children and\nneighbors his terror at the bear’s hugeness, his skill at overcoming such\nstrength, and thus to accomplish that desire which must be in the heart of\nevery man, if life is to have any joy in toil, that sharing of experience by\nwhich he awakens admiration and pride in the listener.\nThe cartoonist\ntoday knows how deep-seated the old instinct is. You know the group\nobtaining vicariously a moment’s greatness—‘‘My father caught the biggest\nfish that’s ever” —‘“‘My brother is the best pitcher on the team.” ‘They have\nall shared a real thrill, and that is what art is for—to make us feel genuine\nemotion through its adequate expression.\nAnd when the cave woman’s child lay sick with fever, crying for water,\nwhen the spring was too far away for water to be brought in the mother’s\nhands, out of this beginning of all unselfish love the cup was made. The\nmother in desperation at her own helplessness began to solve her problem\nShe saw for the first time the hollow\nby thinking, action being checked.\nprint of her own foot in the sunbaked clay, and to cut this out of its bed\nwithout breaking it was a challenging project. When this had been accomplished and the rude cup conveyed the life-giving waterto the sick child,\nthe first great step was taken on the ladder that led to that top step where\nthe great Teacher of us all, at the table where his school of twelve scholars\nwas assembled, raised the cup brimming with love and sacrifice and gave\nthanks and said, ‘Drink ye all of it.”\nIt is a long path upward from the crude sketch of the cave man’s fierce\nbear to the great painting of Watts in the Tate gallery, London, “Love and\nDeath,” but this shows the same desire to express an emotion that comes to\n\n"}
{"page": 116, "printed_page": null, "text": "112\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\neach of us soon or late. You remember Love standing above trying with al]\nhis feeble strength to hold back Death, to compel him to relinquish his fell\npurpose. We cannot see Death’s face, but by the very calmness and strength\nof the folds of his garment we know that even Love cannot hold back his\ncoming. But while with aching sympathy we remember the inadequacy of\nour own love when death once knocked at the door of our beloved, we realize that the great artist has painted the truth, unsuspected at first by every\naching heart, that death also is love—a peaceborn, heavenly love, not a thief\nin the night. The artist has interpreted for us through his art one of life’s\nbitterest experiences, and has left hope for the ashes of mourning.\nOur schools have not long been cognizant of the need of the child to express himself in play, which is his expression of art in the joy of freedom,\nthe happiness of companionship, the need of noise and action and rhythm.\nIf mankind had not felt the joy of this unregulated noise in play, he would\nnever have felt the need of the snarling silver trumpet and clashing cymbals.\nThe teacher must keep her own soul alive with the same spirit of play if\nshe is to make her schoolroom a fertile garden for childrento grow in.\nWhen work appeals as strongly to the children as play does, it is no longer\nunwelcome drudgery but refreshing delight. “The results of the psychologists’ tests ought to startle us out of our stupid dullness, for they assure us\nthat children do not get tired in school but are simply bored. The teacher\nwho has kept alive her own creative imagination knows how to make even\ndrill work enthralling. She will not plan so many lessons in health for so\nmany days, but she and her class will form a health club. They will together study the need of fresh air day and night, and how to get it; why\nteeth must be kept clean, and how to insure enough cleaning for their beauty\nand preservation; what foods build the strongest bodies ;—here is where the\nwise teacher sends her class to the textbooks, where she and they work out\nthe problem together.\nUnless all our work shares the spirit of the game, we find defeat awaiting\nus. That is why we have to teach again and again the same process to our\nown and our children’s sense of failure. We must follow the cue of all\nlearning, which is to play the game.\nI recently heard a famous leader of\nthought say that the page in the king’s palace learned all his knowledge of\nlordship, and social relationship and the psycology of ‘the interaction of\nchurch and state as he watched the game of chess. He saw the king move\ncheck, check, always weak alone, always needing complete protection.\nHe\nsaw the bishop always sliding diagonally, never straightforward.\nHe saw\nthe baron moving straight and square. He saw the queen sometimes square\nlike the baron, but sometimes slipping with the bishop. He learned that it\nwas doing the thing, doing the thing that counted.\nFrom a current magazine recently I read an article upon the unconsciousness giving of our best and worst in every contact of the day upon the people\naround us. I have thought much upon the effect in every classroom if each\nteacher should consecrate her life to this decision: ‘No child shall leave this\n\n"}
{"page": 117, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n113\n\nplace without a gift from me.’’ What gift can you give, O superintendents\nof professional growth, of the unreckoned hours in the search for truth?\nAnd you, O principals, in honor preferring one another?\nWhat are we\ndoing through our own gifts to our fellow-workers?\nAre we passing on\nonly weary disillusionment, showing an unlit altar, a heap of ashes where\nkindling fires of courage and joy should glow?\nWe, the children and\nelders shiver and grope through the darkened corridors of life when the\n\nlight and warmth in the souls of our co-laborers have gone out, in spite of\nall that life has taught us of self reliance. In these great gatherings, what\n\nof that first furtive search into the faces of those we have long looked to as\nleaders, albeit one may not even be known to those to whom we look for the\nkindled glow of those best ideals that make a beacon light for all our days?\nWe bear away gifts of cheer, of awakened enthusiasm, of a sense of the\nvalue, the beauty, the dignity of our own life, and blessed are we beyond\nwords if we too may share in this giving. For we, too, must give to live.\nIf. we need these things from our equals, what must be the need of the\nchildren? We have met the world with the strength of maturity. They\nhave it all to meet. What gifts will you give to them, my fellow workers\nin this broad land?\nWe recognize demands of today.\nHealth, skill in using the tools of\neducation, worthy home membership, vocational effectiveness, character,\nfine spirit of learning, citizenship.\nYou may string names along like a\nrow of parlor cars, but without power to move on of themselves. What\ngift of blazing ideals can you give, teachers of America, that shall be sun\nand shower and shelter till these great objectives shall be wrought into the\ncommon life of every day in each child of the republic? We know the\nthings to do, the books are full of the values of accomplishing them, what\nshall give these things power to achieve noble living in their possessors?\nOnce IJ held in my hand a dozen quartz crystals that flashed back every\nray of light that touched their polished faces. “There were broken places\nhere and there where they bore the marks of struggle as they had been\nwrenched from the matrix.\nI wondered how many ages it had taken to\nbuild that shining beauty, earth stained and roughened by the conflict of\ntheir removal.\nSuddenly I was bewildered by a new and clearer vision.\nIn the heart of each crystal lay another one, perfect in its many sided\nbeauty, untouched by the grasping hands of greed; silent, radiant, perfect\nas a dew drop is perfect, gleaming with no abrasions or earth stain. Long\n\nI looked; they seemed to me like human souls I had known bearing in a\nlife of hard work, burdened by illness and anxiety, but never losing the\nbeauty of the informing soul within.\n\nUnmarred it rests, perfect, radiant,\n\nthe ideal that God had for each of us when He sent us here for our brief\n‘That perfect crystalline expression of the life of intelligent\nsojourn.\nnoble citizenship, of the developed life touched to high issues,\nof\nservice,\nis what every good man and woman\nin his school.\n\nmust hold in his heart for the children\n\nThrough sympathy and knowledge and appreciation, through\n\n"}
{"page": 118, "printed_page": null, "text": "114\n\nNationaL\n\nEpucaTrion\n\nASSOCIATION\n\nthe wistful memory of our own childhood and the haunting vision of its\nfew, few years before the little back is bent to take its share of the load\nof life, we must hold the crystal ideal for the child! He will catch the\nsight of it from us when we see it, for we are kindred sharers of humanity,\nBut out of our own consecrated work and\nand the same destiny is ours.\nplay and our service to them we learn how to awaken the vision that must\nfly ever before the child’s step, luring him away from earth’s marring into\nthe sunny reaches of sky-born transforming ideals, forerunners as Emerson,\nour poet, saw them:\nLong I followed\nI could never\n\nhappy guides,\n\nreach their sides;\n\nTheir step is forth, and, ere the day,\nBreaks up their leaguer, and away.\n\nKeen\n\nmy sense, my heart was\n\nyoung,\n\nRight good-will my sinews strung,\nBut no speed of mine avails\n\nTo hunt upon their shining trails.\nOn and away, their hasting feet\nMake the morning proud and sweet;\nFlowers they strew—I catch the scent;\nOr tone of silver instrument\nLeaves on the wind melodious trace;\n\nYet I could never see their face.\nOn eastern hills I see their smokes,\nMixed with mist by distant lochs.\nI met many travellers\nWho the road had surely kept;\nThey saw not my fine revellers—\n‘These had crossed them while they slept.\nSome had heard their fair report,\nIn the country or the court.\nFleetest couriers alive\nNever yet could once arrive,\nAs they went or they returned,\nAt the house where these sojourned.\nSometimes their strong speed they slacken,\nThough they are not overtaken;\nIn sleep their jubilant troop is near,—\nI tuneful voices overhear;\nIt may be in wood or waste,—\nAt unawares ’tis come and past.\nTheir near camp my spirit knows\nBy signs gracious as rainbows.\n\nI thenceforward\n\nand long after,\n\nListen for their harp-like laughter,\nAnd carry in my heart, for days,\nPeace that hallows rudest ways.\n\n"}
{"page": 119, "printed_page": null, "text": "GENERAL\n\nPLANS\nOLIVE\n\nM.\n\nAND\n\nJONES,\n\nSESSIONS\n\n115\n\nPOLICIES FOR HOMES\nTEACHERS\n\nPRINCIPAL,\n\nPUBLIC\n\nSCHOOL\n\nNO.\n\nFOR RETIRED\n120,\n\nNEW\n\nYORK\n\nCITY\n\nI have been before you twice, talking on this subject. I have given you\nthe argument.\nI have given you the conditions as we found them in 1924\nand 1925, through the partial survey that was made of this country.\nSince that time we have had a number of very serious difficulties to\novercome.\nIt seems almost that just as soon as we jump over one hurdle we have\nanother.\nMr. Siders later will speak to you about some of the legal\ndifficulties.\nI want to come before you with a very practical question,\nand that is the question of money.\nDuring the past year we have had a very large number of offers of sites.\nA man in Chicago came to see me in New York with an offer of a very\nlarge tract of land in Florida, absolutely free of cost to the National\nEducation Association, absolutely free of any cost for buildings, but that\ndid not cover the cost of maintenance.\nIn New York state there are now available for use for us as teachers’\nhomes five different sites in different parts of the state. “There are two more\nin the state of Florida that have been offered to us. The state of California\nhas come forward with an offer of a site, and I could go on and state for\nyou at least twenty more places that have been offered to the National\nEducation Association\n\nfor the purposes of building or using as homes for\n\nretired teachers.\nBut there is this very serious difficulty of money to be\novercome.\nIt is impossible for us to undertake to place old people in a building\nthat we have not the money to carry on.\nBuildings and grounds do not\nbuy food or clothing, or provide heat in winter, and consequently the\nmoney for maintenance must be provided before we go on any further\n\nwith any consideration of these various sites.\nSome of the persons who have offered these sites are good enough to hold\nthem for us until such time as we are ready to undertake to use them,\nbut some are already lost because they were given on condition that we\n;\nundertake to use them at once.\nThe American Legion in certain states has had a number of homes they\nused following the war for disabled soldiers or for soldiers who were in\nneed of a long period of rest before returning to their duties.\nSome of\nthose homes are now being closed because they are no longer needed for\n\nthe purpose for which they were established, and in some cases the American\nLegion is willing to turn those institutions over to us for the mere cost of\nthe buildings alone. ‘They cannot afford, in some places at least, to give\nthem to us withouc charge.\nI make this statement to you about the sites that have been considered\nbecause I want you to see that although our progress is slow it is nevertheless steady.\n\n"}
{"page": 120, "printed_page": null, "text": "NaTIONAL\n\n116\n\nEpucATION\n\nASSOCIATION\n\nFrom the very beginning we have had the assistance and the guidance\nof some of the great fraternal organizations that are managing homes for\n‘They have warned us\nthe people of their societies, notably Mooseheart.\nthat it is absolutely essential that we have placed at interest a sum of\nmoney sufficiently large to cover the cost of maintenance for at least five\nyears before we take any of these old people out of the condition they are\nnow living in, however bad it may be, but nevertheless at least cared for\nto some extent, before we take them out of those conditions and put them\n‘That, in the judgment of the committee, has been very wise\ninto homes.\nand very sound advice.\nAfter the action of the Executive Committee and the Board of Directors\nat Dallas, we started out to see what we could do in the way of raising\nmoney.\nWe were then free to consider that question.\nSince we got into\nthat part of the work we found our next hurdle.\nI told you that just as\nsoon as we jumped over one we met another.\n‘This hurdle is due to the\nfact that in the last ten or twenty years a large number of extremely\nwealthy men and large corporations have been induced to give money in\nways which were really unwise.\n“Their sympathies were appealed to, their\nemotions were aroused, and they gave the money.\nIn many cases the money was unnecessary, because there were already in\nexistence institutions and organizations that were doing the same work.\nIn some cases the need was temporary but the money was endowed for\never, although the need was a temporary one.\nThat has resulted in the determination on the part of persons and corporations of great wealth that they will protect gifts from any such\npossibility as that.\nThere is a very valuable little booklet which was brought out last\nMarch by an organization called the Community Trust, which is called\n“Frozen Funds.”\nIf you get hold of it you-will be shocked, as I was,\nto find the enormous number of funds, running from a million to a billion\ndollars in the United States, locked up by endowments and by wills in\nsuch a way they cannot be used for necessary causes today, even though\nthe original cause for which they were established has entirely ceased to\nexist.\n\nConsequently a number of the wealthy persons and corporations to\nwhom we appealed made the statement they were interested, but that\nfirst of all we must conform to the conditions that they have laid down,\nwhich is that an absolutely scientific and thorough survey must be made,\na survey which will provide knowledge as to how many people are to be\ntaken care of, whether there are already existing institutions which can\nbe taken over for our purpose, and what is the best sort of an institution\nto provide.\nIn fact, they urge that we get away from the institution idea\naltogether and instead of an institution that we have a genuine home, not\n\nan institution which makes people automatons and which deprives them\nof\ntheir rights and of companionship to which they are entitled.\n\nConsequently the committee now plans to accept a gift which\nhas been\n\n"}
{"page": 121, "printed_page": null, "text": "GENERAL SESSIONS\n\n117\n\noftered to us to have this nation-wide survey made.\nIt will cost from\ntwenty to twenty-five thousand dollars to do it. That sum of money is\nin sight. TI'wo thousand dollars of it was pledged the day before I left\nNew York City, and the man who pledged the two thousand dollars said\nhe would undertake to get the other nineteen.\nSo I am not worried about the money for the cost of that survey, but\nthis is the plea I want to make to you.\nIn making this survey it is\nabsolutely necessary that we get the truth, and that on this most intimate\npersonal question we have found it exceedingly difficult to do.\nIn New York state recently the state department undertook to make\na survey of certain conditions among teachers.\nIt was for the good of the\nteachers, it was for their best interests, as well as for the best interests of\nthe schools, but it involved the answering of a number of exceedingly\npersonal questions.\n“The most absolute confidence was guaranteed, but I\nthink at least twenty-five percent of the teachers refused point blank to\nanswer those questions.\nThat was our experience in some of the places where we tried to find\nout what had happened to the old people, what had happened to these old\nteachers, what had happened to them in the places where there are no\npension allowances, where there are no homes or anything else to take care\nof them.\n‘They seem to have just faded out somehow, vanished from our\nknowledge, from our acquaintance and from any walking around among us.\nGranted that we do not know where they are, and that we may not\nbe able to obtain definite knowledge of the people who have already gone\nout, we can at least get definite knowledge of those who are about to go\nout and who may need such assistance as we are able to give.\nIt must be also remembered that the point involved in this survey is not\nonly money.\nIt is not a question of poverty that is alone involved in this\nmatter.\nIt is a question of care and companionship.\nWe want to know\nthe old people who need a home of the kind that we are planning will not\nbe without care, and will not be without companionship at the time that\nthey are in the most need.\nWe already know of two thousand such cases, far more than we could\npossibly take care of for a long time to come, but at the same time two\nthousand old people will die, and the need that we have is to find out\nhow continuing is this condition.\nThe questions may sound intimate, they may sound personal, but the\nquestions will be absolutely kept confidential, and what I come before you\nnow to beg of you is that when you receive this questionnaire, which will\ngo to every member of the Representative Assembly here present in Seattle,\n\nthat you will give the full and absolute truth.\nWe cannot go before these people with guess-work.\nWe want facts.\nmen that has been established to prevent any\nwealthy\nof\nThe organization\nour getting the money to carry on our\nprevent\nwill\nfunds\nfrozen\nmore\npurpose unless they have the truth, and consequently we are going to\n\naccept the gift of twenty or twenty-five thousand dollars.\n\nWe are going\n\n"}
{"page": 122, "printed_page": null, "text": "NaTIONAL\n\n118\n\nASSOCIATION\n\nEpuCATION\n\nin order to present\nto make this survey and we are going to get the facts\nof those facts is\ngetting\nthe\nthem to this organization, but those facts or\nthe delegates in\nfrom\nget\nwe\ntion\nabsolutely dependent upon the coopera\nthe several states.\nfact there\nI have one more point | would like to make, and that is the\ndiscussion\nthe\nin\nPossibly\nare efforts being made by individual states.\nto Mr.\nplace\nmy\nyield\nto\nsome of that may come out, but now I want\nyou.\nto\nrelate\nSiders, who has another point to\n\nPLANS\nWALTER\n\nAND\n\nR. SIDERS,\n\nPOLICIES FOR HOMES\nTEACHERS\nSUPERINTENDENT\n\nOF\n\nFOR\n\nSCHOOLS,\n\nRETIRED\n\nPOCATELLO,\n\nIDAHO\n\nThe business side of this devolves on the trustees, the reason being that\nthe charter provides that the permanent funds shall be in charge of the\nBoard of Trustees, who shall provide for the safekeeping and investment\nof such fund and of all other funds which the corporation may receive\nby donations, bequests, or devises.\nAt the Dallas meeting several things were determined which will be of\ninterest to you.\nIt was decided that we would accept only unconditional\ngifts for buying lands or buildings thereon or equipping those buildings,\nor accept money for endowment or for maintenance, or monies might be\naccepted which would be used in part for maintenance and in part for the\npurpose of endowment, or part maintenance with another institution, provided that the National Education Association would not lose a necessary\ncontrol over such an institution.\nThe opinion of the attorney we employed to pass on this matter and\nthe resolution which was adopted I would like to read.\nThe National\n\nEducation\n\na trust fund, to be known\n\nAssociation\n\nof the United\n\nas the Olive\n\nM.\n\nJones\n\nStates does hereby establish\nFund\n\nfor\n\nHomes\n\nfor Retired\n\nTeachers, naming this fund in honor of the originator of the idea. And does\nhereby authorize its Board of Trustees in its discretion to accept unconditional\ngifts, bequests and devises of any real or personal state in trust for any one or all\nof the following purposes: (1) The establishment of homes for retired teachers\nand the purchase of land, buildings or equipment therefor.\n(2) The building,\nfurnishing and equipping of homes for retired teachers.\n(3) The endowment of\nhomes for retired teachers.\n(4) The maintenance in whole or in part of homes\nfor retired teachers, including all or any expenses of supervision, management,\noperation, upkeep, repair and improvement.\nThe Board of Trustees is further\nauthorized in its discretion to hold, invest, reinvest, grant, convey, encumber or\nlease all assets of every character which shall hereafter become a part of such\nfund, and in its discretion to use or to deliver to a board of managers of an\nestablished home for use by such managers any assets comprising a part of such\nfund or any income or accruals therefrom for all or any of the above mentioned\npurposes.\nThe Board of Trustees is authorized in its discretion to establish\nhomes for retired teachers from time to time, to name the locations therefor, or\nto provide how the location of any home shall be determined upon, to incorporate\nor otherwise to establish a governing and managing body for each home, to\nestablish by charter and bylaws or otherwise a board of managers for each home, a\n\n"}
{"page": 123, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n-\n\n119\n\n‘majority of whom\n\nat all times shall be residents of the state, territory or District\nof Columbia, in which the home is located, and to provide for the manner of\nelection and reelection of such board of managers; to invest in such board of\n\nmanagers so much, as it shall see fit, of the management, operation and control\nof the home and of properties of whatever character which shall be used or the\naccruals or income from which shall be used for the acquisition, completion,\n\nendowmentor maintenance of such home, and generally to establish such rules\nfor the operation and management of the home and its continuity and for reversion of all assets to the Board of Trustees upon its discontinuance, or in its\ndiscretion as it may see fit, with or without reservation to itself of the right to\namend any such rules at any time.\n\nAnd, as Miss Jones has said, our immediate work is gathering information as to the need of these homes, and if it might be permitted me to say\na few words in addition, my thoughts concerning this run very seriously\nto the necessity of providing a place for those who are alone.\nI hardly ever go into a Pullman car and see that sign that hangs out late\nat night, “Quiet is requested for the benefit of those who have retired,” but\nit causes my mind to run on this subject.\nIt is very difficult where one who is in the morning of life or one who\n\nstands in the strong noonshine of life to realize that the time will come\nwhen the long, cool shadows of evening will creep over him; but very truly\nis it written, “Let him that is yet young beware lest he grow old.” It is\nthe inevitable fate of all to come to the time when something of this sort\nwill be needed.\n.\n‘I remember the shock with which I read an article entitled “I go to\nKill my Father.”\nAn Eskimo of the northland was making a trip into the\ninterior, and when asked where he went he said “I go to kill my father.”\nIt is the custom, he said, that when a man is too old to longer go to the\nhunt and to maintain his place among the strong and virile of the tribe\nthat his oldest son shall take his life with a knife.\nCivilization has taught us better manners.\nI sometimes wonder if it\nhas taught us better feeling. If you plant flowers on my grave you do so\nto please yourself, that the place where you put me away may look more\nattractive to you.\n“Those long, ugly, sap-sucking roots that go down into\nmy face will not entertain me.\nI have been so much impressed with that saying that “A rose to the\nliving is more than sumptious wreaths to the dead, A rose to the living,\nif given before the hungry spirit is fled, A rose to the living is more than\nsumptious wreaths to the dead,” that I wish to make this plea. ‘To us as\nschool teachers who must take the lead if anything ever comes of these\nhomes, let us have a larger charity; let us, instead of spending our money\non funeral wreaths and great funerals and funeral orations, let us see\n\nthat those who are still alive and whose steps are faltering that that money\n\nmay be provided\n\nio supply those old people with the necessary comforts\n\nin their old age, and, as Miss Jones has so well said, that they may have\nthe thing which they crave most; companionship, and the assurance they\nhave not been forgotten by those with whom they have fallen out of step.\n\n"}
{"page": 124, "printed_page": null, "text": "NatioNaL\n\n120\n\nA NEW\nP.\n\nP.\n\nBASIS FOR\n\nCLAXTON,\n\nASSOCIATION\n\nEpucATION\n\nDELEGATE\n\nSUPERINTENDENT\n\nOF\n\nREPRESENTATION\nSCHOOLS,\n\nTULSA,\n\nOKLA.\n\nThe report has been printed and I am asking the Pennsylvania delegation to distribute it. They are good at distribution.\nWe had\nI shall ask that you do not attempt to read the report now.\nwe had\nAfter\ncolumn.\nprinted first the bylaws, as they now are, in one\nin type\nset\nthem\nhad\nwe\nrecommended,\nbe\nto\nagreed on the amendments\nand printed in the second column, so you have a parallel column arrangement of the bylaws as they now are and of the recommendations.\nIt would require more than the time that can be given to this to read\nthem through with any degree of care, therefore 1 am going to ask you\nto give your attention to my statement, and then we will fix our attention\non one particular part, the part which is announced in your program, a\nnew basis for delegate representation.\nLet me give you somewhat the history of this Committee.\nDr. Blair,\nyour president, has said it is not an easy task, and we found that it was\nnot.\nI am sure we were all convinced in the beginning it would require\nmuch effort, but the Committee recognized the fundamental importance\nof the work to the welfare of the National Education Association, and we\nhave acted accordingly.\nBefore the Committee was called together a statement was sent out\ncalling the meeting at Dallas, with the request that each member of the\nCommittee who had any suggestion to make before the meeting, or who\nfor any reason could not attend the meeting, to send to the chairman a\nstatement of those suggestions or recommendations.\nAt Dallas fourteen members of the Committee of twenty-four met, and\nDr. Blair, your president, sat with us through most of the sessions there.\nAs I said, through all the sessions of the subcommittee, to which I will\nrefer later, and the sessions of the Committee, he has given his thought and\nwas a great help to it.\nWhen the Committee met at Dallas there were fourteen of the Committee present.\nWe had three sessions of the meeting, a total of nearly\nten hours was given to its consideration.\n“That there might be no hasty\njudgment we resolved at the Dallas meeting to vote on nothing that had\nto do with the bylaws, and that it might be considered from every possible\npoint of view.\nArthur Chamberlain was made secretary of the Committee, and he did\nhis work with remarkable accuracy and promptness, and within a few\ndays after we returned from the Dallas meeting, I sent to all members\nof the Committee, whether they were there or not, a complete\nsummary\nof the action at Dallas.\n\nThen a subcommittee was appointed and met with seven members\n\ncluding the chairman,\n.\n\n.\n\nat Chicago,\n\non April 20th\n\nand\n\n21st.\n\nYou\n\nd\n\nin-\n\ncan\n\n"}
{"page": 125, "printed_page": null, "text": "GENERAL SESSIONS\n\n121\n\nremember the date if you care to because those are the days on which Lindbergh flew across the Atlantic. We were in the air as long as he was, but\nwe hope the landing will be as safe as his was on the other side.\nThat subcommittee held five meetings, was in session approximately\nfifteen hours, and we arrived at a conclusion either in final statement or in\nprinciple, on all items we took up for consideration.\nOn the most important of all we did not arrive at a complete statement, and it was asked\nthat every member of the subcommittee would give it more careful study\nand would send to the chairman and secretary a letter containing this\nstatement.\nWithin a few days the secretary of the Committee again sent the conclusions and the discussions by which we had arrived at those conclusions\nof the subcommittee, a document of some thirty or more typewritten pages,\nand then there came to the chairman of the Committee these statements\nfrom members of the subcommittee, each one trying to word as accurately\nas possible the principle upon which we had agreed, and there came. from\na classroom teacher finally, a member of the subcommittee, a statement\nwhich was, with very few changes, embodied in the recommendations here.\nThe Committee met here and was in session about eight hours in three\ndifferent meetings, and we came finally to a unanimous conclusion on the\nrecommendations which we have submitted.\nNow, this was a small committee comparatively, twenty-four of us, of\nthat number fourteen meeting at Dallas and seven and Dr. Blair at the\n\nChicago meeting of the subcommittee,\n\nand fourteen or fifteen members\n\nwere here, and we gave altogether about thirty hours to it, beside the time\nwe have given in our homes.\nWe believe it would be unfair to ask you, this larger body, without the\nbenefit of the discussion we had across the table, to decide in thirty minutes on what we have done, and we are submitting it to you, as has been\nstated, with the request that you consider it very carefully for a year, or\nat least for another six months, and that you will submit it to the organiza-\n\ntions you represent back home and ask for careful discussion of it, and if\nyou will send to the chairman of the Committee any statement that you\nmay have, any suggestion, any substitution, any amendment offered, with\nreasons therefor, I shall call a meeting of the Committee in connection\nwith the meeting of the Department of Superintendence next February\nto go over all these suggestions you may make.\nFirst they will be sent to the secretary of the Committee with the request\nthat he do in his effective way as he has done in the past, that is to sum-\n\nmarize them so we may have them before us in their most intelligible form.\nOne other statement I should make, I want to thank the secretary of the\nAssociation, Mr. Crabtree, and those who work for him, for their great\nhelp in getting this printed rather promptly and ready for us, under the\ndificult circumstances of a Sunday and a holiday coming between the\ntime when he was asked to do this and today.\n\n"}
{"page": 126, "printed_page": null, "text": "122\n\nNaTIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nI want to thank the Committee that made this foreword, on the back\nof this sheet here, and I want to thank them for the “Dr.” before my\nMr. Siders told us the other day what some of the letters mean,\nname.\nbut he did not tell us what “Dr.” means.\nThere are three or four problems before us.. One was the harmonizing\nof the bylaws. with the constitution of the Association and the charter\ngiven by the Congress of the United States.\nA very superficial study revealed the fact that the bylaws are not in\nPresident Blair had already called atharmony with the constitution.\ntention to that fact. At the Dallas meeting the chairman of the Committee was asked to obtain the services of a corporation lawyer and to ask\nI asked George Gibson, of\nhim to give us an opinion on that subject.\nTulsa, Oklahoma, recognized as one of the best corporation lawyers in the\nstate of Oklahoma, about that. After.careful consideration the report\nwas that the bylaws are not in harmony with the charter, and perhaps\nmany of the actions of our Association in recent years have not been\nlegal. “They can be made legal, as is sometimes done, by the Board of\n‘Trustees taking action and approving all that has been already done. |\nThe charter provides that the Board of Directors shall be responsible\n\nfor the general management of the Association, for all of its business,\nand for everything which is not committed to the Board of Trustees.\nIt\nprovides for an Executive Committee, and the only power given to the\nExecutive Committee is to serve as an administrative body, carrying out\nthe general policies and working under the direction of the Board of\nDirectors between meetings.\nAs the Association has grown much larger than it was when the bylaws\nwere made, certainly much larger than when the charter was obtained,\nit has come about that much more business must be done, business which\ncan hardly be foreseen by the Board of Directors in detail, and which\nrequires the kind of work that can only be done by a smaller body than\nthe Board of Directors, and it was therefore suggested that wherever it\nis necessary for the Board of Directors to take action at all, it shall be\nstated in the bylaws that they shall do this, under the general direction\nof the Board of Directors.\nIt was asked why not obtain a new charter. The difficulty of that is\nthat the charter we now have was given by the Congress of the United\nStates and is therefore a national charter, and we can do business of any\nkind in any part of the United States, in any state, territory or district.\nCongress no longer grants charters, and it is feared if we should ask for\namendments—and several amendments might be made to advantage—\nCongress would refuse to make the amendments and we should\nhave to\ndo what is now required by Congress of all organizations wanting such a\ncharter, go to the District of Columbia or elsewhere for our\ncharter, and\n\nthat would make it necessary to file a notice of our right to do business in\nany state, territory or district where we might want\n\nto transact business,\n\nand that would be a very difficult and inconvenient kind of a\nthing to do,\n\n"}
{"page": 127, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n123\n\nand therefore we have attempted to harmonize the bylaws with the\ncharter as the charter now is, in such a way the Board of Directors may\nassume the responsibility, as provided by the charter, and the Executive\nCommittee may act as it can act in these details of business as the Board\nof Directors could not.\nOne other thing which we did not do, let us refer to it before we get\nto this matter of the Representative Assembly.\nThe bylaws have been\namended many times, and many times very hurriedly. We have not made\nmuch effort to do that part of the task, foreseeing that it could be done\nbest probably by having this Committee or some other write the bylaws\nfrom beginning to end, in the best possible English of which your Committee might be capable, and in the fewest possible words.\nWe were of the feeling it might be reduced twenty-five or thirty percent in the number of words, and therefore be more easily read and be\nmade clearer.\nNow, the great immediate problem before us as to the legality of the\nbylaws is the question of execution.\nOriginally the charter provided for\nno bylaws establishing what business would be done by the Board of\nDirectors having to do with policies of education by the Association as\na whole.\nIt was thought that as the Association grew, business of this nature could\nbe done better by a representative assembly, and what has happened since\nhas proven the wisdom of that. Some years ago the Representative Assembly was provided by an amendment to the charter to the effect that\nthe Association might provide in its bylaws and the constitution for a representative assembly, to which should be entrusted the election of officers and\nthe other business heretofore transacted by the Association as a whole at its\nbusiness meetings.\nThe Association again was comparatively small when the Representative\nAssembly was provided.\nIt has grown immensely since that time. I do\nnot know what the membership was, but I imagine about twenty thousand\nor less, and now it is nearly two hundred thousand, nearly ten times as\nlarge as it was then.\nThe income at that time was, I imagine, about ten percent of what it\nis now.\nA Representative Assembly we felt should be a legislative body\nif it is to do business, and we thought that it ought to be small enough\nreally to be a legislative body and not merely a listening body, a group\nof people coming together to hear reports and to give passive assent to them.\nWe have therefore first considered the size of the Representative\nAssembly.\nSome of you were thoroughly aware of the great variety of conditions\nin the different states and the District of Columbia, and the chairman was\n\nvery conscious of that. For ten years he had to serve as best he could the\nwhole United States, and there was impressed upon him the great difference\nbetween urban Massachusetts and rural Mississippi, and the great difference\nin other localities, and therefore we put in that last provision that if this\n\n"}
{"page": 128, "printed_page": null, "text": "124\n\nNationa. EpucaTion AssoclATION\n\nmethod of electing delegates does not fit the conditions in any state, the\nstate may take it up directly through the Association and take it up with\nthe Executive Committee, and work out a plan which would be approved\nby the two, and would prove better possibly than the plan here suggested.\nLet me call attention to another fact. We were thoroughly aware of\nthe vitality of the Association that comes from representation from the\n\nNo local affiliated association that could be\nlocal affiliated associations.\nat all represented under the bylaws as they now are will be deprived of\n‘The larger associations will elect not one for each\nthe representation.\none thousand, but one for each five hundred, and I think if it is less than\nfive hundred you will soon have more active members, so it will be entitled\nto one or more member.\nIt also gives to the local smaller associations—it is provided in the\nbylaws as they now are the small association must have a membership of\nfifty-one members.\nWe have provided those associations may each nominate one delegate, those nominees shall go to the state association, and by\nthe process by which the state association elects officers and delegates the\ndelegates will be elected from that group, and those not elected shall be\ndesignated as alternates.\nIt is true in some of the states most of the teachers belong to the local\nassociation.\nIt is also true in some states with large population very\nfew of the teachers belong to the local association.\nSeveral states have\nno large cities, and they therefore do not have the local associations, as a\nstate like Ohio, with its many cities, will have.\n\nThey ought to have rep-\n\nresentation, and so on to the rural communities.\nWe have therefore\nprovided the delegates elected by the whole assembly to fill out the number\nto which they are entitled after the local organizations have their representatives, shall be persons not members of local organizations, in preference\nto the large organizations that might hold the balance of power and something more from electing their members, and thus give it double representation while the smaller communities would have none.\nI believe that is safe and good. “There may be some difficulty in some\nstates of appointing delegates in the way we have suggested; and then let\nme make this statement: every member of your Committee, some of whom\nare classroom teachers, and other organizations, very earnestly plead for\nthis plan of organization and of certification of delegates. “They said they\ndid not want to come and sit here as local delegates. You sit as representatives from your states, and the representatives on that committee\nsaid they were quite sure they would rather come certified as delegates\nfrom the state, but representing directly the local organizations from which\nthey came.\nIt was pointed out already this has been done in some states.\nIn the\n\nstate of Pennsylvania there are three members already elected by the state\nassociation as delegates; that in Chicago they had asked that their local\ndelegate might come\n\nand sit as a member\n\nof the state delegation.\n\nThat\n\n"}
{"page": 129, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n425\n\nleaves only one other matter, and I believe that is the thing over which\n\nthere will be the most discussion.\nLet me say this Committee has no pride of authorship, and we had only\none thing in view and that was the welfare of the Association.\nThey\nhurried all their local contentions and tried to see things with the eyes\nof the Association as a whole, and they have worked only to that purpose,\nand people who work in that spirit are always willing to have any suggestions or any objections made.\nWe had to agree on something.\nWe were of the opinion in order that\nthis body be truly representative, that it may be deliberative, as all bodies\nof this kind should, passing on great problems of education, submitting\ngreat tasks back to the Board of Directors and questions to work out,\ndetermined that this Representative Assembly should be small enough to\nreally be a deliberative body, and we were of the opinion that five hundred\nis as many as may constitute such an assembly and be a truly deliberative,\nlegislative body, and so we fixed it at that number.\nOne other thing and I am through.\nIt was stated in the Committee\nthis smaller body would probably take away the advertising effect ;it would\nbe good if more could be present, and so we have stated elsewhere than\nhere that the Committee shall sit always in. open house—I mean the\nassembly—and give all active members of the Association an opportunity\nof discussion, that they may have seats on the floor, in the gallery, so far\nas room will permit, and that any active member may, on the invitation\nof the president, be invited to address the Assembly, and any active member\nwith a real message, something that ought to come to the delegates, will\nhave that opportunity.\nThese are the things we have had to submit.\nI want to say just one\nother word about the size of the Representative Assembly.\n‘There are\nregistered here now approximately ten thousand members of the Association. ‘There are ten hundred, a little bit more than one thousand, of the\nrepresentatives here.\nNine: thousand of them are not here. If five hundred can do business as well as a thousand or ten thousand or seventeen\nhundred or two thousand, then there is a gain in having only five hundred\ndo it.\nAnother statement I wanted to make in regard to it. “This Association\nis now entitled to something like seventeen hundred or eighteen hundred\ndelegates.\nThey are not all here; they have not all ever been present.\nI have made this calculation too that I must mention to you. First,\nthis Association never meets in a great half of the United States.\nIt has\nnot since 1900 met but one time south of the northern border of North\nCarolina.\nIt did meet once in St. Louis, but that is really north of that\nline. Twelve contiguous states with approximately one-fourth of the\npopulation of the United States have had at the six meetings beside this\nsince the Representative Assembly was formed only ten percent of the\ndelegates.\nIf the delegates coming from a great distance must pay their\nown expenses it is costly to them, and if the Association must pay those\n\n"}
{"page": 130, "printed_page": null, "text": "126\n\nNationaAL\n\nEpucATION\n\nASSOCIATION\n\nee\neM\nee\n\nis\nexpenses it is costly to the Association, or if the state associations pay it\nnot\nhave\nthey\nbecause\ndelegates\ntheir\nMany do not send\ncostly to them.\nthe means, and it frequently results in that delegates are chosen who\nMany times the delegates\nhave the private means to pay their own way.\nmust be chosen here. That is not a good way to get a good representation.\n\nThis is a national association and should be national in the representatives doing the business of the Association, making educational legislation,\ndetermining great projects, and expending large sums of money, and it\nIt is not now\nshould be always representative of the entire country.\nand has never been.\n\nOne reason for the formation of this representative body of delegates\nchosen from the various organizations was the fact that as we get in different sections of the country we get a greater variety of policies and ideas.\nIt is not the function of the Committee to say your expenses shall be\npaid, but the Committee was very largely of the opinion, if not unanimous,\nthat with the smaller representative body it would be possible sooner or\nlater to pay a large part of the expenses.\nI made this calculation.\nI assume with this organization we are recommending that the Association had met in Chicago in 1925, and I made\nthe calculation what it would have cost to pay the traveling expenses, not\nthe living expenses, but the traveling expenses, of all delegates, and I\nfound that we could have got within twenty-five dollars for both coming\nand returning, or $26,970, and if you had applied the $20,000 to five\nhundred delegates to the Association meeting, held in the middle part of\nthe United States, you could have paid within twenty-five or thirty dollars\nof all traveling expenses of the delegates.\nOne other thing and I am through.\nI recognize that this is a long\ntalk, but it is important.\nYou will observe the directors, according to\nthe amendments, no longer will sit as delegates with the representative\nbody. “They are not elected as delegates. You will find the past commissioners of education and past presidents are not sitting in the body as\nrepresentatives. Under the constitution of the Association they sit with\n\nthe directors, and it is believed it is not good,for a group of seventy-five\nor eighty people to sit here as delegates ex-officio and then go and pass upon\nwhat the body as a whole has done; that it is better to submit what\n\nhas\n\nbeen done by a body of delegates elected for that purpose and then submit\nit to the other body that has to do with the finances and other policies of the\nAssociation and who are elected in another way.\nI wish to thank you.\nI only ask you in the spirit intended to take these\namendments and study them.\nI am asking the Association through the Committee, not because we\nare eager for more work, but because it has given this consideration and is\nfamiliar more or less with the condition, that the Committee be continued,\n\nand I am asking also that the chairman be authorized to prepare the substance of what is said here, and anything: else that comes up, in pamphlet\nform to be sent to all the members of the organization that are a part of\nthe Association.\n\n"}
{"page": 131, "printed_page": null, "text": "GENERAL\n\nEXPENSES\nCORNELIA\n\nSESSIONS\n\nOF DELEGATES\n\nS. ADAIR,\n\nTEACHER,\n\nPUBLIC\n\nAND\n\n127\n\nDIRECTORS\n\nSCHOOLS,\n\nRICHMOND,\n\nVA.\n\nWhen the National Education Association was reorganized at Salt Lake\nCity in 1920 and put on a delegate basis, it became evident that some provision must be made to secure the proper proportion of delegates from all\nclasses of the teaching body. Indeed this question of proportional representation occupied a very large place in the minds of the Committee on\nReorganization.\nFor many years, city, county and state boards of education had recognized\nthe value of the exchange of ideas conducted in the conventions of the National Education Association and had established the custom of sending their\nexecutive officers to participate in these discussions.\nThis practice would\ndoubtless continue under the new constitution but such boards would probably be slow to recognize the need of sending representatives from each\neducational group to the same convention.\nj\nBecause of this very natural tendency of boards of education to send only\ntheir supervisory officers to educational conventions, and because at that\nperiod in our development there was more class consciousness than at present, many teachers and principals were of the opinion that their point of\nview would be more adequately presented by the principals and teachers\nof the locality in which the convention was held than by delegates from\nother fields of education.\nFor this reason many doubted the wisdom of\nreorganizing on a delegate basis.\nTherefore, a general understanding prevailed in the Committee on Reorganization that a Committee on Financing Delegates to the National\nConvention should be appointed immediately after the acceptance by the\nAssociation of the revised Constitution and Bylaws.\nThis committee, consisting of superintendents, principals, classroom\nteachers, a secretary of a state organization, and the secretary of the National Education Association was duly appointed.\n‘They discussed the\nquestion of financing delegates from every angle. ‘The need of adequate\nrepresentation of all branches of the service in the counsels of the teachers\nof the nation, the practice of other great national organizations, the effect\n\non the various activities of the Association of the diversion of any large\nsum from the treasury, the impetus that a national contribution might give\nto the local and state associations to help finance their delegates, even the\nat's\nquestion of increased dues came in for consideration.\n\nA sub-committee reported that only one national organization, Phi Beta\nKappa, paid any part of the expenses of delegates to their national conventions save those of the executive officers. Still, the idea that the payment of some part of the delegates expenses was both justifiable and wise\n\nA proposition to increase the\npersisted in the minds of the Committee.\ndues of the members of the association was rejected on the grounds that it\nassociation to finance\nwas simply an inconvenient way of forcing the local\na\ntheir own delegates.\n\n"}
{"page": 132, "printed_page": null, "text": "NaTIONAL EpucATION ASSOCIATION\n128\nee\na\ne\na\n\nFinally, as an experiment, the Committee, with the approval of the\nBoard of Directors and Executive Committee, asked the delegate body\nto set aside the sum of $10,000, in the budget, to be used pro rata for the\npayment of a part of the expenses of those delegates whose railroad and\npullman fares exceeded $50. They reasoned that the latter provision would\ninsure this aid’s going to a different section of the country each year—and°\nthat most local associations could pay at least $50 on each of their delegates expenses. This plan was accepted, and has been in successful operation for three years.\nIn 1924, the first year of the experiment, the convention was held in\nWashington, D. C. and there were 1044 delegates. Of this number, 612\nreceived expense money varying in amounts from $2 to $175.46. That\nyear, $9531, or 3.22 percent of the total income of the Association was\ndevoted to this purpose.\nThe second year, the convention was held in Indianapolis, an inland city,\nnear the center of population.\nThere were 953 delegates, 517of whom\nreceived $9379, or 2.7 percent of the total income of the National Education Association.\nAt the 1926 convention in Philadelphia, there were 1124 delegates of\nwhom 718 received expense money of varying amounts from $3 to $100.\nThe entire cost was $12,960, or 3.4 percent\nassociation.\n\nof the total income\n\nof the\n\nThe estimated delegate attendance at this, the Seattle meeting, is 1203,\nof whom 1099 will probably receive expense money. In anticipation of this\nincrease in the number of delegates and in recognition of the distance of\nSeattle from the center of population, the Board of Directors, at the Dallas\nmeeting, increased the delegate fund from $10,000 to $20,000—or 4.83\npercent of the estimated income for this year. “The delegates will receive\nfrom $3.80 to $59.12.\nUntil the returns were made for the Philadelphia convention, it has been\n\nimpossible to ascertain to which branch of the service many of the delegates\nbelonged ; for approximately one third have heretofore failed to fill in their\neducational positions on the registration slip. Either the registrars at Philadelphia were unusually persistent or the delegates have become more practical in registering because, for the first time, it has been possible to tabulate\nthe delegates according to “educational position” with a fair degree of accuracy.\nP\nOf the 1124 delegates present, 314 were superintendents, supervisors or\ncollege presidents, 174 were principals, 23 were secretaries of educational\n\nassociations, 586 were classroom teachers and 17 were unclassified.\nEncouraged by the example of the National Association prattically every\nstate association paid some part of its delegates’ expenses. The local associations have caught the spirit and in most cases are paying a proportion\nof the local delegate’s expenses.\nThus, the state and local associations are\nable to select as their delegates those whom they consider best fitted to repre-\n\nsent them rather than those who are willing to finance their own\n\ntrips.\n\n"}
{"page": 133, "printed_page": null, "text": "GENERAL SESSIONS\nes\n\n129\n\nThis practice has also permitted a type of continuity of service among all\n\nclasses of delegates. A state association will repeatedly send its executive\nofficers and committee chairman to represent it, while a local association\nfeels free to ask its ablest representatives to serve as often as the need arises.\nOne of the most powerful objections to the payment of delegates expenses by the National Education Association was the drain on the treasury.\nWe have seen the delegate body increase in seven years from 553 to an estimated 1092 with a possible 1700 and the percentage of the association’s income expended for financing delegates increase from 3.22 percent to 4.83.\nIs it good business practice to divert so large a proportion of income to such\na purpose? Had we not better spend this money for research? Where will\nthis expenditure stop?\nYour answer has already been given by my predecessor Dr. Claxton.\nFrom a totally different approach he has shown you the advisability of\nlimiting the number of the delegate body in order that it may be a truly\ndeliberative body—a group of select individuals, chosen for their knowledge\nof educational problems, their ability to discuss them and for the faith that\nthe teachers “back home” have in their impartial judgment.\nIt is manifestly impossible for the National Association to pay all of the\nexpenses of even as few as 500 delegates. “The speaker estimates that to\npay all of the railway and pullman expenses of 500 delegates over and\nabove $50 to Washington, D. C. would cost appromixately $20,000. To\nSeattle it would cost approximately twice as much. This amount would\nincrease or decrease as the place of meeting approached or departed from\nthe center of population.\nExperience has shown that most state or local\nassociations are able to pay $50 each on their delegates’ expenses. Will it\nnot be the part of wisdom to retain the present system of paying a proportion of the expenses of those delegates whose railroad and pullman\nfares exceed $50? ‘The amount might well be a percentage of the total\nincome of the previous year or a fixed sum. The speaker believes that for\n‘This opinion is\nthe coming year the sum of $10,000 will be adequate.\nout of the\nworking\nactual\nThe\nyears.\nprevious\nin\nused\nfigures\non\nbased\nplan might well be left to a committee.\nOf all the delegates to the association, the most important is the state\nHe or she is the connecting link between his state association\ndirector.\nand the national. He is a member of the Board of Directors, the financial\nand policy-making committee of the association. He is ina very real sense\nis\nan officer of the National Association yet he is also a state ofhcial. If he\nyear.\none\nthan\nmore\nserve\nshould\nhe\nservice\neffective\nmost\nthe\nto render\nHe should not accept the office of state director unless he is willing to give\nto spend\nhis time and thought to the position—but he should not be asked\nDirectors.\nof\nBoard\nthe\nof\nmeetings\nhis money as well in attending the’\n\nSome states have met the situation by making their state Executive Secrepractice may not\ntary their director in the National Association, but this\n\nSince the state director is an ex officio delegate, he\nanswer everywhere.\nbut\nwould of course share in such provisions as are made for all delegates\n\n"}
{"page": 134, "printed_page": null, "text": "NATIONAL\n\n130\n\nEpUCATION\n\nASSOCIATION\n\na\n\na\n\nthat provision will not be adequate unless the National Association decides\nto pay all of the expenses of the delegates over and above a certain sum—\n\nsay the $50 maximum. ‘The speaker believes that all the expenses of this\nstate and national officer should be borne jointly by the two associations, in\nwhatever ratio that a committee of the national association shall decide.\nThis committee should also adopt certain standards as to what expenditures\nare chargeable to the funds of the association in payment of the cost of\nSuch a plan has already been placed before the\nattending a convention.\nBoard of Directors by the state director from Virginia, Superintendent\nJoseph H. Saunders.\nIt has been said that rabbits leap forward, serpents crawl forward but\nto man alone is given the ability to talk himself forward.\nIf this be true,\nit behooves educators who are the most influential group in the moulding\nof the citizens of the republic, to choose the representatives to their national council wisely, and, having choosen to do all in their power to free\nthose representatives for the important task of formulating the policies of\ntheir great national association.\nanys\n\nWHAT\n\nECONOMISTS HOPE\nAMERICAN\n\nO. L. MANCHESTER,\n\nDEAN\n\nAND\n\nILLINOIS\n\nSTATE\n\nNORMAL\n\nPROFESSOR\n\nTO CONTRIBUTE\nLIFE\nOF\n\nSOCIOLOGY\n\nUNIVERSITY,\n\nAND\n\nNORMAL,\n\nTO\n\nECONOMICS,\n\nILL.\n\nEconomists hope to help the American people solve their problems. Our\nproblems for the future will arise increasingly out of our industrial or\neconomic environment.\nAn economist is a man who spends his life studying this industrial environment—studying it scientifically, of course, hunting for rules and principles and laws.\nOccasionally economists have hit upon something worth listening to. At\na time, when England was regulating everything, Adam Smith developed\na doctrine that revolutionized the ideas of statesmen and the political\npolicies of the world.\nHenry George had things to say worth our consideration on the subject of rent, Karl Marx as to the exploitation of\nlabor. We have faith to believe that our future is not behind us. Perhaps\nwhen Mitchell and others finish their studies of crises, panics, and industrial depressions there will not be so many business failures. And when\nIrving Fisher or somebody else tells us just how to stabilize the dollar,\ndebtors and creditors will not be alternately but everlastingly robbed by\nfalling or by rising prices. In the future, then, as in the past, economists\nhope to help the world solve its problems.\nNo doubt in the future as in the more recent past our leading economists will be permitted to contribute of their wisdom at home and abroad.\nOne American economist has helped rebuild the financial systems in ten\nor a dozen foreign states, another was for some time a member of the\nUnited States Tariff Board, several have been called upon from time to\n\n"}
{"page": 135, "printed_page": null, "text": "GENERAL SESSIONS\n\n{31\n\ntime to help out commissions, legislative and congressional committees.\nThis is conspicuously so as to matters of taxation.\nIn the aggregate and\nin the long run all of this amounts to a great deal.\nSome economists and others with considerable economic training are\nserving large businesses, banks, insurance companies as industrial managers or experts.\nUncle Sam himself occasionally seeks economic advice;\nduring the War did this constantly; and when they have a conference\nover at Geneva to diagnose the business and commercial troubles of the\nworld, they invite the economists and indeed call their pow-wow the economic conference.\nOur Illinois State Teachers Association research man\nwas chosen because of the record he had made in my classes in economics.\nA prominent sociologist has pointed out that progress results from everlasting conflict between and among interest groups. Amid these continual\nclashes economists venture to hope they may be permitted to play the réle\nof unprejudiced advisors. Whether the issue be as to collective bargaining, a protective tariff, a minimum wage, some sort of taxation, a banking\nsystem, or farm relief, the “say” of the economist ought to have some\nweight. But the economist has a hard row to hoe and his path is strewn\nwith pitfalls. The interests may be depended upon to try to buy, directly\nor indirectly, his verdict, the masses to exchange popularity for it. It is\nThe question of academic\na great trust you impose upon the economist.\nfreedom in his classroom is involved. Involved, too, is the integrity of our\neducational institutions.\nEvidently, if you let the speaker tell it, economists have no inferiority\ncomplex as to their own possible usefulness. Yet the economist’s debits exceed his credits.\nWhenever I have had the opportunity to discuss anything with some special interest group, I have invariably felt that I had as\nmuch to learn from them as they could possibly hope to get from me. And\nit mattered not whether it was a group of bankers, or of laborers, a commercial or luncheon club, or a group of farmers, of club women, or of\npreachers.\nThe progress, comfort, and happiness of the world depends not more\nWhen Charles Lindbergh\nupon material sciences than upon economics.\ntook his little hop from America to France, it was a triumph for half a\nHis mother had taken good care of herself\ndozen or a dozen sciences.\nbefore he was born; she had fed and raised him aright. He had not broken\ndown his health by heavy eating, riotous living, or hard drinking. ..I presume he had brushed his teeth each day, taken regular baths, and plenty. of\nphysical exercise. He was himself a triumph of eugenics and euthenics, of\nother way comes that quick,\nIn no10 other\ncorrect living, of health education.\nsable in an aviator.\nindispen\nsure correlation between thought and action\nof physics and chemtriumph\nAnd Lindbergh’s machine was a triumph—a\nBessemer, a knowla\nd\npresuppose\nIt\nistry, of mechanics and mathematics.\nplane, the wheel\ninclined\nthe\nlever,\nedge of the mechanical powers (the\ngasoline engine,\nthe\nof\ninvention\nthe\nand axle)—it was the direct result of\n\n"}
{"page": 136, "printed_page": null, "text": "132\n\nNationa\n\nEpucATion AssocIATION\n\nwith its stupendous power and its small weight. Meteorology, too, made\nits contribution to the success of the trip. The aviator does not make a\nstart until atmospheric conditions are right. But whether air navigation\nbecomes common or not, awaits upon matters of advertising, salesmanship,\nIf there are people enough ready to pay a\nmarketing, upon economics.\nsufficient price for this rapid transport of their letters or of their goods or\nof themselves, we shall have transcontinental air service with all the gain\nand satisfaction and increased happiness it involves. At the World’s Fair\nin Chicago, in 1893, was an exhibit of the development of the locomotive\nengine. There was shown the little affair of the thirties, a two- or threeton construction capable of hauling a couple of omnibus-like coaches each\ncarrying half a dozen passengers, the whole thing running on a track of\ntwo-by-fours surfaced with sheet iron, at the rate of ten miles an hour.\nAnd then there was the engine of the forties, of the fifties, of the sixties,\neach a little bigger than its predecessor, and so on down to the half millionpound monster of today, the decapod freighter, the high-speed passenger\nlocomotive, drawing its dozen or more steel cars at a speed of a mile a\nminute. That exhibit was the best demonstration on the grounds of the\nworld’s progress. But it was a demonstration not only of mechanical but,\ntoo, of economic progress.\n“Those big locomotives, our long fast trains,\nhave been made to pay.\nSometimes the pay of something, as in the case of the radio, is in the\ndirect satisfaction rendered rather than in dollars and cents which mean\nlater satisfactions. Our economics is a science now-a-days, not of wealth\nonly, but of welfare. It is welfare economics.\n‘Thus, beautiful pictures,\nfine sculpture, art of all sorts, music, pay in the one way or in the other.\nThe same may be said as to literature, religion, philosophy, even. as to\nscience herself. Little flourishes in this world unless it pays. Not, Jet me\nremind you again, in dollars necessarily, but in surplus of pleasure over\npain, in the aggregate, the net human happiness.\nOur greatest hope for\nthe good life itself is that it pays to be good. The drunkard, the criminal,\nthe immoral man is the fool. He loses out in the long run as to the very\nhappiness he seeks.\nThis last point needs great emphasis. We must never forget that economics is not more a science of wealth than it is a philosophy of life. The\neconomist wants the American people—each of them—to live long, sleep\nwell, be good, and be happy. All this good life is attainable for them if\ntheir economics is right, probably not otherwise.\nLet us explain. Ruskin\nwas absolutely right when he said there is no wealth but life. A fine\n\nlibrary is not wealth to the millionaire who cannot read understandingly\nthe books it contains. It has no direct subjective value, no want-satisfying\npower to him. If it is worth anything on the market, if it has objective\nexchange value, that is only because there are people who can get more\nout of it than the poor millionaire.\n\n"}
{"page": 137, "printed_page": null, "text": "GENERAI, SESSIONS\n\n133\n\nNow what is this life we are talking about—the good life—the life we\n\nwant—the life the economist would promise you? What is it but a surplus of utility over disutility, of gratification over cost, of pleasure over\npain? It is a large part of my creed that it pays to be good. Not that I\nalways live up to my creed!\nDid any one of you here today ever do a\nmean little thing that in the long run he got more pleasure than pain out\nof? If we do one mean little thing we shall probably do others. Society\ngenerally sizes men up for about what they are. We shall find ourselves\nwithout wholesome reputations, we shall lose our jobs and be looked at\naskance in our communities.\nIt pays to be good. We teach our kids that\nin the Sunday school—do we not believe it ourselves? There is no sacrifice in being good. Just the reverse. I took this line of thought once in\naddressing our Y. M. C. A. My talk did not seem to take very well.\nThe young men seemed to be thinking, “O, yes; we are good—but at\nwhat an awful sacrifice it is! How happy we should be if we could swear,\nand drink, and fight—be immoral, steal something, or kill somebody.”\nNow, if that is one’s philosophy of life—one’s economics—one will never\nHe will lose his life in tryHis economics is all wrong.\nget anywhere.\ning to find it. He will not be balancing correctly present and future\nIn grasping after present satisfactions the criminal or the imutilities.\nmoral man sacrifices the immensely greater future satisfactions that would\ncome from right living. His philosophy is not philosophy at all—it is just\nfool-osophy. His economics is all wrong. He will probably not live long;\nnor will he be moral, or good, or happy, and his conscience will not let\nhim sleep.\nAnother thing. Economics is the science not only of wealth-getting and\nwealth-saving—of thrift—but also of wealth-spending.\nThe economist\nweeps, so to speak, when he sees labor and capital power spent in building\nmillion-dollar stables, $1800 dresses, hundred-thousand-dollar tombstones,\nor fifty-dollar-a-plate banquets to satisfy the passing whims of the very\nrich. The capital power that built the million-dollar stable would have\nemployed as much labor in building a thousand thousand-dollar homes for\nworking men’s families, each to have sheltered a family of half a dozen and\nto have lasted fifty or sixty years. What a loss in want satisfaction from\nthat one misdirection of labor-capital power! What must be the aggregate loss from all such misdirections! The trouble comes from the outrageous distribution of wealth in this country, where the richest one percent of our families own half the national wealth. When Egypt fell, when\nBabylon fell, one or two percent of the people owned everything. Wretched\nwealth distribution brought the decline and fall of Rome. And in France\nin the days before the Revolution the wealth was in the hands of royalty,\naristocracy, and church, while the masses ate for their sustenance the\ngrasses of the fields.\n\nEverywhere else the amassing of the wealth of a land\n\nin the hands of the very few has meant eventual decline, revolution, fall,\nan erasure\n\nfrom\n\nthe map\n\nof the world.\n\nHave\n\nwe\n\nany\n\nright to expect\n\n"}
{"page": 138, "printed_page": null, "text": "134\n\nNationaL\n\nEpucaTtion AssociaATION\n\nFrom such a catastrophe the economist would save the\notherwise here?\nAmerican people.\nOnce we stubbed our toes, bumped our heads, and bloodied our noses on\nnature at every step. “Then we studied nature, discovered her secrets, put\nto use her forces, and all this made us free. We had solved the problems\nof production and we were producing wealth enough to keep in comfort\nBut now our endlessly complicated machines and\nhalf a dozen worlds.\nus with a new set of problems. They are the\npresent\nmeans of production\nAnd the task of\nindustrial environment.\nan\nof\nout\nspringing\nproblems\ntheir solution is not one of natural but one of social science. It is not a\nproblem of production, but a problem of the distribution of wealth.\nThe demand was once for natural science.\n‘The demand is now for\nsocial science. We have reached a place in our industrial and social development where further discoveries of truths of nature and their application in industry, if unaccompanied by advance in social knowledge, may\neasily prove, instead of a blessing, an unmitigated curse, bringing only a\nworse-directed application of productive power, a more unjust distribution\nof wealth, a more unsocial society, a more undemocratic democracy, and a\nmore irrelgious religion.\nFrank O. Lowden, formerly governor of Illinois, now a favorite with\nthe farmers as a candidate for the Republican nomination for the presidency of the United States, in an address he made, reported in the Chicago\nTribune June 18, took this position we are urging—that our problems of\nproduction have been solved through natural. science, that social science\nhas lagged behind natural science, that our problems henceforth are to\narise from our industrial environment, that the processes of distribution are\nthe conventions of men, and must be improved and perfected through the\nstudy of social science. Thus, it would seem, according to Mr. Lowden,\nthe farmer’s troubles must be solved. And President Coolidge vetoed the\nMcNary-Haugen bill because it was not built up according to economic\nprinciples.\n‘The economist cannot do much for the American citizen who will not\nlisten to him. We do not guarantee to such a man long life, sound sleep,\ngoodness, nor happiness.\nNor can we solve for such a man his specific\nproblems.\nOf course sometimes economists are not agreed among them-\n\nselves, and then the American citizen can be forgiven if he does as he\npleases. But occasionally when economists are all agreed, our citizens in\nthis land of the free and home of the brave have insisted on doing as they\npleased. Let us take an illustration.\nEconomists are, almost without notable exception, opposed to high protective tariffs. We believe in territorial division of labor: that each country should produce the things it can produce best of all and that there\nshould then be a general exchange of products, bringing gains for all. We\nbelieve Friday was right when he supposed Robinson Crusoe would ac-\n\ncept gratefully the boards brought in by the waves and the winds, with\n\n"}
{"page": 139, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n135\n\nwhich boards they could easily nail together a scow that would be roomier\nand lighter and better in every way than the dugout Friday had been\nblistering his hands on for months.\nFriday, you remember, was not disturbed with the thought of the ruin to home industry so long as they got\nthe goods. He thought that goods rather than work was the end of industry. And economists do not take much stock in the old argument that\nif we put customs duties preferably upon goods the like of which we are\ntrying to produce here we shall “kill two birds with one stone.”\nWe\nthink you can’t kill two birds with one stone; that just in the degree that\nyou get revenue you will sacrifice protection, and if you get protection\nyou will not get revenue.\nWe are very skeptical, too, even as to the infant industry argument for protection. Hundred-year-old infants have not\nBut I am not here to\nceased, we know, to clamor for further succor.\nargue the tariff question—to attempt to convert any “’publicans and sinners” who may be among you. My point is that we economists are all\nunited and sure of our ground and always have been. But that we have\n‘This question has been the main issue\nnot been listened to in America.\noff and on in national political campaigns. And the American people have\ndecided it one way, then the other, and so on. ‘They evidently do not\nknow what they think.\nBut, come to think of it, why should they know what they think? And\nthat brings me to my next point. “The economists cannot do much for the\nAmerican people unless the school teachers will help them. But in how\nmany textbooks is there any sufficient treatment of the tariff question?\nThe most useful kind of history is the kind that leads up to great unsolved social and economic problems. And history ought to be taught upand-down as well as across. When I was a boy, we learned everything\nthat happened one year and then passed on to the next. Things learned\ntogether stuck together in memory whether they had any connection or not.\nIn 1857 there were the hard times, the Dred Scott Decision, the Tariff of\nNow achronological study of history at the outset is neces°57 and soon.\nsary but before he leaves the subject in the high school or even in the\neighth grade the boy should have studied each great subject culminating in\na big unsolved problem in tandem, up and down, from its first appearance\n\nto the present time. So with the tariff from 1789 to 1922.\nIn 1896 a new issue presented itself. It was the money question—the\n\nproblem as to the free coinage of silver. How much did our people know\nof money and banking? Yet every principle of money of any consequence\nhas been abundantly illustrated in our own history, But our boys and\n\ngirls—our people—knew it not. ‘They had to pick up their information\nStumpduring the months preceding the election as best they could.\n\nIf the\nspeakers were their school teachers, campaign books their textbooks,\nissue was decided aright, it was not because of anything the public schools\n\nhad done for the voters when they were children.\n\nYet it was our oldest,\n\nbiggest money question simply in a slightly new form.\n\n"}
{"page": 140, "printed_page": null, "text": "136\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIf we leave it to our boy to pick up his knowledge of labor-capital matters until after his school life, when he becomes affiliated himself either\nwith one or with the other class, will he ever be able to balance up correctly the arguments for and against collective bargaining, for and against\nthe closed shop.\nBut Illinois\nIllinois is an important agricultural and industrial state.\nretains the general property tax. Economists and schoolmasters together\nhave never been able to teach her anything along this line. In its workings\nour general property tax is as bad as it can be, and is constantly getting\nworse.\n‘The fair cash value of realty is put down, upon the average, for\nabout forty percent of what it is. Intangible property is hardly found at\nall for purposes of taxation. As to tangible personalty the situation is not\nmuch better. According to the official reports, Chicago has one clock or\none watch for each thirteen acres. “They have great trouble up there telling the time of day. They tell it by the position of the sun, or moon and\nstars, by when the whistle blows, or when the train goes. “They have\nadopted daylight-saving time. That helps somewhat.\nNow, we have had\ntax commission reports galore. We have voted upon constitutional amendments—all in vain. “The people will not vote upon the amendments proposed, and they lose for lack of a majority of all the votes cast at the\nelection. And yet everybody is “kicking” about taxes. Every class thinks\nit is the class especially abused. Forty years ago an able tax commission declared our system ‘“‘a school for perjury fostered by law.”\n‘The Illinois\nState Teachers’ Association, in an effort to enlighten its members, politicians, and the people generally, published and circulated a book of nearly\n70 pages upon Taxation in Illinois. But we have gotten no results. A\nProposed Constitution has been voted down. And still our people “kick.”\nEven the example of other states, where economists have been listened to,\nhas been of no avail.\nThe most terrible thing about all this is that we are losing here an unexampled opportunity to teach the most invaluable of lessons in democratic\ncitizenship.\nWhen I was a youngster, we boys used to have a sort of\nvolunteer fire company.\nIf the fire bell rang, even in the dead of night,\nwe boys scrambled out of bed and ran down to the engine house. We\ndragged out the old fire engine and pulled it off to where the fire was.\nWe carried things out of the burning house, we pumped the near-by wells\nand cisterns dry in our efforts to put out the fire. And if I didn’t crawl\nout when the bell rang—if I wasn’t at a fire—although the other boys\nknew, of course, it was only because I had not heard the bell—then it was\nnext to impossible for me to live through the next day at school. Life\n\nwas miserable for me. Wearing a new pair of boots was happiness by\ncomparison.\nBut nearly fifty years have passed. When the fire bell rings, I no longer\ntumble out of bed. I count the strokes of the bell, conclude that that fire\n\n"}
{"page": 141, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n137\n\nwill not bother me, turn over, and go to sleep. And the next day nobody\naccuses me of not having done my duty. Nobody makes life miserable for\nme.\nHow comes it? Am I no longer patriotic?\nFires are being attended to much more effectively than when I was a\nboy. While I sleep, trained men, men in rubber garments, men all the\nwhile on their jobs, with modern equipment, with a daring and skill that\nis marvelous, are working like tigers to extinguish that fire, to save the\nproperty and possibly lives of persons imperiled. They don’t wait for me.\nThey don’t want me around. I should merely be in the way.\nBut my responsibility in these matters has not lessened.\nMy duty to\nhelp put out fires is no less than it ever was. It is my duty, too, to help do\nscores of other things. I may rightly be asked to help care for the poor,\nfor the insane, or to help police the streets, build the sewers, lay the water\nmains, build the hard roads, sweep the streets. Yet I cannot in person do\nthese tasks. I am no policeman. ‘The awful wailings of the insane would\nmake me as crazy as they. I cannot wield a spade or a broom or mix conIn this\ncrete. But the states does not ask me to, directly and in person.\nday of specialization and cooperation the state does not want me to. The\nstate expects of me just two things—the state expects me to pay my tax\nand to do my own job well. For taxpaying is an essential part of the\ngreatest of all cooperations—the cooperation that is good citizenship, that\nis real democracy, that is civilization.\nOne of my good friends is much impressed by a writing of one of our\neconomists upon “‘the forgotten man.”\nNeedless to say that this forgotten\nman is the taxpayer.\nBut I should like to write something on “the man\nwho forgets”—who, in my humble opinion, is also the taxpayer. In one of\nmy classes in taxation one day we spent a few minutes making a list of\nthe things that the taxpayer gets in return for his money. We had found\n70 when the bell struck. I extended the list to 100 afterwards.\nIt could\nhave been made much longer. ‘The little the state spends for me it spends\nordinarily much better than I could expend it for myself.\nIn Illinois our state teachers’ association three years in succession\nadopted a strenuous resolution calling for more social science in our schools.\n\nOnly as we get it, can economists, with the aid of the teachers of the country, grapple effectively with the problems continually arising out of our\nindustrial\n\nenvironment.\n\nWe\n\nneed the emphasis of the economic\n\nside of\n\nhistory and geography, arithmetic, and literature, both in the grades and\n\nAnd in the high school, too, should be required\nin the high school.\neverybody, economics and sociology, or a year of general social science.\n\nof\n\nA year should be looked upon as a minimum requirement in these lines.\nTwo years or even three years would not be unreasonable.\n\n"}
{"page": 142, "printed_page": null, "text": "NaTIONAL EpUCATION ASSOCIATION\n138\nee\n\nCONTRIBUTION TO AMERICAN LIFE BY THE\nTEACHERS OF VOCATIONS |\nADELAIDE\nFEDERAL\n\nS.\n\nBAYLOR,\nBOARD\n\nFOR\n\nHOME\n\nECONOMICS\n\nVOCATIONAL\n\nEDUCATION,\n\nCHIEF\n\nEDUCATION\n\nSERVICE\n\nWASHINGTON,\n\nD. C.\n\nA non-parasitic citizenship, a supply of trained workmen to meet the\ndemand, the utilization to the fullest extent of our national resources, and\nthe conservation of both material and human resources, are fundamental in\nthe development and maintenance of wholesome, national life. This is\ntrue in any form of national organization, but especially is it true in a\ngreat democracy like America.\nThe consummation of these desired ends demands:\n1. A greater democratization of education. Our schools are called public schools, but only a small percent of those who enter go beyond the\nsixth grade. Public school education has been adapted to the needs of\nthe few, not the many.\nAbilities, interests, aptitudes, and ambitions of\nmore than 60 percent have been influenced to a very small extent by the\nschools. A nation like America, dependent for its very existence on the\nstability of its citizenship, requires that facilities for education be constantly\npresent to meet the demands and needs of all. In other words, it calls for\nan educational organization to meet the aptitudes of the many, not the few.\n2. New attitudes and ideals on the part of the public as to the real\nfunction of education.\nThe American people have not yet divorced themselves from the idea that\neducation is to enable one to escape work, rather than to promote his\n\nefficiency to do a better piece of work.\n\nParents still say ‘‘we send our\n\nchildren to school that they may never have to work as we have done.”\nThere is still a desire to rear children to escape hard work. This is probably\nnot so true for work not involving manual labor, but it prevails in all types\nof activities. “That is why businesses fail—it is the attempt at short cuts\n\nto success where neither brain nor hand has been experienced sufficiently to\nmake a stable enterprise.\nThe function of the schools in education is not to train youth to escape\nwork, but to train them to use their abilities, aptitudes and interests\n\nefficiently in worthwhile undertakings.\n\nGreater modification of the ideals\n\nand attitudes of the American people, therefore, toward the objectives of\neducation as it relates to work must take place if the elements that contribute\nmost largely to American life are brought to pass.\n\n3. A greater appreciation of the social value of work. With changed\nideals and attitudes as to the real function of education goes a third essential in developing wholesome national life in America, and that is a\n\nwithbaited!\nnoel SdanGERPeeeet icicieey sa\n\nMea\n\napreciation of values, both vidual\nand a sr iia: rie\nemergencies.\nIt is the people who ome eae a x\nTee.\none specific vocation, > who do not lose co urage\naanin te\nee\nthe ee\nface of ohindustrial\n\n"}
{"page": 143, "printed_page": null, "text": "ja\n\nee\n\nEE\n\nGENERAL SESSIONS\nSOS a\na\n\nhe\n\n139\n\ncrises. “Chey are the ones who can be depended upon to carry the nation\nthrough economic stress and contribute most largely to the rehabilitation\nthat will follow after periods of business and financial depression.\n\n4. An expanded recognition on the part of school people of the contribution that can be made by laymen to the educational program.\nAs we extend our organized educational program beyond the pale of\nthe small percent of youth who continue in elementary school, high school,\nand college, and open up facilities for educating adults and youth, who in\nthe terms of schoolmen and women have “fallen by the wayside,” we open\nup a new world and new conditions untouched in large part, heretofore, by\nthe school organization. We, as school people, need much aid from laymen\nin developing the best kind of educational program for these youths and\nadults. “The course of study and plans for work in public schools cannot\nbe cut down and made over like father’s trousers for Johnny, if we expect\nthis undertaking to succeed. “The program must be based on actual conditions and needs with which the school man is totally unfamiliar and the\nlaymen must come to the rescue.\nIt is in the achievement of these means to the end of creating a citizenship of non-parasites, an ample supply of trained workmen for all types of\nvocations, the utilization of our national resources and conservation of both\nmaterial and human products that the teacher of vocations makes his contribution to American life. He seeks the 60 percent of drop-outs as well as\nthe 40 percent of stay-ins of the public schools, studying their special aptitudes and abilities, the responsibilities to be met in the vocation which they\nhave already entered or seek to enter, and endeavors to train them to render\nlarger service in this field. He creates attitudes and ideals in regard to\nthe purpose of education, whether he be a teacher of law, medicine, teaching, carpentry, plumbing, or homemaking, and increases the number of those\nwho regard education as having for its purpose the doing of work more\neffectively, rather than the escape from it altogether. Through his teaching, the youth and adult of the land have a higher regard for work of all\nkinds, whether of brain or hand, and refuse to become dependents of the\nstate,\n‘Trained workmen are supplied to meet demands.\n‘Through the\nteacher of vocations, youths and adults are trained to handle material and\nhuman resources economically and effectively, and have a keener appreciation of the limits of supply and the great need for conservation.\nIn order to utilize the multitude of new inventions and discoveries that\nare rapidly emerging, it is necessary that new devices, new operations, and\nnew methods be developed and disseminated as rapidly as possible. ‘The\nteacher of vocations is a large contributing factor to this process.\nThe real teacher of vocations constantly has in mind and brings to those\n\nunder his guidance, the triple aspect of producing, distributing, and consuming. ‘These go hand in hand. Raw products are constantly consumed\n\nin production.\nManufactured products are consumed in the institutions\nfor which they are made. On the basis of consumption rather than production, does the home today claim a place in the ranks of vocations.\n\n"}
{"page": 144, "printed_page": null, "text": "NATIONAL\n\n140\n\nEpUCATION\n\nASSOCIATION\n\nyear by the\nIt is estimated that ten billion dollars are expended every\ns exenormou\nthis\nIn\nwomen of this country for home and family life.\nd in\nprovide\nbe\nmust\nthat\ntraining\npenditure girls and women need careful\nstandthat\ne\npurchas\nand\nn\nselectio\ntheir\nthrough\nis\nthe public schools. It\nards of family and social life are determined, so fundamental to successful\nnational life.\nThe teacher of homemaking is as truly a teacher of vocations as is the\nteacher of any wage-earning pursuit. The future of America depends upon\nthe success with which the complex social and economic problems of today\nare solved; and most of these problems are closely connected with produc-\n\ntion, distribution, and consumption. All these are invaluable as contributions to American life.\nThe American teacherof vocations is training for selection, purchase,\nand wise utilization in production, distribution, and consumption, for the\ndevelopment of social and national standards in American life, and for\nwholesome social relationship in professions, in industry, in agriculture, and\nin the home.\n\nCONTRIBUTIONS TO AMERICAN LIFE\nTEACHER OF GEOGRAPHY\nERNA\n\nGRASSMUCH,\nOF\n\nDIRECTOR\n\nPUBLIC\n\nOF\n\nGEOGRAPHY,\n\nINSTRUCTION,\n\nSTATE\n\nHARRISBURG,\n\nBY\n\nTHE\n\nDEPARTMENT\nPA.\n\nGeography is no longer cartography.\nIt has become the description of the earth as the home of man.\nIt is\nan interpretation of life, in the various regions of the world, in terms of\nthe air, land, and water of this planet. It is a combination of the former\npolitical, economic and physical geography—a scientific analysis of the\ninterrelation of the human, plant, and animal activities and the various\nelements of natural environment, such as climate, soil and topography.\nThe time is fast approaching when the professional standing of an educational institution, be it elementary school, high school or college, will be\nmeasured in part by the standard of its work in geography.\nThere are\nmany reasons for this measuring stick.\nGeography has come to play an important part in the economic and\nspiritual life of the world.\nThe teacher of geography acts as a clearinghouse of information.\nTo\nher adults turn in considering possibilities for carrying on certain ues of\nindustries and in finding centers of recreation.\nIn business life trained\ngeographers are employed as advisors in steel corporations, ean farms\ndepartments of agriculture and commerce, and in conducting economic\nsee\nveys, such as that in Cincinnati. Through lectures to such organizations\nas women’s clubs and men’s service clubs, the teacher of geography\nis\n.\n;\n:\napplying a geographic viewpoint to the analvsi\nnational\nof\nysis\nand interna\n:\nproblems.\ntional\n\n"}
{"page": 145, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n141\n\nEducation trains individuals how to earn a living, and how to make\nliving more worth while. By means of the geography work, the teacher\naids the pupil to acquire a basic knowledge of geography and to develop\nhabits and skills that enable him to become a selfreliant worker, using\nthe proper geographic tools in earning a living, and also in making living\nmore worth while for himself and others. Every vocation has a definite\n\ngeographic background and every trip taken as a means of recreation can\nproduce broader results if it be taken “with geographic eyes.” Through\nhis geography work, the child also develops an attitude of “world mindedness,” as applied to the local community, the state, the nation, and the\nworld.\n‘Thus, the teacher of geography establishes a proper balance of\nemphasis in building courses of study by the careful distribution of local,\nstate, national, and world geography.\nPatriotism without geographic understanding based on uptodate facts\nand principles is mere froth, an effervescence that appears under stress of\nwar but disappears when legislatures are in session and compromises on\ngreat national questions are considered.\n‘The north cannot live without\nthe cotton of the south because the long, cold winters will not permit\ncotton to grow in the north. ‘The west, with its mild, moist climate needs\nthe bleaker\n\neast as a market.\n\n‘The south, with\n\nits climatic\n\nadvantages,\n\nwould starve without the market of the north.\nThe national citizens of the United States must know accurately how,\nand to what extent, the elements of natural environment are holding the\ndifferent sections of our country together. He must be more than a citizen\nof California, of New York, or of Chicago. It is the teacher of geography\nwho trains him to understand the interactions between the plant, animal,\nand human life and the elements of nature in each of the specific regions\nof the United States. There is no climate of the United States; there are\nmany climates.\nBut this citizen, whom we, as teachers, are helping develop through education must know more than local, state, and national geography.\nHe\nneeds to understand why the people of the United States, living in the\nerate forest belt, can no longer live unto ourselves economically.\nOne need mention only a few of the tropical products, rubber, coffee,\nHe\nbananas; or a few of the cold region products, furs and minerals.\nrequires a knowledge of the earth, as organized into climatic belts, vegetation regions, topographic levels, soil regions, forest and water resource\nareas, and the geographic reasons for each type.\n\nOnly with this background can the citizen understand what is meant\nby economic independence. ‘The teacher of geography supplies the technic\nand the tools whereby the student learns to see life from the world viewpoint.\n\nWhat\nour\n\nof the geography\n\ncountry?\n\nHis privilege\n\nteacher’s contribution\nand\n\nresponsibility\n\nto the spiritual life of\nis to introduce\n\nthe child\n\nor adult to the great work of God as revealed in the mountains,\n\nplateaus, equatorial forest, polar regions of the earth.\n\nplains,\n\nBut it is also his\n\n"}
{"page": 146, "printed_page": null, "text": "142\nSele\n\nae\n\nNATIONAL\na\n\nEpucCATION\n\nASSOCIATION\n\nof diresponsibility to lead the students to understand the interrelations\nbroadens\nnding\nundersta\nSuch\nman.\nversified areas on each other and on\none’s vision; one’s belief in an Almighty Power is strengthened by the\nunderstanding of and reverence for His handiwork. The teacher of geography brings close to the students these major aspects of the earth itself,\nso that we may be more grateful for the tremendous material advantages\nthat we, in the United States, have over many other sections of the world.\nMoreover, these students are led to speculate regarding the probable future\ninfluences of these young mountains, valleys, dry deserts, and tropics, not\nmerely on human activity but also on animal and plant production.\nThe teacher of geography interests others also in the relation of natural\nenvironment both to the economic and to the cultural life of the various\npeople; to their art, music, literature and ethics. The climate of northern\nEurope, for example, determines the Gothic arch in architecture, and\nsparse rainfall dictates the shape of the Bedouin’s tent!\nOur Hell was conceived as a place of intense heat but it suited th\nNorseman for his Heaven.\nThe Tibetan form of marriage is reasonable\nin Tibet, but it would not be tolerated in the United States.\nThus, the teacher of geography contributes to American life a background of knowledge of interrelations between life activities and elements\nof natural environments.\n‘This knowledge develops in students a longing\nto know the truth about the earth and its people and other resources\nso that they may say, with Edna St. Vincent Millay:\nThe world stands out on either side\nNo wider than the heart is wide;\nAbove the world is stretched the sky,\nNo higher than the soul is high.\nThe heart can push the sea and land\nFarther away on either hand;\nThe soul can split the sky in two,\n\nAnd let the face of God shine through.\nBut East and West will pinch the heart\nThat cannot keep them pushed apart;\nAnd he whose soul is flat—the sky,\nWill cave in on him by and by.\n\nCONTRIBUTION\nH.\n\nW.\n\nSHRYOCK,\n\nOF THE TEACHER OF LITERATURE\nAMERICAN LIFE\nPRESIDENT\nUNIVERSITY,\n\nSOUTHERN\n\nILLINOIS\n\nCARBONDALE,\n\nSTATE\n\nTO\n\nNORMAL\n\nILL. :\n\nThe first and most utilitarian among the contributions that the teacher of\nliterature may make to the enrichment of American life is the development\nof vocabulary. In order to think the widest range of thought and to think\nthese thoughts with the sharpness of discrimination that is the crowning\nglory of human thinking, every person should have a large vocabulary. The\nnewest dictionaries list more than 450,000 words. The man who runs down\nthe columns of the dictionary and does not recognize one word in nine, or\n\n"}
{"page": 147, "printed_page": null, "text": "eerie\n\nGENERAL\nOg\n\nree pre\n\nSESSIONS\nee\nee\n\n143\n\na total of 50,000, is intellectually poor. Each of us has a “home vocabulary” of about five thousand words. All of the rest of the fifty thousand or\nmore we must acquire from various outside sources.\nAll studies will, of\ncourse, enrich vocabulary, but literature makes the largest single contribuuon, and it is a vitalized vocabulary that literature contributes; furthermore,\nfamiliarity with literature gives phrasal power to some degree at least. The\nteacher of literature cooperates best with the teacher of rhetoric and composition when he develops in the student some capacity for feeling what\nKeats called “the intoxication of the fine phrase.”\nWithout some familiarity with the best in English and American literature the speech of our nation would inevitably tend more and more toward\ndialect and provincialism.\n‘The one thing that maintains unity in the\nspeech of the Anglo-Saxon race is the fact that we have as our common\nheritage a long line of literary treasure from Hamlet to The Scarlet Letter.\nIn the refining and humanizing of American life the influence of literature can perhaps scarcely be overestimated.\nThere are certain arts and\nart products that have as their special field of activity that refining, sensitizing, and disciplining of the emotions that we sum up in our word culture,\nbut only one of these humanizing agencies was effective among our pioneer\nancestors.\nOur forefathers were virile men, capable and ambitious, but\nin general coarse-fibred.\nA gentler race with finer culture must have\nfailed in the rude struggle for existence. These pioneers came into a land\n“where the king’s writs could not run,” and their only protection lay in the\nuplifted hand ever ready to smite, and in the quick finger upon the hair\ntrigger of the rifle. To this overmastering stock pictorial art and statuary\nart were\n\nnon-existent,\n\nbecause\n\nthese frontier\n\npeople never\n\nsaw\n\nstatues or\n\npictures, music existed for them only in its simplest and crudest forms,\nsignificant architecture never once beckoned to them.\nLiterature was\nthe only one of these refining influences that found its way into the wilderness with them. ‘The pioneers had but few books, but fortunately some of\nthese were the works of the masters or were made up of extracts from the\nmasterpieces of the world’s-literature. “The pioneer boy, Abraham Lincoln,\nragged --d uncouth was rich in the possession of a copy of Shakespeare’s\np.ays. The sonorous vhrasings of the King James version of the Bible, and\nthe purple patches constituting the extracts from literature making up the\nold McGuffey’s\n\nReader,\n\nthe National\n\nReader,\n\nand the elocutionary selec-\n\ntions of the day; these all combined to “intenerate the granite” of the national character.\nOne of the ministries of literature is ‘‘to make the world seem less forlorn\nand life more like a holiday”; to “other us,” to transport us, to lift us out\n\nof ourselves, to dull the heartache or at least to rose tint the gray skies\n\nof sordid everyday life that shut us in, and to stir within us vicariously a\nsense of romance. ‘The merchant, the carpenter, the farm boy, each of us\nmay fare forth with the hero and heroine of long ago\nWhere cool and broad the waters run\nThrough leagues on leagues of poplars gray,\nBeneath the veiled soft southern sun\nMay wander forth of yesterday;\n\n"}
{"page": 148, "printed_page": null, "text": "NaTIONAL EpucATION ASSOCIATION\n144\ne\nae\nee\nne\nGo Maying in that ancient May\nWhose fallen flowers are fragant yet,\nAnd linger by the fountain spray\n\nWith Aucassin and Nicolette.\n\nThe pages of literature are rich with pictures that reflect the beauty of\nthe objective world, and, better still, beauty in the moral world; this leads\nto the highest function in literature and to the noblest work of the teacher\nof literature, the setting up of ideals. The Greeks placed in the gynaeceum,\nthe intimate rooms of parents and children, the glorious forms of sculpture\nthat Greek art created; so that in moments of joy or grief, of passion or of\npain, the parents and children alike might see before them those matchless\nforms, forms so perfect that life itself seems to throb through the lucent\nmarble; to the end that the child might somehow grow to be like these\nserenely beautiful images of the human form divine. With a skilful teacher\nliterature may serve a like purpose in moulding the spiritual nature.\n\nTHE POLICY OF THE NATIONAL EDUCATION TOWARDS\nPRIVATE FOUNDATIONS AND OTHER\n“NATIONAL ORGANIZATIONS\nWALTER\n\nP. MORGAN,\n\nPRESIDENT\n\nTEACHERS\n\nCOLLEGE,\n\nOF\n\nTHE\n\nWESTERN\n\nMACOMB,\n\nILLINOIS\n\nSTATE\n\nILLINOIS\n\nIt is thought best to treat the two parts of this topic in the reverse order\nto that in which they are given. In dealing with the second part, “other\nnational organizations,” it is understood that these organizations are educational in their bearing and that they have a national influence.\n‘There,\nare, however, many educational organizations which though sectional in\nname have a very definite national bearing. The North Central Association of Colleges and Secondary Schools is such an organization, for since its\nbeginning in 1896 it has steadfastly widened its field until it has become\nnational in influence because its standards are accepted by like organizations throughout the United States.\nBesides such cases, each state, with one or two exceptions, has its own\neducational association which is related to and affiliated with each other\nstate association and with the National Association in such a way that it\ntoo is national in its scope.\nIf we omit such organizations as these, however, there are still, in Bulletin 16, for 1926, of the Bureau of Education, entitled ““A Handbook of\nEducational Associations and Foundations in the United States,” listed\nsixty-three organizations containing within their titles the word “Amerjcan,” such as American Association of Junior Colleges which leads one\nto\nbelieve that they consider their missions national in scope. Besides in\nthe\nstatement of its purpose the organization referred to extends its field\nto\ninclude all junior colleges without regard to their locations.\nThere are eighty other educational organizations each of which con-\n\n"}
{"page": 149, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n.\n\n145\n\ntains in its title the word “National.”\nThis indicates that the group\nextends its field to the whole United States and purposes to work\ntherein.\nIn this same bulletin are listed fifteen foundations and two funds\neach\nof which is nationally interested in some phase of education or educatio\nnal\ninvestigation.\nWe have, therefore, over one hundred fifty national organiza\ntions working in some portion of the field of education in the United States,\nand\nyet only seventeen educational organizations of any sort are listed as\naffliated or having a definite cooperative relation with the National Education Association. These are: Department of Elementary School Principals; Department of Superintendence; National Council of Education ;\nDepartment of Adult Education; Department of Business Education ;\nDepartment of Classroom Teachers; Department of Deans of Women;\nDepartment of Kindergarten Education; Department of Music Education; Department of Rural Education; Department of School Health and\nPhysical Education; Department of Science Instruction; Department of\nSecondary School Principals; Department of Social Studies; Department\nof Visual Instruction; Department of Vocational Education; and the\nAmerican Association of Teachers Colleges. Thus not more than one in\nten of the national organizations to promote education is affiliated with\n\nour organization\n\nnor\n\nare the two\n\nexcept the state associations\n\nhundred\n\nmentioned\n\nfifty sectional organizations,\n\nin the beginning,\n\nthat there is any working basis between it and them.\n\nso related to it\n\nNeither has there\n\nbeen any definite attempt to establish any cooperative relationship between\nthis association and the various foundations included in the group mentioned.\nIt would seem that many if not all organizations working in the common cause of education ought to be affiliated in some rather intimate way\nin this work and that the National Education Association ought to have\nsome helpful policy towards them. On the other hand this relationship\nought not to be such that this association would seem to dictate to any\neducational organization either as to its scope or purpose and procedure\nnor should this association be in any way placed in the position of having\nany other organization, even though engaged in educational work, hamper\nits activities, restrict its field or thwart its plans. Whatever relationships\nDan\ndo exist should be for the common good of both organizations.\ninto\nexamine\nwe\nif\nreached\nSome notion of the present policy can be\nthe relationship\n\nwhich\n\nthe National\n\nEducation\n\nAssociation has developed\n\nwith such educational organizations as have been willing to affiliate with it.\nIt has permitted its own departments to hold their meetings when they\ndesired and where they preferred. It has allowed them to study such topics\n\nand publish such findings as seemed to meet the needs of these departments\nwhile promoting their best interests. It has granted these departments\nthe privilege of prescribing their qualifications for membership and setting\nthe fees therefor. All have exercised their own initiatives in directing the\nwork of their departments.\n\n"}
{"page": 150, "printed_page": null, "text": "146\n\nPe\n\nNaTIONAL\n\nee\n\nibd\n\nEpuUCATION\n\nene i\n\nASSOCIATION\nSS\n\nand as\nAs a member of the American Association of Teachers Colleges\nof the\npolicy\nthe\nits present secretary I think I can show to some degree\nafhliare\nwhich\ntions\norganiza\nthe\nNational Education Association towards\ned\ndevelop\nbeen\nhas\nwhich\nplan\nworking\nated with it by explaining the\n\nbetween it and the organization which I represent.\nThe American Association of Teachers Colleges is the outgrowth of\nan organization which was started among the normal school presidents of\nthe north central states about twenty-five years ago. Only four or five presi-\n\ndents were interested in the organization which they called “The Council”\n\nat first, but their enthusiasm soon attracted others to membership and the\norganization came to include most of the presidents of normal schools and\nteachers colleges in the north central section of the United States. The\norganization was called “The North Central Council of Normal School\nPresidents” and still the National Education Association took little or\nno note of its existence for it was not a national organization.\n‘The\norganization, however, grew rapidly and extended its territory until about\nten years ago when it adopted the name “National Councilof Normal\nSchool Presidents and Principals.”\nEven this organization had little\nrecognition from the National Education Association except the expression\nof a kindly educational approval for its field was not developed and its\npurpose was not very clear although this was being rapidly formulated.\nAbout this time there began the very rapid development of state teachers\ncolleges and their presidents while members of the National Council of\nNormal School Presidents and Principals organized a smaller group\namong themselves and later called this group ‘““The American Association\nof Teachers Colleges.” ‘This latter organization rapidly increased in size\nand at Cleveland in 1923 after a joint committee had developed a plan\nthe National Council of Normal School Presidents and Principals and the\nAmerican Association of Teachers Colleges were combined under the\nname of the latter.\nDuring this growth and this transition into a national movement the\nNational Education Association had continued its friendly educational attitude and during the latter days had made indirect advances towards affiliation, but it remained for the individual members of the American Association of Teachers Colleges to bring about a little closer relationship by an\nappeal to the National Education Association for consideration by one\nof the departments of the National Education Association.\n‘This was at\nthe time when the Department of Superintendence showed a tendency to\nrefuse membership to educators not actively engaged in public school administration accompanied by a further tendency to discourage any other\norganizations from holding their meetings at the same time and place with\ntheir own annual meeting unless all were members of the Department\nof Superintendence.\nThe American Association of Teachers Colleges and its predecessors had\nadopted the plan of holding its annual meeting on the two days preceding\nthe meeting of the Department of Superintendence and many of the presi-\n\n"}
{"page": 151, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n147\n\ndents desired to remain and attend the meeting of the superintendents, too.\nHence these presidents and the American Association of Teachers Colleges\nwere disturbed by these tendencies on the part of the Department of\nSuperintendence, but the whole matter was very easily adjusted through\nthe good offices of the National Education Association so that the American\nAssociation of Teachers Colleges holds its annual meeting as has been its\ncustom and such of its members as desire take active membership in the\nDepartment of Superintendence and secure all of the benefits of that organization.\nThis incident, however, made the National Education Association more\naware of the American Association of Teachers Colleges and its aims and\nshowed the American Association of Teachers Colleges the value of more\nfriendly educational and administrative relations with the National Education Association so that later it was not very difficult for the American\nAssociation of Teachers Colleges to be persuaded that it would be to its\nadvantage to become a department of the National Education Association.\nIt became about finally in this way: The secretary of the National Education Association set forth to the American Association of Teachers Colleges\nthrough its secretary what his association could do for the latter association\nand what advantage this would be to the former. He explained that the\nNational Education Association has research experts for some of its departments now and that it is willing to use these experts insofar as their\ntime will permit or employ additional experts to work on problems of\nmutual interest to the two associations and adjust the cost equitably to\nthe two associations. He further stated that if the American Association of\nTeachers Colleges had a major problem of research which did not have a\nbearing on the problems of the National Education Association he would\nstill be glad to have the American Association of ‘Teachers Colleges employ\nits own research workers and either add them to the research department\nof the National Education Association or permit them to confer with this\ndepartment for advice based on its unusual experience.\nAnother *-‘-t of interest lies in the fact that as a department of the\nNational Education Association the American Association of ‘Teachers\nColleges is entitled to have the proceedings of its annual meetings published\n\nin the Proceedings of the National Education Association and thus get\nadditional publicity for these proceedings, but it can also put them out\nbound separately as its own yearbook at about two thirds the cost of an\nindependent effort since the same “‘set up” answers the purpose of the National Education Association as well as its own.\nStill another point of value lies in the publicity which the American\nAssociation of ‘Teachers Colleges gets for itself and its programs through\nIts programs\nthe publicity work of the National Education Association.\nand\n\nreports of its meetings\n\nare carried\n\nin\n\nare announced\n\nin.the Journal\n\nthis journal.\n\nIts programs may be printed with the programs for the De-\n\npartment of Superintendence along with the programs of all affiliated\norganizations which meet at that time. Through the publicity department\n\n"}
{"page": 152, "printed_page": null, "text": "NaTIOoNAL\n\n148\n\nEpucaTIon\n\nASSOCIATION\n\neach day’s program as presented at the annual meeting may be given to the\npress and published throughout the country.\nFurthermore through this plan of affiliation the American Association\nof Teachers Colleges and its program are sponsored by an organization\nwhose membership is given in hundred thousands while its own membership is but one hundred fifty.\nWhy such magnanimity on the part of the National Education AssociaIts\ntion? This Association is working in general in behalf of education.\nofficers and management are pledged to the promotion of all that is good\nin education in this country.\nIts membership is largely composed of men\nand women who have been trained in these teachers colleges and like institutions and who themselves are interested in education in its every aspect.\nThey are members of the National Education Association because they are\nvolunteers in the army of teachers fighting for a better education of the\nyouth of this country that these youths as our successors may bring a\nhigher type of citizenship to this nation. Such a policy therefore towards a\ntype of education like that promoted by the teachers colleges of the United\nStates engenders confidence in the organization administering that policy,\nincreases its membership and in turn empowers it to more fully promote\nits policy and justify its existence.\nThis is not the only example which could be cited. ‘There are other\ndepartments of the National Education Association whose experience and\nfinal affiliation are even more interesting but I am not so familiar with\nthem. There are, too, many other organizations like the American Association of Teachers Colleges whose primary problems or fields are of an\neducational type which is closely correlated with the problems and varied\nfields of this association and they too should join us in this movement to\nunify and solidify educational effort. Certainly the following organizations are a few of them that could be so affiliated if their titles and avowed\npurposes indicate at all their missions:\nThe\nThe\nThe\nThe\nThe\nThe\n\nChild Study Association of America\nAmerican Child Health Association\nAmerican School Citizenship League\nNational Child Welfare Association\nNational Committee on Research in Secondary Education\n-National Council of Primary Education\n\nIn passing it may be in place to remark that the titles of the many\neducational organizations listed in the Bulletin elsewhere referred to in\nthis paper indicate that there is much overlapping of their fields and probably some dissipation of effort.\nI believe we might bring much better\nresults if all educational organizations combined in a single colossal drive\nupon one or more of the strategic points which must be captured before\neducation can march forward unmolested.\nWho shall advise or attempt this consolidation of effort? May not the\nNational Education Association at least offer its council chambers for a\n\n"}
{"page": 153, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n149\n\nconference in this direction with a hope that all educational effort may\ndirect itself to the end that the battle for education may be more decisive\nand have fewer educational casualties.\nOne other form of educational organization needs special consideration\nin connection with the policy of the National Education Association.\nI\nrefer to that group of organizations commonly called foundations.\nFrom\nthe standpoint of their educational purpose the policy of this association\ntowards them may readily be the same that it has been towards its own\ndepartments as described above. ‘That is, from this standpoint the policy\nof this organization towards them may well be friendly, cooperative and\nsupervisory.\nBut from the standpoint of their financial support and sometimes from the standpoint of the personnel of their administrative bodies\nit may be necessary to vary the policy somewhat.\nThe Carnegie Foundation for the Advancement of Teaching states its\npurpose as follows: ‘“To do and perform all things necessary to encourage,\nuphold, and dignify the profession of the teacher and the cause of higher\nIt provides retiring allowances and pensions for teachers.\neducation.”\nIts management is vested in twenty-five trustees, eminent in education or\nother public service. This statement of the purpose of this foundation as\nwell as the provision for its administration gives conclusive evidence that\nit intends to enter a field where the National Education Association may\nwell lend a hand and offer every encouragement.\nIf however, it should\nturn out that this foundation is maintained by funds secured by the unscrupulous oppression of men and women unable to defend themselves,\nwhich funds are offered as a peace offering to the educational public while\noppression from which they come grows ever less endurable, then the policy\nof this association towards the Carnegie Foundation might with propriety\nbecome unfriendly and condemnatory if not one of open warfare.\nIt is\nmy opinion that happily no such cause for an unfavorable attitude on the\npart of this association exists nor does any other condition obtain such as to\ndebar the most friendly relations so far as I am personally aware.\nNevertheless it it should happen at any time that the Carnegie Foundation’ should offer an unusual salary to a member of this association on\ncondition that he should obtain an appointment at the hands of this association to head a committee to do research work of one type or another\nfor this association we might well ask ourselves whether the acceptance of\n\nsuch a salary will leave our member unhindered and unafraid in his search\nfor the truth.\n\nIn fact if a foundation\n\noffers funds for any purpose\n\nbut\n\nputs restrictions on the offer the restrictions must be analyzed carefully\nA,\nbefore the funds or the offer are accepted.\n\nour association or its\nIf a foundation desires to express its confidence in\nseems to me if that\n1t\nive\nexpress\nmore\nbe\nwould\nmembership as such it\n\nfoundation\n\nwere\n\nto give funds outright to this association to carry on\n\nfoundation\nresearch work in a field which may be prescribed by the\n\nbut\n\nwithout further restriction as to the persons who shall do the work or\n\n"}
{"page": 154, "printed_page": null, "text": "150\n\nNaTIoNAL\n\nEpuCcATION\n\nASSOCIATION\n\n‘This association must conduct its own\nthe findings they may publish.\naffairs and its members as such must be responsible to it alone.\nThe purpose of the General Education Board is given as this: “To\npromote education within the United States without distinction of race,\nsex, or creed.” This is an undertaking in which this association might\nBut if in the personwell join hands with the General Education Board.\nnel of the administrative body of that board which publishes reports, studies\nand occasional papers on phases of education there are men and women\nunfriendly to public education, these reports, studies and papers may show\ndistorted diagnoses and prescribe surgical operations which will maim the\nvictim when his case needs only rest, fresh air, wholesome food, and warm\nsunshine.\nSome would try to refute the above statement by affirming at once that\nsuch reports, studies and papers are the result of scientific investigations\nand that a scientist discovers the same facts whether he be friendly or unfriendly to the subject of his investigation.\n\"This affirmation is in large\nmeasure true, but even so, a correct diagnosis stating the ailment is the\nimportant thing in the case in order that the proper prescription may be\nwritten and administered.\nBut diagnosis is a personal reaction to a set\nof facts or conditions, and personal reactions depend upon the attitudes of\nthe diagnostician towards the facts or conditions at hand.\nTo illustrate the point I desire to make, let me suggest this: A physician\nis called in to visit a sick child. He discovers the child’s temperature, the\nrapidity of his pulse, the redness of his throat, the flush of his skin, the\ncoat on his tongue and likewise his blood pressure. He diagnoses the case\nas measles and prescribes the proper treatment for measles.\nAfter much\ndelay the child begins to show slight improvement and later recovers but\nto a neighbor who has taken four children through attacks of scarlet fever\nthe scales from the skin of this child revealed the fact that he too had\nscarlet fever and not the measles.\nIt is only fair to say that the symptoms for measles and scarlet fever\nare much the same, but had a physician who was familiar with scarlet fever\nand therefore sympathetic with its victim examined the above case he\nwould have diagnosed it as scarlet fever and at the same time he would\nhave warned of the possibility of deafness as a resultant evil which later\ndeveloped in the above case as a further evidence of the actual ailment and\nan incorrect diagnosis.\nTo be clear, then, an educational illness needs an educational expert\nfamiliar with and sympathetic towards educational maladies in order that\na proper diagnosis may be given and a specific treatment prescribed.\nFurthermore, when a weakness is apparent in elementary education an\nexpert in elementary education should be called to analyze this weakness,\ndiscover the location of the focal infection, tell why it is present and outline\nan educational procedure which will overcome the weakness by killing the\ninfection, after which he will prescribe a procedure which will cure the\n\nmalady and prevent its recurrence.\n\nIt is better still to call in a group of\n\n"}
{"page": 155, "printed_page": null, "text": "“eee\n\net em\n\nGENERAL SESSIONS\nSSR\ngee\nen ha\n\n151\n\nexperts in elementary education for a consultation concerning the weakness for the sake of checking one against the other in determining the\ncause of this weakness and the proper treatment.\nBut what has all of this to do with the policy of the National Education\nAssociation towards a foundation? Just this. If a foundation is humanly\njust and sympathetically administered from an educational viewpoint the\nNational Education Association should have a policy to encourage it, assist\nit, and secure its affiliation in carrying out the purpose of the National\nEducation Association which is stated as follows: To elevate the character\nand advance the interests of the profession of teaching and to promote\nthe cause of education in the United States.\nOn the other hand educational surveys, inspections and investigations\nconducted by the foundations or supported by philanthropic funds should\nhave no approyal by this association, nor should it in any way participate in\nsuch surveys, inspections, and investigations unless they are conducted by\neducational experts fully in sympathy with the educational agencies which\nare being examined and even then they who plan these investigations\nshould do so by invitation or with the hearty approval of the administrators of these agencies, Furthermore, such investigations should be carried\nout only to secure a basis for constructive criticism and helpful advice.\nWhen this is the purpose of any educational investigation the National\nEducation Association may well encourage and support it with its funds\nand forces.\nBefore concluding this paper it seems well to state that the policy here\noutlined and suggested has not been submitted to the officers of this association for their approval, nor should it be considered as more than the\nview of one who has given some rather careful consideration to existing\nrelations, after which he ventured, what has seemed to him, some plausible\nsuggestions.\nFinally then it seems to me that the policy of the National Education\nAssociation te=-\"\"™other national organizations, foundations and funds\ninterested in the various phases of national education ought to be one of\nhelpfulness and encouragement leading to affiliation if by careful discernment they are found to be in the hands of conservative, sympathetic friends\nof education who hope to improve the type of education we have now,\nor even develop a higher type of education than the one now being promoted, by helpful and constructive criticism whereby the weakness and\nstrength of our educational system are treated in a kindly but relentless\nspirit with respect to the product of this system as shown in its general\ncitizenship, its moral, religious and educational leaders and its legislative,\nBut any organization, foundation or fund\nexecutive and judicial bodies.\nwhich has for its purpose anything unsympathetic to our educational ideal\nor anyone in its administrative body untriendly to public education at\n\npublic expense, to the end that every boy and girl in this republic may have\nhis or her unimpeded opportunity in the great adventure of citizenship,\n\n"}
{"page": 156, "printed_page": null, "text": "NATIONAL\n\n152\n\nEpUCATION\n\nASSOCIATION\n\nwithout quarought to be discouraged, condemned and if necessary fought\nam\nter by this association.\non by upassociati\nan\nas\nct\nselfrespe\nmoral\nour\nmaintain\nonly\ncan\nWe\nwe\ndevotion\nand\nholding our educational ideals with the same firmness\nre“The\nideals.\nnational\nour\nhave given a nation in the promotion of\nin\nonward\nstep\nevery\nwith\nd\nmultiplie\nhas\non\nsponsibility of this associati\nits\nMay\nentered.\nhas\nit\nfield\nnew\nevery\nwith\nand\nup\ntaken\nhas\nit\nthe work\npolicy ever be such that it may always fulfill its responsibility to public\neducation as a national safeguard to our institutional life during our\nprodigious experiment to demonstrate that a democracy of some type is\nthe only form of government which can survive through the ages.\n\nTHE\n\nPOLICY OF THE NATIONAL EDUCATION ASSOCIATION TOWARDS FEDERAL LEGISLATION\n\nCHARL\n\nO.\n\nWILLIAMS,\n\nNATIONAL\n\nDIRECTOR,\n\nEDUCATION\n\nFIELD\n\nAND\n\nASSOCIATION,\n\nLEGISLATIVE\n\nWASHINGTON,\n\nDIVISION,\nD. C.\n\nI am very grateful indeed to the President of the Association, not only\nfor what he has said this morning, but for all the kind things he has said\nand done throughout the twelve months of his administration.\nI think\nDr. Blair came at a time when we needed him very much. Everything he\nhas said and done regarding our legislative work has advanced the cause.\nDr. Davidson will tell you about the situation regarding the Education\nBill in Congress so I shall pass over that portion of the report.\nMore\nwork was done in the field last year than during any other year in which\nI have served you.\nI spent 150 days in the field and traveled 20,000\nmiles. ‘Thirty-eight visits were made to 23 states, in other words, 61 visits\nwere made to 40 cities. “The headquarters of 15 state associations were\nvisited. Thirty meetings of state associations were attended and one or\nmore addresses were made at these meetings.\nDuring that time many\nvaluable contacts were made and the follow-up work was done, which is a\nnecessary part of field work.\nA great mass of literature has been printed and distributed almost\nwholly upon request.\nNinety-six thousand pamphiets were sent out into\nevery state in the union, and nearly 20,000 letters were sent to individuals.\nState-wide debates were conducted in high schools and colleges in 31 states,\nand an effort is now being made to check up on those debates to find out\nthe number of people who heard them, how the decisions came out and\nwhat the general advertising effect was.\nDr. MacCracken in his report to the American Council on Education not\nlong ago stated that these debates probably were the most valuable publicity\nthe bill has had, and that if the Congress of the United States does not soon\npass this bill, there will be growing up in due time in America a large\nbody of young women and men who will be thoroughly convinced as to\nthe merits of this legislation and who will themselves demand its passage\n\n"}
{"page": 157, "printed_page": null, "text": "GENERAL Sessions\nee\neee. 1 OE\n\nes\n\n153\nsee,\n\nDuring the five years that I have served the National Education Association at Washington and in the field I have learned at least two\nor three\nvery definite things. One of the things which all of the legislative workers\nin Washington, representing great national organizations like\nours have\nlearned is that resolutions and statements have lost their force and\neffect.\n\nIt no longer makes any impression on Congress to have your secretar\ny or\nsome other secretary representing some other national association, appear\nat a hearing and present a very fine statesmanlike statement in support of\na piece of legislation which they say has been endorsed by a million or more\nmen and women.\nCongressmen immediately want to know how many of\nthese men and women believe in the legislation under consideration, how\nmany of them have made it their own, how many of them are willing to\nstand by it, how many are willing to fight for it in their own respective\ncongressional districts.\nWe have learned among other things that a resolution is not the end of\nwork for legislative measures, but only the beginning of it. The endorsement of a bill by a local, state, or national organization, to my mind,\nsimply gives to the members of that organization the right to go out in\nthe name of the organization and begin to work for it.\nI have learned, too, that there are a great many friends of the Education Bill in Congress, men who really want to vote for it. Some of them\nhave told me that the educators in their districts were opposed to the bill.\nOthers have told me that in the final analysis they were going to depend\nupon the judgment of the educators in their districts. I am the last person in the world to censure a congressman who hesitates to do anything\nfor us before we ourselves decide what we want. I have no illusions about\nthe ~ “lic; neither have these Congressmen.\n“They expect us to champion\nour own cause and to do the educational work with the laity in their districts, so it may be somewhat safe for them to vote for the Education Bill.\nI think that this is a fair position for them to take, and I am in sympathy\nwith them.\nI have also learned some things regarding conditions in the field in these\nlast five years. When I joined the headquarters staff, it was the desire of\nthe Executive Committee that the program of the National Education\nAssociation be promoted among the laity of the nation. With that in view\nI have traveled far and wide attending conventions of national organizations that have endorsed our bill with the purpose of encouraging them to\nA constant effort has been\ngo forward in their work for the measure.\nmade to enlist the support of national organizations until today there are\n\n29 such groups supporting the movement for a federal Department of\nEducation with a Secretary in the President’s Cabinet. I am told too often\nby members of local organizations that they would like to go forward\nwith the work for the bill but that the superintendent\ninterested or perhaps he is actually opposed to the bill.\n\nof schools is not\nIn some cases it\n\norganimay be the school principal who discourages the work of the local\n\n"}
{"page": 158, "printed_page": null, "text": "154\n\nNATIONAL\n\nEpucaTIoNn A'ssocIATION\n\nzation. ‘Those things are not to our credit.\nNot a great while ago, I\nturned back at the end of a long field trip to visit a city with the understanding that I was to talk to a thousand or more teachers on the Education Bill. When I arrived I was requested to change my subject. I was\ntold that I might, in the course of my talk, mention the Education Bill,\nbut the injunction was to sort of slip up on the blind side of the teachers,\nas it were. It seems to me that after having talked this idea for nearly\nseventy-five years, it is time for us to take our stand and turn our faces\nin the direction in which we are going and move forward.\nNow, there are a few obstacles in the way. I have enumerated some of\nthem. Advocating and believing in the Education Bill, but hoping somebody else will step in and do the job, will not get us anywhere. ‘There is great hope in some quarters that some strategy will be played at Washington whereby this measure will be catapulted to success. Some of our people\nare looking for the sensational to take place. Rome was not built in a day\nand neither will the Education Bill be put over over-night. In my judgment this measure is not the kind that can be passed by sensational methods.\nI firmly believe that the only thing that will count in the long run is the\neducational work which is persistently and courageously done day by day\nin its behalf.\nI find in some places an exaggerated fear of opposition on the part of\nnewspapers.\nI do not know what there is so deadly about a half column\nof print. As a matter of fact we are getting a great deal of newspaper\nand magazine support. I have sent you cartoons and editorials in letters\nto show you how newspapers from San Diego to Atlanta, and from Boston\nto Seattle, have supported this legislation. Even if some editor does write\nsome things that are not true about the Education Bill, we can at least\ntake hope from the fact that no editor wastes a half column of his precious\nspace to fight a dead or dying cause.\nWhat are the grounds for hope? ‘They are many. I firmly believe we\nhave made more progress this year than we have made in the past ten years.\nSome people will not agree with that, I know.\nIf we simply grasp the\nopportunities that are ours, we can make more progress during the next\ntwo years than we have made in the past fifty. The greatest ground for\nhope that we have is the educational machinery which has been practically\nset up since the Education Bill was introduced in Congress. At that time\nthe National Education Association had less than eight thousand members.\nWe did not own a square foot of property anywhere. We had something\nlike four or five members of the headquarters staff. We moved our valuable records in a wheelbarrow from the building which we rented to the\nbuilding which we bought—that picture and that story are portrayed in\nMr. Crabtree’s report which you have, and which I hope you will read.\nToday the National Education Association has a membership of one hundred seventy-five or eighty thousand,\nI hesitate to predict what the increase in membership will be next year, for fear I might put it too low.\n\n"}
{"page": 159, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n155\n\nI know many of us believe that the membership will grow by\nleaps and\nbounds in the next twelve months.\nWhen this bill was introduced in\nCongress there were only 4 states with full-time secretaries. Today there\nare 34 state associations well organized with an executive secretary\nat\nwork twelve months in the year. Each of these executive offices publishes\na journal which keeps the entire membership informed as to the policies\nof the association.\nIn addition, through facilities for publicity, the laity\nof the state is kept constantly informed as to the progress of education\nwithin the state. There is being set up within the states through the state\nassociation an organization whose chief function is to advance the interests\nof the Education Bill. Some of this state machinery is new and needs\noiling to eliminate the squeaks.\nSome of it has little power of pick-up,\nand some of it just starts and stops. Our great task now is to develop\nthese state organizations and to assist them in their work for the Education Bill, for the state associations include in their membership threefourths of all the nation’s teachers.\nWith that idea in view I made a long field trip in September, visiting\nthe headquarters of 15 associations to talk this matter over with the secretaries or presidents or any other officers I met at the time. The result of\nthat field trip was the calling of a meeting of the secretaries at Washington\nin December, at which nineteen states were represented and many others\nresponded with encouraging letters. “he meeting endorsed a plan which\nrevolved around the central idea that “education must precede legislation”;\n\neducation first of our own membership, so that we may talk intelligently\nabout the bill at a dinner table, at a card club, at a theatre party, at a\nRotary club, at a faculty meeting, or at a state, local, or national convent'uu. 1 hope that the time has come when we may rise in our places when\nmisstatements are made about the bill, and say, “Mr. Chairman, the\nspeaker no doubt is sincere and believes what he has said about the Education Bill, but I wish to stand here now and inform him that his statements are not true. This is what the Education Bill says, this is what it\ndoes.” If an editor of one of your local papers has published misstatements\nabout the Education Bill, intentionally or otherwise, a thousand letters of\nprotest on his desk the next morning will tend to change materially or\nsoften his point of view. When the teachers of the nation become fully\nassured as to the’ needs for a federal Department of Education, all of the\nthings that I have enumerated will be done in its behalf.\n\nThe state associations were asked to name a chairman to take charge of\n\nthe work in the various states for we believed that a local chairman would\nknow the conditions in his state and how to proceed with the work for the\nbill. The plan of work which has been generally accepted suggested the\nappointment of a congressional district chairman, who in turn would\nEach county chairman is expected to appoint\nappoint a county chairman.\nnot only of educators but a great cross secup\na county committee, made\n\ntion of men and women living in his locality.\n\nWe feel sure that when we\n\n"}
{"page": 160, "printed_page": null, "text": "156\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nhave educated ourselves we can and will educate the laity, and when that\nis done we shall get action on the bill.\nWhat we really need is some of the old spirit of the suffrage campaign.\nMany women of this convention are familiar with that historic struggle.\nI know something of what took place, because I was privileged to fight one\nbattle for suffrage. When the campaign was won the little handful of\nsuffragists were but a drop in the bucket compared with this organization\nand this group of people here today, and what they represent.\nFor seventy\nyears those people fought for that principle, never faltering when victory\nseemed far away.\n‘They did not say when they started out, “We shall\nwork ten years for this movement and if it has not gone over at the end\nof that time, we shall give up.’ They did not say when they had interviewed their congressmen once or twice or four times or ten times that\nthere was no use, and therefore they would not try again. I have heard\nMrs. Catt say on a number of public occasions that there were many times\nin the campaign when they seemed to be up against a stone wall and that\nthere seemed to be no way out of their difficulty, but she added with her\ncharacteristic smile, “We always did something.”\nI want teachers in this great campaign to have the same thrill when the\nEducation Bill is passed which I got from having struck one blow in my\nstate for the ratification of the suffrage amendment.\n‘To have been a part,\n\na very small part, in that great forward movement for women and for\nour country did something to me, it did something for me that I shall prize\nall the days of my life.\nI saw something in that Minnesota stunt which I am sure nobody else\nin this room saw.\nIt symbolized to me the state organization for the\nEducation Bill in Minnesota. That big giant of a man who stood in the\ncenter is the chairman for the Education Bill in Minnesota, C. H. Barnes,\nof Duluth; on the right was J. M. McConnell, the commissioner of\neducation, and on the left W. F. Webster, the superintendent of Minneapolis, and supported on the right flank and on the left flank and to the\nrear by the other superintendents of the state, the normal school presidente,\nthe college teachers, members of the department of education, high school\nprincipals, state directors, the secretary of the association, county superintendents, and classroom teachers from all over the state.\nI do not think there is a person in this room that doubts for one moment\nif this group. which appeared here this morning should get behind the\nEducation Bill in Minnesota the Minnesota delegates in Congress would\nseek the opportunity to support this bill.\nThere are now forty-seven states organized to do just that piece of work.\nWe hope to have the forty-eight states fully organized before Congress\nconvenes in December.\nI do not doubt, and neyer have doubted: for one\n\nmoment, that the Education Bill supported by such an organization, will be\n\npassed in due time.\n\n"}
{"page": 161, "printed_page": null, "text": "GENERAL\n\nTHE\n\nPOLICY\nTION\n\nWILLIAM\n\nM.\n\nSESSIONS\n\ney)\n\nOF THE NATIONAL EDUCATION ASSOCIATOWARDS FEDERAL LEGISLATION\n\nDAVIDSON,\nCHAIRMAN\n\nSUPERINTENDENT\nOF\n\nTHE\n\nOF\n\nLEGISLATIVE\n\nSCHOOLS,\n\nPITTSBURGH,\n\nPA.,\n\nCOMMISSION\n\nAs I stand struggling for a moment to get my bearings upon what I\nmight best and most profitably say, so as to avoid wasting your time, I find\nmy mind still hanging upon the words of introduction spoken by the\npresident of this great Association.\nWhen he drafted me for this position I felt possibly that he knew as well\nas I that he was making a tremendous mistake. I knew how highly he regarded Dr. Strayer, for he had revealed that fact to me, but never in my\nlife had I been so puzzled as to what to do as when his letter came saying\nhe was not appointing me, that he was drafting me. I pondered over the\nmatter thoughtfully, and then took the train to New York City for an interview with the chairman of the Legislative Commission.\nWhen I looked George Strayer in the eye I said to him, “Dr. Blair is\nmaking a terrible mistake, but J want to know if I should bring myself to\nundertake such a responsible position in the affairs of the Association;\nwhether you feel you can work with me on this Commission as a member\nin the future as I have tried in my way to work with you.” His reply\nwas generous as is characteristic of him, and his pledge of support was so\ncomplete and wholesouled that I went back home and wired Dr. Blair, “I\naccept your challenge to take up the chairmanship, on the condition that you\nshall have a committee that will represent the best ideals of the Association >\nat it shall be made in its appointment as broad as the nation\nanu as independent as the profound thinking of this body on this question\nwhen it finally reaches its conclusions, to see to it that the Congress of the\nUnited States is to do its duty in placing a Secretary on the Ship of State\nto stimulate education in America.”\nAnd now I had prepared a line of thought, but like you I have thrown\nmore speeches into the discard and into the scrap pile than I ever have been\nable to deliver. Just now, called to the wing, a special request was made\nupon me, which seemed so sincerely to represent a conviction of the membership of this body, that I feel impelled and compelled to place the ircn\non the anvil and with hammer forge out a speech in this presence that will\nmeet the wishes put to me just now in the wing. And the question put\nto me is, “What is the federal bill, about which we have been writing and\nabout which we have been talking? What are its details?”\n\nSo much has been said and so much has been written in the past and so\nmuch has been spoken upon bills that have been before this body and before\nCongress that a resultant confusion is evident at this time, even in the\n\nminds of many members occupying seats as delegates upon this floor. Fungreat\ndamentally let me say that over and above all, this bill is part of a\nimportant\nmost\nthe\nupon\nfocuses\nnational program of education which\n\n"}
{"page": 162, "printed_page": null, "text": "158\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nliving object in America today, the child enroled in the public schools and\nin all the schools of the land.\nTwenty-three years ago I sat on a platform similar to this with the then\ngreat president of the Association—God bless his memory—William H.\nMaxwell of New York. On the morning of the 5th of July, in the big\nauditorium where sat a large assemblage of the teachers of the republic,\nhe introduced in his brief fashion, indeed aimost monosyllabic fashion, the\ngreat speaker who had come down from the seat of the nation’s capital, to\ninspire and uplift the teachers of America assembled on that occasion.\nWhen William H. Maxwell said, ‘“‘Ladies and Gentlemen, the President\nof the United States,” there stepped forward that most vital force known\nto America in half a century; and in true characteristic Roosveltian fashion he shot out through his teeth this sentence: “Teachers, unless your work\nbe done well this republic cannot last beyond the span of a generation.”\nHe made a plea for unity of action, for the creation of a solidarity of organization.and a unifying of the spirit of America, in terms of essential instruction that would make for the perpetuation of this republic. He sent\nus home inspired and uplifted and rebaptized with a higher and better\nspirit to do our duty a little better for the great cause of citizenship in\nAmerica, to meet the trust which God had placed in our hands in the terms\nof the boys and girls and the youth enroled in the schools of our land. On\nthat occasion it seemed to me the great President. forecast in his magnificent\nutterances as they fell from his lips the day when we should be lifted from\nthe chaotic type of organization which then existed in this great body to\nthe time when we should have a body of men and women representing the\nteachers who have paid-up membership in this Association and those who\nlie outside the line of paid-up membership.\nMy first word to you in response to this challege from the wing is that\nyou in your enlarged feeling, in your enlarged spirit, represent not 200,000\npeople here today, but all the men and women of the United States of\nAmerica engaged in the biggest calling known to the nation and known\nto the world, even in terms of investment, but as Kipling says, ‘““That is\nanother question upon which I shall not touch.”\nThis bill differs in its purpose from earlier bills. There was a time when\nthis body stood first for a Secretary in the President’s cabinet, whose function and whose duties should be dignified in a way comparable with the\nduties of the other members of the President’s official family, and in addition to that, step out boldly into the field as during the war when we were\nfeeling the stress of the call upon the public in every locality in America,\nand say, “We not only believe as a national body in local taxation, but we\nbelieve in state aid for the promotion of the great state public school systems of America. We not only believe in that, but we believe the time has\ncome—why, it is here—when the nation should be challenged through\nCongress to make liberal and adequate appropriation to the states of the\nAmerican union, to be distributed properly in accordance with the pro-\n\n"}
{"page": 163, "printed_page": null, "text": "a\n\nGENERAL\n\nSESSIONS\n\n159\n\nvisions of a just and proper law.”\nOne hundred million dollars was in:\nserted as an appropriation to be made by Congress to the cause of public\neducation in America.\nSo heavily was the call for funds being made on my own state of\nPennsylvania that we were paying into the treasury $750,000,000 a year\nin war taxes and I suppose we paid more than any other state in the union\nexcept New York. What was effecting Pennsylvania was effecting every\nother state in this union proportionately and the wealth of each respective\nstate. It is no wonder that the schoolmen of the Nation at that time felt\nthat there must be a national appropriation to overcome this tremendous\nlocal drain.\nI know not whether there are men and women in this audience who are\nstill thinking that those provisions lie in the present bill, but I do know it is\nalmost impossible to get into conversation with a layman anywhere who does\nnot immediately say, ““I am opposed to national appropriation for the support of the local schools of the state. I am opposed to centralized authority\nin Washington when it comes to the local schools of America.”\nThen I\nhave to say to him, “God bless you, that is just what I am opposed to;\nthat is just what the teachers of America are now opposed to, whether they\nknow it or not, because they ask no such thing. “They have gone far enough\nto sluff off that argument.\n‘The war. has passed, taxes are being reduced,\nthe pressure is not so great that. we need to be alarmed with regard to the\nmoney going to the national treasury from the citizens of the states. Furthermore we, like you as a layman, are bitterly opposed to any type of\nfederal control that will destroy the spirit of the free, tax-supported schools\nof America for be it known that while we have no national system of\neducativi: in terms of actual organization, we have it in terms of the spirit,\nwhich is represented by this great body here. “The department of education\nwill only come, if it ever comes, by the enrichment of the spirit, which we\nalready have, which makes for a national spirit and a national ideal and a\nnational appreciation, a national support in terms of local and state taxation for these great forty-eight state school systems that comprise the\nmightiest and the finest school systems set up on the globe anywhere among\n;\nthe nations of the world.”\nnational govthe\nWhy\nWhat was the organization in the beginning?\n\nernment practically said, ““Hands off in the control of the education of our\n\nchildren. We will leave that to Pennsylvania and to Washington and to\nTexas and to California, and say to you as states, ‘Make of it the best\nthing you can.’”” And so California, Washington, Texas, have been working on that problem to glorify her childhood. It was out of the faith and\nbelief of her own people in the childhood and the youth of the several\nwell prestates and their needs, in the hands of intelligent, well trained,\npared teachers in the classrooms\n\nof the state that there have come those\n\nof her\ngreat schools of today. What California is doing in the developing\nstate tax-supported schools Texas is doing, Pennsylvania is doing, and each\nstate represented on this floor is doing, and please God we will continue\n\n"}
{"page": 164, "printed_page": null, "text": "160\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nto do that in America until the very end of time. Nothing can shake the\norganization as it stands at the present time in connection with the school\norganization of America.\nLet us dismiss the issue, please. Let us dismiss\nthe idea that we will ever yield up the control of schools in Washington\non the Pacific to the other Washington on the Potomac.\nYou cannot\nsweep Puget Sound to the tide waters of that great stream upon which\nWashington lies and carry any of the authority which Seattle and the school\ndistricts of this commonwealth hold, and put it in the hands of anybody\nat Washington, District of Columbia.\nWe are opposed to that, and if\nwe are not we should be, and the genius resting in the schools of our past\nand which lies in the further development of the spirit of the great schools\nof the states of the American union, will always lie along the pathway\nthat points in the direction of the thought which I do not need to pursue\nfurther with you. Then let me say no such thing as federal control is\neven thought of in this bill; not a line, not a word, not a sentence speaks\nin that direction. We are not only flatfootedly opposed to the proposition,\nwe would not even let it be hinted at, in the framing of the bill, thanks\nto the fine work and far-sighted genius of George D. Strayer and his\ncommittee.\nIt is not here and as far as the Legislative Commission is concerned it\nwill not be here unless this great body, through its representative assembly,\ngives us spécific instructions on that question. And then it would need to\nbe debated with the most sincere feeling on the part of all those who might\nhold an opinion on either side of that issue.\nThen what does the bill stand for? The bill stands for a Department\nof Education with a Secretary upon the Ship of State, as I have stated,\nwhose function shall be to stimulate education in America.\nWe need at\nWashington, first and above all an educational fact-gathering department,\nwhich will draw together the many scattered activities that are now in other\ndepartments and independent units of the government.\nAfter eliminating\nall this administrative waste and duplication of effort, the department will\norganize the most uptodate information about American education and send\nthem to Dr. Blair in Illinois and to Mrs. Preston in Washington, and to\nevery superintendent and administrative officer until those facts shall have\nentered the heart and conscience of the teachers of America.\nThen this\nthing I call the national system of education in America, measured in terms\nof the spirit, shall in all the states be striving to emulate the best things\nwhich the best localities are developing in the field of educational progress\nand procedure.\n:\nBis have no such body now in the large sense which this bill contemplates.\n\nDo you think it is possible for you to go to Washington\n\nand have the\n\nsame feeling that a laboring man has when he walks down and knows that\nSecretary Davis is there?\n\nDo you think that the business organizations of\n\nthis country were satisfied or dissatified before the Department of Com-\n\n"}
{"page": 165, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n161\n\nmerce was set up? You know what has stabilized in this country\n—maybe\nyou have been unconscious of it—the relations between capital\nand labor,\nto the end that we are the amazement of the world.\n\nIt is due to the influence of these two departments, set up in the Cabinet\n\nof the President of the United States that our labor troubles have’ been\nless and the human feeling which constitutes one of the marvels of modern\ntimes, has come to be recognized as a new word in both the labor and the\nbusiness world. I sometimes use for illustration a type that used to be in\nthe business world in America, a type that said “Every fellow for himself\nand the devil take the hindermost.’”’ Just think back a few years, when a\ngreat leader in the transportation world lifted up his voice when he was\nasked the question, “But what will the public think of this?” and his anThat was the\nswer was, “The public? Why, the public be damned.’\nIt can be best voiced by a\nspirit of a generation ago, but what is it now?\ngrandson of the transportation leader, who when he appealed to the vast\nestate of wealth to help him promote his newspapers that were in distress,\nwas refused that help, because this grandson had put at the top of his\npapers the new feeling in the world of business, ‘“The public be served.”\nIt has been a long road from the spirit of “the public be damned,” to\nthe “public be served,” but I thank God it has come in America.\nConsciously or unconsciously, through the ideals you have been teaching the\nchildren of America, you have been setting up that new standard which will\ngrow more and more into the marrow bone of this country.\nWe shall\nsee these two great departments that have exalted and dignified labor, and\nhave exalted and. dignified commerce, rendering the service for which they\nwere cre...u, so that wherever the voice of a Davis or of a Hoover is\nheard it may express a spirit of service in these two great human activities,\nwhich we never thought of in the earlier days.\nAs chairman of this commission, my plea is that American education,\nAmerican labor, and American commerce shall be increasingly humanized\nand stabilized by that dignified, wholesome recognition that they are entitled to receive at the hands of the land we love through the Congress of\nthe United States. In pleading for your support of this bill, I pray that\nyou realize its very simplicity, asking for a secretaryship, asking that the\ndepartment may be so organized that it shall become a clearinghouse and\na fact-gathering body.\nWhen you realize that, then back of it and\nWe have endorsed it for eight years; it stands now\nhelp us put it over.\nas a refined document before the teachers of the land but we cannot put it\nover unless we stand together. That is recognized by politicans and statesWe cannot get their cooperation if we go to them with a disunited,\nmen.\n\ndisjointed, opinion-divided body, asking in our resolutions for a thing which\n\nwe do not back up with concerted purpose.\n\nI close with:an appeal for your help with this concrete illustration.\n\nWhen I went to a meeting of the Executive Committee of the National\nEducation Association when that great man of blessed memory, Charles\n\n"}
{"page": 166, "printed_page": null, "text": "162\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nElliott, was president of this Association—oh, how we have been honored\nby the men who have served us in the past, including our great president,\nDr. Blair, who set us on fire with his great human speech at the university the other day. I remember Dr. Eliot sent us to see a ball game\nbetween the University of Minnesota and Harvard University.\nI pause\nlong enough to say that it was as fine an illustration of the proper spirit\nin athletics as I have ever seen; Minnesota went home defeated but\nglorified by the sportsmanship of those players. After the game as we\nwalked back along a stream a boat .crew swung down the stream—and if\nthere is anything in this world I love it is a boat race. As they came down\nthe stream with their lusty stroke, I cried out, “Magnificent, magnificent.”\nA young collegian who was guiding us looked at me in surprise. “Magnificent?” he said; I said “Yes, magnificent,” and he said with a falling\nexpression, ‘‘Why, it’s rotten, no two of them are pulling together. “They\nnever will win with Yale when the time comes.’\nOf course they could\nnot hope to win unless they learned to yield to leadership, a leadership\nthat would make the oars, all eight pairs of them, touch the water in the\nsame instant. If there is so much as the deviation of a hair’s breath in the\nstroke they are destroying each others strength. “Then I learned for the\nfirst time what teamwork means in a boat race. ‘That is just what we\nneed.\nMy fellow members of this Association, we should have just that kind\nof teamwork, that will make us pull together to the end, that our goal will\nbe won in converting the Congress of the United States to the belief that\nwe are entitled to have recognition at Washington, a great central department that shall gather the facts and analyze them and then broadcast that\ninformation and those facts among the greatest, mightiest profession in the\nworld in the present day.\n\nTHE\n\nECONOMIC\nAMERICAN\n\nDAVID FELMLEY,\n\nAND PROFESSIONAL STATUS OF\nTEACHERS COLLEGE TEACHER\n\nPRESIDENT, ILLINOIS STATE\nNORMAL, ILL.\n\nNORMAL\n\nTHE\n\nUNIVERSITY\n\nThe economic status of any body of workers is measured in terms of\nwages and pensions, permanence of employment, and working conditions.\nAny occupation whose economic reward plus its social recognition is more\nattractive than others is sure to attract young people until its ranks are\novercrowded and competition lowers the level of remuneration, either by\nreducing the wage scale or through unemployment.\nNo labor union,\nor federation, can permanently maintain a scale where the number of\nqualified workers seeking employment is greater than the public is able or\nwilling to employ. The only remedy is to limit the number of workers\nby raising the standard.\n\n"}
{"page": 167, "printed_page": null, "text": "GENERAL SESSIONS\nWages\n\n163\n\nof labor are paid out of the product of labor.\n\n“The fisherman\n\nor the farmer who works for himself finds his wages in his catch or his\ncrop, whether he hires or owns his boat and nets, his tools and teams. His\nnet wages is the remainder after the hire or interest on his capital are\ndeducted.\nHe carries the risk of bad seasons or low prices. If he works\nfor an employer, the employer pays him from week to week for the value\nthat labor has created, expecting to recoup himself when the product is\nsold. The employer owns the product and carries the risk. But in either\n\ncase the wages are ultimately paid out of the product, and cannot permanently exceed the value of the product.\nThe values created by the teacher cannot be measured by the pound,\nthe bushel, or the ton. ‘They are intangible values affecting the quality\nof the product rather than its quantity. While certain skills and knowledges gained in the schools have a commercial value, the best. results of\ngood teaching are not listed in the market quotations. What the public\nwill pay for these results depends upon the estimate the world puts upon\nintelligence, character, good citizenship, physical fitness, refinement of\nmanners, an appreciation for the values in life, a cultivated taste and the\nrest of the intangibles.\nBut these intangibles do not come wholly or through the set lessons of\nthe classroom, or from the teacher’s knowledge or skill.\nThey come\nthrough unconscious tuition from the inmost realities of the teacher’s personality. It is this fact that makes some teachers better than others. We\nmay standardize the requirements for employment as measured in teachers\nexaminations or in-degrees or in experience. We may standardize salaries,\nbut we neve. can make all teachers of equal value.\nThe economic status of teachers in teachers colleges ought to be better\nthan in any other school, because the best teacher should be placed where\nhe can render the largest service, where the fine qualities of his work may\nbe multiplied many times through the teaching that his disciples will do.\nHis work is thus raised to the second power. We should be able to bring\ninto our teachers college faculties the ablest and the best. We do attract\nmany of them, but it is permanency of tenure, working conditions, the contacts with adult students, and professional opportunity that attract rather\n\nthan the salary schedules. What are the facts? Salaries in teachers colleges are frequently lower than high schools pay teachers of lower qualifica-\n\ntions in nearby cities.\nstate\n\nuniversities\n\nper\n\n‘The appropriations made by state legislatures to\n\nstudent\n\nusually\n\nrange\n\nfrom\n\nfifty to one\n\nhundred\n\npercent higher than to the teachers colleges in the same states. Their\nprofessors have lighter teaching loads and are better paid. Why is this?\n\n1. University attendance made a tremendous growth just after the War,\nIt was easy\nwhile business was booming, prices high, everybody buoyant.\n\nto double or treble the prewar\nadvantage gained.\n\nappropriations\n\nand afterwards\n\nhold the\n\nBut during the war thousands of teachers turned from\n\nteaching to business.\n\n‘Their places were\n\ntaken\n\nby untrained\n\ngirls fresh\n\n"}
{"page": 168, "printed_page": null, "text": "164\n\nNATIONAL EpucATION ASSOCIATION\n\nfrom the high schools. Professional training was not needed to secure a\ncertificate or a job. The teachers colleges did not recover their lost attendance until after the business slump of July, 1920. Business and agriculture\ndepression then made it difficult to enlarge appropriations or improve\nsalaries to keep pace with the growing attendance.\n“Today their classes\nare crowded, their teachers overworked and underpaid especially in the\ngrain-growing and cotton states.\nIn the manufacturing states salaries are\nbetter.\n2. Men of wealth and influence, bankers, manufacturers, lawyers, send\ntheir sons and daughters to the university. Its alumni, chiefly men, occupy\nplaces of power and responsibility.\n‘T’o all these the legislature listens\nwhen they plead for liberal appropriations.\nTo the teachers colleges come from humbler homes young men and\nwomen who expect to work for a living, the aspiring stout-hearted sons\nand daughters, chiefly daughters of farmers, mechanics, small merchants,\nteachers, people of little political influence ;their graduates become teachers,\na feeble folk, whose voice does not reach the legislative ear.\nIt is quite\ndrowned by the cry of the overburdened taxpayer.\nThe remedy—1. Persuade the people of the supreme importance in a\ndemocracy of good public schools and that capable, trained teachers are the\nvital element in good schools.\n2. Organize the women of the state, now half of the electorate, in behalf\nof the children, their chief interest.\nLet us now turn to the second part of this subject, the professional\nopportunity afforded by the teachers college.\nIf there is any truth in the maxim, “As is the teacher so is the school,”\nthe institution that trains that teacher is the most vital factor in a system\nof schools.\nFor this reason men and women of high professional spirit\nseek the opportunity that these schools and their work afford.\nThe teachers college exists for one purpose only, the training of teachers.\nWhat is a trained teacher?\nThree factors contribute to the accomplished teacher: natural aptitude,\neducation, experience.\nWe still hear much of the born teacher, but in\nteaching, as in all other callings, native talent is developed by studies and\nperfected by experience.\nWe use the term teacher-training, because we recognize that teaching is\nan art in which skill is to be acquired rather than a science of which knowledge is to be gained. Yet we think all of us would rather use the broader\nterm, the education of the teacher, which implies a rational art resting upon\nscientific principles and a larger play of individual initiative.\nWhat should this education include? As a basis there should be a liberal\nhigh school education with chief emphasis laid upon English, the natural\nsciences, and the social sciences, with due attention to music, drawing, and\nhandwork. The professional education should include:\n\n"}
{"page": 169, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n165\n\n1, A study of how children learn, with special attention to the relation of senseperception to imagination, to conception and judgment; the relation of attention\nto\ninterest, of interest to knowledge, the motor-tendency of ideas as revealed in imitation, the laws of habit formation, the feelings and sentiments as creating desire\nand moving the will. (Psychology.)\n2. A study of the principles of teaching, of classroom procedure, as observed in\nsuperior teachers and justified by psychological laws.\n(General method.)\n3. A study of the school, its structure and administration, as the organized instrument of education.\n(School management.)\n4. An inquiry into educational aims, and the functions of the various studies,\nschool exercises, and school appliances as factors in the development of the child,\nand the realization of our educaticnal ideal.\n(Principles of education. )\n5. A study of the various historic systems of national education; the work of\neducational reformers, of the origin of the forms, methods, maxims, and studies\n_\n(The history of education.)\nthat prevail in our schools.\n6. A re-examination and reorganization of the branches to be taught from the\nstandpoint of the developing interest and the aptitudes of the child.\n(Special\n\nmethods. )\n\n7. Further practice in the schoolroom arts—drawing, construction, singing, reading, writing, and public speaking—to improve the teacher’s personal skill, to afford\na better example for imitation, and to enable him the better to teach others.\n(The\nschool arts.)\nP\n8. Studies in sociology, economics, history, and literature, subjects for grownups, that will minister to the deepening interests of the teacher’s life, and promote\nhis insight into the aims and problems of education.\n(Cultural studies.)\n9. Observation and discussion of skilful teaching, and increasing participation\nby the young teacher under sympathetic guidance and constructive criticism of his\nlesson planning, and of his conduct of the various types of recitations, to the end\nthat correct teaching habits may be formed.\nHis voice, position, manner, dress,\nshould be, if necessary, objects of friendly criticism. If he repeats answers, tolerates\nslovenly or lazy attitudes in himself or his pupils, is inaccurate in speech or written\nwork, or permits these things in his classes, if he is neglectful of the physical con-\n\ndition of his pupils, or fails tc adjust himself to individual needs or peculiarities,\nif his own\n\nlessons\n\nand\n\nassignments\n\nare\n\nnot\n\ncarefully\n\nprepared\n\nand\n\nfairly\n\nwell\n\nexecuted, he still needs the help of the supervising critic. (Practice teaching.)\n10. Personal contact with skilful teachers, men and women of fine personality,\nof high character\n\nand consecration,\n\nthrough\n\nwhose\n\ninspiration\n\nand leadership the\n\nyoung teacher may be stimulated to a resolute endeavor to attain the highest possible excellence.\n\nThese are some of the chief lines along which the professional education\nof the teacher moves—an education that begins in the teacher-training institution and which should continue until he enters upon his pension—his\nfinal reward in the temporalities of this world.\nIt seems that in the early stages of all arts, rules develop as experience\nteaches that certain practices usually produce desired results. All early arts\nLater, as,\nare thus empiric, and are learned chiefly through imitation.\nof the,\nnature\nthe\nof\nhigher efficiency is demanded, a careful study is made\nmeans.\nbest\nandthe\nmaterial, the laws that govern changes in that material,\n\nfor producing the desired changes; thus a, rational art, a form. of applied.\n\nscience, is gradually developed.\n\nButter, was.made, bread leavened by yeast\n\nwas haked a thousand years before anything was known of the chemistry\n\nt\n\n"}
{"page": 170, "printed_page": null, "text": "NationaAL\n\n166\n\nEpucaTIon\n\nASSOCIATION\n\nof the process or the reasons why certain manipulations produced the result;\ndesired.\n‘The early normal schools\nEarly pedagogy was based upon experience.\ntaught didactically the rules of successful practice.\nThere was some effcrt to develop a philosophy of education based upon\nProblems of discipline, incentives, moral\ncurrent metaphysical theories.\neducation, method had a large place. Gradually attention was drawn to\nthe need of grounding all method in the nature of the child, his interests,\naptitudes, his selfactivity.\nWith the development of high schools and the consequent lengthening\nof school life, the normal schools have lengthened their courses to meet\nthe new demands.\nMore than half of the 185 state normal schools have\nbecome teachers colleges with four-year courses.. There has been some resistance from the state universities and liberal arts colleges. “The normal\nschools have justified the extension of their work by these arguments.\n1. The normal school has been established in all lands where there exists a system\nof state-supported schools.\nIt is a vital part of the public school system because\nwell trained teachers are a prime requisite for efficient schools.\n2. The normal school is not the exclusive agency for the training of teachers, but\nit is the state’s chief agent; and as such it must build up the professional spirit,\nestablish the standards, create the ideals, send out the men and women whose call\nis to educational! leadership.\nThe logic that justifies the normal school on the\nground that the state must prepare its own teachers carries with it irresistibly the\ninference that to perform its legitimate function the normal school must make provision for the adequate training of teachers fitted to direct or perform the work\nof every phase of the common school from the primary school to its culmination in\nthe public high school.\n3. In its early days the normal school confined its attention chiefly to the common\nbranches, for little else was taught in the common schools. But the common school\nis a larger term in content than it was eighty, forty, or even twenty years ago.\nThe teacher in all grades has a larger opportunity. The new researches, the new\nideas in science, the new impulses toward nature study springing from the needs\nof a better agriculture, the new demands for vocational training, the new problems\nin society, the widening range of literature—all the ideas of our expending civilization are pushing down into the common school. The training of teachers means more\nthan it ever did before, and the normal school has a larger opportunity, a larger\nresponsibility.\n4. The\n\nnormal\n\nschool to live must\n\nits activity bounded\nhas broadened\n\ngrow,\n\nits ideals are not to be determined\n\nby the ideals of forty years\n\nwith the increased\n\ncomplexity\n\na wider significance, and the term normal\n\nago.\n\nof modern\n\nThe\n\nmeaning\n\nlife, the term\n\nnor\n\nof education\nteacher\n\nhas\n\nschool must have an enlarging content\n\ncommensurate with the expanding ideals of our educational lifc.\n5. The normal school is specifically a professional school. The training which it\ngives, if it performs its proper functien, is distinctive in character and different in\nkind from that implied in general education.\nOnly incidentally, not primarily, is\na general education acquired in a normal school. The converse of this proposition\nis equally true, that adequate training for teaching as a profession cannot be merely\na feature of a course whose chief aim is a general education.\nF\n6. ‘Feaching is a profession calling for the highest devotion, patriotism, and altruistic endeavor. Its professional spirit is a spirit of consecration. This spirit cannot\n\nbe developed in a school which is merely an adjunct of an institution whose chief\n\n"}
{"page": 171, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n167\n\ninterests are economic and industrial or the mere development of personal culture.\n7. High school teachers should be trained in the same\n\nenvironment\n\nas elementary\n\nteachers. They need the same love of children, the same knowledge of the problems\nof childhood. To train them in a separate school with different standards and ideals\nresults in a serious break in spirit, in method, and in the character of the work,\nas the child passes to the high school. Furthermore, this separate training begets\nan exclusive educational caste. Our schools are already suffering from the presence\nof this cleavage between the professional aristocracy of the high school and the\ncommonalty of the grades.\n8. Principals and superintendents should be trained in a professional atmosphere\nwhere the same ideals are set up, the same philosophy expounded, the same principles and methods taught, as are taught to the teachers who are to work under\ntheir leadership.\n9. Special teachers of music, art, manual training, and domestic science will prove\nmore efhcient when they study their specialties in vital relation to the other branches\nof the public school curriculum.\n10. Teachers of all grades can be properly equipped only in institutions whose\nfaculties are in touch with the problems of childhood and adolescence, where all the\nimstructors consider professional education of high value, and where all the students\nlook upon teaching as an occupation worthy of the highest talent, character, and\nattainment.\n\nTHE\n\nECONOMIC AND PROFESSIONAL STATUS OF\nTEACHER IN THE AMERICAN HIGH SCHOOL\n\nANNIE\n\nC. WOODWARD,\n\nSOMERVILLE\n\nHIGH\n\nSCHOOL,\n\nSOMERVILLE,\n\nTHE\nMASS.\n\nHistory gives us many instances of an educator taken as an economic and\nprofessional leader in the community.\nWe look with pride upon such examples as Matthew Arnold, Dorothy Dix, Woodrow Wilson, Anthony\nBenecet, and at the present time, our own Henry Turner Bailey.\nIn earlier times the schools were small, so the personal contact between\nteacher, pupil, and parent was frequent and helpful.\nEvery teacher felt the personal responsibility of every pupil, “Teachers\nlived in the homes of their pupils and had first-hand information of the\nconditions under which the pupils themselves were living. The environment of the home was a definite part of the teacher’s study and it went far\nin affording constructive advice.\nWhatever our present status may be, I believe that we shall fall, remain,\nor rise according to our thoughts, our ideals, our visions. We may become\nas small as our controling desire; as great as our dominant aspiration.\nSome new writers state that the economic status of the teacher is that of\nthe person apart from his profession. “They say “His influence . . . is de;\ntermined by personal qualities and not by profession.\nthe\nin\nthat\nshow\nto\ngoes\nteacher\nschool\nhigh\nthe\nof\nThe economic status\n\nlast decade there has been a slight increase, while the junior high-school\nand elementary. teachers have been rapidly nearing the financial standard\nof the senior high school teacher. Higher salaries must be paid the secondary teachers in order to have standardized requirements in the qualifications\n\n"}
{"page": 172, "printed_page": null, "text": "168\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof those teachers. Most certainly, if a high standard is to become general,\na secondary teacher ought to complete four years of college, then two years\nof professional training with practice, for compensation that will warrant\nsuch training.\nThe aims of education can best be furthered by salaries for teachers\nwhich will provide for a standard of living, allowing for study, travel,\nrecreation, and activity in social movements.\nSuch a standard of living\nhas no direct connection with the average salary paid. We maintain such\na wide difference in salaries in states and communities, I believe, because\nof the differences in the ability to arouse public opinion.\nOur teachers’ clubs, associations, and federations have played an important part in obtaining the respect of the general public for the teachers\nthemselves. They have stood together firmly in the solution of the economic\nproblems which confront the school life, and have worked with other\norganizations for civic betterment.\nIt is true that the salaries were never better than today. Schedules like\nthe one in Denver, Colorado, have done more good for the teachers’\neconomic and social growth than any one can possibly measure.\nYet there\nis no need to apologize for pleading for higher salaries for the average\nteacher. There is no greater service rendered our country than that of an\nhonest educator patiently performing a service so patriotic and so vital\nthat without it the future of our republic would be imperiled.\nProfessional preparation encourages an enthusiasm in teaching which\ngrows from a love for the work through acquaintance with the subject to\nbe taught and a deepening conviction of the value of education in forming\ncharacter and securing success for his pupils. Investigators do not agree on\nall points. Complete agreement in regard to the professional training of\nhigh school teachers is not necessary for progress. In fact, such would check\ninitiative and stop advancement.\n\nSome of the great masters of secondary schools have kept their pupils\nmarching to the music of noble ideals until that way of marching has become a habit. It is very important that everything connected with the\nhigh school curriculum should be scientifically studied from the point of\nview of its effect on character.\nThe professional status of a secondary school teacher should, according\nto the best minds, be dependent upon the training of the mental, psychic,\nand physical powers.\nNo longer is it held that superiority rests only in a\ntrained mind. ‘The acme of the teacher’s desire is an all-round development, resulting in symmetry, balance, and poise.\nMore than ever before is there a great need for the proper physical development of teachers. Many of the struggles which are causing administrative problems today are physical defects which result from our failure\neither to use the knowledge we have or to secure the knowledge we ought\nto have.\nI believe that because the high school pupil is at a different period of\ndevelopment a corresponding difference in method of instruction js necessary\n\n"}
{"page": 173, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n169\n\nfor the secondary teacher. Where she acquires it is immaterial as long as\nshe does acquire it.\nAlso we find that states vary greatly in requirements for certifying\nteachers; from no effort in examination on the part of the teacher to a\nrigid examination in all constants.\nFrom a college degree, normal school\ncertificate, or private school diploma to a four- or even a two-year high\nschool course is the range of certified preparation for teaching in our\ncountry. A secondary school teacher works in either a four-year or a threeyear school, depending upon whether the 8-4 plan or the 6-3-3 plan is used\nin that locality.\nThe course covers approximately the years from fourteen to eighteen.\nThe curriculum is widely differentiated. Pupil preparation for higher institutions is practically the same, because uniform requirements have been\nissued from those higher institutions.\nOther subjects are as varied and\nlarge in number as the education of the principal will permit.\nBefore 1900 not more than a half dozen states possessed a legal standard\nof certification for high school teachers which was different from that required of teachers in the other schools.\nIn the other states the holder of\nany certificate of any grade was legally qualified to teach in the high school;\nin fact, in too many states this is true at the present time. Since 1900 the\ntendency of legal requirements for the certification of teachers in the United\nStates has been to differentiate between the training required of high school\nteachers and that required of elementary school teachers.\nIn thirty-four states the holders of diplomas from normal schools or\ncolleges of accepted standing also hold legal right to teach in the public\nschools of those states. “This shows a tendency to depend more upon the\npreparation and academic training than upon the examination as a test of\nfitness for teaching.\ne\nAs the professional status varies so greatly in different parts of our\ncountry, and even in the different sections of one state, I shall draw general\nconclusions only from the material which I have received. ‘The average\nstatement about the high school teacher is that he has a sufficient education,\nbut does not know how to use it. The knowledge or subject matter may be\nobtained in some college, university, or other school of higher learning.\nThe idea is fast disappearing that anybody with a college diploma is prepared to teach in a high school. Special attention to methods of instruction,\nwith practice, as given in teacher-training colleges, should be added to the\nhigh-school teacher’s professional preparation with marked advancement in\nservice. High school teachers must understand the students’ point of view\nand know how to deal with them, so as to aid each student’s development\naccording to his ability. [he unsatisfactory pupil is a perpetual problem\n\nto him, but there should be more joy in his heart over the successful solution\nof one such problem than over ninety and nine that need no solution. His\n\nbroad education ought to give him the habit of seeing “great things large\n\nand little things small,” of “‘seeing life steadily and seeing it whole.”\n\nbe able to teach the child, the study of pedagogy is essential.\n\n‘To\n\nYo have the\n\n"}
{"page": 174, "printed_page": null, "text": "170\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nchild before one is prepared to teach him does not lead to the relation\nof teacher and pupil, but only to confusion.\nExperience will tone one’s\nknowledge to a teaching sense so that one will not give greater attention to\nthe logical development of the subject than to the development of the logical\npowers of the child.\nThat professional training is a necessary part of a teacher’s equipment\nis a proposition which hardly requires proof in these days. Not because all\neducators are convinced, but because the question has reached such a stage\nthat few are willing to openly state their unbelief. “Teaching is primarily\nan art and, secondarily, a science; the mastery of an art can be attained only\nby practice; the mastery of a science only by research.\nGood training in method tends to make a man master of all methods but\n\nservant of none.\n\n‘The teacher can then apply the method as a tool needed\n\nto meet best the task of the moment.\nTo the credit of the high school teacher it should be stated that his\nscholastic qualifications are probably the best of all groups in our schools.\nAdded to this are his many years of experience which equip many for this\nwork.\nThis may well be said of conditions of service in the more progressive city schools.\nMany make themselves and their principals a vast\namount of extra work in discipline and also fail to get the best results because they do not know the psychology of suggestion. “They should remember that the psychological relation between suggestion and initiative is of\nthe closest kind.\nIf, as Plato says, “Aim is not primarily happiness but justice, and if the\ngood of man consists fundamentally in selfrealization, in developing the\ncapacities of each to contribute to a common good,” then, Plato’s doctrine\nis eminently one of equality, since it affords equal opportunity to every one\nto function according to his talents.\n\nTHE ECONOMIC AND PROFESSIONAL STATUS\nELEMENTARY TEACHER\nCLARA\n\nL. JAHNKE,\n\nELEMENTARY\n\nSCHOOL\n\nTEACHER,\n\nOF THE\n\nSPOKANE,\n\nWASH.\n\nShips in crossing the ocean, each day at-high noon, take an observation\nto determine the vessel’s position at sea. This makes it possible to ascertain\nthe direction in which the ship must be steered to reach the port of her\ndestination. Just as these ocean liners do in crossing the sea, so it behooves\nus, the elementary teachers, to take our bearings to determine our status\nand decide on our course.\nA committee appointed by the Oregon State Teachers Association to\n\ninvestigate the status of the elementary teachers of that state came to the\nconclusion, paraphrasing an old quotation, that as far as the elementary\nteacher is concerned, ‘““There ain’t much status and what status there\nis\nain’t nothin’ nohow!”\nJudging by a report in a recent research bulletin\nsent out by the National Education Association, some school boards\nshare\n\n"}
{"page": 175, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\nhal\n\n?\n\nthat opinion.\nWhen cities ranging from 5000 to 10,000 in population\npay some of their teachers less than $600 a year, they nod assent to “There\nain’t much status.”\nWhile we gasp at a six-hundred-dollar salary, I\nwonder how many of you would have considered that a princely sum when\n\nyou were teaching for forty dollars or less a month?\n\n‘Today the elementary\n\nteacher in the larger cities receives two thousand a year. In addition, retirement funds provide for her when her earning days are over. ‘Tenure\nis more secure. Some teacher organizations—may their number increase—\ninvestigate the soundness of available investments.\nDoubtless we are on\nthe upgrade.\nThough we cannot afford many luxuries, we at least are\ncomfortable.\nOur present status is not what it should be, but students of educational\nproblems concur that it is rapidly changing.\nThe most hopeful sign is\nthat the teachers, instead of relying on outside forces, are themselves endeavoring to improve the profession. Behold the dawn of a new day.\nFrankly, we are not so much concerned about where we are as about\nthe direction in which we are going and the rate of speed at which we are\ntraveling.\nThe first sign of the dawn is the recent change that has taken place in\nthe requirements for entrance into the profession.\nDoubtless there are\nmany within the sound of my voice who began their teaching career before\ngraduation from high school. Should I ask those to rise who began after\ncompleting only the eighth grade, I should cause some of you embarrassment.\n‘Today eight states make two years beyond the high school their\nentrance requirement.\nIt, however, is regrettable that not all have this\nhigh standard. Recently a student at a Washington State Normal School\nconfided to an instructor that the condition of his finances would compel\nhim to stay out the following year to teach. She reminded him that two\nyears beyond the high school is the minimum entrance requirement.\nHe\nreplied: “Yes, I know, but I can go to Idaho or Montana to teach.” It\nwould mean disaster in places if the bars for entrance were immediately\n\nraised to this high level, but we hope that it will not be long before the\n\nforty other commonwealths will follow the example set by these eight\nprogressive states.\nA close second among forces improving the status of elementary teachers\nis training in service. Normal schools, colleges, and universities are offering extension courses and summer schools for those who wish to continue\n\ntheir study.\n\nWhile we cease to be teachers when we cease to be learners,\n\na note of warning may not be amiss. “There are only twenty-four hours\nin a day, and none of us have unlimited strength. If too much time and\n\nenergy are given to further preparation, not enough 1s left to do the work\nin the classroom, which is our major task, and too little time is left for\nsocial intercourse and civic activity. A proper balance must be observed.\nIncreasing the entrance requirements and further preparation in service\nhave raised our status. Another incentive is the introduction of the single\n\n"}
{"page": 176, "printed_page": null, "text": "t2\n\nNatTIONAL\n\nEpuCATION\n\nASSOCIATION\n——\n\na\n\nIn Denver, Des Moines, Minneapolis, San Antonio,\nsalary schedule.\nYoungstown, and in more than a hundred other cities\nSpokane,\nTacoma,\nthe plan is now in effect. The principle of the single salary schedule has\nbeen generally accepted. Its outstanding feature is that all teaching positions, whether in first grade or in high school, are considered of equal imProfessional qualifications,\nportance and entitled to equal remuneration.\ndifferences in salary. The\ndetermine\ntaught,\npupils\nof\ngrade\nor\nage\nthe\nnot\npupils of one grade are entitled to a teacher who is as well prepared for\nher work as the pupils of any other grade. In many places as soon as the\nelementary teachers qualify for high school positions they are promoted to\nit at an advanced salary. The elementary school cannot afford to be\nrobbed of these progressive and enterprising teachers who are prepared to\nrender expert service. “Che remedy lies in the single salary schedule. Persons whose qualifications, length of service, and tasks are comparable are\n“The single salary schedule gives the elementary\nentitled to equal pay.\nschools a square deal. It provides a compensation that enables the elementary teacher to make adequate preparation and it also holds her permanently\nto that service. We urge acceptance of the single salary schedule because:\n1. It attracts ability and training to the elementary school.\n2. It produces more efficient teaching in the grades by emphasizing a high standard of professional attainment and encourages study and growth.\n:\n3. It enables the teacher to be transferred without loss of salary to the position\nfor which she is best adapted and where she can give the most efficient service.\n\n4. Most important of all, it protects the right of every pupil in an elementary\nschool to the service of a well prepared instructor.\n\nIt is high time for educators and the public to recognize that the highest\ntype of instruction is as necessary in grade school as in high school and\nthat it is an economic waste for a teacher to work in high school when\nbetter adapted to lower-grade work. ‘Too long has the elementary school\nbeen the training ground and the stepping-stone to high school positions.\nWe appreciate the administrators who have helped us to raise the standard of elementary teachers by introducing the single salary schedule in their\nsystem of schools and hope that those who have not tried it will give it\nserious consideration.\n- Higher qualifications for entrance into the profession, further preparation in service, and the introduction of the single salary schedule have\nraised the standard of our profession, but the one thing that has done\nmore than any of these to create a professional spirit is teacher participation\nin administration.\nParticipation is a great university and a means of\ngrowth.\nThe walls of our classroom were once supposed to limit our thinking and\nour activity. How small the horizon of the teacher who sees only this\nsmall segment of the educational system!\ny\nIt is a wise superintendent who welcomes and appreciates the worthwhile ideas of the classroom teachers.\nHappy is the school system where\n\n"}
{"page": 177, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n173\n\nthe administrator values the judgment and the counsel of each of his or\nher associates.\nUnhappy the school system where the superintendent believes that he is the embodiment of all wisdom and that no educational\nprogress can be made except through him.\nHe dooms the professional\nspirit of the teachers to an early death. Faculties not used tend to atrophy.\nTeacher participation develops initiative and encourages research and uses\nthe united wisdom of all the educators in improving the schools.\nIn Spokane we have a professional committee composed of a representative from each grade, which meets with the superintendent every month\nof the school year. Superintendent Pratt makes the following statement as\nto its workings:\nThe\n\nProfessional\n\nCommittee\n\nof the\n\nGrade\n\nTeacher\n\nAssociation\n\nhas proven\n\nto\n\nIt gives the administrator\nbe a most valuable instrument in school administration.\nthe point of view of the classroom teacher—something which is in itself desirable.\nIt tends to create a feeling of contentment among teachers because they know\nthat the way is open so that any real grievance can be presented. It tends to make\nthe administration\n\nmore\n\ncooperative and less dictatorial.”\n(Signed)\nO. C. Pratt, Superintendent\n\nof Schools.\n\nWhile teacher participation in administration gives the superintendent\nthe point of view of the teacher, it also gives the teacher a vision of the\ncomplex problems of administration, and this mutual understanding makes\nfor sympathetic teamwork.\nWherever teacher participation has been\ncarried on in sincerity, thinking people, teachers and administrators alike,\nagree that it improves the teaching service.\nTeacher participation is a new idea in education. While the leadership\nin organizations of elementary teachers has clamored for it, most of us\nscarcely know what it means.\nIn some communities no one would dare\nto mention it around administrative offices except in a low whisper.\nYes, real gains have been made. Never before were teachers recognized\nas they are today. In places they are taking part in making the curriculum,\nselecting textbooks, and formulating school policies. At the same time, we\nrealize that much of this new appreciation is purely verbal.\nGenuine\nIts maturity is in\nteacher participation in school policy is in its infancy.\nthe distant future. A mere beginning has been made; the most is yet to be\n\naccomplished.\nHere let me sound a note of warning.\n\nAdministrators and classroom\nparticipation does not mean\nteacher\nand\nfield\ndistinct\na\nhave\neach\nteachers\nand usurpation\nParticipation\non.\nadministrati\nof\npowers\nthe\nof\nusurpation\n\nare not synonymous terms.\nIt is well for us to be concerned about entrance requirements, preparation\nin service, and teacher participation, but the most hopetul sign of the dawn\nof a new day is the interest that teachers are taking in legislation.\nre.\nEducation occupies a large place on the calendar of every legislatu\nt,\nretiremen\nwith\ntenure,\nwith\ndealing\nbills\nin\nd\nTeachers are vitally intereste\nelecschool\nwith\nunit,\ncounty\nthe\nwith\ns,\ntextbook\nfree\nwith taxation, with\n\n"}
{"page": 178, "printed_page": null, "text": "174\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\ntions, with the teaching of history and civics, with athletics, with vocational\neducation, and countless other things.\nMore and more are teachers through their state associations becoming a\nfactor in the legislature. In many states a bill is seldom introduced in the\nlegislature, much less enacted into law, that is not initiated or sponsored by\nthe state teachers’ association.\nMore emphasis should be placed on personal interviews with nominees to\nfind out their attitude on educational measures likely to come up for conStatements concerning his stand should be secured from each\nsideration.\ncandidate before he is seated in the capitol with law-making power. Before\nelection these statements should be sent broadcast to teachers and friends of\neducation. Doing so will save much time in lobbying. Besides, it is fairer\nto the legislator. It makes it possible for him to give our measures time\nand thought before a flood of bills pours in on him.\nWhile not all of us can go to the legislature to lobby, there is a more\nimportant work that every teacher can do. ‘That is to educate the voter.\nParents are incurably fond of their children. Once convince them that a\nbill is for the good of their children, and that measure will be enacted into\nlaw. When bills affecting schools are up for consideration, people naturally\nturn to the teachers for information. We should understand these measures so well, that we can give such reliable information that the public\nwill again turn to us with perfect confidence. May none of us ever appeal\nfrom a selfish motive, but always on the ground of the highest welfare of\nthe boys and girls. Let me repeat. The teacher knows the needs of the\nschool as nobody else possibly can. It therefore becomes our obligation to\neducate the public. In a republic there is but one irresistible force, and\nthis force is public opinion. It is slow to form, slow to crystalize, but once\nformed nothing can stand against it. It is our privilege to have a large\npart in making public opinion. We must face our responsibility for the\nfuture of our schools demands it. We must measure up to the demands.\nA few energetic, progressive teachers can work wonders.\nConsider what\nan invincible force we should be if we worked unitedly.\n‘Too many of us are not conscious of our own power.\nLet us rid ourselves of that inferiority complex. The question was asked; “What is the\ngreatest invention of the age?’ Some one replied: ‘““The wheelbarrow, because it taught the Irishman to walk on his hind legs.” I implore every\nelementary teacher to get.a wheelbarrow, stand upright, and make the\nworld respect her. I suggest that the Education bill sponsored by the\nNational Education Association makes a splendid wheelbarrow.\nSince much of the time of every legislature is taken up with school\nlegislation, and since many detrimental laws are passed merely because\nthere is no educator at hand to give the information needed to legislate\nwisely, would it not be well to elect an educator as lawmaker?\nLet us\nhope that the time is not distant when the teachers through their organiza-\n\n"}
{"page": 179, "printed_page": null, "text": "-GENERAL\na\n\na\n\nBae\n\nSESSIONS\nee\n\n175\n2\n\nee\n\nee\n\neee\n\ntions will see that an educator is seated in each branch of every legislature\nto give expert advice when needed.\nWhile one of a teacher’s out of school duties is interest in and activity\nin behalf of school legislation, another field is open to her. This consists\nof participation in civic affairs. A small boy was asked to name the races\nof men.\nHe replied, “Black folks, white folks, and teachers.” Too many\npersons share his opinion that we are a race apart.\nWe are required to teach citizenship. How can we teach what we do\nnot practice? Citizenship requires active, not passive interest in the affairs\nof the community, state, and nation. Can an active citizen be trained by\na passive teacher? It is incumbent upon every one of us not only to feel\nan interest, but to participate actively in the great movements that make\nfor better conditions.\nOur preparation for teaching raises us above the\naverage in capacity to contribute to the public welfare. We need to come\nin contact with business and pleasure, with the commercial and social life\nof the community. We need to know the public and the public to know us.\nThe public will not respect us simply because the board of education has\nelected us to our positions. “The public will respect us if respect is due and\nwe do not deserve respect till we have earned it.\nThe status of the elementary teacher has been raised by higher entrance\nrequirements, further preparation in service, participation in administration,\ninterest in legislation and activity in civic affairs, but the inspiration for\nthese advances and the instrument through which they were effected is\nteacher organization.\nThe cultivation of the professional spirit comes\nthrough fellowship among teachers.\nProfessional gatherings develop professional spirit. We need keener appreciation of the value of local, state,\nand national teachers’ meetings. “Che most important of these is the local,\nfor here the professional spirit has its birth. ‘Too often, when it comes to\nattending these meetings, we find the attitude of the guests in Holy Writ\nwho “with one accord began to make excuses.’ Teacher organizations are\nour professional barometers.\nSince 1910 the national organization has\ngrown from 7000 members to 170,000. ‘Ten years ago only four states had\nfull-time secretaries; today thirty-four have them, and in some more than\nninety percent of the teachers are enrolled in the state associations.\nYes, the status of the elementary teacher is improving. While our ideals\ndetermine where we go, it is our enthusiasm that determines our speed.\n\nTo the progressive teacher, the teacher with vision, our progress seems\nslow—the speed of an invalid snail. Others, like Alice in Wonderland,\ncomplain that they have to run as fast as they can to keep up with them-\n\nselves. Your opinion on the rate of our progress depends on your point of\nview. ‘Che important thing is that we are moving.\n\nMany factors have contributed to raising our status.\nmands better trained and more public spirited teachers.\nexclude the untrained and unfit.\n\n‘The public deAdministrators\n\nNormal schools, colleges, and universities\n\nthrough extension courses and summer schools make it possible for teachers\n\n"}
{"page": 180, "printed_page": null, "text": "NaTIONAL\n\n176\n\nEpucATION\n\nASSOCIATION\n\nin service to improve. ‘The parent-teacher association, with its two million\nmembers, has aroused the sympathetic interest of the people. While we\nhave all these influences let us not forget that the Lord helps those who\nhelp themselves. The teacher’s status must be raised by the teacher herself.\nOutside influences are helpful, but of little avail if the push is not from\nwithin. We must be self-starters. Yes, we still are Ford cars as far as our\npresent status is concerned, but we are 1927 models and do not need to be\ncranked. Some day we hope to be Lincolns.\nIt is the beginning of a new day. It is the hour of dawn and we look\nhopefully for the full light of a beautiful day—a beautiful day for the boys\nand girls who must always be the center of our thinking.\nShips in crossing the ocean, at high noon each ‘day, take an observation.\nThen these mighty ocean liners, without waiting for tugs or favoring gale,\nbut through their own power move on toward their haven. The elementary\nteacher has stopped to take her bearings. Appreciating all helpful influences but not relying on them, with a consciousness of the dignity of her\nhigh calling, she moves on toward the haven, propelled by the power within.\n\nTHE ECONOMIC AND PROFESSIONAL STATUS OF\nTEACHERS IN THE AMERICAN RURAL SCHOOL\nFLORENCE\n\nHALE,\n\nDIRECTOR\n\nOF\n\nRURAL\n\nEDUCATION,\n\nSCHOOLS,\n\nAUGUSTA,\n\nSTATE\n\nDEPARTMENT\n\nOF\n\nME.\n\nThere is an unusually close connection between the economic and professional status of the rural teacher. Indeed, it can scarcely be said that there\nis as yet a distinct rural teaching profession. “This is due almost entirely\nto economic conditions.\nNo line of work can become professional that is\nmade up of a constantly changing body of workers. “The most discouraging\nhandicap that rural supervisors and administrators, in general, face is the\nconstant turnover in the personnel each year of teachers in rural communities. “This is largely due to three conditions—the smaller salaries still paid,\nthe poorer living conditions and the lesser chance for professional recognition and advancement.\nIn those places where the salaries have been raised\nto an even level with town and city teachers it is found that the ‘‘turnover”’\nis much less, especially if living conditions approximate these others in\nmodern conveniences, chance for privacy, etc.\nNext to the economic need in order to professionalize rural education is\nthe necessity to build up constantly a different point of view. Even yet the\nmajority of teachers look upon the rural schools only as stepping-stones and\nthink of promotion only in terms of getting into a so-called “graded system.” This point of view in any department destroys professional spirit.\nAs I have said in another department, the greatest chance for any line of\neducation to become solidly professional is when teachers can select the\ntype of teaching they love and are fitted for and find their “promotion” as\nto salary and honor right there in that work, without having to transfer\nto some other so-called “higher” type of educational position for\npromotion!\n\n"}
{"page": 181, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n177\n\nThe economic situation is improving, but there must be constant effort\nto better it. The purely professional side of rural teaching is beginning to\nshow a gratifying improvement. This is due to the fact that already recognition is being given to it as a distinct profession in itself and avenues of\nprofessional advancement are opening up within its own confines.\nSuch\nmovements as the rural helping teacher plan in New Jersey, originated\nby the late Calvin Kendall, and the school for rural leaders at Castine\nin Maine, originated by Dr. Augustus O. Thomas, have done much to develop a rural teaching profession. The work done by the late Macy Campbell of Cedar Falls, lowa, and by Mabel Carney of Teachers’ College, New\nYork, to establish rural departments of education in teachers’ colleges and\nnormal schools, has been another marked contribution.\nTo still further establish rural teaching as a profession, with the accompanying financial rewards, I believe a very great help would be the establishment in the National Education Association Headquarters itself of a\ndistinct division of rural education. We have seen what impetus has been\ngiven the work of the classroom teacher by its department in the National\nEducation Association, and I would like to see a similar distinction conferred upon rural education to help build up the respect and professionalism for which all our rural leaders are so valiantly striving.\n\nCHARLES\n\nW. ELIOT\n\nA. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON, MASSACHUSETTS\nCharles W. Eliot was a man of great achievement as well as clear-headed\neducational philosopher.\nHe took Harvard University at a critical period of its history and transformed it from a college with a past to an institution with a future.\nA young man unknown in academic circles, without administrative experience, he assumed responsibility for the direction of the affairs—financial\nand scholastic—of the oldest and most famous educational institution in the\nNew World. When he retired from active service there were more than\nfive hundred colleges and universities in the United States, and a third of\nthem had more than a million dollar endowment.\nIn 1869 there were scarcely five thousand professors and instructors in\nWhen he retired there\nall of the educational institutions in the country.\nse r ein\nthousand.\nfifty\nthan\nmore\nwere\n\nNotwithstanding the fact that there were one hundred free institutions\n\nwith state funds behind them, and church universities with vast consecrated\nmillions; notwithstanding the fact that natural resources were discovered\nand developed to produce immense enterprises in the west, northwest, and\nof\nsouthwest, there was never a day in which the scholastic supremacy\nthe\nnot\nwas\nit\nwhen\nhour\nan\nnever\nd;\nchallenge\nHarvard University was\nnot the most\nrichest of American Universities; when its enrolment was\nnational.\n\n"}
{"page": 182, "printed_page": null, "text": "NATIONAL\n\n178\n\nEpuCATION\n\nASSOCIATION\n\nNever for an instant would President Eliot allow any scholastic standard\nlowered to increase enrolment; never was there a drive for increased funds;\nand there was never a year in which Harvard was not harvesting some\nhighly important educational creation.\nNever was there such a succession of famous men on any faculty as were\n\nat Harvard in President Eliot’s day. Think of the influence of Oliver\nWendell Holmes, Henry Wadsworth Longfellow, James Russell Lowell,\nand Charles Eliot Norton, Asa Gray and Louis Agassiz, Barrett Wendell\nand George Herbert Palmer, William James and Josiah Royce.\nAbove and beyond all of this, Charles W. Eliot had immeasurable influence for good on the public schools. The junior high school, functioning\nin every city of America, is the harvest of his heroic message on the worthlessness of much of the work of the seventh, eighth, and ninth grades of\n“ve olden time.”\nDr. Eliot was a noble demonstrator of civic, educational, and religious\npersonality which had a wholesome, conventional background.\nHe could\nbe progressive without being fanatical. In his much writing he never had\na message that was not a mission.\n\nFIFTY\nMRS.\n\nSUSAN\n\nYEARS\nM.\n\nOF A GREAT\n\nDORSEY,\n\nLOS\n\nEDUCATOR\n\nSUPERINTENDENT\n\nANGELES,\n\nOF\n\nSCHOOLS\n\nCALIFORNIA\n\nAn account of the life of Mrs. Ella Flagg Young can be told in a few\nsentences.\nIt was passed for the most part in one city and spent in one\noccupation, that of teaching. Any setting forth, however, of the significance\nof that life and its contributions to public education in the city of Chicago,\nwhere she lived, and in the entire nation, must be wholly inadequate.\nMrs. Young was born in the city of Buffalo in 1845, in an unpretentious,\nbut choice home.\nHer Scotch descent was apparent in the sincerity and\nsimplicity of her life and in her untiring devotion to her great ideal, the\nimprovement of public schools and the making of them a thoroughly democratic institution. After the age of thirteen, her long life was spent in the\nschools of Chicago, as student, teacher, practice teacher, principal, assistant superintendent, professor in the University of Chicago, normal\nschool principal and superintendent of schools.\nDuring her educational career of more than fifty years, she saw Chicago\ngrow from a sprawling country village to a metropolis and was largely\ninstrumental in bringing about the same progressive changes in education as\noccurred in the life and growth of the city, since to her, more than to any\nother single person, was due the transforming of the schools from those\nof the narrow, academic type to cosmopolitan schools adapted to meet the\nneeds of a fast changing world.\nOn such an occasion as this, it is appropriate to refer to that other illustration of her belief in democracy in education, that scene in the Boston\n\nmeeting of the National Education Association in 1910, when Mrs. Young\n\n"}
{"page": 183, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n179\n\nwas elected president from the floor, in defiance of the report of the nominating committee that had selected another candidate.\nThe gains for democracy on that day have never been lost and finally resulted in this great\norganization that includes all school workers, to serve all and be served by\nall. ‘Tonight we salute Mrs. Young as one of the greatest advocates of democracy in education.\nHer loyalty to women in general and to the women of Chicago in particular is characteristically expressed by Mrs. Young in this sentiment,\n“Td like to do for the women of Chicago what they’ve done for me in the\npast in giving me my chance.”\nThe closing chapter in the life of this great teacher of teachers was still\none of service. During one of those campaigns for the raising of funds at\nthe time of the World War, Mrs. Young on a speaking tour became overtaxed, and succumbed, giving her last bit of energy to that great principle\nof democracy as embodied in her country, for which she had lived and\nworked unceasingly and triumphantly.\n\nAN\n\nAPPRCIATION OF WILLIAM TORREY HARRIS,\nEDUCATOR AND PHILOSOPHER-—A BRIDGED\n\nJOHN\n\nJ. TIGERT,\n\nUNITED\n\nSTATES\n\nCOMMISSIONER\n\nWASHINGTON,\n\nOF\n\nEDUCATION\n\nD. C.\n\nThere were giants in those days.—Genesis vi: 4.\n\nIn an age of science like the present, when so many discoveries flash into\nbeing with bewildering rapidity, when materialism makes boast of its conquests, it is well for the thoughtful soul to draw aside occasionally to some\nquieter domain, where the roar of the “world-loom” is not so evident, and\nthere ponder upon the deeper implications of life, upon the things of the\nspirit. We are all so obsessed with “secondary causes,” with the phenomenal, that we are apt to overlook or ignore altogether the noumenal\nor the reality that underlies the world of appearances, and this takes us\ninto the realm of idealistic philosophy.\nIn thinking of philosophy, particularly as it is related to education, we naturally think of one of its\ngreatest exponents—Dr. William T. Harris, whose life was an inspiration\nto all who knew him.\ne\nI do not propose to enter into the history of speculative thought in\nAmerica, but simply to give a bird’s-eye view of the life and labors of one\nwho fought so strenuously to lift education out of dry formalism and to\nrelate it to the deeper things of the soul. It is fitting for me, I think, as\nCommissioner of Education of the United States, to talk to you about\nDr. Harris, for he was one of my predecessors in office. It is an interesting fact to record that the most notable appreciation and evaluation of the\neducational and philosophical views of Dr. Harris, namely, the book by\nDr. John\n\nS. Roberts,\n\nDistrict\n\nSuperintendent\n\nof Schools\n\nof New\n\nYork\n\nCity, was published under the auspices of the National Education Associa-\n\n"}
{"page": 184, "printed_page": null, "text": "NaTIONAL EpUCATION ASSOCIATION\n180\nMe ee\n\nee\n\nits president\ntion. Dr. Harris was a life director in this Association, and\nto its meets\nthought\nvaluable\nmost\nhis\nHe contributed some of\nin 1875.\none of\nwas\nHarris\nDr.\nand\ndays,”\nthose\nin\ngiants\nings. ‘There were\nbut a\nclouds,\nthe\nin\nhead\nhis\nwith\n,\ndreamer\nmere\na\nnot\nwas\nHe\nthem.\n“In his study of philosophy,” says Dr. Roberts, “he\nman of action.\nformed the habit of deducing the practical applications of philosophical\ntheories to political, social and educational questions, of viewing current\nquestions and practices in the light of philosophical ideas and of applying\nThis mode of\nphilosophical ideas to the solution of practical problems.\nthought was applied by him with the keenest interest in the field of edu.\ncation.”\n\nWilliam Torrey Harris was born at North Killingly, Conn., September\n\n10, 1835.\n\nHe received his preparatory\n\ntraining at Woodstock\n\n(Conn.)\n\nHe entered Yale College\n\nAcademy, and Phillips Academy, Andover, Mass.\n\nin the class of 1858, but after spending two and a half years at that seat of\n\nlearning, he removed in 1857 to St. Louis, Mo., where he began his proIn 1858 he became an assistant\nfessional career as a teacher of shorthand.\n\nteacher in the public schools-of St. Louis, rising eventually to superintendent\nof city schools, holding the latter position from 1867 to 1880.\nIt was\nin St. Louis that he came in contact with Henry C. Brockmeyer, one of\n\nthe young men who came to America “in a reflex movement growing out\nSays F. A.\nof the political troubles in Germany in the previous decade.”\nFitzpatrick, in the Educational Review for January, 1910:\nBrockmeyer was a student of Kant, and an enthusiastic admirer of Hegel\nFresh from his studies, he became actuated with the spirit of modernism eee\nvocationalism,\n\nand\n\ndetermined\n\nmolder ; later, influenced\nreinvigorated,\n\nreturned\n\nto\n\nlearn\n\nby Thoreau,\nto St. Louis\n\na\n\ntrade.\n\nhe lived\nto enter\n\nHe\n\nselected\n\nas a hermit\n\nthe\n\npractice\n\na\n\ns60e\n\nin the woods;\n\nthat\n\nthen\n\nof law.\n\nof\nHe\n\nraised\n\n‘\n\nregiment which served through the Civil War, and earned in later\nyears the\nplaudits of all good citizens for his rugged honesty and his rien\ninsight\n\nIt was during Brockmeyer’s career as a stove-molder that Ira Divoll W. T.\nHarris, and Holland discovered him and his knowledge of Kant od He L\nThey made frequent visits to Brockmeyer’s room on the “East Side” of St Loui\noften arriving before Brockmeyer had cooked his frugal meal and while He ae\nphysically worn out by his labors. The enthusiasm of this little band of talent\nin a new and materialistic atmosphere, seeking light upon the obscure\npas ae\nand involved construction of Kant’s Critique of Pure Reason, echoed S irre\n\nand interest of the students of Greek in the fifteenth earary as chro icled Ms\nSymonds in his story of the rise of the Italian republic. To Dr Harris\naethis\n\nstudy meant going over again his Aristotle and his Plato. He astern d the\ndi\nlectic, and shutting out the rest of the world, for a period he gs tae\nmee ys by the ontological reveries of Hegel. How he managed\nto andthe ae\nor this study y 1s a mystery to me even now, for at thisi time\nt\nDr. Harris, with\nGraham,\n:\n;\n\nthe author\n:\n\nin their evening\n\nYork.\nOne\n\nQ ul\nlite\n\nmay\n\ncertain\n\na\n\nof a revised\n5\n\nnumber\n\nunderstand\n\nadherence\n\nPitmanic\n;\n\nshorthand\n\nin St. Louis, the first school\n\nschool\n\nof\n\nWw\nable newspaper\n\ncertain\n\ntce) his\n\nnotes,\n\nmannerisms\nwhen\n\none\n\nmen\nin\n\nlearned\nDr.\n\ns ystem,\n\nSs\nstenography\n\nHarris's\nus\n\nknows bs th at\n\ntaught\n\nst\n\nof the kind Sabie trat ew\n\nhis\n\npublic\n\nmanus¢\n\nript\n\na tat his\n\nschool\n\naddre sses,\ne\nwas\nas\n\na;\n\nwritt\nT1 en\n\n"}
{"page": 185, "printed_page": null, "text": "GENERAL SESSIONS\n\n181\n\nThe little band of students in St. Louis practically inaugurated the\nphilosophical movements in the United States. In the year 1867, Dr.\nHarris founded the Journal of Speculative Philosophy, the first attempt\nof its kind in America.\n‘Twenty-two volumes appeared, the last of which\nwas published in 1893.\nInto this journal were poured the brilliant essays\nof many noted men.\nBrockmeyer and others translated for it the best\nthoughts of the German metaphysicians.\nUnder the editorship of Dr.\nHarris it attracted the attention of the greatest European thinkers.\nIn\nthe year 1879, Dr. Harris, Thomas Davidson, A. Bronson Alcott, Ralph\nWaldo Emerson and F. B. Sanborn founded the Concord School of\nPhilosophy, at Concord, Mass.\nWhat the members of this group sought\nin their discussions at Concord was not ‘‘an absolute unity of opinion, but\na general agreement in the manner of viewing philosophic truth and applying it to the problems of life.”\nIn the year 1880 Dr. Harris resigned from the St. Louis schools and\ndevoted himself to lecturing on pedagogy and the pursuit of literature.\nIn the year 1889 he became, as I have already stated, United States Commissioner of Education.\nIn 1906, he resigned from the government service and retired to Providence, R. I., where he died on November 5, 1909.\nHe was buried at\nPutnam, Heights (North Killingly), Conn.\nOn his monument is the\nfollowing quotation from Goethe’s Tribute te Plato: “A rare scholar whose\nlife was zealously and untiringly devoted to philosophy and education.\nHis relation to the world is that of a superior spirit . . . All that he\nutters has reference to something complete, good, true, beautiful, whose\nfurtherance he strives to promote in every bosom.”\nDr. Harris married Sarah T. Bugbee, daughter of James Bugbee, of\nThompson, Conn., on December 27, 1858, by whom he had two children,\nTheodore and Edith Davidson Harris.\n“The Carnegie Foundation for the\nAdvancement of Teaching conferred upon him “as the first man to whom\nsuch recognition for meritorious service is given, the highest retiring allowance which our rules will allow, an annual income of $3000.”\nOrders\nwere conferred upon him by the French and Italian governments, and\nmany great universities of Europe and America gave him honorary degrees.\nIn 1894 he received from the King of Italy the chivalric decoration of the\nCommander of the Order of St. Maurice and Lazarus.\nThe French\nGovernment in 1878 conferred upon him the honorary title of Officer of\nthe Academy, and in 1889 the title of Officer of Public Instruction.\n“In\npersonal contact,’ says a writer in the National Cyclopedia of American\nBiography, “Dr. Harris was a perpetual flood and flow of light by tongue\nand pen.\nHe was the indefatigable torchbearer of high philosophy and\nwas forever lighting up those four great watchtowers, Kant, Hegel, Aristotle, and Plato, ‘holding their importance in the order named.”\nHe was\nthe author of The Spiritual Sense of Dante’s Divina Commedia (1889);\nIntroduction to the Study of Philosophy (1889); Hegel’s Logic (1890);\nPsychologic Foundations of Education (1898) ; chapters on The Philosophy\n\n"}
{"page": 186, "printed_page": null, "text": "182\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\n(1893), and many\nof A. Bronson Alcott in Sanborn’s Memoir of Alcott\neditor-in-chief of\nthe\nwas\nHe\nbrochures on art, education and philosophy.\n;\nWebster’s International Dictionary.\nbe\nmight\nwhat\nspirit,\nin\nreligious\n“deeply\n‘He was,” says Fitzpatrick,\nreligion\nhed\napproac\nhave\nto\nseemed\nHe\n.\nChristian\na\ntermed intellectually\nHe was fond\nfrom his intellectual side, and not from the side of faith.\naccepted\nusually\nof showing how certain dogmas of the Christian world\n‘\nated.”\nthrough faith were to him intellectually demonstr\ncritical\nhis\nwas\nphilosophy\nto\nDr. Harris’ most notable contribution\nexposition of Hegel’s Logic, written for Grigg’s philosophical classics.\nIn his essay\nThe keynote of his insight is the doctrine of “‘selfactivity.”\non Emerson he says:\nPlato may stand for the philosophic seer of all time—Plato and Aristotle, it\nmakes little difference which; for Aristotle reaffirms the same doctrine, and\nproceeds to show in detail the explanation of nature and man, as the revelation\nof divine reason. That the ultimate presupposition of all science is a personal\nfirst cause or absolute reason is evident to the philosopher who has learned to\nthink in the school of Plato and Aristotle, or in the schools of their greatest\nfollowers; it is seen to be implied in the fact that the one from whence all proceeds is necessarily selfactive and selfdetermined.\nEven if it is called water, or\nair, or matter as first principle, it must be causa sui. All things are to be\nexplained as produced by its activity, and as growing or perishing through it.\nThe selfdetermined is both subject and object of its activity, and this must be\nidentified as mind—or has been thus identified by the thinkers mentioned who\nfollow Aristotle or Plato.\n\nDr. Harris did not enunciate any new principle in philosophy, but laid\nemphasis on the doctrine of “selfactivity,” like Plato and Aristotle.\nLike\nall great exponents of idealistic philosophy he held that spiritual life determines the material, that consciousness determines being.\nSays Dr.\nRoberts, in discussing the fundamental philosophical ideas of Dr. Harris:\nSelfactiyity has many stages or degrees of realization,\nIt may be life, as in\nplants or animals; or feeling and locomotion, as in animals; or reason, as in\nman; or absolute personality, as in God. Reason is the highest form of selfactivity in man.\nBy it he may act upon his environment both really and ideally.\n\nHe may form universals and see the relation of the universal principle and its\nconcrete manifestations.\nDr. Harris developed the theory of Plato that there are three stages of thought—\nnamely, common sense, reflection or understanding, and pure reason.\nThe first stage of thought sees the world as a number of real, independent\nobjects, which do not owe their reality to mind or force. Each object is independent of all others and would continue to exist if all other objects were blotted\nout of existence.\nThis, the so-called “common-sense view” of the world, eliminates\nspirit from the world\n\nand denies the truth of all ideas relating to God, or freedom,\n\nor immortality.\nBut a higher stage of the understanding, called reflection,\nrefutes this lower\nstage by showing that it is not the independent existence of things,\nbut their\nreciprocal influence that is important.\nRelativity, not independence, is the highest\ncategory to this stage of thought. Force is fundamental; and\nthe world is viewed\na the result of the correlation of forces. This is the theory\nof Hume and Herbert\npencer.\n\n"}
{"page": 187, "printed_page": null, "text": "GENERAL\n\nSESSIONS\n\n183\n\nTo this theory, however, the world is transitory and phenomenal.\nEverything is finite and dependent.\nThings are only the manifestations of the interactions\nof forces. The contents of the ethical and religious worlds are also relations.\nAll reflection leads to an ultimate idea of force which swallows up or destroys\neverything.\nThis negative theory is pantheism.\nAgnosticism and atheism are\nthe inevitable conclusions.\nCareful consideration of this doctrine, however, shows that the conception of\npantheism as an ultimate conception is illogical; that pantheism presupposes a\nselfactive unity. “Hence the same premises and the same course of reasoning\nwhich reflection uses to establish its doctrine of persistent force establish just as\nwell and with the same logical clearness, creative or selfdetermining unity.”\nThus Dr. Harris arrives at the third stage of thought—the pure reason, the\nHis theory of pure\nhighest stage of the manifestation of selfactivity in man.\nreason is similar to that of Kant and Hegel.\nPure reason transcends the world of experience and understanding.\nIt gives\norder and system to the judgments of the understanding.\nIt is synthetic, not\nanalytic. It sees universals, principles, totalities, It realizes the universality and\nnecessity of some ideas. It goes beyond the objects of sense to the idea of a first\n\nprinciple or first cause. * * *\nWithout the idea of selfactivity, we could not formulate an idea of God as the\nCreator, or as selfexistent,\nIdeas of God, freedom,\n\napart from the world.\nand imiuortality have\n\nno meaning to many scientists.\nScientists explain these phenomena physiologically or call them diseases of language.\nThis is the reason for the constant opposition by Dr. Harris to the\ntheories of Hamilton and Spencer.\nTheir failure to appreciate the necessity of\nselfactivity prevents them from conceiving ultimate religious ideas—selfexistence,\nselfcreation, and creation by external agency. Yet they contradict themselves by\nsetting up persistent force as the ultimate principle. * * *\nIn contrast to these philosophers, Dr. Harris holds that selfactivity is the highest\nprinciple of philosophy—the principle of life, of thought, of mind, of creative\nactivity. It is the basis of theology and philosophy.\nIt is the necessary ground of\nthe idea of God—“of one eternal energy which creates and governs the world.”\nHence the world is a unity—the subject and object are identified.\n\nSo much for Dr. Roberts’ able study of some of the implications of Dr,\nHarris’ views.\nDr. Harris’ philosophy of pedagogy is to be explained by this doctrine\nof the “selfactive.”\nThe universe is not directed by “a blind, unconscious\nforce,” but by divine reason, mind.\nA spiritual first principle makes\nlove.\n\nIn the\n\nabsolute\n\nmind\n\nMind\n\nplanation of nature and history.\npersonality\n\nof the universe\n\nthe source\n\nand the ex-\n\nis consciousness, personality, will, intellect,\n\nintellect\n\nand\n\nwill\n\nand\n\nlove\n\nare\n\none,\n\nbecause\n\neach in its perfection is all. The absolute selfknowledge which makes of itself\nobject is also\nan object thereby creates, or is, absolute will. But its self-made\n\nHence Plato called his first principle the\none with it by love and recognition.\nthat it is a will in accordance with\nindicate\ngood, inasmuch as he wished to\n\nreason,\nsupposes.\n\nand not a blind will, such\nPlato’s\n\nGod\n\ncreates\n\nthe\n\nas Schopenhauer sets Up and Buddbtem pre:\n\nworld\n\nas\n\n“like\n\nhimself\n\nas possible,\n\nfor\n\nHence nature must be a revelation\ngoodness can have envy of anything.”\norigin and a divine destiny.\ndivine\na\nhave\nmust\nman\nand\ninfinite goodness\n\nay\n\n0\n\nafter reading the\nDr. Harris’ scheme of pedagogy becomes luminous,\nown fate, and\nhis\nof\nmaster\nthe\nentity,\nve\nselfacti\nMan is a\nforegoing.\ncollocation of\ntous\n“fortui\nby\nbeing\ninto\ncalled\nchance,\nnot the idle sport of\n\n"}
{"page": 188, "printed_page": null, "text": "NaTIONAL\n\n184\n\nASSOCIATION\n\n“All below man,” he says in his Philosophy\n\natoms.”\naway\n\nEpUCATION\n\nand\n\ndo not\n\nretain\n\nindividuality.\n\nMan\n\nin Outline, “pass\n\nis selfdetermining as in-\n\nas individdividual, and hence includes his own development within himself\n\nEducation should endeavor to\nual, and hence is immortal and free.’\nentertained by his civilizaworld\nthe\nof\nview\nprepare him to understand the\nof the race; to cultivate\nwisdom\nthe\nof\nn\npossessio\ntion; to put him into\nnot consist merely\nshould\nit\nideal;\nsocial\nthe\nand\nity,\nspiritual\n,\ncharacter\nin taking care of the body and in the performance of the lower social functions—the preparation of food, clothing, and shelter—though these are\nof importance in the general rounding out of man.\nDr. Harris was an omnivorous reader. Of Goethe’s Wilhelm Meister\nhe said: “I endeavor to re-read Wilhelm Meister every year and always\nIt has increased my practical power\nfind it more suggestive than before.\nCarlyle’s The French Revolution and Frederick the Great he\ntenfold.”\nHe was a depronounced to be the greatest epics since Homer’s Iliad.\nvoted admirer of Sir Walter Scott’s novels, but he proclaimed Victor\nHugo’s Les Miserables to be the greatest work of fiction of the nineteenth\ncentury—perhaps of any century.\nDr. Harris was instrumental in establishing the kindergarten as an integral part of the St. Louis school system; this was the first attempt in\nthis direction in America.\nIt is interesting to note that shortly before he died he was putting the\nfinishing touches to a book on courses of study.\nUnfortunately for the\nworld, he loaned the manuscript of this book to a friend, who lost it on a\nrailroad train. It was never recovered.\nOne of his most inspiring works\nis The Spiritual Sense of Dante’s Divina Commedia.\nHe says: “Of all\nthe great world-poems, unquestionably Dante’s Divina Commedia may be\njustly claimed to have a spiritual sense, for it possesses a philosophic system\n\nand admits of allegorical interpretation.\nIt is par excellence the religious\npoem of the world.”\n:\nIn the Chautauquan, during 1881-1882, he published his scholarly\ntreatise on “Christianity in Art,’ which is a discussion of “the nature of\nart and its five special forms—architecture, sculpture, painting, music, and\npoetry—devoting most consideration, however, to the department of painting as the chosen field of romantic art. Romantic art . .\nis the\nChristian form of art.”\nHe intended to bring out these papers in book\nform, handsomely illustrated, but never could find the time to re-edit\nand\nprepare them for the press.\n|\n\n"}
{"page": 189, "printed_page": null, "text": "Reports of Committees\n\n"}
{"page": 190, "printed_page": null, "text": "tn o\n£\na\n\ny\n\na\n\ncre\n\n-\n\n*\n\nve\n\n-\n\na\n\nsa\n\na\n«\n\nOe\nies\n\n"}
{"page": 191, "printed_page": null, "text": "REPORT\n\nJESSE\n\nH.\n\nOF\n\nNEWLON,\n\nTHE\n\nEXECUTIVE COMMITTEE\nCOMMITTEES\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nDENVER,\n\nON\n\nCOLO.\n\nHE report of the Committee on Committees will be very brief. We\nfind that the president and the Executive Committee have carried\nout the recommendations made a year ago, and which you approved,\nand our only function at this time is to indicate the committees we think\nshould be continued and those we think should be transferred, to report to\nother bodies or to be discontinued.\nWe recommend that the Commission on the American School Program\nbe discontinued ; that committee has not been active, largely due to the\nill health of the chairman, and we understand it is the opinion of Mr.\nOwen himself, the chairman, it should be discontinued.\nThe Committee on the Appointment of Delegates and Kindred Subjects,\nof which Dr. Claxton is chairman, is to be continued.\nThe Committee on Community Relations is to be discontinued.\nWe\nunderstand this committee has finished its work, and the present chairman\nwould not wish to continue as chairman.\nWe think the new president and\nExecutive Committee should determine whether such committee is needed\nor not.\nThe Editorial Council does not seem to be active. We therefore recommend the discontinuance of this committee.\nThe Committee on Educational Problems in Colored Schools, is an active\ncommittee, and we recommend that it continue.\nThe Committee on Ethics of the Profession is to be continued.\nThe Committee on Homes for Retired Teachers is to be continued.\nWe refer to the Department of Health Education the Committee on\nHealth Education, but we recommend that an appropriation be made that\nwill enable the Department of Health Education, through a new committee, to continue its cooperation with the American Medical Association\nin a very important piece of work.\nThe Committee on International Relations is continued.\n\nThe Legislative Commission\nare continued.\n\nand the Committee\n\non\n\nSchool\n\nLibraries\n\nThe Resolutions Committee is provided for, I believe, in the bylaws.\nContinue the Committee on Retirement Allowances and the Committee\non Revision of Departments.\nThe Committee on Rules, of course, is necessary.\nThe Committee on School Museum Relations, we understand, has completed its work and we recommend that it be discontinued.\nWe recommend that the Committee on Visual Education be referred\n\nto the Departmert of Visual Education.\nThe Budget Committee, of course, will be necessary.\nThe Committee on Necrology is provided for in the bylaws.\nThere seems to be a desire on the part of a number of people that there\n[187]\n\n"}
{"page": 192, "printed_page": null, "text": "188\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nhas been years since the\nshould be a new committee on salaries. It\nduring the time that has\nand\ns,\nAssociation has had a committee on salarie\nr of important denumbe\na\nbeen\nhave\nelapsed since the last report there\n\nschedules have been\nvelopments, a number of forward-looking salary\nadopted and certain problems have arisen.\nbly\nThe Research Department, under Mr. Norton, has done a remarka\nthe\nis\nit\nbelieve\nI\nsalaries.\non\nfine piece of work in collecting statistics\ntwo\nevery\nsurvey\nextensive\nan\nmake\nto\nnow\ncustom .of that department\nyears.\nWe recommend that the president appoint a committee on the economic\nstatus of teachers, and that it be the function of this committee, with Mr.\nNorton and his associates, to prepare within the next year another report\nthat will state what we now know or think we know in regard to the\ndevelopment of salary schedules, and in regard to the great preblem of\nthe economic status of teachers, not only in the elementary and secondary\nschools, but in the colleges and universities as well. We believe the time\nhas come for such a report, and it would be very usable by many who are\nconcerned with the technical problem of salary schedule making.\nThere is also always a constant demand that something be done about\nthe problem of character education.\n“There are always those that cannot\nsee that we are doing anything in the schools about character education,\nbecause we do not happen to have a text book on ethics and a period set\naside which is labeled “Ethics or Moral Education.”\nWe suggest—not recommend, but suggest—that the secretary raise the\nquestion with the curriculum department to decide whether it would be\nbest to make a recommendation as to character education in the schools,\nsomething that might prove as an outlet for teachers and executives, and\nsomething that might inform the lay public as to the importance of the\nmatter which we adapt to that objective of education, and something as to\nthe methods which we employ in our attempts to achieve that objective.\n\nREPORT\nERNEST\n\nL. CRANDALL,\nPUBLIC\n\nOF COMMITTEE\nDIRECTOR\nSCHOOLS,\n\nOF\nNEW\n\nON NECROLOGY\n\nLECTURES\nYORK\n\nAND\n\nCITY,\n\nVISUAL\n\nINSTRUCTION,\n\nCHAIRMAN\n\nIt becomes my duty at this time to hand to the secretary for the archives\nof this body the roll of the dead. Would that we might make it\nthe scroll\nof the dead, for it is indeed an honor roll. Every name upon it should be\npreserved at least upon the scroll of memory.\nThat they are not all inscribed upon tablets of bronze or pillars of marble is due to the\nfact that\nmen have not yet learned to honor the heroes of peace in the\nsame degree\nas the heroes of war.\nRecent events would seem to belie that statement, yet taken by\nand large\nit still holds.\nIt is true that when recently a modest, clean, ed\nintrepid American youth took his life in his hand and,\ncleaving g th the sky,,\n:\ni the distance\nbetween New York\nlaid\nand Paris behind him in little more\n\n"}
{"page": 193, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n189\n\nthan a day, he was received like a conquering hero upon his return.\n\nNor\n\nwas one plaudit grudgingly given, or any single paean of praise in his honor\nmarred by the discordant note of envy—here or abroad.\nNevertheless,\n\nthe fact remains that for the most part, save in rare and exceptional, in\nstriking and spectacular cases such as Lindbergh’s conquest of the air, the\nsacrifices, the self-denials, even the valors of the pursuits of peace remain\nunsung.\nI think it will not be gainsaid that the teacher’s career involves much of\nsacrifice, much of self denial, and requires not a little courage, not physical\ncourage, perhaps, but that moral courage which enables one to turn a deaf\near to the lure of pelf and power, to put behind him visions of place and\npreferment, and adhere to an ideal of usefulness and service.\nLet us not plume ourselves upon this, however.\nUnless it is a choice\nthat has been joyfully made, it reflects little credit upon us; and if that\nchoice has been joyfully made, then we shall never think of the credit.\nBesides it is a situation incident to many other careers.\nIndeed, it is a\nsituation almost inherent in professional life. The preacher, the physician,\nthe scientist, the engineer must all place the ideals of their profession\nbefore the hope of gain, or they not only lose caste in their calling, but\nsuffer in their selfrespect.\nYet the love of achievement is in us all, and it is a wholesome and a\nhopeful thing that it is so. Without it the world would stagnate. The\nhope of humanity lies in the urge to attain.\nRight here may we not draw a lesson for ourselves from the honor that\nis Lindbergh’s.\nWhat is it that we hail in him?\nHis courage?\nNot\naltogether. “The splendor of his achievement? ‘That, but not that alone.\nHis beautiful relationship with his splendid teacher-mother?\n‘That, but\nmore than that. His modesty under adulation? A thousand times yes;\nbut that very modesty is only a part of the reticence, of the habit of withdrawing within himself, that led to the one feature of his exploit that signalized it above, and set it apart from all others of its kind.\n\nalone.\n\nIt seems\n\nthing.\nThere\n\nto me\n\nis something\n\nHe traveled\n\nthat that is what captivated us more\nin the picture which\n\nwe\n\nthan any-\n\nhold, of that lone horse-\n\nman of the clouds, that lone mariner of the uncharted lanes of upper\nair, that solitary traveler through midnight skies, that has caught the\nfancy of mankind as few events have ever done. He traveled alone.\n\nNow, not every name ot the hundreds, perhaps thousands of our colleagues who have passed away during the year Is recorded upon the list\n\njust handed to the secretary. . There are inscribed there only the names\n\nof those who, in the opinion of their community or their commonwealth,\nso far as vour Committee has been able to gather it, have rendered some\n,\nsignal service to education.\n\nThere may be names upon that list that, in a strict interpretation of that\nlimitation, do not belong there. I say it with all due deference, I have no\n\ndoubt\n\nthere are.\n\n‘here\n\nare also doubtless, yes indubitably\n\nnames\n\nwhich\n\n"}
{"page": 194, "printed_page": null, "text": "190\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nMany a teacher\nought to be upon that list, which do not appear there.\nmay have passed on unnoticed, almost unmissed, within the past year, who\nnever acquired even a modest halo of reputation, yet whose inspiration has\nstirred within some youthful breast fires that yet shall give the world another great name, another leader, another pioneer, another Lincoln, another\nRoosevelt, another Edison, another Peary, another Lindbergh.\nBut this we shall have to say, my friends, of any name that belongs\non that list, whether it is there or not, of any name that belongs on any\nlist of those who have rendered signal service to the cause of education, or\nto any other great cause—he traveled alone.\nTo every such soul there comes a time when he must say to himself, the\ncounsels of others are not my wisdom, the ideals of others are not my\nguide, the judgments of others are not my code, the rewards of others are\nnot my recompense.\nI must go my way unguided, unaided, unaccompanied, and unapplauded.\nI must work out my own salvation and contribute my quota to the salvation of the race in my own way. I must give\nof the truth that is in me as God has given me to see it, not as others have\ntaught it to me. I must express the love that is in me, not in the language\nof convention, but fresh and warm as it springs from my heart. I must show\nthe light that is in me not in the forms that are prescribed, but as it glows\nin my spirit. I must do, not the deeds that others bid me, but the tasks\nthat seem fashioned to my hand. I must tread, not the paths where others\nbeckon, but the ways that lure my footsteps. J must travel alone.\nBut he who travels alone, draws others after him, not merely the crowd,\nbut those who have been fired by his example. That is the spirit in which\nwe are here today.\nWe are here to say to those intrepid spirits, known or unknown, who\nhave passed on into the greater light, that they traveled not alone, for we\nhave followed after. And still we stand and gaze after them, and wish\nthem safe home, and thank God that they were, and that their lonely\nlabors have lightened and brightened our own endeavors.\n\nThey\n\nTraveled Alone\n\nThey traveled alone—do not doubt it.\nFor them no infallible guide\nHad marked out a safe, easy, pathway,\nScaling the mountain’s side.\nSometimes the darkness about them\nWas broken by never a star;\nBut always they looked to the morning\nThey journeyed to countries afar.\n\nOften their Christ, lay buried\nAnd none rolled away the stone;\nYet they faltered not in their labors\nThey knew they must travel alone.\n\n"}
{"page": 195, "printed_page": null, "text": "ee\n\nae\n\nReports OF CoMMITTEES\nes\nees\n\n191\n\nere\n\nThey felt—Ah! They felt so keenly\nThe groping and hoping of youth—\nThe doubt and the fear and the panic;\nBut they never withheld the truth.\nThey knew that we who came after\nWould question and challenge and weigh;\nYet how little they recked of our judgments!\nThey lived for their work day by day.\nThey lived for the youth all about them,\nThey lived and they loved and are gone,\nWhere the springtime of youth blooms eternal\nAnd no more they shall travel alone.\n\nAnd now, in accordance with a time-honored custom, let us rise upon a\nsignal from the chairman, and stand for a moment in reverent recollection\nof all those, our colleagues, named or unnamed, who have been gathered\nto their reward since last we assembled here.\nList of names reported by members of Necrology Committee:\nAlabama\nF. B. Haynes,\n\nBullock\n\nCounty\n\nMiss Alma Wood, Birmingham\n\nS. S. Murphy, Mobile County\nC. A. Peavy, Escambia County\nW. Y. Adams, Blount County\nR. A. Smith, Chilton County\nMiss Carrie Barns, Fayette County\nMiss Floreed Sims, De Kalb County\n\n.\n\nMiss Bessie Meek, Woman’s College\nW. J. Dorroh, Birmingham\nMiss Dorpha Cox, Birmingham\nJ. W. Howse, Jackson County\nPresident T. W. Palmer, Alabama College, Montevallo.\n\nCalifornia\nArchibald B. Anderson, San Francisco,\nPresident, State Teachers College\nDr. Edward Twichell Ware, President\nEmeritus of Atlanta University, Los\nAngeles\nViolet Buttner, San Francisco\n\nAlbert H. Hardy, San Diego (former\nsupt. of schools at La Crosse, Wis.)\nMiss Rebecca Greene, Palo Alto\nMiss Mary A. McArthur, Oakland\nDr. Benjamin Ide Wheeler, President\nEmeritus University of California\nFranklin Pierce Davidson, Chico.\n\nColorado\nDr. Herbert Alonzo Howe, Denver\nMrs. Susan Holt Playter, Trinidad\nMrs. Lulu Van Dyke, Weld County\n\nMrs. Frances Ritter, Denver\nDr; J. A. Russell, Denver\nE. Waite Elder, Denver\nMrs. Effie E. Hackson, Denver\n\nMiss\n\nEthel\n\nDonelson,\n\nDenver\n\nMiss Clara J. Coney, Denver\nMrs. Mayme Hunt, Denver\nMrs. Maude A. Leach, Denver\n\nMiss Minnie Price, Denver\nMiss Sara A. Alderman, Denver\nEarl W. Martin, Western State\nlege\nJessie Blair, Longmont\n\nConnecticut\n\nWilliam\nof\n\nJ. Betts, well known\n\nConnecticut\n\neducator\n\nCaroline\n\nMarchant, New\n\nHaven\n\nCol-\n\n"}
{"page": 196, "printed_page": null, "text": "NaTIONAL\n\n192\n\nEpUCATION\n\nASSOCIATION\n\nDistrict of Columbia\n\nHosmer\n\nJ. Johnson,\n\nBenjamin\n\nW.\n\nMrs. Frances Espey Buckingham, Wash-\n\nWashington\n\nMurch,\n\nington\nMiss A.\n\nWashington\n\nA. E. Gasch, Washington\nMiss R. L. Gordon, Washington\nMiss E. B. Purman, Washington\nMrs. B. M. Sewell, Washington\nMiss Lillian L. Cox, Washington\nE. P. Hughes, Washington\nMrs. J. M. McKnew, Washington\n\nMiss Katherine E. Trotter, Washington\n\nM.\n\nMason,\n\nWashington\n\nMrs.\n\nS. K. Hollingsworth,\n\nMiss.\nMiss\nMiss\nMiss\nMiss\nMrs.\n\nE. G. Robinson, Washington\nF. S. Fairley, Washington\nA. E. Thompson, Washington\nBarbara C. Clements, Washington\nL. IT. Pace, Washington\nM. E. Morgan, Washington\n\nWashington\n\nFlorida\n\nDr. James H. Van Sickle, Miami\nDr. Oliver Farrar Emerson, Ocala\n\nF. G. Russ, St. Petersburg\n\nMiss Clem Hampton, Hampton\nSexton Johnson, Orlando\n\nSprings\n\nGeorgia\nErnest\n\nA. Anderson,\n\nStatesboro\nIllinois\n\nHarry Pratt Judson, President Emeritus\n\nUniversity\nAnnie\n\nof Chicago\n\nKeller, Green\n\nCounty\n\nDr. Thomas McClelland, Galesburg\nG. M. Randall, Danville\nCora L. Sennett, Chicago\n\nIndiana\n\nMiss Brigie Halliman,\n\nDr. Benjamin J. Burris, Muncie\n\nFort Wayne\n\nIowa\nMacy Campbell, Cedar Falls\nMiss Catherin Whistler, Council\nI. N. Beard, Osceola\nJ H. Orcutt (Oregon)\n\nDr. Charles\n\nH. Weller,\n\nJ. E. Miller,\n\nParkersburg\n\nIowa\n\nBluffs\n\nCity\n\nDean Franklin T. Oldt, University of\nDubuque\nHill M. Bell (Los Angeles)\nProf. Charles Cleveland Nutting, University of Iowa, Iowa City\nJohn Baptist Knoepfler, Cedar Falls\n\nKansas\n\nMiss Mary A. Moore, Olathe\nMiss Joanna Eaton, Kansas City\nMiss Mary Stewart, Kansas City\nRalph H. Weaver, Kansas City\n\nDr. Joseph H. Hill\nW. H. Keller\nHarriet Rowe, Kansas\n\nCity\n\nKentucky\n\nDr. Laura\n\nDrake\n\nGill, Berea\n\nCol. George\n\nSoule, New\n\nProf. W. H. Bartholomew, Louisville\n\nLouisiana\nOrleans\n\nMaine\nJ. Francis\n\nMacNichol,\n\nAugusta\n\nMassachusetts\nMrs.\nMiss\n\nLouise M. Bullman, Springfield\nEllen A. Barry, Roxbury\n\nWilbur\n\nF.\n\nNichols,\n\nBoston\n\nDr. Edward Hickling Bradford,\nbridge\nCharles W. Eliott, Cambridge\nMelville\n\nA. Arnold,\n\nEverett\n\nCam-\n\n"}
{"page": 197, "printed_page": null, "text": "REPoRTS OF COMMITTEES\n\n193\n\nee\n\nMaryland\nRey. Dr. Wallace Buttrick,\nH. W. Caldwell, Elkton\n\nBaltimore\n\nOrville M. Boyce, Baltimore\nJ. Frank McBee, Somerset County\nNorman Elmer Smith, Salisbury\n\nMichigan\nMiss Lucy\nAlfred H.\n\nBettes,\nLloyd,\n\nGrand Rapids\nAnn Arbor\n\nHerschel Robert Case\nDr. C. E. Marshall\nDavid Mackenzie, Detroit\nJudge Patrick J. M. Hally, Detroit\nProf. Lawrence A. McLouth, University\nof Michigan\nDr. John T. Ewing, Alma College\nProf. Florus A. Barbour, Michigan State\nNormal College\nProf. Howard B. Merrick, University\nof Michigan\nDr.\n\nNeville\n\nMichigan\nProf. William\nMichigan\n\nS.\n\nHoff,\n\nUniversity\n\nof\n\nJ. Husset,\n\nUniversity\n\nof\n\nVolney A. Chapin,\n\nUniversity of Michi-\n\ngan\nJosephine Woods, Ogenaw County\nJames E. Quinlan, Mackinac County\nMrs. Beatrice Murray Quinlan, Mackinac County\nEllsworth G. Holmes, Scottville\nO. M. Misenar, St. Clair\n\nLewis De Graff, Metropolitan\nEdward. Keeler, Portland\nMarie L, Turner, Manistique\nMrs. Perry Shutstad, Baraga\nMarie Duchene, St. Clair\nA. May Aldrich, Grand Rapids\nMarion White, Menominee County\nA. A. Miller, Oscoda County\nWillard L. German, Bay City\nGrace Opal Hillier, Flint\n\nMrs. Mabel C. Sykes, Grand Rapids\nMrs. Thomas Hughes\nFlorence Harvey, Lansing\nGenevieve Kell, L’Anse\nMae Hogan, Livingston County\nEva Beattie, Livingston County\nAnnie A. Craig, Detroit\nMrs. Louisa Bennett, Detroit\nMargaret A. Holmes, Detroit\nCassie Ryan, Detroit\nEmma Wilcox, Detroit\nBlanche Howe, Detroit\nIrene C. Thompson, Detroit\nCelia Potter Knott, Detroit\n\nWilliam Tubbs, Allegan County\nAdah Newell, Detroit\nJosiah Phelps, Calhoun County\nAnn Smith, Detroit\nG. F. Manning\nMillie Magnus, Manistee\nNellie Peck, Dryden\nCeorgia Shear, Grand Rapids\nMargaret\n\nGeo.\n\nCannon,\n\nSparta\n\nF. Manning,\n\nElkton\n\nSchools\n\nHarry K. Allwardt, Battle Creek\nElsie Rudd, Ionia County\nLouise Converse, Mt. Pleasant\nArtie V. Depew, Rockford\nMaria T. Trueman, Detroit\nBertha Reed, Hunters Creek\n\nMargaret Flanagen, Iron River\nAlfred H. Lloyd, University of Michigan\nProf. Francis W. Kellsey, University\nof Michigan.\n;\nMissouri\n\nGertrude M. Aytes, Owensville\nMrs. Roxie Baird, Nixa\nMichael J. Barry, St. Louis\nMargaret E. Bass, St. Louis\nJulia Beam, Springfield\nMrs. R. A. Belsche, Richland\nHenry E. Black, Jameson\nHenrietta Bland, St. Louis\nGladys D. Chase, Breckenridge\nJewell Childers, Macks Creek\nMary Connor, Elsberry\nMary M. Dalton, St. Louis\nNelle Dalton, Gilliam\n\nAlice\n\nDaniel,\n\nTraer,\n\nlowa\n\nEsther Denke, Gordonville\nEdna Doser, Campbell\nLorene Duncan, Browning\nMary Farrington, Laddonia\nElinor C. Ford, St. Louis\nTacitus Gaillard (colored), St. Louis\nNellie M. Gentry, Houston\nAnna C. Gilday, Kansas City\nEva M. Grant, Kansas City\nMatt E. Greer, Houston\nJulia E. Halli, Kansas City\n\nR.\n\nH.\n\nHampton,\n\nSt. Louis\n\n"}
{"page": 198, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n194\neeee\nSr\nMarie\n\nEdith Lee Harding, Webb City\nChas. Harris, Kewanee\nR. C. Hutcherson, Doniphan\nMrs. Herbert Illers, Kewanee\nVada Irwin, St. Louis\nOllie Jenkins, Naylor\nJennie M. A. Jones, St. Louis\nHoward Kelley, Aurora\nAdelia M. Kientz, St. Louis\nBettie M. Lewis, Kansas City\nElla McDaniel, Joplin\nAbbie McNeil, Kansas City\nD. C. Mickey, Cardwell\n\nC. Rosier,\n\nRuth,\n\nSt. Louis\n\nNadine Swartz, Marceline\nOra G. Schwidde, Steelville\nMary Seymour, Butler\nW. W. Shipley, Cameron\nLoretta Shoemaker, Eldon\nJ. H. Simmes, St. Joseph\n\nMargaret\n\nK. Slater, St. Louis\n\nMabel Steele, Kansas City\nClara Taliaferro, Bunceton\nDoyle Thomas, Ravenwood\nKatherine Thurman, Poplar Bluff\nClara Ulrici, St. Louis\nNannie Vickroy, Bucklin\nStanford White, Bertrand\nAnna Wilson, St. Joseph\nMrs. Anna Mae Wilson, Phelps County\nMamie Wilburn, St. Louis\nGuy Wilhoit, Springfield\nGertrude Woods, Princeton\n\nFrancis E, Nipher, Kirkwood\nE. Kate Owen, St. Louis\nEfhe Parker, Vienna\nLaura E. Peters, St. Louis\nAlice Price, Belleview\nJ. A. Reber, Kansas City\nE. E. Reed, Fulton\nChas. B. Reynolds, Kansas City\nSophia E. Richards, Kansas City\nLucie\n\nHelen\n\nGrace E. Ryffel, St. Louis\nElfrida Schaper, St. Louis\n\nSt. Louis\n\nMontana\nMrs. Mary\n\nMrs.\n\nDavey, Butte\n\nM.\n\nC. Deering,\n\nGreat\n\nFalls\n\nLucy Jane Kemper, Butte\nMrs. J. G. King, Deer Lodge\n\nAngie M. Palmer, Basin\n\nMrs. J. W. Seager\nJ. H. T. Ryman, Missoula\nMiss Mary Rourke, Poplar\nCelia Huddleston, Butte\nEliza Woods, Missoula\n\nDr. J. H. Underwood,\n\nMissoula\n\nAda\n\nFalls\n\nKatherine\nMrs.\n\nEmma\n\nE. C, Marr,\n\nJ. White,\n\nFalls\n\nGreat\n\nFrank S. Kelly, Billings\nMargaret Holland, Butte\nMrs. Emogene Lectra, Sidney\n\nSidle, Blossburg\nMilliron,\n\nGreat\n\nMrs. Chas.\nMrs Emma\n\nFlesher\n\nF. Henry, Townsend\nSpencer, Cascade\n\nNebraska\nMrs. Cora F. Anderson, Omaha\nMiss Lillias Mortimer, Lincoln\n\nMiss Pearl Silen\nMiss Anna Hannan\nArthur H. Platt\n\nMiss Lucy Putney, Lincoln\nMiss Nettie Foster, Stanton\n\nJ. W. Searson, Lincoln\nWm. Prince Aylsworth\n\nMiss Lila Kyler\nMiss Emma Haviland\nMiss Ivyah Miller\nMiss\nMiss\nMiss\n\nMiss\n\nRuth\n\nGoldsworthy\n\nMrs. Elizabeth Jelinek\n\nStella V. Gilmore\nAnna Dickerman\nClara Olson\n\nMiss Louise Luedtke\nMiss Naomi Larsen\n\nNew Hampshire\nDr. William Jewett Tucker, Hanover\nAlvin E. Thomas,\n\nNew\nIde G. Sargeant, Paterson\nW. J. Tuers, Jersey City\nDr. Thomas K. Smith, Newark\nMrs. M. E. Travers, Paterson\nMrs. Rose U. Cobb, Paterson\n\nNewmarket\n\nJersey\nLillian\n\nBaxter,\n\nPaterson\n\nJohn Enright, Asbury Park\nAugusta A. Ziegener, Jersey City\nElisah D. Riley, Atlantic County\nMabel Cheyney, Atlantic County\n\n"}
{"page": 199, "printed_page": null, "text": "Reports OF ComMITTEES\nMary P. Cretella, Atlantic County\nErnestine Straus, Atlantic County\nGrace Westfall, Bergen County\nRena Haines, Burlington County\nH. L. Reber, Cumberland County\nEdith Harker, Essex County\nAnna Marie Rush, Essex County\nMrs. Lillian Perry, Essex County\nPaulina Badgley, Essex County\nCharles F, Stonesifer, Essex County\nEthel Farrington, Essex County\nLunevra\n\nGustav H. Bojus, Hudson County\nMary A. Farnan, Hudson County\nSarah Donnelly, Hudson County\nMargaret Benny, Hudson County\nMildred McCabe, Hudson County\nSantiago Miguel, Hudson County\nElizabeth Johnston, Hudson County\nElizabeth Douress, Mercer County\nMildred Levin, Mercer County\nMiddlesex\nEllen\nBernice\nRogers,\nCounty\n\nF. Crane, Essex County\n\nIda E. Johnston, Morris County\nAdelaide A. Hance, Morris County\nC. E. Downey, Ocean County\nAdolphus Pharo, Ocean County\nMrs. Lillian Freeland, Passaic County\n\nFrederick W. Fort, Essex County\nJennie B. Berry, Essex County\nJulia A. Harlow, Essex County\nDaniel R. Stewart, Essex County\nOtto H. Schulte, Essex County\nCharlotte A. Vogel, Essex County\nMame Davis, Gloucester County\nMarion Garry, Hudson County\nCarrie V. Spargo, Hudson County\nEmma L. Kemp, Hudson County\n\nWilliam C. Knapp, Somerset County\nFlorence Hawkes, Union County\n\nKatherine M. Cahill, Union County\n\nNew\n\nDr. Ernest Albee, Cornell\nMary Sharpe, Rochester\n\nCecil A. Kidd, New\n\nKate\n\nWarner,\n\nMrs.\n\nAlice\n\nUnion\n\nCounty\n\nF. Johnston,\n\nUnion\n\nCounty\n\nYork\nMiss\nMary\nA. Meyer,\nUtica\nFree\nAcademy\nMiss Mary E. Scharft, formerly Batavia\n\nUniversity\n\nYork City\n\nSchool for the Blind\nMiss Jennie M. Henderson, Newburgh\nGeorge Ensign Baldwin, Spring Valley\nHigh School\nPrincipal Fred W. Crumb, Watervliet\nHigh School\nCharles B. Alexander, Regent\n\nGrace L. Van Norden, New York City\nEdward B. Shallow\nGilbert H. Blakeley\nHenry E. Jenkins\nArthur C. Borklund\nIrving Hazen\nDr. Albert C. Hill, Regent\nE.\nR.\nWhitney,\nSuperintendent\nof\nSchools, Schenectady\nNorth\n\nCol. Robert Bingham, Bingham\n\n195\n\nCarolina\n\nHeights\nOhio\n\nRabbi Louis Grossman, Cincinnati\nJohn Jay Adams, Ohio State University\nDr. Ernest Ashton Smith, Piqua\nWilliam H. Lott, Columbus\nMiss Eleanor C. O’Connell,. Cincinnati\nMiss Annie Kerr, Painesville\nEliza\n\nM.\n\nDorr,\n\nFremont\n\nE. H. Florence, Clark County\nProf. George A. Peckham, Hiram College\n:\nNellie Coe, Youngstown\nClementine\n\nM.\n\nPierson,\n\nCincinnati\n\nJohn F. Gerwick, Dayton\nCarolina E. Martin, Cleveland\nEdward C. Feiock, Woodsfield\n\nWilliam H. Geiger, Lisbon ,\nGenevieve Chamberlin, Elyria\nBelle Martin, Springfield\nLily Croy, Toledo\nEdmund\n\nAdams\n\nJones,\n\nWesterville\n\nEdward P. West, Wilmington\nLouis Burr Demorest, Marysville\nPaul Raymond\nStevenson, Ohio\nUniversity\nClara D. Klemon, Cincinnati\n\nGertrude Snider, Defiance\nOlia Miller, Mt. Orab\nMary V. Gallagher, Toledo\nDr. Ernest A. Smith,\nKittie Craig, Niles\n\nToledo\n\nState\n\n"}
{"page": 200, "printed_page": null, "text": "NATIONAL\n\n196\nElla\n\nSummers-Powell,\n\nPutnam\n\nEpucATION\n\nCounty\n\nGeorge S. Harter, Greenville\nCarrie Keilholtz, Tiffin\nMaria Woodrow, Hillsboro\nAtley Storer Henshaw, Cincinnati\nMargaret Martin, Columbus\nMartha Justice, Salem\nMrs. Clementine B. Fick, Cincinnati\nJessie Winbigler, Findlay\nMary J. La Tourette, Middletown\nHerman Waldmann, Cleveland\nLenora\nMinnie\n\nASSOCIATION\n\nEmily St. John Bouton, Toledo\nFrances M. McGrath, Toledo\nViola Waller, Charles City, lowa\nHarriet Beckwith, Ravenna\n\nOzella\n\nB.\n\nRowe,\n\nShaker\n\nHeights\n\nSupt. W. O. Renner, Lexington\nElecta P. Bradbury, Cleveland\nDavid R. Breitenbacker, Jacksonburg,\nBelmont\n\nLinda\n\nCounty\n\nM. Duvall,\n\nOhio Wesleyan\n\nUni-\n\nversity\n\nEmma Broach, Akron\nC. W. Hoffman, Montpelier\nElla Griffith, Woodsfield\nEmma Warmington, Ashtabula\n\nBorman, Dayton\nCarl, Akron\n\nMinnie L. Dugan, Carthage\nMorgan H. Jones, Portsmouth\nJohn O. Smith, Columbus\n\nDr. J. A. Shawan,\n\nColumbus\n\nOregon\nW. F. McFarland, Pineville\nT. A. Melendy, Portland ©\nHarold Price, North Bend\nRhoda Rakes, Rufus\nEdwin DeVore Ressler, Corvallis\nMargaret Scollard, Woodburn\n\nLuella M. Brewster, Eugene\nAmbrosina M. Griffin, Portland\n\nMargaret\n\nGoodin\n\nElkins, Pineville\n\nGene W. Hall, Glendale\nMary Elizabeth Hart, Milwaukee\nRose Klein, La Grande\nD. K. Lutby, Salem\n\nOklahoma\n\nDr. George\nMiss\n\nW. Austin, Chicasha\n\nElsie Wheeler,\n\nJ. S. Murray,\n\nColeman\n\nTulsa\n\nPennsylvania\nDr. Alonzo Brown, founder of Brown\nPreparatory School, Philadelphia\nJerome C. Jackson, Gettysburg\nMiss Fannie L. Johnson, Harrisburg\nMiss Carrie A. Weeks, Philadelphia\nFrancis\nAlexander\nForeman,\nCenter\nCounty\nDavid O. Etters, Center County\nEli M. Rapp, Berks County\nJoseph H. Tudor, State College\nH. M. Mendenhall, Upper Darby\n\nWilliam\n\nRomaine\n\nNewbold,\n\nPhiladel-\n\nDaniel Ruff, New Oxford\nCharles V. Smith, Mahanoy City\nIrvin W. Ziegler, New Cumberland\nJdhn C. Wagner, Carlisle\nGeorge F. Minnich, Lansdale\nIsabel White, North Braddock\nDaniel W. Williams, Nanty-Glo\nMrs. Elizabeth Powell Bond, Germantown\n\nVerna M. Hill, Bowers\nDr. Joseph Swain, President Emeritus,\nSwarthmore College, Swarthmore\n\nphia\nRhode\n\nRey.\n\nLyman\n\nBeecher\n\nSouth\n\nDr. William\n\nIsland\n\nTefft, Providence\nCarolina\n\nD. Melton, Columbia\nSouth Dakota\n\nW. W.\n\nGirton,\n\nSioux Falls\nTennessee\n\nRey.\n\nDr. John\n\nRoyall\n\nHarris,\n\nLebanon\n\nW. K. Webb, Bellbuckle\n\n"}
{"page": 201, "printed_page": null, "text": "SE\n\na\n\nREPORTS OF COMMITTEES\npre\nante\n\n197\n\nes\n\nTexas\nL. W. Wall, Dumas\nMrs. O. F. Carlson, Fort Worth\nMorgan H. Jones, Fort Worth\nJ. F. Peeler, Dallas\nR. L. Abbott, McLennan County\n\nE. L. White, Laramie\nMiss E. Porcher Gaines, Fort Worth\nAugustus S. Dale, San Antonio\nHugh Perry\nDavid S. Furman, Dallas\n\n:\nMiss\n\nVirginia\nEmily\n\nMiladofsky,\n\nCherrydale\n\nMr. McFadden,\n\nNorfolk\n\nWashington\nWilliam\n\nM.\n\nMackey,\n\nTacoma\nWest Virginia\n\nT. M. Marshall,\n\nGlenville,\n\nLife Member\n\nand\n\nDirector,\n\nN. E. A.\n\nFrances\n\nA. Wilkins,\n\nWisconsin\n\nJ. E. Roberts, Fond du Lac\nDr. Julius Howard Pratt, Milwaukee\n\nMiss\n\nEau\n\nClair\n\nREPORT OF THE COMMITTEE ON ETHICS OF THE\nPROFESSION OF THE NATIONAL EDUCATION\nASSOCIATION\nSARAH\n\nT.\n\nMUIR,\n\nLINCOLN,\n\nNEBRASKA,\n\nCHAIRMAN\n\nA code of ethics for the teaching profession was the goal set for this\ncommittee by the National Education Association.\nBefore a code could\nbe framed, investigations of various sorts were necessary.\nA careful\nstudy of all the existing state and local codes was printed last year\nand presented to the representative assembly at Philadelphia.\nIn this\nreport the codes for teachers were analyzed, and typical codes were printed\nin full. A valuable fund of material on the subject was thus put into\nshape for use by persons and organizations wishing to study codes. With\nthe printing of this study the committee felt it had answered the question,\n\n“What has already been done by teachers in drafting codes?”\nThe next logical step was to find out how the existing codes were\nfunctioning\n\nand\n\nto what\n\nagencies\n\nwere\n\nchiefly\n\ncommitted\n\nthe duty of\n\nfamiliarizing teachers with the code in states where one has been adopted.\nTo this end a questionnaire was sent out in the winter to all members of\nthe committee on ethics and to the secretaries of state teachers associations.\n\nFrom the answers received it became apparent to the committee that while\nthe belief in the value of a code for teachers was strong the actual influence of the code had not so far been generally felt.\nIt is my intention to set forth briefly in this report a few of the questions asked in that questionnaire and some of the conclusions reached by\n\nthis committee, together with a statement of the plan for the coming year.\n“Are the teachers in your state familiar with the code?” This question\nand another, asking what means are being used to secure familiarity,\n\n"}
{"page": 202, "printed_page": null, "text": "198\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nbrought out the reply that in many cases no consistent attempt is made to\nacquaint members of the profession with the terms or the intent of the\nIn the first flush of enthusiasm at having accomplished the thing\ncode.\nfor which it had been formed, the state or other local committee caused\n\nthe code to be printed in the journal of the state teachers association ; or\nin leaflets for distribution at an annual meeting; or sent to the normal\nschools with a request that its principles be taught to prospective teachers.\nIn many instances this first publication was its last.\nAs one reads between the lines he sees that while the committee was at\nwork preparing the code for adoption, there was a considerable stir of\ninterest in ascertaining just what kind of conduct was considered ethical\nOne group of teachers took to heart\nfor a teacher and what was not.\nthe matter of building up a body of ethical practices, but those who followed—and teachers follow fast upon one another—heard only a shadow\nof the vigorous discussion with which the code was launched.\nDoes this mean that the good in a code is too evanescent to be worth\nthe writing of it? Does it mean that the only value there is in a code\nis in the writing of it? Apparently this is not the belief even of those\npersons who deplore the lack of vitality which some state codes have\nshown.\nIn most instances the answers from the various states show that\nlack of familiarity with the code is caused by failure to provide an agency\nthat will insure steady and regular publication and interpretation.\nProbably the most significant deduction from the questionnaire can be\ndrawn from the answers to the question, ‘“Do you favor a national code\nfor teachers?’ From almost every state the answer was “‘Yes.”’ And the\nreason given in almost every instance was that the national code would\nlend strength to the state codes. Some of the replies are worth listing:\nIllinois: ““The knowledge that teachers of the nation, as a unit, have\naccepted certain standards of professional conduct should help to secure\nobservation of those standards.”\nMinnesota: “A code is needed to dignify the profession, to help make\nstate codes function better, to assist the states which have no codes, and\nto help those states which have codes to improve them.”\nOhio: “It would secure dignity for the profession.\nA national code\nwould more likely be abided by. We need a national code of real merit.”\nA few responded that each state should work out its own code. ‘They\nare in the right, it seems to us. The value of a national code lies largely,\nit appears, in furnishing support to state codes.\nAre any of the state codes functioning? Is there a state where teachers\nin large numbers abide strictly by the best traditions of their profession\nand where canons of ethical conduct decide what a member of the teaching\nprofession may or may not do?\nThe search so far has revealed one notable instance of a code that is\nbeing regularly interpreted, regularly adjusted to meet the exigencies of\nprofessional life, with findings regularly published where all teachers may\nsee them.\nThis is in Pennsylvania where a commission on professional\n\n"}
{"page": 203, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n199\n————\n\nethics sits regularly, interprets cases, makes reports to the House of\nDelegates, and recommends changes in the code to meet existing situations.\nGeorge Gailey Chambers, who is a member of the national committee on\nethics of the profession, seems to be the guiding spirit in the Pennsylvania\ncommission.\n‘Though he modestly disclaims the honor, he appears to be\nhaving a large part in making that commission function.\nMerely to read the report of proceedings in the Pennsylvania School\nJournal shows what may be accomplished when a local commission keeps\nconstantly before the teachers the principles which they themselves have\nagreed shall be binding upon them. No doubt other state or local groups\nare accomplishing much the same sort of thing, but no published record\nis available if any such commission is acting elsewhere.\nIt becomes apparent that a national code would give an impetus to\nstates and lend them support in administering the local codes. There is\nno feeling of discouragement because state codes have not proved so\neffective as their writers hoped. The building of a code of ethics in any\nprofession is a slow process. ‘The awakening to a need of a written code\ndoes not come all at once.\n‘The study made last year of state codes shows that where codes exist\nthey show enough similarity in the principles stated to demonstrate that\nthere are rules of conduct which teachers everywhere consider vital. Conspicuous among these are the clauses which urge teachers to improve\nthemselves by study and by uniting with others of their profession in local,\nstate, and national associations; those which condemn various breaches in\ncontract ;those which urge teachers to be fair with one another in applying.\nfor positions and specify that superintendents shall be just in their dealings\nwith one another and with their teachers.\nFrom all the study which this committee has so far made it becomes\napparent that the time is ripe to formulate a national code with the threefold purpose of setting up standards for those who are yet new in the\nprofession; restraining the few who, knowing professional ethics, may\nyet be unscrupulous; and lending dignity to a profession which is growing\nevery day in power and responsibility.\nClearly the duty of this committee is to lay plans to formulate a code\nthat shall be acceptable to all the states from east to west, from north\nto south; to all members of the profession from the new teachers just out\n\nof training school to the experienced administrator holding in the palm\nof his hand the greatest responsibility in the world—a far-reaching school\nsystem. How can a committee achieve this? The chairman of this comThey represent the most careful\nmittee has great faith in its members.\n\nselection on the part of three great presidents of the National Education\nAssociation—Jesse H. Newlon, Mary McSkimmon and Francis GaeBlair\nThey represent widely diverse types of teachers—college presidents and\nprofessors; secondary superintendents, principals, and classroom teachers;\n\nelementary principals and teachers; kindergarten supervisors and teachers.\n\nIn a meeting of this committee held in Dallas, Texas, in March, it\n\n"}
{"page": 204, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n200\nee\nCt\n\nee\n\nwas decided that a code to be acceptable to all the teachers must be dictated\nby all types of teachers. The members decided that the work for the\n\ncoming years would be to find out what teachers at large believe to be\nethical by submitting to them a collected list of ethical principles and\n‘The pronouncements for\nasking them to pass upon the value of each.\nnumber of codes which\nlarge\nthe\nfrom\nthis list will be gathered by sifting\n\nAs has been\nthis committee has at hand, the dominant ethical canons.\nstated before, many principles appear in all codes, some appear in few.\nThese ethical pronouncements will include the best in all codes for teachers\nand perhaps some learned from other professions. When the material has\nbeen compiled, it will be submitted to representative teachers throughout\nthe United States. Those to whom the request will be sent will represent\nwidely different types both as to geographical location and as to teaching\nand administrative duties.\nTeachers to whom these lists are sent will be asked to state whether\nor not they believe that the principles so compiled are vital and should\nbe included in a code of ethics for the teaching profession.\nWhile prediction of the results thus to be obtained is dangerous, the\ncommittee feels moderately certain on a few points:\n1. The teachers thus addressed will, for the most part, respond to the questionnaire partly because of the simplicity of working which will make answering\neasy, but largely because of keen interest in the subject.\n2. Clauses which relate to purely local difficulties or situations will be discarded even by teachers in states where the conditions hinted at are most acute.\n3. The pronouncement on which a large number agree will constitute a body\nof ethical principles which may be safely used as guides to conduct in the profession of teaching.\n\nThe preliminary work which was necessary in order to ascertain how\nmuch had been done in code making in our profession has been completed. This committee expects to spend the next year in formulating\na questionnaire, sending it out and gathering returns from it. It looks\nforward confidently to being able to present to this body next year a set\nof principles which shall not be, as one member wearily put it, “a pretty\ncode which consists of beautiful generalities clothed in pleasing English”;\nbut rather the actual belief of a representative cross-section of almost a\nmillion teachers.\nThe committee earnestly hopes that the members of the Representative\nAssembly of the National Education Association to whom this report of\nprogress is addressed will grant to this committee the hearty support which\nit has had in the past. With the help of the president and of the efficient\nWashington office headed by our secretary, J. W. Crabtree, and with the\naid of the members of the profession, this committee hopes to present a\nreport next July which will be a notable achievement in the history of\nthe teaching profession in the United States. A written statement of the\nbest which the best of us believe will be one further step in stabilizing our\nprofession.\n\n"}
{"page": 205, "printed_page": null, "text": "Se a\n\nne re\n\nREPORT\n\nREPORTS OF CoMMITTEES\nara PSSa a\nne\n\nOF THE\nE.\n\nPRINCIPAL,\n\nee Sa ee\n\neo\n\n201\nod\n\nCOMMITTEE ON RETIREMENT.\nALLOWANCES\n\nRUTH\n\nBANCROFT\n\nPYRTLE,\n\nCHAIRMAN\n\nSCHOOL,\n\nLINCOLN,\n\nNEBRASKA\n\nCommittee Objectives—The Committee on the Problem of Teacher Retirement Allowances has two principal objectives:\n1. The maintenance of a clearing house of information for those dealing with\nthe problem of teacher retirement allowances.\n2. The offering of facilities for the preparation of reports based upon the best\ncurrent thought in this field.\n\nIn fulfilling the first of these objectives the Committee in cooperation\nwith the Division of Research has assembled at Association Headquarters\na library of material on this important problem.\nThis library includes\ngeneral treatises in this field, copies of the provisions of state and local\nretirement systems now in effect, the latest available information as to plans\nfor new retirement legislation, and a current directory of the secretaries\nof retirement systems.\nIn accomplishing its second objective, the committee has planned its\nstudies so that the best thought and practice in the field of retirement\nallowances may be pooled. Its last comprehensive report, presented a year\nago at Philadelphia, was reprinted with some modifications and additions\nas an issue of the Research Bulletin. This report has been widely circulated and has been in much demand in connection with recent sessions\nof state legislatures.\nPlans for 1928 Report.—Plans are now being formulated which will\nresult in the cooperative preparation of another comprehensive report for\nsubmission to the Association a year from the present time. ‘This report\nwill present as a part of its contents:\na. A revision\n\nand extension\n\nof the statement\n\nof the fundamental\n\nprinciples of\n\nteachers’ retirement systems which appeared in the Philadelphia report.\nb. A survey of retirement systems in effect.\nc. A simple explanation of the way in which certain features of teacher\nment systems work in practice.\n\nretire-\n\nd. An annotated bibliography of the recent literature in the field.\n\nCooperation with Secretaries of Retirement Systems.—At the Dallas\nmeeting of the Association, the Chairman of the Committee and the Association’s Director of Research were invited to attend and participate in the\n\nmeeting of the National Council of Teachers’ Retirement Systems.\n\nMem-\n\nbers of this Council were invited to attend the meeting of the Committee\n‘The interchange of experience which took\non Retirement Allowances.\n\nplace at these meetings proved very valuable and definite action was taken\nlooking toward closer cooperation between this Council and the Committee\nThe detailed plans for such cooperative work\non Retirement Allowances.\n\n"}
{"page": 206, "printed_page": null, "text": "NATIONAL\n\n202\n\nEpucATION\n\nASSOCIATION\n\nare now being completed with Mr. E. G. Lantman,\nCouncil of Teachers’ Retirement Systems.\n\nPresident\n\nNow\n\nin Effect\n\nState and Local Retirement\n\nSystems\n\nof the\n\nThe following list of states and cities having plans in effect has been\n\ncompiled with the aid of state superintendents, secretaries of state education associations, and secretaries of state or local retirement fund boards.\n\nIn the few cases where no more recent data could be secured, the list of\nretirement systems presented on pages 122 and 124 of the May, 1926, Research Bulletin of the National Education Association was used as the\nbasis for including certain systems in this report.\nInformation as to the detailed provisions of the retirement plans listed\nas well as the names and addresses of persons to whom correspondence in\nregard to a particular retirement system should be addressed may be secured\nfrom the National Education Association.\nState-Wide Teacher Retirement Laws are in effect in the following\nstates:\nArizona\nCalifornia\n\nMontana\nNevada\nNew Jersey\n\nConnecticut\n\nDistrict of Columbia\n\n.\n\n_ New York2\n\nIllinois\nIndiana\nMaine\nMaryland 1\nMassachusetts\nMichigan\nMinnesota\n\nNorth Dakota\nOhio\nPennsylvania\nRhode Island\nVermont\nVirginia\nWashington\n\nWisconsin\n\nWhere state wide teacher retirement laws are in effect, the following\ncities and counties have local teacher retirement systems independent of\n\nstate systems:\nSan Francisco, Calif.3\nNew Haven, Conn.\nChicago, III.3\nPeoria, Ill.\n\nTerre Haute, Ind.\nAllegany County, Md.\nBaltimore County, Md.\nBoston, Mass.\n-\n\nee\n\nbce Law\n\n‘\n\ndoes not include teachers\n\n2 The New York Law does not include teachers\n8 Teachers also enrolled in state system.\n\nMinneapolis, Minn.\nDuluth, Minn.\nSt. Paul, Minn.\nNew York, N, Y.\nBristol, R. 1.3\nNewport, R. 1.3\n\nProvidence,\nMilwaukee,\n:\n\nR. I.3\nWis.\n\nof Baltimore\n\nor Allegany\n\nof New\n\nCity.\n\nYork\n\nCounty,\n\nor the City\n\n"}
{"page": 207, "printed_page": null, "text": "Reports oF COMMITTEES\n\n203\n\nState Teacher Retirement Laws affecting certain cities are in effect as\nfollows:\nColorado\n\nCanon City\nColorado Springs\n.\n\nDenver\n\nGreeley\nPueblo\nIowa\n\nDes Moines\n\nKansas\n\nAtchison\nParsons\n\nTopeka\nKentucky\n\nLexington\nLouisville\nNewport\n\nLouisiana\n\nNew\n\nOrleans\n\nMichigan\n\nDetroit\n\nNebraska\n\nOmaha\n\nOregon\n\nPortland\n\nUtah\n\nSalt Lake\n\nWashington\n\nBeilingham\n\nCity\n\nEverett\nSeattle\n\nSpokane\nTacoma\nWest\n\nVirginia\n\nParkersburg\n\nWheeling\n\nNo State Law Relative to Teacher Retirement is in effect in the follow\ning states:\nAlabama\nArkansas\nDelaware\nFlorida\nGeorgia\nIdaho\nMississippi\nMissouri\n\nNew Hampshire\nNew Mexico\nNorth Carolina\nOklahoma\nSouth Carolina\nSouth Dakota\nTennessee\nTexas\n\nWyoming\n\nIn some of the above states where there are no permissive or mandatory\nlaws relative to teacher retirement, the following cities and counties have\nlocal retirement systems:\nMobile\nJefferson\n\nCounty,\n\nManchester,\n\nAla.\n\nCounty,\n\nWilmington, Del.\nAtlanta, Ga.\nAugusta, Ga.\nSavannah, Ga.\n\nNew\n\nAla.\n\nNashville,\n\nHanover\n\nN. H.\nCounty,\n\nDurkee, N. C.\nCharleston, S, C.\nChattanooga, Tenn.\nHamilton, Tenn.\nTenn.\n\nN, C,\n\n"}
{"page": 208, "printed_page": null, "text": "ION\n\nASSOCIATION\n\nNatIONAL EpuCAT\n204\nOS\neee\n\nTeacher Retirement Legislation\nmeeting\nMany states have held legislative sessions since the Philadelphia\nwas\nion\nlegislat\nent\nRetirem\nces.\nAllowan\nof the Committee on Retirement\nof\ntime\nthe\nAt\nsessions.\nthese\nof\nnumber\nlarge\na\nat\ned\npassed or consider\nlegislaall\non\nword\nfinal\nthe\nobtain\nto\nearly\ntoo\nwas\nit\nreport\nthis\ng\npreparin\n\ntion acted upon pertaining to teacher retirement allowances.\n\nThe follow-\n\ning summary has been prepared, however, with the aid of material and\ncorrespondence received from state superintendents, secretaries of state\neducation associations and secretaries of local retirement fund boards,\nSome information\nfor the information of the Association’s membership.\nwas also secured from related articles or reports appearing in recent issues\nof state educational journals. Time did not permit checking the statements\nupon which some of the succeeding material is based. This will be done\nbefore the report is finally printed in the Volume of Proceedings. ‘The\ncommittee will appreciate notification of any errors occurring in the succeeding summary.\nLegislation Affecting State-Wide Teacher Retirement Laws. Legislation\nhas recently been enacted affecting the state-wide teacher retirement systems\noperating in California, Indiana, Maine, Maryland, Nevada, New York,\nand Rhode Island, as well as the District of Columbia.\nThe more important changes are indicated below.\nIndiana. According to an editorial in the December, 1926 issue of The\nIndiana Teacher, “there seems to be a growing demand that the fund\nagain be opened to teachers who failed to elect membership prior to October\n31, 1923, at which time the option of joining ceased. “This demand is due\nto the fact that several thousand teachers failed to elect membership because of misinformation, fear of the solvency of the fund, or indifference to\nthe benefits offered by the law.’\nUnder an amendment enacted in 1927\nthe retirement fund was opened until October 31, 1928.\nMaine. The non-contributory teacher retirement law was altered by\nthe 1927 state legislature as follows:\nThe annual pension received from the state by teachers of thirty-five years’\nexperience was raised from $300 to $400; that for teachers with thirty years’ experience was raised from $250 to $325; and for those of twenty-five years’ experience, from $200 to $250.\n\nMaryland. ‘The pension law formerly in effect in Maryland permitted\nthe State Board of Education to retire a limited number of teachers who\n\nbecame disabled after reaching the age of sixty and completing twenty-five\nyears of service. A committee was appointed in the spring of 1926 to study\nthe situation and make constructive recommendations in regard to a new\n\nretirement plan. A report was submitted including financial and actuarial\ndata, the committee’s recommendations, and a proposed act to establish\nthe recommended plan.\nThis act was recently passed by the state legislature and signed\nby the\nGovernor. It becomes effective August 1, 1927. The new\nlaw establishes\n\n"}
{"page": 209, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n-\n\n205\n\na jointly-contributory system, providing superannuation and disability benefits. Membership is made compulsory, except for teachers now members\nof systems operating in the state, such as those in operation in Allegany\nCounty and the city of Baltimore; retirement is optional at 60 and compulsory at 70; a minimum service of five years is necessary for eligibility\nfor disability benefits; upon event of resignation or dismissal the teacher is\nentitled to a return of his accumulated contributions; the accrued liabilities,\nassumed by the state, are to be met by a payment of 3.56 percent of the\npayroll over a period of thirty years, in addition to the normal contribution\nmade by the state.\nNevada. A contribution of $12 per annum to the fund is required of\nthe teacher according to a law passed in the last legislature.\nNew York.\nSeveral minor amendments of the New York State Retirement Law were passed at the last session of the legislature and became\neffective in April, 1927.\nRhode Island. Amendments to the teachers’ pension law passed by\nthe General Assembly in April, 1926, increased the minimum pension from\n$400 to $500 and the maximum from $500 to $700.\nDistrict of Columbia.\n‘The final printing of the retirement act for\npublic school teachers for the District of Columbia, as approved by the\nPresident, June 11, 1926, amended the retirement law of 1920 as follows:\n(1) The maximum salary upon which\n$1,500 to $2,000;\n(2) the contribution\n\nestimates are made was increased from\nfrom the District Government to the\n\nannuity fund was increased from $10 to $15 per annum\n\nfor each year of service on\n\nthe part of the retired teacher, not to exceed forty years; (3) to be eligible for\nsuperannuation benefits, the teacher must have taught in the District schools for\nten years immediately prior to retirement; (4) in determining the disability retirement allowance, a minimum credit of twenty years is to be used in determining the\nsum allowable to teachers of less than twenty years’ experience; (5) a reserve\nto cover normal and accrued liabilities is created by appropriations from the\n\nDistrict.\n\nProposed Changes in State-Wide Teacher Retirement Laws.—Other\nstates where state-wide teacher retirement laws are in effect have had legis- »\nSome\nlation under consideration for a revision of the existing system.\nmeasures need only the sanction of the Governor before taking effect.\nOthers are under debate in legislatures now in session; still others have\nnot yet reached the form of bills.\nAmendments recently passed in the State Legislature of Michigan, and\npresented to the Governor, fixed the minimum age for the reception of\nretirement benefits at sixty years, and increased the teacher’s contributions\nto the maximum required by the law.\nThe Public School Teachers’ Retirement Fund Committee of Virginia\nA plan for a\nhas been studying the problem of retirement allowances.\nretirement fund has been prepared with the assistance of the Carnegie\n\nFoundation.\nfound\n\non\n\nA tabulation of the major provisions of this bill may be\n\npages\n\n136-137\n\nof the May,\n\n1926,\n\nResearch\n\nBulletin\n\nof the\n\n"}
{"page": 210, "printed_page": null, "text": "NaTIoNAL EpUCATION ASSOCIATION\n206\nR\nSS ee lel\nih E\nSNID\n2d\n\nng and Retirement\nNational Education Association, “Efficient Teachi\nand a bill is to be,\nLegislation.” Some time has been given to its discussion\npresented to the legislature.\nand reA bill recently passed by the State Legislature of California,\nof the\nation\ninvestig\nactuarial\nan\nfor\nprovide\nferred to the Governor, would\nreport\nto\nion\ncommiss\na\nby\nfund\nsalary\nnt\nretireme\nteachers’\npublic school\nat the legislative session in 1929.\nAn act recently failed in the Legislature of Massachusetts that would\nincrease the maximum assessment from $100 to $150 per year; and increase\nthe maximum amount which a member might accumulate to purchase an\nannuity from the sum that would purchase an annuity of $500 at the age\nof sixty, to the sum that would purchase an annuity of $750 at the age\nof sixty.\nRecent attempts to modify substantially the retirement systems of\nMontana and Minnesota were defeated.\nAccording to a special issue of The Wisconsin Journal -of Education,\nJune, 1927, a bill passed the Senate which would seriously undermine the\nstate-wide teacher retirement system at the present time in operation in\nWisconsin.\nIf this measure became law no further entrance into the\nexisting retirement system would be permitted.\nPresent members may\nreceive back contributions made to the fund. After July 1, 1928, the\npowers conferred upon the annuity and retirement boards provided by the\nlaw now in effect would be conferred upon the state insurance commis-\n\nsion.\n\n‘The bill is now before the assembly.\n\n‘Those interested in retaining\n\nthe existing law hope to be successful in defeating the measures proposed.\nLegislation Under Consideration in States Having Teacher Retirement\nLaws Affecting Certain Cities—Interest in retirement legislation has been\n\npresent in at least five of the eleven states having retirement laws effective\nonly in certain cities.\nAccording to the secretary of the Colorado Education Association, “the\nColorado Education Association has undertaken to secure a state retirement law for Colorado at the earliest possible date. Our steps thus far\nhave been as follows:\nIn March,\n\n1926 we\n\nsecured\n\nthe services of the Carnegie\n\nFoundation\n\nto make\n\nan actuarial study of our retirement problem.\nThe material for this study\nnow in the hands of the Foundation.\nIn the last session of the legislature, beginning January, 1927, we succeeded\n\nis\n\nin\ngetting a resolution passed authorizing the Governor to appoint a committee of\ntwo senators and three representatives to study this problem and make a report to\nthe general assembly that meets in January, 1929.\nThe Congress of Parents and Teachers at its session in April, 1927, passed a\nresolution authorizing\nstudy the problem.\n\nits president\n\nto\n\nappoint\n\na committee\n\nof five\n\nparents\n\nto\n\nThe Colorado Education Association has had a committee on teacher retirement problems for the last four or five years. We have hopes that we shall be\nable to secure, or at least make a show of securing, an appropriation by the\ngeneral assembly in 1929.”\n\n"}
{"page": 211, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n207\n\nWhile the members of the Annuity Committee of the Iowa State Teachers’ Association do not consider that present conditions warrant the presentation of measures looking toward establishing a state-wide system, a\nstudy of bills in other states is in progress.\nA bill providing for the establishment of the Utah State Teachers’ Retirement System and making an appropriation therefor was introduced\nin a recent legislature.\nWhile the bill failed; this question was brought\nprominently to the attention of the legislature and should pave the way for\nsatisfactory action later on. The proposed law permitted the establishment\nof a retirement association in county school districts of the first class or any\ncity of the second class, providing for contributions from teacher and state,\nactuarial records, age and service, and disability retirement, with return\nAn appropriation of $15,000\nof individual assessments upon withdrawal.\nper annum was made to cover the provisions.\nLocal Teacher Retirement Systems.—An important change among the\nlocal systems operating independent of state-wide systems is the merger of\nthe Indianapolis system with the state fund. The merger was first proposed in February, 1922. After considerable discussion petitions were circulated among the teachers in April, 1925, with the result that a large\nmajority approved. A suit was filed in July, 1925, for the minority group.\nIn March, 1927, the Marion circuit court provided for the completion\nof the merger and the transfer of the fund, amounting, January 18, to\n$564,662.34. Of this sum $451,000 is to be held as a separate trust fund\nto be used in paying teachers now on a pension. ‘There will be no decrease\nof allowances now being paid retired teachers.\nThere has been some publicity given to the recommendation of the Chicago Pension Commission’s actuary that the teachers’ pension system be\nplaced on an allocation and reserve basis.\nLegislation in States Without a State Teacher Retirement Law.—Ot\nthe seventeen states without a state law relative to teacher retirement at\nleast seven have taken steps toward initiating legislation in that field.\n\nThere is noticeable the desire to foster sound retirement. legislation by\nproviding for actuarial investigation and estimates of probable costs and\nsurveys of local needs.\nInvestigations are pending in Wyoming\n\nand South Carolina.\n\nA com-\n\nmittee was authorized by the delegate assembly of North Carolina.\nMissouri efforts were made to secure the passage of an amendment\n\nIn\n\nto the\n\nState Constitution such as would enable the people to vote on a Teachers’\nRetirement Fund. ‘The enabling act was introduced at the 1927 Legislature in January but failed of passage.\nThose interested in retirement legislation in Idaho are attempting to\nfoster the idea of a retirement system.\n\nFor some\n\ntime actuarial informa-\n\ntion had been lacking. The Idaho State Teachers’ Association has had\na committee cooperating in the study of the personnel and conditions in\nthe teaching profession, and of the retirement laws of other states. The\n\nState Department now has the records of practically all the teachers in the\n\n"}
{"page": 212, "printed_page": null, "text": "208\nsaan\n\nNaTIONAL EpucaTION ASSOCIATION\nSPE\nSr RE\n\nent law is in\nstate; the information necessary as a basis for a sound retirem\nnot backed\nwas\nnt\nmoveme\nthe\nthat\nfound\nwas\nIt\non.\nprocess of tabulati\nmovement\nthe\nPublicity has been given\nwhole-heartedly by the teachers.\n1927,\nMarch,\nof\nTeacher\nand an official ballot is printed in The Idaho\nprothe\nand\nlaw\nent\nretirem\nteacher\na\ncalling for expressions concerning\nvisions of such a law.\n\nWith a view to securingat some time in the future a teacher retirement\nlaw for Florida, a committee appointed at a principals’ conference has\ndrawn up a tentative law which the Florida Education Association executive committee is to print and distribute over the state for study. The\nplan of procedure outlined by the committee included: Securing appropriation to cover cost of actuarial survey, a survey by a competent actuary,\ndrafting a law based on results of the actuarial survey, submission to the\n\n1927-28 district meetings and state assembly of the Florida Education Association for adoption, and, if adopted, securing the necessary legislative\nsupport and enactment in 1929.\nA bill to establish a state-wide retirement system for Delaware was\ndrawn up with the cooperation of the Carnegie Foundation, but failed of\npassage in the State Legislature.\n\nA Year of Progress\nConsidered as a whole, the past year has been one of progress in respect\nto teacher retirement legislation. The wisdom of providing sound teacher\nretirement systems is more generally recognized than ever before. Just as\nprogressive industries have recognized that business efficiency is increased by\nthe adoption of sound plans for the retirement of superannuated employees,\nprogressive state school systems are recognizing that teaching efficiency is\nincreased by the adoption of sound plans for the retirement of teachers.\nThe sound teacher retirement systems already in effect are being improved.\nCareful study is being made of the less well-established systems with a\nview to placing them on a sound basis. A number of states which have no\nprovision for teacher retirement have definite plans which promise to\nremedy the situation. The measures being proposed in these latter cases\nare nearly all of the sound type.\nWe may confidently look forward to the time when every state in the\nUnion will recognize the wisdom of establishing a sound plan for the retirement of disabled or superannuated teachers.\n\nTEACHER\n\nTENURE\n\nIN THE\n\nUNITED\n\nSTATES\n\nFRED M. HUNTER, SUPERINTENDENT OF SCHOOLS, OAKLAND,\nCHAIRMAN\n\nCALIFORNIA,\n\nTeacher Tenure Defined\n\nIn analyzing prevailing conditions as to the length of time teachers are\nemployed there appear to be these four types of tenure.\n1. Tenure at pleasure of employing\n\nboard—Under\n\nthis form of tenure\n\n"}
{"page": 213, "printed_page": null, "text": "Se\n\nam\n\nReports oF CoMMITTEES\nES\nSS\na\n\na Se ne\n\n209\n\nthere is no contract and a teacher can be dismissed at any time.\n\nhas been practically abandoned ingfavor of the annual contract.\n\nThis plan\n\n2. Specific contract following election—In the case of the superintendent\nof schools, the contract is often from one to five years. In the case of\nteachers, in most communities elections are held annually and contracts\nare for one year only.\nUnder the annual election plan every teacher,\nprincipal, and superintendent is automatically out of a position at the close\nof every school year, and the burden rests upon them to see that the school\nboard re-employs them, instead of the burden resting upon the school board\nto dismiss those it does not want to retain and explain their reasons for\nso doing.\nIn the absence of tenure legislation, the court decisions throughout the\nUnited States hold that the specific contract type is almost universal.\n3. Indefinite tenure—Under this plan annual elections cease for all time,\nthe teacher being merely continued in the service from year to year without\nany action on either side, and until such time as the board, for cause, and\nupon the recommendation of the superintendent shall see fit to terminate\nthe contract.\nThe assumption on the part of both parties to the contract is that the\nteacher will continue to serve in a particular school district as long as\nsuch service is competent and faithful, provided, of course, such services are\nneeded in the schools of the district.\nDismissals, of course, will continue to take place and will be at times\nnecessary. “They will, however, be the exception; and for the vast majority\nof teachers the question of the teacher’s retention will not arise in the indefinite tenure plan.\nIndefinite tenure contemplates the dismissal or\nelimination of incompetent and unfit teachers by a method sufficiently easy\nto protect the children and the profession and sufficiently surrounded by\nguarantees to assure justice to the teacher.\n4. Permanent tenure—This is virtually life tenure with guarantee\nagainst dismissal except in the event of a crime in violation of the political\ncode.\nIndefinite tenure becomes permanent tenure when there is no\npossibility of eliminating the incompetent and unfit teacher. ‘This type of\ntenure is the extreme at the opposite end of the scale from “tenure at the\npleasure of the employing board.”\n\nWhat is the Real Problem?\nThe real problem is how to promote a sound and stable teaching profes-\n\nsion in a manner compatible with the educational interests of society, the\nIndefinite teacher\n\nwelfare and progress of pupils, and justice to teachers.\ntenure is the best method of solving this problem.\nTentative\n\nStatement\n\nof Principles Which\n\nShould\n\nControl the\n\nFraming and Operation of Tenure Laws\nThe\n\nfollowing statement\n\nof twelve principles which\n\nshould control the\n\nframing and operation of tenure laws is highly tentative.\n\nIt is presented\n\n"}
{"page": 214, "printed_page": null, "text": "210\n\nNaTIONAL\n\nEpUCATION’ ASSOCIATION\n\nfor study and criticism by teachers’ associations and laymen throughout the\ncountry. On the basis of this study afid criticism it should be possible to\narrive at a conclusion as to the worth of the twelve principles set forth.\n1. Tenure\n\nlaws should\n\nbe devised and administered\n\nin the interest\n\nof\n\nbetter instruction for children—The child’s interest, not the teacher’s, should\nbe given first consideration. A satisfactory system of tenure is usually just\nto both sides. It relieves the good teacher from anxiety for the future; it\npromotes contentment and stability; it protects the efficient teacher and\nweeds out the incompetent; and it promotes and encourages efficiency.\n\nIn the end, the interest of the teacher and the interest of the child are\nidentical. Good teachers prosper in good schools. Schools are good when\nthey provide instruction of high quality for children.\n2. Tenure laws should be accompanied by proper legal regulations governing training, certification, remuneration, and retirement allowances—It\nis of little value to urge for tenure legislation unless there exist regulations\ngoverning the training and certification of teachers, which give ample assurance that only competent and well-trained teachers will be retained.\nAdequate salary schedules with specified increments over a period of years\nencourage teachers to continue their period of service and hence help to\nmake tenure measures effective.\nThe existence of a system of adequate retirement allowances means that\nthe tenure of a teacher, rendered incapable by old age, can be terminated\nand he is not left without means of financial support.\n3. Tenure laws should be devised and administered as a stimulus to\nbetter preparation and more efficient service on the part of teachers—Indefinite tenure is entirely dependent on efficient service.\nThe latter in\nturn is dependent on continued professional growth.\nNo efficient teacher\n\nwill object to having his work stand on its merits, after sufficient time has\npassed to show what he has accomplished.\n4. Indefinite tenure should be granted only upon evidence of satisfactory\npreliminary training, successful experience, and professional growth—Participation in the benefits of a tenure law should be based on:\na. Evidence of a satisfactory preliminary training and service as shown by\nlegal credentials of scholarship and professional training and of certification.\nb. Evidence of ability as shown by ratings in those school systems where rating\nscales are in effect.\nc. Evidence of professional spirit as shown by professional activity and continued study.\n\nTraining in service is the one means by which the teacher can continue\nto be equipped to give up-to-date, reliable instruction and training based on\n\nthe modern methods. Hence the teacher, granted indefinite tenure, should\nbe required to give continued evidence of professional growth. This makes\ntenure a reward for faithful and efficient service, rather than a guaranteed\nlegislative right for all.\n\n"}
{"page": 215, "printed_page": null, "text": "REPoRtTS OF COMMITTEES\nee\nes\nA ee\n\nBee ee\n\n211\n\nThe community has a right to be protected against teachers who do\nnot keep themselves intellectually alive, and who do not carry on the\nduties of their office with an ever-increasing efficiency.\n5. Indefinite tenure should be provided after successful experience during\n\na probationary period of adequate length, usually two or three years—Not\nall persons interested in teaching make geod teachers.\nIt sometimes hap-\n\npens that teachers who have done well in simple, easy situations, cannot\nadjust themselves to situations more complex. The employing district\nshould be enabled to protect itself against the inception of teachers into\nits permanent ranks who cannot fully and satisfactorily meet the requirements of its system of instruction.\nTo do this is equally a protection to\nthe best teachers of the system and their standards of classroom procedure.\nAll state tenure laws encourage this procedure.\n6. The right of dismissal should be in the hands of the appointing\nboard—The right to employ implies the right to dismiss.\nSince the board\nof education is the agency which employs the teacher, it would seem that\nit should also be the removing agency.\nIn the enactment of tenure measures by state legislatures, there is a\nslight tendency to provide for hearings before bodies not responsible for\nthe administration of the school system.\nThe employment and dismissal\nof teachers are administrative acts. No one but the employing board ought\nto make the final decision in cases of dismissal.\n‘The procedure preceding\ndismissal should be wholly fair, open and above board, and should provide\nfor a decision upon the basis of the evidence submitted.\nBut it is a\nserious error in school administration to remove from the hands of the\nadministrative body responsible for the conduct of the schools, the responsibility for dismissal.\nWhen this is done, it impairs the single-headed,\nauthoritative control of a school system by representatives of the people\nand their executives and divides the authority for the administration of\nthe schools between the bodies concerned with the procedure of dismissal.\nThis will in the end always result in injury to the schools.\n7. Laws establishing indefinite tenure should provide for the easy dismissal of unsatisfactory or incompetent teachers for clearly demonstrable\ncauses; such as misconduct, incompetence, evident unfitness for teaching,\npersistent violation or refusal to obey laws, insubordination, neglect of duty,\n\nor malfeasance—Easy dismissal of unfit teachers is the best protection to\nIt is the fundamental American right of children to be\ngood teachers.\nsafeguarded against teachers who do not belong in the profession and who\n\ncannot uphold the highest standards of American schools. In the end, the\nsuccess of tenure legislation depends upon this feature in the laws enacted.\n\n8. The proposed dismissal of a teacher on eee of incompetence or\nneglect of duty should be preceded by a warning and specific statement in\n\nwriting of defects—The notice of dismissal should in itself be given under\nplace, no\ncertain definite conditions which are just to both sides. In the first\n\n"}
{"page": 216, "printed_page": null, "text": "NATIONAL EpUCATION ASSOCIATION\n212\neee\n\neee\n\nteacher should be liable to a termination of contract for failure to render\nsatisfactory services who has not been notified of the deficiencies, and given\nan opportunity and reasonable assistance to remedy them.\nSuch employee may, on receipt of such notice, appeal to the dismissing\nauthority, making such statements and giving such information as he feels\nmay throw additional light upon his case.\nIf within a given time improvement does not result, sufficient to warrant\nthe retention of the teacher, the superintendent should then recommend\nthat written notice be served on the teacher, for specified reasons, to the\neffect that the board desires to terminate the contract with the teacher to\nIf the board approves, due\ntake effect at the close of the school year.\nnotice should be given to the teacher, and when so served the contract with\nsuch teacher terminates at the end of such school year. “Teachers not so\nnotified continue in service from year to year.\n9. In cases of proposed dismissal, teachers should be granted right of\nhearing—Should the teacher desire a hearing, adequate notice should be\ngiven for the preparation of the defense, and the hearing should be before\nthe authority which is responsible for the appointments—the board of\neducation.\nFor the sufficiency of the reasons for terminating the contract the superintendent and the board should be the sole judge, without the meddling of\nlawyers or the interference of the courts.\n“The hearing should be so\norganized that legal technicalities will be reduced to a minimum.\n‘The\nvote should be by a majority of members of the board of education, not\nby a majority of a quorum.\nWhen final authority lies with the board, despite such rebuttal as the\nteacher may present, the board has opportunity to control its schools.\n10. Teachers who do not desire to continue in their positions should\ngive reasonable notice in writing of their intention—No permanent teacher\nshould cancel his indefinite contract during the school term for which said\ncontract is in effect nor for a period of thirty days previous to the beginning\nof such school term unless such cancellation is mutually agreed upon.\n11. Suitable provision should be made for teachers already in service in\nputting tenure laws into operation—When a tenure law is put into effect,\n\nit should apply to those who have been in the school system for some time\n(six years is suggested by certain writers), even though they do not have\nthe preliminary training required under the new law.\n12. Indefinite tenure should be accorded to all classes of certificated\nschool employees on status of teacher, at least—Instability is a menace to\nall ranks of the teaching profession.\nA system of schools may be injured\nby the dismissal of a superintendent,a principal, or a teacher for other\ncauses than professional failure.\nThe challenge of the profession as a\ncareer is cheapened if the protection for all is not provided.\nThe objectives\nof tenure, in the large, as they relate to teaching as a profession,\nmake\n\n"}
{"page": 217, "printed_page": null, "text": "REPoRtTS OF CoMMITTEES\nee\n\nfor the unity of the profession and demand\nmembers who are meritorious.\n\n213\n\ntenure as teachers for all its\n\nDiscussion of Foregoing Principles\nThe statement of the above principles was submitted to the one hundred\n\nmembers of the Tenure Committee.\nIn the vast majority of cases all\nthe principles were heartily agreed to. In fairness, however, to those\n\nindividuals who did not agree with certain principles, the following statements, received in time to be included, are presented.\nOne member disagreed with the fourth principle, namely: “Indefinite\ntenure should be granted only upon evidence of satisfactory preliminary\ntraining, successful experience, and professional growth.”\nHe wrote:\nAll\n\nemployment\n\nshould\n\ncarry\n\nindefinite\n\ntenure\n\ninitially.\n\nThe\n\nprobationary\n\nperiod has some unfortunate consequences.\nIt invites the dismissal of teachers\nat the close of the probationary period. It also produces an exaggerated sense\nof security on the part of the teacher after the probationary period has been\n\nfully passed.\n\nIn discussing this same principle, two members would have a probationary\nperiod of at least three years; three members would have it lengthened\nto five years; and still another to six years.\nOne member disagreed with Principle Number 8, namely: “The pro-\n\nposed dismissal of a teacher on account of incompetence or neglect of duty\nshould be preceded by a warning\ndefects.””\nHe wrote:\nSuch warning would\n\nhave\n\nand\n\nspecific statement\n\nin writing of\n\na strong tendency to make trouble—in\n\nthat it would\n\ninvite the teacher warned to appeal to others for sympathy.\nA teacher is of\nmature mind and should be able to gauge conduct, without threat or threats, from\n\nthose in authority.\n\nThis same member objected to Principle Number 11, namely: “Suitable\nprovision should be made for teachers already in service in putting tenure\nlaws into operation.””\nHe wrote as follows:\nStandards should be set up and worked toward, not made to suit present conditions and qualifications of those already in service, worthy though they may be.\nOld teachers may be called upon to sacrifice somewhat for the benefit of the\nThe idea of tenure legislation will gain confidence by a\nteaching profession.\nforward look.\n\nOne other member suggested that teachers in service or teachers who\nare employed in emergencies should not be given permanent tenure until\nthey have met in a satisfactory way the minimum requirements for new\n\nteachers.\nSeveral members pointed out, relative to Principle Number 9, that in\ncases of proposed dismissal, the teacher should be granted right of hearing\nonly if he so desired. In other words, the hearing would not be compulsory, if the tcacher did not want it.\n\n"}
{"page": 218, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n214\ne\nee\ne\nhe ee\ne\nres\n\nAnother member added that the hearing, when held, should be before\nthe board of education—it should not be a public mass-meeting or referendum.\n\nArguments for Indefinite Tenure\n1. Indefinite tenure is in the interest of children because it decreases\nteacher turnover and adds to the stability of the teaching profession—\nThere seems to be much definite evidence that points clearly to the conIn large cities\nclusion that indefinite tenure lessens teacher turnover.\nmuch less than\nis\nwhere the principle of tenure is operative, teacher turnover\nthis report.)\nof\n2\nand\n1\nTables\n15,\nand\n14\nin rural communities. (See Pages\nStates,\nUnited\nthe\nin\nabove\nand\n100,000\nof\ncities\nthirty-one\nIn these\nthe annual turnover in the group having state tenure laws is only four\npercent; in the group having no state tenure laws, the annual turnover\n.\naverages six percent.\nIndefinite tenure is guaranteed by practice in nearly all large cities of\nthe United States.\nIn thirteen states, as shown later in this report, it is\nguaranteed by state law. In numerous cities of other states, it is established by definite rule of the board; in other cities it has become an\nestablished practice through the pressure of public sentiment concerning the\ndismissal of teachers.\nEven where no state law exists, boards of education and superintendents are usually restrained from unjust dismissals\nby the attitude of the public.\nBut in rural communities, this is not the case.\nCompare rural turnover\nwith the turnover in the cities mentioned above.\nA few significant facts\nare presented below:\n* Nebraska: (Rural schools only) 64 percent of teachers new in their\npositions 1925-26.\nOnly 12 percent serving third year or more in their\n\nrespective positions 1925-26.\n* Washington: (One and two room schools) 76.9 percent of teachers\nnew in their positions 1921-22.\nOnly 6 percent of the teachers serving\nthird year or more in their respective positions 1921-22.\n*Wisconsin: Rural teacher turnover 65 percent to 68 percent over threeyear period.\nThere can be no question but that the facts support the conclusion that\nindefinite tenure makes for stability in the teaching corps.\n2. Indefinite tenure is in the interest of children because state school\nsystems in which indefinite tenure laws have been operative rank among the\nhighest in professional standards in the United States—New Jersey has\nfee a state tenure law since 1910.\nIts educational rank among the states\nis ““2.\"\" Massachusetts has had a tenure law since 1913. Its rank is “12.”\n* Survey by Nebraska, State Teachers Association.\neee” by Washington State Teachers Association.\nSurvey by C. J. Anderson, Assistant State Superintendent\n\nof Public\n\nInstruction,\n\nWisconsin.\n\n"}
{"page": 219, "printed_page": null, "text": "Reports:oF\n\nComMMITTEES\n\n215\n\nCalifornia has had a tenure law since 1921. Its rank is “1.”\n1(Ayres’\nStandards.)\n3. Indefinite tenure of teachers is in the interest of children because\nit\n\ntends to attract a better personnel into the calling of teaching—As a\nrule,\nable young people seek an occupation which offers a career, brings an\nadequate economic competency, and is permanent.\n‘The elements of permanency and the opportunity for a career frequently over-balance the\nargument for economic returns.\nTeaching has offered in the past little or no opportunity for a career,\nand no permanency.\nAble young people have long used it as a stepping\nstone to some more inviting calling. Witness the number of persons of\nrecognized prominence who have spent a few years of their earlier lives\nteaching school.\nIndefinite tenure tends to add the element of permanency; hence as a calling it becomes more attractive and inviting to\nable young people. (See Table 6, page 20 of this report.)\n4. Indefinite tenure of teachers is in the interest of children because it\ncreates a professional reward for self-improvement and growth in teaching\nability—Assurance of permanency after the probationary period is past is\na great inducement to teachers to seek professional recognition, and the\neconomic reward which comes with promotion.\nThis argument is psychologically sound and is based on an optimistic\nview of teachers and their faith in the profession. ‘The records of the\nteaching corps of cities which have had tenure for many years show the\nstrength of this argument. These records reveal a continuous program of\nprofessional improvement in almost every instance.\nArguments against indefinite tenure are based on the theory that fear\nis the ruling human motive and that teachers do their best when fear of\n\ndismissal or loss of contract hangs over them. ‘These arguments are\ndemonstrably unsound.\n5. Indefinite tenure is in the interest of children because it protects the\ngreat body of good teachers from attack on personal and political grounds\nand establishes them as a permanent and professional working body whose\nchief motive is the improvement of teaching and the welfare of the schools—\n\nThe report of this Committee in July, 1924, recounted a number of cases\nof flagrant political attacks upon school administrations and teaching corps\nIn several of these cases, groups:of teachers of excellent\nin large cities.\nmerit\n\nwere\n\ndismissed\n\nfor their support\n\nof .the school\n\nadministration\n\nor\n\ntheir advocacy of the rights of teachers and the cause of the public schools.\nWithin the past year, several superintendents of unquestioned ability and\nprofessional standing have been deprived of their positions without good\n\n.\ncause being shown.\nposichange\nto\nIn rural communities thousands of teachers are forced\nFrank\n1 Phillips,\nJournal,\nDecember,\n\nM. “Educational\n1924 pp. 47-49.\n\nRanking\n\nof\n\nStates\n\nby\n\nTwo\n\nMethods,”\n\nSchool\n\nBoard\n\n"}
{"page": 220, "printed_page": null, "text": "216\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ntions because local boards of trustees are human and develop a dislike for\nthe teacher on personal grounds or desire to replace him with a relative or\nIn the multitude of instances classified under these several types\nfriend.\nA permanent proof cases, it is the schools and the children that suffer.\nfessional teaching staff is the most necessary factor in the development and\nmaintenance of good schools.\nIndefinite tenure protects the teaching staff of city school systems against\n\ndisturbance\n\nand\n\ndisruption\n\nresulting\n\nfrom’ political\n\nattack.\n\nIt enables\n\nthe teaching corps to develop natural leadership from within its own ranks,\nand hence to carry out a program of professional improvement for its\nmembers.\n‘The instruction of children and the progress of education can\ngo forward best when a corps of teachers is thus free to develop the genius\nwithin its own ranks.\n;\nLikewise, in rural schools the continuance of good teachers in their\npositions is the best assurance of able instruction for children.\nGood\nteachers will not go to situations not permanent.\nRural boards, if compelled to keep good teachers, will finally develop for their communities a\nprogram for the development of a high type of instruction for~ their\nchildren.\n6. Indefinite tenure is in the interest of the community because a permanent teacher contributes much more to the community than a transient—\nA teacher is a citizen.\nHe ought to identify himself with the important\nmovements and issues of his community.\nIf qualified to be a teacher, he\nis qualified to be a leader.\nA community can ill afford not to place a\npremium upon the continuance in the community of those who can contribute to its growth and progress.\nIf teachers are to be transients by\nprevalent practice, the community and its progress are the losers.\nThe school is as much a factor in the prosperity and economic soundness\nof the community as any of its financial, industrial, or commercial institutions. The school leaders should be among those who permanently participate in affairs of the community and help shape its policies.\n7. Indefinite tenure makes for a careful method of appointing teachers\nand does away with annual elections in which there is little pressure on\nselecting committees to exercise extreme care in making appointments—\nBoards of education, administrators, and teachers themselves at present\nregard the importance of the teaching profession altogether too lightly.\nTo elect a teacher to a position is a comparatively inconsequential act.\nThe teacher may be changed easily if a mistake is made. Under the pre-\n\nvailing yearly contract plan, which is almost universal in states. having no\n.\noneastan\nspecial\ntenure legislation, a new teacher may replace the present one at\nthe end of the year.\nWhen teaching becomes a true profession and the position a permanent\none during the good behavior and successful conduct of his office by the\nteacher, the changing of a teacher will take on at least the importance\nof\nselecting a shop foreman.\n\n"}
{"page": 221, "printed_page": null, "text": "\\\n\nReports OF CoMMITTEES\n\n207\n\nArguments Against Indefinite Tenure Presented by Its\nOpponents\n1. It is argued that indefinite tenure retains the inefficient teacher\nin\nservice by making it impossible to discontinue teachers at the end of\nyearly\n\ncontracts—In\n\nteachers,\n\nsome of the states, groups of superintendents,\n\nand especially boards\n\nof trustees,\n\nof classroom\n\nhold that the schools will be\n\ninjured and that instruction will suffer by the retention of teachers who,\nin the judgment of the employing authority, such as a rural board of\ntrustees, should not be continued.\nAs has been shown, probably some\nteachers would be retained in service who might be replaced by better\nteachers if indefinite tenure were practiced everywhere.\nThe outstanding evidence upon this point is the comparison between the\nefficiency of rural school systems and of large city school systems.\nIn the\nlarge city school systems cited in the pages of this report, indefinite tenure\nis almost universally practiced. There could hardly be a question but\nthat the teaching staff in these systems is more efficient, and that a less\npercentage of the teachers are poor teachers than in the sections of the\ncountry where tenure by yearly contract only prevails.\n2. It is further argued that bodies and groups of teachers protected by\ntenure cease to grow professionally—This argument is based upon the\ntheory that fear of dismissal is the strongest motive to professional improvement.\nSome teachers, principals, and even superintendents contend\nthat the stimulus to make good offered by the decision of a board to employ\nor to dismiss at specific periods is necessary to maintain consistent professional growth, and that a teaching corps with this stimulus removed becomes static and dead intellectually and professionally.\nThe best evidence upon this point is to be found in what teaching bodies\nso protected by tenure have actually done.\nIf it can be shown that such\nteaching bodies as the teaching corps of the State of Massachusetts, which\nhas been protected by tenure since 1913, or the teaching staff of New Jersey,\nwhich has been covered by indefinite tenure since 1910, have deteriorated,\n‘The evidence\nthen there probably would be some weight to this argument.\nseems to be wholly upon the other side.\n3. It is further maintained that to grant a hearing places the superintendent on trial rather than the incompetent teacher—Some superintendents feel that they will not be able to substantiate before a public hearing\nthe complaints filed against teachers. ‘They maintain that the schools\nsuffer because they cannot rid themselves of teachers who can hire a lawyer\nand jeopardize the position of the superintendent. This argument is valid\nin cases where the superintendent has little evidence and no courage on\nhis side. Court decisions in cases affecting the dismissal of teachers show\n\ndefinitely that hearings where valid evidence is submitted result finally in\nthe dismissal.of the teacher who is truly incompetent.\n\n4. It is contended that competent teachers have all the tenure they need\n\nnow and others should not have it—As stated, this argument is a clever\nThe evidence from the great mass of the teaching bodies\npolitical slogan.\n\n"}
{"page": 222, "printed_page": null, "text": "218\nshdonnie aA\n\nae\n\nNATIONAL EDUCATION\nRTE eT SS\n\nASSOCIATION\nene\nA\n\nof the country shows that good teachers in most of the states, especially\nin small towns and rural districts, do not have tenure at all, and the\ngreat turnover in such districts clearly points to the fact that often other\nconsiderations than merit in teaching determine the permanency or lack\nof permanency of teachers in their positions.\n\nA Comparison of Teacher Turnover in Large Cities Committed to\nThe Principle of Indefinite Tenure with Teacher Turnover\nin Rural Communities\nTeacher Turnover in Cities of 100,000 Population or More\n\nThe Committee requested data from the superintendents of schools in\nall cities of the United States of 100,000 population or more (census 1920)\nupon the following points:\n1. Total number of teachers employed\n2. Average number of teachers leaving each year for some\nprofession during the last five years.\n\nother occupation or\n\nThe returns to this inquiry are shown in Tables 1 and 2. In the case\nof cities in states having tenure laws, the average number of teachers leavTABLE 1.—NUMBER OF TEACHERS LEAVING THE TEACHING\nPROFESSION IN CITIES OF 100,000 POPULATION OR MORE IN\nSTATES HAVING TENURE LAWS’\n\nNumber of\nteachers\n\nAverage number\neach year leaving\nfor some other occupation or profession during last\nfive years\n\nPercent\n\nBaltimore,,Md. -2.'........;\n\nCamden, Najere\nsear eeace\nDenver Colo. Argie.chh\nSh...\nFall River, Mass... ............/..\nMilwaukee, Wis............\n\nNew Bedford, Mass.........\nNew Orleans, La... .......\n0.1\nNewark iN | aennes\nfe fete\nNew YorkiNeYeneresee\nOakland; iGalify je. anette. 6\nRochesters.N..Y ore paeeee\n\nSpringfield, Mass...........\nTrenton, N. J\n\nwOoSSONNLY\n\n1 Data supplied by city superintendents of schools.\n\ning each year over a five-year period is four percent of the total corps.\nIn the case of those cities in states having had no tenure laws, the average\n\n"}
{"page": 223, "printed_page": null, "text": "Reports\n\noF ComMMITTEES\n\nee\na\n\na\n\nen\n\nea\n\n219\n\nnumber leaving each year over a five-year period is six percent of the total\ncorps.\nThis difference can hardly be regarded as significant, since most of these\ncities in states having no state-wide tenure laws have indefinite tenure\neither by local board of education rule or by common consent of public\nsentiment.\n‘The real significance of this low rate of turnover is seen when\ncompared with the rate of 60 percent to 76 percent in the rural districts\n(See Tables 3 and 4.)\nof some of the same states.\nTABLE 2.—NUMBER OF TEACHERS LEAVING TEACHING PROFESSION\nIN CITIES OF 100,000 POPULATION\nOR MORE\nIN\nSTATES NOT HAVING TENURE LAWS’\n\nNumber of\nteachers\n\nAverage number\neach year leaving\nfor some other\noccupation or profession during last\nfive years\n\nPercent\n\nAkron, Ohio\nAtlanta, Ga\n\nBirmingham, Ala\nBridgeport, Conn\n+ Dayton, Ohio\nDes Moines, Iowa\nDetroit, Mich\n\nGrand Rapids, Mich\nKansas City, Kans\nMinneapolis, Minn\nNashville, Tenn\nNorfolk, Va\nProvidence, R. I\n\nSalt Lake City, Utah\nScranton, Pa\n\nSpokane, Wash\nSt. Paul, Minn\n\nSSOSOSSHSSSS\n\nWilmington, Del\n\n1 Data supplied by city superintendents of schools.\nTeacher\n\nTurnover\n\nin Rural\n\nCommunities\n\nIn the rural communities described below no tenure law is operative.\nTenure by contract or at the pleasure of the board is the only protection\nafforded the children and the teaching staff. Indefinite tenure by board\nrule or by common consent is seldom if ever applied.\n\n"}
{"page": 224, "printed_page": null, "text": "NATIONAL\n\n220\n\nTABLE 3.—-LENGTH\nIN\nTEACHERS\n\nTeachers\n\nEpuUCATION\n\nASSOCIATION\nOF\n\nOF SERVICE IN PRESENT POSITIONS\nRURAL SCHOOLS—1925-26'\nNEBRASKA\n\nNumber of years teachers have been in same school\n\nreported\n\nfor\n\nNebraska\nrural\n\nLyr.|2yr.|\n\n10 plus\n|S yr. |6 yr. |7 yr. |8 yr. |9 yr. | yr.\n\n3 yr. |4 yr.\n\nschools\n\n1,613}\nPercent...|\n\n624 |) 162\n\n64.0 | 24.8\n\n6.4\n\n18\n8\n\nFigures at head of columns\n\nmid\n\nindicate the number\n\nof years—including\n\nthis\n\nyear—that teachers have been in the same school they are in this year.\nFigures in vertical columns indicate number of teachers who have been in\ntheir present position the number of years indicated at head of column;\n“1 yr.” at head of column means the teachers reported are now teaching\n\ntheir first year in present positions.”\n\nTABLE 4.—LENGTH OF SERVICE\nTEACHERS IN WASHINGTON\n\nIN PRESENT POSITIONS\nRURAL SCHOOLS—1921-22?\n\nOF\n\nPercentage of teachers in position for\nType of school\n\nIst\nyear\n\nOne-\n\nand\n\ntwo-room\n\n2nd\nyear\n\n3rd\nyear\n\n4th\nyear\n\nrural\n\nTeacher turnover in Wisconsin—“Another survey of the ‘Status of\nTeachers in Wisconsin,’ by C. J. Anderson, Assistant State Superintendent\nof Public Instruction, furnishes even more extreme revelations.\nHis report shows yearly changes in positions to be as follows: Rural teachers,\n65 percent to 68 percent over a three-year period.’\nTeacher turnover in the United States—Keith and Bagley, writing on\n“The Nation and the Schools,”* describe the rural-school teachers as “‘transient in the calling.” These data from the U.S. Bureau of Education are\npresented:\nThe\n\nFederal\n\nCommissioner\n\nof\n\nEducation\n\nneeded for this service in a single year\n\nestimated\n\n(1918-1919)\n\nthe\n\nnumber\n\nas 130,000—an\n\n41 Data gathered by Executive Office of Nebraska State Teachers\n3 Pata gathered by Washington State Teachers Association.\n\nof\n\nrecruits\n\nannual\n\n“turn-\n\nAssociation.\n\nExtract from Report of Committee of One Hundred on Problem of Tenure—July, 1924.\n4 Keith, John\nA, H., 1920,\nand Bagley,\nition\nand the Schools,\nC., Th\nNew New Y York, The\nhools,\nThe Nation\np. 211, Williamm C.,\nCrap\nMacmillan\n\n"}
{"page": 225, "printed_page": null, "text": "Reports oF CoMMITTEES\nee\nbee\ne\nkee\n\n221\n\noe i\n\ns\nover” ” of one in\nthree. : In one of the most prosperous of the middle western states,\nthe Bureau of Education reports the average term of service of the rural-school\nteacher to be not more than two years.\n\nThe Status of Teacher Tenure Legislation in the United States\nThirteen states and the District of Columbia have teacher tenure laws—\n\nThese are listed in Table 5. Four states passed teacher tenure laws during\nthe current year, namely, California, Indiana, Minnesota, and Montana.\nTwelve additional states report that they have plans under way looking\nforward to teacher tenure legislation in the next legislature.\nPrincipal provisions of state teacher tenure laws—The general intent of\nall state teacher tenure laws seems to be to guarantee to teachers security\nof position during good behavior and efficiency.\nAmong the most common features of these laws are the following:\n1. Probationary period—1 to 5 years\n2. A hearing before the employing board\n3. Such hearing must be concluded and a decision in writing stating the grounds\non which it is based rendered within a specified number of days after the giving\nof such notice\n®\n4. Right of counsel for teachers\n5. Specific causes for dismissal\na. Immoral or unprofessional conduct\nb. Incompetence\n\nc. Evident unfitness for service\nd. Persistent violation of or refusal to obey the school laws of the state, or\nreasonable rules prescribed for the government of public schools\n6. Due notice in writing by governing board.to permanent teacher against whom\ncharges have been preferred\n\nTABLE\n\n5.—STATES\n\nHAVING\n\nState\n\nMaryland\nMassachusetts\nMinnesota\n\nTEACHER\n\nTENURE\n\nLAWS\nYear\nenacted\n\nWhere law applies\n\nState-wide\nDistricts with 20,000 or more inhabitants\n\n19271\n1921\n\nThroughout the District\nAny district with 100,000 or more inhabitants\n\n1924\n1919\n\nState-wide\nNew Orleans\n\n1927\n1922\n\n1921\n1914\n\nState-wide\nEntire state except Boston\nCities of the first class\nState-wide\n\njf\n\nState-wide\n\nState-wide except for rural teachers\nDistricts of 20,000 or more inhabitants...............\nCities of the first class\n\n1927\n1927 2\n1910\n\n1917\n1913\n1921\n\n1 A previous law enacted in 1921 applied only to districts with eight or more teachers.\n\nded by the last legislature.\nnDA eine law Eee in 1919.\n\nae\nIt was amended by the last legislative assembly.\n\nIt was\n\n"}
{"page": 226, "printed_page": null, "text": "NatTIONAL\n\nEpucatTion\n\nASsocIATION\n\ng\ni Dan\n\nER\n\n\\\n\ncosale eee\nj sical\n\n_*\ni we\n\nPoe\n\nVeaLi\n\nfh\n\nFe\n\n| p=\nfl:\n\nace\n\nBp\n\npret\n\nglee\n\n\\\\\n\nSTATE\nTEACHER\nTENURE\nLAWS\n\nae\n\na\n\n:\n\n‘fe\n\n,\n’\n\nnure\nplication\n\n'\n\n4\n\nApplicable\nher\nTenure\nLaw\n\nState\nTeac\nSs to\nThree\nLess\nlarge\nCities\nor\nState-Wide\nof\nLaw\nAp\n\nZA\n\nqa\nState\nHas\nTeacher P\n\ncea\nHas\nNo\nState\nTeacher\nTenure\nLaw\n\n"}
{"page": 227, "printed_page": null, "text": "Reports oF CoMMITTEES\nSa\nno\ng\nmn a\nCS\n\n223\n\n7. No teacher who has been lawfully dismissed shall receive\ncompensation for\nservices rendered thereafter, or for any period of lawful suspension\nfollowed by\ndismissal.\n\nFor the aid of legislative committees, the texts of the California, Indiana,\nand Minnesota state teacher tenure laws passed by the 1927 state legislatures are included in this report.\nFor texts of the eleven state teachers\ntenure laws in effect previous to 1924 see pages 170-174 of the Research\nBulletin, Vol. 11, No. 5, November, 1924, National Education Association.\n\nData Showing Number of Young People Entering the Teaching\nProfession from Among the High School Graduates of the\nUnited States\nTwo important means for school improvement—Recruiting the brightest\nminds among our high school graduates for the teacher-training institutions is one of the chief means of improving public education. A second\nmeans of improving teaching is retaining these able young people in the\nteaching profession after they are trained. To ascertain the percentage\nof high school graduates who enter teacher-training institutions, and to\ndiscover whether or not these institutions are recruiting the brightest minds\nfrom among the high school graduates, the Tenure Committee sent an\ninquiry blank to several hundred principals of high schools, which, in 1924,\naccording to the records of the U. S. Bureau of Education, had an enrolThese three questions were asked:\nment of 1000 or more students.\n1. What was the total number of pupils graduating from your school during the\nschool year 1925-1926?\n2. How many of these were preparing to be teachers?\n3. How many of the ablest twenty-five percent of the class were preparing to\nbe teachers?\n\nReplies were received from 229 high school principals, giving data relative to 64,266 high school graduates in thirty-four states for the year\n1925-1926.\n‘Table 6 summarizes these data by states. It shows that\ntwelve percent of the high school graduates, from 229 high schools having\nIt\nan enrolment of 1000 or more students, are preparing to be teachers.\nare\npercent\ntwenty-five\nablest\nthe\nof\npercent\ntwenty-one\nalso shows that\nIf approximately\npreparing to be teachers. ‘These figures are encouraging.\nour high school\nof\npercent\ntwenty-five\nablest\nthe\nof\none out of every four\nrelative to\nconditions\nteachers,\nbe\nto\npreparing\nthose\ngraduates is among\n\nthe teaching profession must be made such as will retain these capable\nyoung people in the profession.\nSchool boards would do well to analyze their local situations to discover\nwhich of the following causes of brief and uncertain teacher tenure are\nexerting the greatest influence in their communities:\n\n1. Economic:\n|\naig\na. Inadequate salaries\nb. No provision for old age or disability\n\n"}
{"page": 228, "printed_page": null, "text": "NaTIONAL\n\n224\n\nASSOCIATION\n\nEDUCATION\n\n6—NUMBER OF GRADUATES, FROM 229 HIGH\nPREPARING TO BE TEACHERS, 1925-1926'\n\nTABLE\n\nSCHOOLS,\n\nara\na\nee\neee\nPercent\n\nNumber\nTotal\nNumber | Number\nof high | number of | preparing\nof the\nschools | graduates\nreporting | 1925-1926\nState\n\nto be\nteachers 4\n\nablest | twenty-five| twenty-five\ntwentypercent\npercent\n\nwhich\n\nfrom\n\nfive percent]\n\nhave an\n\nschools\n\npreparing\n\nenrolment | reporting\n\nto be\n\nof 1,000\n\n| number\nPercent\nof ablest | of ablest\n\npreparing | preparing\nto be\n\nto be\n\nteachers | teachers\n\nteachers 3 | is of total\n\nor more\n\nnumber\n\npupils ?\n\npreparing\n\nto be\n\nteachers\n1\n\n2)\n\nUnited States......\n\n.\n\n3\n\n4\n\n“§\n\n6\n\n7\n\n229\n\n64, 266\n\n7,902\n\n3,367\n\n42.61\n\n20.96\n\nAlabama. cheer\n\n4\n\n1,014\n\n68\n\n40\n\n58.82\n\n15.81\n\ndue ene\nATIZONA ysis.\nArkansase © -eueetert\n\nD>\n2\n\n452\n279\n\n48\n22\n\n31\n7\n\n64.58\n31.82\n\n27 43\n\nGaliforniaijatisc\nanh oer\n\n17\n\n5,025\n\n509\n\n216\n\n42.44\n\nColoradotans\n\nsees\n\n1\n\n178\n\n23\n\n3\n\n13.04\n\nConnecticuts..¢7\n2oo\nDist. of Columbia....\n\n5\n5\n\n1,669\n1627\n\n194\n120\n\n71\n43\n\n36.60\n35.83\n\nBiorida: 28-5 Japeratre\nGeorgiawice\nasserts\nIllinois 7s bigakas\n6 oa\nWridiatvelespes eres east\nTowals 2.46 Panneose\nKansastemreeeertnte\nKentuckysemeee ase\n\n2)\n1\n17\n9\n6\n1\n2\n\n378\n241\n4,682\n2,000\nW327\n322\n412\n\n21\n24\n328\n310\n156\n5D\n50\n\n16\n6\n156\n154\n66\nby)\n33\n\n76.19\n25 .00\n47.56\n49 68\n42.31\n100.00\n66.00\n\n10.15\n120\n6.82\n17.03\n10 59\n17.02\n10.00\n12335\n30.80\n19.94\n65.00\n32.04\n\nMaryland js... «\n\n2\n\n688\n\n70\n\n32\n\n45.72\n\n18.61\n\nMassachusetts.......\n\n17\n\n5,396\n\n545\n\n318\n\n$8.35\n\nPS\n\nMichigantmeren sere\n\n15\n\n4,847\n\n871\n\n478\n\n54.88\n\n39.47\n\nMinnesota..........\n\n3\n\n865\n\n80\n\n44\n\n55.00\n\n20.37\n\nMissourime nen\n\n6\n\n153\n\n128\n\n62\n\n48.44\n\n16.40\n\nNebraska. ..........\nNew Hampshire. ....\n\n2\n1\n\n5S\n24\n\n28\n7\n\n$2.83\nOo Ml\n\n17.39\n10.94\n\n644\nAST)\n\niNew, Jerseye eee\n\ng\n\n1,926\n\n319\n\n81\n\n25-09\n\n16.84\n\nNew iYork wane\n\n27\n\n9,050\n\n1,610\n\n524\n\n82255,\n\nDEG!\n\nJee\n\nNorth Carolina......\n\n1\n\n166\n\n40\n\n25\n\n62.50\n\n60.98\n\nOhio\n\nnee eee\n\n2s\n\n6,638\n\n439\n\n196\n\n44.65\n\n11.82\n\nOklahomand@.: matlon\n\n4\n\n1,063\n\n112\n\n47\n\n41.97\n\n17.74\n\nOregonkes\n\nener\n\n4\n\n1,165\n\n159\n\n45\n\n28.30\n\n15.46\n\nPennsylvania........\nRhode Island........\nSouth Dakota.......\nUtah Ot ee\neae\n\n19\n2\n1\nD\n\n5,406\n346\n205\n668\n\n927\n40\n24\n75\n\n375\n1\n8\n40\n\n40.45\n27.50\nSacks\n53638\n\n27.76\n12.79\n15.69\n23.95\n\nVirginia SR\nes\nWashington eas 8 eg\n\n1\n9\n\n396\n2,057\n\n45\n178\n\nIS\n80\n\nSoESo\n44.94\n\nbees\nASS\n\nWisconsin\n\n7\n\n1,364\n\n238\n\n57\n\n231.95\n\n16.72\n\neee\n\na\n\nee\n\nee\n\neee\n\n\"In some instances the high school principals reporting stated that the figure which they gave\nonly represented number attending normal school or teachers college; other students entering\nuniversity may later become teachers.\nIn making any comparison by states, it should be remembered that the numberof high schools\nreporting from different states varied greatly—hence the basis of comparison is not the same.\nae numbers submitted by high school principals were in certain cases estimated or approximated.\n\n"}
{"page": 229, "printed_page": null, "text": "REPoRtTs OF CoMMITTEES\nee\nee\nee\n\n225\n\n2. Political:\na. Arbitrary dismissal by school boards\nb. Operation of the spoils system, with attendant\nical reward, and dismissal for punishment\n\nappointments\n\nas polit-\n\n3. Professional :\na. Lack of training and professional ideals\nb. Uncertainty of tenure\nc. Dissatisfaction\nwith supervision\nand\nelements in the teaching situation\n\nadministration,\n\nand _ similar\n\n4. Social:\na. Teachers judged by unscientific standards,\npression\nb. Community and individual prejudice\nc. Poor living conditions\nd. Lack of appreciation and recognition\ne. Marriage\n\nand lack of freedom\n\nof ex-\n\n5. Personal:\na. Inability and unwillingness\nb. Desire for change\nc. lil-health\nd. Desire to make more money\n\nto cooperate\n\nMany of these causes are difficult to measure.\nA few are beyond the\npowers of a local school board to remedy.\nOne definite way, however, by\nwhich teacher tenure can be stabilized is through legislation.\nAnnotated Bibliography—Articles Appearing During 1926-1927\nFor a selected annotated bibliography of articles on the subject of teacher\ntenure published previous to November, 1924, see Research Bulletin, Vol II,\nNo. 5, November, 1924, of the National Education Association.\nFor a\nsimilar bibliography of articles published up to May, 1926, see the 1926\nReport of the Committee of One Hundred on the Problem of Tenure of\nthe National Education Association.\nAnderson,\n\nEarl\n\nWilliam,\n\nThe\n\nTeacher Status, Teachers\nof Publications, Teachers\n180 p.\n\nTeacher's\n\nContract\n\nand\n\nOther\n\nLegal\n\nPhases\n\nof\n\nCollege Contributions to Education, No. 246, Bureau\nCollege, Columbia University, New York City, 1927,\n\nAn analysis of numerous teacher contract forms, local rules and regulations,\nstate laws, and legal decisions, to find out:\nWhat uses do local boards of education make of contract forms and of\nTo what extent may a teacher\nrules and regulations in restricting teachers?\nWhat are the state laws affecting the\nbe legally so restricted by contract?\nrelationships of teachers and boards of education, and what are the trends\n\nof these laws?\n\nWhat\n\nis the optimum board-teacher relationship?\n\nChamberlain, Arthur H., “Teacher Tenure in the Legislature,” Sierra Educational\nNews, Vol. 23, No.4, April, 1927, p. 204.\nUrges support of the tenure bill before the California legislature and shows\nwherein this bill differs from preceding tenure measures.\n\nCincinnati\n\nTeachers’\n\nAssociation,\n\nCincinnati Teachers’\nHistory\n\ntenure\n\nof\n\nfour\n\nin Ohio.\n\nOfficial\n\nBulletin,\n\nMay\n\nTenure\n\n27,\n\n1921-1929,\n\nAssociation, Cincinnati, Ohio.\n\nunsuccessful\n\nlegislative\n\nUndaunted—their\n\nslogan\n\ncampaigns\n\nis:\n\n“Tenure\n\nfor\n\nindefinite\n\nStatewide\n\nteacher\n\nin 1929.”\n\n"}
{"page": 230, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n226\npn\nel\na\np\nant\nCrabtree,\n\nJ. W.,\n\nof Teacher\n\nPrinciples\n\n“The\n\n10, December,\n\nJournal, Vol. VI, No.\n\nNebraska\n\nTenure,”\n\nEducational\n\n1926.\n\nNames these as the features embodied in broadly conceived program of\nteacher tenure:\na. Only graduates of well-equipped teacher-training institutions, fully\nrecommended for teaching by these institutions, are allowed to enter teach-\n\ning even for trial as probationary teachers.\nb. All teachers are on probation for an\n\nadequate period—two years or\nmore—during which time they must demonstrate that they have become\nsuccessful teachers.\nc. After the probationary period has passed all teachers are placed on\nindefinite tenure during efficiency—that is, they continue to hold their\nplaces without annual re-election as long as they render efficient service or\n\nuntil dismissed for just and stated cause.\nd. The procedure for terminating indefinite tenure is such that the right\nof school boards to dismiss inefficient teachers for proved inefficiency is\nsafeguarded while the efficient teacher is given certain safeguards which\nprotect him from the worst of the degrading and respect-destroying evils\nof the “hire and fire” policy.\nDitto, George, “Teacher\nNo. 5, February,\n\nTenure,”\n\nThe Mississippi Educational\n\nPresents data as to teacher turnover\nin existing tenure laws.\n\nand summarizes\n\n9, December,\n\nVol. 18,\n\nthe principal features\n\nFish, Florence, “Tenure,” Journal of the Minnesota Education\nNo.\n\nAdvance,\n\n1927.\n\nAssociation, Vol. 6,\n\n1926.\n\nSummarizes the provisions of the Teachers’\nlast session of the Minnesota legislature.\n\nTenure\n\nLaw\n\npassed\n\nat the\n\nFish, Florence, “Tenure—Questions and Answers,” Journal of the Minnesota Education Association, Vol. 7, No. 1, January, 1927.\nLists ten questions frequently asked concerning the Tenure Bill before the\nlast session of the Minnesota legislature, and presents definite and concise\nanswers.\nHunter, Fred M., “Teacher Tenure in the United States,” National Education\nAssociation, Volume of Addresses and Proceedings, 1926, pp. 202-222.\nComplete report of the Committee of One Hundred on the Problem of\nTenure of the National Education Association presented at the Philadelphia\nmeeting in July, 1926.\nReviews work of the National Education Association’s Tenure Committee,\npresents data as to teacher turnover, and reviews: recent literature on the\nsubject of teacher tenure.\nIndiana Teacher, “Teacher\n\n1927, pp. 7-9.\nPresents\n\nTenure,”\n\nThe Indiana\n\nthe entire text of Indiana’s\n\nnew\n\nTeacher, Vol. 71, No. 7, March,\nteacher\n\ntenure\n\nlaw\n\nand\n\nalso the\n\npicture of Governor Jackson signing the law.\nIndiana Teacher, “What Other States Think of Tenure Law,” The Indiana\nTeacher, Vol. 71, No. 8, April, 1927, pp. 14-15.\nLetters from secretaries of state teachers’ associations congratulating the\nteachers of Indiana on the passage of their tenure law.\nJarvis, Paul G. H., “Recent Supreme Court Decisions on\nSchool and Society, Vol. 24, Nos. 606 and 607, August\n\n14, 1926.\n\nTeacher Contracts,”\n7, 1926, and August\n\n"}
{"page": 231, "printed_page": null, "text": "Report\n\ns oF ComMMITTEEFS\neen\neels\nSe Se\noe\n\n227\naed\n\nReviews court decisions relative to teachers’ contracts\nin many states, including Minnesota, Texas, and Iowa.\nData presented are based on a large\nnumber of actual court cases and are most illuminating in the\nvariation of\npractices revealed in different states,\n\nJohnson, Ruth M., “Permanent Tenure for Rural Teachers,”\nNew York State\nEducation, Vol. 14, No. 7, March, 1927, p. 443.\nStates that rural conditions furnish arguments against permanent\nteacher\ntenure. Among the conditions cited are these: Every rural school district\nis\nan administrative unit by itself. There is no chance for the transfer of\nteachers to another building as in the city. Some school boards, rather than\nhave a teacher indefinitely, will terminate her service at the end of the\nprobationary period, thus increasing turnover.\nJournal\n\nof the Louisiana\n\nTeachers’\n\nAssociation,\n\n“Teacher\n\nSchools of Louisiana,” Journal of the Louisiana\n\nTenure\n\nin the Public\n\nTeachers’ Association, Vol. 4,\n\nNo. 8, April, 1927, p. 35.\n\nPresents the following data relative to teacher turnover in Louisiana as\ngiven in Superintendent Harris’s report:\nFewer than 50 percent of the teachers in a single parish in the state, with\nthe exception of Orleans, have been employed in the same sche, for a period\nas long as five years; and only 23 per cent of the teaching staff as a whole last\nsession have been in the same positions for five years or more. The percentage of new teachers ranged from 69.1 percent in Beauregard to 14.6 percent in Orleans.\n\nwere\n\nnew\n\nIn 14 of the: parishes, more\n\nthan\n\n50 percent of the teachers\n\nduring the last session, and in 16 parishes, the percentage\n\nof new\n\nteachers ranged from 40 percent to 50 percent.\n\nJournal of the Minnesota Education Association, “Teacher Tenure Act,” Journal\nof the Minnesota Education Association, Vol. 7, No. 4, April, 1927, pp. 109-111,\nGives the complete text of the Teacher Tenure Act passed by the legislature\n\nof Minnesota\n\nat the session\n\nof 1927.\n\nKinder, J. S., “A Few Notes On Teacher Tenure,”\nVol. 75, No. 10, April, 1927, pp. 545-546.\nPresents\n\ndata\n\nas\n\nto teacher\n\nturnover\n\nPennsylvania\n\nin a mid-western\n\nSchool Journal,\n\nstate.\n\nThese\n\ndata\n\nshow that 41 percent of all superintendents, principals, and high school\nteachers were in their positions for the first year; 84.14 percent had been in\nThe author states:\ntheir present positions less than five years.\nOne factor which helps in causing such teacher turnover is the fact that\nthe state is organized on the district plan. Each small school district, with\nIt is a very diplomatic\nits local school board, rules supreme in its domain.\nteacher who can please a majority of the school board year after year.\n\nLittle, M. R., Jr., “Retention\nNo. 2, February,\nReplies\n\nof Teachers,”\n\nto a questionnaire\n\ncluding both small\n\nGeorgia Education\n\nsent\n\nto every\n\nand large city systems,\n\nJournal, Vol. 19,\nv4\n\n1927, p. 12.\npart of the state\n\nshowed\n\nof Georgia,\n\nin-\n\nthat the percent of teacher\n\nAmong the causes given\nturnover ran all the way from 10 to 35 percent.\nmarriage, business,\nwork,\nthe\nfor\nn\npreparatio\nof\nlack\nand\nSalary\nthese:\nwere\nAll the superintendents\nterms too short, better places, and better salaries.\nschools than\nstated that the loss was greater in the one-, two-, and three-ioom\n\nin the consolidated schools.\nThese three defects of the\n\npresent rural situation were emphasized : (1)\n(2) poor working conditions—small room\nteachers,\nfor\nvoor living conditions\nboards.\nwith little equipment and little cooperation, and (3) ignorant school\n\n"}
{"page": 232, "printed_page": null, "text": "NaTIONAL\n\n228\n\nMartin, T. D., “Teacher\n\nTenure\n\nEpucation\n\nAssocIATION\nTeachers’\n\nLegislation,” Journal of the Louisiana\n\nAssociation, Vol. 4, No. 5, January,\n\n1927.\n\nMontana Education, “Teachers’ Tenure\nVol. III, No. 7, April, 1927, p. 8.\n\nLaw\n\nPoints out the evil effects of annual elections, lists three arguments in favor\nof the adoption of tenure legislation, discusses the difficulties which sometimes\narise in the operation of tenure laws, and points out the advantages of. the\nproposed Pennsylvania tenure law.\n\nGives the text of the\nlast legislative assembly.\n\nMontana\n\nas Amended,”\n\nteacher\n\ntenure\n\nlaw\n\nMontana\n\nas\n\nEducation,\n\namended\n\nby the\n\nSchool\n\nJournal,\n\nState\n\nEducation\n\n;\n\nPennsylvania School Journal, “Tenure Problems,” Pennsylvania\nVol. 75, No. 3, November, 1926, p. 153.\n:\nA letter addressed to all members of the Pennsylvania\n\nAssociation, by the Association’s Committee on Tenure Problems, asking for\na reply to these nine questions:\n1. The Committee feels that the provision of law requiring the annual\nreelection of teachers makes the teacher a political rather than a technical\nofficer of the state. Is this correct?\n2. The Committee feels that this provision invites school boards to make\nchanges in their teaching force. Is this correct?\n3. The Committee feels that this provision causes teachers voluntarily to\nchange their positions more often than they would otherwise do. Is this\ncorrect?\n\n4. The Committee feels that this provision causes teachers much annual\nunrest and anxiety, thus lessening their efficiency. Is this correct?\n5. The Committee suggests a change in law, substituting for an annual\ncontract a contract without a time clause to remain in force so long as both\nparties are satisfied and to be terminated, on the one hand, by the teacher\nonly after due and proper notice and at the close of a school term; or, on\nthe other hand, by the board of school directors only after reasons have been\npresented and opportunity given for reply, and in the case of incompetence,\nample time given for improvement.\nIs this reasonable?\n6. Does this suggestion give proper protection to the competent teacher?\n7. Does this suggestion conserve to school boards adequate control over\nthe teachers in their employ?\n8. Is this suggestion likely to reduce the present large annual turnover of\nteachers?\n9. Is this suggestion more apt to be received favorably by school board\nmembers than a proposal for a tenure law similar to that of New Jersey\nor California?\nRowland, Albert Lindsay, “Tenure Problems Committee\nSchool Journal, Vol. 75, No. 6, February, 1927, p. 47.\n\nReport,”\n\nPennsylvania\n\nReports that the summary of replies to the nine questions on tenure submitted in the November, 1926, issue of the Pennsylvania School Journal are\npreponderantly affirmative.\n’\n\nRowland, Albert Lindsay, “An Adequate Tenure Law for the Teachers of Pennsylvania,”\n\nPennsylvania\n\nSchool\n\nJournal,\n\nVol.\n\n75,\n\nNo.\n\n8, February,\n\n1927,\n\npp.\n\n383-385,\n\nReviews the history of attempted tenure legislation in Pennsylvania, presents\narguments for teacher tenure, and outlines the points which should be in-\n\ncluded in the text of a proposed tenure measure for Pennsylvania.\nDeplores the fact that in some communities teachers are looked upon as\npolitical officers, elected to a public office the emoluments of which are valuable\n\n"}
{"page": 233, "printed_page": null, "text": "REPORTS OF CoMMITTEES\n\n229\n\nand should be distributed as widely as possible.\nStates that this pernicious\npractice should cease and that the welfare of the boys and\ngirls attending\nthe schools should be the sole consideration.\n\nWashington Education Journal, “ ‘Old Pedagogus’ on ‘Teacher Tenure,’”\nDad to\nDaughter Epistle, No. 5, Washington Education Journal, Vol. 6, No.\n7, March,\n\n1927, pp. 206-207.\n\nWarns against “spring rover mood”-of the teacher which causes her\nto\nshift from one position to another.\nPoints out that divorce in the schoolroom,\n\nas in the home, may be at times a necessary evil, but it is certainly an evil.\nGives these figures on teacher turnover in the State of Washington: Annual\nturnover in the position is approximately 50 percent—higher in rural schools\nand less in city schools—and the turnover in the service about 25 percent.\n\nTexts of California, Indiana, and Minnesota\nTenure Laws\n(Passed\n\nby state legislatures\n\nState Teacher\n\nin 1927)\n\nCalifornia State Teacher Tenure Law\n\nBoards of school trustees, and city, and city and county boards of education\nshall have the power and it shall be their duty:\nFirst—To employ a principal for each school under their control, and they\nmay employ a district superintendent for one or more schools employing eight\nIn each city school district governed by a\nteachers or more under their control.\ncity board of education, such board may employ a city superintendent of schools\nand such deputy or assistant city superintendents as it may deem necessary and\nfix and order paid their compensation unless the same be otherwise prescribed by\nlaw. Any deputy city superintendent of schools, or assistant city superintendent\nof schools, or district superintendent may be elected for a term of four years.\n\nSecond—To\nemploy persons in public school service requiring certification\nqualifications, as provided in part third of this section; also to employ janitors\nand other employees of the school; to fix and order paid their compensation,\nunless the same be otherwise prescribed by law; provided, that no board shall\nenter\n\ninto\n\nany\n\ncontract\n\nwith\n\nsuch\n\nemployees,\n\nother\n\nthan\n\npersons\n\nin positions Te-\n\nquiring certification qualifications to extend beyond the close of the next ensuing\nschool year; except that persons in positions requiring certification qualifications\nmay be elected on or after May second for the next ensuing school year, and\neach person so elected shall be deemed reelected from year to year except as\nhereinafter specified; provided, that any person not under permanent tenure who\nshall fail to signify his acceptance\n\nwithin twenty\n\ndays after notice\n\nof his election\n\nor employment shall have been given him by the clerk or secretary of the governing board of the school district, or shall have been mailed by the clerk or secretary of the governing board by depositing such notice in the United States post\noffice, with postage thereon prepaid, addressed to such person at his last known\nAny board of\nplace of address, shall be deemed to have declined the same.\ntrustees, or city, or city and county board of education may arrange to pay the\npersons in positions requiring certification qualifications so employed by them in\nten or eleven or twelve equal payments instead of by the school month; provided,\nhowever, that where the board of trustees or city or city and county board of\nee\neducation arranges to pay such persons so employed by them F twelve\nthe\nmee\nfirst\nthe\non\npayments\nsuch\nbegin\nshall\nthey\nyear,\npayments fer the\n\ndee\ncalendar month following the opening of schools for the current\nee\nthe\nJuly,\nof\nmonth\nthe\nduring\nopened\nnot\nis\nwhere. school\ncity *board\n\ner warrants\n\nor\n\ncity and\n\nwhich may\n\ncounty\n\nboards\n\nof education\n\nmay\n\nn all cases\nor\nae\n\nwit ri aes\n\nhave fallen due prior to the opening of\n\nschool\n\ning\n\nuntil\n\nsuch\n\n"}
{"page": 234, "printed_page": null, "text": "230\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nt for which\npersons so employed by them shall have returned to the employmen\ncity and county\nthey were engaged by the board of school trustees or the city or\nand then such\nboard of education and shall have resumed their respective duties,\nday of each\nfirst\nthe\non\nmonth\nto\nmonth\nfrom\npayments shall be continued\ncalendar month thereafter until said persons shall have been paid the full amount\ndue to them for that fiscal year; provided, that a person in a position requiring\n\ncertification qualifications, who serves less than a full school year is entitled to\nreceive as salary only an amount that bears the same ratio to the established\nannual salary for such position as the time he serves bears to the annual school\nterm; provided, that whenever the first day of the month falls upon a holiday,\npayment of salaries shall be made on the following day.\nThird—(a) To employ, for positions zequiring certification qualifications, only\npersons who hold legal certificates in full force and effect, and on file at the\n\ntime of such appointment in the office of the county superintendent of schools,\nto serve as substitutes, probationary or permanent employees,\nand to give the\ncounty superintendent of schools immediate notice in writing of such employment\non blanks furnished by the superintendent of public instruction, stating the name\nand address of each person thus employed.\n‘\n(b) To fix and prescribe the duties to be performed by all persons in public\nschool service in the school district.\n(c) To classify as substitute employees those persons employed in positions\nrequiring certification qualifications from day to day for less than one school year,\nto fill positions of regularly employed persons absent from service.\n(d) To classify as probationary employees, those persons employed in positions\nrequiring certification qualifications for the school year, and who have not been\nclassified as permanent employees as hereinafter provided, such classification to\nbe made at the time of employment, and thereafter in the month of July of each\nschool year.\n(e) To classify as permanent employees all persons, except those hereinafter\nspecified, who shall have been successfully employed by the district for tao or three\ncomplete consecutive school years in positions requiring certification qualifications.\nSuch classification shall be made at the end of either the second or third complete year of such employment at the option of the governing board of the district. No person employed in an administrative or supervisory position requiring\ncertification qualifications shall be classified as a permanent employee other than\nas a classroom teacher.\n(f) To grant leaves of absence.\n(g) To accept the resignation of any employee and to fix the time when such\nresignation shall take effect, which date shall not be later than the close of the\nschool year during which such resignation shall have been received by such\nboard.\n\n(h) To dismiss substitute employees at any time at the pleasure of the board.\n(1) To dismiss probationary employees during the school year for cause only,\nas in the case of permanent employees, except that on or before the tenth day\nof June in any year the governing board may give notice in writing to a probationary employee that his services will not be required for the ensuing year.\nSuch notice shall be deemed sufficient and complete when delivered in person\nto such employee by the clerk or secretary of the governing board of the school\ndistrict or deposited in the United States registered mail with postage prepaid,\naddressed\n\nto such employee\n\nat his last known\n\nplace of address,\n\n(j) To dismiss permanent employees in positions requiring certification qualifications, except as hereinafter provided only for one or more of the following causes,\nafter a fair and impartial public hearing. Causes for dismissal are immoral or\nunprofessional conduct, incompetence, evident unfitness for seryice, persistent yaola-\n\n"}
{"page": 235, "printed_page": null, "text": "eee\n\nee\n\nREPORTS OF COMMITTEES\nee\n\nSe\n\nee\n\n:\n\n231\n\ntion of or refusal to obey the school laws of California, or reasonable rules prescribed for the government of public schools.\nDismissal for cause shall be made only after the following provisions shall\n\nhave been complied with: The governing board shall give at least ten days’\nnotice in writing to any permanent employee against whom charges shall have\nbeen preferred, which notice shall state fully the charges, and the time when\nand the place where such hearing is to be held.\nThe governing board shall hold such hearing under reasonable rules which it\nshall adopt, and the employee against whom the charges shall have been\npreferred shall have the right to be represented by counsel, and to call witnesses\non his own behalf and take their testimony at the hearing and to crossexamine\n\nall other witnesses who may testify at such hearing; provided, that such hearing\nshall be confined to charges only.\nThe board may dismiss any permanent employee after a hearing as in this\nsection\n\nprovided, upon proof of the charges covering any one or more of the\ncauses for dismissal enumerated in this section, upon the affirmative vote of the\nNo member of the board shall be qualified to vote who\nmajority of the board.\nhas not been present throughout the entire hearing.\nSuch trial -shall have been\nconcluded and the decision rendered within ten days after the beginning of said\ntrial,\nIt is hereby provided, however, that whenever it becomes necessary to decrease\nthe number of permanent employees in a school district on account of the decrease\nin the number of pupils attending the schools of such district, oer on account of\nthe discontinuance of a particular kind of service in such district, the governing\nboard may dismiss such employee at the close of the school year.\nIf the dismissal of such employee shall become necessary on account of the\ndecrease in the number of pupils attending the schools of the district, such\nemployee so dismissed shall be the /ast person engaged in the type of work so\ndiscontinued.\nIf such service is reestablished within one year from the time\nof such discontinuance, the employee so dismissed shall have the preferred right\nto reappointment.\nThe board shall give any person who shall be dismissed under this proviso a\nstatement of honorable dismissal.\n\nNothing in this act shall be construed so as to repeal or negate any provisions concerning employees of school districts contained in the charter of any\ncity, county, or city and county heretofore or hereafter adopted and approved in\nconformity with Article XI of the constitution of this state.\n\nAll employments under the provisions of this section shall be subordinate to\nthe right of the Legislature to amend or repeal this section at any time, and\nnothing herein contained shall ever be held, deemed or construed to confer upon\nbe\nany person employed pursuant to the provisions hereof a contract which will\nimpaired by the amendment or repeal of this section.\nof\nFourth—To provide in cities, and in cities and counties, having boards\npaythe\nfor\nteachers,\nmore\nor\nthirty\neducation, and in other districts employing\nment of the traveling expenses of any representative of the board of education,\n'\n;\nwhen performing services directed by said board.\n\nFifth—If any section, subsection, sentence, clause, or phrase of this act is for\nany reason held to be unconstitutional, such decision shall not affect the Tera\nthai\nof the remaining portions of this act. The Legislature hereby declares\nand\nclause,\nsentence,\nsubsection,\nsection,\neach\nand\nact\nthis\nit would have passed\nphrase thereof irrespective of the fact that any one or more other sections, subsections, sentences,\n\nclauses, or phrases\n\nbe declared\n\nunconstitutional,\n\n"}
{"page": 236, "printed_page": null, "text": "EpucATION\n\nNatTIONAL\n\n232\n\nIndiana\n\nState Teacher\n\nASSOCIATION\n\nTenure\n\nLaw’\n\nSECTION 1. Be it enacted by the General Assembly of the State of Indiana, That\nany person who has served or who shall serve under contract as a teacher in\nany school corporation in the State of Indiana for five or more successive years,\nand who shall hereafter enter into a teacher’s contract for further service with\nsuch corporation, shall thereupon become a permanent teacher of such school corporation. The term “teacher” as used in this section shall mean and include licensed\npublic school teachers, supervisors and principals of all public school corporations,\nand licensed assistant superintendents and superintendents of school cities and\nUpon the expiration of any contract between such school corporation and a\ntowns.\npermanent\n\nteacher,\n\nsuch\n\ncontract\n\nshall\n\nbe\n\ndeemed\n\nto continue\n\nin effect\n\nfor’ an\n\nindefinite period and shall be known as an indefinite contract.\nSuch an indefinite\ncontract shall remain in force unless succeeded by a new contract signed by\nboth parties or unless it shall be cancelled as provided in section 2 of this act.\nProvided that teachers’ contracts shall provide for the annual determination of\nthe date of beginning and length of school terms by the school corporation, and\n\nprovided further that teachers’ contracts may contain provisions for the fixing\nof the amount of annual compensation from year to year by a salary schedule\nadopted by the school corporation and such schedule shall be deemed to be a\npart of such contracts; and further Provided, That such schedule\nby such school corporation on or before May-1st of any year,\n\nmay be changed\nsuch changes to\n\nbecome effective at the beginning of the following school year: Provided, That all\nteachers affected by such changes shall be furnished with printed copies of such\nchanged schedule within thirty days after its adoption.\nSection 2. Any indefinite contract with a permanent teacher as defined in\nsection 1 of this act may be cancelled only in the following manner: Not less\nthan thirty days nor more than forty days before the consideration by any school\ncorporation of the cancellation of any such contract, such teacher shall be notified\nin writing of the exact date, time when and place where such consideration is to\ntake place; and such teacher shall be furnished a written statement of the reasons\nfor such consideration, within five days after any written request for such statement; and such teacher shall, upon written request for a hearing, filed within\n\nfifteen days after the receipt by said teacher\n\nof notice\n\nof date, time\n\nand\n\nplace\n\nof such consideration, be given such a hearing before the school board, in the\ncase of cities and towns, and before the township trustee, in the case of townships;\nsuch hearing shall be held not less than five days after such request is filed and\nsuch teacher shall be given not less than five days’ notice of the time and place\nof such hearing.\nSuch teacher, at the hearing, shall have a right to a full\nstatement of the reasons for the proposed cancellation of such contract, and\nshall have a right to be heard, to present the testimony of witnesses and other\nevidence bearing upon the reasons for the proposed cancellation of such contract,\nNo such contract shall be cancelled until the date set for consideration of the\n\ncancellation\n\nof such contract;\n\nnor until after a hearing is held, if such hearing\n\nis requested\n\nby said\n\nnor\n\nteacher,\n\nuntil, in the case\n\nof teachers,\n\nsupervisors,\n\nand\n\nprincipals, the city or town superintendents, in cities and towns, and the county\nsuperintendents, in townships and in cities and towns not having superintendents,\n\nshall have given the school corporation his recommendations thereon, and it\nshall be the duty of such superintendent to present such recommendations upon\nfive days’ written notice to him by such school corporation. Nothing contained\nin this section shall prevent the suspension from duty of any teacher pending\n* Passed by the 1927 session of\nIndiana State Teachers Association\n\nthe state legislature and\nsponsored the measure,\n\nsigned\n\nby\n\nthe\n\ngovernor.\n\nThe\n\n"}
{"page": 237, "printed_page": null, "text": "REPORTS\n\nOF COMMITTEES\n\n233\n\na decision on the cancellation of such teacher’s contract.\nCancellation of an indefinite contract of a permanent teacher may be made for incompetency, insubordination (which shall be deemed to mean a willful refusal to obey the\nschool laws of this state or reasonable rules prescribed for the government\nof the public schools of such corporation), neglect of duty, immorality, justifiable decrease in the number of teaching positions or other good and just\ncause, but may not be made for political or personal reasons: Provided, That\nwhen the cause of cancellation of an indefinite contract is immorality or insubordination as defined in this act, such cancellation shall go into effect at once,\nand, Provided further, That when the cause of cancellation of an indefinite contract is not immorality or insubordination as defined in this act, such cancellation\n\nshall go into effect at the end of the school term following such cancellation. The\nschool board of any city or town, by a majority vote, evidenced by a signed\nstatement in the minutes of the board, or the township trustee, by a written and\nsigned statement recorded in his records, may cancel an indefinite contract with\na teacher after compliance with the provisions of this section: Provided, That the\ndecision of the school board shall be final; and, Provided further, That the\ndecision of the township trustee shall not become effective for ten days, during\nwhich\n\ntime\n\nan\n\nappeal\n\nmay\n\nthe county superintendent\nwithin five days.\n\nbe taken\n\nshall\n\nto the county\n\ninvestigate\n\nthe\n\nsuperintendent,\n\ncase\n\nand\n\nmake\n\nin which\n\na final\n\ncase\n\ndecision\n\nSEcTION 3. No teacher shall be appointed by any school corporation in Indiana,\nand no teacher shall become a permanent teacher in any such school corporation,\nuntil the superintendent, in the case of school cities and school towns, and the\ncounty superintendent, in the case of townships and school cities and towns not\nhaving superintendents, shall have made a report upon such teacher’s preparation,\nexperience, and license, and it shall be the duty of every such superintendent,\nwithin ten days after request, to make such report upon any person whom the\nschool corporation is considering as an applicant: Provided, That nothing contained in this section shall be deemed to prevent the granting to any superintendent of additional authority in the selection and employment of teachers either\nby law or by the rules or regulations of any school corporation.\nSection 4. No permanent teacher shall be permitted to cancel his indefinite contract during the school term for which his said contract is in effect nor for a\nperiod of thirty (30) days previous to the beginning of such school term unless\nsuch cancellation is mutually agreed upon; such permanent teacher shall be permitted to cancel his indefinite contract at any other time by giving a five days’\nAny permanent teacher cancelling his indefinite\nnotice to the school corporation.\ncontract in any other manner than in this section provided shall be deemed guilty\nof unprofessional conduct and the state superintendent is hereby authorized to\nsuspend the license of such teacher for a period of not exceeding one year.\nSection 5. Any school corporation, upon written request, may grant leaves of\nabsence, for periods not exceeding one year, to any permanent teacher for study\nor professional improvement or because of physical disability or sickness, subject\nto such rules and regulations governing leave of absence as may be adopted by\nsuch corporation: Provided, That without written request any school corporation\nmay place a permanent teacher on leave of absence for periods of not exceeding one\nyear because of physical or other disability or sickness, provided that such ‘teacher\n\nshall have a right to a hearing on such unrequested leave of absence in accordance\nwith the provisions for hearings contained in section 2 of this act.\nSECTION 6. This act shall be construed as supplementary to an act of the General\n\nAssembly, page 195, Acts 1921, entitled “An act concerning teachers’ contracts\nproviding for the repeal of conflicting laws.”\n\nand\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nNATIONAL\nThe Teacher\n\nEpucATION\nLaw\n\nTenure\n\nASSOCIATION\n\nof the State of Minnesota’\n\nin\nFor an Act to Regulate the Employment of Teachers in the Public Schools\nHold\nMay\nThey\nWhich\nUnder\nConditions\nthe\nFixing\nand\nClass\nFirst\nthe\nCities of\nTheir Positions or May Be Discharged or May Be Demoted.\nBe it enacted by the Legislature of the state of Minnesota:\n\nSecTIoN 1. The term “teacher” shall include every person regularly employed as\na principal or to give instruction in a classroom, or to superintend or supervise\nclassroom instruction, or as placement teacher and visiting teacher.\nSection 2. The term “school board” shall include any and all boards or official\nbodies having the care, management\n\nor control\n\nover\n\npublic schools;\n\nand the term\n\n“commissioner” shall include any and all instances where a single official has the\ncare, management or control over public schools.\nSecTION 3. The word “demote” shall mean to reduce in rank or to transfer to\na lower branch of the service or to a position carrying a lower salary or compensation.\n°\nSection 4. All teachers in the public schools in cities of the first class in the\nstate during the first three years of consecutive appointment shall be deemed to be\nin a probationary period of employment during which period any annual contract\nwith any teacher may or may not be renewed as the school board or commissioner\nshall see fit. The school board or commissioner may during such probationary\nperiod discharge or demote a teacher for any of the causes as specified in Section 6.\nA written statement of the cause of such discharge or demotion shall be given to\nthe teacher by the school board or commissioner at least thirty (30) days before\nsuch removal or demotion shall become effective, and the teacher so notified shall\nhave no right of appeal therefrom.\nSection 5. After the completion of such probationary period, without discharge,\nsuch teachers as are thereupon re-employed shall continue in service and hold\ntheir respective positions during good behavior and efficient and competent service\nand shall not be discharged or demoted except for one or more of the causes as\nspecified in Section 6, and after a hearing as specified and provided in Section 7.\nSEcTION 6. Causes for the discharge or demotion of a teacher either during or\nafter the probationary period shall be:\na. Immoral character or conduct unbecoming a teacher.\nb. Failure without justifiable cause to teach without first securing the written\nrelease of the school board or commissioner having the care, management or control\nof the school in which the teacher is employed.\nc. Inefficiency in teaching or in the management of a school.\nd. Affliction with active tuberculosis or other communicable disease shall be\n\nconsidered as cause for removal or suspension while the teacher is suffering from\nsuch disability.\ne. On account of discontinuance\n\nof position or lack of pupils.\n\nSEcTION 7. The charge or charges against a teacher shall be in writing and\nsigned by the person making the same, and then filed with the secretary or clerk\nof the school board or commissioner having charge of the school in which the\nteacher is employed.\nSuch school board or commissioner before discharging or\ndemoting a teacher shall then accord the teacher against whom such charge or\ncharges have been filed a full hearing and shall give to said teacher at least ten\n(10) days’ notice in writing of the time and place of such hearing; such notice\nmay be served personally or sent by registered mail addressed to such teacher\nat\n+ Passed by the 1927 session\nsion of the state legi\ngislature and signed by the Governor,\nsota State Teachers’ Association sponsored the measure.\nsf\n\nTh\n\nFE\ni\nihiaoie\n\n"}
{"page": 239, "printed_page": null, "text": "Reports OF CoMMITTEES\neg\nee\n\noS\n\n235\neae\n\nhis or her last known postoffice address; provided, that\nif said charge be made by\nany person 1n connéction with said school system said charge\nmay be disregarded\nby such school board or commissioner.\nUpon such hearing being held such school\n\nboard or commissioner\nthe charge or charges\n\nshall hear all evidence that may be adduced in support\nof\nand for the teacher’s defense thereto.\nEither party shall\n\nhave the right to have a written record of the hearing at the expense of the\nboard\nand to have witnesses subpeenaed and all witnesses so subpenaed shall be examined\nunder oath, Any member of the school board or any commissioner conducti\nng\n\nsuch a hearing shall have authority to issue subpenas and to administer oaths to\n\nwitnesses.\n\nSECTION 8. Each party appearing before said school board or commissioner shall\nhave the right to be represented by counsel, and such counsel may examine and\ncross-examine witnesses and present arguments.\n\nSEcTION 9. All hearings before said school board or commissioner shall be public\n\nor private at the decision of the teacher against whom such charge or charges\nhave been filed.\nSECTION 10. Such hearing must be concluded and a decision in writing, stating\nthe grounds on which it is based, rendered within twenty-five (25) days after the\ngiving of such notice.\nWhere the hearing is before a school board the teacher\nmay be discharged or demoted upon the affirmative vote of a majority of the\nmembers of said school board. If the charge or charges, or any of such, are found\nto be true the school board or commissioner conducting the hearing shall discharge,\ndemote or suspend the teacher, as seems to be for the best interest of the school.\nProvided, that no teacher shall be discharged for either of the causes specified in\nParagraph “c” of Section 6, except during the school year, and then only upon a\ncharge or charges filed at least four (4) months before the close of the school\nsessions of such school year; such decisions of the school board or commissioner,\nas the case may be, shall be final.\nSecTION 11. In all cases where the final decision is in the favor of the teacher\nthe charge or charges shall be physically expunged from the records.\nSecTION 12. Upon the filling of a charge or charges against a teacher the school\nboard or commissioner may suspend the teacher from regular duty. If upon final\ndecision the teacher is suspended or removed the school board or commissioner may\nin its or his discretion determine the teacher’s salary or compensation as of the\n\ntime of filing the charge or charges.\n\nIf the final decision is favorable to the teacher\n\nthere shall be no abatement of salary or compensation.\n\nSEcTION\n\n13. Any teacher whose\n\nservices are terminated on account of discontinu-\n\nance of position or lack of pupils shall receive first consideration for other positions\nin the district for which he is qualified.\nSECTION 14. The period of service rendered by teachers in the districts in which\nthey are employed at the time this act becomes effective shall be considered in\ncomputing their probationary period.\nSEcTION\n\nrepealed.\nSECTION\n\n15. All\n\nand\n\nparts\n\nof\n\nacts\n\ninconsistent\n\nwith\n\nthis\n\nact\n\nare\n\nhereby\n\n16. This act shall take effect and be in force from and after July 1, 1927.\n\nREPORT\nWILLIAM\n\nacts\n\nOF THE\n\nF. RUSSELL,\n\nCOMMITTEE\nRELATIONS\n\nDEAN,\nNEW\n\nTEACHERS\nYORK\n\nCITY,\n\nON INTERNATIONAL\n\nCOLLEGE,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCHAIRMAN\n\nLast summer at Philadelphia the report of the Committee on International Relations took the form of a description of what had been done\n\n"}
{"page": 240, "printed_page": null, "text": "236\n\n:\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nee\n\nat Edinburgh, with two simple proposals to the incoming president of the\nAssociation.\nThe form the report takes today is an informal description of what we\nplan to do at Toronto a month hence.\nThe president of the Association acted speedily upon the recommendations. Our delegation was appointed in good season, with representatives\nfrom all the states of the union, and forms, in my judgment, an excellent\nrepresentation of the nation.\nIn about a month from now our one hundred delegates will be seated\nin the huge auditorium on the campus of the University of Toronto, much\nas this group is seated here, but instead of having standards bearing the\nnames Vermont, South Carolina, Oregon, Texas, there will be the banner\nbearing the name the National Education Association of the United States,\nthe Education Association of Scotland, of Japan, of China, etc., as well as\nmany other universities and organizations and smaller bodies, representing\nmore isolated and less developed countries of the world.\nNow, this group that sits here in this room represents localities and\nassociations and organizations in various parts of the United States, and\nI do not think that any of us were sent here solely to enjoy the beauties\nof Seattle, solely to sail on this wonderful Puget Sound, or to wander\nup and down the streets, or solely to shake hands with one another.\nWe\nare sent here primarily to learn, primarily to gain from our fellow members\nof our profession new ideas, new knowledge and new powers.\nWe are\nnot sent here to save the rest of the United States. We are not sent here\nto carry the message of progress from our state to some other place.\nWhen I was even younger than I am now I went down from the\ncountry to teach in the south and to save the south, but I soon saw if I\ncould save myself I would do well.\nNow, I think the exact parallel between the relation of the important\nparts of the nation to this Association holds good, as between the relation\nof this Association to the World Federation of Education Associations.\nYour committee had an interesting experience at Edinburgh.\nYour\ncommittee has had several meetings since, and it is our plan and our\nconviction that we shall go to Toronto in your interests. We are going\n\nthere to learn what these other countries are doing. We are going to\nfind out how their associations are run, how they are financed, how they\nfunction, what are the distinctive things there. We are going to find out\nabout procedure and practice and the administration of health education\nand international sports and the teaching of history, and all types of\nthings.\nYour delegation is going to meet in advance of the main meeting and\nwe are going to parcel out that whole huge meeting, assigning sections\nof it to particular delegates, who will be there to report what goes on.\nWhat we want to do when we come back is to have you say “What about\n\n"}
{"page": 241, "printed_page": null, "text": "coe) <2\n\neee\n\nREPoRTS OF COMMITTEES\neat, en nd bbveneemeiestaieaeme: Oia\n\nee\n\n237\n\nthis?”\nAnd we will say “What do you want to know?”\nAnd we will\ntell you.\nNow, the idea will fall flat and will never get anywhere unless the\nNational Education Association and the state education associations have\nsomething they want to know.\nOur financial investment in the World\nFederation of Education Associations, which amounts to one thousand dol-'\nlars a year, will have little effect except the education of one hundred\ndelegates, unless the National Education Association and the state associations profit from what your delegates have learned at Toronto.\nI maintain that our group should be a real mine of information and a\nsource of inspiration after they return from this meeting, and we can do\nbetter and serve your purposes better if in advance we can get some idea\nof what it is that you want to know.\nI think every delegate at Toronto should be upon the programs of sections of the state associations and on programs of sections of the National\nEducation Association itself.\nNow, just another final word.\nWe are going there with the motto of\n“What do you know?” rather than “I will tell the world.”\nWe are\ngoing there with the idea of learning, and I want to say in confidence that\nin my judgment that is the real way in which to gain international\nfriendship and international goodwill.\nI do not wish to be considered as deprecating talk about peace. I believe\nin peace and I believe in talking about it. I do not want to deprecate personal friendships you have made in other lands, because I, like you, have\nmade them, and I understand how exceedingly pleasant and happy they\nare, but I do believe that the more one talks about certain things in life\nand certain customs between man and man, the less good it does. I think\nfriendships among people come from those who have some interest in common. They have struggled with one another and argued with one another\nand have been helpful to each other.\nThe National Education Association delegate is going to work with that\ngroup; we will argue with them and fight with them and we will learn from\nthem and they will learn from us, and on that basis in the long run will\ncome mutual understanding and mutual interest ainong the teachers of\nthese lands, which I think is a steady and a firm and sure step toward\nthat international understanding which in the long run should bring peace\nand goodwill.\nSo then I hope you in the Representative Assembly here will formally\napprove the action of this committee, and you will uphold our hands and\ncarry forward our policy, so that after we go to Toronto this time and as we\ngo to other countries in future years we will not be an aimless group of\ntourists; that we will not be just a group of one hundred people out to see\n\nstrange lands, but that we will be serious people earnestly seeking information which will enable us to answer questions of importance to our people\nback home.\n\n"}
{"page": 242, "printed_page": null, "text": "238\na\n\nNaTIONAL\nNa ie ig A\n\ngut\n\nEDUCATION\n\nASSOCIATION\nerg\n\nOF COMMITTEE ON VISUAL EDUCATION\nFOR THE\nNATIONAL EDUCATION ASSOCIATION\n\nREPORT\n\nFRANK\n\nM.\n\nCODY,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nDETROIT,\n\nMICHIGAN\n\nThe Committee on Visual Education for the National Education AssoDuring the\nciation wishes to report progress rather than conclusions.\npresent year members of the committee have studied and submitted to the\nchairman problems in the field of visual education most in need of study\n\nand research.\n\n‘The chairman has consolidated the report in the following\n\nform to include the common problems which the members of the committee\nbelieve should be given consideration during the following year.\n1. That research and study be carried on to discover the proper objectives for a broad program of visual education.\n\n2. That an analytic study be made of the relative values in a general\nprogram of instruction of the following visual aids—slides, film slides,\nstill films, auditorium films, classroom films, exhibits, photographs, and\n\nvisual materials.\n\n'\n\n3. A study and report made of the degree of differentiation which should\nbe made between visual material used for,classroom instructional purposes\nand those used for auditorium or entertainment purposes.\n\n4, That research should be carried on to determine the degree to which\neconomy results in learning from the use of visual materials and to determine when visual aids should supplement, enrich, or be substituted for\npresent instructional materials.\n\n5. That a study be made to determine the degree to which visual education can be made a factor in bringing about local, national, and international relationships and common understanding.\n6. That research be carried on in the field of the administration of visual\neducation for the purpose of developing standards for the purchase of materials and equipment, and distribution, delivery, and care of such materials\nin a large school system.\n\n7, That research and study be made to organize and set up a program\nof supervision accompanied by measurements of the various visual aids and\nmaterials.\n8. That study and research be carried on to form the basis for the working out of definite standards to govern supervisors and teachers in the selection and use of visual aids.\n\n9. ‘That definite study and research be made to determine the degree to\nwhich visual education should be made a definite part of the curriculum in\ncities using the various visual materials.\n\n"}
{"page": 243, "printed_page": null, "text": "Reports OF CoMMITTEES\n\nREPORT\n\nOF JOINT\n\nHENRY\n\nTURNER\n\nCOMMITTEE ON\nRELATIONS\n\nBAILEY,\n\nDIRECTOR,\n\nCLEVELAND,\n\nOHIO,\n\n239\n\nSCHOOL\n\nCLEVELAND\n\nSCHOOL\n\nMUSEUM\n\nOF\n\nART,\n\nCHAIRMAN\n\nAt the annual meeting of The American Association of Museums held\nin St. Louis two years ago, a resolution was adopted to the effect that ways\nand means be devised to bring about a closer touch between the two great\neducational agencies, the National Education Association and the American\nAssociation of Museums, for better cooperation and better mutual service.\nPresident\n\nHamlin\n\nappointed a committee consisting of: Anna\n\nB. Gallup,\n\nChildren’s Museum, Brooklyn, N. Y.; Dr. S. A. Barrett, Director, Milwaukee Public Museum; Harold L. Madison, Cleveland Museum of\nNatural History; Henry W. Kent, The Metropolitan Museum, New\nYork City; J. Arthur MacLean, of the Toledo Museum of Art; Caroline\nM. Mcllvane, Chicago Historical Society; Dr. James Sullivan, State Department of Education, Albany, N. Y.; C. G. Rathmann, Assistant Supet\nintendent of Schools, St. Louis, Mo., chairman, which, in conjunction with\na committee of the National Education Association, should shape plans for\na more active and more effective cooperation between the schools and the\nmuseums.\nAt President Hamlin’s request, Miss Mary McSkimmon, the\nPresidentof the National Education Association, appointed a committee\nof her organization consisting of: Florence Holbrook, Principal, Chicago,\nIll.; Jessie E. LaSalle, Assistant Superintendent of Schools, Washington,\nD. C.; Clifford J. Scott, Superintendent of Schools, East Orange, N. J.;\nMrs. L. L. Wilson, Principal, Philadelphia, Pa.; Margaret Alltucker,\nAssistant Director, Research Division of National Education Association;\nOtto F. Ege, Head Teacher, Training Department, Cleveland School of\nArt; Dr. Henry Turner Bailey, Director, Cleveland School of Art,\nchairman.\n\nThe committee went to work at once, the two chairmen conferring\nthrough correspondence with the members of their committees as to the\nbest methods of conducting the work.\n\nAt the request of Miss\n\nMcSkim-\n\nmon, the two chairmen and Harold L. Madison, a member of the Museums Committee, and Otto F. Ege, a member of the National Education Association\n\nCommittee,\n\nmet\n\nwith her in Cleveland\n\nin April of last\n\nyear, to make definite recommendations as to how the schools and the\nmuseums could be brought together for better cooperation.\nThe recommendations were drafted, stating in detail what the schools\ncan and should do to put the children in actual contact with the world\naround\n\nthem\n\nthrough\n\nthe use of the great outdoor\n\nmuseum,\n\nwhere\n\nthey\n\ncan get first hand information as to all they should know about the work\nof Natire, through excursions to field, park and forest, through maintaining school gardens and through supplementing all this study of real\nobjects, such as are in our museums and pictorial illustrations, to make the\n‘The\nchildren better acquainted with the work of both nature and man.\n\n"}
{"page": 244, "printed_page": null, "text": "240\n\nNatioNAL\n\nEpucATION\n\nASSOCIATION\n\nreport recommends that normal schools and teachers colleges train their\nstudents in using the materials in the outdoor and indoor museums intelligently and efficiently. It is further recommended that the schools furnish\nthe museums with school representatives who are to select the material\nto be used in the schools, to assemble it, to take proper care of it, and to\n\nmake it accessible to the schools. The teachers in schools are to urge the\nteachers to take their classes to the museum so that the children may be\ntrained to become intelligent museum visitors and later on enthusiastic\nAnd, lastly, it is recommended that the schools\nsupporters of museums.\ncooperate with the museums by bearing such part of the expense as will\nenable them to help the schools effectively.\nThe report of the committee was presented to the Museums Association at its meeting in New York and to the National Education Association at its meeting in Philadelphia, and approved by both organizations.\nThe recommendations were brought to the notice of the representative of\nall museums through our Museum News.\nThe next step to be taken was to have the message in the report reach\nAll the teachers in our country.\nIn February of this year the two chairmen met in St. Louis and decided\nto bring the recommendations to the notice of all the school people through\nhaving them published in all the educational journals of our country. To\ndo this most effectively, and to prevail upon the editors to publish the\nliterature, they determined to have the recommendations accompanied by\nan explanatory letter to the editors, also by an article setting forth the\nvalue of visual education, the necessity of better cooperation between schools\nand museums, and the advantages which both institutions would derive\nfrom such cooperation, and by photographs showing work in the schoolroom with museum or other visual education material.\nAll members of\nthe two committees were requested to write articles to accompany the\nrecommendations, and all have done so.\nDoctor Bailey, the chairman of the National Education Association\nCommittee, attended the meeting of the Department of Superintendence\nof the National Education Association at Dallas, and secured an appropriation for the printing of recommendations, the explanatory letters, the\nphotographs, and for defraying the expense of circulating this material.\nWe began to send the literature to the papers at the beginning of last\nmonth. ‘The articles are now in the hands of the editors of the leading\neducational journals of our country. They have appeared in some of them,\nand the editors of others have assured me that they will appear in the next\nissue of their publications.\n\nWe have not confined our work to the periodicals, but are endeavoring\nto interest daily papers in our movement.\n‘Through the good offices of\nAnna B. Gallup, our recommendations, with explanatory remarks, appeared\nin the New York Sun and the New York World. We shall continue\nthis\nwork until all of the educational journals and many of the leading\ndailies\nhave been reached.\n\n"}
{"page": 245, "printed_page": null, "text": "Reports\n\nOF COMMITTEES\n\n241\n\nThe two committees asked Mr. Coleman, secretary of the Museums\nAssociation, to send out a questionnaire to ascertain in what way the museums are cooperating with the schools at present. All the information has\nnot, as yet, come in and so we are unable to report results to you at this\nmeeting. All the material in the museums is visual education material,\nand the museums are ready to supply such parts of it as the schools need,\nprovided the schools will properly cooperate with the museums in bearing\nsuch a part of the expense as will enable the museums to give the schools\nthe help they need.\n.\nBut the schools in places where there are no museums and particularly\nthe rural schools need the help of the two associations. “There is a wealth\nof visual education material in this country which should be made accessible\nto the schools. We are sure that most of the schools would welcome the\nhelp that can be given them through such material, if they knew how to\nget it.\nAll the foregoing was presented at the annual meeting of the American\nAssociation of Museums, as a part of the report made for the joint committee by Mr. Rathman.\n‘Thereafter The American Association, at its\nmeeting in Washington, May 23-25, adopted the following resolutions :\n\n“In order to carry out the recommendation for better cooperation between schools and museums made by the joint committee appointed by the\nNational Education Association and The American Association of Museums, which recommendations were presented to the National Education\nAssociation at its meeting in Philadelphia last year and to The American\nMuseums Association at its meeting in New York last year and approved\nby both organizations.\n“Be it resolved that the two Associations jointly appoint a commission\nconsisting of representatives of the universities, colleges and schools and of\nrepresentatives of the art, science and history museums whose duty it shall\nbe to gather information as to how and where material for visual education\ncan be secured and furnished to schools in places in which there are no\nmuseums, particularly the rural schools, to inform the schools that such\nmaterial can be had and help the schools get what they need. Such materials are as follows:\nA. Actual objects, such as mammals, birds, insects, specimens of sea life, food\nproducts, tree products, materials for clothing, materials for shelter, raw\nmaterials in the different stages of manufacture, etc., actual specimens from\nthe fields of biology, geology, botany, anthropology and the other various\nbranches of science.\nB. Lists of available educational films and slides showing growing and moying things,\n\nand\n\nindustrial\n\nprocesses; in short,\n\nthe activities\n\nof nature\n\nand\n\nmen.\nC. Facsimile reproductions of historical documents, pictures and objects in the\nhistorical museums of the country, of special value in the teaching of: American history and literature.\nD. Reproductions in color of the finest pictures, textiles and other decorative\nmaterial in American museums.\n\n"}
{"page": 246, "printed_page": null, "text": "242\nSe\n\nNatioNAL\n\nEpucaTIoON\n\nASSOCIATION\n\nnatural history muE. Photographs and reproductions in color of objects in\nvalues.\ncultural\nunusual\nseums having\nthe best work of\nF. Reprints of illustrations in black and white and color from\n\nartists, modern and ancient.\nand the finest\nG. Photographs of the finest sculpture, the finest architecture,\n.\ncountries\nother\nin\nand\nStates\nUnited\nthe\nin\nhandicraft produced\nn buildH. Reproductions in color of the finest mural decorations in America\nings, and elsewhere.\n\nI. Illustrations of the finest products of American industry.\nJ. Pamphlets made up of sample pages of the finest work\n\nof American\ni\n‘sana\nsigners and printers.\nK. Illustrated pamphlets descriptive of the scenery, institutions, occupations,\n\ndeand\n\nresources of cities and countries, such as are published by boards of trade.\n\n“Be it further resolved that the commission be authorized to employ a\npaid secretary who shall give his whole time to ascertaining the sources\nfrom which such visual education material may be secured and to helping\nthe schools to get it.\n“Be it further resolved that the National Education Association and\nAmerican Association of Museums make a joint appeal to the Russell Sage\nFoundation or some other organization interested in the advancement of\npublic education to secure a grant of $8000 to pay the salary of the secretary and to defray the necessary office expenses.”\nThe Joint Committee now recommends: (1) That the National Education Association approve of the resolutions adopted by the American Association of Museums; (2) That the present Joint Committee be discharged;\n(3) That a Visual Education Commission be appointed, as suggested in the\nfirst resolution; (4) That that Commission be empowered to appoint a\npaid secretary; (5) That steps be taken at once to secure a fund of at least\n\n$8000 to make these resolutions effective in promoting visual education\nthroughout the United States.\n\nREPORT OF THE COOPERATING COMMITTEES ON BEHAVIOR PROBLEMS OF CHILDREN OF THE NATIONAL EDUCATION ASSOCIATION AND\nTHE NATIONAL CONFERENCE OF\nSOCIAL WORK\nOLIVE M. JONES, PRINCIPAL,\n7\n\nPUBLIC SCHOOL\nCHAIRMAN\n\nNO.\n\n120, NEW\n\nYORK\n\nCITY\n\nThe Cooperating Committees on Behavior Problems of Children made\na very comprehensive report in 1926. The report was approved by both\nthe National Conference of Social Work and the National Education\nAssociation and each committee reappointed for the school year 1926-27.\nThe National Education Association published the report in pamphlet\nform in two editions of about two thousand each in order to\nmeet the\ndemand for the report on the part of social workers and people\ninterested in\ndelinquency as an educational problem.\nOn November 15, 1926, the twelve members of the two\ncommittees met\n\n"}
{"page": 247, "printed_page": null, "text": "a\n\nee\n\nee\n\nReports OF COMMITTEES\nSE\nA Se\n\neC\n\n243\n\nin New York City in joint session for the consideration of replies to a\ncommunication sent out in October and signed by both chairmen.\nThe\nletter asked the members of both committees to review the objectives stated\nin the 1926 report, to consider the relative importance of the various steps\nsuggested as means of achieving these objectives, and to suggest procedure.\nThe majority of the replies agreed upon No. 5 of the steps listed in the\njoint report published in 1926.\nThe joint session of November, 1926, resulted in the following decisions:\n1, That the chairman\n\nof each committee\n\nshould\n\nappoint\n\na subcommittee\n\nduct an inquiry along the lines indicated in No. 5 as follows:\nStudy of the preparation\n\ntraining\nhygiene,\n\nof teachers\n\nand\n\nsocial\n\nworkers\n\nto con-\n\nin their various\n\nschools in relation to the teaching of child psychology, mental\nand social psychiatry, and formulation of recommendations.\n\n2. That the two subcommittees should pursue their inquiries in their separate\nfields of work but should work in close cooperation and prepare a joint report.\n3. That the two chairmen of the cooperating committees were empowered to\nselect speakers and otherwise assist in preparing for the presentation of the subject\nof behavior problems at the Dallas meeting of the Department of Superintendence, February, 1927, and at the Des Moines meeting of the National Conference\nof Social Work, May, 1927.\n\nIn accordance with these decisions by the members present at the joint\nsession, November, 1926, the following were asked to serve as subcommittees to study as suggested in No. 5 noted above:\nFor the N. E. A. Committee\nW. Carson Ryan, Jr., Chairman\n\nMeta\n\nMrs, Susan M. Dorsey\n\nAnderson\nHelen\n\nWilliam\nT. Woolley\n\nFor the N. C. S. W.\n\nHenry W. Thurston, Chairman\nRey. John M. Cooper\n\nS. Gray\n\nCommittee\n\nJane Culbert\nFrank J. O’Brien\nJessie Taft\n\nThe report cannot be issued until next year. Time and study were\nessential for the preparation of questionnaires, reading the replies, and other\nprocedure necessary to gather an adequate and accurate volume of facts\nconcerning the preparation of teachers and social workers in subjects and\nThe report will be a\nmethods relating to behavior problem children.\nvaluable one and has already served a valuable purpose in awakening many\ntarining school faculties to the need of more and better preparation of\nstudents regarding behavior problems.\nDuring the absence of Dr. Ryan on sabbatical leave during the major\npart of the year, the chairman of the National Education Association com-\n\nmittee asked the Research Division to prepare a questionnaire to be sent to\nthe presidents of all teacher-training institutions, together with a letter\nexplaining the purpose of the inquiry. Appreciation of the work of Dr.\n\nJohn K. Norton\nexpressed.\n\nand Dr.\n\nMargaret\n\nM. Alltucker\n\nis hereby gratefully\n\n"}
{"page": 248, "printed_page": null, "text": "NatTIoNAL EpucaTion ASSOCIATION\n244\neee\nCT\n\nReplies are to be sent to Dr. W.\nThe questionnaire follows.\nSwarthmore, Pennsylvania.\nCollege,\nore\nSwarthm\nRyan, Jr.,\n\nCarson\n\nTraining Teachers How to Deal with Behavior Problem Cases\nothers\nBehavior problem children are those who stand out or who differ from\nbehavior\nof their group because of certain undesirable habits, personality traits, or\nto in-.\nin the home, school, or community; whose conduct interferes, or is likely\nterfere, with the individual’s (or the group’s) fullest development and usefulness\nsocially, educationally, or hygienically; and whose behavior may result in more\nserious handicaps of one sort or another in later life.\n1. What courses are offered in your institution that bear directly on the question\nof training teachers to handle successfully behavior problem cases?\n\ne © 0:6.6.0 oa\n\nop Ohdnd\n\npier pie leio; ane%e-oheie (sf tice ei\\beleiekeel e+\n\n(Here\n\n2. What books\nmoral education,\n\nof courses)\n\nare used as required texts in the courses\nor behavior problems?\n\n(Here\n\n3. Is there\n\noleic so efei(eieieher sige s eleueiiensienSmaienan© le 1205, oReimmniaie\n\nlist titles\n\na child guidance\n\ninstitution\n\nso\n\nthat\n\nyour\n\nIN 0579 «eye\n\nIf yes, how\n\nmany\n\ncan\n\nvisit\n\nit and\n\nvisits\n\ndoes\n\neach\n\nclinic near\nobserve\n\nstudent\n\nthe\n\nmake\n\nCOM\n\neee\n\napproximately\n\nC He\n\nMee\n\nEEE\n\nee\n\nHee\n\nhow\n\neer\n\nee\n\nmany\n\nee\n\neee\n\nsuch\n\nobservation\n\nvisits\n\nare\n\nenough\n\nto your\n\nwork?\n\nYes....\n\nduring\n\n4. Is opportunity given students in your institution to observe\nlocal schools of successful teachers of behavior problem children?\nIf yes,\n\nin psychology,\n\nlist titles of textbooks)\n\nclinic or a behavior\n\nstudents\n\noffered\n\nschool\n\nthe work in the\nYes.... No....\n\nmade\n\nby a student\n\nerereigseteeeeeeebBeseroeereescesereneesevrsresreseesnee\n\n@ 0 \\@) Cece ec) eijeele/)4)[0) €06\\(0. 0)¢ 0/00) 0.61.0, 6/6601 0,/s' @/0) «|© 8)«)0)8 eel Giielsi 4ie\\lelleiis\\'sis) e\\'e eitel eliajionel steels)\nS18 0 ew\n\none\n\nsichiai slot eielenetona\n\nSlee ie 6 ese)@ OR) 6 les jo:(e le Sepals elaiiol Bie) ehaJe ofbWal eo «Case) evieile: 6:ste leetsiie) 6 eMel eile lege isis) 6 se ©,0 (6Te) 16/0/10) \\6felon eile) avers,\n\n(Name\n\nof person\n\nsupplying\n\ninformation)\n\n(Title)\n\nCollaboration of the two subcommittees must await the return of Dr.\nRyan, but meantime the N. C. S. W. committee has gathered considerable\ninformation.\nIt is urgent that the report shall not be hurried and that\nample time be allowed the two subcommittees to prepare and issue a report\nvaluable not only for its’ information, but also for helpful constructive\nsuggestions.\n\nTwo reasons for the importance of the proposed report have made themselves manifest at every session of the cooperating committees and at every\nmeeting either committee has conducted:\n\n1. That two great groups of people, the social workers and the teachers\nwho should work together for the removal of the causes of delinquen\ncy, are\noften antagonistic to each other because neither understands, nor\nhas been\ntrained to know, the specific aims for which the other\nis working.\n2. That more young teachers become discouraged\nand quit teaching\nbecause they have not been tr ained to recognize\nor to overcome the diff-\n\n"}
{"page": 249, "printed_page": null, "text": "REPORTS OF COMMITTEES\n\n245\n\nculties in discipline precipitated by the presence of behavior problem children than for any other cause.\n3. The work of the N. E. A. Committee on Behavior Problem Children\nwas referred to the National Council of Education.\nHenry Lester Smith,\nPresident of the National Council of Education, set aside one session of\nthe Council meetings at Dallas, during the convention of the Department\nof Superintendence, for the discussion of the plans of the cooperating committees. The program was arranged by the two chairmen. Three speakers\nwere selected to present three different points of view: That of the mental\nhygienist by Dr. Frank J. O’Brien of the Psychological Clinic, Louisville ;\nthat of the School Administrator by M. C. Lefler, Superintendent of\nSchools, Lincoln, Nebraska; that of the training of teachers by W. Carson\nRyan, Jr., Professor of Education, Swarthmore College, Swarthmore,\nPennsylvania.\nNo special meeting was arranged in connection with the Des Moines\nmeeting of the N. C. S$. W. in May, 1927, because the conference designated one day for emphasizing at all sections the cooperation of school and\nsocial workers and arranged that all division programs for that day include\ntopics related to or included in the joint report of the cooperative committees. Many school people were included among their speakers.\nTo sum up the results of the year’s work, the chairmen of the two\ncooperating committees call your attention to:\n1. The important report now in progress on the preparation of teachers and\nsocial workers for comprehending and for dealing with behavior problem children.\n\nWe believe that this has never before been attempted and must be productive of\nmuch good.\n2. The stimulus provided to right thinking and cooperative action on behalf\nof behavior problem children provided by the meetings the committee has held,\npublic programs prepared, and accounts published in reports and in the public\n\npress.\n3. The inseparable relationship between intelligent care of the behavior problem\nchild and the prevention of delinquency and crime.\n\n4. The\n\nurgency\n\nof cooperation\n\nbetween\n\neducators\n\nand other\n\nagencies\n\nengaged\n\nin social work in order that they may share for the good of the children the\nknowledge of conditions and causes gained from widely varying points of view.\n\nFor these reasons the continuance of the Committee on Behavior Problem\n\nChildren is recommended for another year and is hereby requested.\n\n"}
{"page": 250, "printed_page": null, "text": "ilethese: ie . ATR\ntpt» -ahien tore\nCh sft Fin: eet\n\nMileicay SA!\nHe is a= eles\n\nnae’) OM od\n\na2\n\n*\n\ntt\nto whit ¢\n\nimsumadl elsSane He\n\nwear\n\n9\n\n, ‘Aout 4), st diy: aa era\n\n»\n7\n\n=gholsorsiatno ots sented |\nbey Latiiha te) nailesebas “mle\n\nj\n\nth\n\nshisluat rel: reelt sot aha “\n“Mite HB Tails SS tek iuqat, Halos |\nwe\ndebe taht pipe iabal's\nowt\n\n‘\n\nThe) te aden\n\nto “at.\n\n’\n\nattawe: pe\n\na. Oe\n\nLive eyes\n\nde)clilen TUG\n\nai) ap rear: 2: 8\n\nnv tigis rarldnyiy swirsiad\n3\ndive gottesb oat\nio vedo ery we Vaaiis has, havepiioytt, ‘en\n*Selael |oh\n\ngains\n\naaplningies “bag\n\nflot ead -ouhiintingy oi sais ees itt 4b\n*skctel iy aM nl LHe\n\nePungss\n\nGi fexdantdnn\n\n:\nsierra\n\nmisliong. {os aikort oi 1a 3189 neayillosal pee sich ihadeake\nweorie> -biew Lansupiis\nbaga gies <aheteys sash Testi Sava tersalives Wes tes\nat seibtinee ods ty omy wit wl otnds qa\n\nreves FS avetlag: Mahi toh sion tne .\n>\n\nreside ‘4 citretalt: iter De ert)\nhy“tenes\n\nvid\n’\n\n-\n\ni\n\nbre\n\n“feauth ening wis Ny\nte\nmal\nowes\n\n‘a ‘St\n\nnhs tea cen regtni ats ancann |\nar ay\n\nii\n+\n\nt\n\nbabmmniinnt\nj\n\n"}
{"page": 251, "printed_page": null, "text": "The National Council of Education\n\n"}
{"page": 252, "printed_page": null, "text": "organwasION\nHE NATIONAL COUNCIL OF EDUCAT\nby\nread\npaper\na\n“Vices in 1880, growing out of\nof\nent\nThomas W. Bicknell before the Departm\nSuperintendence. See Proceedings, 1880: 90-94. The\nactive membership of the Council consists of 60\nmembers chosen by the Council; 60 chosen by the\nThe list is\nDirectors of the Association.\nof rd\nBoa\n\nngs,\npages 310-314.\npublished\nin the Proceedi\n1925,\nFor constitution and bylaws,\nsee Proceedings, 1906:\n608-11. The Council meets twice each year, once in\nFebruary and once in June. The officers of the Council for the year 1927-28 are: President, Henry Lester\nSmith, Dean, School of Education, Indiana University, Bloomington, Ind.; Vicepresident, Mrs. Susan M. Dorsey, Superintendent of Schools, Los Angeles, Calif.; Secretary, Adelaide S. Baylor, Home\nEconomics Education Service, Federal Board for\nVocational Education, Washington, D. C.; Hxecutive\nCommittee, George W. Child, Superintendent of\nSchools, Salt Lake City, Utah (term expires 1928) ;\nA. J. Mathews, President, Tempe Normal School,\nTempe, Ariz. (term expires 1929). Facts relating to\nthe establishment of this Department and the record\nof meetings are foundin earlier Proceedings as\nfollows:\n1880:\n90- 94\n1884 > Pt. 3:1-67\n1885:\n405-551\n1886:\n261-331\n1887:\n257-328\n1888:\n253-321\n347-440\n1889:\n289-364\n1890:\n1891:\n275-378\n\n1892 :745-806\n1893 :925\n1894 593-678\n1895 :430-509\n1896 :393-470\n1897 :317-583\n1898 :489-588\n1899 :380-529\n1900 :297-364\n\n1901 :349-499\n1902 :306-408\n1903 :301-376\n1904 :333-377\n1905 :271-340\n1906 :607-623\n1907 :329-454\n1908 :313-500\n1909 :331-435\n\n[248]\n\n1910 :307-375\n1911 :331-476\n1912 :499-605\n1913 :355-424\n1914 :293-404\n1915 :527-627\n1916:195-287\n1917 :129-219\n1918 :135-149\n\n1919 :675-739\n1920 :107-109\n1921 :269-368\n1922 :349-574\n1923 :425-551\n1924 :350-428\n1925 266-336\n1926 :280-327\n\n"}
{"page": 253, "printed_page": null, "text": "THE FALLACY\nCHARLES\n\nH. JUDD,\n\nOF TREATING SCHOOL\n“LOOL SUBJECTS”\n\nDEAN,\n\nSCHOOL\n\nOF\n\nEDUCATION,\n\nCHICAGO,\n\nSUBJECTS\n\nUNIVERSITY\n\nOF\n\nAS\nCHICAGO\n\nILL.\n\nr |\n‘HE psychologist who has studied the evolution of language is perhaps\nmore impressed than are others by the fact that words embody and\ntransmit profund beliefs. It has been said that the phrases “struggle\nfor existence” and “‘survival of the fittest” have done more to direct modern\nthinking than whole volumes of statutes passed by parliament or congress.\nI do not know who first called arithmetic and reading “‘tool subjects.”\nWhoever he was, he stigmatized these subjects and classified them as in\nsome sense inferior to history and science and literature.\nSuppose that\nwe could have been present at the first use of the term ‘‘tool subjects” and\ncould have persuaded the company not to use that term but to call reading\nand arithmetic the “right and left hands of learning,’ what would have\nbeen the effect on subsequent educational thinking of the adoption of our\nmore complimentary terms?\nI am not suggesting an idle speculation about the history of words. My\npsychology tells me that words are the embodiments of discriminations and\nthe epitomes of theory.\n- When a writer on education says arithmetic is a “tool subject,” what\ndoes he mean?\nWe have only to appeal to present-day educational literature to secure a clear answer. Arithmetic is thought of as a subject which\nis a kind of necessary evil. If one wants to pry loose interest from capital\none will have to do a little calculating.\nIf one wants to purchase bricks\nand lumber for building a house, one will have to delay in the truly constructive work long enough to add up a column of figures. If one is to\nengage in compounding a recipe one will have to stop and measure and\ncount the ingredients. “The ends of life are possessions, and buildings, and\nfood; these are the matters with which many educators declare themselves\nto be concerned ; these, they tell us, are the substantial sources of valuable\nmental experience; these are the concrete facts of life. Number is to the\nminds of many of our contemporaries a formal abstract soniething which\nhas crept into the schools and crowded out property, and buildings, and\nfood. .\nAs I read the modern textbook in arithmetic I find that the tables are\nfew and short. ‘There is concreteness on every hand. ‘There are pictures\nof people buying and selling, there are reproductions of checks and bills of\nlading, there are problems from geography and baseball, but the fact that\nthe number series has a character and regularity of its own is pushed as\nfar into the background as the pages will permit.\nThe new textbooks\nmight have on their covers a picture of a tool as symbolic of their content.\nThey seem to’ announce in the loudest tones the belief that all the good\nthings in modern civilization are real, tangible objects; number is merely\n[249]\n\n"}
{"page": 254, "printed_page": null, "text": "250\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nSe\n\nee\n\ne\nsomething to be used now and then as a vague and unsatisfactory substitut\nt.\nfor things that are concrete and substantial and truly importan\nWhether I am right or not in thinking that the pedagogical attack on\narithmetic is due to a failure-complex will, of course, have to be judged\nin the light of educational history which reaches beyond our own day.\nCertain it is that the schools of our own time do not know how to teach\narithmetic. The net result of the testing which we have done since the\nfirst paper on arithmetic tests published by J. M. Rice in 1902 is a shocking\nrevelation of the incompetency of the schools in teaching arithmetic. The\nCleveland survey showed a decade ago a fact which is revealed again in\nthe California Curriculum Study which has just come from the press,\nnamely, that more pupils fail in arithmetic in the third grade than fail\n\nin the second, more fail in arithmetic in the fourth grade than in the third.\nFrom this point on there seems to be a falling off in the number of\nfailures in arithmetic but probably the apparent increase in success of the\nschool’s operations is due to the elimination of the pupils whom the school\ncannot train. The successive increases in the number of failures. are convincing testimony to the difficulty of teaching arithmetic.\nOne suspects,\nas I said before, that the attitude of teachers toward this subject which\nthey call a mere “tool subject” is in large measure attributable to the fact\nthat they do not know how to teach it successfully.\nI can hardly expect to stem the tide of common opinion by anything\nthat I can say in a single paper, but I am here to urge that the term “tool\nsubject” be carefully reconsidered. For my own part, I reject it absolutely.\nThe man who calls arithmetic a “tool subject’? and with this name dismisses it as something less worthy than subject-matter courses has been\nguilty of criminal neglect of true values.\nThe figure of speech which one ought to use, if figure of speech is necessary, is not the figure of a tool, that is of something that is now taken in\nthe hand, now laid aside; the figure of speech which is appropriate is one\nwhich conveys the idea that number is an ever guiding principle of life.\nOne assimilates food and grows into a being full of strength and maturity.\nOne lives in the sunlight and his vision is filled with new images and his\nmind is stimulated to new action. ‘The number system is such an energizing principle. It has changed the life of men.\nIt has become a mode\nof thinking. It pervades every observation which modern man makes.\nIt\ncan no more be laid aside than can the right hand. It is not a tool.\nWhat has been said about number can be repeated in exactly the same\nterms with regard to reading. The pupil who has learned to read will\n\nnever again lead the kind of intellectual life which he did before he acquired the art. Words will come into the mind of the pupil who has\nlearned to read in a new form. The world of books will be a familiar\nworld and written expressions will be an intimate part of the pupil’s inner\nexperience.\nWhat I am trying to say cannot be reconciled with that false educational psychology which is current in certain quarters where arithmetic is\n\n"}
{"page": 255, "printed_page": null, "text": "ee\n\nTHE NATIONAL CounNcIL OF EpucATION\n251\neee\neases ee\neee ere\nee ea Fee Seer eee\n\ndescribed as a mastery of so and so many different number combinations\nand _a collection of so and so many distinct associations. Arithmetic is a\ngeneral mode of thinking:\nIt could not be perfected until a system of\nsymbols was invented which could express adequately the ideas of precision\nand regularity.\nI confess I am astonished when I see some of the analyses which purport to be the scientific foundations on which school curricula are to be\nbuilt and find no mention of these general ideas of order and arrangement\nand precision.\nI am told that the school should teach children how to\nmake change and how to measure wall paper and how to tell time and\nthat sections of arithmetic should be devoted to these specific tasks, but I\nlook in vain for any appreciation of the fact that the school ought to lead\npupils who have only a hazy and unsystematic notion of the world to see\nthe value of arrangement and order in all thinking and to cultivate the\ngeneral ideas of regularity and precision.\nI am anxious to array myself as emphatically as I can in opposition\nto those who argue for an elimination of mathematics from the school curriculum.\nI am quite prepared to join in a criticism of much of the teaching which goes on in the schools at the present time. Instead of being\ndiscouraged by the formalism of present-day courses, | am encouraged by\nthe agitation which has arisen against formalism.\nI am encouraged even\nthough I see some of the criticisms of formalism turned into attacks on the\nsubject itself. Personally I see no reason for trying to escape the difhculties which arithmetic and algebra and geometry encounter because of\ninefficient teaching and inadequate understanding of their purpose. ‘These\ndifficulties should not be evaded by casting the mathematical sciences out\nof the curriculum.\nMathematics have demonstrated their place in the intellectual world.\n\nIf we\n\ndo not teach them\n\nsuccessfully,\n\nlet us ask our-\n\nselves what are the reasons for our failure and let us ask ourselves whether\nwe have been intelligent in defining the true content of these sciences.\nLittle children come into the school at a period in life when they have\nattained very little in the way of orderly arrangement of experience. “They\nhave no notion of regularities and system. It is the business of the school\nto transmit to the pupils the intellectual methods of arrangement by which\nthe complexities of the world may be unraveled and a new pattern made of\nexperience.\n[he most comprehensive\nand flexible patterns for the rearby the mathematical sciences.\nsupplied\nthose\nare\nexperiences\nof\nrangement\nWe have all observed much teaching in the schools which consisted in\nsolving problems of earning and spending but left no clear notion in the\npupil’s mind of the kind which I described a little time ago when I spoke\n\nof the general ideas of addition and subtraction. How often have we all\nheard children in the schools say, “I don’t know whether to add or subtract,\nwhether to add or multiply.”\n\nEven more common\n\nfor the higher synthesis of addition\nalgebra.\n\nis the failure to prepare\n\nand subtraction\n\nwhich\n\nis made\n\nin\n\n"}
{"page": 256, "printed_page": null, "text": "NatrioNnaL EpucaTION ASSOCIATION\n252\ne\nee\n) ol\ne\nO04\n\nWhen\n\nwe\n\nnote the failure of ordinary\n\nin arithmetic\n\ninstruction\n\nto\n\ncultivate general ideas we cannot wonder that so many pupils fail. “Teachers have not regarded arithmetic as a science made up of general modes of\nthinking, they have thought of it as a series of rules. They have called it\na “tool subject.” ‘They have pictured it as something that the child can\nlay aside without impairing his view of the world. ‘They have hurried\nover the tables which show how orderly and systematic number ideas are\nbecause somebody has told them that the mind deals only with particular\nexperiences and that all knowledge is concrete.\nHe who is master of the number system has a way of thinking that the\nrace has worked out with infinite labor. He will never again fall back\ninto the confused and inexact ways of viewing the world which were charHe has grown intellectually by assimilating\nacteristic of his childhood.\nthe number system.\nHe has a mature mind.\nHe has strengthened his\nmind. He is a new individual.\nIf I have persuaded you in any degree, you should join me in criticising\nthe superficial studies of the curriculum which are trying to limit the study\nof mathematics to those problems in the solution of which people use some\nrule of combination.\nYou should join me in resisting the tendency to\nbanish mathematics. from the programs of students in the high school.\nYou should join me in protesting against the classification of arithmetic\nas a “tool subject.”\n\nCHAOS\nJESSE\n\nOR INTEGRATION\nAND\nH.\n\nNEWLON,\n\nIN EDUCATIONAL\nEFFORT\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nTHOUGHT\n\nDENVER,\n\nCOLO.\n\n‘The statement of my subject may seem extreme but the title calls attention to a condition that demands the serious consideration of our most able\nthinkers.\nThe danger is chiefly that great educational waste may occur, with\nattendant injury to individuals and to society, unless the profession can\nwork out more effective ways of coordinating educational thought and\npractice. The danger is not of utter confusion, but of interminable and\nunjustifiable delay in attaining those objectives that are always within\neasy reach.\nWould that I had the gift to picture the conditions that obtain in educational thought and practice in the United States today. We have a\nnational system of education, the general form of which is distinct. This\nsystem, embracing as it does the same general types of elementary,\nsecondary, and higher education in every part of the country, both in patie\nand private schools, is none the less exceedingly complex.\nWithin each\ntype of school are found wide variations in the quality of education\noffered\nThere is also a wide variety of specialized schools. This\nvariety in types\nof organization and methods of procedure is not\nal together a bad thing.\nFreedom to experiment, next to its popular suppor\nt, constitutes the out-\n\n"}
{"page": 257, "printed_page": null, "text": "THE\n\nNationaL\n\nCouncit or EpucATION\n\n253\n\nstanding merit of our system of education.\nIntegration of educational\nthinking and practice, so far as this practice is based on research or tested\nexperience, is not inimical to freedom of development, but essential to it.\nLack of such integration means stagnation and waste.\nA surface indication of conditions is seen in the lack of coordination\nthat exists between our voluntary professional associations. The National\nEducation Association itself comprises many departments, committees, councils, commissions—frequently working without reference to one another.\nBut the National Education Association even with its numerous divisions\ndoes not actually cover the entire field. The National Society for the\nStudy of Education, the National Association of College Teachers of Education, the American Association of University Professors, the various\nassociations of universities and university presidents, the numerous state\nteachers’ associations, only imperfectly coordinated with the National\nEducation Association, associations of teachers in particular fields as in\nEnglish, mathematics, science, and many other professional organizations\nare undertaking studies of the utmost importance.\nAdd to these the\nnumerous schoolmasters’ clubs and similar associations of men and women\nand we have a glimpse of their extreme variety and diversity.\nThe greatest defect in our system of professional organization lies in\nthe fact that those who administer higher education and those who administer elementary and secondary education do not have sufficient means of\ncontact.\nEach group is going its way altogether too much without reference to what the other is doing, and the penalty is paid by youth, many of\nwhom are subjected to two educational régimes, one in the elementary and\nsecondary schools and the other in the colleges and universities, often\nlargely unrelated in methods.\nWhat is the condition in regard to research? ‘There has been a gratifying multiplication of research agencies. “The money and the effort that\nhave gone into scientific experimentation are making a science of education. But here again there is no unity of effort. There are not adequate\nfacilities for disseminating the findings of research. “Those who are concerned with bringing all that the profession has learned about a particular\nproblem to bear -on the solution of that problem find it difficult to know\njust what the profession has learned. This is illustrated by the condition\n\nIt is always difficult and somethat has confronted curriculum-makers.\ntimes impossible to obtain a complete list of all of the investigations on a\nproblem and frequently investigations have not been printed or are not\navailable. Individuals or committees studying a new problem must in most\ninstances make their own evaluations, with a grievous loss of time. Finally,\nmany investigations are reported in terms so technical that the classroom\nteacher not highly trained in statistical method finds it difficult to interpret\nand apply the findings.\nIt 1s recognized, too, that because of lack of\ncoordination, much duplication still obtains.\nThe lack of teamwork in American education is still further illustrated\n\nby a situation that is arising with the rapid growth of departments of edu-\n\n"}
{"page": 258, "printed_page": null, "text": "254\nea\n\nheeds Seeds\n\nNatIoNAL\na\n\nEpucaATION\n\nASSOCIATION\n\nnts and\ncation and teachers colleges. There is danger that these departme\ncolleges may lose that intimate contact which they ought to maintain with\nthe schools; in other words, that the educational theorists and research\nworkers may lose contact with the field. You may be surprised to hear me\nexpress this fear, and you may be all the more surprised to hear me say\nthat I think there is evidence that this condition already exists to an alarming extent.\nIt arises out of the developThe situation is a perfectly natural one.\nago there was no science of\ngeneration\nA\nments of the last generation.\n\"Those who undertook to\none.\nof\nbeginnings\nmerest\nthe\ny\neducation—onl\nteach courses in education did not find the materials for such courses readily\nat hand. ‘The result was that they went into the schools for much of their\nmaterial, and during the two decades prior to 1917, when the science of\neducation was in its infancy, we find the young, forward-looking professor\nof education in closest contact with classroom and office. He spent a surprisingly large amount of his time in the field.\nToday the young man with little or no practical experience, either as\nteacher or as administrator, who has completed his thesis for a doctor’s\ndegree and takes his place as a teacher in a school of education, finds at hand\n\nnumerous works on his speciality. He is not compelled to go to the schools\nto find materials. He finds them on the shelves of the library.\nThe past ten years have been “hectic” in the schools. Executives everywhere have been fighting crucial battles for school support and in many\nplaces for proper conditions of control. The economic and social stress that\nfollowed the war has increased the difficulties of administration.\nIs it\nsurprising, therefore, that two or three years after the close of the war\ncertain superintendents wanted the Department of Superintendence to secede\nfrom the National Education Association and to restrict its membership\nentirely to superintendents in order that they might deliberate on their\nown problems?\nFortunately, this movement failed, but it was indicative,\nI think, of a condition that needs our consideration.\nHave schools of education been deeply concerned about the leading issues\nthat administrators have faced?\n‘he conditions out of which grew the\nKu Klux Klan and other post-war movements have brought epochal problems to the schools. The stress and strain of rapidly increasing costs in a\nperiod of economic depression have been most severe.\nDayton, Tennessee,\ncalls to mind movements that have raised curriculum issues fundamental\nnot only to the life of the schools but to our whole national development.\nTo gain any comprehension of these movements, one must be a student of\nsocial forces. What interests have been eminent in schools of education\nmanifested in the effect on the public schools of these movements ? Again,\nwhat do we know about interpreting the schools to the public? What investigations into this problem have been conducted in schools of education ?\nWhen a young man steps from the classrooms of a professional school into\na superintendency, how many problems does he encounter on which no light\nwas thrown in his classwork in the professional school?\n\n"}
{"page": 259, "printed_page": null, "text": "THE\n\nNationaL\n\nCouncit or EpucaTion\n\n255\n\nOur system of education is of the people. To understand it and how it\nworks, one must understand the Aimerican people. Educational theorists\nhave told us that we should have a larger unit of administration for the\nrural schools. A very fine theory. We all subscribe to it. But who has\ntold us how to bring the people to want this larger unit of administration?\nWho has told us how to keep the schools out of politics, even under the\nbest schemes of control and administration that can be devised? Perhaps\nthere are no answers to these questions, and yet it is pertinent for a super-\n\nintendent of schools to raise them.\nIt has been my privilege to belong to certain informal discussion groups\ncomposed largely of college professors of education with a sprinkling of\nschool executives. Sometimes I have come away from the discussions much\ndepressed because of the remoteness of my problems to some of the questions that were debated with eagerness by the college professors.\nThe college professor can no doubt make out as bad a case against the\nsuperintendents.\n‘There is indeed one notable movement to base courses in\nadministration on problems encountered by school executives in their daily\nwork. But the point I want to make is that there is a lack of contact between the two groups.\nThis must suffice for a picture, though inadequate, of the present lack\nof contact and cooperation between educational forces.\nI wish now to\ndirect your attention to two evils that grow out of these conditions, the\nconfusion that results from thinking on educational problems with inadequate data and the waste that occurs from working at education piecemeal.\n\nAny serious student of the development of education in America in the\npast generation must, it seems to me, be convinced that one of the evils that\ncharacterizes our profession is the habit of thinking on educational problems\nwith inadequate data. “This tendency is illustrated by the controversy over\nthe question of educational determinism.\nSometimes this battle is fought\nunder the name\n\nof determinism; sometimes under some other name.\n\nFor\n\nexample, there are those who believe that through the use of intelligence\ntests a classification of pupils can be made so exact that they can be directed\nwith assurance toward college or professional schools on the one hand or\ninto varying types of vocational education on the other. Some extremists\napparently feel that with these tests it can now be exactly determined\nwhether the pupil is destined to be a day laborer or an artisan, or whether\nhe may enter into the realms of business or professional life. And these\n\nextremists would build a system of education on the assumption that higher\neducation should be open only to the predetermined elect.\nThere is much heated argument as to the numbers seeking entrance to\nSome who hold conspicuous places in the educational world\nthe college.\n\n(they may also be leaders) would set up college entrance requirements so\nrigid as to severely limit the enrolment. Many advocates of such severe\n\nlimitation believe that the country\n\nneeds relatively few college graduates\n\nand that it is possible to decide with justice who of the large number yearly\ngraduating from our secondary schools are entitled to the blessed privilege\n\n"}
{"page": 260, "printed_page": null, "text": "256\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nof a college education with all the social prestige and economic adyantage\nwhich go with it.\nNo one questions the value of intelligence tests and the misuse of the\ntests must not be considered as a criticism of the tests themselves. They are\nNor does the\nnow invaluable aids in the administration of any school.\nof college\nproblem\nspeaker lack sympathy for those who face the baffling\nuse of\nthe\nregarding\ncontroversy\na\nis\n‘There\nadministration and finance.\nand\npupils,\nn\nof\nclassificatio\nor\nguidance\nvocational\nthe\nfor\nintelligence tests\n“There are exanother regarding the limitation of college attendence.\ntremists on both sides of these questions. Evidently what is needed is more\nresearch and a study of all data pertinent to the question and less noise\nand heat.\nWe hear much of heredity. We are told by the radical determinists that\nonly a very small percentage of the people can profit by a college education\nand some claim that the intelligence test is in fact an adequate measure of\ninnate ability.\nWhat is the cause of this difficulty? It seems to be found primarily in\nthe fact that we do not take into consideration all of the data that bear on\nthese problems. Apparently some of the most vocal advocates of particular\npolicies are unaware of important researches that have been carried on in\nother fields of knowledge that bear directly on their proposals.\nFor example, biological research in the past ten years has thrown much light on\nthe influence of heredity and environment, and should warn educationists\nagainst drawing hasty conclusions from researches that have been conducted\nup to the present time in mental testing and related fields.\n_ Since the war we have heard statements to the effect that intellectually\nAmerica is a nation of twelve-year-olds; or that it is a nation of sixth\ngraders. These statements have at least a shred of justification. They are,\nof course, based on the results of the army tests and similar data. Many\nhave drawn the hasty conclusion that our whole system of secondary education is out of joint; that there are relatively few who can profit from the\ntype of education offered in our high schools, and still fewer who can with\nprofit attend the college or university.\nConsequently, we are told that\nattendance on the high school should be greatly restricted, and that university attendance should be very rigidly restricted.\nSuch a policy would mean the adoption of a radical form of educational.\ndeterminism in America. This raises issues of the most fundamental character in our national life. Do you agree with me that we are prone to\njump to conclusions; that one of the evils from which American education\nsuffers is that of basing far-reaching policies on insufficient data?\nThe\nadvocates of such radical determinism would do well to read such a volume\nas Professor Thomas Hunt Morgan’s Evolution and Genetics.\nWhat is the conclusion of all this? We should not formulate opinions\non an educational problem until we have considered what biology, sociology,\nanthropology, and all the other “ologies” have to say In regard to it.\nEdu-\n\n"}
{"page": 261, "printed_page": null, "text": "THE\n\nNationa\n\nCouncit or EpucaTIon\n\n257\n\npeculiarly dependent on all of the other social and biological sciences.\n\nIt\n\nfollows, therefore, that those who are working on a particular problem of\neducation cannot overlook what other sciences have to contribute to the\nsolution of that problem.\n:\nPrograms of school finance must take into consideration all that economics have taught us about taxation, about budgeting, about the factors\nthat determine the abilities of particular communities to support education,\nabout the advantages and the disadvantages of borrowing, how best to\nborrow, and the extent to which it may be legitimately practiced in a given\ncommunity. It is inconceivable that a student of educational finance should\n\nnot be grounded in the principles of economics and should not keep in touch\nwith the researches in this field.\nA salary schedule must be based on a firm psychological and educational\nfoundation as well as on sound finance. With only one objective in view\nI receive several letters\nsome advocate a merit system of paying teachers.\nevery year asking for my opinion on merit systems.\nIf one leaves enough\nthings out of consideration, the arguments in favor of a merit system are\nBut if all pertinent data are considered the situaalmost unanswerable.\ntion may be entirely changed. What is the effect of the merit system on\nmorale? What is the effect of morale on the efficiency of the work done\ncation is a unique science, in that it not only has a technic of its own but is\nin the classroom? What do we know about morale? How can the morale\nof the teaching staff best be maintained?\nAdequate answer to any of these questions cannot be found within the\ncovers of all the books that have ever been written on the subject of education. “This will suffice to illustrate what I have in mind when I say that\none of the great evils of the day is that of thinking on educational problems\nwith insufficient data.\nA second evil is that of working at education piecemeal. ‘This is illustrated by the contrasts that characterize present curriculum revision movement. Remarkable strides have been made in the improvement of curricula\nin elementary schools and junior high schools, but what have we done in\n\nthe senior high schools?\n\nNine-tenths of the practice in the senior high\n\nschool today is based on mere tradition, or on opinion, as yet not supported\nby facts. This is true in the teaching of Latin, mathematics, science, Eng-\n\nlish, and in almost every subject in the curriculum.\n\nmatter\n\nand methods\n\nare so strongly entrenched\n\nTraditional subject-\n\nthat curriculum’\n\nrevision\n\nhas made practically no dent on procedures in this institution.\nA few universities and colleges have broken with convention by experimentation with new courses in the liberal arts colleges. Witness the introduction of such courses as the course in contemporary civilization at Columbia University, or the orientation course for freshmen and sophomores at\nChicago University, and similar experiments. But, generally speaking, the\n\n‘\n\ncollege, like the high school, has made little progress.\nThe map of the curriculum revision movement is\n\n“‘spotty.’’\n\n;\n\nOccasionally\n\n"}
{"page": 262, "printed_page": null, "text": "NatioNAL EpucATION ASSOCIATION\n258\nTe\n\nin attackwill be found a public-school system or a college in dead earnest\nis very\nthing\none\nBut\nday.\nthe\nof\nproblem\nnal\neducatio\ning the major\ncollege\nthe\nin\nmakers\num\ncurricul\nthe\nbetween\ntouch\nlittle\nis\nThere\nevident.\nwe\nthat\nignorant\ny\nand those in the public schools. We seem to be blissfull\nthe\nfrom\nprogress\nwill\nwho\nare making courses of study for boys and girls\nkindergarten to the graduate or professional schools, and that common\nsense requires that the curriculum for each individual be considered as a\nwhole. The situation that exists at the present time is ridiculous and cries\n;\nout against our ignorance and slothfulness.\nAgain, great strides have been made in the improvement of schools in\ncities, while there is relatively little interest in the improvement of conditions in rural schools. ‘Those of us who are working in cities are content\nto let a few souls with missionary spirit struggle against great odds to improve conditions in the country, apparently forgetful of the fact that the\nwelfare of the nation is dependent upon the education of all of its youth,\nincluding the millions who live in the rural districts.\nIn further support of the contention that we have a tendency to. work at\nour job piecemeal, let me cite the waves of enthusiasm that have arisen and\nfallen in our profession in a quarter century. In one period we were talking\nabout correlation, in another about vocational education, in another about\nthe junior high school Then we were swept off our feet by the testing\nmovement. Now we are feverishly engaged in revising the courses of study.\nBut because we are unable to coordinate our efforts and our thinking, and\nbecause we have not learned to see educational problems as a whole, our\nefforts are altogether too desultory and fragmentary.\nI shall not continue this discussion further.\nEnough has been said to\nmake clear my contention that there is a serious lack of integration of educational thought and effort, and that the results of this condition are, first,\nan amazing waste of effort and, second, the retardation of educational development.\nWhat is the way out? The solution will not-be easy to find. We must\nsteer our course between the Scylla of mere license on the one hand and\nthe Charybdis of autocracy or of a system of thought and practice imposed\nfrom above, whether by the state, or by an educational hierarchy selfestablished, on the other hand. There must be a middle course that will\npreserve all of the values of independence of thought and action, and at the\nsame time obtain the values of integration.\nf have no solutions to offer. I can only suggest a few of the more\nobvious ways in which a better coordination might be brought about.\n1, The first thought that comes to mind is that of the opportunities for leadership\n\nwhich this situation presents to the National Education Association. This Association is the dominant professional organization in America.\nIt is the only organization that touches every field of educational endeavor through its membership, its\ndepartments, its commissions and committees.\nBut, as pointed out above, the\nNational Education Association only barely touches certain fields.\nIt will ark\na great step forward when those who are responsible for administration\nand\n\nteaching in colleges and universities actually join the forces of the National\n\nEdu-\n\n"}
{"page": 263, "printed_page": null, "text": "THE\ncation Association.\nhope adequately\nthought.\n\nNationa\n\nNot\n\nto fulfill\n\nCouncit or Epucation\n\nuntil that time can\nits function\n\nThe National Education Association\n\nas\n\nthe National\n\na great\n\n259\n\nEducation\n\nclearinghouse\n\nAssociation\n\nfor educational\n\nalso has its problems of internal\n\norganiza-\n\ntion. Its many departments and committees are not effectively coordinated. There\nis opportunity for educational statesmanship in making this great voluntary association serve to the extent that a comprehensive national association should in the\nintegration of educational thought and effort in America.\n2. There was a time when the Department of Superintendence was so small that\nits meetings were largely forums of discussion.\nSuch a time obtained in more\nancient days even in the National Education Association itself. Then the National\nCouncil of Education was in its turn a great forum for educational debate, into\nwhose lists entered the leaders of another generation—men like William T.\nHarris and other giants of his time.\nIn those days the National Council served\nas an integrating force.\nIt was in fact a national academy of education.\nUnIts meetings have become too much\nfortunately, it no longer serves this function.\nlike other educational meetings, where committee reports are heard and received\nor approved, and where formal addresses are made. The movement to reconstitute\nthe council may produce results. Time will tell whether it can regain the unique\nposition which it once held.\nUndoubtedly there is need for a forum into which thinkers from every field\nwill come for the discussion of educational problems.\nSuch a forum, whether it be\nthe National Council of Education or a national academy of education, or whatever it may be, if it be made small enough to permit of discussion and if membership be representative of every field and restricted only to men and women of\nachievement, can make a tremendous contribution to the integration of educational\nthought and effort and thus to educational progress.\n3. My third suggestion relates to the responsibilities of the nation. The service\nof the national government to education has been and is invaluable.\nBut compared to what the federal government could do in the way of supporting, encouraging, and promoting educational research and in providing for a wider and more\neffective exchange of educational thought and experience, what it is doing in\nthese respects seems indeed very insignificant.\nI have yet to meet any member of my profession who advocates the control of\neducation by the federal government.\nIntegration imposed by the authority of\n\nthe federal government is much\n\nless to be desired than chaos but the choice is not\n\nbetween Prussianism on the one hand and chaos on the other.\nThere are a number of reasons for creating a national department of education\nwith a secretary in the President’s cabinet. But we are concerned here with what\nthe federal government can do in integrating educational thought and practice.\nThe need of extending educational research is so great that these needs cannot\nbe met except by a larger participation of the federal government.\nWhile we are\nspending\n\nmillions\n\non\n\ndefense,\n\nand\n\non\n\nrivers,\n\nharbors,\n\nand\n\nroads,\n\na few\n\nhundred\n\nthousand dollars more invested in educational research where the need is so\ngreat seems indeed a reasonable expectation.\nNo investment that the federal\ngovernment can make will be more productive either of happiness or of national\n\nwealth in the years to come.\nThe federal government alone can establish those\nlines of communication and centers of exchange that will bring about the most\neffective coordination of all educational research agencies of the nation.\nThis\ntheme is a fascinating one but I must pass on to my final suggestion.\n4, My last suggestion pertains to the education of those who are to assume\n\npositions of leadership in our profession. It goes without saying that there must\nbe, first of all, a broad background of general information and culture, and likewise a most thorough schooling in the theory and practice of education, In a way,\nthis\n\nis and\n\nlacking.\n\nhas\n\nbeen\n\nincreasingly\n\nour\n\nideal,\n\nand\n\nyet it seems\n\nthat\n\nsomething\n\nis\n\nWe have not given due recognition to the unique character of the science\n\nof education.\n\nIt will\n\nof course\n\nhave\n\nits own\n\ntechnic,\n\nits own\n\nbody\n\nof scientific\n\n"}
{"page": 264, "printed_page": null, "text": "NaTIoNAL\n\n260\n\nEpucaTion\n\nASSOCIATION\n\nIt is inconceivable\nknowledge, but it is peculiarly dependent on other sciences.\nthat one can be competent as a school executive or as a professor of education\nunless he keeps in contact with the developments in many fields of human endeavor.\nAs ‘I have indicated, biology, sociology, economics, anthropology, have essential\ncontributions to make to educational thought and practice and to this list should\nThere is, of course, no place to stop, but\nbe added history and the fine arts.\nthese fields in particular must always buttress the science of education.\nThe worker in education, then, must know something of what is going on in\nBut ways must\nthese fields. He cannot expect to be a specialist in any of them.\nbe devised by which he can be kept in contact with important discoveries that\nHave colleges\nhave a direct bearing on the science and practice of his profession.\nof education given due weight to these important considerations in making their\nIn selecting the men and women who are to be prepared for\ncourses of study?\nadministrative and supervisory responsibilities do the colleges of education give\nsufficient thought to the intellectual bents of these young people?\nDo they ask\nwhether they really have tastes for scholarship outside a narrow vocational inDo they inquire into their general reading habits, or into their interests\nterest?\nin the world of nature and man in which they live? Are they deeply concerned\nabout the background in general information and culture of the aspirant to educational leadership.\n\nIn a very sketchy and I fear not a very well-organized way, I have endeavored to picture the lack of cooperation that exists today among the educational forces of our country, and the resultant waste and delay. I am not\nso unsophisticated as to believe that this condition is entirely bad, or that\nit can ever be completely remedied.\nIt is one of the characteristics of\ndemocracy. As it is often said of the English, so do we Americans “‘muddle\nthrough” in some way.\nIt is quite likely that the final test of democracy\nwill be the test of its capacity to accept expert leadership and to direct,\nthrough integrated scientific study and investigation, its own evolution.\nThe final test of educational leadership will undoubtedly be the test of our\nability to work together cooperatively in the application of the findings of\nresearch to the solution of educational problems in every sector of the field.\nIt is evident that there is a woful lack of integration, and that the price\nwe pay for this condition is dear. Surely no more vital problem confronts\npresent-day educational leadership. It may well be that the great contribution of the next generation to the development of education in America\nwill be in the direction of synthesis.\n\nTHE DEVELOPMENT OF THE JUNIOR\nIN A CITY SYSTEM\nDAVID\n\nE. WEGLEIN,\n\nSUPERINTENDENT\n\nOF\n\nHIGH\n\nSCHOOLS,\n\nSCHOOL\n\nBALTIMORE,\n\nMD.\n\nOne of the most noteworthy features of the organization and administration of city school systems during the last fifteen years has been the\ndevelopment of the junior high school. With great rapidity this new type\nof school has been brought to the front influencing not only the work of\nthe grades involved in this kind of school itself, but having a great effect\nupon the senior high school in the grades above and upon the elementary\n\n"}
{"page": 265, "printed_page": null, "text": "THe\n\nNationa\n\nCouncit or Epucation\n\n261\n\nschool in the grades below. Within the time allotted to this paper, it is\nnot possible to consider many of the features of the development of the\njunior high school, but our effort will be confined to discussing several\nof the main points with particular reference to the experience which we\nhave had in the city of Baltimore.\nLeaching staff—tIn the first place let us consider the teaching staff. So\nrapidly has the development of the junior high school taken place that\nexisting teacher-training agencies have not been prepared or able to provide adequately trained candidates to meet the constantly increasing demand. Each system of schools has been forced to a greater or less extent\nto develop its own corps of junior high school teachers. ‘This situation\nwas not without its good effects, because it of necessity compelled cities to\nmake use of experienced teachers rather than to depend upon applicants\nwith scholastic and professional. training but comparatively without experience. One of the earliest examples of a city system developing its own\nstaff of junior high school teachers was Rochester, which in 1914 began\nto train candidates from the elementary school corps one year before the\nopening of its proposed junior high school.\n' The sources of supply of teachers for the junior high school have been\nmainly three: the elementary school staff, the high school corps, and specially trained candidates, usually without teaching experience.\n‘To practical school administrators there has never been any question but that the\nmajority of the junior high school teaching staff should be drawn from the\nelementary school group. ‘This insures a nucleus of teachers experienced\nin teaching pupils of age groups comparable to those in the junior high\nschools.\nIn Baltimore the first junior high schools were opened in February,\n1919, the teaching staff being composed entirely of experienced elementary\nteachers, who, however, had no special preparation for work in the junior\nhigh school field. The Strayer survey was conducted in the scholastic\nyear 1920-1921, and beginning in January, 1921, no one was appointed a\n\njunior high school teacher who did not meet the following requirements.\n_-First, graduation from a standard normal or training school or from a\nstandard college; second, at least one year of successful teaching experience;\nthird, an examination covering the following:\na. General professional subjects—educational psychology, history of education,\nand theory of teaching.\nCertifib. Subjectmatter in iiwo departments to be selected by the candidate.\n\ncates for at least two college courses in subjectmatter for each of the two subjects\nare accepted in place of this part of the examination.\nc. General\n\ntwo\n\nselected\n\nsubjects in the junior high school.\n\ncates for college courses\nexamination...\n\nUp\n\nto\n\ni\n\nig\n\nthe\ntheory of the junior high school, and special methods in teaching\n\n1921\n\nthere\n\nin these subjects\n\nwas\n\nno\n\nare\n\nprovision\n\nUnder certain\n\naccepted\n\nconditions, certifi-\n\nin place of this part of the\n\nin Baltimore for candidates\n\nto\n\nsecure the special training called for in the above mentioned requirements.\nFortunately the Johns Hopkins University agreed to cooperate in every\n\n"}
{"page": 266, "printed_page": null, "text": "262\n\nNationaL\n\nEpucATION\n\nASSOCIATION\n\nwinter and\npossible manner by providing the necessary courses both in the\nor Saturns\nafternoo\nthe\nin\nheld\nbeing\nformer\nthe\n‘a the summer sessions,\nhave\ncourses\nThese\ncity.\nthe\nof\nteachers\nthe\nfor\navailable\nbe\nto\ndavs so as\nbeen\nhas\ne\nBaltimor\nway\nthis\nin\nand\ntime\nthat\nsince\ny\nregularl\noffered\nbeen\n\nable to secure for the junior high schools teachers with the special training\n\ndesired for the purpose.\nCurricula and courses of study—The Strayer survey pointed out the\nnecessity for the preparation of curricula and courses of study for the\nsecondary schools of the city. Accordingly, early in 1921, the revision of\ncurricula was undertaken by committees of principals of the schools concerned. At the same time committees of teachers were appointed to prepare courses of study in the several subjects. For each subject there was\na junior high school committee, and a senior high school committee. ‘These\nsubject committees worked rapidly and prepared tentative courses of study\nwhich were mimeographed and put into effect in September, 1921. Curriculum experts from other parts of the country were asked to cooperate.\nThey reviewed the courses of study which had been revised, and offered\n‘They also held confermany suggestions looking toward improvements.\nences with the committees. The courses were again revised in the light of\nthe suggestions received and were prepared for printing. “The first ones\ncame from the press in 1924, and since that time there has been published a\ncourse of study in nearly every subject offered in the senior and junior\nhigh schools.\nSupervision—The question of supervision in the junior high schools presents problems of organization. There is the possibility of providing citywide subject supervisors for all the schools, or of appointing heads of departments in the separate schools.\nIn Baltimore we have adopted the\nformer plan, and there has been appointed for the usual academic subjects\nsupervisors for all the junior high schools.\n‘The advantage of this procedure is the possibility of securing a considerable amount of standardization for all the schools, and this was particularly desirable in the local situation with which we were confronted.\nOne of the features of supervisory\nwork in the junior high schools has been provision for holding demonstra- .\ntion lessons followed by a discussion along professional lines. The lesson\nis given by a teacher who volunteers for the purpose, and plans are carefully made with the help of the subject supervisor.\nThe lesson is given\nto a regular class under normal conditions during the last period of the\nschool day. All of the teachers of this subject in all of the junior high\nschools of the city are present, and after the lesson is finished and the class\ndismissed, a critique follows under the leadership of the supervisor. ‘The\neffect of these professional exercises in improving classroom instruction has\nbeen very great.\n_Articulation—One of the major problems in the administration\nof junior\nMe\ncs\narticulation with the elementary schools\nthe se\nals\nand\nigh schools above.\n\n"}
{"page": 267, "printed_page": null, "text": "THE NationaL\neee oh eee ee ee\n\neee\n\nCouncit oF EDUCATION\nees\nOMe eee\n\nS|\n\n263\neas\n\nIn Baltimore for the past six years we have had regularly each month a\nconference of principals of the senior and junior high schools, together\nwith the junior high school supervisors, under the leadership of the assistant superintendent in charge of secondary education.\nEach conference\nlasts for two hours, and usually about three-fourths of the time is occupied\nin a professional discussion of studies presented by the several principals\nand supervisors.\nEach topic considered is of a practical nature, and the\nmembers of the conference have uniformly declared that great benefit has\nbeen derived from the meetings.\nCloser articulation between the junior and senior high schools is being\nsecured by a follow-up of all junior high school pupils in the tenth grade\nof the senior high school at the end of the first quarter in English, French,\nLatin, bookkeeping, and typewriting. The same procedure was followed\nwith these two groups of schools as was adopted in the case of the elementary and junior high schools. The results, showing city-wide distribution of failures by subjects as well as by junior high schools, were given\nto junior high school supervisors for study and inquiry.\nA series of city-wide survey tests were given at the end of the term to\nthe 9B, 9A, 10B, and 10A classes in junior and senior high schools in\nEnglish, French, Latin, mathematics, bookeeping, and typewriting. ‘The\nresults will be tabulated for city-wide study by grades and by subjects,\nfor the individual ‘school study, and for a departmental study within a\nschool. Moreover, since 9B and 9A classes are to be found in both junior\nand senior high schools, a comparison of teaching results will be made\npossible.\nRemedial work and retesting will follow the study.\nOn the\nother hand, it is expected that this study will lead to revision and recommendations dealing with the courses of study and textbooks.\n\nMention has already been made of the demonstrtaion lessons and critiques\nin the junior high schools to which senior high school principals, heads of\ndepartments, and teachers are invited.\nMoreover, demonstration lessons\nare planned to be given in the senior high schools by senior high school\nteachers, and to these junior high school teachers will be invited.\n\nINTEGRATION\n\nIN THE ELEMENTARY\n\nSCHOOLS\n\nH. B. WILSON, SUPERINTENDENT OF SCHOOLS, BERKELEY, CALIF.\nAll agree that the business of public education is to train for successful\nliving. Despite this object the schools continue to teach in terms of subjects and without much regard to the relationships existing between those\nsubjects.\n\nReading, writing, arithmetic, spelling, geography, history, science,\n\nand the like are organized so that each has its own interrelationships, but the\nteaching is not so planned that all of these subjects focus, each in its own\n\nway, in the solution of life problems.\n\nThe above description characterizes\n\n95 percent of the teaching that takes place today.\n\n"}
{"page": 268, "printed_page": null, "text": "NaTIONAL\n\n264\n\nEpuCATION\n\nASSOCIATION\n\nitself.\nA newer way of organizing subjectmatter is gradually establishing\nout\ngrowing\nproblems\nsolving\nwith\nitself\nconcerns\napproach\nnewer\nThe\ne\nundertak\nchildren\nof life situations and life needs. In these situations the\nare\nas\nful\nmeaning\nand\nt\nto do things which are to them just as importan\nthe things that grownups do. In their efforts to do they find problems,\nquestions, difficulties which they must master before they can make progress. They find also that these questions, problems, and difficulties do not\narise in such way that some may be answered with arithmetic, others with\nRather the difficulties\ngeography, others with language, and the like.\na number of subge\nfrom\ned\nknowled\nrequire a composite, unified, integrat\nject fields.\nIt is generally agreed that what one learns is a little more certain to\nrecur for use in a situation similar to that in whichit was learned. Since\nit is the utility of what we learn that is important, large reason exists for\nbasing learning upon situations in child life similar to those which are\napt to arise in the world of practical affairs when these same children have\nbecome mature.\nSuch an approach not only integrates that usable, functional elements in the various subjects, but it likewise integrates the pupils\ninto a social working group. Large progress may be expected in the years\nimmediately ahead in the organization of subjectmatter in more synthetic\nways than now obtain. Corresponding progress may be expected also in\nthe procedures in teaching.\nImproved organization of subjectmatter and\nimproved ways of teaching must go hand in hand if the largest integrating\nresults are to be achieved with certainty and economy.\n\nPROGRESS\nTHOMAS\n\nD.\n\nVERSITY,\n\nWOOD,\nNEW\n\nPROFESSOR\n\nYORK\n\nPROBLEMS\n\nIN\n\nAND\n\nAMERICAN\n\nTHE\n\nIN SCHOOL\nCITY,\n\nEDUCATION\n\nOF\n\nHEALTH\n\nCHAIRMAN,\nOF\n\nMEDICAL\n\nHEALTH\n\nTHE\n\nWORK\n\nEDUCATION,\n\nCOLUMBIA\n\nUNI-\n\nJOINT\n\nCOMMITTEE\n\nON\n\nHEALTH\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nASSOCIATION\n\nA brief statement is made at this time of the continuing work of the\nJoint Committee on Health Problems in Education of the National Education Association and the American Medical Association.\n‘This joint\ncommittee has been in existence now for sixteen years, and during that\ntime nine reports and a set of fifty-eight charts have been prepared, printed,\nand distributed widely over this country, and in a number of foreign\ncountries.\nDuring the history of the committee, over a million copies of various\nreports and over sixty thousand copies of the individual wall charts have\nbeen distributed.\nThe following reports have been prepared and distributed: (1) Minimum Health Requirements for Rural Schools, (2)\nHealth Essentials for Rural School Children, (3) Health Chart Report,\n\n(4) The Teacher’s Part in Social Hygiene, (5) Health Improvement in\nRural Schools, (6) Health Service in City Schools, (7) Health Educa-\n\n"}
{"page": 269, "printed_page": null, "text": "THE\n\nIE\n\nNatTIOoNAL CouNncIL oF EpUCATION\nei\n\n265\n\ntion, (8) Conserving the Sight of School Children, and (9) Ventilati\non\nof School Buildings. This committee, in the preparation and distribution\nof the health reports and health charts, has had at various times the exceedingly valuable and substantial cooperation of such organizations as the\nElizabeth McCormick Memorial Fund of Chicago; the National Committee for the Prevention of Blindness; the American Social Hygiene Association; and the United States Bureau of Education in Washington.\n\nThe most extensive report of the committee, entitled “Health Education—A Program for Public Schools and Teacher Training Institutions,”\nis at the present time, according to the testimony of many prominent\nleaders in the health field, the most authoritative document in health education which has yet been published and distributed in this country, and\nperhaps in any country.\nThe joint committee now has in preparation several important reports—\none on “Provisions for Deafened School Children”; another on “Conservation of Teeth of School Children’; and a third on “Periodic Health\nExaminations of Children in School.”\nA very significant forward movement in this field of school health study\nand work is the program of extensive study which has been undertaken\nby the American Child Health Association, under the leadership and constant encouragement of Herbert Hoover, the President of the Association.\nThe American Child Health Association has devoted much attention\nin the past to the advancement of constructive health work in the schools.\nThe most constructive service which it can render at this time is believed\nto be in the conduct of a study of national scope in which the attempt will\nbe made to measure the result of health activities in terms of the physical\nstatus, knowledge, and habits of pupils.\nThe plan of the study is to apply the principles of educational measurement to health work.\nIt is through the correlation of health promoting\nprocesses with the health status and condition of the pupils that light is\nexpected to be shed on the most successful elements in the school health\nprogram.\nGuiding this plan are experts in the field of public health, nursing, denAmong the latter are those specializing in the fields.\ntistry, and education.\n‘The\nphysical education and health education.\nnutrition,\nof measurement,\nfield staff in this study will consist of groups of technicians, including in\neach case a physician, a nurse, a health educator, and a dental hygienist.\nIt is expected that from one to two weeks will be spent in each city.\nThe cooperation of school administrators is essential if this work is to be\nSchool superintendents wishing to participate in this\ncarried to success.\nstudy are urged to communicate directly with the American Child Health\n\nAssociation, 370 Seventh Avenue, New York City. The selection of\ncities to be included in the investigation will be made during the spring\nmonths.\n\n"}
{"page": 270, "printed_page": null, "text": "NATIONAL EpUCATION ASSOCIATION\neae\nNake\name ip\n\n266\ni\n\nAN\nGEORGE\n\nD.\n\nAMERICAN\nSTRAYER,\n\nTEACHERS\n\nPROGRAM\n\nPROFESSOR\n\nCOLLEGE,\n\nOF\n\nCOLUMBIA\n\nOF\n\na\n\nEDUCATION\n\nEDUCATIONAL\nUNIVERSITY,\n\nADMINISTRATION,\n\nNEW\n\nYORK\n\nCITY\n\nThe most fundamental American ideal is that which proposes equality\nWe propose as an American program of education the\nof opportunity.\nprovision of opportunities through education which will enable each individual to achieve his highest development in order that he may serve most\nadequately the society of which he is a member.\nHow far short we fall of the realization of this ideal is indicated by the\nvariation which exists in the educational opportunity provided within the\nseveral states and among the several units which compose the nation. There\nare communities in every state which have developed school systems providing a wealth of specialized opportunity for boys and girls, for the youth, and\nfor adults.\nIn practically every state will be found, in contrast to this\nwealth of opportunity, the meager chance provided for boys and girls who\nmust attend a poorly equipped and poorly taught elementary school, and\nfor whom there is little or no opportunity beyond that provided by the oneteacher school.\nWe still permit half-educated boys and girls to teach in our American\nschools. We still offer education by means of reciting from textbooks\nand without the opportunity in library, laboratory, or shop for contacts\nwhich will stimulate thinking and encourage investigation.\nThat we have failed to achieve our ideal is not due primarily to our\nlack of resources.\nThe people of the United States are today able to\nprovide opportunities for education suited to the needs of each individual,\nif only certain standards are accepted and certain principles of support and\nadministration are written into the laws of the several states.\nIn the discussion which follows I shall try to indicate how the achievement of the American ideal can be brought about.\nIn order to make the\ncase, I shall propose concretely the type of standard to be accepted or provision to be enacted in order that the desired result may be attained.\nIn the first place, our American program of education is dependent\nupon the provision of teachers who are prepared for their work by a\ngenerous liberal education and by a sound professional training. We are\ncoming to understand that teachers in all parts of our school system must\nhave the background in education and in professional training which we\nhave hitherto required of those who have taught in our upper schools.\nIn our more enlightened communities we are today providing that the\nsalary paid shall not be dependent upon the age of the children instructed,\nbut rather upon the preparation of the teachers and the quality of the\nwork done. We are beginning to accept as our standard of training a\nminimum of three years beyond graduation from a standard high school.\nIt seems reasonable to propose that within the next generation we shall\nplace preparation for teaching upon a basis comparable to that required\nfor the other learned professions.\n\n"}
{"page": 271, "printed_page": null, "text": "an\n\nI\n\nTuer NationaL\nak\n\nel\n\nCouncit oF EDUCATION\nse\na\n\n267\n\nIn order that competent men and women may enter the teaching\nprofession, it is essential that after a probationary period, during which\nthey\ndemonstrate their acceptability for the service, teachers enjoy tenure during\ncontinued efficiency.\nIt is equally important that those who work in this\nbranch of the public service have provision made for their retirement on\nallowance based upon sound actuarial procedure, and involving contributions by teachers as well as by the public. Such pension systems must—\nif they are to be effective—be established on a statewide basis.\nProfessional teachers and their leaders in the field of supervision and\nadministration have an obligation to develop curricula and courses of\nstudy adapted to the needs of individuals who differ in physical condition,\nin intellectual ability, in emotional stability, and in vocational interest and\noutlook.\nThe traditional American school program from elementary\nschool through high school, college, and university has been adapted to\nthe needs of the upper twenty-five percent of the children enrolled in our\nBy providing this common curriculum we have proposed that\nschools.\nNothing could be farther\nwe have equalized educational opportunity.\nfrom the truth. The variations which have been made by reducing the\nquantities of work to be done in reading, writing, and arithmetic, geography\nOur courses of study and\nand history do not offer a satisfactory solution.\nour curricula must be modified to take account of the variation existing\namong individuals, to profit by their experience in the fine and industrial\narts as certainly as in the mastery of the tools of investigation and inquiry.\nIt is strange to hear members of our profession speaking of the fundamentals in terms of the minimum requirement in the tool subjects. Surely\nvariations in ability to appreciate music and poetry, paintings and sculpture,\nthe problems of home-making and of industry are quite as important as\nare differences in the ease and speed with which one may learn to read, to\ncipher, or to master the facts of history and geography.\nAn American program of education will be realized when all who\nwork in our schools—whether in the nursery school, kindergarten, elementary school, junior high school, senior high school, vocational school, continuation school, night school, opportunity school, college, university, or\nprofessional school—are so placed in groups or taught as individuals as to\nprovide for their regular progress and for the achievement of results within\nWe have sinned against hundreds of thousands of boys and\ntheir reach.\nEducation is for success.\ngirls by teaching them that they are failures.\nto the work of any\napplied\nThe only measure which may be reasonably\nIn .an\nhe can.\nthat\nbest\nthe\ndo\nhe\nthat\nasks\nindividual is that which\n\nAmerican school, failure and repetition should be considered abnormal.\nSuccess in achieving the best that he can do should always be rewarded\n\nby an opportunity to take the next step in the direction of one’s highest\nattainment.\n,\nf\n\nto\nIf our schools are to accomplish these desired results, we shall have\nprovide for much more adequate educational and vocational guidance\nthan now is afforded to most of those enrolled in American schools.\n\nWe\n\n"}
{"page": 272, "printed_page": null, "text": "268\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nare fortunate in having developed during the past few years methods of\ndiagnosing the difficulties of children in learning, methods of measuring\ntheir intelligence, and in some degree methods of forecasting the fields\nAn American school\nin which they can most certainly hope for success.\nsystem is under the obligation of continuing to develop this scientific attack\nWith all of the\nupon the most vital problem of organized education.\nknowledge that we can obtain concerning the abilities and possible vocational outlook of individual boys and girls, there will be emphasized the\nnecessity for special classes and for special opportunities for the mentally\nweak, for the physically handicapped, and for the delinquent, along with\nspecial opportunities for those who are intellectually gifted.\nOpportunities for general culture, for vocational training, for the cultivation of special talents and for the removal of recognized deficiencies must\nbe provided for those others who are engaged in productive activities, and\nfor adults.\nPsychologists have discovered that the period of learning is\nnot limited to childhood.\nIt is of the utmost importance that through\npart-time and continuation schools, by extension courses and night schools,\nopportunities be provided for anyone who seeks to enlarge his command\nof his social inheritance or to develop skill which shall contribute to his\npersonal satisfaction and to community welfare.\nWe may confidently look\nforward to the day when some sort of organized education will be provided for all boys and girls under eighteen years of age, and a wealth of\nopportunity will be made available for all adults.\nThe achievement of this ideal in education is dependent in large measure\nupon the administrative and supervisory control offered locally. We have\ndenied to millions of our population any adequate development of their\npublic school system by permitting the continuance of the inefficient, small\nlocal units of administration.\nWe may not hope to develop school systems which provide an American standard of education except as the local\nunit is made large enough to justify the employment of men and women\nwith special training in educational administration and in the supervision\nof instruction.\nOutside of the urban areas this unit must be larger than\nthe school district or township. In a number of our states the county has\nproved a most satisfactory unit for the administration of schools.\nThe professional administration of education, involving as it does the\nadaptation of the school system to the needs of the community, requires\nthat all administrative officers be chosen on the basis of their professional\nqualifications and their attainments.\nWe may not hope to have this desired result so long as we choose by popular vote state and county superintendents of schools. We have the example of the city school system and\nthe selection of the professionally competent administrator by the lay board\nof education.\n‘This practice must be extended to the county and to the\nstate if the professional administration of schools is to be guaranteed.\nIt is important, as well, that we should disassociate the lay boards of\neducation from political associations.\nState, county, and city boards of\neducation should be elected on non-partisan ballots and chosen at large\n\n"}
{"page": 273, "printed_page": null, "text": "THe\n\nNationat\n\nCouncit or EDUCATION\n\n269\n\nfrom the area which the board is to serve.\nIn order to provide for continuity in the development of our program of education, the members\nof\nthese lay boards must serve for relatively long terms, and the term of\noffice of members be so arranged as to make it impossible to select a majority of the board at any one election. ‘Those communities throughout\nthe United States who have followed this principle have, on the whole,\nbeen most successful in the development of an adequate school system.\nThe distinction between lay control of public education and the professional administration of our schools must be acknowledged in law and in\nthe rules of boards of education.\nWe may not hope to advance an adequate program of education so long\nas political or personal considerations enter into the selection of personnel\nor the determination of educational policy. Our program will be best\nadvanced when the appointment of teachers and of all other employees\nof the school system is by law based upon nominations by the superintendent\n\nof schools.\nIt is vital to the development of the school system that courses of study\nand curricula, the adoption of textbooks and the provision for educational\nsupplies be proposed by the superintendent of schools in cooperation with\nmembers of the supervisory and teaching staff. We would propose that\nthe lay board of education pass in review the recommendations of the professional group, but that they be not permitted to initiate the program to\nbe carried out.\nIn like manner, the annual budget for the financing of the schools should\nbe prepared by the superintendent of schools and his associates, showing\nunit costs for each item of the educational program, and should be passed\nupon by the board of education in terms of their understanding of the\ndesires of the community with respect to the continuation of each element\nof the program, rather than in terms of increasing or decreasing the tax\nrate.\nRecommendations for buildings and equipment, based upon an\nevaluation of the present plant, a forecast of future needs—particularly\nwith reference to a developing program of education—should be presented\nto the board of education by the superintendent of schools after consultation with the members of the professional staff.\nAdministrative officers should be required to report on the achievements\nof the schools over which they preside, and their reports—based upon\nscientific inquiry—should be the only bases upon which they ask for further\nsupport for the program which they have proposed.\nAn equalization of educational opportunity is dependent upon a system\nIt is a prime duty of each\nof financing schools upon a state-wide basis.\n\nstate to guarantee to each individual within its borders a satisfactory\n‘This can be done only when the state\nminimum program of education.\nin\nadopts a method of support which will involve the state as a whole\n\nproviding a large percentage of the funds necessary to maintain\n\nthe school\n\nIt is essential that the state equalize j the burden of supporting\nsystem.\narb\nthe program among the several areas for taxation and for the administra-\n\n"}
{"page": 274, "printed_page": null, "text": "270\naa\n\nNATIONAL\nEa NE\n\nEpucatTion\nge\n\nASSOCIATION\n\ntion of schools. We need to rid ourselves of the idea involved in the\nexpression “‘state aid’? and accept the more fundamental notion of state\nsupport.\nIf we are to be assured that an adequate program of education is provided for all of the people within a state, we shall have to recognize the\nobligation to provide for a state department of education, equipped to\ncertify as to the adequacy of all local programs of education in meeting\nstate standards.\nThe popular cry against centralization of control is not\na sufficient argument against the development of very much more adequately\nsupported and staffed departments of education than now commonly exist\nIt is only as we have organized in the state dethroughout the Union.\npartment a group of professional workers who will, through research,\nthrough experimentation, and. through personal leadership, provide for the\nfurther development of education throughout the state, that we may propose that we are seeking to equalize educational opportunities.\nIndeed, it\nis only as the state department encourages local communities to provide\nmore adequate programs of education than the state can require that we\nmay hope to have the state’s minimum acceptable program advanced to\nmeet the needs of the changing social and economic conditions.\nAn American program of education based upon the best that can be\ndone locally under the supervision of the state department of education\nwill be incomplete without the encouragement and assistance of the federal\ngovernment.\nFrom our earliest history down to the present time, the\nfederal government has accepted responsibility for the support of public\neducation and for the conducting of inquiries and the dissemination of\ninformation concerning the public schools.\nBy virtue of the development\nof the science of education during the past 25 years, the nation today has\nthe possibility of enlarging the scope of its scientific inquiry with respect\nto education, and certainly we are able to increase the support afforded\nthis undertaking.\nIt has long been argued by the profession that this most\nimportant function of the national government is in line with the activities\ncarried on by the other welfare departments of our national government.\nCertainly a nation that is organized to promote agriculture and commerce\nthrough departments of the national government may not safely neglect\nits responsibilities for promoting public education.\nThe placing of a\nbureau of education in the department of the interior, under a secretary\nwhose primary obligation is the development and conservation of our natural resources, and who may not consider education except as one of the\nmany interests for which he must accept responsibility, is to deny to this\nmost important function of government in a democracy its proper place\nor proper support by the national government.\nWe confidently believe that the federal government can best carry on\nthe work of scientific inquiry and the dissemination of information accruing\ntherefrom, that the significance of education in our national life can be\nbest presented to those responsible for the development of our country\nthrough legislation by the establishment of a department of education with\na secretary in the President’s cabinet. We look forward confidently to the\n\n"}
{"page": 275, "printed_page": null, "text": "THE Nationa Councit or Epucation\nSs\ne\npe\naa\nae\n\n_.\n\n271\n\nday when the American ideal of an opportunity through education, which\nwill enable each individual to achieve his highest development in order\nthat he may serve most adequately the society of which he is a member,\nwill be realized throughout the nation. To the accomplishment of this\nresult our profession is pledged.\n\nPROGRESS\nMRS.\n\nSUSAN\n\nIN\n\nTHE\n\nM.\n\nDORSEY,\nLOS\n\nELEMENTARY\nSUPERINTENDENT\n\nANGELES,\n\nSCHOOL\nOF\n\nSCHOOLS\n\nCALIF.\n\nThe progress has been in the direction of a better adaptation of inIt has developed\nstruction to the needs of a 20th century civilization.\nchiefly through a modification of the materials and technic of the course\nof study involving new activities of a social character in the schools.\nIn the time allotted to me, I desire to point out how rapid and fundamental the change in the general character of the course of study has been\nand to call attention to the fact that this change has been chiefly in the\ndirection of educating youth to live happily and successfully in the social\nworld, to adjust themselves to an environment of people, and to develop\n\nthe ability to make contributions to the improvement of that environment.\nThe statement of a few years ago, setting forth seven principles or\nobjectives in education, has served a double purpose.\nIt has enunciated\nthe educational belief or creed of a democracy, but, more than that, it has\nindicated the direction in which education as a practice should proceed;\nand this direction is entirely away from the individualistic and selfish; it.\nis wholly in the direction of education for a social world.\nThe progress in the last few years has been noticeably along two lines:\nFirst, there has been introduced a regimen for helping the individual child\nto realize his full self, not for himself, but for society; and secondly, there\nhas been frankly undertaken the training of the group in social living\nwhile still in school and through school activities.\nTo illustrate the first of these points, that the schools have honestly\nundertaken to make it possible for every child to realize his completest\nself, it is only necessary to refer to the wide variety of remedial instruction designed to remove handicaps of physique and personality.\nI refer,\nof course, to the introduction of all such training as pertains to the correc-\n\ntion of physical defects, the overcoming of malnutrition, the elimination\nof incipient disease, the correction of speech defects, also all that educational movement in the direction of relieving the intellectual handicap of\nthe subnormal child. ‘The argument for this remedial program may start,\nI grant you, with appeals in behalf of the individual who is handicapped ;\nit always ends, however, with justification on the ground that the remedial\nefforts must\n\nbe made\n\nin the interests of society, so that society may\n\nbe\n\nrelieved of so much dead weight and, if possible, enjoy instead helpful\ncontributions from those who, without remedial or preventive training,\nwould prove only burdens.\n\n"}
{"page": 276, "printed_page": null, "text": "NaTtTIONAL\n\n272\n\nEpuCATION\n\nASSOCIATION\n__—}$\n$e m\n\n—-\n\nI said a moment ago that progress has been chiefly in the direction of\neducating the child to realize his full self for society’s sake and that to\nthat end a regimen has developed rapidly for the actual training of the\nI, of course, refer here to\ngroup for social living. while still in school.\nthe marked tendency in the modern school to place upon the young the\nresponsibility for the orderly direction and control of their own school\nactivities and life, to the disposition to take the young into the school\npartnership, as responsible along with teachers and principals for the sucThis tendency, which is in fact no\ncess of the educational undertaking.\nlonger a tendency, but a realized state, is illustrated in selfgovernment,\nnow very generally operative in the schools, and in the many enterprises\nentrusted to children to carry out in and for the schools.\nThe effort of the schools to adapt instruction to the needs of a social\nworld has brought about these and other marked changes in the school\nactivities and subjectmatter; quite as noticeable have been the changes in\nclassroom procedure and technic, made necessary because of the new subjectmatter and new adaptations.\n“The effort to do the best for every child,\nin order that no individual may be lost to the social group, is illustrated\nin a very general reclassification of children in a single school or room.\nPerhaps progress is nowhere more evident than in the new procedure by\nwhich children of the same general ability or intelligence are grouped\ntogether for instructional purposes, thereby making it possible for fewer\nchildren to fall by the way, and greatly facilitating the progress of those\nwho can move on more rapidly.\nThe very general introduction of intelligence and standard educational\ntests, which more accurately measure the capabilities and accomplishments\nof children, have greatly facilitated this newer grouping, as has the use\nof the counselor service to aid the over-busy principal in determining upon\na desirable classification in a given room and to follow up children who\nshow especial difficulties, and to help in adjusting the home attitude so\nthat it becomes cooperative, instead of indifferent or antagonistic.\nTo sum it all up, recent progress in elementary education has been in\nthe direction of helping the child to realize himself as a social factor and\nof conducting the school activities and experience so that they shall become\na daily practice in social living.\n\nREVIEW OF EDUCATIONAL PROGRESS IN ELEMENTARY\nTEACHER TRAINING WORK DURING THE PAST YEAR\nHOMER\n\nH.\n\nSEERLEY,\n\nPRESIDENT,\nCEDAR\n\nIOWA\n\nFALLS,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE\n\nIOWA\n\nI. The encouraging and commendable aspects—There has been no lost\nground in the work of elementary teacher training to be charged to the\nendeavor account of the fiscal year, 1926-1927.\nThere is much evidence\nto show that the progress in staff development, in the faculties of the\nstate normal schools and the state teachers colleges, under the strong and\n\n"}
{"page": 277, "printed_page": null, "text": "Tue\n\nNationat\n\nCouncit or EpucaTion\n\n273\n\ndetermined inspiration and guidance of the American Association of Teachers Colleges, at present a real functioning department of the National\nEducation Association of the United States, has been constant in its development from year to year.\nThis complimentary result has come from\nthe unifying of the interests of the different states so that they are rapidly\nconforming to certain superior ranks of education and training that have\nbeen adopted and commended by the committees reporting from year to\nyear on all these important matters of common educational interest.\nIn\n. another way there has been gradually increasing the kind of reciprocity\nbetween state licensing authorities that well educated and well prepared\ngraduates from these state training schools are welcomed in most other\nstates, thus broadening the opportunity for elementary teachers to transfer\nfrom state to state without interference or delay.\nThe decision of the American Association of Teachers Colleges to\nassume the responsibility of accrediting and standardizing and classifying\nthe several state normal schools and state teachers colleges of the several\nstates instead of allowing some other voluntary accrediting organization\nof higher education to do this work, has given a recognition to teaching as\na business and to teaching as a profession that is deserving of special\nmention as showing actual and permanent progress.\nIl. The non-progressive and the retarding aspects—The certification of\nteachers—One of the hindrances to true progress in public education is\nthe very common statutory plan of licensing teachers by the examining\nsystem where laws are adopted that fix for all time characteristics of required scholarship as it permits a variety of grades of licenses from a\nminimum to a maximum with no intention of ever having such license\nexpire or compel improvement.\n“The number of teachers permanently\nlicensed by this method of management is usually the majority of those\nauthorized in a state, and since teachers of such minimums are obtainable\nat the least possible salaries, the less ambitious school districts employ them,\nleaving the better qualified and the better trained in the surplus of the\n\nunemployed.\nThe examining system, which has the effect of furnishing\nan over supply of teachers who have the least preparation, and the employment system that is legally authorized, working together, gives the impression abroad that much attendance upon a school or college for preparation is unnecessary and uneconomical for persons intending to be instructors of children and youth.\nThe school district system—In most American communities the manage-\n\nment of public schools is in the hands of a school board or school committee\nthat is appointed at a popular election and that has a supreme authority as\nto all the chief problems of the public schools. ‘This legal status can put\na veto upon almost all the general laws of the state system, upon the value\nand the efficiency and the results of supervision, and as a consequence disAll such results\ncourages superior teaching and true educational progress.\nare dependent upon the standards common among the people, and while\nthey can be superior and may be progressive, yet under favorable circumstances even they are much more likely to be so conservative and so lacking\n\n"}
{"page": 278, "printed_page": null, "text": "NaTIONAL EpuCATION ASSOCIATION\n274\nee\neee\n\nin ambition for the best intellectual development that they ged! contribute to inefficiency and incompetency.\nThe status of the occupation—Public school teaching has always been\nand must continue to be uncertain as a permanent business for an inThere can be no permanent tenure in general and\ndividual worker.\nthere ought not to be any life employment where there is a necessity for\na continued adjustment of demands and of services. “This does not give\na desirable situation so far as the teachers themselves are concerned, as\nannual elections are always occurring and there is constant liability to be ‘This causes a disposition to\ndischarged without hearing or explanation.\nseek better salary and hoped for better security as well as better prominence\nand more authority by being candidates for service in another location.\nIn this struggle for prestige and promotion and better conditions the less\nqualified teachers are subject to being released without opportunity to go\nelsewhere, and the loss of experience to the staff is a constantly discouraging factor. The recruiting of the profession of teaching is a wasteful\nsystem, as those in preparation must depend upon obtaining service by the\nprocess of elimination of those now in the public service.\nConclusion—All this discussion cannot lead to a remedial suggestion for\neither the people or the teachers.\n“The American principles of government\nare the causes of these untoward situations, and yet, if the authority of\nthe people was reduced, the interest of the people would be likely to decline.\nEven taxation has its benefits to keep up the esprit de corps of a community since when it is compelled to contribute money to the education\nof its children it is much more certain to insist that its schools should give\nvalue received in service and in investment.\nIII. Other undertakings in elementary teachers in service training—\nThe final act of the states and the teacher training institutions is that of\norganizing work under an extension system for the benefit and improvement of teachers in service. This is a substitute for the condition of\n\ntraining that should have been had before the teacher was a candidate for\nemployment.\nIt is in no sense an equivalent in either efficiency or substantialness, but it is very helpful in enabling a large number of teachers\nin service to be very decidedly improved and developed.\n‘This system has\nbeen created for the purpose of bettering the conditions that legally exist\nand is shown in short assemblies as teachers institutes, teacher associations,\n\nparent-teachers organizations and general and special study clubs. The\nplans of the several states differ in the manner of management and each\nhas its strength and weakness, all depending upon the recognition given\nthese teachers in such limited training. ‘The most effective plan has developed in state teachers colleges where there can be combined standard\ncourses of study, extension summer schools, correspondence instruction and\nmultiplied types of work that give credit that is permanent and transferable. Such a system becomes much extended where there is a faculty of\nextension professors, superior in qualifications, who organize classes\nin\ncities and towns and even the country for stated work at hours not in-\n\n"}
{"page": 279, "printed_page": null, "text": "ae\n\nir\n\nTHE Nationat Councit or EpucaTIon\naha ans\n\n275\n\ncluded on the day’s regular schedule of the. teacher’s time under contract,\nhold special conferences for certain special lines of work and give advice\nof an expert kind to all concerned.\nThere has come from this experience what is known as Saturday classes\nfor entire counties and cities, and many phases of consultative service where\nexperts visit, inspect, and study the schools in session and meet in conference the teachers for discussion of ways and means of improvement in\nall kinds of directions and methods of better instruction.\nThe improvement of the army of elementary teachers in the United States, whose\nauthority comes from laws and contracts under the supervision of independent units of management, is an undertaking that is worth a large investment of money, time and effort, as thereby both scholarship and efficiency can be gradually exacted and accomplished since school authorities\nalso learn that it is exceedingly wiser to employ only the competent, trained\nteacher in the turnover of new members of the staff that must be made\nfrom year to year.\n\nWHAT\nHARRY\n\nIS EXPECTED\n\nCHARLESWORTH,\n\nERATION,\n\nAND\n\nASSOCIATIONS,\n\nOF THE MODERN\n\nSECRETARY,\n\nVICEPRESIDENT,\nVANCOUVER,\n\nBRITISH\nWORLD\n\nCOLUMBIA\nFEDERATION\n\nTEACHER\nTEACHERS’\nOF\n\nFED-\n\nEDUCATION\n\nB. C.\n\nNot many years ago the function of the school was easily expressed,\nwell understood and generally accepted as being “to impart knowledge\nto all of its pupils.”\nThis knowledge was carefully divided according to\nthe several grades, and a somewhat detailed syllabus was laid down giving\nthe limits for the various years. “The courses dealt almost entirely with\nwhat were termed the “fundamentals.”\nAll students were treated alike—\nwith regard for their intellectual capacity—and a rigid and somewhat\nstereotyped written examination was the only means of separating the\nsuccesses from the failures. The scholar was made to fit the school.\nThe school was regarded as a kind of “cloistered institution” through\nwhich all must pass before they could enter the outside world, with which\nthe school had little connection.\nHis was the task of seeing that\nThe teacher’s duty was very manifest.\nall those committed to his charge “‘knew’’ the several subjects, the proof\nHe was supposed to maintain disbeing revealed by the examination.\nhis superior authority, the\nexercising\nby\nbehavior\ngood\nexact\ncipline and\nunderlying idea being largely that by virtue of the very evident consequences involved in any departure from such good behavior the pupil would\ngrow up to be good, not for its own sake, but for fear of the penalties\nof being anything else. The teacher’s work began and ended with the\nHe had nothing in common with the adult members of the\nclassroom.\nexcept that he had during certain hours the charge of\ncommunity\ngeneral\ntheir offspring.\n;\n:\n‘\nWhat\n\nis the position today?\n\n‘The change\n\nis so startling that it may\n\n"}
{"page": 280, "printed_page": null, "text": "NATIONAL\n\n276\n\nwell be considered\n\nEpucATION\n\nrevolutionary.\n\nASSOCIATION\n\nFor instance, Dewey\n\nsays, “All that\n\nsociety has accomplished for itself is put, through the agency of the school,\nAll its better thoughts of itself, its\nat the disposal of its future members,\nhopes to realize through the new possibilities thus opened to its future self.”\nHere the school is expected to assume the function of being the “safeguard\nof the progress of society.”\nAgain, your own National Education Association has, after a most\nthorough and searching investigation, resolved that the fundamental objec-\n\ntives of the school should be to bring about:\nSound\n\ni\n\nhealth.\n\nWorthy home membership.\nMastery of the tools and technics of learning.\n. Faithful citizenship.\n. Vocational. effectiveness.\n. Wise use of leisure.\n. Ethical character.\n\nThese may well be taken as giving a very accurate summary of what is\nexpected of our schools today.\nIt should be noted that only in the mastery\nof the tools and technics of learning do we find common ground with the\nprogram of former days. It is also very evident that many of the previously accepted responsibilities of the home and of the church have nowhere transferred to the school. ‘The introduction and development of\norganized industry has removed the opportunity for each observation .and\npractice in the various vocations and this deficiency has now to be made\ngood by the schools.\nHence the school can no longer remain isolated from\n\ncommunity life. It becomes, instead, the real, vital center of such life\nand definite connections must be made between school activities and those\nof the community.\nThe teacher has an entirely new relationship.\nHe\nmust now accept tremendous responsibilities and must regard as his chief\nduty the development and the training of boys and girls, of future citizens,\nand must regard the mere importing of knowledge as of secondary importance.\nHe must become a guide, philosopher and friend rather than a\n“superior person of authority.”\nHe must have vision.\nHe must look\nbeyond the immediate needs of his pupils, and must seek to give each one\nthe fullest opportunity for realization of his or her best possibilities.\nHe\nmust realize that each of his scholars has a distinct personality which must\nnot be destroyed.\nHe must be allowed to develop under his guidance.\nHe cannot fulfill his mission by ‘‘class’” instruction, but must know the\ncapacity and study the needs of every individual pupil.\n’\nTo meet this new conception of the schools many radical changes have\nbeen made.\n‘Teaching has changed in character and has become much\nmore scientific.\n“The mental equipment of the pupils is now determined\nand they are graded with much greater accuracy than formerly. The\nintellectual achievement is also obtained by examinations of a much more\nreliable type than those of previous days. The old form disciplinary theory\nhas been abandoned, and many of the mental gymnastics of the past have\nbeen relegated to the educational scrap heap.\n\n"}
{"page": 281, "printed_page": null, "text": "THE\n\nNationaL\n\nCouncit oF EpucATION\n\n277\n\nThe curriculum has been enlarged and enriched in content, and the\nvarious subjects have been vitalized and motivated.\nMuch sees material has been deleted, and an attempt has been made to relate the various\nsubjects to actual life and to the practices of the outside world.\nAs was\nexpressed recently in an editorial in the Journal of Education, “The old\ncurriculum was made for adults—it was static and eptianeines it finished\nthe child’s education and called for a mastery of facts. The new curriculum is made for children; it continues to grow; it begins the child’s education and calls for mastery of life.”\nNew methods of teaching have followed.\nThe “recitation,” the “project,” and such like developments have all answered from the necessity\nof facing new conditions, conditions brought about by the development\nof industry and commerce, and by our changing modes of life. The underlying aim has been to bring about the growth of the child from the inside by stimulating the inborn desire to question and to discover by actual\nexperience.\n‘The pupils have been allowed to exercise their initiative and\nto experiment. “The fundamental question is now not what they learn but\nhow they learn. Discipline is not now of the militaristic type—superimposed and obeyed without question or understanding—but is rather -a selfimposed regulation and restraint, an obedience founded on a much higher\nplane.\nSuch discipline prepares pupils to make important choices and\ndecisions for themselves, and consequently develops a high degree of selfconfidence which is of iheseimable advantage in later life.\nMany schools have indeed selfgovernment by the pupils, a most useful\nand practical preparation for the duties of citizenship which will come in\nlater years.\nOur training of teachers has necessarily undergone many changes in\nharmony with the advances made in educational theory and practice. We\nhave greater academic preparation, a higher degree of scholarship, and a\nlonger and more thorough period of training.\nTeachers of experience\nwhose courses in normal training schools were taken many years ago have\ntaken advantage of the summer schools now attached to almost all institutions of higher learning and have kept themselves abreast of the times.\nBut there are some things of very great importance which, in my opinion,\nstill remain to be done before we can be satisfied that we have made all\nthe adjustments necessary to meet the changed conceptions and conditions\nwhich have come upon us. I would like to point out a few of these.\nThe community has given over to the schools very great and important\nadditional duties and responsibilities as we have seen, and is in consequence\n\ndemanding a tremendously increased contribution from the teachers.\nWhat is the community doing itself to meet the new situations it has\nIs it voting enough extra money to pay for what it has ordered?\ncreated?\nIs it prepared to give sufficient remuneration to provide for the much\nhigher type of teacher it now\n\nrequires.\n\nSuch objectives as worthy home\n\nmembership, faithful citizenship, wise use of leisure, and ethical character,\nteachers,\ncannot be attained through young, poorly-trained, oie\n\n"}
{"page": 282, "printed_page": null, "text": "278\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nSS\nCe\n\nee\n\nAnd yet, in many countries, we still send our youngest teachers, without\nany practical experience, into the rural communities, singlehandedly to\nteach these as well as the other subjects of the curriculum.\nAs we have\nIn another field the teacher’s position needs classifying.\nand\nknowledge\nfor\nsearch\na\ninto\nitself\nseen, modern education has resolved\nteacher.\nthe\nof\nguidance\nthe\nunder\nthemselves\npupils\nthe\ntruth largely by\nNow, truth is truth, and a scientific inquiry after it cannot be satisfied by\nany distortion designed to prevent the real facts from coming to light.\nYet many of our propagandists would have our teaching so modified as\nnot to conflict with what they would pretend to believe to be true, but\nknow to be partly, if not wholly, false. The day must come when our\npupils will be encouraged to gather all information from all sides concerning any topic under discussion, and by a careful weighing of the evidence, by acceptance of those which are proved and a rejection of those\nnot based on fact will come to a well-considered and logical conclusion.\nPerhaps, however, the most important issue coming out of our modern\neducational advancement lies in the field of organization. Under the old\nsystem organization was not difficult.\nCentralization was effective and\n\nefficient.\n\nCourses could be laid down in such great detail that the teach-\n\ners’ work became autocratic and machine-like. They simply taught according to regulations from a higher authority and little knowledge was required.\n\nThe task of the present is to develop such a type of organization as will\nallow opportunities for every teacher to use the professional resources\nwhich, by training and practice, he has at his command, and will make it\npossible for his successes to become a contribution to the general efficiency\nof the system by making his methods known to those not so skilful, while\nhe in turn will be helped to overcome his difficulties by learning of those\nwho have succeeded where he has failed.\nLastly, I believe that the teaching profession has made remarkable strides\nduring the last few years and has now come to the point when it should\nestablish itself alongside the other professions.\nIt is easy to say and believe\nthat teaching is the greatest of all professions, but at such times we are\nclearly only thinking of certain aspects of teaching more or less of a\nmissionary character.\n‘There is not any reason why we cannot extend the\napplication of the statement to the more practical and social aspects.\nThis\ncan be done, but, in my opinion, only in one way.\nThat way is by the\ndevelopment of a professional consciousness right along the line. When\nwe realize that all who are engaged in education of any character, whether\nit be in the university, normal schools, administrative systems, high schools,\nor common schools, are all serving under the same banner, and are engaged\nin a common crusade, and when we are prepared shoulder to shoulder to\nresist any attempts made to hinder the progress of the great work committed to our charge, then, and not till then, will education assume its\nrightful place in our lands.\n\n"}
{"page": 283, "printed_page": null, "text": "Tue\n\nea\n\n4 REVIEW\n\nJ. T.\n\nNationat Councit oF EDUCATION\na\nee\nee\n\nOF EDUCATIONAL PROGRESS IN THE\nSCHOOLS DURING THE PAST YEAR\n\nGILES,\n\nSTATE\n\nHIGH\n\nSCHOOL\n\nSUPERVISOR,\n\nMADISON,\n\n279\n\nHIGH\n\nWIS.\n\nIt is impossible to record adequately the progress of secondary education during the past year. More energy is being expended and in a more\nhighly organized fashion for the betterment of our high schools today than\never before.\n‘The phenomenal increase in enrolment of ten percent per\n~ year which has obtained for the last decade has apparently continued during the school year 1926-27. New buildings, many of them fine examples\nof modern architecture, arise to replace the antiquated, unsanitary, and\ninadequate structures which formerly served our needs.\nImproved equipment for instruction purposes is replacing the primitive type of former\ndays. A veritable flood of new and better textbooks in all the high school\nStandards have\nsubjects has come from the press during the past year.\nbeen raised in many states for the qualifications of high school teachers.\nAnd, although the mounting expenditures for schools have been attacked\nin various quarters and the attempts of legislatures to prescribe the curriculum have continued, we can report with confidence that the growth\nof the high school in America has continued unabated during the past year.\nProbably the most significant educational document produced during\nthe current school year was ‘““The Foundations and Technique of Curriculum Construction” published by the National Society for the Study of\nEducation as Part II of the Twenty Sixth Yearbook of that society and\nprepared by a committee under the direction of Professor Harold Rugg.\nThe remaining members of the committee were Professors Bagley, Bobbitt, Bonser, Charters, Counts, Courtis, Horn, Judd, Kelley, Kilpatrick,\nand Works.\nAs indicated by the title, this committee endeavored to find a common\nbasis upon which there could be erected a curriculum for the elementary,\n\nsecondary, and higher schools of this country.\n\nThis, of course, is the task\n\nof philosophy and the report contains not only those basic principles upon\nwhich the twelve members of the committee were able to agree but also\npersonal statements from nine of them giving their own individual views\nIt\nof the direction in which education in a democracy should proceed.\neducators\nprofessional\nleading\nour\namong\nis well known that there exists\n\na wide divergence of opinion on some of the basic conceptions underlying\nour educational practice. The committee was fairly representative of these\nvarious viewpoints and a constant effort was made to find points of agreement\n\nrather than of difference.\n\n‘The\n\nresulting statement,\n\nwhile necessa-\n\nrily in the nature of a compromise, suggests a basis and a technic for taking\nthe next step in curriculum building.\nThe chairman insists, however,\n\nthat this is not an educational\n\nplatform\n\nbut rather a statement of problems for discussion. For more than two years\nthe committee considered at length the issues involved. And, while each\nmember\n\nof the committee\n\nexpresses\n\nhis approval\n\nof the report,\n\none\n\nhas\n\n"}
{"page": 284, "printed_page": null, "text": "280\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nonly to read the individual statements to appreciate how widely divergent\nHow can we proceed\nare the educational philosophies there represented.\nto modify or rebuild our high school curriculum intelligently when we are\nso uncertain concerning its underlying principles? Surely the importance\nof this report lies first in its clear statement of the problems involved and\nsecondarily in the tentative hypotheses for their solution.\nOnly the more outstanding issues raised by this important report can be\nThese include the question of whether the curmentioned in passing.\nriculum shall be based primarily on the child’s interests and aptitudes or\nShall we seek to adjust the child to society as it\nupon adult activities.\nnow is or shall we leave him free to make his own adjustments when the\nOne\nproper time comes—in other words the problem of indoctrination.\nof the most difficult undertakings of the committee was to reach a common\nunderstanding as to the meaning of such terms as “project,” “unit of subjectmatter,” “true learning,’ etc.\nMuch of the apparent difference of\nopinion in the committee and therefore in discussions at large was found\nto be due to the lack of a common vocabulary.\nEven after these understandings have been reached, however, there remains a number of fundamental differences concerning the nature of progress, democracy, civiliza“The surpassing value of this retion and similar underlying concepts.\nport lies in its clear statement of these basic educational problems.\nProfessor Kilpatrick in his “Statement of Position” in the Yearbook\nand also in his “Education for a Changing Civilization” presents the viewpoint of one who differs radically from present practicé in education.\nHe\nbelieves that it is impossible to build a curriculum in advance.\nThis is\ntrue not only because of the nature of the learning process but also because we live in a rapidly changing society. We cannot educate children\nfor adjustment to present conditions, for these conditions are changing\nconstantly and will continue to shift more rapidly in the future. Therefore the curriculum must be made as we proceed; it cannot be made in\nadvance.\n“This is an extreme view. ‘The positions of most educators lie\nsomewhere between this radical position and the conservatism of present\nday practice.\nHow can we proceed with any certainty to rebuild or io modify in any\nway our high school curriculum until we know how this curriculum is to\nfunction in the lives of the pupils? Professor Bode, in his “Modern Educational Theories,” has shown clearly the futility of attempting to build\na curriculum by scientific methods until we have a sound underlying\nphilosophy. He points out the weaknesses and deficiencies of various current\nproposals for curriculum reconstruction.\nFallacies are revealed in the attempt to formulate the curriculum from specific activities, by job analysis,\nby sociological determination of objectives in education, and through the\nproject method. The central theme of his book, however, is an argument\nfor a sound educational theory by which we can evaluate the numerous\nrroposals for determining the content of the curriculum and the corre-\n\nsponding methods of instruction.\n\n"}
{"page": 285, "printed_page": null, "text": "THE\n\nNationaL\n\nCouncit oF EpucaTIon\n\n281\n\nProfessor Bode’s book and the committee report in the T'wenty-Sixth\nYearbook bring us back to elementary considerations.\nIn what direction\nis education, or for that matter civilization, moving?\nHow can we report progress until our course is charted? The present necessity is for an\nacceptable theory of education which can only grow out of the fierce conflict of intellectual controversy.\nProfessor Bobbitt and his students have contributed during the year\na volume of “Curriculum Investigations.”\nReasserting his belief in the\nvalidity of building a curriculum on the basis of the activities of “those\npersons who come nearest to living life as it ought to be lived,” he attempts\nto determine at least tentatively what are the fields of human action. ‘This\nis done by an analysis of periodical literature, newspapers, the encyclopedia,\nThorndike’s Teacher's Word Book, and the Literary Digest. Other investigations reported in the volume give the results of analyzing various\nsources of material and the tabulation of topics tending to reveal the duties\nand traits of a good citizen, social problems of the labor group, quality of\nconduct, approved social behavior, shortcomings in the written English\nof adults, the mathematics used in popular science, play activities of persons of different ages, and the placement of poems in the grades. The\nmaterial which Professor Bobbitt and his students have collected is of\nunmistakable value to the curriculum maker even though the theory of\ncurriculum construction on which it is based may not be altogether valid.\nProfessor Briggs has been another contributor to high school curriculum construction during the year.\nIn his volume entitled “Curriculum\nProblems’ he too has stated a number of questions which must be answered,\nsome by research and experiment, others by philosophy and educational\ntheory, as we make progress in the remaking of our curricula.\nThese\nproblems include ‘‘What are the desired ends of education?,” “What is\nthe good life?,” ‘““To what extent is it desired that education shall modify\nthe character and actions of future citizens?” as well as such questions as\n**What is the optimum length of the school day and year?,”’ “Which units\nof instruction should be required and which elective?,”’ “What degree of\nmastery is demanded ?” and numerous others of similar type. No answers\nare suggested to these questions because the author believes that the solutions must be arrived at, not by individual opinion, no matter how authori-\n\nIn addition to the\ntative, but by cooperative discussion and research,\nstatement and definition of problems, there is also a discussion of “EmoThe volume is a distinct contributionalized Attitudes” and ‘Mores.’\ntion to educational theory.\nFrom the practical side of curriculum making the two outstanding\ncontributions are the Fifth Yearbook of the Department of Superintendence\ndealing with the junior high school curriculum and the Report of the Com-\n\nmittee on Standards for Use in the Reorganization of Secondary School\nCurricula of the North Central Association of Colleges and Secondary\nschools. Both reports urge that the materials presented are tentative and\ndiscussion is invited.\n\n"}
{"page": 286, "printed_page": null, "text": "NATIONAL EpucCATION ASSOCIATION\n282\ner a\ne\ne\neapn\n\nl\nIt is clear that we have definitely passed the stage where any individua\nhigh\nany\nin\nstudy”\nof\n“course\na\nissue\nor any group of individuals can\nschool subject with any degree of finality or authority as was formerly\ndone by various committees of ten, eight, fifteen, etc. Instead, the various\ncommittees reporting in these two volumes have gone back first of all to\n\"The North Central Association report in\na search for valid objectives.\nparticular is devoted to a statement of ‘ultimate and immediate objectives—\nultimate for the curriculum as a whole and immediate for each individual\nsubject. The chief value of this report seems to lie in its method of approach to the problem of curriculum reconstruction and in the proposed\ntechnic for evaluating the materials of instruction.\n;\nThe superintendent’s yearbook is partly a historical survey of the development of the junior high school idea but is chiefly a review of recent\nresearch in this field. One hundred nineteen research studies are summarized in the book. It is an illustration of the Cooperative Plan of Curriculum Revision and the Yearbook is prepared partly by the Research\nDivision of the National Education Association and partly by twelve national junior high school committees.\nPhysical education, the newest comer, is making headway as a recognized\nsubject in the high schcol curriculum.\nPresident Coffman, reporting in\nthe American Physical Education Review on selected papers read at the\nMiddle West Convention last year, summarizes as follows:\nSuperstition, rural character of our social life, absence of subjectmatter, incompetent teachers, and tradition have prevented acceptance of physical education\ninto the program of general education.\nThese conditions have changed.\nPopulation is urbanized, faculty attitudes have modified, well trained and competent\nteachers are available, the general public is demanding more physical education\nto help meet the problems growing out of urbanization and increased leisure time.\nA new era in physical education is at hand.\nHealth and physical training are\ntaking their place beside other established subjects in the curriculum.\nInstead of\none play field, one gymnasium, and one swimming pool, there will be many.\nInstead of a few courses in games or gymnastics there will be many courses in\nthe basic sciences intended to give the student a wholesome conception of the\nelemental factors underlying human health and happiness.\nDelay in the complete\nestablishment of such a program reflects upon our ability to make one of the\nthings essential to personal happiness, community welfare and material prosperity\na reality.\n\nThe place of athletics, however, in the educational scheme is uncertain.\nThe outlook is not encouraging. The commercialization of basketball and\nfootball in particular has advanced to a point where the school administration is no longer able to control the situation in the interest of educational\npurpose. ‘The problem presented here is one of control and subordination\nrather than of elimination.\nAthletics, properly coordinated, is a legitimate and even an essential element in a general educational program.\nThe greatest growth in enrolment and in popularity, apparently, has\ncome in the commercial group of studies. The commercial course is partly\nvocational and partly exploratory-vocational.\nStenography is clearly vocational. It must be admitted that time spent in studying this subject by\n\n"}
{"page": 287, "printed_page": null, "text": "a\n\nTHE NaTIonaL Councit oF EpucATION\na ne eee sate\nOI a\n\n283\n\nthose pupils who do not later hold stenographic positions is very largely\nwasted. ‘The same is true to a somewhat less degree of the study of bookkeeping, depending largely on the selected content of the course.\nLast year the writer carried on an investigation in Wisconsin high\nschools, the results of which have been confirmed by other studies, to\nlearn what percent of the graduates of commercial courses for a period of\nfive years were holding positions requiring a knowledge of bookkeeping\nand of shorthand. ‘The following conditions were revealed by the reports\nof 108 schools and 4918 graduates:\nAbout one-fourth (23 percent) of all the graduates are reported as holding\npositions requiring a knowledge of bookkeeping.\nIn the smaller schools the percentage is less (10 percent) and is the same for boys and girls. In the largest\nschools it is 30 percent for girls and 44 percent for boys.\nAbout\n\none-third\n\n(32 percent)\n\nof all the graduates\n\nhold\n\npositions\n\nrequiring\n\na\n\nknowledge of stenography.\nIn the small schools (5 teachers or less) the percentage is much less (16 percent). Only one boy out of eight (13 percent) graduating from the commercial course holds a position where a knowledge of shorthand is necessary.\nIn the largest schools over one-half (57 percent) of the girl\ngraduates hold such positions.\n\nManual training and home economics are holding their own in the high\nschool curriculum without noticeable gain. ‘There has been considerable\nactivity among those interested in these subjects in the reorganization of\nthe course of study and particularly in the definition of objectives. Several\nstudies have been reported in this field, notably the Commission on Unit\nCourses of the North Central Association of Colleges and Secondary\nSchools. Agriculture as a subject in the high school appears to be losing\nground.\nThe usual activity by teachers and administrators interested in English,\nmatahematics, science, foreign languages, and the social studies is reported\nin the journals devoted to these subjects. The committee reports of two\nyears ago on mathematics and Latin have been followed by a deluge of\nnew textbooks in these subjects purporting to embody the recommendations\nof the committees. The forthcoming report on modern foreign languages\nshould accomplish the same result in this field.\nA quite extensive and significant research study in the secondary field\nhas been carried on this year by W. J. Osburn of the Wisconsin state\ndepartment of public instruction at the request of the Committee on Administrative Units of the Commonwealth Fund Organization and financed\nby that institution. The subject of this investigation is “Overlapping and\nOmissions in Our Courses of Study.” The reasons for such a study are\nevident. It is well known that there is much duplication in high school\nof work covered in the grades. “Koos finds also that there is much overHe estimates that the\nlapping between the college and the high school.\npercent of the work\n36.4\nduplicate\nfirst two years of collegiate instruction\ncollege 20.1 percent\nthe\nof\nyears\nsame\nthese\nIn\ngiven in the high school.\nhigh school and 9.3\nthe\nin\nthat\nduplicates\nsubjects\nsocial\nof the work in the\nschool.”\nhigh\nthe\nof\nthat\nduplicates\nscience\nthe\nof\npercent\n\n"}
{"page": 288, "printed_page": null, "text": "284\n\n‘NaTIONAL\n\nEpucCATION\n\nASSOCIATION\n\nThe cost of education in America has increased to a point where there is\nserious question as to its further extension. If the efficiency of our educational system can be increased by the elimination of duplication and overlapping, thus shortening the time required for the various stages without\ndecreasing the achievement of the students, it should by all means be done.\nOf almost equal importance to the problem of the curriculum is that of\nteaching method. The curriculum determines method, but method in turn\nProfessor Counts, in an article in the May\nmodifies the curriculum.\nSchool Review, suggests seven types of persons who should cooperate in the\ntask of curriculum building. These are the psychologist, the sociologist,\nthe philosopher, the specialist in the selection and organization of materials\nof instruction, the classroom teacher, the expert in the appraisal of the\nIt is easy to see how each\ncurriculum and the high school administrator.\nof these persons has a part to-play in the reorganization of the high school\ncurriculum.\nIn the past the classroom teacher has had little effect in modifying the\ncurriculum as a whole.\nIt is true that individual teachers here and there\nbroke away from the textbook formulation of subjectmatter and outlined\ncourses of study better suited to their needs or fancies. But as a rule the\ncourse ef study had been accepted on authority and no attempt has been\nmade or opportunity given to bring about modification. Under traditional\nmethods of teaching conformity is necessary. The daily assignment of textbook material leaves no latitude for variation. If the classroom teacher is\nto contribute to curriculum reorganization, a modified teaching method\nmust be adopted.\nThe plan proposed by Professor Morrison in ‘““The Practice of Teaching\nin the Secondary School” seems to offer a solution to this difficulty.\nBy\nthis plan the teacher builds the curriculum out of subjectmatter units. No\nmatter how busy the teacher is, nor how inexperienced, she can look forward into the coming semester and plan the teaching of one unit in a single\nsubject. In this way the teacher becomes a curriculum builder. If she is\nworking at the same time in cooperation with the psychclogist, the sociologist, the philosopher, and the other educational experts mentioned, there\nis promise that her work will endure.\nMorrison’s textbook for secondary school teachers has had a marked\neffect on teaching procedures during the year just closing.\nIt attacks\nlesson-learning and the traditional recitation. Miller’s “Directing Study”\nhad called attention to the process of study as an educational objective\nrather than the product of study. Theoretically we had accepted that as a\nteaching aim, but in practice the recitation was a process of giving back to\nthe teacher information, solutions. Generation after generation of geometry classes had committed solutions and recited them in the class period\nin spite of the fact that the teacher claimed that he was teaching the pupils\nhow to reason. The forcible presentations of Morrison, Miller and others\naroused teachers from their apathy and set them to studying anew the\nproblem of procedures as related to teaching aims,\n\n"}
{"page": 289, "printed_page": null, "text": "THe\n\nNationat\n\nCouncit or EpucaTion\n\n285\n\nThe longer assignment embracing a significant, comprehensive, and unified body of subjectmatter offers to the teacher an opportunity which the\ndaily lesson assignment does not allow.\nIt enables her to care for individual differences if the administration of the school will supply her with\nmaterials for the pupils to work upon. The new problem for the teacher\nis the best adaptation of classroom activities to teaching purposes. Motivation is by teacher-talk; testing is most efficiently done by the written examination, chiefly of the objective, short-answer type; study must be directed\nif pupils are to acquire effective methods; some oral expression by pupils\nis desirable, both topical and in discussion. But along with this flexibility\nof adaptation of procedures is the necessity on the part of the teacher to\nadjust also the subjectmatter of the assignment to the needs and interests\nof the pupil.\nThe new idea of supervision is based on the principle of respect for personality and implies not dictation or authority but the cooperative solving\nof teaching problems.\nUnder this notion the supervisor becomes a helper\nrather than an inspector and his advice is sought by principal and teacher\nalike.\n;\nThe typical principal has in the past done very little supervision of\ninstruction.\nThe reason for this was not lack of time, as claimed, but\nrather his feeling of incompetence.\nWith a sound theory of supervision,\nacceptable to both teacher and principal, with responsibility definitely located, and with ample assistance available in written form and personal\nconference, the improvement of teachers in service has taken on new life\nand meaning even in small high schools with inadequately trained principals.\nOne of the important developments of the year is a movement not only\nfor the better preparation and guidance of teachers in training but also for\ntheir better care and continued professional education during the first two\nyears of their teaching experience. Professor Edmonson of the University\nof Michigan presented to the North Central Association of Colleges and\nSecondary Schools the following resolutions, which were adopted as policies\nof the Association:\n(a) The Commission on Secondary Schools recommends\nthan\n\none\n\nclasses\n\nyear\n\nper\n\ncurricular\n\nday\n\nof teaching\n\nand\n\nshould\n\nactivity or complete\n\nnot\n\nbe\n\ncharge\n\nthat a teacher with less\n\nshould\n\nnot\n\nbe\n\nassigned\n\nmore\n\nthan\n\nfour\n\nassigned\n\nfull\n\nresponsibility\n\nfor\n\nany\n\nextra-\n\nexperience\n\nof a large study hall or session\n\nroom.\n\nIt\n\nis further urged that special care should be taken to assign classes to a beginning\nteacher in major or minor fields of academic preparation.\n\n(b) The Commission on Secondary Schools further recommends that each approved secondary school should feel responsible for furnishing training in service\nfor a limited number of beginning teachers in order that an adequate supply of\nIn\nwell-trained secondary school teachers may be furnished to the profession.\n\ndetermining the number of beginning teachers that a school should employ, careful\naccount\n\nshould\n\nbe taken\n\nof the adequacy\n\nand\n\nefficiency of the supervisory\n\nstaff.\n\nIt is not assumed that a school furnishing beginning teachers a year of training\nin service is under any special obligation to retain such teachers as regular members of the instructional staff.\n\n"}
{"page": 290, "printed_page": null, "text": "286\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nnS\n\nThe argument in favor of these resolutions is that at present “beginning\nteachers are frequently assigned the ‘left-over subjects,’ which may or may\nAlso, “beginning\nnot be within the teacher’s field of specialization.”\nteachers are sometimes called upon to take care of more extra-curricular\nactivities than teachers with experience.”\nThere is in course of formation at the present time in Wisconsin an\norganization of all teacher-training and supervising agencies in the state\ndesigned for better guidance and placement of beginning teachers, better\ncare and supervision of them during the first two years of their interne‘The first two years of teaching\nship or apprenticeship in the profession.\nservice should still be regarded as a part of the teacher’s preparation under\nthe guiding care of the state under whose tutelage the training was begun.\nSuch an organization will bring into closer cooperation the various institutions training high school teachers in Wisconsin and will unify the teachertraining program—a result that has been sought in other states by various\nmethods more or less successful.\nThe testing movement, which has had its greatest previous development\nin the elementary field, has made notable progress in high school subjects\nduring the past year. For the first time a textbook of respectable size has\nheen published, devoted entirely to tests and measurements in high school\neducation.\nProfessor Ruch, whose former book on the “Improvement of\nthe Written Examination” is well known, in collaboration with Professor\nStoddard has issued a treatise on high school tests, both of intelligence and\nof achievement.\n‘The title of this book is Tests and Measurements in\nHigh School Instruction. As I write, the notice comes to me of a second\ntextbook in the same field entitled Measurement in Secondary Education,\nby Percival M. Symonds. The advent of these new books is an indication\nthat the measurement movement which has been so slow to enter the high\nschool has at last reached a stage where the accumulation of authentic material is sufficient to warrant author and publisher in launching a treatise\non this subject.\nThe short answer, objective type of test question is rapidly replacing the\nessay type in the classroom examinations of the teacher as well as in standardized tests of pupil achievement.\nThe advantages of the new types of\nquestion are so obvious that only the most conservative teachers refuse to\nsee them.\nThe true-false form of test question, in spite of serious objections, continues to be the most popular and the most widely used by teachers and\ntest makers. ‘The two most serious criticisms urged against the true-false\ntest statement are, first, the tendency on the part of the pupil to guess the\nanswer with the resulting difficulty of accurately scoring the examination,\naid, second, the undesirability of placing before pupils false statements.\nMcClusky and Curtis, writing in the April number of School Science\nand Mathematics, propose a modified form of the true-false statement\nwhich obviates the “guessing factor.”\nAbout twice as many false statements are included as true ones. Pupils are directed to place a T before\n\n"}
{"page": 291, "printed_page": null, "text": "Tue Nationat Councit or Epucation\nere\na\nSei ee e\nee\n\n287\n\nthe true statements, but to correct the false ones by changing not more than\ntwo words in the original statement so as to make it true. On experimental use of the new form in five classes the authors offer the following\nconclusions :\n1. The modified form takes more time to administer than the true-false.\n2. The modified form possesses a greater usefulness in homogeneous grouping\nfor drill upon certain units of work than does the true-false.\n3. The modified form is a better power test than the true-false.\n4. The modified form is more reliable than the true-false. The ratio is .93 to .82.\n5. The modified form is more difficult for the pupils than the true-false.\n\n6. The modified form tends to eliminate whatever\n\nelements of guessing may be\n\nfunctioning in the true-false.\n“........ the ‘guessing factor’ can be entirely\neliminated by making all the statements false and by so informing the pupils at\nthe beginning of the test.’\n\nWhile this modified form of the true-false type of question reduces the\nguessing factor, it increases the number of false statements used in the test.\nAlthough technically this is not objectionable, on account of the widespread\nprejudice against this practice it would seem desirable if the number of\ntalse statements could also be reduced.\n“The writer has proposed in the\nApril number of the Schoo] Review a modified form of the multiplechoice test in which all of the statements are true but one, and in about a\nfourth of the test questions all the statements are true. The form of the\ntest question is as follows:\nLead is (1) an element; (2) a metal; (3) it is malleable; (4) it is a good\nconductor of heat; (5) it has a greater density than iron. Which of these statements is false?\nIf none, write O for the answer.\nThis modified form of the\nmultiple-choice question retains all of the latter’s advantages and eliminates the\nobfection of using many false statements.\nThe clause “If none, write O for the\nanswer” increases by one the opportunities for guessing and therefore decreases\ncorrespondingly the probability of guessing correctly.\nThe modified form is no\nmore difficult to construct, is fully objective, and has the added advantage of\npresenting to the pupil material which bears directly and positively on the subject\nof the test.\n\nProfessor Downing during the year has published in School Sctence and\nMathematics norms for a group test of scientific ability and achievement\nin high school. The test, called the group four test, because it contains\nfour types of test questions, has been standardized for each year of the\nhigh school on the basis of 3201 students in Chicago and Toledo high\nschools. In a later issue of the same journal he furnishes data to show that\nthe five word test alone, which is one of the four tests used in the group\nfour test and takes only ten minutes to give, correlates quite highly with\nthe entire test as a measure of “the relative efficiency of the science work\nin various schools or systems of schools.”\nGiles, Schmidt and Thomas published last fall Series B of their General\nScience Examination, ‘making with Series A a list of 2300 short answer\ntype questions on twelve topics in general science. This examination has\nnot been standardized and the purpose is not primarily to measure the effi-\n\n"}
{"page": 292, "printed_page": null, "text": "288\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nciency of teaching. It is rather designed as an aid to the teacher and may\nbe used both for assignment as study guide questions and also for measuring pupil achievement.\nThe Columbia Research Bureau Tests which appeared within the year\nunder the authorship of Dr. Ben Wood and his co-workers form a valuable addition to the available testing material in high school subjects.\nThese include tests in Physics, Geometry, French, Spanish, German and\nEnglish. The chief value of these tests is for survey purposes “to discover\nthe talent most likely to succeed in higher education and, conversely, talent\nmore likely to succeed in other fields.” The validity and reliability of the\ntests are exceptionally high.\n;\nThe junior high school as a modifying feature of secondary school organization continues its popularity. “This is especially the case in cities, where\nthe construction of junior high school buildings relieves the housing problem both for the high schocl and for the elementary grades. It is in the\nlarger centers also that the curriculum for the ninth grade is being modified in accordance with the accepted theory of the junior high school. In\nrural districts and villages six-year high schools are being organized in\nlarge numbers.\nThey are usually high schools in name only, however,\nbecause the curriculum is very slightly modified if at all, the only change\nbeing in unified administration and the departmentalization of the seventh\nand eighth grades.\nThe flow of publications relating to the junior high school shows no sign\nof abating. ‘There is noticeable, however, a change in viewpoint.\nPropaganda and defense argument are disappearing and constructive studies are\nthe rule. outon and Struthers, Junior High School Procedures, the most\ncomprehensive volume in this field during the year, assumes the junior\nhigh school as a permanent feature of our educational system and siimmarizes the best practice to be found in these schools today. Bennett has\nissued a revision of an older treatise, The Junior High School, omitting\nmuch that was argumentative.\nThe battle for freedom of development\nef the junior high school organization was practically won during the past\nyear by the action of the North Central Association of Colleges and Secondary Schools in adopting a resolution recommending that college entrance be based on eleven or twelve units of high school credit. The Southern Association, which has had a committee studying this question for several years, will doubtless take similar action in the near future. This attitude on the part of the most influential group of universities and colleges\nin the country admitting students by certificate assures the right of high\nschool administrators to modify the curriculum of the ninth grade in accordance with the best findings of the day.\nA considerable list of important administrative problems, the solution\nof which has been furthered during the year, can only be listed.\nPupil\nguidance, educational and vocational, is one of these.\nReavis, Pupil Adjustment in Junior and Senior High Schools, describes remedial treatment\nfor maladjustment by the case method of individual counselling.\nBrewer\n\n"}
{"page": 293, "printed_page": null, "text": "Tue\n\nNationa,\n\nCouncit or Epucation\n\n289\n\nand others also published Case Studies in Educational and Vocational\nGuidance.\nSeveral texts have appeared on the subject of extra-curricular\nactivities in high schools and junior high schools. This subject is receiving\nincreased attention, since it is from this field that the curriculum itself is\nbeing recruited. The effect of class size on teaching efficiency was studied\nthrough a controlled experiment in the University of Minnesota last year.\nThe report, which confirms previous studies with high school classes, says:\n“It appears that the size of the classes in the courses thus far investigated\nhas little or no effect upon the results measured in terms of student achievement.”\n‘The College Entrance Examination Board, which exerts such a\ncontrolling influence on high school standards and development in New\nEngland, has issued a historical account of its work during the past twentyfive years and has outlined its progress in the improvement of its examinations during recent years.\nMoral education remains the most baffling as well as the most important\nproblem of high school administration and instruction. Little constructive\nwork has been done in this field during the past year. The most promising\nactivity is reported by the Y. M. C. A., Y. W. C. A., International Council of Religious Education, and similar religious and social organizations.\nInterest in the subject is widespread and insistent, indicating dissatisfaction\nwith present conditions and calling for concentrated study of the problems\nby competent agencies.\nIn conclusion: The title of this sketch is “A Review of Progress.” We\nhave been passing in procession the various movements that affect most intimately the high schools of this country.\nThere is much activity, but how\ncan we be sure that it represents progress? “The answer to that question\ndepends first of all on our definition of progress. If by that term we mean\nadvance toward a definitely located goal, the answer is negative. We have\nno clearcut, universally accepted, ultimate aim for our educational endeavor.\nIn a rapidly changing civilization such as ours a fixed goal is\nclearly impossible. We do not know the kind of life the boys and girls of\ntoday should lead when they become adults.\n\nWe do have, however, a set of tentative ideals which we accept as our\nobjectives. If progress may be defined as advancement in the direction\nof these ideals, then the various activities which I have reported to you are\nin the line of progress, for they carry us nearer, slowly and haltingly to be\nsure, but measurably nearer, to our common educational ideals.\n\nA few years ago a national committee formulated a group of these ideals\n\ninto the seven cardinal principles of secondary education.\n\n‘The publica-\n\ntion of that document had a tremendous influence on the development of\nthe high school in recent years. ‘That report still represents, better than\nany other statement that has been made, the direction in which the high\nschool is moving. We have been analyzing and extending these principles\nand will doubtless reformulate them from time to time, but the most important work done this year in curriculum revision has been based on these\n\ncardinal principles.\n\n"}
{"page": 294, "printed_page": null, "text": "EpUCATION ASSOCIATION\nNaTIONAL\naN\neae ee EA CERN\nee Se\nee\n\n290\n\na\n\nee ea ment\n\nee\n\nOur problems are more clearcut than ever before and the technic of\nThe field of research widens as we\ntheir solution is better understood.\nalso becomes plainer. ‘The various\nphilosophy\nof\nfunction\nthe\nbut\nadvance,\nrelated sciences of psychology, sociology, statistics, et cetera, make increasNot all is gain; there is much lost\ning contribution from year to year.\nmotion. Practice still lags discouragingly behind accepted theory. ‘There\nis a vast amount of poor and mediocre teaching in high school classrooms\nand all too little that is excellent. But evidence is at hand that instruction\nis improving under the guidance of better preparation of teachers, improved supervision, and an enlightened theory of education.\nWith our\nenergies directed in cooperative endeavor for the solution of our common\nproblems, with a growing faith in secondary education as evidenced by the\nincreasing enrolment of our high schools, with the new science and the new\nphilosophy as our instruments of attack, we confidently assert that the year\nnow closing has been one of decided progress for the American high school.\n\nSECRETARY’S MINUTES\nDallas Meeting\nPresident—HENRY LESTER SMITH, Dean, School of Education, Indiana University,\nBloomington, Indiana\nVicepresident—FLORENCE HALE, State Supervisor of Rural Schools, Augusta, Maine.\nSecretary—ADELAIDE\n\nS. BAYLor,\n\nChief,\n\nHome\n\nEconomics\n\neral Board for Vocational Education, Washington,\n\nEducation\n\nService,\n\nFed-\n\nD. C.\n\nFirst Session, Monday afternoon, February 28, 1927—The meeting was called\nto order by the president at 2:00 P. M., in the Munger Room of the Y. W. C. A.\nThe president introduced speakers who presented topics as follows;\nFALLACY\n\nOF TREATING\n\nSCHOOL\n\nSUBJECTs\n\nAS TooL\n\nSUBJECTS\n\nCharles H. Judd, Director, School of Education,\nCHAOS OR INTEGRATION\n\nIN EDUCATIONAL\n\nTHOUGHT\n\nUniversity of Chicago.\n\nAND EFFORT\n\nJesse H. Newlon, Superintendent of Schools, Denver, Colorado.\nINTEGRATION IN WoRLD-WIDE EDUCATION\nAugustus O. Thomas, President, World Federation of Education\n\nState Commissioner\n\nAssociations,\n\nof Education, Augusta, Maine.\n\nThe president distributed tabulations of replies of members suggesting subjects\nof investigation by the National Council of Education, but no definte conclusions\nwere reached as to those to be selected for study.\nSecond Session, Tuesday afternoon, March 1, 1927—The meeting was called to\norder by the president at 2:00 P. M., in the Munger Room of the Y. W. C. A.\nThe speakers and topics presented were as follows:\n‘TECHNIC\n\nOF COOPERATION\n\nS. A. Courtis, Professor of Education, University of Michigan, Ann\nMichigan.\nTHE DEVELOPMENT OF THE JUNIOR HicH ScHooL IN a City SysTEM\nDavid E. Weglein, Superintendent of Schools, Baltimore, Maryland.\n\nINTEGRATION IN THE ELEMENTARY SCHOOLS\nH. B. Wilson, Superintendent of Schools, Berkeley, California.\n\nArbor,\n\n"}
{"page": 295, "printed_page": null, "text": "THE\n\nNaTIONAL\n\nCouNcIL oF EDUCATION\n\n291\n\nSome spirited discussion followed as a result of the papers presented by the\nlast two speakers and there was an evident desire to secure further detailed information on the organization of the junior high school.\nAt the request of the secretary a committee was named to dispose of correspondence making requests for endorsement by the Council of certain current movements,\nor provision for a place on the program in the interest of a particular cause.\nAt the close of the session this committee, consisting of John W. Abercrombie,\nchairman, H. L. Smith, Ethel Perrin, and R. O. Stoops, met and decided unanimously to leave the disposition of such matters to the discretion of the secretary.\n\nThird Session,\n\nWednesday\n\nafternoon, March\n\n2, 1927—The\n\nmeeting was\n\ncalled\n\nto order at 2:00 P. M. by the president, in the Munger Room of the Y. W. C. A.\nThe program for this session was under the direction of two committees.\nOne\n\nof these committees\n\nwas\n\na standing committee\n\nin the National Council\n\nof Educa-\n\ntion, which had been working for several years jointly with a committee from the\nAmerican Medical Association on “Problems of Health Education.” Dr. Thomas\nD. Wood, chairman of this joint committee presented a report, consisting of a\nrésumé of the work and previous reports of the committee.\nThe second committee was a recently organized committee in the National\nCouncil of Education, for the purpose of dealing with “Behavior Problems of\nChildren.”\nThis committee is working jointly with a committee from the National\nConference of Social Work.\nMiss Olive M. Jones, Chairman of these cooperating committees, gave a brief\n\nstatement of the origin and objectives of the work of the committees and introduced\nspeakers as follows:\n1. Frank J. O’Brien (substituting for Ralph P. Truitt, Director Division for the\nPrevention of Delinquency, National Committee of Mental Hygiene, New York\nCity, unable to be present).\n2. Millard C. Lefler, Superintendent of Schools, Lincoln, Nebraska.\n3. W. Carson Ryan, Professor of Education, Swarthmore College, Pa.\nThese speakers presented “Behavior Problems of Children” from the points of\nview respectively of (1) Mental Hygiene, (2) The Teacher and School Administration, and (3) The Training School for Teachers.\nMuch interest was manifested in the proposed work of this committee and a\nnumber of those present participated in the discussion, particularly as it related\nto the selection and method for training teachers to deal with behavior problems\nof children.\nThe discussion indicated that several institutions either have in\noperation or are consciously working toward the organization of such teacher\ntraining courses for pre-employment purposes or to aid teachers in service.\nAdjourned.\n\nSeattle Meeting\nFirst Session, Tuesday Afternoon, July 5, 1927—The meeting was called to order\nby the president at 2:00 p. m. in the Men’s Parlor of the Plymouth Congregational\nChurch.\n\nAfter a brief statement of some matters of business to be taken up latter by\nmembers of the council, the president introduced the speaker of the afternoon,\nGeorge ‘D. Strayer, Professor of Educational Administration, peat College,\naddress was\nColumbia University, New York City. The subject of Dr. Strayer’s\ngeneral disfor\ngiven\nwas\nOpportunity\nEducation.”\nin\n“Our American Program\ncussion, but no questions were raised on the points brought out in the address.\nwas called\nSecond Session, Wednesday Afternoon, July 6, 1927—The meeting\nConPlymouth\nthe\nof\nParlor\nMen’s\nthe\nin\nm.\np.\n2:00\nat\npresident\nthe\nby\nto order\nional Church.\nTeich Aeeiddvai then introduced\n\nMrs.\n\nSusan M. Dorsey, Superintendent of eee\n\nElementary\nLos Angeles, California, who spoke on “Progress in the\nThe\n\nsecond\n\nspeaker\n\nscheduled\n\nfor the afternoon\n\nwas\n\nHomer\n\noe Ss\n\nH. Seerley,\n\nc\n\nPresi-\n\n"}
{"page": 296, "printed_page": null, "text": "ASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\n292\n\ndent, Iowa State Teachers College, Cedar Falls, Iowa, who was to present a “Review of Educational Progress in Elementary Teacher Training Work During the\nDr. Seerley was unable to be present, but the report was deemed to be\nPast Year.”\nof such importance that it was read by N. D. Showalter, Cheney, Washington.\nThursday\n\nSession,\n\nThird\n\nAfternoon,\n\nJuly 7, 1927—The\n\nmeeting\n\nwas\n\ncalled\n\nto\n\norder by the president at 2:00 p. m. in the Men’s Parlor of the Plymouth Congregational Church.\nAt the opening of the meeting, the Committee on Membership made recommendations which were unanimously approved by the Council for supplying vacancies\nThe new officers and members\nin the offices and membership of the Council.\nelected are as follows:\nVicepresident—Mrs. Susan M. Dorsey, Superintendent of Schools, Los Angeles,\nCalifornia, with term expiring in 1930.\n\nMember\n\nof the Executive\n\nCommittee—Miss\n\nrado, to succeed herself, with term\n\nCommittee\n\non\n\nMembership—Carroll\n\nRobert H. Wright,\nexpiring in 1930.\n\nGreenville,\n\nAnna\n\nLaura\n\nForce,\n\nDenver,\n\nColo-\n\nexpiring in 1930.\n\nG.\n\nPearse,\n\nNorth Carolina,\n\nMilwaukee,\n\nto succeed\n\nWisconsin,\n\nthemselves,\n\nwith\n\nand\nterms\n\nMembership—Alfred Cook, State Superintendent of Public Instruction, Baltimore, Maryland, to succeed Frederick Archer, Greensburg, North Carolina, with\nterm expiring in 1931.\nAugustus O. Thomas, State Commissioner of Education,\nAugusta, Maine, to succeed Joseph Swain (deceased), with term expiring in 1929.\nMiss Flora Drake, Assistant Superintendent of Schools, Indianapolis, Indiana, to\nsucceed Miss Georgia Alexander, term expiring 1933.\nHenry Suzzallo, Seattle,\n\nWashington,\n\nto succeed\n\nC. P. Cary,\n\nMadison,\n\nWisconsin,\n\nwith term\n\nexpiring\n\nin\n\n1932.\n\nElected to succeed themselves with terms expiring in 1933:\nAnnie Webb Blanton, State Department of Public Instruction, Austin, Texas.\nGrace Abbott, Chief, U. S. Children’s Bureau, Washington, D. C.\nI. I. Cammack, Superintendent of Schools, Kansas City, Missouri.\nDavid B. Corson, Superintendent of Schools, Newark, New Jersey.\nW. A. Lewis, President, State Normal School, Hays, Kansas.\nA. L. Threlkeld, Deputy Superintendent of Schools, Denver, Colorado.\nMay Trumper, State Superintendent of Public Instruction, Helena, Montana.\nJ. H. Wagner, U. S. Bureau of Education, Seattle, Washington.\nD. B. Waldo, President, State Normal School, Kalamazoo, Michigan.\n\nThe president then introduced\nBREADTH\n\nAND SPECIALIZATION\n\nHenry\nWuat\n\nSuzzallo,\n\nspeakers with topics as follows:\nIN EDUCATIONAL\n\nTHEORY.\n\nSeattle, Washington.\n\nIs EXPECTED OF THE MODERN\n\nTEACHER.\n\nHarry Charlesworth, Secretary, British\nand Vicepresident, World Federation\n\nColumbia Teachers’ Federation,\nof Education Associations, Van-\n\ncouver, B. C.\nREVIEW OF EDUCATIONAL PROGRESS IN THE HIGH ScHOoLS DURING THE PAsT YEAR.\nJ. T. Giles, State High School Supervisor, Madison, Wisconsin.\nAt the close of the program, the members of the council met in Executive Session\n\nand unanimously voted to take up for special investigation during the coming\nyear the following educational problems:\n1, Study of Failures in the High Schools of the Country and of the Methods in\nUse Connected with these Failures.\n2. Fundamental Basis of the Relation of the Business and the Professional\nAspects of Educational Administration.\nIt was further unanimously voted that the president of the Council appoint a\ncommittee to determine ways and means for taking up the investigation of\nthese\nproblems.\nAdjourned.\n\n"}
{"page": 297, "printed_page": null, "text": "The Department\n\nof Adult Education\n\n"}
{"page": 298, "printed_page": null, "text": "HE DEPARTMENT OF ADULT EDUCATION was established by vote of the Representative Assembly,\nJuly 8, 1921, as the Department of Immigrant\nEducation.\nThe first meeting was held in 1922 in\nBoston.\nSee Proceedings, 1922:905.\nIn 1924 the\nname of the Department was changed to the Department of Adult Education.\nSee Proceedings, 1924:\n566.\nThe officers of the Department for the year 1927-28\nare: President, A. W. Castle, Director of Extension\n\nEducation, State Department of Public Instruction,\nHarrisburg, Pa.; Vicepresident, Ethel Richardson,\nAssistant Superintendent of Public Instruction, 1130\nSun Finance Building, Los Angeles, Calif.; Secretary, C.S. Marsh, Dean of the Evening Session, University of Buffalo, Buffalo, N. Y.; Treasurer, Wil\nLou Gray, State Supervisor of Adult Schools, Columbia, 8. C. This Department meets once a year in\nJune. Facts relating to the establishment of this Department and the record of meetings are found in\nearlher Proceedings as follows:\n1921 :460\n1922 :905-968\n\n1923 :669-703\n\n1924 :565-582\n\n[294]\n\n1925 :337-353\n\n1926 :327-371\n\n"}
{"page": 299, "printed_page": null, "text": "THE DEPARTMENT\nROBERT\n\nC.\n\nDEMING,\n\nCONNECTICUT\n\nOF ADULT EDUCATION,\nAND FUTURE\n\nPRESIDENT,\n\nDIRECTOR\n\nOF\n\nDEPARTMENT\n\nADULT\n\nOF\n\nEDUCATION,\n\nITS STATUS\n\nADULT\n\nEDUCATION,\n\nHARTFORD,\n\nCONN.\n\nMe\n\nADDRESS today, outlining the past, present, and future of this department must take nothing for granted. There may be many\nhere who have not my conception at all of the duties and responsibilities of state and local officials in this field of adult education, and\nwho may not grasp that this annual meeting will probably mark the\nexpansion of the department to include all public school education for\nadults—following the excellent catch-phrase of the day “the equalization\n-of educational opportunity.”\nIn this Pacific Northwest, you here may not believe that every educational opportunity should be offered the illiterate or non-English speaking\nadult and every effort made to interest him or her in such instruction\nbefore the slightest criticism is made of their failure to participate in our\ndemocracy.\nYou may not believe that this type of instruction requires\ntrained leadership to recruit and supervise classes, that trained and adequately paid teachers are essential, that a special technic and special\ncourses of study are required. Above all you may not believe that after\nflag-raisings and political oratory and “reduce illiteracy by 1930” campaigns that state and local laws and appropriations are essential if anything is to be actually done.\nHow can the uneducated contribute to America without the opportunity\nfor education?\n‘They cannot.\nWith these things as a basis of understanding we can take up again the\nposition of the old Interstate Council in 1921 and understand why it\nassailed the portals of the National Education Association with a request\nfor recognition—and why it was granted.\nFor the next three years the\ndepartment gave itself over to introspection, the improvement of programs\nand methods, and publicity. In 1924, to include the native illiteracy problem in the south, its name was changed to its present title.\nFollowing 1924 we strove for and obtained the appointment of a specialist in the Federal Bureau of Education at Washington, and have tried\n\nby every means, through our Bulletin and conferences, to better our knowledge and interest individuals and states in our problems.\nOur expansion in the states has been slow. Even though some thirty\nstates have permissive legislation of various types, only about fifteen states\nare actually doing anything with laws, responsible educational officials,\nAll the rest are still throwing up their\nappropriations and programs.\nhands in horror.\nLastly while on this phase of elementary adult education, may I modestly admit for the department that it or the Federal Bureau can supply\nanyone here from the many unorganized states with a complete model state\nor local set-up for carrying on such work,\n‘Those states with state pro-\n\n[295]\n\n"}
{"page": 300, "printed_page": null, "text": "296\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\ngrams for the past six or seven years feel that this form of education is\nand\nnow a recognized part of the school curriculum with technic, methods\nof\ngrind\nhard\nlong\nthe\nto\ndown\nsettled\nhave\nThey\nproblems all its own.\nby\ncitizenship\ngood\nfor\ns\ncommunitie\nspeaking\nEnglish\nobtaining literate,\n‘They are intensely eager to have other states\nan educational program.\ndo more than declare their intentions.\nAt present the department feels that it has the greatest opportunity in\nthe field of education. It represents not only the pioneers in a great new\nworld of education but it has confidence that it represents the great in-\n\nterests of all those adults who\n\nbecause of labor saving devices, shorter\n\nhours of labor, and a world of machinery, have not only leisure time but\nan overwhelming desire to express their personality and to give themselves\nthe opportunity to obtain success and always happiness through special\nstudy. If ultimately the department can include in a coordinated field of\nadult education all those educators who instruct adults from beginning\nEnglish classes to evening high school and general evening classes in special\nsubjects, all under public auspices, it will have obtained its fullest mission.\nIn the field of adult elementary education we find ourselves involved in\nnational problems at present. First—What policy should industry (holding the psychological key to our non-English speaking problem in education) adopt towards its foreign-born workers? ‘There is the real solution\nof the unassimilated. Again—What efficient naturalization standards and\nprocedure, everywhere uniform, must we set up? A committee is to report\non this. And again—We are very much concerned with our immigration\npolicy, with the proper registration of aliens. Lastly—We at present feel\nthat if we can include in the 1930 Census a test for the ability of adults\nto read a sentence in English with understanding, we will have obtained\nfor the nation’s educators and for democracy more of educational value\nthan ever dreamed of. A practical and efficient test has been carefully\nworked out by this department, and Mr. Hoover has written, welcoming\nthe specific recommendation of the National Education Association in this\nmatter.\n\nThese projects all have the zest of the pursuit of living things, of existing\nhuman problems—the field is fascinating in the extreme—sociology and\npsychology are much involved.\nWe know that every man and every\nwoman must have the opportunity to develop genius, that the state and\nnation must reward initiative and perseverance in a democracy.\nProfessor\nThorndike in his May 19th address at Cleveland set forward the cause of\npublic adult education ten years when he announced the results of his\nstudies of the adult’s ability to learn as compared to the child in school.\n“The chief reason,” he says, “why adults so seldom learn a new language\nor trade is not lack of ability, for up to 50 and after they learn faster than\nchildren, but the lack of opportunity or desire.\nThey have too many\nthings that must be done.” Is it not our job to offer that opportunity and\nto arouse that desire? Is not that one definition of educational leadership\n\nboth among the educated and the uneducated?\n\nwide path of duty for adult education.\n\nWe have before us a clear\n\nForward.\n\n"}
{"page": 301, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nIMMIGRANT\n\nOF ADULT\n\nEDUCATION\n\nEDUCATION\n\n297\n\nIN CALIFORNIA\n\n.\n\nETHEL\n\nRICHARDSON,\n\nSTRUCTION,\n\nIN\n\nASSISTANT\n\nCHARGE\n\nOF\n\nSTATE\n\nADULT\n\nSUPERINTENDENT\n\nEDUCATION,\n\nLOS\n\nOF\n\nPUBLIC\n\nANGELES,\n\nIN-\n\nCALIF.\n\nImmigrant education in California is as varied and picturesque as the\nhistory and geography of this romantic state. With the exception of the\nmost remote mountain districts, there is almost no territory in which the\nimmigrant has not penetrated.\nThere are dramatic stories such as one\nfinds in one community on the edge of Los Angeles in which the Mexicans\nbegan buying a few years ago and putting up whatever they could afford\nto live in. This hastily occupied region gave the appearance of a refugee\ncamp for several years, but suddenly order began to take place, permanent\nTwo large\nhomes with charming gardens replaced the forlorn shanties.\npublic schools were built in the midst of the community and a new American population was established.\nThere are thirty-six cities in California with regularly organized school\nsystems under a city superintendent. All but three of these have programs\nof immigrant education.\nSince the three are small residential cities with\npractically no foreign adults, this means that the immigrant in California\ncities has a fairly good chance of obtaining an education. There are 241\nhigh school districts outside city systems. In 115 of these there is education for the foreign adult. “There are sixteen more where there is need\nfor it, and no classes as yet have been offered.\n‘There is as wide a variety in the types of program as in the character of\nthe soil or the geographic location. In Orange County, about Fullerton,\nsummer vacation begins in the late fall when it is time to pick the walnuts,\nand the laborers go to school all summer.\nHere the schools have received\nthe assistance of the big cooperative agricultural corporations, such as the\nWalnut Growers and the Citrus Association.\nIn most cases the teacher\nlives in the camps or on the ranches, in houses provided by the company, in\nclose proximity to her adult pupils.\nAt Ontario, the teacher has a traveling schoolroom in a school bus and\ngoes from camp to camp, taking the school nurse with her and working\ndeliberately to lower the infant mortality rate, which is so high among the\n\nchildren of the migratory workers.\nIn Los Angeles, where the home teacher was started in 1915, the\nsystem of cottage classes for mothers has been well developed. Whenever in their extensive building program\n\nthe board of education obtains a\n\nlot with a small house on it, this house is moved into a foreign neighborhood for the use of the home teacher. The mothers help with the decorat-\n\ning and make it their own, and it becomes their clubhouse, their school and\noften their health center.\n;\n\nIn the San Joaquin Valley, where schools have been built over night to\ntake care of the children of the cotton pickers, a part of the equipment is\nthe kerosene lamp which sends its light out over the flat elds of the cotton\nranches and invites the fathers and mothers for an evening of education.\n\n"}
{"page": 302, "printed_page": null, "text": "298\nhalen Nai ta\n\nNATIONAL EpUCATION ASSOCIATION\nnescoppice lence 2 Septet re en\nAi Rich\n\nIn Ventura, there is the small town eight miles from the high school\ncenter where a gang of boys has been mutilating the schoolhouse at night\nand stirring up trouble for the quiet residents. Here the Americanization\nteacher drives out each night and has organized a club for the girls working in the cannery and a dramatic society for the hoodlum boys. After trying everything light and gay to interest them, it was Shakespeare to which\nthey really responded.\nThis year Oakland has set itself to the development of as scientific a\nprogram of immigrant education as could be worked out.\nEach home\nteacher has made a house-to-house survey of her entire neighborhood, and\na pin map on the wall in her office shows her and the principal of the school\nhow completely the foreign homes are being covered by the adult classes.\nPortable cottages are being turned over to the homes teachers to be located\nat centers where the best and most regular attendance can be obtained. In\nboth the day and evening classes, a most accurate system of grading and\nplacing has been established. Lesson material is sent out very regularly to\nmeet the requirements of each grade of students. ‘Teachers’ meetings, school\nconferences and a cooperative exchange of material are making a unified\nprogram of great efficiency.\nIn the far northeast, a company lumber town has reached out for the\nservices of the Americanization teacher, and a slum community in the\nmidst of a gorgeous redwood forest has begun to catch some vision of\nsocial and sanitary order and the foreign population, under clever leadership, is organizing its own programs of health, housing, sanitation and\nrecreation.\nCalifornia recognizes a few principles as fundamental.\n‘The first, outweighing all the others, is that immigrant education cannot succeed unless\neach community where it is attempted has the full-time direction of an\nexperienced, mature teacher with initiative, tremendous energy, and a gift\nfor understanding people. Whatever other facilities are present, the work\n\nwill fail without this teacher. Second, there must be continuous training\nfor the teachers while they are working. It is not sufficient to have taken\na course in preparation for adult teaching; it is equally essential that\npractical assistance be given after the teacher has had contact with\nher classes.\nCalifornia has been fortunate in having such training offered by the\nextension division of the state university under the direction of Miss Ethel\nSwain in every part of the state throughout the winter months.\nThird, there must be support for the education of foreign adults from\nthe state equivalent to that given for any other type of education.\nThe\nlocal community cannot carry the expense without assistance. The money\nreceived on attendance in classes in California from the state and county\nis almost sufficient, in all but two or three of the larger cities, to meet\nthe expense.\n\nFourth, everything must be done in this special field to build up an\n\nesprit de corps.\n\nTeachers must not begin to feel isolated, over-worked and\n\n"}
{"page": 303, "printed_page": null, "text": "a\n\nTHE DeparTMENT\nnse a ee\n\noF ADULT\nGe\n\nEDUCATION\n\n299\n\nout of the stream of important activities.\nThe various associations of\nAmericanization teachers in each locality in the state and the voluntary\nediting and distribution of a quarterly journal, the Community Exchange\nBulletin, has done much to meet this difficulty.\n\nFifth, immigrant education must feel itself a part of the whole adult\neducation program.\nTeachers in this field must be made to see a big\nfuture for them; they can continue their own education and look for\nimportant advancement, and the adult foreigner in the English class should\nbe encouraged to look forward to the time when he can join a class of\nnative-born Americans in subjectmatter interestingly presented and mature\nin content.\n\nSOME OUTSTANDING CONTRIBUTIONS TO ADULT EDUCATION AS SEEN IN DIFFERENT PARTS OF THE\nUNITED STATES\nL. R. ALDERMAN, SPECIALIST IN ADULT EDUCATION, U. S. BUREAU OF\nEDUCATION, WASHINGTON, D. C.\nThe purpose of this address is to tell of a few of the outstanding examples in public adult education that have become known to the speaker.\nIt is not possible for one person to know of all the work that is being\ndone in all parts of the country in this growing field of education.\nI\nshall speak for the most part about public elementary education of adults,\nbecause this is a most important problem in the country today.\nSo far as I know there has been no thorough examination of the exact\namount of school education possessed by the American people. ‘The census\nreturns show that six percent of the whole population of the United States\ncould not write in 1920. A test given by the Army in 1917 to determine\nfor what military duty men of the draft were best fitted revealed that 25\npercent of those examined could not read with understanding. Just how\ntrue a picture this is, we do not know.\nHowever, we do know that the\ncensus returns do not pretend to give the number of those who are able\nto read with understanding.\nIt gives the number of those who admit\nthat they cannot write.\nIn planning our educational programs it would\nbe a great advantage if we knew the exact number of adults who lack\nelementary education, but we do not need to wait until we get such informa-\n\ntion, because we find that large numbers of foreign and native-born adults\ncome into our evening schools for elementary subjects when they are given\nan opportunity to do so. There are probably from 20,000,000 to 30,000,000 of our people who would profit by elementary education.\nIn the education of the foreign-born there has developed a point of\nview that is worthy of our notice. It is perhaps giving to many teachers\nthe attitude that was held by only the most exceptional teachers 10 or 15\n\nyears ago. The fundamental principle in this point of view is that it is\nthe first business of the teacher of the foreign-born student to help him\n\n"}
{"page": 304, "printed_page": null, "text": "300\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\norient himself in this country. Obviously the first need of the newcomer\nThe teacher is there to help. ‘There is no\nis conversational English.\nthat the newcomer should become a citizen.\nhint\nno\nis\nThere\na.\npropagand\nCitizenship is too sacred to be forced or even urged upon anyone.\nThe trained teacher of the foreign-born comes to the classroom with a\nkeen appreciation of the moral and intellectual worth of the members of\nher class as individuals, and also with a knowledge of the contribution\nthat the nationalities represented in her class have made to the world’s\ncivilization and to the progress of the country. As a result of this attitude,\ngoodwill and comradeship develop in the schoolroom between teacher and\nstudents and among the students themselves. “This fellowship makes each\nmember of the class feel that he is a valuable member of the neighborhood.\nCitizenship, then, is the natural step for those who already are a part of\nthe community in which they live. It was this attitude of school teachers\nthat caused Mary Antin to write The Promised Land.\nThe states which are making satisfactory progress with the education\nof the foreign-born are those which have state aid for this work.\nBy\nstate aid we mean that the state pays about 50 percent of the expenses of\nconducting the classes. “This assures trained teachers and provides supervision that brings about an effective program.\nThe instruction the non-English-speaking mother calls for a special kind\nof school, as many of these women cannot attend regular classes because\nof the care of children, and, too, the women of some nationalities will not\nattend public gatherings. “These women, unless given the proper instruction, are apt to stay strangers in this new country for a long period and, as\ntheir husbands and children learn English and American ways, they are\nvery apt to be strangers in their own homes.\nClasses for non-Englishspeaking mothers are held usually in the afternoons in their own or\nneighbor’s homes. ‘This service is much appreciated and makes for unified\nhome control, for better health, and less crime.\nThe best state-wide work with our native-born illiterates that I have\nseen is in South Carolina.\nThere we find a state appropriation, state\nleadership of the finest kind, cooperation between the schools and employers, and a growing belief on the part of the people that the most valuable resource of any community is its human sesource.\nThe finest work I have seen in any one county is in Buncombe\n\nCounty,\n\nNorth Carolina. A survey of the county revealed that there were 6000\nilliterate men and women in 1920.\nFour thousand of these have now\nbeen taught to read and write, and new recrutis come to school each year.\nThese persons do not stop with the mere ability to read a primer or write\ntheir names, but stay in school until they can read and write well and\nuntil they have acquired the habit of doing so. Some of these people have\nnow reached the fifth-grade level of ability and plan to go on until they\nneed the school no longer in order to read and understand the problems\nof the day.\n\n"}
{"page": 305, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\noF ADULT\n\nEpucaTION\n\n301\n\nWith these examples of what has been done toward solving the problem of native illiteracy we ought not to wait longer for new methods, but\nduplicate in other states and counties the type of work found in the Carolinas. In 1920 there were in the United States 1,242,572 native white\nilliterates and 1,842,161 colored illiterates.\nPerhaps the best evidence of what a state or city is doing for the education of her adult population is the effectiveness of its evening schools.\nThe only time that those employed during the day can attend classes is\nin the evening. The hours from 7 to 9 o’clock in the evening are, for\nmany people, the most meaningful hours of the day. If men and women\nspend these two hours for self-improvement, what a change for the better\na few years bring about!\nIf the objective in our educational program is but to train children for\ncitizenship, it is in line with sound, economic principles to give parents\nan opportunity to secure at least an elementary education, as parents have\nthe care of their children fully ten times as long as the schools do. We are\nwisely spending millions of dollars for the training of our school teachers\nwho have the care of children but one tenth of the time. The neglect\nof the elementary education of parents is most unwise.\nIf the objective is to promote good citizenship of all our people, then\nthere should be a program of elementary adult education in each state of\nthe union. To expect wise and discriminating voting by illiterate or nearilliterate voters in this complex civilization of curs is to expect the miraculous. “That a democracy depends upon the intelligence of its citizens is\na truism.\nNecessary as is education for leadership, we also need more\n\nemphasis upon the education of all citizens in the duties and privileges\nof citizens. There is a decided tendency in American education to make\nthe schools less of a classifying agency and more educational in nature.\nAdult elementary education is an important part of such a program.\nIf the objective is to improve the health of our citizens, then adult education is very important.\nnot fit for unrestricted\n\nA very large percent of our drafted men were\nPoor health is costing billions of\nmilitary duty.\n\ndollars in money. It causes poverty and crime. The elementary education\nof adults is necessary for successful health campaigns and for the general\nobservance of health rules that make health campaigns unnecessary.\nIf the objective is the prevention of accidents that take unnecessary lives,\nit is obviously essential that our adults know how to read understandingly.\nIf the objective is to lessen crime, one of the means to that end is to\n\ngive all adults an opportunity to understand our laws and the reason for\nthem. A man who knows that laws are self-imposed and are enacted for\nthe safe-guarding of the liberties of all is not so apt to break them. Our\npenal institutions are filled very largely with unschooled boys and men.\nIf the objective is to bring general prosperity and happiness to the\nwhole population, then the education of all our citizens, whether young or\nold, is essential.\n\n"}
{"page": 306, "printed_page": null, "text": "302\nan\n\nNaTIONAL\nee\n\nEpuCcATION ASSOCIATION\nCEL 8 Se ST\n\nne\n\nDemonstrations in adult education show that where adults have been\ngiven the right kind of opportunity to get an elementary or secondary education they have taken advantage of the opportunity to do so.\nThe evening school indicates the time and the place of a supreme opportunity. An important question for every community to answer is how general and how effective are its evening schools.\nHas it the buildings, the\nequipment, the teachers, and the need for adult education?\nEvening schools should have as much consideration as day schools.\nThey should have a definite part of the budget. They should have trained\nteachers and adequate trained supervision,\n‘The education of adults is\nnot only necessary, but will pay dividends.\n‘The greatest, surest, and\nrichest resource this country has is its people. “That resource can be\ndeveloped only as the general intelligence of the whole people rises. “The\ntime for the education of the people is not only during youth but all\nthrough life.\nAdults have more leisure than ever before and they see more clearly\nthe necessity of understanding their growing and ever-changing environment.\n‘The deep current of public opinion is impelling men and women\nto seek for life’s purposes.\n“They search for a better understanding of\ntheir relationship to their fellows and are learning that schoolroom where\nothers are learning is a very pleasant place in which to be.\nAdult education has in it such possibilities for individual, national, and\nrace betterment that evening schools which provide such education should\ncommand the interest of all who are concerned with human weal.\n\nTHE\n\nNECESSITY FOR LEADERSHIP AND FINANCIAL\nSUPPORT IN 4 STATE PROGRAM FOR\nADULT EDUCATION\n\nJ. M. KNISELEY,\n\nPRINCIPAL,\n\nBROADWAY\n\nEVENING\n\nSCHOOL,\n\nSEATTLE,\n\nWASH.\n\nWriters and speakers on the subject of adult education appear to have\na habit in common, and to be surprisingly uniform about it, of glorying\nin the absence of regulations, standardizations, crganizations, and systems,\nwhich has characterized the movement thus far.\nThey seem to feel that by reason of spontaneous and untrammeled growth\nadult education bids fair to become something that the regular brand of\neducation isn’t, and, by the same token, that that something is all to the\ngood. ‘There is a growing tendency on the part of students of this movement to challenge the established practices of American education and to\ncharge them with at least partial futility. “There are those who assert\nthat, instead of the educational experiences of American youth serving\nas an introduction to and an initiation into a life of zestful educational\npursuit, with ambition to bring learning to a high plane of excellence, it\ntends rather to produce an intellectual stalemate.\n.\n\nA major note is that, while adult education is a comparatively new\nthing, at least in American life, the movement has already gained almost\n\n"}
{"page": 307, "printed_page": null, "text": "THE\n\nDrEparTMENT\n\noF ADULT\n\nEDUCATION\n\n303\n\nastonishing momentum.\n‘There are said to be five times as many adults\nengaged in a more or less earnest pursuit of education outside of educational institutions in this country as are enroled in all the colleges and\n‘The college and university enrolment is estimated\nuniversities combined.\nat a little over 600,000, while the membership of evening schools, correspondence schools, Y. M. C. A. and Y. W. C. A. classes, K. C. schools,\nYoung Men’s Hebrew Association schools, library reading groups, cooperation schools, labor colleges, Americanization classes, etc., is well over\n3,000,000.\nThe amount paid annually to private correspondence schools\nalone is reported to be over $70,000,000.\nWith a movement of such a character and such force it is difficult to see\nhow the state can longer fail to concern itself, whether adult educationalists like it or not.\nIt is doubtful whether the state can afford to keep out.\nA statement that the educational authorities of the states at any rate\nhave for the most part failed to so concern themselves in any constructive\nor intelligent fashion would doubtless provoke indignant denial. To some\nextent, and especially in some instances, the protest would be justified.\nThe statement is substantially true nevertheless.\nFor the purpose of ascertaining to what extent the departments of education in the various states were grappling with the problems of adult\neducation, I wrote to every state superintendent and commissioner of edu-\n\ncation in the United States.\nThirty-five direct replies were received and in several instances persons\noutside the regular staff wrote of special phases of the question.\nIt seems fair to assume that the general tenor of these letters is a fair\nindex of what is going on in this connection in and around the various\nstate headquarters.\nAny shrewd guesser among you could probably have\nforetold what the letters indicate, which is, in the main, that either adult\neducation is not receiving much attention on the part of educational leaders\nor that the educational leaders are not represented in the state departments.\nThere were a number of superintendents who say frankly and bluntly\nthat their states are doing nothing.\n‘They show at least enough grasp of\nthe proposition to know that they are not doing anything and are direct\nenough to say so.\nBy far the greater number of the letters reported upon some special\nactivity such as Americanization, vocational training, stamping out illiteracy, home economics, etc. It is pertinent to point out that while vocational training, English for immigrants, or the teaching of illiterates may\neach be a worthy type of adult education, the promotion of one or more\nor even all of them does not constitute a state program.\nIt is enough perhaps to report that the responsible officials in more than\na dozen states are laying hold of the problem in an intelligent and constructive spirit. ‘They recognize its true meaning.\n‘They are beginning\nto speak the language and are spreading the gospel. “The most common\nmedium for state activity in the field of adult education is of course the\nevening school. Probably nobody knows how extensive evening school\n\n"}
{"page": 308, "printed_page": null, "text": "304\n\nNATIONAL\n\nEpucaTion\n\nASSOCIATION\n\nwork really is or how many people it is reaching.\nThere are schools\nreported in practically all the larger centers of population in the country\nand many notable examples of like work in rural communities.\nI do not\nhappen to know whether any attempt has been made to ascertain the extent\nof the total enrolment or to estimate the amount of public funds expended.\nThe enrolment would certainly run into the hundreds of thousands and the\ninvestment well into millions.\nMost states contribute to the support of these classes usually by way\nof an apportionment based on attendance.\nIn our own state, for example,\nthe state and county together contribute approximately ten cents per student\nfor each evening’s attendance.\nThe contact of the state departments of public instruction with these\nschools is usually through state directors of vocational education and a\ncorps of field workers whose function is usually to carry out the provisions of the Smith-Hughes act in cooperation with the United States\nGovernment or through directors of Americanization charged with carrying out the state program of immigrant education.\nThus most states provide apparent leadership.\nBut it is nearly always\nleadership with a‘special slant.\nIt would hardly be fair to say that vocational education is over emphasized or that immigrant education receives\ntoo much attention, but special relations appear to obscure the significance\nof the whole situation.\nThese things deserve the attention they are getting\nprovided they do not get it all. Where is there an evening school that is\nmeeting the full aspirations of the knowledge-hungry adults who crowd\nits classrooms?\nWhat city has a school whose faculty knows or even\nsuspects the difference between giving primary instruction to ignorant unfortunates who missed it in their childhood, or giving a little trade training to an aspirant for a job and affording an aspiring student body of wide\nawake citizens an opportunity to fit itself for worthy membership in cultured and civilized society? “True, there might be retort with some justification that most evening school students are not likely candidates for membership in such society or ready to receive a liberal education.\nIn the first\nplace this isn’t true, and in the second place it would be simply a “non\nsequitor” if it were true. To a considerable extent intelligent students\ndo not enrol in evening school or, if they do, they do not remain merely\nbecause evening schools are what they are. Most evening schools continue to be primary schools for ignorant adults plus job training.\nIsn’t\nthis just where and why leadership is needed?\nWhy should the states assume the responsibility for the education of\nadults?\nDo we not provide unparalleled facilities for every child? Are\nwe not approaching a condition in this country where those who desire\nto learn can receive a fair education at public expense? Isn’t the length\nof the school day and the school year being constantly increased?\nHas the\nlike ever been attempted in the whole history of mankind?\nWhat need, then, of a new leadership in a new field? Aren’t we having\n\n"}
{"page": 309, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n305\n\nenough of a struggle merely to carry on? If we are able adequately to\nfinance what we have already undertaken, shouldn’t we be more than\nsatisfied?\nThe present generation of children are being subjected to greater pressure\nalong educational lines than any other generation in the world’s history.\nFrom an average of 70 days, the school year is approaching 180, and there\nare educators wha would push it up to 240 days by way of vocation schools,\ncontinuation schools, etc; all this, besides the music lessons, the dancing\nlessons and the art lessons. This is all very well for the sturdy, healthy\nchild, gifted with a fine nervous system and an academic mind who succeeds.\nBut with standardized courses, and parental demand, and the\npedagogical urge, and the fear of failure, and the public and family disgrace thereof, what of the non-academic, the neurotic, the puny, the anything but the special type?\nMust childhood be a hectic worried pilgrimage\nto a goal none sees and few atttain?\nEven if our superb American faith makes it possible to go on financing\nan indefinitely expanding program, even though because they have been\ntaught to believe in education as they never believed even in God, an\nAmerican public is willing to pay and pay and pay until it hurts.\nIs it\nnecessary?\nIs it best?\nDoes it pay to go on spending weeks of unhappy\nchild labor learning what at the proper time, under proper circumstances,\nan adult can learn in twenty minutes?\nWe might at any rate find use for\na few leaders who would honestly and intelligently face that question.\nThen there are the colleges and universities.\nDoes anyone imagine that\nas things are, they are going to perform the functions of adult education\nsatisfactorily or successfully?\nMost of you have heard or read the address on “Again the Open Door\nin Education,” before the Department of Superintendence last spring, by\nFrank D. Boynton, vicepresident of the Department.\nHe bluntly charges\nthat the colleges and universities are failing to provide the educational\nopportunities to which the youth of America is entitled. Be it remembered,\nhe is not advocating the cause of adult education.\nHe is simply arguing\nthe failure of the university to meet legitimate expectations.\nCuriously enough, after a keen and penetrating analysis of the failure\nof the colleges, Mr. Boynton’s own answer to the question is more colleges,\nand junior colleges. “To be sure he prescribes certain reforms.\nBut why\ndoes he think colleges are the only answer? College presidents could\ndoubtless enlighten him as to the growing difficulty of raising funds. “They\nperhaps could well support their contention that circumstances are forcing\nupon them a policy based upon selection and exclusion.\nIs it conceivable\nthat every youth of educable quality can have a college education?\nEqual\neducational opportunities for all is an appealing slogan as well as a sound\ndemocratic principle. I am aware that it is customary in educational circles\nto give short shrift to the plaints of the taxpayer and the troubles of the\nCould many of the\nBut as practical fact can it be done?\nbudgeteers.\n\n"}
{"page": 310, "printed_page": null, "text": "NaTIONAL EpucaATION ASSOCIATION\n306\nee\nSS\n\neee\n\nmost worthy avail themselves of this kind of opportunity even if it existed?\nCould even most of our worthy young people postpone entrance into productive occupation to devote sixteen years—four or five of which are the\nbest years of their lives—to mere preparation merely because it is “now\nor never”?\nIs this the only way?\nSetting aside the question as to whether a preparation for life almost\nwholly out of contact with that for which the preparation is being made\nreally prepares, still the problem wants facing.\n-It has been estimated that the mortality in correspondence courses is 95\npercent—three million people and seventy million dollars!\nForty percent\nof evening school students drop out in the first ten weeks, presumably because they do not get what they want.\nYet the numbers seeking knowledge\nand willing to spend time and money in the search is constantly growing.\nCan the state ignore this situation? There are problems involved vitally\naffecting large numbers of citizens and thereby affecting the welfare of the\nstate, The expedition is afoot. The state could at least finance the exploration.\n\nIMMIGRATION,\nNORMAN\n\nT.\n\nCOLEMAN,\n\nA PACIFIC\n\nPRESIDENT,\n\nREED\n\nPROBLEM\n\nCOLLEGE,\n\nPORTLAND,\n\nORE.\n\nAmericans generally have hardly begun to think of immigration as a\nproblem of the Pacific. The Atlantic has brought in its thronging millions from Europe, threatening our economic standards and establishing\namong us centers of alien life and culture.\nWe have awakened rather\nsuddenly to these dangers and have quickly decided that mass immigration\nmust be prevented and selective immigration on some practical principle\nestablished.\nWhat should be the principle of selection we do not know\nexcept that roughly the numbers entering from the various nations of\nEurope should have relation to the numbers already here.\nIn the direction of the Pacific we have little to guide us as yet but\nvague fear and surmise.\nFew of us know how many people of Asiatic\norigin are here, nor how thoroughly they are being assimilated.\nWe think\nvaguely that white people may be admitted hopefully to our citizenship\nand guess that Armenians are white, while Hindus are probably not and\nChinese are certainly not.\nMeantime, we admit Mexicans freely, though\nstatistics from hospital and court and prison show that it is much harder\nfor them to adapt themselves to our social conditions than it is for the\nChinese or Japanese who have come to us. Some of us are still thinking\nand talking of inferior and superior races, though there is little or no\nscientific basis for such divisions of mankind, and though history is rapidly\ndestroying such value as the rough judgments of the past upon this point\nmay have had.\nIn a field where so-called experts disagree, educators may well be\n\n"}
{"page": 311, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n307\n\ncautious.\nIn what we teach to the future citizens of America concerning\naliens who may seek admission to our country, we cannot afford to be\ndogmatic, but we may surely be helpfully suggestive.\nWe may not map in\ndetail the path of our nation’s future, but we may point out general direcI wish to lay down three propositions for fair and hopeful experiment.\ntions as a basis for discussion of our future immigration policy:\n1, Mass immigration into the United\nwell for us or for the world.\n\nStates from\n\nany quarter\n\ndoes not promise\n\n2. To discriminate among immigrants on the basis of race or color is unscientific\nand dangerous.\n\n3. Our present crude and tentative methods of selecting immigrants need to be\nrefined, and probably to be supplemented with carefully devised personal tests.\n\nFirst, to open the doors wide to mass immigration from crowded Europe\nor crowded Asia would be to invite disaster for us and for other nations.\nIt is to the interest of the world that our experiment in large scale democracy should be continued under no more serious handicaps than it carries\nalready.\nIf the social and political experiment that was begun in 1776\nis to have any chance of success, it needs at least as much community of\nlanguage and social and political tradition as the United States now has.\nIn this connection it should be remembered that the American people must\nfor many years struggle not only with the results of recent mass immigration from Europe, but also with the results of an earlier forced immigration\nfrom Africa.\n“This has had serious economic results and more serious\nsocial results. “Lhe political and social caste system which operates to\nlimit freedom and opportunity for the negro bids fair to persist as a blight\nupon our national life for many generations.\nWe could not risk the establishment of another caste of yellow men in our midst.\nIt would be doubly\ndangerous, to them and to us.\nSecond, discrimination against some aliens on the basis of race or color\nseems to me equally dangerous, though we have made beginnings in this\ndirection.\nOn the one hand there is, I believe, no scientific basis for such\ndiscrimination.\nObservations I have been able to make in recent years\nand reports I have had from educators in our Pacific coast states, in Hawaii,\nand in Japan, indicate that the Asiatic is able quickly and completely to\nadopt our characteristic traits and points of view, and, unless one judges\nhim by complexion and facial configuration, to become as good an American\nOn the other hand, from the point of view of the\nas the best of us.\nOriental, racial discrimination is becoming increasingly obnoxious and\nRecent events in the Orient indiincreasingly dangerous to world peace.\ncate pretty clearly that the phase of our present international relations to\nwhich Asiatics most vehemently object, is their apparent status of inReferring to our Asiatic exclusion law, a Japanese educator\nferiority.\nasked me two or three years ago at a meeting in Kobe, “What do you\n\n_\n\n"}
{"page": 312, "printed_page": null, "text": "308\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nDo you wish to unite the eleven hundred million colAmericans mean?\nored people of the world against the five hundred million white people?”\nThird, there is need for revising and extending our basis of selection.\nThe quota system which we are now using is fairly based upon the assumption that we wish in the main to provide for continuous national character.\nWe do not wish to throw over old traditions and set up new by any radical\nIt is fair to assume\nalteration of the dominant racial strains of our people.\nroughly\nassimilated\nreadily\nbe\nwill\nStates\nUnited\nthe\nthat aliens entering\nin proportion to the number of our citizens of the same national origin and\ntraditions.\nIt is further fair to assume that we can assimilate larger numbers from those nations that are closer to our traditional character in language, culture and political experience.\nI have met no one at home or\nabroad who has questioned the justice or wisdom of these assumptions.\nCritics of our present immigration policy usually grant that we may hopefully admit more of north Europeans than of south Europeans, more\nCanadians than Mexicans, probably more Asiatics from the Near East\nthan from the Far East. Questions are raised as to the basis upon which\nthe proportions are to be determined; and, as I have already indicated,\nmore serious questions are raised over our exclusion of some races altogether.\nThis exclusion, initiated in the fear of destructive economic competition,\nhas been encouraged by popular belief that certain races are demonstrably\n“superior” and others demonstrably “inferior.”\nOne observes at the outset the disquieting fact that the demonstrator always begins by demonstrating that his own is a superior race. “Thoughtful students are beginning to\ndiscard this classification of races as misleading and mischievous.\nWe are\ncoming to see that there is greater divergence within races than between\nthem.\nWe are coming to recognize as unintelligent a policy which excludes people of one race without discrimination and admits people of\nanother race without discrimination.\nEvery race has its own superior\ntraits, every people has its own peculiar gifts to bring to this nation in the\nmaking.\nWhy not put them all on the quota basis and then apply our\nintelligence to the selection of promising immigrants from those who apply?\nIt seems probable that a hundred fifty Japanese per year would be less\nburdensome and might be vastly more profitable than a hundred fifty\nthousand Mexicans.\nWe strain at a gnat and swallow a camel.\nInter-racial antipathies and international misunderstandings are not\ninnate and inherent, they are the fruits of false education.\n“They may be\nremoved by true education.\nOur young people must be taught to judge\npeople not by the color of their skin nor the slant of their eyes, but by\ntheir attitude in friendly cooperation and by their achievements in justice\nand beauty. It is my conviction that a generation so educated will turn\nits back upon racial discrimination as ignorant and offensive, and will\ndevise personal tests of body and mind and character that will admit, in\nfair proportions from all races, men prepared to take a worthy part in this\nhuge experiment in “government by the people” in these United States of\nAmerica.\n\n"}
{"page": 313, "printed_page": null, "text": "Tue\n\nSS\n\nDeparTMENT\n\nSOME ECONOMIC\nERLE\n\nFISKE\n\nYOUNG,\n\nor ApULT\n\neee\n\nEDUCATION\n\neee\n\n309\n\nASPECTS OF IMMIGRATION\n\nPROFESSOR\nCALIFORNIA,\n\nOF\n\nSOCIOLOGY,\n\nLOS ANGELES,\n\nUNIVERSITY\n\nOF\n\nSOUTHERN\n\nCALIF.\n\nA very considerable part of history, as history is now coming to be understood, has to do with the movements of peoples.\nIn no modern nation’s\ndevelopment is the movement of peoples more significant than in that\nof America.\nIn the course of its settlement the original group, which\nwas fairly homogeneous from the point of view of culture and race, were\njoined by a horde of later arrivals among whom were representatives of\nevery important cultural and racial group. For well-known historical and\nnatural reasons the tide flowed stronger from some quarters than from\nothers. However, the earlier English settlers determined the fundamental\ncharacter of the new nation as to language and tradition, social and\npolitical institutions and ideals.\nThe assimilation, not as yet complete, of the heterogeneous mass of newcomers has been one of the most fascinating social phenomena of modern\nlife. Despite the strain placed upon them by the variegated character of\nthe more recent immigration, American institutions have remained characteristically those of the English-speaking peoples.\nProblems of immigration policy and administrative procedure are still\nvery much to the fore in the discussion of the subject, whether by legislator, immigration official, Americanization teacher, or the immigrant himself. Wide differences of opinion still occur regarding immigration policy\nand present methods of dealing with immigrants are far from standardized.\n‘These conditions lead the social scientist to the conclusion that\nconsiderable further study of the phenomenon itself is needed.\nIndeed,\nfrom a scientific point of view it is very doubtful whether a satisfactory\nbasis in valid facts can be shown for any of the current immigration\npolicies and methods. Statesman, educator, social reformer, and immigrant\nleader alike still frequently appeal to prejudices, passion, and pride rather\nthan to demonstrable fact and sound reasoning when they discuss this subject. Controversy wages about every phase of the subject.\nPrograms\ndealing with immigration problems are, therefore, frequently determined\nlargely by the special interests of the promoters rather than by sound\nsocial considerations and by a knowledge of what it is possible to accomplish\nin view of the character of the social and economic forces at play.\nUnfortunately, the social scientist can as yet contribute relatively little\nto the discussion. ‘The problems are exceedingly complex and he has only\nrecently turned his attention to them. However, certain major conditioning forces can be discerned of which educational and other social policies\n\nand programs\n\nmust\n\nof necessity take account.\n\n‘These forces have pro-\n\nduced the phenomenon we call immigration and they determine the extent\n\nand rate of assimilation of immigrants into American life. Arbitrary acts\nof will are powerless in the face of such forces. The “ordering-and-forbidding technic” to which so many have resorted is quite futile.\n\n"}
{"page": 314, "printed_page": null, "text": "310\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\na\neee\n\nee\n\nThough the complex of motives which underlie the movement of peoples\nalmost defies analysis, it is not difficult to discern the prime importance of\nthe economic motive. In an increasing proportion of cases the immigrant\nhas acted upon the desire to secure a larger share of economic goods and\nthereby to attain a higher plane of living. This is perhaps the most wholeAn almost\nsome and rational aspect of immigration into America.\nadvenjustice,\nfrom\nfugitives\nare\nimmigrants\nour\nof\nproportion\nnegligible\nturers, ne’er-do-wells, or serious social misfits in their native lands. ‘The\nvast majority come because they hope to find here a better market for their\nlabor and opportunities to enjoy the great material prosperity of America,\nhence they work steadily, acquire property, and participate actively in our\ndaily life. Such difficulties as we have with immigrants do not arise from\ninherent weaknesses of stock, or vicious habits, or ulterior motives, but\nrather are to be attributed for the most part to cultural differences which\ngenerally are relatively easy to adjust.\nWhile it is easy to over-emphasize the economic motive, we cannot overstate the importance of thtee basic economic conditions: (1) America’s vast\nnatural resources in climate, soil, minérals, fuels, forests, etc.; (2) the\nconstantly expariding market for labor and goods in America, and (3) the\ninfluence of the new communicative technology.\nMany European countries are exporting enormous\n\namounts of capital\nfor enterprises located in far-distant colonies.\n“These undertakings are\nmanned by native labor under the immediate control of a few European\nexecutives sent out specifically for that purpose.\nThus, it has resulted\nthat white European capital is associated with native colored labor in\nenterprises which lie at vast distances from the owners and controllers.\nSuch a situation offers infinite opportunities for the economic exploitation\nof backward peoples and does not encourage their cultural development at\nthe hands of their master-employers.\nIn contrast with this situation, America, having her own resources and\nher own capital, has imported the labor necessary for economic exploitation.\nThis has brought into her own midst millions of workers who represent\nthe most divergent cultural backgrounds; a large part arrived as slaves,\nothers as free laborers, but practically all were suffering at the time from\neconomic and cultural handicaps which made their adjustment to American life a serious problem.\n\nBoth political idealism and practical common-sense, however, dictated\nthe social policy that these workers should be permitted and encouraged—\neven required—to assimilate into the larger group and eventually assume\nthe responsibility of citizenship. The great cost of their cultural assimilation is well repaid from the point of view of prudence, since experience\nhas clearly shown that an educated, healthy, organized, efficient nativeborn population cannot retain these characteristics for long when in daily\ncontact with an illiterate, diseased, disorganized, inefficient foreign-born\nelement.\nThe conditions of modern life render us all, native-born and\n\n"}
{"page": 315, "printed_page": null, "text": "aoe ere\n\nee\n\nTHE\n\nDeparTMENT\nee es 2\n\noF ApULT EpUCATION\nce\n\neal\n\nforeign-born, highly interdependent.\nDisease, vice, and crime do not respect racial and social barriers; caste and class mean little to them.\nIt\nhas not always been easy, nor have we succeeded entirely, in reconciling\nrace, class, and national prejudices with this hard law of social life.\nAmerica has offered another basic economic condition which has had\nvast influence upon the process of assimilation: With the exception of\nshort periods during and after wars the supply of labor in America has\nalways been slightly (and only occasionally greatly) in excess of the de-\n\nmands of the labor market.\n\nThat is, the workman\n\nin America through\n\nlong periods of time has had to face the fact that there was a labor re-\n\nserve force in the form of men seeking employment whose labor could and\nwould be substituted for his in case his efficiency fell too low. While\nthis condition makes possible the exploitation of less intelligent workers at\nthe hands of unscrupulous employers, on the whole it has had a most\nsalutary effect upon all laborers who were competing in the market.\nSharper individualized competition in the labor market and the absence\nof closed classes in America, together with the greatly increased efficiency\nof labor, have made possible a higher scale of living for the vast proportion\nof immigrants than they ever attained in their native land and have set for\nthem a higher standard of living as an immediate economic goal. Education has been at once the means and the end in the struggle toward this\n‘goal. It has increased the productive capacity of the individual and at the\nsamé time has increased his consumption needs. “The immigrant has accepted the social and economic values of America as his own and has thereby\nbeen swept into the rising tide of American life. This is one phase of\nthat larger world-wide process of cultural interpenetration by which all\npeoples are being brought into one common economic and moral universe\ntoward which modern life is so inevitably moving.\nRecent technological developments have greatly accelerated this process\nof cultural and economic integration.\nCommunication is rapidly becoming world-wide and instantaneous owing to the appearance of a long series\nof space and time annihilating mechanisms and new communication\ndevices.\nIn view of such vast social forces we are driven to believe that assimilation is not merely possible, it is inevitable.\nFor small groups and in\nrestricted areas the process may be delayed, but not for long. We may\nease the strain upon our institutions but not avoid it entirely. Nor need\nwe fear that it will be too long delayed. Our present proposals and plans\nto hasten and control this process seem weak indeed alongside such tremendous forces which are making for assimilation.\nOn the other hand, many attempts to hasten the process seemingly overlook the fact that assimilation is a natural social process, and like many\nsomewhat analogous natural biological processes, there is a step-by-step\ndevelopment requiring a certain lapse of time for its proper unfoldment.\n\n‘Many of the immigrant autobiographies and literary case histories recently\n\n"}
{"page": 316, "printed_page": null, "text": "312\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nWhatpublished throw light on this as yet little understood sequence.\nof\nstudy\na\nimmigrant,\nthe\nin\never may be our special professional interest\nimpormore\nthe\nreveal\n‘They\nimportant.\nhighly\nis\nsuch human documents\ntant aspects of the process as it occurs in the experience of the individual\nimmigrant.\nEach immigrant arrives in America with a mental picture of the new\nUsually this picture\nland and frequently with well-defined expectations.\nis a mosaic of returned immigrant tales, newspaper accounts, and the\nliterature of transportation companies, shot through with his own wishes\nand aspirations. Only too frequently these preconceptions are elaborated\ninto an Eldorado myth little less rosy than the dreams of the old Spanish\nadventurers.\nThe language difficulty compels him to seek out his own people; hence\nhe goes to live in the Ghetto or Little Italy, as the case may be. “There\nlife is much like that of the homeland and he can carry on much as before,\nwere it not for the necessity of selling his labor.\nEmployment (except low paid sweat shop work) almost invariably\nthrows the newcomer in contact with American ways.\nHe must learn the\nlanguage and dress the part, since his foreign tongue and outlandish dress\nare immediately noticed and he is dubbed “greenhorn.”’ He thereby loses\nsocial status and also economic status, since he must accept unskilled labor,\nwhatever his previous training may have been.\nThen follows generally a most agonizing period during which he struggles with English idioms, learns a new set of conventions, new food habits,\nand learns to wear American dress. His roseate dreams of an easy life\nare badly shattered, for along with low wages, hard work, and the struggle to learn new ways goes the loss of social status and in a very real sense\nloss of personality. America has little appreciation of his traditional attitudes, his customary ways of doing things, and his Old World ideals.\nAt this stage many an immigrant seeks to free himself from the incubus\nof his social heritage.\nHe speaks only English, associates only with the\nmore fully Americanized and tries to pass as a native-born American at the\nearliest possible date. Yet when he seeks to slough off Old World attitudes, ideals, manners, speech, and behavior, he finds that they are literally\na part of his flesh and blood. Therefore his behavior is hesitant and awkward, he makes himself ridiculous in the eyes of others and is continually\nembarrassed. Language, gestures, manners are deeply rooted in the vocal\norgans, in his muscles, and tendons while traditions, ideals, opinions are\nrooted in his memory. To master a new accent may well require years of\nconscious effort; to accept and act upon American values requires continued personal experiences and not mere rote-learning.\nOnly younger immigrants escape the full severity of this struggle. For\nthe older immigrant it is doubtful whether complete assimilation ever\noccurs. “The American experiences are necessarily engrafted on the European. Only among his own people can he find those who fully understand\n\n"}
{"page": 317, "printed_page": null, "text": "ee\n\nTHe DeparTMENT\neee\nee\n\noF ADULT\nee\n\nEDUCATION\nee\n\n313\n\nhim and accept him without reserves.\nHis hyphenated state is unavoid,able and cannot be changed by any amount oi oath-taking, however sincere. Intimacy, warm personal relations, are exceedingly difficult to attain\nexcept among his own people and America may well remain in many ways\na closed book to him, an abstraction.\nFor well-established psychological\nreasons he seldom becomes American in the sense in which his Americanborn children do.\nThe process, of course, reaches its culmination when intermarriage\nbrings about not only fusion of cultures, but racial amalgamation. This is\nnecessarily a very much slower, but a much more effective method than\nimmigrant education.\nHowever, pronounced differences in racial traits\nmay be an almost insuperable barrier to racial amalgamation while it\nmerely delays cultural fusion.\nIn the drama of the “melting pot” there are forces which keep its contents at the fusing point and internal resistances within the contents which\nretard fusing. “These forces are great natural social and economic forces\nwhich are only in part under our immediate control.\nOur plans must,\ntherefore, take fuller cognizance of them, if we are to check the economic\nand social wastage now associated with our programs and methods of\nimmigrant assimilation.\n\nA\n\nFEW\n\nMRS.\n\nOUTSTANDING EXAMPLES\nOF ADULT EDUCATION UNDER STATE AND.LOCAL PUBLIC\nSCHOOL AUSPICES\nAGNES\n\nM.\n\nBACON,\n\nSTATE\n\nDIRECTOR\n\nPROVIDENCE,\n\nOF\n\nAMERICANIZATION,\n\nR. I.\n\nModern civilization is making continually increasing demands upon the\nindividual due to the remarkable changes taking place in the social, economic, and industrial organization. The time for preparation in youth is\nstrictly limited, and changes have occurred in modern development which\ncould not have been foreseen in the life of a normal individual.\nIt follows that there must be a continual readjustment to a constantly\nchanging environment, and the readjustment involves the acquisition of\nfresh knowledge and new habits.\nThese are both the products of education, hence education must be a\ncontinued process, it must be continued beyond youth to meet the demands\nof the times. It follows that an educational program that stops with the\neducation of children and youth is and must be incomplete. A reasonably\ncomplete educational program would include abundant opportunities for\n\nthe education of adults.\nThe following examples of adult education programs conducted in several\nstates are merely suggestive of large possibilities. Herewith, are presented\na very few of the outstanding programs of various state departments of\nadult education.\n\n"}
{"page": 318, "printed_page": null, "text": "314\n\nNATIONAL\n\nEpuCATION\n\nAssocIATION\n\nState of Rhode Island Adult Education Program—For fifty years the\nstate of Rhode Island has carried on a program of adult education with the\nthought that there should be liberal opportunity for classes in which there\nwould be provided instruction for all groups of peopie—more particularly\nperhaps in those classes attended by working men and women. All schools\nin the state are open to adults. No person is excluded. Everything is free.\nThere is adequate state support for general evening schools which include\nelementary and high school classes. Under the provisions of the Americanization law which makes compulsory the attendance of persons 16 to 21\nyears of age who do not meet the requirements of the law, adequate provision is made for persons over 21 years of age who attend Americanization\nclasses.\nMassachusetts Adult Education Program—In addition to the outstanding\nprograin of adult alien education conducted in the state of Massachusetts\nfot which the state paid $170,000 as reimbursement to local school committées last year, and in a five year period more than 100,000 alien men\nand women have learned English in school, factory and home classes, is\nanother outstanding accomplishment in adult education the university extension work conducted by the state department of education.\nSince its\nestablishment in January, 1916, 255,512 have been enroled in correspondence courses and in class courses.\nFor the year 1925-1926, 569 different\nclasses with 29,756 adult students enroled were conducted in 66 cities and\n\ntowns. Thé average age of students in correspondence courses is 28 years\nand in class courses is 33 years.\nDuring the past year the city of Springfield; Massachusetts, had a total\nenrolment of 3016 students in class courses.\nState of Connecticut—Recent legislation, Senate Bill 94, recteates the\ndivision of adult education, which in addition to the splendid program of\nadult alien classes will be under the direction of the state director of adult\neducation.\nSections 1 and 2 are as follows:\nSecTION\neducation\n\n1: The\n\nstate\n\nboard\n\nof education\n\nand appoint a director thereof, who\n\nshall\n\nestablish\n\na division\n\nof adult\n\nshall receive such salary as may\n\nbe\n\nfixed by the board and his necessary traveling expenses.\nSecTION 2: The school committee of any town designated by the state board\nof education may appoint, subject to the approval of said board, a director of\nadult education, whose compensation shall be fixed by the state board of educdation,\nand one half of such cofipensation shall be paid by said board, provided no such\npayment by said board shall exceed fifteen hundred dollars per annum.\n\nState of New York—The courses offered in New York state for the\ntraining of teachers engaged in adult education, and the spécial course of\nstudy published by the Interstate Bulletin which was prepared by a committee of New York teachers are distinctive aids in the work of adult\neducation.\nBuffalo offers a fine type of city wide correlation with all forms of adult\neducation, It has an adequate program that is complete and efficient. The\n\n"}
{"page": 319, "printed_page": null, "text": "Tuer DeparRTMENT OF ApULT EpUcaTION\n\n315\n\nCarnegie Corporation selected Buffalo as its second city for study. The\ncity of Cleveland, Ohio, being the first to be studied. The city of Rochester with its special plan of training and supervision in home, evening and\ntactory classes makes a distinct contribution to the work of adult education.\nThe Neighborhood Teacher’s Association of New York City assists\nmaterially the work of adult education in that it sponsors the teaching of\n‘Twenty full time workers reach\nmothers in homes and neighborhoods.\nmore than 2500 women annually. There is a budget of $40,000 annually\nappropriated for this most important work which is organized and supervised by a state specialist assigned to the committee.\nDetroit's Program of Elementary Education—In Detroit, elementary\nclasses and grades for the foreign-born are conducted in 33 schools and\n12 other extension centers such as libraries, settlement houses, recreation\nbuildings, ete. High school classes including cultural, scientific and vocational subjects are held in 12 schools. ‘There is a standard course of study;\ndefinite units of achievement, high school and elementary standards maintained to parallel the day school requirements with the transfers and\nctedits interchangable.\nThere is close cooperation with library service,\nhealth departments, recreation workers, women’s clubs, social workers of\nmany denominations, etc.\nNurses from the city health department take\nspecial methods course in educational activities at Detroit teachers’ college.\n\nThere is continuous scientific research in the fields of methods and content\nmaterial for foreign-born classes and grade classes both colored and white.\nOnly trained teachers are employed and the minimum requirements are a\nstate life certificate plus specialized training.\nEleven completed studies\nhave been made by the department of adult education.\nIn conclusion it would seem that the things most needed in any state\nwhere it is hoped to successfully carry on a complete program of adult\neducation are the following:\n1. Generous\n\n2. Two\n\nfinancial provision for adult education\n\ntypes of legislation\n\na. Permissive legislation in states in which public functions are limited unless\nar\nexpressly authorized by statute.\nb. A gradual trend toward a mild type of compulsory legislation to cover situations in which the individual falls short of attaining to high standards of public\n\nwelfare.\n\n3. A realization that the following principles must apply:\na. Working men and women must be provided with convenient school facilities,\nb. The decision as to the course of study must be left to the adults themselves.\nc. Teaching working men and women involves special problems which require\nthat special training be provided for teachers of adults.\nd. State and local school superintendents have the opportunity to educate the\ngeneral public regarding the need of a well supported program for adult education, and that they should recognize their responsibility in this important matter\n\non the basis of raising the standard of citizenshin,\n\n"}
{"page": 320, "printed_page": null, "text": "316\n\nWHAT\n\nNaTIONAL\n\nTHE LIBRARY\n\nEpucaTION\n\nASSOCIATION\n\nCAN DOIN ADULT EDUCATION\n\nJUDSON T. JENNINGS, LIBRARIAN, PUBLIC LIBRARY, SEATTLE, WASH.\nSeventy million dollars a year is being paid into the coffers of correspondence schools conducted for profit, by 1,500,000 persons who are\nseeking to extend their education.\nIn Milwaukee 42,000 grown persons are attending classes or belong to\nstudy groups. In New York City 1100 working men and women attended\nlectures on psychology for twenty consecutive weeks. In Chicago, in 1923,\nthe public library announced a special advisory service for serious readers\nand have ever since been swamped by the demand.\nIn Tennessee, Cora\nWilson Stewart opened moonlight schools, or classes for illiterates in\n50 country schools. They expected about 150 students, 1200 came.\nThese are a few evidences, taken at random, to show that thousands—\nyes, millions—of Americans are reaching out for further information and\nknowledge; for a better understanding of life and its problems.\nVarious attempts have been made to define this movement, which we\ncall ‘adult education,” but its boundary lines are vague and definition is\n\ndificult.\n\nTo some it means the teaching of reading to illiterates; to a few\n\nit means the Americanization of the foreign born; to others, it signifies\nvocational training; but adult education goes far beyond all these. ‘To\nquote further from the American Library Association report on “Libraries\nand Adult Education,” the movement is based upon a recognition of the\ngreat truth that education is a life long process, and that the university\ngraduate, as well as the man of little schooling, is in constant need of\nfurther training, inspiration and mental growth; that the training obtained in school and college is necessarily related to fundamentals and\nthat the real development of the individual lies in the independent effort\nof later years.\nThose of us who have been studying this problem of adult education\nhave been making certain discoveries, or perhaps uncovering old truths.\nThe first truth is that education is a life long process and is not limited\nto school days.\nThe second truth is that education is a drawing-out process, rather\nthan a pouring-in process. Mark Hopkins says ‘“We hear much said about\nselfeducated men, and a broad distinction is made between them and\nothers, but the truth is that every man who is educated at all is—and must\nbe—selfeducated.”\nThe third truth is that 68 percent of our school children never get\nbeyond the eighth grade; that during those few years in school, reading is\nthe chief thing they have learned, and that if their education is to carry\non it must be largely through reading.\nThe fourth truth is that books are fundamental tools in education.\nIn\nbooks are preserved all the records of the race, all that the wisest men have\nthought and said and done. Books are becoming more widely used and\n\n"}
{"page": 321, "printed_page": null, "text": "THE\n\nDepartTMENT\n\noF ApuLT\n\nEpucaTIon\n\n317\n\nmore essential every day, even in our schools, and one of the teacher’s\nmost important qualifications is to be a successful stimulator and guide in\nreading.\nThe fifth and last truth is that a fundamental change has taken place\nin libraries during the last generation.\nThe librarian’s function today\nis not to save books, but to serve books. Our best libraries are carefully\nselected collections, adapted to the needs of the people they serve and administered by people who know books and who know people, and whose\ngreatest pleasure is to put the right book into the hands of the right\nperson, at the right time.\nI am sure that you will agree that these five points indicate the important\nservice which libraries may render in this field of adult education.\nA\nstudy made for the American Library Association and published last fall\nby the Macmillan Company suggests three definite things that libraries\ncan do:\nFirst, they can establish, at the library, an information service regarding\nlocal opportunities for adult students—listing and indexing facts about\nlocal classes, courses and lectures, so that anyone seeking such information\nmay find detailed and accurate data.\nSecond, libraries can make contacts with other organizations engaged in\nadult education, such as Y. M. C. A. classes and university extension\ncourses, can study the book needs of their teachers and students, and endeavor to supply these needs. One of the chiet weaknesses today in adult\neducation is a lack of the necessary books.\n;\nThe third service that libraries may render is to individual students\nwho are unable to join classes or who prefer to study alone. Their number\nis legion. It is for such students that a readers’ advisory service has been\nestablished in Chicago and in many other cities. The readers’ advisor\nmust be an approachable person, of broad sympathies and with a wide\nknowledge of books.\nHer equipment will include a large collection of\nreading courses, a carefully selected collection of books and the ability to\ncall to her aid the help of experts in various fields. Her method will be to\ninterview, very tactfully, the prospective students ;she must secure information as to their occupation, ambitions, education and previous reading, after\nwhich she will prepare for each student a brief reading course, making full\nuse of all the facilities available. ‘Che books listed in this course will be\nsupplied to each student by the library without delay as he needs them.\nIn working with boys and girls who have recently left school, librarians\nfind that these young people often regard their education as finished and\nthat they are exulting in their release from the bondage of the classroom.\nThis is a serious indictment of formal education, and some remedy must be\nsought. The foundation work for adult education is largely in the hands\nof teachers and children’s librarians.\nThere are four things that librarians hope to see done in our schools.\nFirst, modern methods of teaching reading must be more widely used.\n\n"}
{"page": 322, "printed_page": null, "text": "NaTIONAL EDUCATION ASSOCIATION\n318\nNN a\nak\neh\nR\na\n\nThe silent method, for example, produces speed in reading and authorities\nclaim that the rapid reader gets a firmer grasp of the author’s meaning.\nSecond, literature should be so taught that the student finds a growing\ndelight in the beauty of thought and beauty of language that mark fine\nliterature.\nThird, every school should have a well selected and growing library\nwhere students may browse freely and acquire voluntarily a taste for books\nand the habit of reading.\nFourth—and last—some means must be found of convincing the student\nthat his education merely begins in the schoolroom—that while in school\nhe is learning to use a set of tools with which he may later construct his\nown education edifice.\nWhen the schools turn out students who know how to read, and who\n\nhave acquired a love of reading, then the libraries can take over these\nyoung graduates and furnish the books through which they may educate\nthemselves.\nSuch cooperation as I have outlined between schools and libraries,\nthe two great public agencies for development and culture, will make possible their realization of the ideal of education—a life long process and an\nenduring happiness.\n\nTHE\nELAINE\n\nADULT\nSWENSON,\n\nMIND AND MODERN DEFICES\nTEACHING A LANGUAGE\nUNIVERSITY\n\nOF\n\nWASHINGTON,\n\nSEATTLE,\n\nFOR\nWASH.\n\nWhen Edward Bok took over the Ladies Home Journal he offered a\nseries of prizes to his readers for the best articles on what they wanted in\nthe Ladies Home Journal or what they thought was wrong with the journal. From the information he gained in this way he set about giving his\nreaders not only what they wanted and what they thought it was possible\nto get, but something better.\nIt is to this policy that Bok credited his\nsuccess with the magazine.\nHe always told his employees, “Give the\npeople more than they ask for. That’s what they want.”\nYou, too, always want more than you ask for. That is, you would want\nit if you knew it were possible to get it, and you would be grateful when\nyou got it, for gratefulness comes from getting more than you expect.\nNow if, instead of being what you are, you were the students with whom\nyou are dealing, you would still want more than you ask for, more than you\nthink it is possible for you to get, or indeed for anyone else to obtain, and\nyou would be grateful for receiving it.\nNow you, as this adult student, would come to school expecting certain\nthings. The more education you had had in your childhood the more\ndefinite would be your idea of that which the school could give you of\nthose things which you felt you needed, and the more definite would be\nyour demand for them.\n\n"}
{"page": 323, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ADULT\n\nEpuCATION\n\n319\n\nIf, however, in childhood you had had little schooling or none at all,\nor did not know the English language, the stimulus which would bring\nYou would come in order to\nyou to school would be a vocational one.\nlearn to read and write because you needed these skills in your work.\nYet,\nalso, there would be some slight feelings of inferiority.\nOn this first night you would look around the class, would wonder\nvaguely if these other people were aware of the inferiority which brought\nyou to the school. ‘The idea might for a moment come that the other\nstudents were there for a similar purpose, but because you couldn’t be\nsure, you would discredit this idea and therefore forget that the others\nmight be as inferior as you or even more so, and your feeling of inferiority\nwould then increase.\nIt would be only when the teacher got you to\nfraternize with the others that you would become less selfconscious of your\ninferiority so far as the class was concerned, and you would willingly take\npart in individual recitations.\nBut were your teacher skilful and understood you, understood you better\nthan you understand yourself, she would make you feel that you already\nknew a good deal, though you didn’t know how to apply it. And rightly\ntoo, for life would have taught you many things which could be of great\nvalue if brought together and put to use.\nWhen your teacher recalled these facts and ideas that you already knew,\nthat you had picked up here and there in life, you would feel on familiar\nground; you would get your bearings and become confident. When he\nwent on to show you how these facts connected with each other and with\nthe new organizing principles which he was trying to teach, you would\nhave more pleasant feelings: you would feel that you were learning rapidly,\nthat you were learning things which were valuable and that already you\nknew much that was worth knowing.\nAnd the result of this would be\nthat you would find learning much easier and you would go at your work\nwith a stronger will.\nBut suppose that your teacher did not do this. Suppose that he kept\nyou going over something you already knew even though he were discussing\nit from a slightly different point of view.\n‘Then, unless it were brought up\nin relation to a wide truth which was new to you, you would be not merely\nbored, but probably a little disgusted as well.\nWhen you, this adult student, were a child you were absorbed in your\ntask for its own sake, just as the teacher always is, because she has continued to be a student.\nYou did not count the cost of learning, you were\nnot affected by the number of trials it took, provided that your interest\nwas strong.\nYou were thinking of your work, not of yourself.\nNow, as\nan adult student, you are different.\nYou are very selfconscious.\nWhen\nthere is something for you to learn, you count the cost of it. Your interest\nis in earning, not in learning.\nIf the learning requires much practice, you\nfind it terribly irksome and laborious.\nIf you fail in a problem you feel\nterribly about it and you mark your stock down, away down.\nIf your\n\n"}
{"page": 324, "printed_page": null, "text": "320\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nteacher gives you a project which takes a long time to complete you grow\ntired of it. You want always success, always quick success.\nWhen the teacher attacks a problem, she goes at once to the heart of it.\nBut if you were given a school problem you would believe that you had\nto think it all through, every point of it, or, in other words, that you needed\na complete new set of habits or Stimulus-Response bonds. But when you\ntried to make new Stimulus-Response bonds you would get into all kinds\nof trouble because you already had a stock of bonds relevant to the problem,\nand an old bond once established cannot be reestablished as a new one\nwithout first being broken and that is a most difficult and impractical thing\nto do.\nYou really would know how to work out most of the problem if you\nwent at it quickly and could let the Stimulus-Response bonds you already\nhad operate without thinking (i. e. below the level of consciousness).\nBut\nyou would think where you needn’t think, and so you would blunder and\nthen become selfconscious, and have painful feelings. And the more advanced you were as a student and so the more able to think, the greater\nwould be the likelihood that you would think where you need not, and\ntherefore blunder.\nAnd even if you were a college graduate trying to\nlearn a new language you might for this very reason find yourself beaten\nby someone with less brains than you.\n\nLet us consider now another phase of the problem.\nYou can cut down the time of learning a language not only by making\na study of the adult and of the learning process, but also of the language\nitself.\nI have found that the devices useful in teaching the intellectual aspects\nof the language, in teaching words, idioms, and ideas, are of no use at all\nin teaching the emotional expression: of the language, that: is, rhythm, inflection, stress, and structure.\nThe ideas given spoken expression in ordinary life are for the most part\nconveyed through the first five hundred words most commonly used, as\nfound in the Thorndike count, and this should be the fundamental vocabulary in beginning language teaching.\nIn teaching this fundamental vocabulary and that part of the language\nwhich is intellectual, I very much disagree with what is called the direct\nmethod.\nAround the direct method have gathered a large number of devices which are not the direct method properly so called. These devices\nhave contributed much more to the success of the method than the method\nitself, but the method has received the credit.\nThe direct method is essentially the learning of a language without translation.\nIts description can be boiled down to the procedure of presenting\nnew vocabulary, idioms and the like, and the devices used to secure comprehension.\n‘The order of presentation of words is for the student to hear\nthe word, say it, comprehend it, read it, write it, and use it at any time after\ncomprehension.\n‘The devices for securing comprehension chiefly talked\n\nabout are the drama\n\nand picture methods.\n\nAlthough\n\nthe association\n\nof\n\n"}
{"page": 325, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n321\n\nideas has played a great part in securing comprehension, the adherents of\nthis school have not given it much consideration.\nOf the direct methods\nthe two principal types are the Gouin and the Berlitz methods, of which\nthe former is far the superior on psychological grounds.\nConsider the physical equipment you have for learning a new word and\nyou can easily see the fallacy of the direct method.\nWhile your ear is\nbusy taking in the new word your eye is wandering about the room, bringing into your brain impressions having nothing to do with those brought\nin by the ear. And you are usually accustomed to paying more attention\nto eye than to ear sensations.\nAlso, the ear is much less analytical than\nthe eye. he impressions coming from it are much less accurate than those\ncoming from the eye, and the sound stimulus is intermittent—it does not\nlast.\nBut if the student first sees the word and copies it, he is forced to analyze\nit and perceive it accurately, over a continuous period of time. “Then when\nhe hears the word, he knows what to listen for, and his oral analysis is\nquickly and accurately made.\nSo far I have been considering a purely intellectual process.\nBut a\nword is not only an intellectual concept, it is felt. It is used in any intellectual context and an emotional setting. [hat part of the language\nwhich is emotional calls for very different procedures and devices.\nIf it were possible to evolve a system of thoroughly teaching the emotional aspects of the language below the level of consciousness, a great\nsaving over present practices would be effected.\nOf these aspects let us first consider the teaching of rhythm, which is the\nregular recurrence of either stress or inflection which you can easily detect\nif you try to tap regularly while you are speaking or listening.\n‘This\nrhythm is like a measure in music. In my own teaching I direct my class\nlike an orchestra, as they speak or read in concert, and in most of my own\nspeaking employ some bodily movement stressing the spoken rhythmic units.\nAs soon as my class requires a feeling for this rhythm I call their attention to it intellectually.\nI proceed in teaching rhythm, intonation, stress, order, and the structural\nelements all in the same way—first by giving an emotional experience, and\nthen by giving an intellectual exposition of it.\nThere is a natural order for the words and the ideas in an English sentence for which order, stress, rhythm, and intonation are determining factors. ‘This natural order contains the most typical or frequent intonation,\nstress and rhythmic patterns. It is the existence of these patterns which enables us to guess the missing words in imperfectly heard speech, to read\nrapidly with comprehension, to catch atmospheres, as in poetry, and these\npatterns actually convey more meaning than the words themselves.\nWhen I had discovered the value of having the students use such rules\nand of then understanding the rule I set about analyzing the process\naccording to which I myself employed speech. Obviously, of course, I was\nnot consciously following any rules whatever. I had never studied a gram-\n\n"}
{"page": 326, "printed_page": null, "text": "NATIONAL\n\n322\n\nEDUCATION\n\nASSOCIATION\n\nA\n\nmar book until after I had obtained my bachelor’s degree. As a result in\naddition to these rules I discovered trick explanations for such difficulties\nas the foreigner has in knowing when to use “the” and when to use Sat?\nor when to use ‘“‘was” and not “has been.”\nIn all teaching, whether the teaching of children or adults, you have to\nstudy the person you teach, the thing you are teaching, and the best way\nof teaching it to the kind of person you have to teach.\nYou will find much tradition has grown up about all three of these\nthings, and this tradition will often stand in the way of your facing reality\ndirectly. All you who teach, if you will but look your problem squarely in\nthe face and make your own analysis, can make discoveries which will be\ninvaluable to your fellow educators and to yourself.\n\nTESTS\n\nFOR\n\nETHEL\n\nSWAIN,\n\nPROGRESS IN ADULT ALIEN\nBORN CLASSES\nSTATE\n\nDEPARTMENT\n\nOF\n\nEDUCATION,\n\nLOS\n\nAND\n\nNATIV/E-\n\nANGELES,\n\nCALIF.\n\nBefore we discuss tests for progress in adult alien classes, we must\nestablish the relation of English classes for adult aliens to the whole adult\neducation program and so know to what goals these classes are progressing.\nThe purpose of English classes for adult aliens is to give the student the\ncommand of a tool, as it were, so he may go to work at a trade or profession or art which depends upon the skilful use of this tool, Of course,\nthe student is eager to become skilful in handling this tool—English—just\nas quickly, directly and effectively as possible. However, at the same time\nhe is gaining this necessary command of his tool, may he not get ideas and\nideals that he may accomplish with his tool? Any English class which gives\nonly a command of English is truly narrowly vocational.\nIt lacks. the\nimaginative, exploring, inspiring qualities that make for real adult education.\n\nOr we may designate English classes for adult aliens as classes offering\nan opportunity to make up a deficiency—an English deficiency.\nMany\nstudents have other deficiencies; as, a deficiency in arithmetic or in elementary science; but until they have made up the English deficiency, they\nare not ready to attack other deficiencies.\nIt.is clear enough what are our purposes and; what we would accomplish in beginning English classes. We are to give students an ability to\nmeet in clear, direct spoken English his ordinary daily needs. The entire\nemphasis in this class is on spoken English.\nThe student is ready to\nadvance to the high beginners’ class when he has simple-sentence command of a vocabulary of some 350 words, an ability to use the present and\npast tenses of commonly-used verbs (especially the verb to be), commonlyused prepositions and the use of the personal pronouns.\nStudents should\nnot remain too long in the low beginners’ class, probably not longer than\nthe time required to complete 25 lessons taught by the dramatic theme and\n\n.\n\n"}
{"page": 327, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n323\n\npictorial method with splendid structure drill to give free command of the\nvocabulary taught. Students who do not speak English are constantly being received into this class. Students are pushed on to the high beginners’\nclass and allowed to remain there longer.\nThis constant advancing of\nstudents will probably keep the low beginners’ class small. This is most\ndesirable as it will allow the teacher time for “First Nighters.”\nThe\nteacher of high beginners can handle more successfully larger groups, even\ntwo groups.\nIntermediate students enlarge their vocabulary quickly and independently. Words are like magnets and attract more words. However, these\nstudents need much oral drill in the correct use of this rapidly enlarging\nvocabulary. In intermediate classes still the emphasis is on spoken English.\nStudents have sufficient command of English to meet their daily needs.\nNow they want power to gain an understanding of their immediate environment so they may feel a part of it and can take that part in English.\n‘They are not yet interested in abstract government and the remote past,\nbut in the new vibrating present about them. Keep in mind that foreign\nstudents are not going to have an opportunity to talk with and know\nAmericans unless they are able to talk about those things the Americans\nare discussing.\nThe advance English class is not a reading class, but could well take its\nname from the title of Sheffield’s book—‘‘Joining in Public Discussion.”\nIt is a class in informal public speaking.\n\nStudents want training in organ-\n\nizing their thinking in English, in outlining their talks, in standing on their\nfeet and thinking and speaking in English, in challenging each other’s thinking and in defending their own views. ‘Chey want to know how to begin\na talk, how to make talks for special occasions; as, nominating speeches,\nintroductions of speakers, etc. A quiet, bookish class is not meeting the\ntest. A class with some resemblance to the group found in the village\ngrocery store may be more truly meeting the test. A class in which all\ncontribute to the discussion, in which all take from the discussion, in which\nall are gaining the power to think clearly and straight in English and to\nexpress themselves accordingly, in which the teacher is a leader or chairman\nrather than a teacher, is meeting the test.\nSome advanced class teachers follow the science series plan of a nightly\nseries of lessons on a given topic; as, American history, American business\nways, new inventions, modern verse, elements of social science, what-not.\nIt is a short-unit, as it were, of probably some ten lessons to be followed by\nanother series. Other teachers and classes prefer to follow what might be\n\ncalled the college-plan of following two or three series, each one evening a\nweek.\nIf foreign students are to find themselves prepared for the other classes\nthat our whole adult education program is offering, they must be able to\n\nexpress their thoughts clearly, directly and effectively in English—both\noral and written. Do our advanced students meet this test?\n\n"}
{"page": 328, "printed_page": null, "text": "EpucaATION\n\nASSOCIATION\n\n324\n\nNATIONAL\n\nA DIFFERENT\n\nTECHNIC FOR BEGINNERS’\nDETROIT METHOD\n\nNINA\n\nJ.\n\nBEGLINGER,\n\nDETROIT\n\nTEACHERS\n\nCOLLEGE,\n\nCLASSES—THE\nDETROIT,\n\nMICH.\n\nIt is no news, to you who are leaders, that the chief criticism of teachers\nworking under our direction is that they often do not know what we want\nthem to do or if they do know, that they have no definite reason to believe\nthat our details are especially valuable. Personally I have searched far and\nwide for validation and measurement of methods used and up to a very recent date found nothing whatever except applied theory pure and simple.\nTheory may be effective when it is applied or it may be disastrous. I believe that in education we have no more right to use unrestrained theory\n\nthan in any other scientific field.\nAll this leads us to the fact that we should know what we want—\nin what degree we want it—and how to get it—in our beginners’ classes.\nRoberts method and Roberts material were in use, and Detroit had\nspent much money in books and special instructional material of this type.\nF. S. DeGalan was and still is the administrative chief of the department.\nHis title is now Assistant Director in Charge of Summer and Evening\nSchools and before I proceed further, let me say that it is due to his policy\nof patient progress and his support of efficient advancement that the present condtion of our evening schools has been made possible.\nNot until\n1919 was there an instructional supervisor appointed permanently.\nThe equipment of our plant was as stated.\nMr. DeGalan brought his\nexperience of twelve years as an educator and administrator in evening\nschools. The instructional supervisor with ten years experience, five years\nin teaching adults and twenty-two months in charge of English of the\n85th and 14th Division respectively of the U.S. army.\nThere has been a marked difference in the situation lying almost wholly\nwithin the instructional program.\n‘The administration has been of a consistently high quality throughout.\nTo the army experience was due a considerable research of value, covering studies of methods in various sections and a final adaptation for army\nschools of whatever definite could be found, from any reliable source or\nsources.\nSeveral methods were studied, all well known today as theme\nmethod,\n\ndramatization,\n\npicture,\n\nand\n\nobject\n\nmethods,\n\ndirect\n\nmethods,\n\nphonetic method and other methods too numerous to mention.\nOut of\nthis chaos an attempt was made to achieve order for we believe that order\nis Heaven’s first law and hence worthy of emulation.\nThe first step was to sort and classify the methods at hand. These were\nnone\n\nof them in themselves\n\nitself somewhat\n\na complete\n\nprocess.\n\n“The problem\n\npresented\n\nas follows:\n\nTo analyze—a language acquisition demands a unit of reading, writing, and\nspeaking ability. In order of their greatest importance to the individual they are\nprobably first—speaking; second—reading; third—writing.\nIn order of their im-\n\n"}
{"page": 329, "printed_page": null, "text": "Tue DeEparTMENT oF ADULT\n\nEDUCATION\n\n825\n\nportance to civic life they present a different value.\nPersonally I believe the\nability to read on the part of a citizen is of far greater value civically than to be\nable to speak. In classes totaling 1003 students in training as teachers of adults\nthis sequence as determined by class opinion manifested by vote has been—\nvalue as citizens—reading first 629; reading second 271; reading third 103.\nThe value finally theoretically stated itself that talking came third, but that hearing and understanding would raise its importance if one could be sure that intelligence were developed as it should be through the ability to read. The above\nrank order rating has been further verified by workers who are devoting their\ntime and energy to develop reading and writing ability in the English speaking\nilliterate groups.\nOur civic problem then, is to teach adults to read, write, and speak in as nearly\na balanced unit of ability as it is possible to achieve.\nTurning to our classes of\nmethods we began to analyze each for its contribution toward the solution of the\nproblem as stated, namely, to acquire the ability to read, white, and speak a\nlanguage.\nIt worked out somewhat as follows: each method proved to be incomplete as a method but extremely valuable in the entire problem as a device.\nStep by step we went forward through the chaos of methods classifying the\nvarious contributions according to their value in attacking the problem as a whole.\n\nThe major function of the teacher had heretofore been the teaching of\nnew words by saying, hearing, or seeing and the comprehension of the new\nwords and their application. Once the analysis of the language was accomplished the teacher was prepared to give the student such knowledge as\nwould enable him to attack the problem of mechanical reading without\nassistance. using generdl principles. “This situation left the teacher free to\nconcentrate upon comprehension and application.\nI will close with a summarization of what we in Detroit consider\nstudents rights and teacher rights.\nStudents rights:\n. Definiteness\n. Skills to develop independent progress\nA carefully chosen vocabulary\nAn immediate use of vocabulary to meet specific needs\n. A balanced unit of student activity to develop a balanced\ngrowth\n\n. A knowledge on part of teacher that learning a language\nreading, writing, or speaking, but all three\n7. A specific coherence on progress from unit to unit\n\nunit in language\nis not a matter of\n\ndefinite check on achievement and progress\noo. A\n9. Some evidence of progress given to the pupil at his completion of a unit\n;\n(certificate or passing slip)\n10. A definite coherence between evening school advance and high school or\nvocational schools allowed in Detroit approximately 600 to graduate into high\nor vocational schools each year\n\nTeacher rights:\n1. An analysis of the problem\n2. A theoretical application of solution\n3. An observation of theory in practice\n4. A definite classification of devices\n5. A validated comparison of sequence in presentation of new\n\nmaterial\n\n"}
{"page": 330, "printed_page": null, "text": "WATIONAL\n\n326\n=\n\n—E\n\nEpucaTION\n\nASSOCIATION\n\na\n\n. A validated value of drills and their placement in problem\n. A validated value of devices each in its own province\n. A definite sequence in student achievement for each grade of advancement\n. Specific methods of checking their own effectiveness\n. A definite final goal to be reached\n. A means of determining when that goal has been reached\n—\nOSI\npe\nD\nOO\n\nREPORT.\n\nOF\n\nTHE\n\nMARGUERITE\n\nCOMMITTEE\n\nH. BURNETT,\n\nON\n\nWILMINGTON,\n\nDuring the past year, your Committee\n\nNATURALIZATION\nDEL., CHAIRMAN\n\non Naturalization,\n\nconsisting of\n\nHoward Bradstreet, Charles Finch, George Green, John W. Lewis, John\nJ. Mahoney, Raymond F. Moley, Ethel Richardson, and Marguerite H.\nBurnett, continued its study. of naturalization and standards and procedure in the United States. This study covered practices and procedure\nunder the existing laws and those contained in bills under consideration of\nthe committees on naturalization in the House of Representatives and\nSenate.\nAt a meeting held in New York City on December 5, 1926, the results\n\nof these studies\n\nwere\n\nsummarized\n\nand\n\nthe following\n\nrecommendations\n\nwere made:\nTwenty years have elapsed since the passage of the present naturalization laws.\nDuring that time, the United States*has passed througha\ndecade (1906 to 1916) of the largest immigration in the history of the\ncountry, the World War, and the adoption of a more or less arbitrary policy\nof restricted immigraticn.\n:\nMany new and difficult problems have arisen in the field of naturalization as a result of these experiences. The findings of the committee’s study\nindicate that the present and proposed naturalization laws fail to meet\nadequately the problem resulting from these changed conditions.\nBefore\nany further action is taken regarding laws pertaining to naturalization and\n\nimmigration, it is the opinion of the committee that a commission should\nbe appointed by the United States Government to study naturalization and\nimmigration as they exist today, and to make recommendations that would\nserve as a basis for naturalization and immigration laws consistent with the\npolicies and conditions of the present time.\nIt believes that the Department of Adult Education of the National\nEducation Association should authorize its Committee on Naturalization\nto bring to the attention of Congress and the President the need for the\nappointment of such a commission, and to employ such means as the committee may be able to command to secure the appointment of such a Commission.\nInasmuch as 80 percent of the members of the Department of Adult\nEducation are workers in the field of immigrant education who are hampered hy educational and social problems caused by deficiencies in the\n\n"}
{"page": 331, "printed_page": null, "text": "ae\n\nTue\n\nDeparTMENT\nee\n\noF Aputt Epucation\nee\n\n327\n\npresent naturalization and immigration laws, the Committee feels that the\nrequest for the appointment of this Commission on Naturalization and\nImmigration is within the legitimate province of the Department ot\nAdult Education of the National Education Association.\n\nThe members present at the meeting at which these recommendations\n\nwere made were Howard Bradstreet, Charles Finch, John W. Lewis, John\nJ. Mahoney, Raymond F. Moley, and Marguerite H. Burnett.\n\nREPORT\n\nOF THE\n\nCOMMISSION ON COORDINATION\nADULT EDUCATION\n\nIN\n\nThe Commission on Coordination in Adult Education submits its report\nand recommendations herewith:\n\nSection I\nOrigin and Purpose of the Commission\nThe Adult Education Department of the National Education Association at its\nannual sessions in Philadelphia, June 28th-July 6th, 1926, passed the following\nresolution:\n“Whereas experience clearly shows that state aid is necessary for a successful\nprogram of adult education,\nBe\nit resolved, That this Department recommend to our state legislators that\nthey provide adequate funds and take necessary steps to promote the cause of\nadult education in their respective states.”\nThis resolution was subsequently adopted by the general organization of the\nNational Education Association, making it therefore a part of its official program\nand policy.\n\nAt the same\n\nsession of the Department of Adult Education\n\nin which the above\n\nresolution was adopted, the chairman was authorized to appoint a commission to\nstudy the field of adult education in order to present a report on an articulated\nand coordinated program of adult education, appropriate for adoption by national,\nstate, and local educational authorities.\nSubsequently this commission was appointed and has held several sessions, supplemented by personal conferences and\ncorrespondence with others whose suggestions have been helpful.\n\nSection II\nDefinition of Terms\n\n1. Adult\n\nEducation\n\nwith\n\nexceptions\n\nherein\n\nnoted,\n\nrefers\n\nto\n\neducation\n\nunder\n\npublic auspices for persons of maturity who, being engaged for a major portion\nof their time in other occupations, are devoting some time to educational pursuits.\n2. By\n\n“education\n\nadininistration\n\nfrom\n\nunder\n\npublic\n\nauspices”\n\nor control, maintained\n\npublic appropriations,\n\ngrants,\n\nis meant\n\neducation,\n\nirrespective\n\nof\n\nwholly or in part by public funds, derived\n\ngifts or subsidies.\n\nIt includes facilities for\n\nforeign-born and native-born of all degrees of educational attainment, in schools\nof elementary, secondary and higher grade, vocational ahd technical schools, normal schools, colleges, and universities at times and places most convenient for\nthe attendance of persons of post-compulsory school age.\n3, Education of any grade and character, under corporate or private auspices\n\nor for profit, is not included.\n\n"}
{"page": 332, "printed_page": null, "text": "NATIONAL EpuCATION ASSOCIATION\n328\neee\nee\nMe\ninto two\n4. Such educational activities under public auspices resolve themselves\nclasses:\na. Those subject to direct public school administration.\nb. Those which lend themselves readily to coordinative and cooperative\neffort—such as normal schools, colleges and universities, libraries, art\ngalleries, and museums.\n\nSection III\nGeneral Principles\n1. Any\n\nnation,\n\nwhose\n\nlife and\n\ndestiny\n\ndepends\n\nupon\n\npopular\n\nparticipation\n\nin\n\nliteracy.\n\nThis\n\nin the United States means ability on the part of the electorate to read\nEnglish understandingly as a minimum requirement, and requires adequate\n\nsimple\neduca-\n\ngovernment,\n\ncannot\n\nafford to tolerate less than a full functioning\n\ntional facilities.\n:\n2. It is as important for every community to provide educational opportunities\nfor legally employed minors and for adults whose earlier educational opportunities have been restricted as for the more fortunate who are able to take advantage of public day educational facilities.\n3. In view of considerations of social policy and national welfare the United\nStates, having encouraged and permitted people of foreign-birth to come and remain as prospective citizens, owes to itself and to them educational facilities appropriate to and commensurate with their personal and civic needs.\n4. Not age, but “the equalization of educational opportunity,” is the determining factor in prescribing educational service to be offered under public auspices.\n5. Adults undertake and pursue education volitionally when they consider it,\nworth their time and effort. Public educational policies and programs should be\nadopted and educational opportunities provided on the basis of discovered adult\nhuman needs and desires.\nPublic educational administrators should seek to discover what adults wish to learn.\n\n6. Political needs in the United\nthroughout adult life to insure\ncratic institutions.\n\nStates require a system of continuous\nthe preservation\n\nand\n\ndevelopment\n\neducation\n\nof our\n\ndemo-\n\n7. Rapidly changing social and economic conditions require the development\nof a system of continuous education which will enable adults to adjust themselves\nto their changing environment.\n8. Increased wealth and leisure resulting from increased productivity of the\nmodern industrial system demand greater opportunities for the expression of per-\n\nsonality, the appreciation of spiritual values in living and the attainment of higher\ncultural interests.\n\nSection IV\nLocal Policy and Practice\nA. Program and curriculum—1. Schools and classes for adults should be based\non a socialized and humanized curriculum with social objectives and instruction.\nThey should be motivated by social, industrial, and political ideals and by student\nparticipation in organization and activities.\n2. Efforts should be made definitely to help individual men and women attain\ngreater vocational skill; to employ leisure time wholesomely; to form helpful\nassociations; and to find larger opportunities for personal growth and for expression of broad cultural and civic interests.\n3. Any community program of adult education under public school auspices\nrequires the adjustment of program to discovered conditions and needs.\n\n"}
{"page": 333, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n329\n\n4. It should give recognition to the following types of educational service as\nneeded:\na. Elementary schooling—for illiterates, non-English speaking, and educationally handicapped adults\nb. Secondary schooling\nc. Education of university or collegiate grade\nWhen needed it should also include in addition to formal types of education:\nneighborhood, home and factory classes; community centers, lecture centers and\nforums, clubs and other appropriate activities.\nB. Administration—1. In order to insure a coordinated and well-articulated\nprogram\n\nand\n\nto\n\nsecure\n\nits effective\n\ndirection\n\nand\n\nsupervision\n\nunder\n\nthe\n\nlocal\n\nboard of education, responsibility for its direction should be vested in one official\nwho shall devote full or part time to such service and who should be selected\nand paid upon a basis comparable to that of specialists in other forms of public\neducation.\n2. In the selection and assignment of directors and supervisors of adult education the following qualifications should be considered:\na. Professional training within the field of education and the social sciences\nb. Satisfactory experience in general educational administration, especially\namong adults\nc. Personality, special interest, attitude and special equipment for such\nservice\nC. Finance—To provide adequate educational opportunities for resident adults\nand legally employed minors the local school budget should include funds sufficient\nto insure a program which in opportunity reasonably compares with that afforded\nin the regular day schools.\nD. Teachers—1. For such specialized and technical service among adults adequate training and appropriate certification should be required.\n2. To\n\nassure\n\na continuous\n\nsupply of competent\n\nteachers,\n\nsalaries\n\nshould\n\nbe on\n\n_a basis equivalent to that paid for regular day teaching, with appropriate compensation for loss of time incident to shorter sessions, distance and like considerations.\nE. Plant and facilities—1.\n\nPublic school\n\nbuildings\n\nbelong to the community\n\nand\n\nthey should be built for and used with equal freedom by children and adults.\n2. Lighting, equipment, and materials should be provided appropriate for adults;\nand laboratories, shops, libraries, study-rooms, cafeterias and gymnasiums should\nbe available to them.\n3. In communities where public school facilities are inadequate to meet the\ncomplete needs of adults, but where supplementary facilities may be had in\nsettlement houses, community centers, club rooms, Y. M. C. A.’s, libraries, et cetera,\nsuch facilities should be used on a cooperative plan. It should be noted, however,\nthat special supervision and often special equipment are necessary for such educa-\n\ntional work to be conducted\n\nsatisfactorily.\n\nSection V\nState Policy and Practice\nA. Legislation—1. All legislation\nfor adults should be framed with\nactivities\n\nas\n\nan integral\n\naffecting elementary or secondary education\nthe intent of incorporating such educational\n\npart of the public school\n\nprogram\n\nof the state\n\nin order\n\nto avoid the ambiguities, inconsistencies, confusion and duplication which commonly\nresult from special legislation.\n2. Full legal provision authorizing\nSection IV should be made.\n\nlocal\n\npolicy\n\nand\n\npractice\n\nas\n\noutlined\n\nin\n\n"}
{"page": 334, "printed_page": null, "text": "NATIONAL\n\n330\nThe\n\nessentials\n\nof such\n\nASSOCIATION\n\nEpUCATION\n\nlegislation\n\nare\n\nsuggested\n\nat least in part in the form\n\nof a “model bill” submitted as an appendix to this report.\n3. Appropriate items for legislation should, among.other things, include:\na. Appropriate state aid for instruction and supervision comparable to that\nfor regular day schools\nb. Provision of adequate administrative and supervisory personnel to carry\nout suitable state-wide program of adult education\n\nc. State certification and training of teachers\nd. A state-wide minimum salary schedule for teachers among adults comparable to that of regular day school teachers\n. A literary test law for new voters such as that of the state of New York\nin connection with regular day school enumeration of all\nOD. Enumeration\neh\nresidents 10 years of age and older who are functionally illiterate (i. e.\n\nunable to read a sentence in simple English with understanding).\nB. Administration—1. In order to insure a coordinated and well-articulated\nstate program, and to secure its effective direction and supervision, résponsibility\nfor its direction should be vested in one official devoting full time to such service\nwith professional qualifications equal or superior to those of local directors and\nsupervisors,\n(Section IV B, 2.)\n2. The responsibilities of the state director of adult education should include\nthe prepatation of courses of study particularly adapted to the needs of adults;\ndirection of appropriate teacher training; determination of qualifications of teachers for certification; supervision and administration of state minimum standards;\ncootdination of related agencies within the scope of adult education heretofore\nindicated (see Séction Il); préparation\nwithin the purview of such office.\n\nof state bulletins\n\nand\n\nlike service\n\nfalling\n\n3. Compensation of such service should be on a par with that of other positions\nof comparable responsibility.\n4, Office facilities, equipment and personnel\n\nadequate for a full-functioning state\n\nprogram should be provided.\n\nSection VI\nCoordinated Organization for Adult Education\nA. Within the Public Education System\n1. Local—a. In keeping with administrative policy, as indicated in Sec. IV,\nB, 1—various activities should be coordinated and integrated for largest passible\nefheiency.\n\nb. Types of activity falling within these limits may include ¢élemetitary and\nsecondary evening schools; advanced schools and classes; day schools and classes\n\nfor adults; public lectures and forums; ete.\nc. For adults who desire to pursue continued\n\nstudies with possible completion\nof elementary, secondary, and higher schools appropriate methods and devices for\ncertification and promotion should be adopted in grade and standard at least\nequal to that for regular day school pupils.\n\nd. All\n\ndepartments\n\nand\n\ndivisions\n\nconcerned\n\nwith\n\nplant,\n\nequipment,\n\nsupplies\n\nshould be made to function equally for education among children and adults.\ne. Various educational activities carried on for and among adults, as to facilities\nopportunities, and program should be coordinative not competitive.\n;\nfi Organizing, supervisory, and teaching service should be paid for,\nnot on a\ncompetitive, unorganized, incidental basis of exigency ot expediency\nbut upon one\n\nof special and professional qualifications and service within the field of\nadtilt education as a whole.\n\n"}
{"page": 335, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ADULT\n\nEDUCATION\n\n331\n\ng. No greater distinctions should be made between various forms of adult\neducation, as to character, grade or importance and service than are to be found\nordinarily within the general school system.\n\n2. State—In keeping with provisions of Section V, B, 1 and 2, with reference to\n\nstate\n\nadministration,\n\nand\n\nin furtherance\n\nof principles,\n\npolicies\n\nand\n\nmethods\n\nsug-\n\ngested in immediately foregoing recommendations relating to local coordination\nand integration, the following is both requisite to and logically results from well\ncoordinated local effort:\na. The coordinated organization, for administrative, supervisory and promotion\npurposes, of various bureaus, divisions, and departments, within state departments\nto the end that they may be complementary arid articulated; not isolated, competitive and non-cooperative agencies.\nb. The active, sympathetic and intelligent cooperation of various state ageiicies\nsuch as universities, normal schools, central and circulating libraries, demonstration units, museums, agricultural experiment stations, state departments, visual\neducation bureaus, et cetera, in any and all educational efforts among adults\nwhere state facilities, leadership, appropriations and other forms of state aid are\navailable.\n\nB.\n\nWithin the\n\nCommunity\n\nDepending upon size and character, local communities usually possess several\nagencies and organizations engaged in various forms of educational service among\nadults.\nMoreover, numerous state and national organizations and agencies offer\nmany different kinds of educational opportunities and facilities.\nSome of these organizations and agencies, public, corporate and private, have\nmutual and overlapping activities; others with similar and parallel activities are\nnot related or coordinated; others differ to the extent that large unfilled needs\nexist.\nSuch agencies include:\n\nPublic evening and extension\nPublic and other libraries\n\nschools\n\nMuseums of art, science\nLecture courses\n\nindustry\n\nHome\n\nand\n\ncorrespondence\n\nand\n\nand classes\n\ncourses\n\nUniversity, college and normal\n\nschool extension\n\nservice\n\nPublic forums\nCooperative schools\nInstitutes and lyceums\nDuplication of effort and waste effort should be prevented through well articulated programs of local and state educational service.\nCooperation for better and\nincreased service should be developed.\nDefinite forms of association and cooperation may be provided as follows:\n\nSuggested Steps Toward Coordination\n1. Conference—Organization and development, under public educational leadership, if possible, of local, state or sectional conferences or councils representing all reputable and recognized organizations and agencies\nengaged in educational service among adults as suggested within this report. These conferences, councils or representative assemblies will serve\n\nto bring together individuals and organizations of like interests for mutual\nacquaintance, understanding and cooperation.\n\n"}
{"page": 336, "printed_page": null, "text": "NaTIONAL EpuCATION\nes\n\n332\na\n\nASSOCIATION\nrr\n\n2. Survey—Cooperative surveys in both urban and rural communities,\nwhen desirable, for information and guidance, to save both time and money.\n3. Centralized information—Interchange of information and help among\nIn\nvarious organizations and agencies whenever possible and needed.\nbureau.\nor\nclearinghouse\ncentral\na\nof\nmaintenance\nthe\ncommunities\nlarge\n4. Public responsibility—Recognition of this principle, to wit: That\neducation for adults is a desirable form of education extension under public\n\nauspices, and that the chief responsibility for the education of adults as\nwell as children is public. To supplement the service of public educational agencies, private and quasi-public initiative, enterprise and effort are\nneeded.\nBut in the extension of all three forms of educational service\namong adults common ideas and ideals; cooperative, coordinated effort ;\nand clearly defined notions of interdependence and inter-responsibility are\ndesirable.\nMiscellaneous\n\nObservations\n\nand Recommendations\n\n1. The Commission welcomes the organization and establishment of\nthe new American Association for Adult Education, which with allied\nlocal, state or sectional associations or councils may materially advance the\npossibilities of mutual effort and cooperation.\n2. The Commission likewise recognizes the tardy development in the\nUnited States of coordinated efforts similar to those in various countries.\nIt endorses the efforts of the World Association for Adult Education to\nbring all participating agencies in adult education throughout the world\ninto closer association and fellowship.\n3. The Commission believes that the Department of Adult Education\nof the National Education Association and the Association itself are appropriate agencies for the encouragement, under public auspices, of suitable\nkinds of education for adults.\nIt recommends that, not only in departmental but in general meetings of the National Education Association, appropriate attention be devoted to the interests and problems of education\nfor adults.\n4. The Commission welcomes as co-laborer in this field of service the\nearly appointment of a committee representing the Department of Superintendence of the National Education Association and extends to it all possible cooperation.\nCommission\n\nL. R. Alderman, Washington,\nA. W. Castle, Pennsylvania\nRobert\n\nC.\n\nDeming,\n\nD. C.\n\non Coordination\n\nWillie Lawson, Arkansas\nC. S. Marsh, Buffalo, N. Y.\n\nConnecticut\nEthel\nRobert T. Hill, Chairman, New\n\nRichardson,\nYork City\n\nCalifornia\n\n"}
{"page": 337, "printed_page": null, "text": "THE\n\nDeparRTMENT\n\n(\n\nSECRETARY'S\n\noF ADULT\n\nEpuCcATION\n\n3353\n\nMINUTES\n\nSeattle Meeting\nThe Department of Adult Education of the National Education Association\nthree\n\nafternoon\n\nmeetings\n\nin Moose\n\nTemple\n\non July 5, 6, and\n\n7.\n\nheld\n\nRobert\n\nC. Dem-\n\ncontinued\n\nfor the\n\ning, President, was in the chair.\nThe average attendance\nwas about one hundred\n\nIn the business\n\nsession\n\nthe following\n\nfifty.\nfour Committees\n\nwere\n\nnext year: Coordination in the Field of Adult Education; Naturalization Procedure; Literacy Test in the 1930 census; Posters.\nThe Committee on Coordination made an elaborate report which appears in the\nProceedings, and the other three committees reported progress.\nThe nominating committee presented the following slate of officers for the\n\ncoming\n\nyear:\nPresident—A. W. Castle, Director of Extension\nState Board of Education, Harrisburg, Pa.\n\nEducation,\n\nPennsylvania\n\nVicepresident—Ethel Richardson, Assistant State Superintendent\ntion in charge of Adult Education, Los Angeles, Calif.\n\nof Educa-\n\nSecretary—C. S. Marsh, Dean of the Evening Session of the University of\nBuffalo, Buffalo, N. Y.\nTreasurer—Wil Lou Gray, Director of Adult Education, State Department\nof Education, Columbia, S. C.\nThe secretary pro tem, C. S. Marsh, was instructed to cast a ballot for them\nand they were declared elected.\nThe following Amendments to the Constitution were adopted:\n-Under “Objects”—Art. 1 Sec. 2—Adding “to promote all forms and grades of\nsupplemental, extension, post-compulsory, school-age education under public auspices only, including facilities for illiterates, foreign-born and native, and evening\n\nschools of secondary or higher grade.”\nUnder “Members”—Art. 2 Sec. 1.—Active members of the National Education\nAssociation who are engaged in full-time or part-time in the work of teaching,\nsupervising or administering adult education above compulsory school age, and all\npersons who are engaged in preparing persons to do this work, are entitled to\nbecome active members of the Department of Adult Education upon the payment\nof the annual fee of one dollar. Every one who is interested in the education of\n\nthe native or foreign-born adult will be welcome to all meetings of the Department, but only active members of the Department may participate in the business\nof the Department.\nUnder “Officers”—Art. 3 Sec. 1—The officers of the Department of Adult Education shall consist of a president, vicepresident, a secretary, and a treasurer.\nAt\nleast two of these officers shall represent the problem of adult education.\n‘They\nshall be elected annually at the last formal session of the Department to serve\nfor one year, or until their successors are duly elected.\nNo one shall be eligible\nto any office in the Department who is not an active member of the National\nEducation Association, and no person shall hold the same office in the Department for more than two years in succession.\n‘These four officers shall constitute\nthe Executive Committee.\nUnder “Election of Officers’—Art. 4 Sec. 2—The Committee on Nominations\nshall consist of seven members of the Department, two of whom shall represent\nboth the native and foreign-born problem.\nAt least three members shall reside\neast and three ‘west of the Mississippi River and no two shall reside in the same\nstate.\n\n"}
{"page": 338, "printed_page": null, "text": "NaTIONAL EpuCcATION ASSOCIATION\nee\nEe\na\n\n334\neee\n\nThe Committee on Resolutions presented the following report which was\nadopted:\n1. This nation whose destiny depends upon popular participation in government, cannot afford to tolerate less than a full-functioning literacy.\n\nBe It Therefore\nsecure\n\nResolved—That\n\nin the 1930 census\n\nmore\n\nthe Secretary\n\nusable\n\nof Commerce\n\ninformation\n\nbe requested\n\nas to the extent\n\nto\n\nof ability to\n\nread English with understanding in the United States.\n2. Be It Further Resolved—That every community should provide evening\nschools for adults whose earlier educational opportunities have been inaccessible\nas well as for the more fortunate who are able to take advantage of public day\nfacilities.\n3. Be It Further Resolued—That every community make accessible to its whole\npopulation a maximum of educational opportunity since the individual who ceases\nthe educational\n\nprocess\n\nceases\n\nto be educated.\n\n4. Be it Resolved—That this Department extend a vote of gratitude to the people\nand local organizations in Seattle, who by their interest and support have done so\nmuch to making our meeting a. success.\n‘\n5. Be It Resolved—That special thanks be extended to Miss Elaine Swenson,\nof the University of Washington, for her most generous assistance at all times and\nin every manner to the Department collectively and to the members individually.\n6. Be It Resolved—That we rejoice in the award of the Harmon prize of $1000\nto Miss Ethel Richardson, in charge of adult education for the state department\nof education of California, who, in the opinion of the jury “made the most distinctive contribution of the year 1926 to social or industrial welfare in the United\nStates.”\nWe commend the judgment of the jury of awards in selecting for this honor,\nthis most worthy leader in the field of adult education, which means so much for\nmankind and is so essential for the strengthening of democratic government.\n7. In view of the fact that twenty years have elapsed since the passage of the\npresent naturalization laws, during which time the United States has passed\nthrough a decade (1906-1916) of the largest immigration in the history of the\ncountry, and since during these twenty years many new and difficult problems\nhave arisen in the field of naturalization which the present and proposed naturalization laws fail to meet adequately.\nBe It Resolved—That the Department of Adult Education\n,of the National\n\nEducation Association shall authorize its Committee on Naturalization to bring to\nthe\n\nattention\n\nof Congress\n\nand\n\nthe President,\n\nbefore\n\nany\n\nfurther\n\naction\n\nis taken\n\nregarding laws pertaining to naturalization and immigration, the need for the\nappointment by the United States Government of a Commission on Naturalization and Immigration as they exist today, and to make recommendations, that will\nserve as a basis for naturalization and immigration laws consistent with the\npolicies and conditions of the present time.\n8. Be It Resolved—That the Department of Adult Education recommend to all\nits members the Interstate Bulletin, the official organ of the Department; and that\nin compliment to W. C. Smith of the New York state department of education for\nhis success in making this Bulletin of indispensable value to ali workers in the\nfield of adult education.\n\n"}
{"page": 339, "printed_page": null, "text": "The Department of Business Education\n\n"}
{"page": 340, "printed_page": null, "text": "HE DEPARTMENT OF BUSINESS EDUCATION was\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\nSee Proceedings, 1892: 31.\nEducation Association.\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.\nj\nThe officers of the Department for the year 1927-28\nare: President, Laurence N. Pease, Viceprincipal\nand Head of. Commercial Department, Stockton\nHigh School, Stockton, Calif.; Vicepresident, ©. EH.\nWhite, Head of Commercial Department, Garfield\nHigh School, Seattle, Wash.; Secretary, Francis M.\nButts, Director of Placements, Business High School,\nWashington, D.C. This Department meets once each\nyear in June. Facts relating to the establishment of\nthis Department and the record of meetings are found\nin earlier Proceedings as follows:\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\n1908 :871-907\n1909 :701-719\n1910 :833-873\n1911 :827-869\n1912 :1031-1095\n1913 619-637\n1914 :649-663\n\n[336]\n\n1915 :883-941\n1916 :361-397\n1917 :315-345\n1918 :235-249\n1919 :259-271\n1920 :263-271\n1921 :369-377\n\n1922 :575-591\n1923 :553-568\n1924 :429-439\n1925 :354-365\n1926 :371-391\n\n"}
{"page": 341, "printed_page": null, "text": "SOME\n\nTENDENCIES\n\nIN COMMERCIAL\nABSTRACT\n\nEDUCATION—\n\nJOHN J. TIGERT, UNITED STATES COMMISSIONER OF EDUCATION,\nWASHINGTON, D. C.\nOCATIONAL efficiency is an important factor in social happiness. Commercial teachers are responsible for the appropriate preparation of\nfuture industrial leaders and workers.\nOn this preparation will depend, to a large extent, the degree of efficiency of our commercial and in;\ndustrial life.\nThe present tendencies and future program of so important a phase of\neducation deserve most careful consideration.\nCommercial education and\nall other integral phases of education rest upon the same basic sciences and\nDuring the school\nEach must carry a dual responsibility.\nprinciples.\nlife of each child there must be those integrating forces necessary for the\nunity of life. These forces are the basic elements of the phases of educaA full appreciation of the potential\ntion necessary for good citizenship.\ncontribution of the field of commercial education in an age characterized\nby its economic aspects has never been fully cultivated. Responsibility for\nobjective studies of the economic and business factors necessary or desirable\nfor better citizenship rests with the social sciences.\n[he other phase of\nthe contribution to good citizenship pertains to efficient production.\nThe outstanding tendencies of commercial education center around\nscientific curriculum revision.\n[The operation of the laws of economics\nare bringing about a closer adjustment of commercial education to the\nneeds of business: ‘There is an effort to clarify and harmonize the immediate and remote vocational objectives to meet these needs. The various occupational and personnel studies, together with job analyses, tend to place\nan emphasis on the primary vocational objective.\nRefinements of these\n\nstudies have led to a tendency toward standardization of office work, particularly in the large industries, and have developed in the classrooms the\nconcept of occupational levels. “The tendency toward research in the various school subjects is one of the most promising developments for immediate\nadjustment to classroom practice. Commercial teacher training is receiv-\n\ning increased attention, and the standards for certification are being raised.\nAttention is directed to an experiment of supplementing the commercial\ncurricula by correspondence handled cooperatively with the extension division of the state universities or other agencies.\nIf the experiments,\n\nwhich are being conducted in a number of states, prove successful, such\ncooperative plans may liberate vocationally many of our secondary pupils.\nIn all schools the number of commercial subjects and the amount of advanced work in each subject are limited by many factors. This plan, however, provides for a wider range of commercial subjects and sequences of\nadvanced work than is at present possible. Heretofore, it has been necessary to organize classes to meet the outstanding needs, but this medium may\nenable us to make a closer adjustment to the individual needs.\n\n[337]\n\n"}
{"page": 342, "printed_page": null, "text": "338\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nCommercial teachers must keep in close touch with the needs of business\nmen.\n‘The teachers need their cooperation throughout the entire cycle—\nvocational information, guidance, vocational training, placement and follow-up. The business men need the teachers’ cooperation in placement and\nextension education.\n\nQUALIFICATIONS EXPECTED\nOF SECONDARY SCHOOL\nPUPILS FOR ADMISSION TO BUSINESS—ABSTRACT\nJ.\n\nH.\n\nMCCLURE,\n\nASSISTANT\n\nCASHIER,\n\nSEATTLE,\n\nSEATTLE\n\nNATIONAL\n\nBANK,\n\nWASHINGTON\n\nEvery business man employing qualified students about to enter business\nrequires the individual to be absolutely honest, courteous, and loyal. He\nmust demonstrate these characteristics to his employer and to those with\nwhom he comes in contact in the performance of his daily duties.\nThe young man or woman who would accomplish most must be ambitious and energetic, with an ambition to grow in ability by becoming\nthoroughly acquainted with the details of their duties, and be eager for\nwork and eager to do it right.\nThroughout their business course it should be the purpose of the student\nto cultivate and develop a strong personality by means of attention to dress,\nneat personal appearance, and desirable personal habits.\nIt is undoubtedly true that all subjects given students in high schools\nmaterially assist in training the individual to think and concentrate. This\nis particularly important in after life, as the ability to focus attention upon\nthe subject or problem at hand without becoming easily distracted is invaluable. Young people should be taught to learn the value of concentration and stick-to-it-iveness, since the student with these desirable qualities\ndeveloped has an excellent foundation on which to build his business\ntraining.\nInitiative is an essential characteristic to success, and the individual with\nit does not require constant supervision, but may be depended upon to\nconscientiously apply his time to various duties.\nPunctuality is absolutely necessary in every line of business; if one employee is not on time he may be inconveniencing several others.\nThe student must be willing to accept instructions and follow them\npromptly and properly, and develop an incentive to do a little more than\nhis share of the work.\nIf the student could determine what line of work he desires to follow\nit would enable him to concentrate on that particular line of endeavor.\nStudents should receive thorough instruction in grammar, business English, and mathematics in order that they will retain and be able to use the\nknowledge after leaving school.\nThey should also be impressed with the necessity of living within their\nmeans no matter what their income, and be encouraged in thrift.\n\n"}
{"page": 343, "printed_page": null, "text": "THE\n\nDeparTMENT\n\noF Business\n\nEDUCATION\n\n339\n\nTHE RELATION OF ACADEMIC EDUCATION TO BUSINESS\nTRAINING IN ESTABLISHING SUCH QUALIFICATIONS\nJ. A. BEXEL,\n\nDEAN,\n\nSCHOOL\n\nOF\n\nCOLLEGE,\n\nCOMMERCE,\nCORVALLIS,\n\nOREGON\n\nAGRICULTURAL\n\nORE.\n\nI am justified in emphasizing (1) that certain special personal qualifications are necessary to insure success in business; (2) that it is of utmost importance to discover such qualifications in the prospective business man or\nwoman; (3) that such discovery is of even greater importance to the pub-\n\nlic than it is to the individual.\n\nIt is interesting to note that one of the\n\nearliest discussions of the so-called scientific management occurs in conThirty years ago, J. M. Rice started a real\nnection with education.\nmovement toward measurements in education for the purpose of discovering exact results and vocational aptitude.\nAll public education, in the first place, must be a development of higher\ncitizenship, and, in the second place, a training for individual business\nsuccess.\nHence, the emphasis placed of late, even in the high schools, on\nthe social sciences, including civics, history, law, and economics.\nAdmittedly, they have a powerful influence in molding leadership.\nUsually\nsomething like a third of the entire course is devoted to such cultural\nsubjects as English, mathematics, science, and so forth.\nThe most important qualifications for business leadership are: Unquestioned character, lofty ambition, pleasing personality, clean habits, exemplary living and conduct, efficiency in one or two technical lines of\nwork, a good general education, ability so to conduct his personal business as to maintain a prospective high standard of living, and to manage\nhis business successfully.\nAll these with industry, dependability, adaptability, tact, cheerfulness, good memory, neatness, vision, and courage.\nIn all our discussion about education in general, and commercial education in particular, there are only a few things which we know with absolute certainty.\nOne thing is that we live in a world of change.\nParadoxical as it seems, there is nothing more permanent than change. ‘The\nsuccessful business man of today must ever be alert to the changes of the\ntimes, and must not hesitate to change methods and practices whenever\nthe occasion demands it. Failure to do so will leave him hopelessly behind,\nand the result will be disaster, not only to the individual,\n\nbut to society\n\nas a whole.\nA second fact has come to be generally recognized. Most of our busiOne of the important\nness as well as social ills are traced to ignorance.\nfunctions of the school is to discover truth and to correct errors of the past.\nUnless the student has the qualifications and the training for the solution\nof fundamental\n\neconomic\n\nand sociological\n\nproblems,\n\nthere is little excuse\n\nfor spending public money on his education, especially beyond the high\nschool. ‘The social sciences must receive increasing emphasis if our business training shall be sound. It is the function of the school to discover\n\n"}
{"page": 344, "printed_page": null, "text": "NATIONAL EpucaATION ASSOCIATION\n340\noe\naaa\n\neee\n\nsuch talents in the prospective young business man and woman, and when\ndiscovered to develop them and direct them into useful channels.\nThere is a third fact that no one will dispute. I will call it the law\nof adaptability. This has been recognized from the earliest dawn of history. The parable of the talents puts the law in its simplest form.\nThe prinicpal function of the school is not vocational guidance, nor\ntechnical training, nor yet training for citizenship, but the development of\nhidden talents, drawing out latent possibilities which exist in every individual, waiting for the stimulating spark which should be kindled in the\nschool. The opposite, unfortunately, sometimes happens; the spark of the\ngenius is extinguished, initiative, enthusiasm, and creative ability are sometimes lost in educational routine and non-essentials.\nWhat has been said may be summed up in a few sentences: (1) It is a\nfunction of the school to cooperate with the parents and employers in discovering the talents and traits which lie hidden in every child.\n(2) This\nanalysis of traits and qualifications should begin at the earliest age possible.\n(3) It is the duty of the school, not only to discover the surface\nqualifications essential to business leadership, but to develop and strengthen\nthe weaker traits or bring to the surface hidden qualities.\n(4) This\nprocess of analysis may often be aided materially by the pupil himself, by\njudicious self-examination and guidance.\n(5) Once discovered, it is the\nduty of the school to develop and train the child to a higher degree of\nefficiency and more useful citizenship, by sympathetic encouragement, wise\ncounsel, and proper course of study.\n\nPROGNOSTIC TESTS AS 4 DETRIMENT IN COMMERCIAL\nEDUCATION GUIDANCE—ABSTRACT\nWILLIAM\n\nO. PROCTOR,\n\nSTANFORD\n\nUNIVERSITY,\n\nCALIF.\n\nThe topic assigned to me for discussion relates to the possibility of\ndeveloping tests that will foretell the aptitude of certain persons for the\nvarious business vocations.\nThe purpose being to encourage those who\nhave such aptitudes to take the necessary business training, and to direct\nthose who do not seem to have such aptitudes into other lines of work.\nIf\nsuch tests could be developed it would mean a great saving of time and effort upon the part of those who spend months and years in preparatory\ntraining only to find at the last that they are not adapted to the type of\nwork for which they have been specially trained.\nFor those having the\ndesired aptitudes time and energy would be conserved because they would\n\nbe enabled to discover early in their training course the particular type of\n\nbusiness or clerical work for which they were best fitted and could concentrate on the type of business education which would most quickly fit\nthem for their vocation.\n}\nIt will be noticed that I have said “if such tests could be developed.”\nThat form of statement was used advisedly, for while much experimenta-\n\n"}
{"page": 345, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF Business\n\nEDUCATION\n\n341\n\ntion has been carried on for the past 25 years, and particularly in the past\n10 years, the results are not yet positive enough to warrant the statement\nthat we have arrived.\nAt the outset we should distinguish between “trade tests” and “vocational\naptitude” or “prognostic tests.” The trade tests are tests designed to measure actual achievement or proficiency in a given vocation. ‘They amount\nto standardized samples of the work done in the trade or vocation, and are\ndesigned to measure the skill and knowledge already acquired by the\nperson who takes the test.\nTrade tests, or proficiency tests, have been standardized for such business vocations as stenographer, typist and general office clerks. The results of the use of such tests, where carefully standardized, have been generally satisfactory.\nWhere a business concern employs large numbers of\noffice and clerical workers it has been found that such tests are very serviceable in making selection between applicants.\nParticularly is this true\nwhen proficiency tests are used in connection with general intelligence tests.\nFor be it known to the academic teachers, who assume that only pupils of\nbelow average ability should be advised to take the business courses, that success in such business vocations as stenography, secretarial work, and accountancy demands a type of general mental ability on a par with many of the\nprofessional vocations. In the Army intelligence tests the-middle fifty percent of stenographers and accountants were just about on an equal footing\nwith the middle fifty percent of civil engineers and medical officers.\nWhen we turn, however, to aptitude or prognostic tests the outlook\nis not quite so promising.\nYet it is this type of test in which we, as\nteachers of business\n\nested.\n\nsubjects or as vocational\n\ncounsellors,\n\nare most\n\ninter-\n\nAs Kornhauser says:\n\nWhile tests of acquired proficiencies are important, they are far from being the\nonly tests an employer needs to use.\nA large part of the work done in offices,\nstores and factories is not of the standardized skilled-trade type at all. There\nis often no opportunity to acquire the precise knowledge and skill necessary to do\ncretain kinds of work except within the business establishment itself, either in a\nvestibule school, by means of some apprenticeship system, or by working under\nthe eye of a fellow-employee or foreman until the work is learned.\nIn such cases,\ninstead of proficiency tests, what is needed are aptitude tests—tests which will pick\nout those applicants who have the physical, sensory, motor or intellectual aptitudes\nwhich will enable them to master the essential operations with a minimum of time\nand a maximum of efficiency.\n\nPerhaps a word or two should be said in regard to the lines which must\nbe followed if prognostic tests of genuine value are finally to be evolved.\nBefore there can be accurate prognosis there must be accurate diagnosis.\nThe first condition of successful test construction is scientific occupational\nanalysis. Such analysis must proceed to a much greater degree of perfection than that at present attained before tests can be very greatly improved.\nAs a matterof fact, the failure of many of the tests already attempted may\nbe traced to inaccurate or superficial analysis of the elements, both physical\n\n"}
{"page": 346, "printed_page": null, "text": "342\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nand mental, essential to success in a given vocation. Kitson, Viteles, Charters, Thursdose, Strong, and other vocational psychologists are leading the\nway in such scientific vocational analysis. ‘The next step in prognostic test\nconstruction involves the selection of those elements—mental, physical,\nsocial, and emotional, which have been discovered as essential to success\nin the vocation, and the devising of test elements to give the candidate a\nchance to show his possession of the same in the quantity necessary.\n“The\nfinal step is that of careful standardization under varying conditions and\nwith different types of people.\n\nEMPLOYMENT\nF.\n\nN.\n\nWEYANT,\n\nTESTS FOR BUSINESS\nABSTRACT\nCIVIL\n\nSERVICE\n\nEXAMINER,\n\nSERVICES—\n\nSEATTLE,\n\nWASH.\n\nEmployment tests may be classified in.a general way under three heads:\nPerformance tests, knowledge tests, and intelligence tests.\nThe performance or trade test is one in which the individual is given an. opportunity to demonstrate his skill and ability by actually turning out a sample\nof his workmanship; such as requiring a carpenter to lay out and fit a\nmitered joint; a blacksmith to sharpen and temper a drill or to weld two\npieces of steel, Or a stenographer to write an exercise in shorthand and\ntype the same. This kind of test can be used for occupations which involve\nmanual or mechanical operations. Wherever it can be used it is probably\nthe most satisfactory kind of test.\nThe knowledge test is one in which definite questions are given in order\nto determine the applicant’s knowledge of the subject under consideration.\nIt is the one most commonly used, the only one in many cases, but often\nused in connection with the trade test.\nThe intelligence test is the one most difficult of all to prepare and use.\nThere is always the danger in preparing such a test that it will develop\ninto a purely knowledge test. We must distinguish clearly between the\ntwo, for knowledge and intelligence are not the same. Intelligence may be\nwell defined as the innate ability or aptitude to learn. Of course, there is\na close affinity or relationship between intelligence and knowledge, and we\nmay generally assume that the possession of knowledge is an indication of\nintelligence. Many of the so-called intelligence tests have been criticised\non the ground that they were merely knowledge tests. It is more likely\nthat such criticism should have been directed toward the improper use of\nthe test selected.\nIn using as an intelligence test one that is mainly a\nknowledge test we overlook the fact that the knowledge one may have ‘is\ndependent on his past opportunities and on his own natural aptitude or\nkind of intelligence.\nWe would not assume that if we selected from a\nhundred high school graduates the ten with the highest scholastic records\nthat all of them could become good lawyers, or good physicians, or good\ncivil engineers. In a general intelligence test they would all make approxi-\n\n"}
{"page": 347, "printed_page": null, "text": "i\n\neS\n\nTHE\nSa\n\nDEPARTMENT oF BusinEss EDUCATION\nI\nOa\n\n343\n\nmately the same score.\nIn order to select a candidate for civil engineer\na test should be devised in which the highest score would be made by the\none best adapted to respond to the work of a civil engineer. It is evident\nthat no intelligence test can be used indiscriminately. During the past ten\nor twelve years much literature on employment psychology has been published. Many actual tests have been prepared and offered for use. All\nundoubtedly have a value and a place, but great care must be exercised\nin the selection and use of them.\n\nRESPONSIBILITY\nOPPORTUNITIES\nHARRY\n\nG. WINSOR,\n\nOF BUSINESS FOR PROMOTIONAL\nAND ADVANCEMENTS—ABSTRACT\n\nPERSONNEL\nLIGHT\n\nOFFICER\n\nCOMPANY,\n\nOF\n\nPUGET\n\nSEATTLE,\n\nSOUND\n\nPOWER\n\nAND\n\nWASH.\n\nIn the building of an industrial organization, selection, placement, employment, and advancement are matters which require serious consideration by all executives.\n_\nFirst, we should be very careful to eliminate all employees who are not\nfitted for the work in which they are engaged.\nIt is manifestly unjust\nboth to the employee and to the employer to retain the services of one who\nis clearly a “misfit” and thereby prevent him from seeking other employment which might offer better opportunity for advancement, and to weaken\nthe organization in a hope that the future will solve the problem.\nSecond, the characteristics, history, and progress of each employee should\nbe studied by executives and supervisors, and a careful estimate made of his\ncapabilities. “The question of who shall receive advancement in an organization when opportunity occurs is ever present in the minds of good\nexecutives.\nf\nThird, what the employee wants—To the question, “Why did you leave\n\nyour last job?” the interviewer finds that the usual answer summed up in a\nfew words is ‘‘no advancement.”\nIf one could know the day-dreams of the\naverage employee, and could discover the idea back of them, he would\nfind three causes: That the employee has imagined the comforts and pleasures he could buy with a greater income, that he has pictured for himself\na boss job, or that he has coveted the position of a trusted employee. In\nshort, he longs for greater personal comfort, the bearing of responsibility,\nand the exercise of authority. These three elemental desires are so fundamental in each individual’s character that his success in life depends upon\ntheir gratification.\nPromotion is necessary.\nTo find a satisfactory means of answering\nthese longings of the individual and at the same time meet the needs of a\ngrowing organization are real problems in any well defined promotional\nplans.\n\nOn every hand one may observe organizations distributing material\n\nprofits, promoting\n\nsociability,\n\npaying\n\nliberal\n\nsalaries,\n\nconducting\n\neduca-\n\n"}
{"page": 348, "printed_page": null, "text": "344\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\ntional classes, having liberal insurance and pension plans, etc., only to find\nthat even these things are not thoroughgoing enough, because somehow or\nother these elemental desires of employees are not efficiently met.\nPromotion for several thousand employees cannot be achieved on the principle of generosity alone.\nScientific promotional plans are just as much\nneeded in business today as scientific production plans.\n—\n\nJUNIOR\n\nCOMMERCIAL\n\nA. E. BULLOCK,\n\nSUPERVISOR\nSCHOOLS,\n\nCURRICULUM—ABSTRACT\nOF COMMERCIAL\n\nLOS\n\nANGELES,\n\nEDUCATION,\n\nPUBLIC\n\nCALIF.\n\nTo be satisfactory, the junior high school commerce curriculum must\ncontribute as fully as possible to the broad, general objectives of the junior\nhigh school. These objects are now quite generally conceived to be: Exploratory, selfdiscovery, guidance, cultural, high school preparatory, and,\nfor some pupils, prevocational.\nThe present tendency seems to be to stress entirely too much the last\nof these objectives, and seems to have for its objective the preparation for\nminor messenger and clerical positions, the duties of which will concern\n\nthose who fill them for a short time only.\n\nA course of this kind can hardly\n\nbe said to be broadly exploratory, nor to furnish guidance for a life position in the complicated field of business. Neither can it be said to build a\nfoundation for the more technical courses of the senior high school. Typewriting is being taught in most junior high schools, and since the typewriter is being more and more widely used, ability to operate it is a good,\ngeneral accomplishment.\nIn the case of typewriting, however, it would\nbe better for those pupils who intend to take up stenography in the senior\n\nhigh school to delay it until then, because it is a skill subject and should\nbe taken nearer to the time it is going to be used.\nThree types of courses seem necessary to round out the junior commerce\ncurriculum: (1) A general and exploratory course, the content of which\nwould be valuable for all eighth-grade pupils. It is difficult to formulate\nsuch a course on account of the fact that business is such a broad field\nand has so many ramifications.\n(2) In schools where a considerable number of pupils drop out to go to work, a prevocational course might be\ngiven, but the services of the continuation, evening, and corporation\nschools should also be utilized for these pupils, and training which could\nbetter be given on the job should not be attempted in school.\n(3) A foundation course upon which could be built the more technical courses of\nthe senior high school should be formulated.\n\n"}
{"page": 349, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF Business\n\nEpUCATION\n\n345\n\nWHAT SHOULD BE THE POLICY OF COMMERCIAL EDUCATION IN RELATION TO GENERAL EDUCATION—\nABSTRACT\nJ. F. ELTON,\n\nPRINCIPAL\n\nOF\n\nHIGH\n\nSCHOOL\n\nOF\n\nCOMMERCE,\n\nPORTLAND,\n\nORE.\n\nOur view of commercial education must be higher and broader than\nthat of mere fitting for a job. We cannot ignore the strictly vocational\naspect.\nWe must recognize the necessity of specific training for office\nduties, for we all know that the day of apprenticeship in business, as in\nmost other lines, has gone. Yet if we do not build up in the prospective\nbusiness employee something which enables him to grow on the job and\nadvance to higher levels, what we have given him is not worthy of the\nname education. ‘The danger of this narrow point of view was recognized\nyears ago. As early as 1899, when commercial education was still in its\ncradle, a report on commercial education published by the National Herbart Society as a supplement of its fifth yearbook, contained the warning:\nEducation for commerce will disappoint if it be planned on narrow technical\nlines.\nIf schools of commerce, as a branch of public education, are to win and\nhold the favor of educational experts on the one hand, and of the business community on the other, they must be more than “clerk factories.”\nTraining for\nbusiness to be of real value should be accompanied by breadth of view.\n\nThe purpose, then, of commercial education is twofold.\nIt must train\nthe pupil for the work to be performed when he leaves school—it must\nprovide subjects of direct utility—and at the same time there must be established in him such attitudes and such understanding of the basic principles of economics and of business as will enable him to grow on the job,\ngrasp opportunities of advancement, and eventually take a worthwhile\nplace in the community.\nAnd this second and larger purpose can be accomplished not by ignoring\nor excluding other forms of education, but by making use of them in the\nplan of commercial education.\nSpecifically, even from the narrow vocational point of view the dependence of commercial education upon branches of general education is\nmanifest. ‘The stenographer can function only through his use of English,\nand the broader and more thorough his schooling in English is, the greater\nhis chance for satisfying success—thoroughness for precision and exactness\nin the mechanics, and breadth for the development, both immediate and\nfuture, that can flow from an acquaintance with and an appreciation of\nliterature and a recognition of the value of the whole field of books and\nof the habit of reading. I have known stenographers to be employed without any check whatever as to shorthand or typewriting ability, and solely\nAnd I have known excellent\non the strength of their taste in reading.\nto be summarily discharged\nview,\nof\npoint\ntechnical\nthe\nstenographers, from\nwork.\ntheir\ntoward\nattitude\nproper\nof\nlack\na\nbecause of\n\n"}
{"page": 350, "printed_page": null, "text": "346\n\nNaTIoNAL\n\nCURRICULUM\n\nBUILDING FOR COMMERCIAL\nABSTRACT\n\nE.\n\nF.\n\nKILLAM,\n\nSUPERVISOR\n\nEpucCATION ASSOCIATION\n\nOF\n\nCOMMERCIAL\n\nEDUCATION,\n\nSUBJECTS—\n\nST.\n\nLOUIS,\n\nMO.\n\nI believe that under the administration of Superintendent Maddox, St.\nLouis has made a real contribution to the work of curriculum building.\nIn building the commercial curriculum, the teachers have had a large\npart. A chairman, working with a group of fellow teachers as advisors,\nhas formulated the course. The supervisors were called upon by the chairmen of the committees for advise and suggestions.\nThe first step necessary in the building of a curriculum for commercial\nsubjects is to determine the needs of the community.\n‘To find out what\nthe pupils will be expected to know and what they will be required to do.\nHaving made this survey and determined what subjects shall be included,\nit is then necessary to decide what the objectives in the subjects shall be.\nIn other words, what shall be the goal.\nIf a curriculum is to be effective it should go further and furnish suggestions and aids which may be used by the teacher in meeting the objectives. “These suggestions should be broad and should merely point out\nthe way.\nThe commercial curriculum should be subject to constant revision. “The\nbusiness is constantly changing and unless the schools keep pace with these\nchanges their products will not be able to meet the demands made upon\nthem. The commercial curriculum must be original. It cannot be copied,\nbecause it must meet the demands of the particular community which it\nis to serve.\n\nMETHODS\nING\nANNE\n\nM.\n\nAND VALUES OF TEACHING RETAIL TRAININ THE PUBLIC SCHOOLS—ABSTRACT\nDRUMMOND,\n\nSTADIUM\n\nHIGH\n\nSCHOOL,\n\nTACOMA,\n\nWASH.\n\nThe business man of the future must have added to his already rather\ncomplete routine training, courses in which he will obtain a broader vision\nand a deeper appreciation of the world in which he is to operate.\nThe\nvocational guidance departments of the public schools lay a good foundation for such an outlook.\nFor retail selling I have substituted the name, training for retail store\nservice, because this course, in addition to giving instruction in selling,\noffers a curriculum of wide enough scope to give the student an intelligent\nand human insight into a vast business field for his future use and choice.\nIn general, throughout the United States the retail training course includes the study of the scientific sale, merchandise and merchandising\n\n"}
{"page": 351, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF Business\n\nEDUCATION\n\n347\n\nmethods, textiles, color and design, economics of retailing, advertising,\nstore management, store arithmetic, and business English.\nIn order to\nobtain the best results, the course should require that each student work in\na retail establishment while he is taking the training. From this contact\nwith the business world, some of the most beneficial lessons are emphasized—the lesson of putting knowledge to a practical test, the lesson\nof taking and carrying out orders, the lesson of cooperating in a businesslike way with fellow workers, the lesson of serving the public in a pleasing\nand effective manner, the lesson of rendering a real contribution to society.\nIn a comparatively short time after graduation, students*of high school\nretail training classes have been promoted to positions of assistant buyer,\nadvertising manager, interior decorators, designers of clothing, personal\nservice directors, city and state salesmen, store correspondents, beauty\nshop operators and owners, training manager for chain stores, head of stock,\ndivisional merchandise manager, window trimmer.\nPromotions such as\nthese are matters of individual ability and application.\nAlthough many\nof those taking the course get no further than a selling position, yet -the\ntraining has given them a means of earning a living. Even for those who\nmay not follow retail work, the broad and practical knowledge which can\nbe derived from this course is of great value in helping them to appreciate,\nunderstand, and deal with many of the everyday problems of everyday life.\nTeaching of retail training in the public schools is doubtless here to stay,\nbecause it is filling a community need which intelligent store managers\nappreciate.\nBecause of keen competition and an educated public the serious problem confronting the retail merchant is distribution, and this he\nrecognizes can be solved to a large degree by employing workers trained for\nstore service.\nHowever, there are many problems confronting both retail training\nteachers and store executives.\n\"The method of presentation varies with\n\neach locality.\n\nThe curriculum must be elastic enough to meet the eco-\n\nnomic conditions of each city. The general classifications seem to be high\nschool cooperative classes, part-time school, continuation classes, and evening\nclasses for adults.\nRetail training has been in the public school curricula not more than\nfifteen years.\nRapid progress has been made, and each yearsubstantial\ngains are being shown in the number of cities where courses are given.\nThe federal board records that trained teachers are conducting classes in\n73 cities and 26 states. There are yet many localities to enter.\nSchools\nand stores working closely together have produced the best results. The\namount and kind of cooperation given by store executives has and will\ncontinue to determine to a large extent the future of retail training in the\npublic schools,\n\n"}
{"page": 352, "printed_page": null, "text": "348\n\nRECENT\nFRANCIS\n\nM.\n\nNATIONAL\n\nEDUCATION\n\nTRENDS\n\nIN\n\nBUTTS,\n\nASSOCIATION\n\nTYPEWRITING—ABSTRACT\n\nPLACEMENT\n\nBUSINESS\n\nDIRECTOR,\n\nWASHINGTON,\n\nD.\n\nHIGH\n\nSCHOOL,\n\nC.\n\nThe present period of transition from the old empirical trial and error\nmethods of instruction to higher planes of ideational and directed skill\nlearning in typewriting is marked by three pronounced tendencies: The\ntrend to accord more recognition to typewriting, the trend to broaden objectives and relate typewriting to the great economic unity running through\nall of life’s activities, and the trend to research and refinement of methods\nand subjectmatter.\nA wider field of usefulness, a new psychology of\ntypewriting, and a sound body of technic are resulting from the trend to\nresearch and refinement of methods and subjectmatter and from the tendency to broaden objectives and emphasize relationships evidenced in typewriting since 1920.\nThe recent trend in typewriting to a definite and general recognition\nof this subject as a required and accredited constant for high school graduation and college entrance is full of promise. “There is a growing feeling\nthat a secondary school fails in its duty if it does not provide each graduate with a fair mastery of at least one subject by means of which some\ndegree of economic independence may be attained.\nIt is widely conceded\nthat there is no subject of instruction in our schools today which offers\nas great a promise of economic return for the time and energy expended\nas that of typewriting.\nAlthough there is still a tendency in some cases\nnot to recognize typewriting, its acceptance by so many institutions of\nsecondary and higher learning indicates that there will be in the future a\nfurther adjustment of this combined skill and ideational subject to the\nincreasing demands of a complex civilization.\nThe new psychology of typewriting works from accepted educational\nprinciples, ideals, mental images, and facts.\nIts ways are economical of\ntime, energy, and materials as well as direct and objective. ‘This newer\nkinaesthetic method substitutes for the inadequate vocabulary building aim,\nthe comprehensive reach, touch, and return objective of an equal and\nmaximum finger facility with reference to every typewriter key. In this\nconnection there is a tendency to use the same set of habits for each of\nthe four rows of keys, and to throw the emphasis of practice on the weaker\nthird and fourth fingers and on the more difficult keyboard reaches in\norder to reduce the variation of intervals in rhythmic writing which is\nresponsible so largely for the retardation of speed. This and many other\ntendencies to refinement are evidenced on all sides—in paper control, in\nclassroom procedure, in the increasing use of objective methods of instruction and testing, and in the arrangement and organization of subjectmatter in recent textbooks to provide for a wide range of abilities and for\ngroup and individual instruction with individual remedial measures as well\n\nas for the attainment of vocational and enrichment objectives.\n\n"}
{"page": 353, "printed_page": null, "text": "Co\n\nTHE\nee ee TSE\n\nDeparrMENT\nol he cl\n\noF Business EpucaTion\nlet\nie ig\n\n349\n\nIt is an encouraging fact that typewriting classrooms are fast becoming\nlaboratories of research.\nThe quest for truth goes steadily on.\nFrom\nParis comes a renewed confidence in the rhythmic method of writing by\ncount and by music so generally followed in this country and in Germany.\nPhiladelphia is interested in the association of English and typewriting.\nin Washington we have recently conducted an experiment in the closer\nIn this experiment\ncorrelation of first year shorthand and typewriting.\nfrom the very first lesson the correct shorthand outlines were associated\nwith every exercise practised during the typewriting periods.\nAll other\nconditions between the experimental and measuring groups were kept as\nconstant as possible. The results in facility of reading and transcribing\nas well as many side products of this experiment seem to indicate that it\nmay be possible by a further development of associative teaching to raise\nstandards of accomplishment and at the same time reduce the length of\nthe shorthand course:\n\nIMPROVEMENT\n\nOF\n\nINSTRUCTION\nABSTRACT\n\nIN\n\nBOOKKEEPING—\n\nMERRITT DAVIS, HEAD OF COMMERCIAL DEPARTMENT, SALEM SENIOR HIGH\nSCHOOL, SALEM, ORE.\nBusiness has been revolutionized in recent years.\nOrganization of\ncapital, cooperative marketing, and merchandising are fast displacing the\nsmall dealer.\nKeen competition in business has necessitated greater efficiency, a closer check on business operations and finance, and more com-\n\nplete systematic accounting methods.\nTo meet the demands of the new era in business, it is necessary that\neducation keep pace with this movement.\nTo do so requires modern\nmethods in presenting and instructing in the basic subjects of business, of\nwhich bookkeeping and accounting is the most essential. For only through\nan efficient system of accounting can a business be systematized, managed,\n\nand directed in a profitable manner.\nThe instructions in bookkeeping and accounting in the high school as\nwell as the entire course in commerce must have a two-fold purpose: First,\nto prepare the students for real business life, which cares for the larger percentage that do not continue their education beyond high school, and\nsecond, to give a thorough preparation for the advance work in commerce in the college or university.\nThe successful teaching of bookkeeping primarily involves four things:\nA thorough knowledge of the subject itself; an inspiring magnetic personality; and actual business experience as well as professional training.\n\n"}
{"page": 354, "printed_page": null, "text": "350\n\nNaTIOoNAL\n\nEpucATION ASSOCIATION\n\nIMPROVEMENT\n\nOF INSTRUCTION\nABSTRACT\n\nHERBERT\n\nHEAD\n\nW.\n\nWHITE,\n\nHIGH\n\nOF\n\nCOMMERCIAL\n\nSCHOOL,\n\nPORTLAND,\n\nIN SHORTHAND—\n\nDEPARTMENT,\n\nFRANKLIN\n\nORE.\n\nOften commercial work has lagged, savored of the shop after its newness has worn off; progress seemed at a standstill.\nScientific analysis, investigation and scientific remedies are now applied,\nand this work is receiving the stimulus with other educational subjects.\nShorthand is the last to receive the light of scientific research and\ndirection.\nAmong others, four things have been discovered that caused so large\na percent of all who study shorthand to fail to acquire a sufficient proficiency for commercial use.\n1. A large number were permitted to study it who are physically unfitted to\nreceive this kind of training.\n2. An ignorance of the real processes and how best they can be learned, no real\nmeasurement of the material taught, and improper standards.\n3. Lack of knowledge of the uses in business or its place in commercial work.\n4. Lack of mental stimuli due to faulty pedagogy.\n\nReal improvement in shorthand teaching comes when these things are\ngone into: First by pregnostic tests to all who apply for the study, thus\neliminating the incompetent; second by laboratory analysis of the processes\nrequired, improper routine eliminated and different measurements of accomplishment established as in typewriting or motion studies in industrial\nplants; third by a careful local occupational and commercial survey and\nparticular analysis of the various uses made of shorthand; and fourth by\nan improved method of presentation.\nReplies from leading business men and office managers to the question,\nwhat is wrong with the school prepared stenographer, and the remedy\nhave elicited the facts that the school standard and office standard differ.\nThe school’s requirement is words per minute; the office, the knowledge to\nproduce proper meaning,—the dictation apart—initiative, composition, appearance of the letter.\nAnother aid to improved instruction is grouping as to ability.\nImprovement of instruction in shorthand will be realized when:\n1. We eliminate the unfit before its study is begun.\n2. We know more of the content and the learning process to acquire it.\n3. We know the commercial uses and head our efforts towards the\nparticular\n\nobjective.\n\n4. Have better trained teachers and the application of the psychology\nof learning.\n\n"}
{"page": 355, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF Business\n\nSECRETARY'S\n\nEDUCATION\n\n351\n\nMINUTES\n\nFirst Session, Tuesday, 12:15 P. M., July 5, 1927\nThe annual luncheon conference of the Department of Business Education held\nthis year with the Seattle Chamber of Commerce on Tuesday, July 5, 1927 marked\nthe opening session of the Department at Seattle. J. W. Spangler, president of the\nSeattle Chamber of Commerce presided.\nThe annual conference where business men and teachers of business education\nmay come together was inaugurated at the Oakland-San Francisco meeting in\ni923 and has proved more successful at each meeting of the Department.\nThe general theme “New Aspects of Commercial Education” brought forth\nseveral interesting papers stressing scientific curriculum revision.\nThe following\nprogram was presented:\n\nNew\nSOME\n\nTENDENCIES\n\nAspects of Commercial\n\nIN COMMERCIAL\n\nEducation\n\nEDUCATION\n\nJohn J. Tigert, United States Commissioner of Education, Washington,\nQUALIFICATIONS\n\nEXPECTED\n\nOF SECONDARY\n\nSCHOOL\n\nPupPILs FoR ADMISSION\n\nJ. H. McClure, Assistant Cashier, Seattle National\nTHE RELATION OF ACADEMIC\nSucH QUALIFICATIONS\n\nJ. A. Bexell,\n\nDean,\n\nSchool\n\nEDUCATION\n\nTO\n\nBUSINESS\n\nof Commerce,\n\nOregon\n\nD. C.\n\nTO BUSINESS\n\nBank, Seattle, Washington.\nTRAINING\n\nIN\n\nESTABLISHING\n\nAgricultural\n\nCollege,\n\nCor-\n\nvallis, Oregon.\nTHE\n\nPLACE\n\nOF COMMERCIAL\n\nEDUCATION\n\nIN A Ciry EDUCATIONAL\n\nPROGRAM\n\nWillis A. Sutton, Superintendent of Schools, Atlanta, Ga.\n\nSecond Session, Tuesday, 2 P. M., July 5, 1927\nThe second session of the Department was held in the Auditorium of the Seattle\nChamber of Commerce on Tuesday afternoon, July 5, 1927. John G. Kirk, president of the Department presided. The following program was presented.\n\nNew\n\nAspects\n\nof Commercial\n\nEducation\n\nA Srupy oF EMPLOYMENT OPPORTUNITIES IN BUSINESS\nKarl Lieb, School of Business Administration,\n\nUniversity\n\nof\n\nWashington,\n\nSeattle, Washington.\nProcnostic Tests AS A DETERMINANT IN COMMERCIAL EDUCATION\nWilliam O. Proctor, Stanford University, California.\nEMPLOYMENT TESTS FOR BUSINESS SERVICES\nF. N. Weyant, Civil Service Examiner, Seattle, Washington.\n\nGUIDANCE\n\nRESPONSIBILITY OF BUSINESS FOR PROMOTIONAL OPPORTUNITIES AND ADVANCEMENTS\nHarry G. Winsor, Personal Officer of Puget Sound Power and Light Company,\nSeattle, Washington.\nJunior COMMERCIAL CURRICULUM\nA. E. Bullock, Supervisor of\n\nCommercial\n\nEducation,\n\nPublic\n\nSchools,\n\nLos\n\nAngeles, California.\nDISCUSSION\n\nC. E. White, Garfield High School, Seattle, Washington.\n\nThird Session, Thursday, 2 P. M., July 7, 1927\nThe\n\nthird\n\nsession\n\nof the Department\n\nwas\n\nheld\n\nin the Auditorium\n\nof the Seattle\n\nChamber of Commerce on Thursday afternoon, July 7, 1927.\nC. E. White, Head\nof the Commezcial Department, Garfield High School, Seattle, Washington presided. The following program was presented.\n\n"}
{"page": 356, "printed_page": null, "text": "NATIONAL\n\n352\n\nNew\n\nEDUCATION\n\nAspects\n\nASSOCIATION\n\nof Commercial\n\nEducation\n\nWuat SHOULD BE THE Poticy OF COMMERCIAL EDUCATION IN RELATION TO GENERAL\nEDUCATION\nJ. F. Elton, Principal, High School of Commerce, Portland, Oregon.\nCURRICULUM BUILDING FOR COMMERCIAL SUBJECTS\nE. F. Killam, Supervisor of Commercial Education, St. Louis, Mo.\nMerTHops AND VALUES OF TEACHING RETAIL TRAINING IN THE PUBLIC SCHOOLS\nAnne M. Drummond, Stadium High Shcool, Tacoma, Washington.\nRECENT TRENDS IN TYPEWRITING\nFrances M. Butts, Director of Placement, Business High School, Washington,\nDRC:\n:\nIMPROVEMENT OF INSTRUCTION IN BOOKKEEPING\nMerritt Davis, Head of Commercial Department, Salem Senior High School,\nSalem, Oregon.\nIMPROVEMENT OF INSTRUCTION IN SHORTHAND\nHerbert W. White, Head of Commercial Department, Franklin High School,\nPortland, Oregon.\nMETHODS\n\nAND\n\nLaurence\nDIscUSSION\n\nSTANDARDS\n\nIN TRANSCRIPTION\n\nN. Pease, Vice Principal,\n\nStephen Dwan, Head\nSeattle, Washington.\n\nStockton\n\nof Commercial\n\nHigh School, Stockton,\n\nDepartment,\n\nBroadway\n\nCalifornia.\n\nHigh\n\nSchool,\n\nBusiness Meeting and Reports of Committees\nImmediately at the close of the third session, the department was called to order\nby John G. Kirk, president of the department.\nThe following officers were elected:\n\nPresident—LaureNnce N. PEAsE, Vice Principal, Stockton High School, Stockton,\nCalifornia.\nVicepresident—C. E. Wuirr, Head of Commercial Department, Garfield High\nSchool, Seattle, Washington.\nSecretary—Frances M. Burts, Director of Placement, Business High School, Washington, D, C.\n\nResolutions were unanimously passed thanking the president of the Department\nfor his untiring efforts in arranging for the most excellent program, and extending\nthe appreciation of the Department to the local committee, chairmen of the meetings, the speakers and those who led the discussion for their excellent contributions\nto the success of the meetings.\n\n"}
{"page": 357, "printed_page": null, "text": "The Department of Classroom Teachers\n\n"}
{"page": 358, "printed_page": null, "text": "4 pie DEPARTMENT\n\nOF CLASSROOM\n\n1914: 909-916\n1917:615-622\n1915 :1161-1177 1918 :381-389\n1916: 637-652\n1919:375-392\n\n1920:343-355\n1921:399-406\n1922:683-691\n\nTEACHERS\n\nheld its\n\nfirst session at the St. Paul meeting, July 8,\n1914. It was organized in response to petitions\nrepresenting classroom teachers in all parts of the\ncountry.\nSee Proceedings, 1914:909.\nThe Department was reorganized under a Constitution at the\nBoston meeting in July, 1922. For the Constitution\nand bylaws of this Department see Proceedings,\n1924 :568-70.\nThe Department of Classroom Teachers cooperates with the National League of Teachers’\nAssociations.\nThe officers of the Department for the year 1927-28\nare: President, Jean L. Soules, Women’s Athletic\nClub, Spokane, ‘Wash. :: Vicepresident, R. Ross Smith,\nChicago Normal College, Chicago, Ill.; Secretary,\nCharles E. Scott, Jefferson High School, Portland, Ore.; Executive Committee: Western Section,\nMiriam D. Eisner, 3117 California St., San Francisco, Calif. (Term expires 1930); Middle Section,\nKula F. Hunter, 1324 E. Morphy St., Fort Worth,\nTexas (Term expires 1929); Eastern Section, Mrs.\nEdith B. Joynes, 410 W. 14th St., Norfolk Va. (Term\nexpires 1928). This Department meets at the time\nof the annual meeting of the Association. Facts relating to the establishment of this Department and\nthe record of meetings are found in earlier Proceedmgs as follows\n\n[354]\n\n1923:569-620\n1924:460-499\n\n1925:365-402\n1926:391-423\n\n"}
{"page": 359, "printed_page": null, "text": "THE SOCIAL ASPECT\nAUGUSTUS\n\n0. THOMAS,\n\nSTATE\n\nOF THE TEACHER\nCOMMISSIONER\n\nAUGUSTA,\n\nOF\n\nEDUCATION,\n\nMAINE\n\nStrange as it may seem very little has been written concerning the social\naspect of the teacher.\nAfter examining a large number of books and\nperiodicals and searching the Readers’ Guide for some information as to\nhow important this subject is and finding nothing, one comes to the conclusion that ““The Social Phase of the Teacher” is of small importance.\nPerhaps it is because the profession is deemed so very “pedagogical” that\nsociety is not within its realm.\nIt is a safe guess that while you have read nothing which I may say, you\nmust have thought some of the thoughts. Teaching has become so dreadfully “teachey.”” It is all about the child, the lesson, behavior, punishment,\nparents, discipline, motivation, methods, tests, measurements, attitudes and\na long list of technical terms which make up our professional vernacular,\nand there is no room for life outside the school.\nWhy is there not a community into which the teacher may fit?) Why\nshould\n\na teacher\n\nenter\n\na cloister\n\nand\n\nwear\n\na social\n\ncowl,\n\nobscure\n\nand\n\nobliterate herself because she is a teacher?\n‘There is an advantage in\nassociating with the young. It tends to keep one young which is quite all\nright for a while and as far as it goes, but after all we cannot forever live\nin the land of “never-grow-up,” we must mature our lives. We can do\nmore for the children if we really grow up and become of the real species.\nWe must associate at times with men and women.\n‘The teacher must fit into life with its complex relations. | She must be\na teacher but not first. She must be a woman and live with her fellow\nbeings in a most wholesome way. ‘The teacher has three full relationships\nwhich every normal individual must accept, and the teacher of all people\nmust be ‘“normal.’’ Economics, or how to make a living, has long been one\nof the deep concerns of the teacher. Society, or how to live a wholesome\nlife with our fellows, has been too much a part of omission; and government, or how to govern ourselves.\nAfter all, this is education, it is also\nlife. My story has to do with the middle section, the neglected section, the\nlife section.\nThe several groups with which a teacher must come in contact in a social\nway are: Her fellow teachers; the parents; the general public; the professional group; and her pupils. Let me take up these several relations\nsomewhat in the order named. I shall not attempt to say all that may be\nRather would I leave some things for you to\nthought on the subject.\nthink out for yourselves.\n\nHer fellow teachers—That the teacher should avoid cliques among her\nIt must not be misunderstood that the\nco-workers is a safe admonition.\nBecause of\nteacher may be drawn closer to one personality than another.\nthe privilege of selection it would be entirely irrational, even unfair, to\n\n[355]\n\n"}
{"page": 360, "printed_page": null, "text": "356\n\nNatIoNAL EpucaTIon ASssocIATION\n\nforbid a teacher choosing her intimates.\n\nIt is quite natural that teachers\n\nshould form close friendships among themselves.\nBut teachers should not\nallow themselves to get into the dependent habit of one or two friends.\nDemocracy is quite essential and a reasonable friendliness with the staff of\nco-workers is necessary to esprit de corps, the cooperative mind is essential\nto a good player of the game.\nIn these social contacts no teacher should allow jealousy to manifest itself.\nThe teacher who can qualify as my ideal teacher must be a good sport, she\nmust delight in the success of her fellows, she must be willing to cheer\nwhen she sees good work, not with her hands alone but with and from her\nheart.\n“She must see and appreciate the fine qualities and good work of\nothers. “Teachers, if you ever feel the “green” coming on, go and hide until\nit disappears.\nIf you have the feeling of jealousy in your nature, go and\ndo penance until you rid yourself of it.\nA teacher teaches as much by what she is as by what she does. Genuineness and generosity are qualities of a good teacher.\nI once called my\nteachers together, thirty of them. We sat down together for a conference.\nI did not know much about education or teaching but I told those teachers\nwe were hired by the community to build a school for the children, the best\nschool we could build. Therefore we were a sort of family, a corps.\nWe\nhad for the time given up our individuality for a group personality, the\ncommunity would judge us by our solidarity.\nIf any teacher did an\nunusual piece of work it should be known to all the rest and they would\nhave a chance to see it, they should all praise it. If one did a geod piece\nof work in reading we would congratulate her, another music or arithmetic\nor what not, we would sometimes discuss these achievements in our meetings on Friday eveniags, or if I was especially enthusiastic I would issue\na special call. It worked well. We found many good words and we succeeded in bringing those teachers close together.\n\nSometimes we would have a little afternoon tea while these get togethers\nwere on.\nWe succeeded in arranging some quite purely social functions\namong ourselves occasionally. It pays well to know those with whom you\nwork and to have a bond of sympathy and fellowship with them.\nThe parents—There are several phases of social contact with parents:\n(1) individual while discussing the progress or problems of the children;\n\n(2) visits in their homes; (3) in parent-teacher associations and (4) in\nconnection with the general public. These are all important and the impression the teacher makes in such instances determines often the parent’s\njudgment of the teacher in the schoolroom.\nIn my own experience I have\nfound the parent conference very helpful and many pleasant friendships\nhave thus been formed.\nI have known very successful teachers who made\nit a point to call upon the parents of all their children and to establish\ndirect contacts with them. I believe it good to do. A teacher will often\naccomplish more with the children if she knows the policies by which they\n\n"}
{"page": 361, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n357\n\nare being brought up. Most teachers are worth knowing and parents offer\nbetter cooperation if they know the teacher and believe in her.\nThe parent-teacher association offers a fine opportunity to post the parents as to programs of improvement, progressive methods, new processes\nand the like. Very often parents complain of what is being done because\nthey do not understand the aims and objectives. A misinformed or half\ninformed public is usually against us while a well informed public is likely\nto be for and with us.\nThe teacher and the community—To become a social leader in a community would seem to be out of the question for a teacher. She lacks the\nmeans and the time as well as the general faculties for this. She probably\nshould not attempt it unless in a small community and under the stress of\nneed for the community.\nBut there is no legitimate reason which occurs\nto me why a teacher should not be popular in her own way, admitted to the\nbest society and able to be useful as a member of the community for the\nsocial side. “The community should know her, respect her and recognize\nher for what her personality and achievements are worth.\nIf you will allow personal ptivilege I will relate an incident of my own\nexperience. As superintendent of a small city in the middle west 1 told my\nteachers they should get acquainted with the people and become a part of\nthem.\nI gave them orders not to send regrets if invited to a Thursday\nafternoon tea, reception or other function within their realm but to accept\nand attend. “They were, however, after accepting to notify me so I could\nsend a substitute for their work. The pay ofthis substitute was not to be\ndeducted from the monthly pay check. The following instructions were a\npart of the order.\nThe teacher who attended was not to talk of herself\nor her own work.\nIf others brought up the topic she was to change the\nsubject to her co-workers and their work.\nShe was to tell the parents of\nthe other teachers, of what a privilege it was to have their children\n\nunder\n\nthe care of such fine women and of what splendid work the teachers were\ndoing. Her good words would be returned to her in due season and in full\nmeasure by others.\nThe plan worked.\nPeople became interested, they found less fault, the\nschools were a prominent interest of the city. The spirit grew not alone\namong the people but among the children, discipline was easier, we had\nOther superintendents heard of our schools\nless unpleasant experiences.\nAt the\nand came and took some of our good teachers at higher wages.\nend of the year, although the city was hard pressed financially, the board of\neducation gave the most substantial increases in wages the city had known.\nThe superintendent did not know much scientifically about schools and\nHe was very nearly illiterate on these things but he did know\nteaching.\nhow to give the teachers a chance. Sometimes I have thought there is too\nmuch supervision, a sort of “sin of supervision.” While reasonable limitations should be set up, teachers should have time for their own initiative,\n\n"}
{"page": 362, "printed_page": null, "text": "358\n\nNatIionaL\n\nEpucaTIon\n\nASSOCIATION\n\nwhat they need most is a reasonable professional freedom, not ball and\nchain, they need latitude, not grooves.\nThere came under my observation many years ago two teachers who\nBoth were well prepared and both good\ncame into town the same autumn.\nteachers but one of them was able to do much more than the other. Their\nattitude, their philosophy was entirely different. One said she did not have\ntime to do anything outside of her school, she spent much time on her work,\nprepared carefully and took good care of herself.\nThe other teacher had some social qualities and a desire to mingle.\nIt\n\nShe\nwas not so much a philosophy with her as a more natural inclination.\nattended church and young people’s meeting, taught a class in Sunday school,\nled Y. P. S., when parties were given she was on hand, took places on the\ncommittees, in short she carved out a real place in that community. For\ntwo years these young ladies worked in their schools side by side and left\nat the same time. The one quietly made her way out of town after a few\nfarewells to her close associates, the other was escorted to the train by a\nconcourse of people who showered her with gifts and with praise. She\nwas worth it.\n/\nSocial qualities—All persons do not have social qualities but they may\nbe cultivated, culture and social graces may be increased. Dress, manners,\ngood conversation, and courtesy are all variables and may be cultivated.\nThe best way to win people is to make them feel you are interested in\nthem. “The average individual is more interested in himself than in others.\nA teacher above all others should have social graces that the children whom\nshe leads may be given good standards.\n‘The teacher should be choice of her dress, should know styles and\nshould conform.\nShe should, however, not allow herself to get into extremes.\nA teacher who dresses well, properly, and always within her\nmeans and station will have a greater influence on her pupils than one who\ndisregards the conventions.\n\nThe question has often been asked, how much if any of her time should\na teacher give to her church? Well, the best answer I can give to this is\nthat the teacher should budget her time and her physical bank account and\nlive rather carefully within the figures set up. Every teacher should give\nsome of her talent and some of her physical ability to her faith. There is\na definite connection between the school and the teacher’s spiritual life.\nThus the teacher needs the peace and poise a religious experience and well\nestablished faith will produce. This to many teachers is a great strength.\nBut this is the more personal and selfish side of religion. Religion is not\nselfish, it is generous.\nIt was a chill autumn day I was coming in from West Baldwin when\nI reached one of those little schools in the very heart of the country.\nI\nnever allow myself to pass one of them without stopping if I can do so. On\nthis occasion school was just closing and the twenty-five young Americans\nwere getting their wraps and other belongings for the home journey.\n\n"}
{"page": 363, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n359\n\nThere was a fine order about it all.. There was the teacher as she stood\namong her pupils, her face mitred in white which softened the lines of the\nyears until she looked young and fair. There was a fine smile on her face\nas the children came to her for a good night or a touch of affection as she\ndrew the cloak a little closer around Mary’s neck, pinned the wraps a little\nmore securely for Jane, admonished John#to bundle up as it was cold.\nThen a “Good night, children, see you tomorrow,” and these people of the\nschool scattered to the four winds, all with pleasant memories\n\nand a hope\n\nSurely this teacher found delight in their youthful sofor the morning.\nciety and daily renewed her youth.\nAfter all, a teacher’s life well balanced in time and interest between\nthese various relationships has much to commend it to the best mental,\nmoral, and social personalities of our days.\n\nOUTSTANDING\n\nBENEFITS\nBY BOARDS\n\nCONFERRED UPON\nOF EDUCATION\n\nMAUDE\n\nMATHEMATICS,\n\nSOUTH\n\nCOMPTON,\n\nHIGH\n\nSCHOOL,\n\nTEACHERS\nOMAHA,\n\nNERR.\n\nFor the past ten years, Omaha has gradually built up a progressivve\nschool system in which to train its young people to take their places as its\n\nfuture citizens.\nWe have many beautiful grade school buildings with well-kept grounds\nequipped with playground apparatus, and our five high schools compare\nfavorably with the best high schools of the country. “These schools are in\nthe hands of a splendid administrative staff and corps of teachers.\n“The\npublic school system of Omaha holds an enviable place among the cities\nof its size and it has been a source of pride to her people. ‘The teachers\nare given a non-cumulative sick leave, and an adequate retirement and\ntenure by our board of education.\nLast year a deficit in the general school fund was brought to light. This\ndeficit had been accumulating for some time, some years increasing and\nothers decreasing.\n[here came a demand from several sources that the\nboard of education keep their expenditures within their income and wipe\nout the deficit in one year. The board adopted a policy of retrenchment\nwhich caused a feeling of unrest among the teachers as a large sum of\nmoney was to be cut from the instructional budget.\nI believe the outstanding benefit conferred upon teachers by our board\nof education was that in the face of this huge deficit and a demand that it\nbe wiped out in one year they decided it would be penny wise and pound\nfoolish to lower the teachers’ salaries. “Chey have stood as one maintaining\nthat a high standard of education can be maintained only with high standard teachers and high standard teachers can be maintained only with\nreasonable compensation.\n‘The morale of the teaching force of our city has been made better by the\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nNaTIONAL\n\nEDUCATION\n\nteachers knowing\n\nthey have a sympathetic\n\nASSOCIATION\n\nboard\n\nof education\n\nthat will\n\ndiscussing boards\n\nof educa-\n\nprotect them in a time of crisis.\nViola-Kelly, San Francisco,\n\nCalifornia—In\n\ntion, it is necessary to remember the diversity of such bodies, not only in\nthe method of their selection, but also in regard to the powers conferred\nupon them by state legislaturet city charters, and established custom.\nThe San Francisco Board of Education has existed in its present fourm\nfor only about five years. The seven members of the board are appointed\nby the mayor and the appointments are referred to the voters for confirmation at a regular election.\nThe city superintendent, executive head\nof the beard, is elected by the members of the board of education.\nOur superintendent is given very broad administrative powers, especially\nin regard to affairs directly concerning the rights and privileges of the\nteaching force.\nOur present superintendent, Dr. Gwinn, is genuinely\ninterested in the welfare of the teachers and this power vested in him has\nbeen of great benefit to us.\nThere can be credited to our board several tremendously important improvements.\nOne of the most vital is the reorganization of the system for\nselecting teachers, so that appointments are made and confirmed upon the\nbasis of efficiency on the part of the applicant, not upon political or social\ninfluence.\nAnother benefit has been the granting of a sick leave of five days on full\npay and ten days on half pay. “This leave is not cumulative. The teachers\nhave requested that it be made cumulative up to twenty-five days on full\npay and fifty days on half pay, and we feel that there is a very fair chance\nof our request being granted within the next year.\n\nThe building program is another factor that has vitally affected .the\nteachers. Our many new buildings are beautiful and most convenient. In\nplanning them, the board has asked for suggestions in regard to arrangement and equipment, not only from the teachers as a body, but also from\nthe individual teachers most concerned.\n“There has also been a marked\nincrease in the variety and amount of supplies furnished.\nThe question of promotions is always a vital one. Our board, confirming the appointments of the superintendent, has promoted to principalships,\nvice-principalships and other supervisory positions many classroom teachers.\nThese appointments have been made quite largely from those who have\ntaken an active interest in organization work. The liberality of the board\nin granting leaves on pay to our officers while attending conventions or engaged in legislative work, as well as numerous lesser courtesies, is added\nproof of their fair attitude.\nDuring the past two years San Francisco has adopted a very fine system of municipal pensions for teachers and just two years ago we secured\nsalary increases of approximately three hundred seventy-five dollars per\nyear for every teacher. While these were due more largely to effort on\n\n"}
{"page": 365, "printed_page": null, "text": "ane\n\nTHE\nee ee\n\nDEPARTMENT OF CLASSROOM\na\n\n‘TEACHERS\n\n361\n\nthe part of the teachers than to the board of education, the board rendered\nvalauable service in securing them.\nPerhaps it is as well that we find our local boards a bit obdurate in\ngranting our requests.\nIt is through continuous effort that we keep in\ntraining for the protection and advancement of the “Republic’s First and\nLast Line of Defense.”\nMamie\n\nB. Stoecker, President,\n\nSeattle\n\nGrade\n\nTeachers’\n\nClub, Seattle,\n\nWashington—Seattle is very fortunate in having a school board representative of the highest type of citizen as you will agree when you learn\nthat it is composed of E. B. Holmes, lumberman; O. B. Thorgrimson,\nattorney; Dr. C. W. Sharples, physician; E. L. Smith, clergyman; and E.\n\nShorrock, banker.\nThese men are elected for a term of three years and\nserve without pay. I am very glad of the opportunity of telling you how\nmuch a board, that keeps ever in the foreground the best interests of the\nchildren of the community, can do for the benefit of the teachers at the\nsame time. I shall mention three outstanding benefits; namely, the sabbatical leave, the demonstration school, and the plan relating to school\nlibraries.\nThe sabbatical leave has been in operation in Seattle for two years. It\nis granted for purposes of study and travel and may be for a period of one\nsemester or for the whole vear as the applicant desires. Partial compensation is allowed for this period. When the plan was first put into operation,\nthe maximum number of teachers who might be given this privilege was\ntwenty.\nThat number has since been increased to thirty.\nThe full\nquota has been arranged for both the first and second semesters of the year\n1927-1928, which shows that the plan is popular with the teachers. “Those\nwho take advantage of the sabbatical leave come back to their position with\nincreased vitality, physical fitness, knowledge, experience, and enthusiasm\nand this in turn reacts to the benefit of the entire system.\nThe demonstration school was established here only this past year. Perhaps nothing has been done which has been of greater benefit to the teachers\nthan this. Through the demonstration school, curriculum revision is carried on in a more scientific manner, namely by testing the value of a given\ncourse before placing it in the schools in general, and teachers receive much\nvaluable aid in adopting new methods by having an opportunity to see the\nplans and devices actually in process and concretely presented. Over three\nhundred of our own teachers and principals visited this school the past year\nand fifty visitors from outside the city have registered. “The summary from\na questionnaire sent to those who visited shows without question that the\ndemonstration school has been a great source of constructive help.\nThe third outstanding benefit which has been conferred upon the\nteachers is the library plan which is to become effective September 1, 1927.\nModern methods of teaching require more adequate school libraries that\ncan serve every department and activity of the school rather than those now\n\n"}
{"page": 366, "printed_page": null, "text": "362\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nin operation in the schools. Both the public schools and the public library\nare actively interested in promoting the development of reading habits and\ndiscriminating tastes among young people and there is a growing tendency\nto increase the cooperation between these two institutions. “The following\nplan is proposed:\nThe school board to continue to provide:\nLibrary room-and equipment\nHeat, light, janitor service\nReference books and professional books for teachers\nBook delivery between public library and school libraries\nTeachers to administer these libraries\nStudent assistants for charging, mending, shelving books, ete.\nGeneral supplies—ink, paper, pencils, etc.\n\nThe library board to provide:\nBooks to circulate\n\n(for recreational\n\nand cultural reading)\n\nSpecial library supplies\n\nCatalog\nMending, recasing, rebinding\nAssistance in the supervision of organization and administration\nInstruction to pupils in use of libraries\nBook talks and story telling in schools where this work is desired\n\nof libraries\n\nPersonnel—Whenever possible the reading or literature teacher is chosen\nas the person to take charge of the school libraries. “The public library is\nprovided on its staff with a supervisor of schoo! libraries who will devote\nher entire time to visiting and aiding the libraries in the elementary schools.\nArrangements are to be made for a course of lectures on Saturday mornings for the benefit of those teachers who have charge of the libraries in\nthe elementary schools, attendance at these lectures is to be voluntary and\nthe course is to be arranged under the joint auspices of the school board,\nthe public library, and the university of Washington library school.\nPlatoon schools and schcols that are not within reasonable walking distance of the central or a branch library are to be given first consideration\nin developing unit libraries similar to the fourteen already in operation.\nSchools which are located near the central or a branch library are to use\nthese libraries until such time as the library board and the school board\nare able to provide unit libraries for all elementary schools.\nIn planning new elementary school buildings, consideration is to be given\nto the need for rooms equipped for library service.\nNell E. Lain,\n\nSeventh\n\nGrade\n\nTeacher,\n\nKansas\n\nCity, Missouri—The\n\nevolution in the training and development of those actively engaged in\nteaching children has been paralleled by a corresponding change in boards\nof education.\nUnfortunately in both groups are found those who have\nnot kept pace with the general course of such evolution; but as the present\ndiscussion deals directly with boards of education, it is unquestioned that\n\n"}
{"page": 367, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n363\n\nthe advancement in this department has been retarded by members who\nhave not attained their positions because of being especially fitted for that\nwork.\nThe idea that boards of education and teachers must be natural\nenemies in order to further the education of children is no longer believed\nto be essential; but to a marked degree, the two groups are joining forces\nto work more harmoniously toward the growth of the child. As a direct\noutcome of this changed attitude, those things that are conducive to the\ngeneral welfare of teachers are being regarded as not only desirable but\nThus many provisions for the betterment of teachers\nalso necessary.\nwhich would formerly have been acclaimed as great privileges are so customary throughout the country that they would not be considered outstanding at the present time.\nAfter due deliberation, the bonuses for additional professional training\nand the arrangements made for those who are absent from school because\nof sickness were selected as being especially favorable measures relative to\nthe well-being of the teachers under the supervision of the Kansas City\nschool board.\nAny teacher of the Kansas City public school system who presents a\ntranscript showing at least four semester hours of college work earned in\nsummer school in a standard teachers college or university shall for the\nyear immediately following receive $100 in addition to the regular salary\nto which she is entitled. ‘This $100 takes care of a large part of the expense incurred in attaining this higher professional training—an opportunity which may be used each year although it is not compulsory annually.\nAll teachers who have a degree are expected to secure four college credits\nwithin six years and those who do not have a degree must meet this requirement every four years. Due to this economic assistance many teachers\nhave been able to prepare themselves for more effective work in the classroom and have reached a higher professional standing than would have\nbeen possible without such a provision.\nAbsence from school because of temporary illness is a source of great\nanxiety to one so afflicted, but the adjustments made by the Kansas City\nschool board tends to relieve this strain. During the year, a teacher is\npermitted twenty days absence on account of personal sickness without loss\nor reduction of salary. Very often a few days devoted to improving a\nweakened physical condition will avoid an extended illness—an ounce of\nprevention which may be taken as the board’s generous arrangement overcomes a hesitancy to be absent because of financial loss.\nThe majority of Kansas City teachers are highly appreciative of these\ntwo outstanding considerations for their physical and professional welfare\nand seek to use them wisely and well so that the Kansas City school board\nwill be encouraged to adopt other such provisions as have been presented\nhere this afternoon.\n\n"}
{"page": 368, "printed_page": null, "text": "364\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nLucy Brickhouse, Norfolk, Va—Education is recognized as a necessity,\neducators are recognized as a means to an end; teachers are regarded as a\nnecessary evil. At what point may a teacher become an educator?\n“Line of defense” implies conflict. We wage a continual conflict with\nignorance, and we fight for better things. But frequently the conflict beHow often have benefits been\ncomes one with our boards of education.\nconferred only after a long and hard struggle?\nIn Norfolk at present, we are fighting for sabbatical leave. So far, our\nefforts have not met with dazzling success, but next year we expect to take\narms again against a sea of troubles.\nA bill for tenure is now before the Virginia Legislature and by this time\nnext year, we hope no teacher will fear a change of administration.\nIn Norfolk a raise in salaries is out of the question. ‘The present scale\nwas won only after a severe battle. ‘The case had to be taken to the city\ncouncil and the necessary appropriation was granted if the school board\nwould ask for it. The Board finally capitulated. Our present scale gives\nmen from $200 to $500 more than women because men are men—and the\nboard consists of one woman and four men.\nCumulative sick leave is on the agenda for next year. The outcome is\ndoubtful.\nA tentative bill for revised pension is in the hands of state pension committee composed of the president of the state education association, one\nsuperintendent, one principal, one senior high school teacher, one junior\nhigh school teacher, and cne elementary teacher.\n‘This bill will be presented at the next state legislature, and is not in the hands of school\nboards.\nI wonder if the school board would be able to recognize the benefits\nthat have been conferred.\nProbably some day the board will see that we are fighting for and not\nagainst them.\nProbably the solution lies in our hands.\nWe are training the future\nboards.\nI understand from your president that these reports were to be given for\nAfter all, probably it is just as well that the\nthe purpose of comparison.\n“The harder the conflict, the more glorious the\nboards have to be won.\nvictory, and that which men gain too easily they esteem too lightly.”\n\nLeona Coulter, Lewis and Clark High School, Spokane, W ashington—\nSalaries and salary schedules are of vital importance, but an impartial,\nsmooth-running system is almost unattainable, for, as every school board\nknows, pitfalls for the unwary are indeed many, when judgment in terms\nof dollars, is passed on teachers.\nSpokane decided this question of salary in 1920, when, as one of the first\ncities in the United States to take such a stand, it adopted what is known as\nthe single salary schedule. The plan takes into consideration two factors:\n\n"}
{"page": 369, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLAssRooM\n\nTEACHERS\n\n365\n\nFirst, education or teaching preparation, and, second, teaching experience.\nIt is based on the theory that all teaching is of equal value, that service\nrendered to the child of six is as valuable as that to the boy or girl of\nsixteen, and should be recognized in salary equivalent. Under this present\nsystem, all salaries of classroom teachers through the elementary, junior,\nand senior high schools, are computed on the same plan. A certain fixed\nsum is taken as a basis. “To this is added one hundred fifty dollars for\neach year of preparation—normal or college—beyond graduation from a\nfour year high school. The number of years for which salary credit may be\nobtained is limited to five. A summer session is counted as a fractional\npart of a year and paid for proportionally. In addition to the above sums,\nfifty dollars is allowed for each year of teaching experience up to a maximum\nof eleven years.\nThe plan is flexible. “Fhe basic amount and the sums given for education and experience are purely arbitrary, and may be changed at any time.\nHence the plan can be adapted to any system and remain intrinsically\nthe same.\nIn practice it achieves definite results. It serves as an incentive toward\nfurther education and provides an opportunity for it in increased salary.\nHundreds of ambitious teachers avail themselves of this opportunity.\nIt\ngives the teacher who prefers to work with small children the privilege of\ndoing so without the sacrifice of salary which often accompanies such a\nchoice. The round peg does not remain in the square hole.\nIt establishes more amicable relations among the teachers themselves.\nNo one harbors a feeling of injustice or jealousy for there are no artificial\nbarriers toward advancement.\n“The maximum salary is the same for all\nand its attainment rests with the teacher herself. “he resulting feeling of\nharmony and cooperation which permeates the teaching corps insensibly\nraises its morale and establishes a firm foundation for a solidarity and a\nprofessional unity greatly to be desired.\nGladys Evelyn Moorhead, Los Angeles, California—The superintendent’s advisory committee of Los Angeles may not be technically the gift\nof our board of education, but that it actually owes its origin to them will\nappear. Six years ago upon the election of a board of education moderately\nprogressive in its make-up and so acceptable to the teachers that many\n\nof\n\nthem had cooperated in its election, a committee of fifteen duly elected high\nschool and elementary teachers was formed.\n‘These spent some months\nin a study of possible changes in administrative procedure which might be\n‘The elimination of soeffected by an informed and progressive board.\nin the position\nauthority\nof\ncentralization\nthe\nsessions,\ncalled star chamber\nwere studied\ncouncils\nadvisory\nteacher\nof\nuse\nthe\nand\nsuperintendent\nof the\nand duly suggested to the board.\n“The\nThe former two subjects were never even formally considered.\nmatter of advisory councils interested the board to the point of allowing\n\n"}
{"page": 370, "printed_page": null, "text": "366\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\na group from our committee to interview them and be interviewed by them,\nand interested the local conservative newspaper to the point of repeated\narticles denouncing an attempt at communistic administrative procedure\nin the schools. As an outcome, the board reported the matter favorably\nto the superintendent of schools, and she in turn invited the formation of\na superintendent’s advisory committee, which has functioned for five years.\nIt is made up of thirty members elected for two-year terms, and each\nrepresenting a definite constituency, as the teachers of a certain grade, the\nsupervisors of subjects or certain groupings of special departments.\nMeetings are held monthly. The committee is designed to be the medium of\ncommunication between the superintendent and the teaching body, that\neither may approach the other through this committee in regard to problems meriting solution in the interests of all parties. “The imperfections in\nthe plan appear due to the fact that the representatives are not sufficiently\nin touch with their constituencies, do not indeed report back to them\nreadily for their participation. ‘This principle needs to be firmly established\nand its practice developed. ‘The benefits have been certain effective accomplishments, such as the formulation of a report card, a very extensive program of work undertaken by a committee of fifteen on: International Cooperation to Promote World Peace and certain adjustments of practical\nadministrative details affecting teachers and their every day work.\nWe do not feel that the advisory committee has become what we wished,\nbut we do appreciate the existence of this machinery which will be able to\nserve us when our skill and initiative shall be turned to perfecting in action\nthis committee.\nWhen the intelligence and knowledge of teachers can be\ndirected through such advisory channels to the activity of educational administration, we shall have for the child a great new constructive force in\neducation.\nAnnie Kate\n\nTaylor, President, Dallas\n\nGrade\n\nTeachers\n\nCouncil, Dallas,\n\nTexas—lI bring greetings to you from the grade teachers council of Dallas,\n‘Texas, and wish to say on their behalf that we are still enjoying your delightful visit with us in February.\nThe subject of “Outstanding Benefits Conferred upon Teachers by\nBoards of Education,” is a comparatively new idea to me, as I have thought\nfor a long time in terms of the teachers conferring benefits on the board of\neducation, through the service rendered in his particular field of endeavor.\nBut times have changed and are changing rapidly in the educational world,\nas well as otherwise, and we welcome the idea of benefits being conferred\nfiom the other direction.\nFirst, there have been in many sections of the country teacherages erected\nfor the comfort and convenience of the teacher.\nWhatever touches the\nhome conditions of the teacher, adds or subtracts from the sum total of his\n\ncapacity for usefulness.\nSecond, in many sections of our great country, group insurance or sick\n\n"}
{"page": 371, "printed_page": null, "text": ".\n\nTHE\n\nDEPARTMENT\n\nOF CLAssRoOM\n\nTEACHERS\n\n367\n\nbenefit organizations have been perfected, with the board of education\ncontributing more or less to the financial upkeep. Also many wise far\nsighted boards of education are not only permitting teachers to have tenure\nand sabbatical leave, but have introduced the idea. Boards of education\nare seeing the wisdom of sending delegates to our great teachers’ conventions in order that those delegates may catch a new vision and inspire others\nwho are not privileged to attend.\nThere are many benefits now being conferred upon teachers of this\nrapidly progressing, forward marching age, but it occurs to me the greatest\nbenefit conferred upon the teacher, as well as the nation at large, is that\nof giving him a contract to fill a position in the great army of educational\nsoldiers; giving the teacher an opportunity to serve his country by training\nthe youth of the land; giving him an opportunity to plant the seeds of\nAmericanism, and the love and respect for other peoples of the world; giving him the privilege of implanting in the minds and hearts of the youth\nof our land those great American ideals for which our forefathers fought\nand won; teaching our boys and girls to “Love thy neighbor as thyself,” and “Do unto others as we should be done by.”\nThese, my friends, are the greatest benefits conferred upon teachers by\nour boards of education.\n\nECONOMIC\nCARL\n\nE.\n\nCROSON,\n\nFORMER\n\nWELFARE\n\nOF THE\n\nPRESIDENT\n\nOF\n\nSEATTLE,\n\nWASH.\n\nTHE\n\nTEACHER\nSFKATTLE\n\nSCHOOL\n\nBOARD,\n\nWe have long ago learned to think of teaching as a profession. A profession is that line of activity which is primarily interested in the results\nto be obtained, not for the one doing the work but for the one for whom\nthe work is performed. A true professional teacher is, therefore, primarily\ninterested in what she does for the development and life of her pupils.\nThis being true, other interests are quite naturally given little consideration.\nWhat has been said is just as applicable to other highly professional activities and we often hear it said that the professional man is not a good\nbusiness man.\nIt may readily be admitted that most professional people\nare not skilled in the ways and manner of business and give little thought\nto economic life.\nIn the teaching profession there are many who enter it with the avowed\npurpose of a life’s work. ‘They think it, feel it, and act it. ‘These, as a\nrule, think little of their economic welfare.\nThere are many others who\ndrift into the profession or who come in by choice but with no intention\n‘These latter classes\nthat it shall be other than a temporary occupation.\nare\n\nusually free\n\nand easy\n\nspenders.\n\n‘The\n\nnet\n\nresult\n\nis that\n\nall groups\n\nusually give little thought to their economic welfare and in many sections\nfind that no one else has considered it for them.\n\n"}
{"page": 372, "printed_page": null, "text": "368\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nOn the one hand, we have a highly developed intellectual power which is\nin the habit of leading and directing. On the other is an ignorance of economic matters and ways and means of making gain. The two make a bad\ncombination for pride, a false pride in fact, keeps the leading and directing\nmind from seeking help and following counsel and advice, thus making the\nteacher the easy victim of many ill-advised enterprises and the easy prey\nfor unscrupulous stock salesmen and those who can make mica look like\n\ngold. Thus we find three conditions:\nFirst, the professional mind is not\neconomically inclined; second, many times the economic welfare of the\nteacher is not looked after by others; and, third, the teacher is a comparatively easy victim of the ill-advised or unscrupulous promoter.\n“The subject assigned for this discussion, is therefore, timely and well chosen.\nAt this point we might consider some of the things that the teacher\nbrings to the market of society and for which she asks a compensation.\nIntellectual attainment is a compensation in itself to the individual, but when\nsociety makes use of that attainment society should be expected to compensate.\n“Then there is length of service.\nExperience in this as well as\nother fields of activity is of value to that portion of society receiving the\nservice. Patience in dealing with, concern for and interest in someone not\nyour own have certain compensations to the individual but do not make a\nliving, and if they are received and accepted by society as a whole entitle\none to a fair return. And then there is that character forming side of the\nteacher’s work. “This cannot be definitely segregated, cannot be measured\nin dollars and cents, but let a teacher depart from the building side and\nbegin to present ideas that destroy character and how quickly the community feels it.\nWe have now seen that by reason of the public use of her intellectual\npreparation, her experience, patience, concern, interest, and character building work, the teacher has brought something to the general public market\nand is entitled to a compensation.\nTo be fair it should be stated that the public is not unappreciative; the\nrest of the public is just as busily and honestly engaged as the teacher and\nuntil comparatively recently little real study has been given to a proper and\njust method of compensation.\n“The compensation is usually a monetary\nconsideration.\n“That is now so universal that it may be accepted as the\npublic’s way of compensating. ‘This, however, leaves open many questions.\nThe amount is always a live issue. It varies in localities. It would seem\nthat this could be overcome by the study of costs of living, arriving at the\npurchasing price of the dollar, taking into consideration, of course, the\ndesirable and undesirable localities. One could not be expected to endure\nthe hazards of a malaria stricken district with no greater compensation than\nthat received in a locality of splendid living conditions.\nShould the amount vary according to intellectual preparation?\nIt would\nseem that this should be correct.\nHow much variation is an open question.\nShould the amount vary based on experience and length of service? This\n\n"}
{"page": 373, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n369\n\nvariation is quite generally recognized and seems right. How much credit\nshould be given for experience will in turn depend on whether the teacher\nhas kept abreast with the profession while gaining experience and also\nwhether the experience has been in one or many systems.\nShould the amount vary solely by reason of the grade or subjectmatter\ntaught? There has grown up this difference, but from the standpoint of\nclear reasoning it seems difficult to maintain.\nIf a proper relation were\nestablished for preparation, experience and responsibility it would seem that\nthis problem would disappear.\nThe first step, therefore, looking toward the economic welfare of the\nteacher is the receipt from the public of a proper and fair compensation for\nthat which the teacher has to market.\nIn determining this proper and\nfair compensation there will be contending forces. Human nature has not\nyet gotten to the place where self interest can be entirely eliminated. The\nteacher will seek the larger compensation.\nThe public, through its chosen\nofficials, will desire to pay just as little as necessary. Is it too much to ask\nor expect that these two elements will conscientiously and honestly work at\nthe problem, and that they too will see to it that the great tax paying public\nare fully and frankly advised of all facts entering into the solution?\nNow let us assume that the fair compensation is received.\n‘The remaining question in the economic welfare of the teacher is, how to use the compensation received. Many budget systems are devised and many have great\nmerit, but these will not meet the requirements.\nA careful survey will show that everyone concerned with his or her ultimate. economic independence must make savings work while he sleeps.\nThis means investments.\nInvestments, generally speaking, fall into three\nclasses—investment, speculation, and gamble.\nThree questions should be asked about each investment: First. Is the\nprincipal safe?\nSecond: Is the interest return adequate?\nThird: Is it\nconvertible? If all of these questions can be answered in the affirmative the\nproposed investment is good. The qualities spoken of do not always appear\nin each transaction. ‘To illustrate, let us take a Liberty Bond. ‘The safety\nof principal would be rated high, the interest return low, and convertibility\nhigh. Now let us take a well selected real estate mortgage. The safety\nwould be fair, the interest return fair amd convertibility fair, with promot'on oil stock, the.safety low, interest return erratic, and convertibility low.\nLet it be understood at this point that I am not epposed to promotion.\nMines must be opened, wells drilled and industries developed. ‘These are\nall legitimate speculation, but this class of investment belongs to him who\ncan afford to lose and the average teacher is not in that class. Many are\ninduced to gamble on the outcome of a patent, a mine, a well, or an\nindustry, by the hope of great returns. These great returns seldom come\nand when they do are usually after a reorganization, which to a great\nextent changes the original plan and often eliminates the original investor.\n\n"}
{"page": 374, "printed_page": null, "text": "370\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nOn the other hand, too great a conservation does not give an adequate\nreturn.\nThis is true of Liberty Bonds and savings accounts as a permanent investment.\n‘The problem for the teacher is to get as nearly as\npossible the first earning.\nBy that I mean get as nearly as possible the\nfull amount that legitimate enterprise can pay for the use of money. ‘This\nis generally by means of well selected bonds and mortgages.\nIn passing mention should be made of life insurance.\nA well selected\npolicy that will protect those dependent during dependency and will be\npaid to the insured when it has matured will be a splendid means of stabilizing the economic conditions for the average professional man. This like any\nother good thing must not be carried to the extreme: Life insurance is not\nprimarily an investment.\nIt is protection.\nFinally, in every business there are departments, the buying, the selling,\nthe credit, the shipping, and the legal. Each has its part to perform. The:\nbusiness man takes just as few chances as possible. Why should the individual not so organize himself? Seek advice from competent successful\nmen with no axe to grind, no direct interest in the matter on which advice\nis given. This will insure an unbiased opinion. Mistakes will be made\nwith even such help, but the great, said plight of the little being frittered\naway will become less and less frequent.\n\nTHE PROFESSIONAL\nFLORENCE\n\nHALE,\n\nWELFARE\n\nSTATE\n\nDEPARTMENT\n\nDIRECTOR\nOF\n\nOF TEACHERS—ABSTRACT\nOF\n\nEDUCATION,\n\nRURAL\n\nEDUCATION,\n\nAUGUSTA,\n\nSTATE\n\nME.\n\nThere never has been a time when the professional opportunity and welfare of the classroom teacher has been more promising than today. We\nshould all appreciate the significance of the fact that this year a classroom\nteacher is being nominated for the president of the National Education\nAssociation, the greatest honor in the greatest education association in the\ncountry. If elected, this will be the first real classroom teacher to be given\nthis honor and even the nomination alone is very significant.\nI am not\nspeaking of this matter at this time with any “political” intent, and like\n\nmost National Education Association members I do not believe in building\nup a spirit of “class” groups in the National Education Association.\nHowever, the fact that a classroom teacher is to be considered for this honor\nshould not pass without classroom teachers especially realizing that it is\nsignificant of the changed attitude toward their status and means increas‘ing professional welfare.\nFor years it seemed\n\nto be an accepted idea that in order to secure\n\npro-\n\nfessional recognition—promotion—that a teacher must leave the actual\nclassroom and become a supervisor or a principal.\nIt has been the bane\nof the superintendents’ existence that as soon as a teacher become “outstanding” she would be lured out of this work she could do so well into\nsome sort of administrative position, not only by financial gain but more\nespecially because of the greater opportunity for professional respect and\n\n"}
{"page": 375, "printed_page": null, "text": "THE\n\nDrpARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\noy mea\n\n‘honor. No greater blessing can come to the teaching profession and to the\nchildren of this country than to have the day arrive when the classroom\nteacher need not go out of her schoolroom and give up the actual teaching\nof children to secure honor and promotion.\nIf the highest honors educationally can come to an able teacher going on with her regular work in an\nactual classroom, the whole teaching profession will be benefited and we\nshall see more teachers enamoured of the real job of teaching and anxious\nto study further to better fit themselves for the work most of us in our\nhearts really love better than any cold problem of executive position—the\nteaching of children to know and love the great and beautiful things of\nthe world.\n‘This‘is the brightest day educationally that the teachers of\nthe world have seen.\n\nREPORT\nANNA\n\nOF THE PRESIDENT\n\nTHOMPSON,\n\nKANSAS\n\nCITY,\n\nMISSOURI\n\n‘lo promote and maintain a continuity of policy is essential to the success\nof any organization.\nDuring this year your president has endeavored to\ncorrelate the work of the department with what has gone before.\nFor the past five years the efforts of this department have been centered\nlargely upon improving conditions for the classroom teachers to the end\nthat the teaching service of the nation may be improved, and the department has not by any means abandoned that policy.\nIn our conferences\nwe have continued to stress the desirability of fewer interruptions of classroom work, simplified rating systems, fair salary schedules, tenure of positions, actuarily safe retirement funds, sabbatical leave, and the reduction\nin the number of pupils to the teacher.\nSecond Yearbook—While continuing to stress all those things which\npertain to the welfare of the classroom teacher, we have, this year, centered\nour attention chiefly upon the child under our care, and our yearbook is\ndevoted to the rediscovery and exploration of youthland.\n“The classroom\nteachers of America are endeavoring more and more to give the individual\nchild opportunity for self direction for development of initiative.\nMany teachers from every section were set to work securing first hand\ninformation on how right habits, right attitudes, ideals, and appreciations\nare developed.\nAll classroom teachers know that these are important\naspects of instruction, but so far little has been done toward measuring\nthem. What method best builds right attitudes of cooperation with teacher\nand other pupils?’ What best instills tolerance?\nPerhaps we can as yet\nmeasure only information and skill, but we, at least, can make an intensive’\nstudy of attitudes, ideals, habits, and appreciations, and how they may be\ndeveloped.\nThe majority of classroom teachers are not trained in scientific research,\nand in a few cases the results of the committee work turned out to be a\nstudy of methods rather than a study of the child. Even so, your president\nconceives the yearbook to be for the growth and expression of the class-\n\n"}
{"page": 376, "printed_page": null, "text": "BYEZ\n\nNatTIoNAL\n\nEpucaATION\n\nASSOCIATION\n\n, and feels\nroom teacher, believes the material contained is very valuable\nall over\nteachers\nm\nclassroo\nof\nscores\nthat the teamwork developed when\nin\nproblems\nof\nstudies\nive\ncooperat\nto\nting\ncontribu\nthe United States are\nis\nand\ns,\nphalanxe\nian\nMacedon\nfamous\nthe\nof\nthat\nrivals\nfield\nown\ntheir\ns.\n‘Teacher\nom\nClassro\none of the finest outcomes of the Department of\nYour president takes great pride in her efficient chairmen, and in the\npersonnel of the committees.\n\nActing upon a strong conviction that there has been too much centralization of the activities and responsibilities of the department in the executive\ncommittee, an attempt has been made to enlarge greatly the number who\nare actively participating in the work of the department’ this year.\nSpeakers’ Bureau—Considerable progress has been made by the departFour years ago when\nment in securing recognition of classroom teachers.\nstate associations were first requested to place a classroom teacher on the\ngeneral program, seven of the forty-eight letters were answered, the second\nyear nineteen answers came, last year twenty-nine replies were received,\nand this year thirty responded.\nThe tenor of those responses was that the state officers were not only\nglad, but sincerely anxious to secure classroom speakers who can talk\neffectively, and a favor, many said, would be conferred by listing a few\noutstanding classroom teachers whose ability had been demonstrated.\nReaction to the foregoing was the organization of a speakers’ bureau of\nclassroom teachers by having local organizations recommend speakers from\ntheir own membership.\nThe complete list was compiled and you will find this Speakers’ Bureau\non page 246 in the Second Yearbook.\nField trip—In carrying out the provision of the constitution which\nprovides that regional conferences shall be held for the purposes of discussing and formulating educational policies, and in extending and educating the membership of this department, a field trip was made through\nthe south covering sixteen states, and lasting nine weeks including the\nweek at the Department of Superintendence meeting in Dallas.\nThe Kansas City school board generously granted permission for your\n\npresident to be absent from her work at Northeast\nwithout loss of salary during this trip.\n\nSenior High School\n\nStarting on January third the first stop was in Little Rock, Arkansas,\nwhere many schools were visited and two group conferences were held.\n“During my stay in New Orleans, I visited a number of schools and\nhad contacts with several groups of teachers, many of, whom evinced their\nwillingness to cooperate in the work of the department by serving on committees and by functioning in other capacities.\ncae\n:\n:\nMobile’s welcome\nwas\n\nmost\n\ncordial.\n\nA\n\nteachers was organized there from which we\nestablishment of the Mobile school system\nsystem.\nThe schools of Mobile, county and\nment. The same rules and regulations apply\n\nlive conference\n\nof classroom\n\nexpect great progress.\nThe\nantedates that of the state\ncity, are under one manageto the county and city alike,\n\n"}
{"page": 377, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n373\n\nthe same salary schedule being employed, and the same supplies purchased\nfor each.\nFlorida has the county unit system, controled by a county school board\nof three members.\n“The county superintendent is the executive secretary\nof the board and all cities are under the county board.\n\nThe type of teachers’ organization known to us of the middle west and\nwest where the social feature is prominently stressed was found in only a\nfew cities of Florida. In a very few cases the large turnover of teachers\nprevented a general acquaintanceship among the teachers, and some difficulty was experienced in electing officers since the teachers did not know\neach other’s capabilities well enough to make nominations.\n‘Then, too,\nwe found the school term somewhat shorter and the salaries lower than\nin cities of approximate size in other sections of the United States.\nPensacola’s superintendents, supervisors, and teachers extended a cordial\nwelcome.\nA responsive group of teachers discussed classroom problems\nand organized a classroom unit. In ‘Tallahassee another classroom unit\nwas organized, and the affairs of the department were left in capable hands.\nAt West Palm Beach County teachers’ meeting the opportunity was\ngiven to organize a unit of the department of classroom teachers at a\nluncheon conference.\nFort Lauderdale was also visited and a classroom organization was\nformed.\nDade County, Florida, including Miami and Miami Beach, has a super-\n\nintendent who takes pride in the fact that every teacher in his county belongs to the National Education Association. In this friendly atmosphere,\nwe believe the unit organized in Miami will flourish.\n‘The director of\nelementary instruction of Dade County showed the visitors through the\nschools of the county. We were much interested in the health program,\nand enjoyed a luncheon in a model school cafeteria in which no white\nbread, no white sugar, nor condiments were served.\nAt Orlando in Orange County, a conference was organized with the\ncooperation of the administrators.\nTampa has a live teachers’ club. A committee welcomed me and took\nme on a tour of the schools and a live regional conference was held with\nleaders who had ideas and put them into practice.\nAt St. Petersburg, the supervising principal called all classroom teachers\ntogether for a conference, and a responsive group seemed much interested\nin the work. An opportunity was afforded to attend the opening reception\nof the new high school at Largo, an uptodate building with all modern\nconveniences.\nJacksonville has an organized group, the president of which called a\nconference.\nSavannah, Georgia, has a progressive superintendent, who, together with\nhis assistants, extended every courtesy in arranging for a conference and in\naffording opportunity for visiting schools.\n\n"}
{"page": 378, "printed_page": null, "text": "374\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nAt Columbia, South Carolina, my visit occurred at the close of the first\nsemester when all were exceedingly busy. Only building representatives\nattended the conference, but among this number there chanced to be several\nalert teachers aware of the significance and value of classroom organization.\nThe spirit of comaraderie existing between administrators and teachers\nwas immediately apparent upon meeting the school people of Charlotte,\nDelightful hospitality from superintendent, assistants,\nNorth Carolina.\nclub president, and teachers made a two days’ stay in this city a real joy.\nA conference was next organized in Greensboro, North Carolina.\nThe superintendent and teachers of the Charlottesville schools had made\nplans for every moment of my stay in that historic city. Visits to the\nschools, to the famous Virginia University, and to that shrine of democracy, Monticello, with a descendant of Thomas Jefferson and another\nteacher, were among the happy experiences of the day. “Then came the\norganization of the conference, with wideawake leadership.\nThis was\nfollowed by a reception planned by the principal of the McGuffey school,\nwhich afforded a chance to become better acquainted with the teaching corps\nand to enlist their cooperation in our department plans.\nIn Charleston, West Virginia, the next conference was held. We met\nwith splendid cooperation from the superintendent and his assistants, and\nexceedingly capable officers for the conference were elected. A state classroom department has been organized in this state.\nThe superintendent of the Lexington, Kentucky schools was another\nadministrator who had mapped out plans for my visit. His interest in his\nschools impelled him to wish visitors to explore that system from boiler\nroom to attic. We heard beautiful spirituals in the colored high school,\nnd saw good work everywhere.\n“There is a strong classroom teachers’\norganization in Lexington, and our conference was well attended.\nThe conference organized at Chattanooga was felt by the teachers to be\na progressive step, and letters from the chairman give assurance of hearty\ninterest and cooperation in the new organization.\nNotwithstanding the fact that Atlanta teachers were in the midst of a\nfight to prevent the reduction of their present salary schedule, and to retain\ntheir automatic salary increases, they took time to show a fine spirit of\ncooperation and a conference was organized with enthusiastic officers.\nBirmingham school administrators took pride in exhibiting their fine new\nbuildings, and the excellent work accomplished there. The officers elected\nat the conference seemed anxious to function effectively, and we have had\nefhcient help on our yearbook from this city.\n\nThe\n\nteachers’ association\n\nsponsored\n\nthe conference\n\nheld in Meridian.\n\nThe superintendeat and other administrators were present and contributed\nfriendly suggestions and advice.\nWholehearted cooperation was given,\nand teachers willingly accepted service on the various committees.\n\n"}
{"page": 379, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n375\n\nContacts were had with the teachers in the junior high school in Shreveport, but no general conference was held there.\nThis opportunity is taken to express grateful appreciation for the cordial\nand delightful hospitality accorded the president of the department while\non this lengthy and somewhat arduous field trip. She takes pride in the\nfact that not once in the nine weeks did she miss a train nor fail to appear\nat the appointed time and place for a conference.\nPrevious conferences—At the time of the Missouri State Teachers’\nAssociation a luncheon conference was held in Kansas City in conjunction\nwith the state classroom department.\nMany noted educators were present,\namong whom were Augustus O. Thomas, Patty Hill, Uel Lamkin, Eugene\nFair, C. H. Williams, and many others, who spoke on educational subjects and whose inspiration carried over into the business meeting which\nfollowed.\nSummary of conferences—More than forty conferences were held by\nmembers of the executive committee during the year.\nThe department aims have been presented to many other groups apart\nfrom these conferences of classroom teachers.\nExecutive committee members have appeared before the faculties of state teachers’ colleges, federated\nclubs, and groups of administrators.\n“The president of the department\nspoke before the Kansas City Elementary Principals’ Club on the general\nprogram of the Missouri State Teachers’ Association, and appeared before\nthe St. Joseph Federation of Clubs in April to discuss the New Education\nBill and other professional matters.\nPurpose\n\nof conferences:\n\n1. To discuss and formulate educational policies and programs for the general\nmeetings of the department.\n2. To carry into effect the policies and programs of this department.\n3. To extend and educate the membership of the department.\n\nEffecting the purpose—In carrying into effect these purposes, the current\nwelfare, civic, professional and educational problems of classroom teachers\nhave been discussed in these conferences, and the best means of solution\nhave been sought. The membership of the department has undoubtedly\n\nbeen extended, since many teachers immediately joined and sent in National Education Association dues in order that they might function as\nScores of teachers in the\nofficers in the newly organized conferences.\nserving on various comnow\nare\nStates\nUnited\nthe\nof\npart\nsoutheastern\nmittees who had previously had no contact whatever with the department.\nThey are no longer onlookers, but are active participants,in the work and\nresponsibilities of the department.\nWe sincerely believe that organization and affiliation with the National\nDepartment of Classroom Teachers will mean better teaching conditions,\nhigher salaries, and higher professional standards, The public is demanding a longer period of training and greater efhiciency. It should ponder\n\n"}
{"page": 380, "printed_page": null, "text": "NaTIONAL\n\n376\n\nEDUCATION\n\nASSOCIATION\n\nover the cost of longer years of schooling, and pay adequate salaries for\nsuch training. ‘The public needs education along this line, and organized\nteachers are in a better position than others to accord this information in\nsections of the country where teachers are notably underpaid.\nFinances—The department is financed by an appropriation from the\ngeneral fund of the National Education Association.\nLast year the sum\nallowed was $7,500, and no increase was granted this year.\nWe must\nperform all the functions of our department and publish a yearbook on\nthe sum mentioned above. It is quite impossible to carry out the purpose\nof the constitution and to publish a yearbook that will adequately represent the department on this amount. ‘The Second Yearbook has necessarily\nbeen curtailed on account of the small appropriation.\n‘This appropriation\nwill have to be increased, or other means found to finance the department.\nAs the department increases in membership and consequently\nin prestige,\nour yearbook and all our activities must keep pace with this growth. To\nattain to greater usefulness and higher efficiency, the department needs at\nleast $8,500, and this is the amount requested for carrying on the work\nof the department next year.\nBudget requested for 1927-1928—\nMidwinter\n\nConference\n\nRegional.\n\n.Conferencesia-y.a..4.-\n\nand\n\nSummer\n\nConvention..........\n\na aseiere oe\n\ntere eee\n\nPart, time sfory Presidents ...o..90 see ee bee eee\nStenographic” ‘help jasiasa: 1 d.nraems eee kee Oot ee ks eee\nPrintings).\nthing coteinisuleiessten aly apdgnieesoeite heMeee Bee Ce onTee\nOffice’ EXPENSES 32845 shoo swtenehccecetm, cepetel uachewede cadMae resus aed\neee\nIncidentalst eat asco bale ssi e vate ortee hate ue mio AT\neee\n\n$3,500.00\n\n1,800.00\n1,000.00\n700.00\n800.00\n300.00\n400.00\n\n$8,500.00\n\nHad the Kansas City school board not been generous enough to grant\nthe president of this department a nine weeks’ leave of absence without\nloss of salary, the Second Yearbook would necessarily have been curtailed still further. ‘The amount allowed on the budget for the part time\nfor president did not need to be used for that purpose, and we hope that\nit may be applied toward the expense of publishing the Second Yearbook.\nDepartment fee—The question of a departmental fee is an ever recurring one.\nPrevious presidents have suggested that as salaries are\nequalized and increased, department dues might become advisable.\nThe\npresident of the department last year recommended that as speedily as\npossible the department move toward a departmental fee. Both the president and the secretary of the National Education Association have suggested this year that the time is ripe for such action.\nIn order to determine the wishes and. opinions of the membership in\nregard to such a fee, the matter has been discussed freely in regional conferences, and a committee has been appointed to obtain information from\nlocal organizations and to present all phases of the subject for discussion\nand action at the business meeting in Seattle.\n\n"}
{"page": 381, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\nSL.\n\nRecognition of the department—In recognition of the importance of\nthe Department of Classroom Teachers, the president has been appointed\na member of Committee No. 5, the Herman-Jordan Plan for International\nUnderstanding in the World Federation of Education Associations.\nMidwinter meeting—The constitution requires that a conference of the\nofficers, executive committee, advisory council, and other members of the\ndepartment shall be held at the time and place of the Department of\nSuperintendence.\nThis year our midwinter meeting was held at Dallas, and on account\nof the very fine spirit of cooperation shown by the Dallas and Fort Worth\nteachers we had most inspiring meetings. ‘The attendance at the luncheon,\n546, was by far the largest in the history of the department.\nThe conference at Dallas.on March second was enlivened by the\npresence of several members of the advisory council from newly organized\nunits in the southeastern part of the United States who were much interested in plans of organization.\nClassroom executives from many organizations, and members representing widely-scattered organizations took an active part in the discussion of the problems and policies of the department.\nSuperintendent H. P. Harding, of Charlotte, North Carolina, discussed the “Classroom Teacher’s Philosophy of Living,’ and many fav- orable comments were made on his sympathetic understanding of their\nproblems.\nFrederick L. Whitney, of the Colorado State Teachers’ College, gave an\nable report on “Retardation Due to Class Size.” We owe Dr. Whitney\na debt of gratitude for investigating the relation between class size and\nretardation, and the comparative cost of large and small classes as modified by the amount of retardation traceable to class size.\nProgress reports of officers and committees were freely discussed.\nConclusion—During this year the official family has been a bulwark\nof strength which has stood firmly by in time of stress and difficulty.\nWe are handing over to cur successors a large and powerful organization\nwhich is working harmoniously to advance the interests of classroom\nteachers, and to bring about professional improvement.\nWe are all richer\nin contacts, richer in friendships, richer in understanding; and, because of\nthis year’s study, we believe we are better able to find our way to the\nhearts of America’s childhood.\n\nREPORT,\nMARY\n\nOF\n\nTHE\n\nB. SULLIVAN,\n\nVICEPRESIDENT’\nCASTLETON,\n\nVERMONT\n\nDuring the year, most of the conferences held have been in Vermont,\nwith one or two in the neighboring states of New Hampshire and New\nYork.\n1This\n\nreport\n\nand\n\nthose\n\nfollowing\n\ninclude\n\nonly\n\nthose\n\nheld\nconferences\n\nbefore\n\nApril\n\n15.\n\n"}
{"page": 382, "printed_page": null, "text": "378\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nMontpelier, Vermont—The first conference of the year was held October\n21, in Montpelier at the time of the Vermont State Teachers’ Association\n‘The purpose of this meeting was to arouse a deeper and\nconvention.\nmore active interest in the National Education Association, and particularly\nto awaken an enthusiasm in what the Department of Classroom Teachers\nis doing. Julia E. Sullivan, of Boston, formerly president of this department, was the principal speaker, and brought a splendid message of achieve‘The vicepresident of the department then spoke,\nment and inspiration.\nexplaining the purpose of the department and some of the problems it has\nfor consideration at the present time. \"There was an animated discussion\nfrom the floor which showed that those attending were eager to know\nmore about the work of the department.\nCastleton, Vermont—The work of the department was made knuwn to\na gathering of about two hundred fifty teachers, some of them prospective\nteachers, at a conference of the Southern Council of Primary ‘Teachers.\nThis was the first regional conference which these teachers attended and\nthey were much interested.\n“Che chairman emphasized particularly the\nnecessity for feeling the “bigness” of the job of the classroom teacher,\nand tried to arouse a professional consciousness.\nShe also urged teachers\nto participate in school management, the making of curricula and the like\nwhen offered the opportunity.\nIt has been my privilege, because of being an instructor in a normal\nschool, to come in close contact with many beginning teachers and. those\nwho are to be teachers, and to try and give them as they go out into their\nclassrooms everywhere, a knowledge of what this organization stands for,\nwhat it is aiming to do, and also to help stimulate in them a professionalism\nfrom the beginning of their teaching career.\nAs chairman, I would like to make grateful acknowledgment to all\nwho have worked with me on committees—collectively and individually—\nin planning and organizing the unit on primary work in the Second Year-\n\nbook.\nIt has been a joy to have met, if not in reality, at least in spirit, the\nteachers of this country all united in promoting the welfare of the children in our schools.\n\nREPORT\n\nOF THE\n\nSECRETARY\n\nCLARA LYNN, SEATTLE, WASHINGTON\nTo be a member of the executive committee of the Department of\nClassroom Teachers is an opportunity for growth.\nContact with classroom teachers throughout the country and with administrators gives a\nbroad viewpoint of our educational problems.\nAs I have met and talked with the teachers in regional conferences, I\nhave found an increasing interest in better preparation, a large percent\n\n"}
{"page": 383, "printed_page": null, "text": "Tue\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n379\n\ntaking extension work to secure a degree or strengthen themselves if they\nhave a degree. All are vitally interested in the child.\nSix conferences have been held during the year. he first one was at\nBellingham, Washington, during the County Institute.\nAs there had\nbeen no conferences here previously the teachers were very much interThe younger teachested in hearing about the work of the department.\ners especially wished to have help in classroom problems and asked for\nbulletins along this line.\nThe next conference was held in Seattle during the convention of the\nState Teachers’ Association at which a most interesting program was\ncarried out. “This was a: joint meeting with the Washington Classroom\nTeachers’ League.\n‘The topics discussed were the work of the League,\nthe Inland Empire Classroom Organization, the teacher in service,\nteacher placement, single salary, a code of ethics for teachers, the Education Bill, and tax revision.\n‘Teachers from all parts of the state were\npresent and two representatives from Portland.\nDuring the session of the Oregon State ‘Teachers’ Association in Portland, at Christmas time, a conference was held.\nThe teachers were\nvitally interested in certain problems at this time, and requested that the\nsubjects ‘or discussion be class size, retirement laws, and single salary.\nOregon has a fine classroom organization, and is working out a progressive\n\nprogram.\nOn my way to Dallas I visited the Kansas City, Mo., schools.\n\nOne of\nthe schools visited was the Model School at Woodland.\nMr. Buckles,\nthe principal, gave us his time for the morning.\n‘The work observed was\nan inspiration, showing the finest kind of preparation on the teacher’s part\nand interest on the pupil’s side. After a splendid lunch in their cafeteria,\nMr. Buckles and some of the teachers took their cars and gave us a delightful ride to Kumpf school, one of their platoon schools. I have never\nseen better work than was presented there.\nKansas City may well be\nproud of her schools.\n\nOn my return trip from Dallas I held three conferences in California.\nThe proverbial California spirit surely prevailed.\nIn San Diego the\nschools were dismissed at 2:30 for our conference.\nAt this meeting the\nfirst topic discussed was “Tenure.”\nAll the California cities are working\nto get a bill through the Legislature to secure tenure and sabbatical leave.\nTeacher load was one of the vital questions with this group.\nYour\nrepresentative spoke on this subject, on the Education Bill, and the work\nof the department. A lively discussion arose over the subject of a departmental fee.\nIn Los Angeles, an informal conference with some of the teachers on\nthe policies of the department was held. This was a most profitable hour.\nThis was followed by a dinner conference in the Women’s Athletic Club.\nSan\n\nFrancisco\n\nteachers\n\nand\n\nadministrative\n\nofficers\n\nproved\n\nthemselves\n\n"}
{"page": 384, "printed_page": null, "text": "380\n\nNaTIONAL EpucaTIon ASSOCIATION\n\nroyal entertainers. One of the deputy superintendents took me to inspect\none of their fine junior high schools, where I spent two hours in observing\nAt four\nclassroom work, of which any school might well be proud.\no’clock I attended a regular meeting of the San Francisco Teachers’ Association where tea was served, as is their regular custom.\nAfter listening\nto their program, your representative was asked to speak on the “Benefits\nof Organization.” A dinner was given in the Stewart Hotel arranged by\nthe cities of the Bay district. The officers of all the organizations of these\ncities and counties were present.\nFive minute talks were given on the\nwork being carried out, followed by a discussion of the legislative work.\nThe Education Bill was a topic which aroused much interest.\nCalifornians have the true spirit of progress and might well be an\nexample to other groups in their desire for and appreciation of the needs\nof “The Child and His Teacher.”’\nI do not feel that this report would\nbe complete without saying that my superintendent, Thomas R. Cole, and\nthe Seattle school board, have been most generous in granting me three\nweek’s leave of absence on full pay with a substitute, and other days when\nI needed them.\n\nREPORT\n\nOF EASTERN EXECUTIVE\n\nCOMMITTEE\n\nMEMBER\n\nEDITH B. JOYNES, NORFOLK, VIRGINIA\nThe regional conferences which were held by the eastern representative\nconvened at the time of the state teachers’ association meeting in the various\nstates or at the time of the district meetings.\n‘The plan at the state\nassociation was to organize a classroom teachers’ department of the state\nhaving maih objectives the same as the Department of Classroom Teachers\nof the National Education Association.\nThe officers of the various state\nclassroom departments are to-act as an advisory committee with the executive committee of the Department of Classroom Teachers in planning for\nthe yearbook, also in discussing objectives for the coming year.\nClarksburg, West Virginia, October 28-30—Gertrude Roberts, president of the West Virginia Education Association, arranged the program.\nThe eastern member of the executive committee was given an opportunity\non the general program to explain the purpose of the department, its\nmethod of operation, and stressed the teachers’ responsibility in organization\nwork, since improvement in teaching conditions will come more quickly\nby this means than by any other.\nThe second day of the meeting, a classroom teachers’ department of\nthe state was organized with about one thousand members.\nYour representative gave an address on ““The Classroom Teacher and the Curriculum.” Joseph Rosier, president of Fairmont State Normal School, also\ngave an address, the keynote being ‘““The Future of Education Depends on\nthe Classroom Teacher.”\n\n"}
{"page": 385, "printed_page": null, "text": "THE\n\nA general\nin research?\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n381\n\ndiscussion followed—Shall the classroom teacher cooperate\n‘The teachers discussed the topic freely from the floor and\nshowed a willingness to participate in research as well as curriculum\nmaking.\nMany administrators were present and they were in hearty\ncooperation with the movement.\nThe classroom teachers gave a luncheon\nand your representative was the main speaker. ‘They were eager to learn\nabout the work of the department, and they are now carrying on the work\nin their various roundtable groups that meet throughout the state during\nthe year.\nRoanoke, Virginia, November 25-28—The Department of Classroom\nTeachers met with the grammar grade department with over a thousand\npresent. Miss Charl Williams of the National Education Association gave\na most pleasing address on “Keeping Pace with the Times.”\nYour own\nrepresentative stressed membership, and benefits to be derived from the\nNational Department of Classroom Teachers.\nThis is the second meeting of the Classroom Teachers’ Department of\nthe Virginia Education Association and a real demonstration was shown\nin their willingness to participate in the meeting. “The three main topics:\nsabbatical leave, tenure, and retirement law, seemed to be of special interest.\nGreenville, North Carolina, November 13—At the district meeting T.\nD. Martin, director of the Division of Records and Membership of the\nNation: | Education Association, spoke on ‘““What the National Education\nAssociat ‘on means to the Classroom Teacher.’’\nA classroom teachers’ departmer t of the district was not organized as the delegates wanted to discuss the question in the local groups.\nNorfilk, Virginia, April 8—A conference of classroom teachers was\narranged at the time of the district meeting. “The towns represented were\nNewpor, News, Portsmouth, Norfolk, Suffolk, Gloucester, Franklin, Cape\nCharles, Princess Anne, and Norfolk County.\nThe teachers were interested in exchange of teachers and sabbatical\nleave. In the discussion of departmental dues they expressed the feeling\nthat the time had not arrived for establishing a departmental fee because\nin this section membership in the National Education Association has\njust started, and the extra dues would have a tendency to check the\nenthusiasm.\nGreenville, South Carolina, March 24-26—On the general program of\nthe South Carolina Teachers’ Association, which was in session for three\ndays, your representative explained the work and purpose of the Department of Classroom ‘Teachers.\nPlans for organization of a classroom teachers’ department were presented before the teachers in the different department groups of the state\nThe object is to bring about a closer relationship between\nassociation.\nthe state department and the National Department of Classroom ‘Teachers.\nConferences are arranged to be held in Rocky Mount, N. C., Wilmington, Del., and Fredericksburg, Va., during the menth of Mav.\n\n"}
{"page": 386, "printed_page": null, "text": "382\n\nNatTIOoNAL\n\nEpuUCATION\n\nASSOCIATION\n\nYour executive member sees a closer cooperation between administrators and classroom teachers and the awakening of a classroom teacher\nconsciousness, which will advance. education in this department more rapidly\nin the next five years than ever before.\n\nREPORT\n\nOF MIDDLE\n\nEULA\n\nSECTION EXECUTIVE\nMEMBER\n\nF. HUNTER,\n\nFORT\n\nWORTH,\n\nCOMMITTEE\n\nTEXAS\n\nSchool practices of recent date show.a marked tendency to place the\ngreater emphasis upon the child to be taught rather than upon the subjectmatter of instruction.\nClassroom teachers have demonstrated throughout\nthe discussions in the regional conferences that it is through a scientific\nstudy of the child that they look toward the solution of many problems\nwhich will lead to improved conditions in the field of education.\nOther subjects which I find being widely discussed, and which bear\nmore directly upon the teacher and her relation to teaching as a profession, are the improvement of teachers’ certificate laws, teacher tenure,\nretirement remuneration, sabbatical leave, the Education Bill, state aid\nfor rural schools, single salary schedule, the impioved qualifications of\nteachers, and the improvement of local organization work among teachers.\nThe teachers are deeply appreciative of the work of the Department\nof Classroom ‘Teachers and the opportunities which the organization\naffords teachers for cooperating in the task of meeting the local needs\nof education, and in the greater task of making possible a systematic study\nof problems which are nation-wide in their scope and upon which the\nbuilding of a profession among teachers so much depends.\nMy first aim in conferences among new groups of teachers is to acquaint them with the Department of Classroom ‘Teachers, its plan of\norganization, and its work.\nIn Texas I have ‘met with teachers of Fort Worth, Dallas, Houston,\n\nwith the rural teachers of the twenty-four “Panhandle Counties” in joint\ninstitute at Canyon City, and vee the Stevens County teachers at Sa\nenridge.\n;\nIn Pueblo, Colo., a conference was held at which we completed plans\nfor the organization of a department of classroom teachers within the\nColorado Education Association, to correspond with the Department of\nClassroom ‘Teachers in the National Education Association. .Alma\nKrusen of Denver was elected president of the néw organization.\nConferences were held during the spring months at two of the division\n\nmeetings of the Texas State Teachers Association, and with the Oklahoma\nteachers at “Tulsa.\n\n"}
{"page": 387, "printed_page": null, "text": "THE\n\nREPORT\n\nD&partMENT\n\nOF CLAssroom\n\nTEACHERS\n\n383\n\nOF WESTERN SECTION EXECUTIVE\nCOMMITTEE MEMBER\n\nJEAN\n\nL. SOULES,\n\nSPOKANE,\n\nWASHINGTON\n\nThe Spokane school board, as in the two years preceding this, granted\nme a three weeks’ leave of absence to attend the meeting of the Department of Superintendence.\nThe great distance to be traveled in reaching\nDallas and returning left little time for meetings along the way. However, | have had a few opportunities to present the program of the\ndepartment.\n\nIn November I met a group of Spokane teachers consisting of representatives from the various grade schools.\nI talked on the Education\nBill, urging them to see that all teachers in the city were informed on\nthe subject. I presented it to two parent-teacher associations also.\nI spoke to the general assembly of the Oregon State ‘Teachers Association and the classroom teachers’ department of that organization at\nthe annual meeting held in Portland in December.\nI found it impossible to accept an invitation to speak to the Idaho\nclassroom teachers at the time of their state association meeting, as the\ndates were the same as those for Oregon.\nBut on my way to Dallas, I\nspent a day in Boise, holding a small, informal conference in the morning, and speaking to a larger number at a delightful luncheon, at which\nsix towns beside Boise were represented.\n“Che geographic cunditions in\nIdaho make it difficult for teachers of one part of the state to meet with\nthose in other parts.\n\nThis\n\nlack of acquaintanceship\n\nwith an increase in the number\n\nis a hindrance,\n\nbut\n\nof those who realize the value of class-\n\n‘room teacher organization, and with a growing understanding on the part\nof school administrators of the steadily mounting professional spirit of\nclassreym teachers, progress is sure to result.\nThe State Teachers College of Kearney, Nebraska, has a student unit\n\n‘of the National Education Association.\n‘This is, I believe, the only one\nin existence.\nI had the pleasure of seeing this organization at work, as\nI spoke at their regular monthly meeting, February 21st. I learned that\ntheir programs include a study of the special reports issued by the National\nEducation Association and that a debate on the Education Bill is te take\nplace at the March meeting.\nIf we could get teachers in all organized\ngroups to debate the Education Bill, the resulting knowledge of the subject\nwould go far toward securing its enactment.\nL addressed the teachers of the Kearney schools in a meeting held after\nschool, the afternoon of February 22nd,\nMy\nwith\n\nnext stop was at Omaha, where I had two opportunities to meet\nHere, as in the case of Boise and\nOmaha School Forum.\n\nthe\n\nKearney, I found the superintendent’s office most courteous and cooperative.\n\nA classroom\n\nteacher, who\n\nis vice-president\n\nof the Forum,\n\nwas\n\nre-\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nleased for the afternoon to be with me and to accompany me to the meeting where I spoke to three hundred teachers.\nFollowing this meeting, a\nHere the talk was\ncharming dinner was given attended by two hundred.\nmore informal and called forth discussion and questions.\nA brief stop in Kansas City was delightfully spent with two teachers\nwhom I had previously met through the work of this department.\nIt\nwas a pleasant surprise to be met at the train and delightfully entertained,\nthough I had not announced my coming.\n[t seems that one valuable byproduct of the activities of this department is the fabric of friendship that\nis being woven.\nIts warp and woof of earnest purpose runs north and\nsouth and east and west, and woven in and out to make a beautiful pattern\nruns a golden thread of friendship.\nOne of the best things accomplished in the western section this year\nhas been the formation of the Association of Classroom Teachers of the\nPacific Northwest.\nA preliminary organization was effected in Spokane\nlast April and a constitution is now ready to present for adoption at the\nmeeting this spring.\nIt is hoped that the organization will be instrumental in stimulating classroom teacher organizations and will serve as\na clearinghouse for problems affecting classroom teachers in the states\nconcerned.\nThe Washington Education Association, at its annual business session\nlast October, amended its constitution to permit the formation of student\nunits in teacher-training institutions.\nAn effort will be made to visit\neach normal school in the state before the end of the present school year,\nin an attempt to stimulate such organization.\nOne visit for this purpose\nhas already been arranged.\nThe special work assigned to me was the study of Retardation Due to\nOvercrowding in Primary Classes.\nOur tirst task was to learn, if possible, to what extent retardation is due to overcrowding.\nOur investigation in this field is being carried on under the direction of Frederick L.\nWhitney, Director of Research of Colorado State Teachers College at\nGreeley, Colorado.\nA progress report is presented by Dr. Whitney on\npages 163-179 of this yearbcok.\n\nREPORT\n\nOF\n\nTHE COMMITTEE\nON A DEPARTMENTAL\nFEE FOR THE DEPARTMENT\n\nCORNELIA\n\nS, ADAIR,\n\nRICHMOND,\n\nVIRGINIA,\n\nCHAIRMAN\n\nYour Committee on Departmenal Fee was selected by! the president in\nresponse to the request made at the last summer’s meeting. She appointed\ntwenty people from different sections of the country and they began their\nwork in the latter part of December of last year.\nWe sent out 350 questionnaires to the classroom teacher organizations\naffliated with the National Association, and 104 organizations responded.\n\n"}
{"page": 389, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF CLASSROOM\n\n‘TEACHERS\n\n385\n\nThe majority of the organizations that answered either felt that there\nshould be no fee, or that the time was not ripe for financing such a fee.\nVarious reasons were given both for and against the question.\n‘The committee met in Seattle on Wednesday, July 6th, to discuss the\nreplies to the questionnaire, and to formulate their report. As a number\nof the members of the committee were unable to attend, others representing different sections of the country were asked to meet with the committee. After a full and free discussion it was decided to present to the\ndepartment at this meeting for its adoption the following recommendations:\nFirst, that for the present the department should not require an additional fee for membership.\nThis was the reason: The Department of Classroom Teachers organized\non its present basis is comparatively young.\nYou have heard the reports\nof its officers and know of the wonderful field work they are doing. It is\ncomparatively easy to reach the organized groups such as many of you\nrepresent, but there are thousands of teachers throughout the country\nwho have not had the privilege of coming in contact with the National\nEducation Association, or with any of your officials or anyone who would\ntalkto them about the work of the National Education Association and the\nbenefits both to them professionally and to the National Education Association that would accrue by joining the Association.\nThe committee felt that for the present it was wise to let the fee for\nthe National Association serve for this department.\nOthers felt that because at least 75 percent of the membership of the National Association was\n\nclassroom teachers that: we should ask the parent organization to finance\nus from the dues paid\nby classroom teachers.\nThere were a number of suggestions made-~along that line.\nSome\nfelt that it would be wiser if we wish to have additional funds to raise\nthe dues of the entire Association with appropriation to the various departments of the money that would come in that way.\nFor instance, the\ndues might be raised to $3.00; and $1.00 appropriated to the Department.\nWe considered the resolution that was passed here in the Northwest and\nfound that if we took the income of the Association, aside from the dollar\nthat was apportioned to the JOURNAL that there was approximately $140,000 in dues.\nEstimating a part of the expenses of the division at headquarters that has to do with classroom teachers, and taking the $7,500 as\napportioned in the budget, we find that we lacked about $400 from having\nten percent of the $140,000.\nThat brings me to the second recommendation: ‘That the Department\nhave a financial committee appointed to go into the whole question of ap-\n\npropriations and to decide with a view to establishing a standard by which\nwe should be guided in making requests of the budget committee of the\n\nNational Association.\nof the income\n\nfrom\n\nThe amount requested might be a certain percentage\nclassroom\n\nteacher\n\ndues, or it might be arranged\n\nin\n\n"}
{"page": 390, "printed_page": null, "text": "NationaL\n\n386\n\nEpucation\n\nASSOCIATION\n\nThe membership in the Department of Classroom\nsome other way.\nIt seems to the committee ‘that it\nTeachers is increasing very rapidly.\nmight be well to establish some principle that should govern our appropriation from the executive committee, or, from the :parent organization.\nIn order that the budget committee might feel more kindly toward our\nrequest for funds, or toward an increase in our funds, we suggest this\nsame finance committee, or another committee from the Department ‘prepare a budget for the classroom department for submission to the executive\ncommittee of the National Education Association when we ask for our\nappropriation.\nThe committee feels that if we should adopt these recommendations\nthat we would be establishing a financial policy for the Association. ‘We\nwould not be cutting ourselves off from some future decision in regard\nto the financing of a departmental fee, but we would be on our way toward\na sound financial policy for the Association.\nThe three recommendations were voted upon and adopted.\n1\nNorr—Other committee reports presented\nin the Second Yearbook of the Department\n\nthe National\n\nEducation\n\nat the Seattle meeting will be found\nof Classroom Teaehe?s, beset by\n\nAssociation.\n\nSECRETARY’S\n\nMINUTES\n\nFirst Session, Tuesday Afternoon, July 5, 1927\nThe first session of the Department of Classroom Teachers was held in the\nauditorium of the First Methodist Church, Seattle, Washington, on Tuesday afternoon, July 5, 1927.\nThe meeting was called to order by the president.\nThe\nfollowing program was presented: |\nMusic—Garfield High School Ensemble\nGREETINGS\nMrs. Bertha K. Landes, Mayor of Seattle\n\nGREETINGS\nEdith Post, President, High School Teachers League, Seats, Wash.\nTHE SociAL ASPECT OF TEACHERS\n, Augustus O. Thomas, President, World Federation. of Education Associations,\nAugusta,\nTHE\n\nMe.\n\nOUTSTANDING\n\nBENEFITS\n\nCONFERRED\n\nMaude Compton, Omaha\nViola S. Kelley, San Francisco\nAnise Slattery, Chicago\nEstelle: Bogges, Denver\nMamie Stoecker, Seattle\nTHE\n\nEconomic\n\nWELFARE\n\nTHE\n\nSeattle,\n\nPROFESSIONAL\n\nFlorence\n\nTeacuers By Our\n\n,\n\n‘Nell Lain, Kansas City, Mo.\nLucy Britkhousé! Norfolk\nLeena Coulter,» Spokane\nGladys E. Moorhead, Los Angeles\nAnnie Kate Taylor, Dallas\n\nBoarps\n\nor\n\nEpu-\n\nOF TEACHERS\n\nCarl Croson, Attorney\ncation,\n\nUPON\n\n,\n\nCATION\n\nat Law\n\nand\n\nFormer\n\nMember\n\nof Seattle Board\n\nWash.\n\nWELFARE\n\nOF TEACHERS\n\nHale, State Agent for Rural Education,\n\nreer\n\nMe.\n\nof Edu.\n\n"}
{"page": 391, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\noF CLAssRooM\n\n‘TEACHERS\n\n387\n\nSecond Session, Thursday Afternoon, July 7, 1927\nBusiness meeting—The meeting was called to order by the president, Anna M\nThompson. The President asked for corrections of the minutes of the last meeting\nNo corrections were offered and a motion for their adoption was carried.\nThe vice-president, Mary B. Sullivan of Castleton, Vt., presented her report of\nthe year’s work.\nThe report appears on pages 206-207 of the Second Yearbook.\nThe report was adopted.\nClara Lynn of Seattle,\n\nwhich\n\nis found\n\non\n\npages\n\nWash., secretary\n207-209 of the\n\nof the Department,\nSecond Yearbook.\n\ngave her report\nThe report was\n\nadopted.\n\nEdith B. Joynes of Norfolk, Va., member of the executive committee from the\neastern section, presented her report. She called attention to the renewal of classroom consciousness in the southeastern section of the United States. The classroom\n\nteachers in the south did not receive very much recognition two years ago.\nthis view\nteachers\n\nhas\nare\n\nchanged.\n\nrequired\n\nShe\n\nspoke\n\nof the certification\n\nto go to summer\n\nschool\n\nlaws\n\nevery year\n\nin Virginia.\n\nin order to renew\n\nLately,\nSome\ntheir\n\ncertificates.\nThis year, the supervisor of certification, in compliance with Mrs.\nJoynes’ request, allowed those who desired to attend the National Education\nAssociation convention to substitute this attendance for a term at summer school.\nHer report will be found on pages 210-211 of the Second Yearbook.\nOn motion\nof Mrs. Joynes the “eport was adopted.\nEula F. Hunter of Fort Worth, Texas, member\n\nof the executive committee from\nthe middle section, gave her report, which is found on page 212 of the Second\nYearbook.\nOn motion of Miss Hunter the report was adopted.\nJean L. Soules of Spokane, Wash., member of the executive committee from\nthe western section, presented her report, which appears on pages 213-214 of the\n\nSecond Yearbook.\n\nOn motion of Miss Soules the report was\n\nadopted.\n\nAnna M. Thompson of Kansas City, Mo., president of the Department, presented her report which appears on pages 195-206 of the Second Yearbook.\n‘This\nyear the work has centered on the child under our care—the re-discovery of\nyouthland.\nThe Department is financed by an appropriation from the general\nfund of the National Education Association and last year and this year, the sum\nappropriated for the Department was $7500.\nThis will need to be increased or\nother means of financial support solicited.\nThe question of a department fee is\nan ever-recurring one.\nThe time, the president and secretary of the National\n\nEducation Association believe, is ripe for such action. A committee was appointed\nby the President to handle this matter. Miss Thompson then presented the following suggestions instead of making recommendations:\n1. That the six officers of this\nsections of the United States.\n2. That\n\nthe\n\nwork\n\nin the\n\nDepartment\n\nDakotas,\n\nMontana\n\nbe elected\nand\n\nfrom\n\nadjacent\n\nthe\n\nsix different\n\nterritory\n\nbe stressed\n\nthis year. The work there has not progressed very rapidly.\n3. Bring the aims of the Department to the notice of the teachers.\n4. Secure reciprocal relations between the different states for the certification\nlaws.\n5. Make use of the advisory council.\n6. That the standards, requirements, and credits for teachers in service be made\n\na subject for further investigation by this Department.\n7. Require state associations\n\nto include\n\na classroom\n\n8. Retain present plan of local associations\n\nteacher\n\nto choose\n\non their programs.\n\ntheir delegates.\n\nOn motion:of Miss Thompson the report was adopted.\nEthel Gardner of Milwaukee, Wis., chairman of the committee on organization\npresented her report to be found on pages 219-220 of the Second Yearbook.\nShe\n\n"}
{"page": 392, "printed_page": null, "text": "NationNAL\n\n388\n\nEpucaATtion ASSOCIATION\n\ncalled attention to the work that the Department is doing not only to stimulate\nmembership in the National Education Association, but how they have aroused the\n\ndesire for organization in the hearts of the teachers who have not known\n\nit before.\n\nMiss Gardner moved that the report be adopted and that the committee be continued. Motion carried.\nCornelia Adair of Richmond, Va., chairman of the committee on a departmental\nThe recommendation was made by the committee that\nfee, presented her report.\nfor the present the Department should not require an additional fee for membership. It was felt that as long as 75 percent of the members of the National Education\n\nAssociation\n\nwere\n\nclassroom\n\nteachers,\n\nthat we\n\ncontinue\n\nshould\n\nto have\n\nthe\n\nIt was suggested that the dues for the entire\nparent organization finance us.\nAssociation be raised instead of having a separate fee for this Department.\nAnother recommendation was made that the Department have a financial committee appointed to study the whole question of the appropriation and to decide\nwith a view to establishing a budget committee of the National Education Association. On motion of Miss Adair the report was adopted.\nEdith Post, chairman of the committee of division of teachers into sections,\npresented a recommendation to have a separate sectional meeting of the teachers\nAt Dallas, it was suggested by the high school teachers\nof secondary education.\nthat they form a separate department in the National Education Association but\na compromise was reached to have a separate sectional meeting and not to divide\nA commitése of nine was appointed by\nthe Department of Classroom Teachers.\nMiss Thompson to confer on this matter and determine what recommendations\ncould be made.\n\nThe motion made by this committee was as follows: Recognizing that the teachers of the elementary schools and those of the secondary schools have certain\ninterests and problems which are not identical, it is hereby moved that the Department of Classroom Teachers be divided into two groups for section meetings,\nit being understood that the two groups shall function as one department for the\nbusiness and social meetings.\n\nA question was\n\nraised\n\nabout the officers\n\nof the meeting,\n\nwhether\n\nthey would\n\nhave to have two separate sets of officers.\nThe president suggested that the\npresident could preside over one meeting and the vice-president over the other.\nIt\nwas again suggested that this might weaken the department if there was a division. The high school teachers should stay with the group for the present time\nat least.\nAn elementary school teacher stated that the tendency of the public schools at\n\nthe present\n\ntime is to divide\n\nand\n\ndivide.\n\nKindergarten,\n\nspecial\n\nsubjects,\n\njunior\n\nhigh school, elementary, and senior high school teachers want their own special\nsection.\n‘Their particular problems should be discussed at home and they should\ncome together once a year for the big general problems of classroom teachers.\nMiss Harden asked whether the motion proposed by Miss Post meant. that the\n\ntwo departments would be separate. Miss Thompson replied that the high school\nteachers felt that they did not have enough contact with the other high school\nteachers and that they only wanted a sectional meeting to get together with those\ninterested in their branch of work and did not wish to withdraw from the department.\n\nMr. Caldwell of Dallas, Texas, stated that the meeting of the National\ntion Association should make for solidarity.\nHe\nsectional meeting for the high school teachers.\n\ndiscussed in the schools. — Teachers’ problems are the coming subject\nthe next few years we will realize the great need for solidarity.\nCharles E. Scott of Portland, Oregon, stated that he was\nings, one general, one sectional and one business.\n\nIt was questioned whether the constitution would\n\nEduca-\n\nsaid that he was in favor of a\nParticular problems should be\n\nand within\n\nin favor of three meet-\n\nallow more than two meetings.\n\n"}
{"page": 393, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF CLASSROOM\n\nTEACHERS\n\n389\n\nMiss Harden read from the Bylaws of the National Education Association Constitution, Section 4, Article 5, which stated that three meetings are all right if approved by the president of the department.\nMiss Adair stated that she was in favor of the sectional meetings.\nMiss Powell of Chicago, stated that the two groups should stay together another\nInasmuch as the president of the National Education Association\nyear at least.\nfor next year will probably be one from our ranks, we should not split.\nMr. Richardson of Minneapolis, moved that this matter be laid aside for consideration until the next meeting and that the President of this Department be\nauthorized to appoint a committee to further consider this matter with the new\nPresident. A member stated that the motion was out of order inasmuch as another\nmotion was before the house. .\nMr. Milliken of Seattle stated that this movement was to hold and encourage\nmembership of high school teachers and it was not a movement of secession.\nMr. Richardson moved that the motion before the house be tabled.\nMotion\nfailed to carry.\n;\nMiss Yoder of Omaha stated that this matter should be left to the discretion of\nthe officers of 1928 and suggested that the request of the high school teachers be\ngranted and keep the organization as one.\nPresident Thompson then read the resolution as proposed by Miss Post and her\ncommittee.\nIt was placed before the house and the motion was lost.\nMiss Harden of Chicago moved that the President of the Association be authorized to appoint a committee to which various questions of this type can be\nbrought.\nMotion carried.\nMiss Harden, chairman of the Resolutions Committee, presented the following\n\nreport:\nThe Department of Classroom Teachers of the National Education Association,\nin its official capacity, represents hundreds of thousands of classroom teachers.\nTheir welfare and that of the children entrusted to their care should be its chief\n\nconcern.\nIn order that this department may function in a way to insure the best results,\nit should have a forward looking, constructive program extending over a period\nof years.\nThis program should take under consideration all problems vital to\nteachers and the schools.\nMany elements enter into classroom teachers’ problems, some very apparent and\nothers, though intangible, have a powerful influence for good or evil upon the\nlives of the teachers and through the teachers upon the children. A teacher who\nfeels she is receiving just and fair treatment, who is happy and contented, is not\nonly a better teacher but brings happiness into the lives of her children.\nWe believe the achievement of the following program worthy of the consideration of the Department of Classroom Teachers:\n\n1. That\n\nas growth, both of the individual\n\nand of the group,\n\nfollows close upon\n\nthe heels of responsibility, we believe a much greater responsibility should be\ngiven, not to a small picked group, but to all teachers through a system of officially\n\nrecognized\n\nadvisory councils.\n\n2. That all study of the question of salaries should be upon the basis of training\nand experience, not upon that of sex, rating or teaching positions.\n\n3. That as the National Education Association now has committees studying\nthe subjects of tenure and pensions, this Department should make a careful study\nof these reports and from them prepare recommendations for further study.\n4. That classroom teachers should investigate the policies and programs of their\nsuperintendents\n\nwith\n\nthe\n\nidea\n\nof lending\n\ntheir\n\nfull\n\nsupport\n\nwhen\n\nwhich\n\nmuch\n\ninjustice\n\nthese\n\npolicies\n\nembody the highest aims of education.\n5. Since\n\nteacher\n\nrating is a channel\n\nthrough\n\nis done\n\nand\n\n"}
{"page": 394, "printed_page": null, "text": "NATIONAL\n\n390\n\nEDUCATION\n\nASSOCIATION\n\nefficiency thereby lowered, that in all cases where a teacher is rated by an administrative officer, the teacher shall have the opportunity for reciprocal rating.\n6. That the classroom teachers affirm their belief in the principle of properly\nsafeguarded tenure for both teachers and administrators, provided they have satisfactorily passed a period of prebation.\n7. That the time has come when the recognition of teaching as a profession\ndemands that teachers shall have a national code of ethics with the necessary\nmachinery for establishing and maintaining this code.\n8. That there should be established a national board of examiners which would\nhold examinations at convenient times and places and issue to successful candidates certificates entitling them to register without further examination for teaching\nservice in any state in the Union.\n\n9, That\n\nin the interest of autonomy\n\nthe officers of the Department\n\nshould\n\nbe\n\nheld responsible for carrying out most effectively the polieies and projects decided\nupon by the members of the Department.\n10. That investigations requested by the Department. of Classroom ‘Teachers\nshould be carried on through the Research Division of the National Education\nAssociation under the direction of the Department of Classroom Teachers,\n11. That an accurate record be kept of all transactions of the board of trustees\nand executive committee of the National Education Association and that a copy\nof these transactions be sent immediately following these meetings to the president\nof each department of the National Education Association.\nThe Department of Classroom Teachers of the National Education Association\nwishes to express its deep appreciation to the teachers and other citizens of Seattle\nand the State of Washington for the many courtesies extended during the convention. Never before in the history of the organization has a more beautiful greeting been conveyed to the visitors than that expressed in the wealth of blossoms\nwhich have been showered upon us. We realize the tremendous amount of time\nand labor spent in order that our stay in Seattle might be made happy.\nWe wish to thank the children for their delightful contributions to the pleasure\nof our week in Seattle.\nTheir happy spirit of cooperation is a high tribute to its\npublic school system.\nSigned by the committee:\nFrances E. Harpen, Chairman\nETHEL M. GarpDNER\ni$. kLLE BOGGES\nViota S. KELLEY\nANNIE KaTe Tayior\n\nThe\nmittee\n\npresident then announced\non Elections was Nannie\n\nthe election of officers for next year.\nThe ComThompson of Richmond, Va., Amanda Kennedy\n\nof Kansas City, Mo., and Catherine Baird of Chicago.\n;\nJean L. Soules of Spokane, Wash., was nominated by Miss Spooner of Portland,\nOre., and the nomination was seconded by Annie Kate Taylor of Dallas, Texas.\nMiss Soules was elected president.\nNominations for vice-president were\n\nVt.; Mary\n\nHarrington\n\nof Denver,\n\nas follows: Mary B. Sullivan, of Castleton,\n\nColo.;\n\nand\n\nR. Ross\n\nSmith\n\nof Chicago.\n\nMr.\n\nSmith was elected vice-president.\nNominations for secretary were as follows: Maude Compton of Omaha, Nebr.;\nJane Davis of Tampa, Fla.; and Charles E. Scott of Portland, Ore.\nMr. Scott\nwas elected secretary.\nNomination for the member of the executive committee for the western section\n\nwas made by Mrs. Viola S. Kelley of San\nEisner of San Francisco.\nMiss Eisner was\nMeeting adjourned at 5:00 P.M.\n\nFrancisco,\nelected.\n\nwho\n\nnominated\n\nMiriam\n\nD,\n\n"}
{"page": 395, "printed_page": null, "text": "The Department\n\nof Deans\n\nof Women\n\n"}
{"page": 396, "printed_page": null, "text": "HE DEPARTMENT OF DEANS OF WOMEN (National\nAssociation\nof 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 1927-28\nare: President, Dorothy Stimson, Dean of Women,\nGoucher College, Baltimore, Md.; First Vicepresident, Margaret 8S. Morriss, Dean of Women, Women’s College, Brown University, Providence, R. I.;\nSecond Vicepresident, Florence Purington, Dean,\nMt. Holyoke College, South Hadley, Mass.; Secretary, Elizabeth M. Hause, Dean of Girls, High School,\nWest Chester, Pa.; Treasurer, Estella G. Hefley,\nDean, Texas State College for Women, Denton,\nTexas; Headquarters Secretary, Gwladys W. Jones,\n1634 I St. N. W., Washington,\nD. C.\n\nFacts relating to the establishment of this Department and records of its meetings will be found in\nearlier Proceedings, as follows:\n1918:391-417\n1919 393-426\n\n= 1920:357-364\n1921:407-420\n\n1922:693-793\n1923:621-636\n\n[392]\n\n1924:500-536\n1925:403-449\n\n1926 :423-457\n\n"}
{"page": 397, "printed_page": null, "text": "REPORT\nDOROTHY\n\nSTIMSON,\n\nOF THE PRESIDENT\n\nDEAN,\n\nGOUCHER\n\nCOLLEGE,\n\nBALTIMORE,\n\nMD.\n\nTor years ago Miss Wells in her president’s report listed eight needs\nof the Association which I am taking the liberty of repeating to you\nin somewhat summarized form:\n. A larger budget\n. A central office\n. An executive secretary\n. A monthly bulletin\n. A standardized program\n\nfor a dean’s training course\nthrough which the theses on the dean’s work\nin various institutions might be made available\n7. An uptodate textbook on our four-fold field\n8. A collection of case records\n. An avenue\nNANntPwhdD\n\nby graduate\n\nstudents\n\nThanks to the gererosity of Mrs. Phillips, Miss Arnold, and Mother\nM. Ignatius, with slight modifications the first four of these needs are at\nleast partially met.\nWe have an office in the American Association of\nUniversity Women headquarters in Washington on the most favorable\nterms, we have a paid though only part-time headquarters secretary, and\nwe have carried out for the past four or five months the plan of issuing\na bulletin or some printed matter to the paid-up membership once every\nsix weeks. We could do still better had we that larger budget of which\nMiss Wells spoke even though we have doubled our annual income in\nthis short time.\n\nworking\n\non\n\nAs for the other four points: some\n\ntextbooks,\n\nand the research\n\ncommittee\n\nassembling of case records; our headquarters\n\nsecretary\n\nnumber\n\nare\n\nis dealing with\n\nof our\n\nthe\n\nwishes to assemble\n\nin our office all publications dealing with the deans’ work and has already\nstarted a collection. So far as I know the standardized program for the\ndean’s course is the only one of these points not as yet at least being developed by the national organization.\nSuch a record of achievement by the untiring efforts of the various\ncommittees concerned gives great promise for the future of our Association. When the mantle of the presidency fell so unexpectedly on my\nshoulders a year ago after Miss Purington’s resignation had been regretfully accepted, I had had very little contact with the organization of the\nassociation and the problems it entailed. As I tried to carry on the work\nmy predecessors had undertaken, the more I studied the organization, its\nachievements and potentialities, the more impressed I was by the wealth\nof service and ability to be found in the membership and the fine esprit de\ncorps that fired the whole Association, nursed and developed by its previous\nleaders.\n‘This vear our task has been to conserve that fine spirit of devoted volunsome of the\nteer work and at the same time to relieve these workers of\nThis meant building\ndrudgery developed by sheer increase in numbers.\n\n[393]\n\n"}
{"page": 398, "printed_page": null, "text": "394\n\nNatTIOoNAL\n\nEpucaTION\n\nASSOCIATION\n\nup a simple but adequate machinery to carry the business of the Association and take over some of the routine detail so as to free the committees\nin their service from work that a paid official might more readily handle.\nThe reorganization is not yet complete and our constitutional amendments\nare just a part of this re-working of our framework.\nIn the process we\nhave only begun to use the potentialities of our headquarters under the\nenthusiastic and intelligent guidance of our headquarters secretary, Miss\nGwladys Jones. In the years to come our central office should not only\ntake over these business details but should develop into an exchange for\nall kinds of information from members’ new addresses to possible openings\n\nin the profession.\n\nMore and more it should become a repository for the\n\nresults of questionnaires and for all printed matter bearing on our profession.\nIts possibilities are limited only by the funds available for its\nsupport.\nFurthermore the executive committee empowered our first vicepresident this year to work in special cooperation with our state and local\nsubdivisions. We hope thereby to increase the effectiveness of our service,\neach to the other, without unduly complicating our machinery.\nApart from this matter of organization with its related, questions, our\nmost important problem today as I see it is the future of our profession as\nsuch. Has not the time come for us to be “class conscious”.in a sense and\nfor the sake of adequate work for our young people, to set standards for the\ndeanship in training, in variety and quantity of duties, in the importance\nand recognition of the position? We have a responsibility to ourselves\nand to our profession as well as to our students. “They cannot receive our\nbest if our offices have inadequate clerical assistance, if we are fagged out by\ntoo heavy teaching schedules and too many routine details that a good\nassistant should carry... Furthermore, giving a woman the title of. dean\ndoes not necessarily make of her a dean of women or of girls. Is there not\nsome definite training needed?\nDo we ourselves always appreciate the\ntype of position we occupy as compared with our neighbor—for example\nthe difference in duties and responsibility between the dean of women and\nthe dean of a woman’s college?\nPossible answers to such questions as\nthese I hope may be suggested in the discussions in some of our meetings\nhere this week, and I hope that these subjects will be further studied both\nby the national association and by its subdivisions.\nUnless we can answer\nsuch questions clearly ourselves how can we expect full understanding and\ncooperation either from our associates in the. educational world or from\nthe general public?\n‘Then too, were we more “class conscious” I believe we would make\nthe time to study our own work more and publish an article or two on it\nfrom time to time. Surely an organization as large as our should be able\nto find in its work the material for at least six or eight articles by its members every year.\nRelated to this main problem is that of our annual meeting as to its\ntime, place, program and financing. The experience of only a few months\n\n"}
{"page": 399, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF DEANS\n\nOF WoMEN\n\n395\n\nleads me to believe we are strong enough to be independent if we wish,\nand valuable enough to others in our discussions to be deliberate in our\nchoice of associates in conference. The presence of Miss Trilling on our\nprogram tomorrow is an instance of the cooperation given us.\nShe is\nable to come through the generosity of the National Society of Physical\nDirectors for Women and through that of the director of physical education at the University of Texas.\nSuch cooperation thus generously expressed is but a hint, I believe, of the opportunities open to us. Perhaps\nour annual meetings should develop into institutes dealing with some one\nspecific theme with fewer general sessions. What would you think of a\nconference on the training requisite for a dean and a study of the content\nof her academic preparation?\nOur present problems then are these:\n1. To develop our machinery to cope with our increased membership\nand yet conserve the fine spirit of volunteer work.\n(This should include\nan effective financial program.)\n2. To develop the vense of our professional standing by a study of the\ndeanship in all its phases and relationships.\nBefore I close I wish thus publicly to express my great appreciation of\nthe loyal and hearty support and help given my administration this past\nyear by the officers and committees without exception.\nIt has been a\nprivilege and a joy to be associated with them. As heartily and as publicly\nI wish to thank our speakers at this session, some of whom have travelled\nfrom far to reach us at a considerable sacrifice of valuable time and energy.\nMay they feel well repaid in the pleasure and profit their coming has given\nus all. And we all owe a great debt of gratitude to our local committees\nand our hostess organizations for all they have done and are doing for our\ncomfort and happiness.\n\nA PROGRESS REPORT ON “Ad PERSONNEL STUDY OF THE\nWORK OF WOMEN DEANS IN COLLEGES\nAND UNIVERSITIES”\nSARAH\n\nM.\n\nSTURTEVANT,\nCOLLEGE,\n\nASSOCIATE\n\nCOLUMBIA\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\nNEW\n\nEDUCATION,\nYORK\n\nTEACHERS\n\nCITY\n\nA growing interest has been manifested in the past few years in the\nMany questions are being\nrelatively new profession of dean of women.\nasked regarding the status and function of such a woman dean. Presidents\nseeking deans and women looking toward the work of dean have been\nequally concerned to know more about the profession in terms of its duties,\nthe qualifications and vocational histories of those now serving as deans,\nand the opportunities for professional expression in the field.\nSo far there has been little factual basis for answer to such questions,\nand each person addressed upon the subject has been forced to answer in\nterms of personal experience and of more or less limited observation.\n\n"}
{"page": 400, "printed_page": null, "text": "396\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIt became evident that a study of the work of women deans would be\nvaluable, first to those who are contemplating the work of dean as their\nvocation. Aspirants in this field would be helped by knowing the amount\nand kind of academic training that is expected of deans, the kinds of\nprevious experience they have had, the extent to which educational institutions have created this position, its duties, and the range of salary which\ndeans receive.\nIn the second place, it would be useful to those who are giving professional courses for advisers of women.\n‘This smaller group must know\nwhat are the problems and activities of deans in various types of educational institutions, so that in the light of their needs a curriculum for\nadvisers of women may be built.\nThird, it was certain that the deans themselves would be interested in an\nanalysis of the job as such. ‘They are asking if it is possible to draw any\ncomposite picture of the function of the dean of women.\nThe group which\n\nhas contributed\n\nthe data for this study is naturally interested in what\n\nother deans are doing. By comparing her status with that of other deans\nin similar situations, modifications of a dean’s own activities suggest themselves. Is her salary below the median of her group? Is her professional\ntraining less than that of others? Is she required to carry a heavier teaching load than the majority of deans? Is her efficiency in administrative\nand personnel duties therefore limited?\n“These and other questions suggest an analysis of herself and her situation, and a reevaluation of her\nactivities.\nWith a view then to answering some of these questions as far as they\ncan be ansivered by looking into what now is and what can be objectively\nmeasured, a personnel study of the work of women deans in colleges and\nuniversities was undertaken by Miss Jane Jones, candidate for the degree\nof Doctor of Philosophy in Teachers College, Columbia University. The\naims of the study as stated are: first, “to present certain facts about women\nperforming the function of dean in colleges and universities at present and\nto analyze their work; second, to make certain suggestions after consideration of these facts for the vocational guidance of deans and for the curricula\nof professional courses for deans.”\n‘To this investigation the deans of\nwomen at present in the field have contributed most generously of time\nand interest, so that the percentage of returns from questionnaires has\nbeen unusually large, and the data unusually complete as far as the items\nasked for were concerned and were measurable.\nThe group selected for study was the group of 503 liberal arts colleges\nand universities which are attended by women in the United States. Those\ninstitutions cooperating were divided into three sections:\nGroup I: Colleges and universities approved by the Association of\nAmerican Universities.\nOf these 84 are coeducational, 17 are women’s\nindependent colleges, 6 are women’s allied colleges. ‘There are 107 cases.\n\n"}
{"page": 401, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF DEANS\n\nOF WOMEN\n\n397\n\nGroup II: Colleges and universities not approved by the Association of\nAmerican Universities but accredited by some local accrediting agency such\nas The Association of Colleges of the Middle States and Maryland, or the\nAssociation of Colleges and Secondary Schools of the Southern States.\nThere are 82 cases in this group.\nGroup III: Non-accredited colleges—74 cases.\nThe method of study was, first, the questionnaire, which in spite of its\nvery decided limitations was deemed the best available means of extensive survey.\nThe fact of splendid cooperation on the part of the deans\nthemselves minimized greatly the usual difficulties.\nThe questionnaire\nmethod was supplemented by interviews from one-half to an hour and a\nhalf long with 28 deans representing various types of colleges and universities from different partsof the country and of varying sizes. In addition\ntime studies were made of the work of two deans over a period of two\nweeks.\nThe scope of the investigation was necessarily limited to measurable\nobjective data on suc topics as: (1) How many women are now performing the function of dean in colleges and universities in this country ?\n(2) What titles do they hold?\n(3) What has been their academic training?\n(4) Do they teach?\n(5) How heavy a teaching load do they\ncarry?\n(6) From what experience do they come into the work of dean?\n(7) What salary do they receive?\nQualities of personality which so far seem to be immeasurable such as\ncharm or tact, or results of work which can only be read in the history of\nyears, could not, of course, come into such a study, though most would\nagree that such qualities and such results of work done are none the less\nsignificant.\nThe findings of this study constitute the: subjectmatter of a thesis soon\nto be published.\n“They are too extensive to be given here but they give\ncertain indications of the work of a woman dean as a vocational opportunity and as an educational service which might be phrased as follows:\nI. From a vocational angle it seems clear that for those seeking a place in this\nfield a bachelor’s degree will be “almost an essential requirement for a deanship”\nin any college, and for those looking to appointment to those colleges of higher\nacademic\n\nrank,\n\nhigher\n\ndegrees\n\nwill\n\nbe a necessary\n\nqualification.\n\nAt present\n\nthe\n\nhigher the academic rank of the institution, the greater the percentage of deans\nIt is further evident from the large percentage of\nholding the advance degrees.\nand other college honors that the degrees held\nKappa\nBeta\nPhi\nholding\ndeans\nindicate superior intelligence as well. This evidence seems to be at variance with\nthe opinion frequently expressed that deans are usually endowed with social\nIt points rather\nqualities rather than with intellectual ability.\nthat this position will more and more demand all the qualities,\ntional, and volitional, which belong to real leadership.\n\nII. The prevailing\n\nto the conclusion\nintellectual, emo-\n\nrank of the dean in all coileges is that of professor, though\n\nonly 28.6 percent of those professors hold the degree of Doctor of Philosophy.\nThis means that the academic rank of deans is higher than the academic rank of\nMiss Lohn’s study\nwomen by and large who are teaching liberal arts subjects.\n\n"}
{"page": 402, "printed_page": null, "text": "NATIONAL EpucatTion ASSOCIATION\nce\nfae te\nca\na a\n\n398\nTe\n\nof the academic status of women in 70 universities showed only 1.33 percent of\nwomen professors in liberal arts subjects.\nIII. It is apparent that the work of dean is regarded by forward looking presi-\n\ndents as a profession, inasmuch as the title dean has been given to so large a\npercentage of women supervising the activities of women students and professional\nrank bestowed upon them.\nIV. The dean’s field in its present state of evolution at least implies some classThis is evidenced by the fact that 80 percent of deans are reroom teaching.\ncruited from teaching and are in seven out of ten cases in all grades of institutions\nteaching still.\nV. When deans are carrying a teaching load of 15 to 20 hours a week, the work\nof dean must in the nature of the case be more nominal than real.\nVI. It seems evident that aside from teaching, deans are frequently carrying a\nburden of work incompatible either with best results to the education of young\nwomen or with the health of the dean herself.\nVII. The\n\nmedian\n\nsalary of $2766.66\n\nfor deans\n\nin all classes\n\nof institutions,\n\nas\n\ncompared with those of teachers in public high schools of nine cities of over\n250 thousand population or with deans and professors of public universities and\ncolleges, indicates that the salaries of deans in colleges is relatively small.\nThese facts in turn raise the following questions which may well be discussed\nby the National Association of Deans of Women:\nI. In view of the new material in the personnel field, will it not be necessary\nfor women deans to look upon their own task as an independent profession rather\nthan as an academic field with dean’s work as a side issue?\nIf the work of dean\n\nis coming to be regarded as a profession by far sighted college and university\npresidents, does that not put upon deans themselves the responsibility of developing\nprofessional subjectmatter and technic which shall be worthy of a profession?\nIl. If the dean’s office is to be conceived as an administrative one concerned in\na vital way with the education of women, and as a personnel bureau, as it has\nbeen in so many institutions, should not her office be organized as a department\nof student life, looking to the development of a staff adequate to this task?\nIII. Should not the office be more adequately defined by the National Association\nof Deans of Women, the American Association of University Women, and other\norganizations interested in women’s education, in terms of time, salary, official\nappointment and opportunity to do the work assigned?\n\nThis study is very evidently rather a point of departure for further\nresearch than a final statement of what deans should be or should do. It\nhas sought to establish a few facts concerning this much discussed field of\nvocational endeavor. A similar investigation undertaken after a five year\ninterval would doubtless show a development in one or more of several\ntrends. To this development the deans themselves will doubtless be impertant contributing factors.\n»\"\n\nFROM\nELSIE M. SMITHIES,\n\nHIGH\n\nSCHOOL\n\nTO\n\nCOLLEGE\n\nUNIVERSITY HIGH SCHOOL, UNIVERSITY\nCHICAGO, ILL.\n\nOF CHICAGO,\n\nThe great American institutions of higher learning annually accept\nwithin their walls about one hundred thousand of the most promising\nproducts of the high school. The previous records of these one hundred\nthousand\n\nhave\n\nbeen\n\nscrutinized\n\nwith\n\ncare,\n\nhosts\n\nof the most\n\nfavorable\n\n"}
{"page": 403, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF DEANS\n\nOF WoMEN\n\n399\n\nrecommendation from instructors, friends, and principals have accompanied the students’ pleas for admission; many have been subjected to\ngrilling entrance examinations and still others have been classified by\npsychological tests.\nThese young people have been through a very\nthorough selective process to eliminate the undesirable, the disinterested,\nthe intellectually unfit, and have been stamped and classified as the most\nacceptable material for further intellectual training. One hundred thou-\n\nsand students enter college fresh from the thrills of high school graduatien, filled with ambition and enthusiasm, eager to learn what is before\nHow\nthem. Mark that only the selected few are given this opportunity.\nmany college adminstrators stop to think that freshmen in college are only\nthree or four months older than seniors in high school?\nIn those three\nmonths certainly they do not change radically in ambition, in mental\ncalibre, or in morals and character. Yet statistics show that at the end of\nfour months of college the mortality among this highly selected group\namounts to 20,000 students, who voluntarily or involuntarily withdraw\nbecause of failure.\nRecently a personnel study of first-year students in the University of\nChicago was conducted by Miss Gallop.\nFrom the list of 218 students\nwho were dismissed, put on probation, or not allowed to register, the first\n200 whose records were available were taken. In addition, the first 200\nof the students of the highest grade in the same class were studied.\nAll\nthese four hundred\n\nyoung people looked very much alike to the University\n\nin October. They had all done work of good quality in high school; they\nseemed good material and promising subjects to undertake advanced study.\nYet half of these students were thrown into the discard—amarked as failures before a year had passed.\nIs there such discrepancy between the\nscholastic standards in high school and those in college that 20,000 of the\nselected few cannot satisfactorily meet college requirements during the\nfirst year? It is evident that something is wrong and that conditions\nwarrant, thorough investigation and study to find out where the trouble\nlies. Dean Kent, of Northwestern University, states, “The more carefully\nselected the student, the greater the obligation the college has toward him.\nFailure of a student under the selective system argues strongly for failure\non the part of the college either.in. selecting or after selecting.”\nSuch startling data as.the above and the proximity to a big university,\nin which the freshmen say ‘everything is very different,” led to the desire\nto find out what was meant by “everything is. different,’ and to gain, if\npossible, suggestions which might help both high school and college deans\nto understand matters.\nFifteen to twenty serious-minded\n\nfreshman girls were selected from each\n\nof the following institutions: The University of Wisconsin, Beloit College, Rockford College, The University of Chicago, The University of\nIllinois, Smith College, Mount Holyoke College, Purdue University, and\nWellesley College. ‘These special colleges and universities were chosen\n\n"}
{"page": 404, "printed_page": null, "text": "400\n\nNatTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nfor the investigation in order that there might be a range in the size of the\ninstitutions, a diversity in faculty and student body, and a difference in the\nlocation of the institution and in the living conditions of the students.\nRecord was kept of each girls’s standing in high school and her marks\nup-to-date in the college. Academic standing was graded superior, averIn the two hundred answers studied, no girl had had a\nage, or poor.\nrecord of “poor” in high school, only three had had poor records in college,\nand more than sixty per cent of them had had superior records. ‘This last\nfact is quite significant in the evaluation of answers and suggestions, be-\n\ncause the information secured is not the pessimistic complaint of disgruntled\nby failure, but\noutcasts whose impressions of college life have been colored\nit is rather the sane, thoughtful expression of those successful students who\nare pointed to with pride by the academic world.\nThe young women selected were given seven questions pertinent to the\nchanges from high school to college. One of the most interesting facts in\nthe investigation was the striking similarity in the answers.\nWhether\nthe young women were attending small women’s colleges in the east, large\ncosmopolitan coeducational institutions in the west, or conservative small\ncoeducational colleges, their reactions were almost identical.\n1. The first question submitted was “Do you feel that there is a\ngap between high school and college—t. e., do things seem different\nin college?\nAll students with the exception of ten stated that there was a great gap.\n“Everything is different’? was the beginning sentence in most of the answers.\nAccording to these young people, the greatest gap is due to five\nfactors: first, the work in college; second, the personal responsibility;\nthird, the social life; fourth, the attitude on the part of the faculty; fifth,\nthe attitude of students.\n“That college subjects differ more in quaniity\nthan in quality seems to be the consensus of opinion. “Things are dealt\nout on a much larger scale. The people, the studies, and the whele institution, are more advanced.\nMethods are strange and impersonal. ‘These\nstudents have come from an institution of learning which has been advancing with rapid strides on the theory of individual instruction and the\ndevelopment of personal initiative. They suddenly find themselves under\nthe impersonal lecture-method of instruction and under the general policy\nthat college is a survival of the fittest. No student omitted to mention the\noverwhelming requirements in outside reading, the unbelievable amount\nof time demanded by the individual instructor, and the strain it was-upon\nthe conscience to report the assigned reading and to remain honest.\nMost of these girls are away from home for the first time—a tremendous responsibility for studying is placed upon them without the accompanying supervision of home and school, the quiet study room, and the\nencouragement of parents.\nThe strain of “being my own boss, my own\nself-starter, my own disciplinarian, and my own critic” is a serious matter\nwith these earnest freshmen.\n\n"}
{"page": 405, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF\n\nDEANS\n\nOF WOMEN\n\n401\n\nFurthermore, there is an\nsome and a dearth for others.\n\noverwhelming proportion of social life for\nActivities consume the time of one, while the\ninstitution gives no stimulus, little opportunity, and less time to another.\nMany girls, even in these days, graduate from high school innocent, unsophisticated, and dependent upon their elders for advice along social lines.\n\nTherefore the despairing comment of one freshman, “I’m lost in this social\n\nmaelstrom” is no doubt typical of thousand of others.\nEverything is so much greater in magnitude in college that it is proportionately more impersonal is a rather mild way of expressing what was\npresent in every answer to this question. It does not seem out of place to\nquote verbatim some of the responses:\n“Instructors know students only through papers or readers. ‘The student feels no guiding influence, nor that anyone is interested in her progress.”\n(When a college girl switches from a chemistry major to an English major and then is unable to decide whether she would prefer a\nmathematics major or a French major, and either is possible for her, she\nis not a sophisticated, versatile fool as some people judge her, but an unguided child.)\n“The chief difference is that no one is interested in whether one learns\nor not. Learn or get out—Take your choice.\n“It is so hardto get a personal footing in these large classes that one\nwonders what it is all about and also whether the professor knows or\n\ncares what it is all about.”\n\n:\n\n“No one in particular is interested in seeing that you develop one way\nor another in this unfeeling institution.”\n“There is an impersonal, disinterested attitude on the part of instructors\n—alse a crushing dogmatism which hinders selfdevelopment.\n‘The attitude is ‘Do it my way, think my way, or get a D.’”\n“Sympathy no longer plays a part in your life. Nobody offers you a\nhelping hand or a second chance.”\nMany a thinking young woman was distressed and perturbed at the\nflippant attitude toward learning very prevalent among some student\nbodies. ‘They especially resented the disinterest in anything but the most\nsuperficial entertainment and achievement and the indifference toward real\nGrades—obviously so meaningless—so unfair a criterion, so\nculture.\nutterly beside the point of learning—are constantly in the foreground.\nStudents are working for a grade, for a credit, for a degree. The undignified scramble for grade points rather than knowledge has seemingly\nplaced some of our cultural institutions on a commercial basis.\n2. The second inquiry was “/Vhat has been your greatest difficulty\nin adjustment in college?”\nOver and over the responses contained the expressions “to accustom\n9\n66\nto adjust myself to the different\nmyself to studying and concentrating,\nmethods of teaching and the abundance\n\nof work,” “‘to take final examina-\n\ntions,” “to choose my course,” but these were\n\ngiven the second place in\n\n"}
{"page": 406, "printed_page": null, "text": "402\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nimportance. The greatest adjustment of most of these young women sas\nconcerned with the development of the art of living together. “These difficulties fell into two classes—the problems of those who were living in\ndormitories in either large or small institutions, and of those who were\nliving at home or in private dwellings. During the freshman year there\nis presented to many for the first time the dilemma of knowing wiiether\nto rush into hurried friendships with whomever one is thrown, or to stand\noff and wait until one can see. The inevitable adjustment in working out\nharmonious living with a roommate or a dormitory group; the danger of\nlosing one’s personality and becoming one of the standardized herd; the\ndifficulty in sorority houses of having thirty girls around all of the time;\nthe continuous living with girls alone in women’s colleges—all are problems which are confronting these groping freshmen who appear so sophisticated to the unknowing.\nIn sharp contrast to the above are the girls in large institutions who do\nnot live in groups.\nMany a heartache, many a feeling of depression is\nbehind the confessions ‘‘my greatest adjustment has been to be a mere nobody,” “to realize that I am just one of several thousand,” “to be without\nfriends,” “to be among great crowds of students and go hours and hours\nand sometimes whole days and only say ‘hello’ to a few passing acquaintances.”\nHow many of these girls long for some personal touch, some\nguidance along the way, and just a little bit of human sympathy!\nAnd\nthis is from the superior group.\nWhat might we expect from the less\nfortunate?\nIn order that help may be given to these young folk, it is necessary for\nboth high school deans and college deans to know what lack is felt during\nthe early college period. Hence the question:\n3. During your first months at college, what have you missed most\nfrom your high school days?\n‘The answers to this question go hand in hand with the reason why most\nfreshmen feel a gap between high school and college. A very few were\nfrank in saying that life had been so strenuous and so full in college that\nthey had not had time to miss anything.\nAlmost one hundred per cent, however, headed the list with varying\n\nstatements of the following idea: “The thing which has been missed most\nhas been the feeling of security which comes from being part of an institution and knowing and enjoying my instructors, who made me feel that I\npersonally counted, and that I really amounted to something.” Many,\nalso, have missed the club activities, the opportunity and time to enjoy\nsports and other forms of recreation.\n‘Those who had come from high\nschools m which well-organized advisory systems were functioning felt a\ngreat loss and a lack of competent supervision.\nThe collegiate world does not ordinarily think of high school students\nbeing interested to any great extent in independent thinking or in research\n\n"}
{"page": 407, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF DEANS\n\nOF WoMEN\n\n403\n\nproblems, and yet it is interesting to read among the items of those things\nwhich have been missed from high school days such statements as these:\n“My preparation in high school emphasized independence of thought.\nI have missed the opportunity of reaching out into fields beyond the assignment. Chis last is due to the fact that so much is assigned I haven’t time\nto think.”\n“I have no time to pursue my favorite studies because I am loaded with\nrequired reading.”\n“I miss having time to do independent work where I can really explore\nfields which fascinate me.”\nEqually helpful to all deans who are vitally interested in making the\nmost satisfactory and most rapid adjustment for their young people is the\nnext question, with answers given by two hundred students who have\ntaken the step from high school into college within the last few months,\nand who have stated that there is a big gap.\n4. What suggestions could you give a high school dean so that she\nmight help to prepare senior girls for the step into college?\nThe common suggestion was to make the senior year in high school as\nmuch like college as possible, by giving no supervision to students, by demanding that each one assume mature responsibility, by making classes\nvery large and impersonal, by giving hard final exams, and by using the\nlecture method, with practice in note-taking—in short—to make the high\nschool courses so similar to college that the gap between will not swallow\nthe freshmen. ‘That is the solution of groping minds who realize, as most\ntrue educators do, that the secondary period of education has been broken\nin the middle and that the mere granting of a high school diploma does\nnot convert immature girls into mature women.\n‘These freshmen show\nclearly the need for junior colleges, but, without true perspective, they\nhave naturally brought the last year of high schocl up to college level,\nwhile the experts in adolescent education bring the first year of college\ndown to senior high school level. Both have the same desire to make a\nmore natural and normal articulation between the two levels of learning.\nFurther suggestions were made for high school groups to be held in\nwhich definite college problems could be freely discussed, so that girls\nbefore graduating might get help in formulating standards on which to\nbase their decisions. Many valuable and exceedingly live topics were suggested. For example, talks on “Colleges in General,” “The Need for Good\nStudy Habits,’ “The Purpose of a College Career,” ‘‘Criteria of Social\nSuccess,” “Correct Clothes for College,’ “Definite Problems Involving\nWhat is Morally Right or Wrong,” ‘“Vhe Necessity of Thinking for\nOneself,” ““An Analysis of Various Types of Courses Offered in College.”\nFurther demand was made that high school deans should hold individual\nconferences with seniors in which she should help the girl decide for what\ntype of college course she is best fitted.\n\nThese suggestions are far-reaching and demand infinite time, but if their\n\n"}
{"page": 408, "printed_page": null, "text": "404\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nfulfillment would bring more natural and more effective adjustment in\ncollege, no doubt our time would be spent more profitably in work of this\ntype than in the many other duties which appear more important.\n5. Closely allied to the Jast question is the next: “What suggestions\ncould you give to a college dean to help freshmen bridge the gap fram\nhigh school?”\nThe answers almost naturally fell into the ‘““Do’s and Don’ts for College\nDeans.””\nTo quote:\n1. Be sympathetic and understanding about academic and social troubles.\nBe\nguiding rather than critical. In this way freshmen will get a grip on their work\nfrom the start.\n\n2. Let the college dean become more informal.\nA meeting with her now is an\noccasion.\n:\n3. There should be more frequent and longer conferences between the girl and\nthe dean. Drop technicalities. Let the girl ask questions. She has many, and has\nno one to answer them.\nA three-minute conference once a semester does not\ninvite confidences.\n4, Let the dean give the freshmen an idea of the various activities in which a\nstudent might become interested. Many students would like to take part in activities, but they do not know how to go about it.\n5. Don’t judge the freshmen by the same standards as the senior college or\ngraduate students. Do something to help them adjust themselves.\n\n6. Help freshmen to budget time.\n\nMake them realize the need for a “work\n\nand\n\nplay” program.\n\n7. Cultivate the habit of enjoying that part of a girl which distinguishes her\nfrom other girls.\n8. Don’t let the professors forget that we are freshmen.\nLet them cultivate an\natmosphere that the institution really does care whether the individual fails or\nsucceeds.\n\n9. Start a live Big Sister Organization and see that it functions.\n10. Organize freshmen discussion groups to talk over campus\nthese\n\ngroups\n\nbe supervised\n\nby the dean,\n\nbut led by an older\n\nproblems.\n\nstudent\n\nwho\n\nLet\nknows\n\nfrom personal experience what rocks are ahead, and one who has reached a\nworking basis for herself founded on sound reason and approved by the opinion\nof the older generation.\n\nThe following answer by a rather mature girl should call forth careful\nthought from all deans in women’s colleges. ‘In a woman’s college,” said\nshe, ‘one is hampered, perhaps wisely, perhaps not so wisely, for our life\nseems often to be not quite whole nor wholesome; our desire for action, for\nsomething vital and alive is often expressed in a perverted manner.\nSomeone, a dean or a faculty member, should help that type of girl to discover\nvitality in other things, to see excitement in an idea as well as in an action.”\nAll the students who answered this questionnaire have weathered the\ngale as far as grades are concerned, and inasmuch as grades are most often\nthe deciding factor by which the college judges a student a success or a\nfailure, they have succeeded.\n‘Therefore, it is interesting to note their\nanswers to the question,\n\n"}
{"page": 409, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF Deans\n\noF WomMEN\n\n405\n\n6. What has been your most helpful agency in college?\n\nThese answers range from the pathetic response of a freshman in a big\ninstitution who said, “the card catalog in the library,” to the satisfying\nanswer of a girl in an eastern college who wrote “The Dean of Freshmen—\na lady of efficiency and understanding.”\nThe order of frequency in the answers is suggestive and helpful, though\nnot complimentary. (1) College has offered no helpful agency; (2)\nFriends, big sisters, upperclass counselors, and roommates of every description; (3) Sorority; (4) Deans; (5) The Y. W. C. A. conference groups;\n(6) Church; (7) The Athletic Association; (8) The high school training\nwhich carried over.\nIntelligent guidance can be given to these young women only by finding\nout the type of the new problems which confront them. ‘Therefore they\nwere asked,\n7. What are the problems which you find in college fo\nnot have in high school?\n\nyou did\n\nThe adjustment, no doubt, had been: difficult for the girl who wrote,\n“T found a cruel world which demanded from me many important decisions\nall at once. My simple problems changed from the act of getting a good\nlesson at regular hours when everyone was quiet at once and study was\npossible and easy, to real decisions dealing with conduct, ideals, aims, and,\nin fact, with the whole problem of how to live and what to gain from life.”\nThe one who states her problem in the following words could be multiplied by thousands of entering freshmen, but all do not show the maturity\nof decision which she evidently did. “My greatest problem has been in\nlearning that everything could not be done at once, campus activities,\nstudying, and society. After the first three weeks I had to sleep all one\nweek-end and start again more slowly. The second time I made a schedule\nwhich was better balanced, and I made sure that I had my eight hours for\nstudy and school work and the necessary hours for sleep and recreation.”\nMany girls regretted that in these few months their ideals had been\nshattered, that they had experienced a terrific upset of religious and social\nstandards and that the problems of judging and appraising people, especially\nyoung men, on one meeting had been most appalling.\nThe hectic rushing period of sororities and the political control of\ncampus activities as a problem in freshmen adjustment is well expressed\nin this intimate bit of confession, ““Ihe cosmopolitan, impersonal political\nfactions of this college have dazed me. I came from a community of old\nfamilies, of beauty-loving people, of intelligent, cooperative folk with the\nI cannot seem to understand the inculture of generations behind them.\ndifference, the selfishness, and the scheming attitude of college students.\nThe so-called popular young people seem to be most forward and least\nappealing. Perhaps I am too idealistic for modern life,”\n\n"}
{"page": 410, "printed_page": null, "text": "Epucation\n\nNatioNaAL\n\n406\n\nASSOCIATION\n\nIn dormitory life there is the ever-present problem of exaggerated\nfamiliarity which is apt to shut out individual thoughts and opinions. One\nlives constantly in the atmosphere of college. Contact with the every-day\nworld is lost. Contemporary events play a decidedly minor part. From\nthis state of affairs, which seems quite universal, one young woman found\nthe solution to her problem in a Current Events Club, for she said it\nkept her mind and attention on vital things of the times and provided a\nmeans of taking her away from the pe/tiness of college dormitory life which\nthreatened to swamp her.\nSo the answers might continue almost indefinitely. What is the solution\nof it all? What can be learned from this brief survey of the opinions, the\nsuggestions, and the needs of two hundred wide-awake modern college\nfreshmen?\nAt present we must recognize that there is a gap—a wide\nsocial gap between high school and college, and there is need for the closest\narticulation between the work of the high school deans and that of the\ncollege deans. .A girl needs a certain type of assistance on both sides of the\ngulf, namely, a thorough knowledge of the stations along the way and the\nprice one pays to reach each one.\nThis complex problem of adjustment which is at the root of the failures\nof most college students should challenge the ingenuity of every thinking\nwoman who is working in the capacity of dean.\n‘“The fields are white\nunto the harvest.”\nThere is an urgent demand for real guidance—that\ntype of guidance which is thorough and scientific; there is a craving for\nsympathetic and intelligent understanding; there is a crying need for the\ngenuine sincerity and the human touch of interested personalities who are\ncapable and willing to help bridge the gulf from high school to college.\n\nELLA\n\nTHE\n\nVALUE\n\nWHITE\n\nBROWN,\n\nOF A STUDENT\nDEAN\n\nEAST\n\nOF\n\nWOMEN,\n\nSTROUDSBURG,\n\nPETITION\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nPA.\n\nThe occasion of the piece of work reported here was a petition which\nwas presented to the principal of our school last year during the summer\nsession. ‘The cause of the petition was objection to a ruling to the effect\nthat students would be permitted to go home but once each month and\nwould be permitted to visit some place other than home once each menth\nwith permission from parent or guardian\non file in the dean of women’s\noffice.\nThe dissatisfaction was brought to a focus when as an educational event\narrangements were made for the student body to visit the Sesquicentennial on a Friday,\nImmediately a large number prepared to go home on\nThursday night and stay until Monday, whereupon the principal announced that the school would continue as usual for those not attending the\nSesquicentennial.\nFeeling ran high and developed in a petition which\nwas presented to the principal.\nHe gave the petition to the dean of women\nwith the request to “find out what is in it,”\n\n"}
{"page": 411, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF\n\nDeans\n\noF WOMEN\n\n407\n\nThe petition was typed and signed by names of 211 girls and women.\nFrequently several names were in the same handwriting.\nIn one instance\n20 names had been written by the same person.\nOne name was misspelled. The whole situation presented a yood laboratory for some work\nin Civics.\nEvery Monday morning the chapel period is given to the dean of\nwomen to meet all the women of the school except those who are teaching\nin the training school in the forenoon.\nOn Monday morning after the\npetition was presented to the principal the petition with questionnaire following was distributed to the girls and women with a few preliminarv\nremarks on the right and dignity of petition.\nIt was stated that it was the policy of the school to encourage the use of\nthe petition; always to give a petition careful consideration; and whenever\nit was in accord with the best interests of all concerned it was a real pleasure as well as privilege and duty to grant the petition.\nIt was evident that we had a rare chance here to do some research work\non the value of a petition: because out in the world, the town council, the\ncounty commissioner, the legislator, the executor had no opportunity to\nget behind the petition. It was made plain that there was no stigma whatever attached to their signing this petition and that we would all be interested in analyzing this one.\nAll we asked was absolutely truthful answers.\nAll present were asked to fill out the questionnaire, whether they had\nsigned the petition or not. “They were told to do just as they pleased about\nanswering the first question, ““What is your name?”\nConcerning the second question, ‘‘Your age?” we asked the exact age if under 21—if over 21\nsimply write 21.\nThey were told that we recognized this to be a petition of rather high\ntype as every signer was a high school graduate, some were normal school\ngraduates, and many had years of successful teaching experience to their\ncredit; that there was nothing personal in the analysis, simply a desire to\nget at the real value of a petition. A good understanding was established\n\nand a fair and honest response was given to the petition and questionnaire\nwhich follows:\nThe Petition\n\nWe, the undersigned, for reasons mentioned below do respectfully request the ruling regarding “week-end” visits to our homes, be rescinded:\n1. As teachers, our vacation is limited to “week-ends” which now have been\nan\ntaken from us;\n2. Some of us are Sunday School teachers, and to be true to our religion,\n'\nsf\nshould be in our places;\n3. Because of this ruling, there is a general loss of school spirit which may\n|\nresult in the loss of students to our Alma Mater;\n4. Some of us are under our family physician’s care which necessitates our\n\nbeing\n\nhome;\n\n"}
{"page": 412, "printed_page": null, "text": "408\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\n5. We consider it an injustice to compel those who cannot go to the SesquiCentennial to remain at school;\n6. Our “week-ends” at home do not weaken our systems, as the ethics of our\nprofession require that we so handle our bodies that we can render the best of\nservices to the public.\n\nThe Questionnaire\nWhat\n\nis your\n\n. Your\n\nage?\n\nname?\n\n. When did you graduate from this school?\n. If not a graduate, how many weeks have you spent here?\nDid you read the above petition before you signed it?\n. If so, which of the six reasons assigned was the principal one to you?\n. Did you have opportunity and refuse to sign the petition?\nWN\nNAW\nAnswer one or the other of the two following:\n8. Did ycu sign it because you wanted the privilege for vourself?\n9. Did you sign it to accommodate your friends?\n10. At the time of signing the petition did you understand that you were permitted to go home once a month?\n11. At the time of signing the petition did you understand that besides going\nhome once a month you were permitted to visit one week-end with the permission\nof your parents on file?\n12. Do you teach a Sunday School class?\n13. If so, where?\n14. Did your family physician sign your Health Certificate on your Normal\nSchool application?\n15. Have you already attended the Sesquicentennial?\n16. Are you planning to go with the school to the Sesquicentennial?\n17. If not state your reasons.\n18. How many were present when you signed the petition?\n19. Did you write the names of any other persons besides your name?\n20. Did you have a part in composing the petition?\n\nThe tabulation of the answers\nlowing facts:\n\nto the questionnaire\n\nresulted in the fol-\n\nThe Personnel of the Signers\nOver 21 years of age who filled out questionnaire..................\nWihomrerusedastomsi\non uspetl\ntt0ny) eet teeter eit eeere\nWho kn ews nothing ofjeite\nAt\nanny ce rpc tee cate an\neee\nWho signed: 'petition’s\n5.5 cor an cote tintin\nee\nNumber who tead: it) before signilio seen\neee eee\nNumber who did not read before signing......................\nStudents under 21 years of age who filled out questionnaire........\nNumberaywhosrefusedstomsicne petitioner\nee rae ene\nNumberynot=-askede&.\noctane ac pee\noe\nNumberswhotisigned aisiods sn: 53h ae. a\neee ieee etn\nNumber who eread™ibetone signing sein tes\nNumber who did not read before signing.....................\notal number? who) signed \"petition: -- 4)... see ee ee\nTotal number who read it before signing...>..................-..\nTotal number who did not read before signing....................\n\nNumber\n\n‘signing to: accommodate\n\nNumber\n\nsigning because they wanted\n\nfriends. .o... 0:00. .0et.cic.\nave.\nit themselves..................\n\n108\n27\n28\n53\n36\n17\n182\n27\n39\n116\n71\n45\n169\n107\n62\n\nor 68%\nor 32%\n\nor 61%\nor 39%\n\nor\nor\n73 or\n96 or\n\n64%\n36%\n\n43%\n57%\n\n"}
{"page": 413, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF\n\nDEANS\n\nOF WOMEN\n\n409\n\nOf those under 21 the ages averaged 18, and the number of weeks\nspent at the school 15.\nOf those over 21 who filled out questionnaire, 19 were graduates of the\nschool, 7 refused to sign the petition, 7 had no. opportunity. The 5 who\nsigned were graduated in 1926.\nOf those who were under 21, 13 were graduates of the school, 2 had\nno opportunity to sign, 11 signed, several without reading the petition,\nand several to accommodate friends. All were graduates in 1926—a few\nof these were doing advanced work—most of them were of the type that\nhad to stay at summer school to make up failures.\nForty-two of those signing the petition were not present at chapel to fill\nout the questionnaire.\nVery few signed in the presence of only one other. The size of signing\ngroups ranged from four to twenty. It proved to be what all the earmarks\nindicated—group instigation—group action—explained by mob psychology.\nThere appeared to be little fraud in the fact that several names were in\nthe same handwriting. A group were together. One and another would\nsay “Put me down,” sometimes not having read the petition or not having\nheard it read. Sometimes with a mistaken notion, and sometimes with no\n\nnotion of what it was about, but with surety of a desire to be “in the swim.”\nThe motive, as some expressed it, was “to be a good sport’—‘‘to go with\nthe crowd.” ‘This information came from conversation with a good many\nsigners.\nBy-products:\nNumber signing for each of the following reasons:\n1. As\n\nteachers,\n\nour\n\nvacation\n\nis limited\n\nto “week-ends’\n\nwhich\n\nnow\n\nhave\n\nbeen\n\ntaken from us; 52.\n2. Some of us are Sunday School teachers, and to be true to our religion, should\nbe in our places; 16.\n3. Because of this ruling, there is a general loss of school spirit which may\nresult in the loss of students to our Alma Mater; 7.\n4. Some of us are under our family physician’s care which necessitates our\n\nbeing home; 5.\n5. We consider\n\nit an injustice to compel those who cannot go to the Sesqui:\nCentennial to remain at school; 30.\n6. Our “week-ends” at home do not weaken our systems, as the ethics of our\n\nprofession require that we so handle\nservices to the public; 17.\n\nour\n\nbodies that we\n\ncan\n\nrender\n\nthe best of\n\nA good many signed their names to the questionnaire even though they\nwere told they need not do so. ‘Those signing were usually those who\nwere proud of not going with the crowd.\nOut of a group of 290 who filled out the questionnaire, 169 signed the\npetition, 64 percent read the petition before signing, 36 percent did not\nread it before signing, 43 percent signed to accommodate friends, and 57\npercent, because they wanted the petition granted for their own gratification.\n\n"}
{"page": 414, "printed_page": null, "text": "410\n\nNarionaL\n\nEpucatTion ASSOCIATION\n\nOn the whole, the younger group showed less discrimination than the\nolder group as 61 percent of those read the petition before signing as\nagainst 68 percent who were over 21, or 39 percent of the younger group\ndid not read it before signing as against 32 percent of the older group.\nThe older graduates did not sign the petition. ‘Those graduates who\nsigned were of the vintage of 1926 and most of those were in the summer\nschool in order to make up a few credits necessary fer their graduation in\nJune.\nSuch are the findings of fact which the dean of women reported back to\nthe girls assembly on the following Monday morning.\nLittle comment\nwas necessary. ‘The petition had been ‘the subject of lively discussion in\nthe dormitories, at the table, and on the campus. The whole reaction was\nwholesome for the whole school. The more mature women rather gladly\navailed themselves of the opportunity to rest quietly over the week-end ; to\nread a new book; to have a Saturday trip to the river or mountains; to\nworship in other churches; to receive company from home and simply to\nvisit a bit and make of the casual acquaintances of the class-room what\nmay turn out to be life-long friends. ‘To sum up, they were glad to appropriate and enjoy all the school and its environment had to offer.\nThe younger ones caught the idea that “going away to school” meant\nsomething more than dodging in breathlessly for the first class on Monday,\nand escaping jubilantly at the first opportunity at the end of the week;\nand that being a “good sport” is not going heedlessly along; but that she\nis the “good sport” who meets tife’s inevitable experiences with poise, dignity, and a sustaining philosophy of life.\n‘The whole situation had been so thoroughly gcne over and digested that\nit was not necessary for the principal to render a formal denial of the\npetition.\nBut coming back to the petition and considering it from the teacher’s and\ncitizen’s standpoint. Is it not a bit disheartening that out of these signers\nwho are a privileged class and supposedly of superior intelligence, training,\nand character, 36 percent signed the petition without reading it and 43\npercent signed it just to accommodate friends?\nSome answer, ‘“‘yes’”—\nsome: say, “no.”\nWill this same indifference carry over to petitions to school boards, to\ntown councils, to county commissioners, to state and national law making\nbodies? If the answer is “Yes,” what is the ideal to inspirit and the force\nto energize for nobler actions?\nNormal school graduates and high school graduates already have courses\nin civics and history and have been thrilled with the story of the evolution\nof our independence from Runnymede to the present day. We will not\nperish for lack of knowledge—rather for lack of conscience—lack of courage to accept our inheritance as a sacred trust. This, like all morals, should\nbe taught primarily at home.\nNevertheless, a substantial part of every\n\n"}
{"page": 415, "printed_page": null, "text": "THE\n\nDepaRTMENT\n\nOF\n\nDEans\n\noF WOMEN\n\n411\n\nteacher’s good teaching is the conscientious recognition and punctilious\nperformance of civic duties.\nTo those of us who are veterans in the suffrage work, still another question insinuates itself—would a similar number of men and boys present\na similar petition? In this particular instance there were men in school\nand they did not get up a petition.\nOr putting it another way—may the character of this petition be attributed to the political infancy of women?\nAgain, would the petition of\nhousewives and business women be better or worse as to motive and purpose than the school-teacher’s petition?\nAlong with “trial by jury,” and “government with the consent of the\ngoverned” belongs the “right of petition.” Its weight must depend upon\nits integrity.\nIn this particular petition the marjority percentages are\nintelligent and sincere.\nBut it gives pause for thought that the careless\nand indifferent percentages are as large as they are.\nTo be sure this is but one petition from one school, but it is not unlikely\nthat both petition and school are representative.\nIt may be the “straw which shows which way the wind blows’’; or shall\nwe hope it is only a straw caught in a passing gale?\n\nAN ABSTRACT\n\nOF THE CLOSING\nDEAN ARNOLD\n\nADDRESS\n\nOF\n\n‘The exigencies confronting an after-dinner speaker are many and varied.\nToday the unmeasured miles between Dallas and Denton, the unbounded\nhospitality of our hosts, and the unalterable time of departure of our\ntrains have left but brief moments for post-prandial philosophy.\nI am therefore abandoning the entire drift of my words to you and am\nsubstituting a fresh message which will be exceedingly brief.\nAs I greet you—dean of women—lI see behind you the young women\nof the University of Texas who have so skillfully and so generously supplied all our needs. I think of the paths which they are treading and the\nmany hills which their feet will climb. As I look in your faces I realize\nhow varied are your many duttes, each differing from each, and how the\nthing which you are must dominate any rule or code.\nJust now there\nflashed into my mind the words of King Alfred the Great which ages ago\n1 copied in my common-place book:\nI would, God knows, in a woodman’s hut\nHave spent my days and lived my quiet life;\n\n;\n\nBut being what I am,\n\nIll be it nobly!\n\nThat last sentence is to carry along with you. Its high appeal touches\nus all. We love the ring of the words, J.et us take them away like the\n\npocket stone that the small boy carries, rubbing and polishing it again and\n\n"}
{"page": 416, "printed_page": null, "text": "ASSOCIATION\n\nEpucaTIon\n\nNaTIONAL\n\nA412\n\nagain as he affectionately regards its precious beauty. “Being what I am,\nI'll be it nobly!”\nThere is one other word which an old friend gave to me in the early\ndays of my administrative work in teaching. She knew well that | longed\nto do everything for the young women whom I was endeavoring to lead.\nThe mother-heart in us urges us to this. We all know how deep the desire Is.\nAnd yet we all know that it ought not to be fulfilled.\nI shall never\nforget the words of this friend, ““hey must paddle their own canoe, my\ndear ;—but you can sing the boat song.”\nDo they not sound the key-note, and help us to solve our problems?\nOur vision of the way, our courage, our faith, our understanding may\nserve to steady the hand and to give them courage in the hard places. We\nmay share with them life’s message to us—so far as they can take it—\nand this may hearten them. But they themselves must hold the oar and\nchoose their own way in the end.\nIt has been with the deepest satisfaction that | have shared the privilege\nof attending your meetings and listened to your discussions.\nI have been\ngreatly heartened by the assurance of the work which you are doing.\nIt\nhas never been better, and it is to be better yet. May all good attend you\n\nas you return to your God-given tasks!\nyou!\n\nAnd may the great God be with\n\nADDRESS\nELLEN\n\nF. PENDLETON;\n\nPRESIDENT\n\nWELLESLEY,\n\nOF WELLESLEY\n\nCOLLEGE,\n\nMASS.\n\nI regard the office of dean one of the most rewarding, as it is one of the\nmost important of administrative offices.\nIn saying this, I am not unmindful of the fact that this office has thus far escaped the standardizing\nprocess. ‘The term has no universal connotation. ‘The province and duties\nof the office vary with the institution served. “There are certain qualities,\nhowever, which the ideally successful dean must possess, whether she be\ncharged with the supervision of the academic or of the social life of the\nstudents.\nI cannot do more than mention some six or seven of these\nqualities, conscious that the list is not exhaustive nor does it offer anything\nespecially new.\nFirst, it goes without saying that the dean must have an understanding\n\nof, an interest in, and a respect for the ideals and objectives of the institution served.\nSecond, she should understand the curriculum, its specific requirements,\nthe aims and equipment of the various departments, and, if she is the\n\nofficer responsible for the academic work, she should be prepared to give to\nher chief an impartial and unprejudiced\ning encouragement or correction,\n\nreport upon\n\nany matters\n\nneed-\n\n"}
{"page": 417, "printed_page": null, "text": "‘THE DEPARTMEN?\n\nOF DEANS\n\nOF WOMEN\n\n413\n\nThird, whatever her specific duties, the dean should consider it her duty\nto call to the attention of the president the needs of the institution as they\nhave discovered themselves in the fulfillment of her office.\nFourth, she should acquaint herself with current educational questions,\nand trends. While this is essential for the officer charged with the supervision of the curriculum, it is an important asset for all administrative\nofficers.\nFifth, as a personnel officer, the dean must have or must seek. to develop\na sympathetic understanding with young people, an appreciation of their\nstrength and their weakness.\nSixth, she must keep always before the students that the academic work\nis the reason for their presence on the campus, and it must therefore have\ntheir first and chief allegiance. ‘This is as much the duty of the so-called\nsocial dean as it is that of her academic colleague.\nSeventh, the dean must resist the temptation to play the part of providence in the student’s life. “There are always students who wish to be told\nwhat courses to elect, what line of action to pursue in any given situation.\nSuch students seem to lack initiative and have no desire to exercise the\npower of choice.\nI conceive it to be the province of the dean, or of any\nother member of the faculty, to give to the student all the information possible to help her to a conclusion, but at the same time to make clear to\nher that she and she alone must make the decision.\nUndoubtedly, sometimes her choice will not be what the dean would have made. Some of us\nknow that the student sometimes understands her own needs better than\nher adviser. Even if she makes a mistake, the student develops maturity\nand initiative in assuming this responsibility of choice.\nIn closing, I should like to say a word about the position of administrative officers in an educational institution. I believe there is danger of our\nmagnifying our office. The two important groups in any college are the\nteachers and the taught, the instructing’ staff and the student body. ‘The\nadministrative officers, including trustees, president and deans, exist to make\n\nmore effective for the student the work of the teaching staff; to make\nsure that the expensive equipment of the institution yields the greatest possible return to the student.\n;\n\nMARRIAGE\nLILLIAN\n\nM.\n\n{ND\n\nGILBRETH,\n\nPRESIDENT,\n\nTHE\n\nGILBRETH,\n\nCURRICULUM\nINC.,\n\nMONTCLAIR,\n\nN.\n\nJ.\n\nLife may be measured in terms of satisfactions to oneself and one’s group.\nIf either marriage or a career alone brings satisfaction——well and good.\nIn some\n\ncases\n\neach\n\nmay—in\n\nmany\n\nneither\n\nalone\n\ndoes—so\n\na combination\n\nA successful combecomes a subject worthy of attention and interest.\nbination of marriage and a career, for a woman, means not only that she\nwants it, but that her husband and her children also want her to have it.\n{t would seem easiest to make the combination when least adjustments\n\n"}
{"page": 418, "printed_page": null, "text": "414\n\nNatIONAL\n\nEDUCATION ASSOCIATION\n\nhave to be made at marriage—when both men and women\n\nare trained for\n\ncareers, and when career making can be integrated as easily and naturally\n\nas home making is integrated. The happiest marriages mean living and\nplaying together, making a home and bringing up a family together. If to\nthis can be added working together, the integration is even more complete.\nUndoubtedly many successful marriages include different careers, but\nthis makes a more difficult problem to solve. ‘The answer is—all careers,\nthat of father, mother, children—belong in final analysis, to the family\ngroup, and are a source of group responsibility and pride. Good health,\naverage intelligence and temperamental stability are a help to a successful\nmarriage or a satisfying career. They are-almost indispensableif one is to\ncombine both, plus a philosophy that makes work the great blessing of life,\nand a technic of eliminating waste, human and material, and adjusting to\nlife as it develops.\nWhat can the curriculum do to help in this? Recognize that it must\ntrain for a twenty-four hour day, and for all of life, both work and leisure.\nProvide at each stage of both the boy’s and girl’s development not only\nfor the average universal needs at that period, but for supplementing the\nlacks in previous training.\nStress universal likeness, and point out individual differences. See that our vouth is so far as is possible, pliysically\nfit, mentally alert, emotionally adjusted—and knows how to remain so;\nindependent insofar that one can provide for his needs—but able and glad\nto work in groups.\nWe have learned that the fullest life means self-expression, but this\nis only permanently satisfying when it means integration within thie self,\nand of the individual with his group—and with life everywhere.\nIf we\nsucceed in teaching this, marriages and careers can both be left to handle\nthemselves.\nSECRETARY’S\n\nMINUTES\n\nDallas Meeting\nWednesday\n\nAfternoon,\n\nFebruary\n\n23, 1927\n\nThe fourteenth annual meeting of the National Association of Deans of Women\nopened with a business session on Wednesday, February 23, 1927, at 3 P. M. at the\nHotel Baker, Dallas. Texas,\nThe minutes of the last business session were dispensed with since they had been\npublished in the 1926 yearbook. The minutes of the last three Executive Committee meetings were read.\nGreetings to the deans were extended by Mary N. Hay, chairman of the local\ncommittee on arrangements.\nThe presentation of committee reports was the first business of the afternoon.\nMargaret S. Morriss, the first vice-president, reported on the relations of the state\nand local organizations of deans to the national association. Voted that the report\nbe\n\naccepted.\nThe report of the headquarters secretary was\nthat the report be accepted with appreciation.\nMrs. Durand, chairman of the membership\n\ngiven by Anna\n\ncommittee,\n\nL. Rose.\n\nsuggested\n\nthat\n\nVoted\n\nLois\n\n"}
{"page": 419, "printed_page": null, "text": "Tue\n\nDEPARTMENT\n\noF DEANS\n\noF WoMEN\n\n415\n\nMatthews Rosenberry and Gertrude Shorb Martin be elected to honorary membership in the Association.\nA motion to this effect was made and carried unani=\nmously.\nThe reports of the treasurer and of the audit committees were given by Miss\n\nPierce and Miss Lockey respectively. Voted that these reports be accepted. Voted\nthat thanks be extended to Miss Pierce for her splendid work as treasurer.\nThe report of the Press and Publications Committee was given by Helen Smith.\nVoted that the report be accepted.\nThe President announced the appointment of Miss Packer and Miss Amos as\nmembers of the Constitutional Revision Committee for this meeting.\nDr. Haskell\nwas appointed as a member of the Resolutions Committee.\nThe report of the Constitutional Revision Committee was next given.\nVoted\nthat we proceed on the proposed changes in the by-laws section by section.\n4\nmotion was made and carried that Article III, section 4 be adopted as proposed.\nA motion to adopt the proposed amendment to Article III, section 7 was defeated.\nVoted that the amount of the life membership fee be referred to the Constitutional Revision Committee and the vote postponed until next year.\nA motion to amend Article III, section 7 was defeated.\nVoted to amend Article III, section 7 by adding “the fiscal year shall begin\nJanuary 1st. Dues shall be payable in advance.”\nA motion was made and carried to continue the business session for 10 minutes.\nA motion carried to table the discussion\nAdjournment followed.\n\nof Article\n\nIV, section\n\n1.\n\nThursday Afternoon, February 24, 1927\nThe\nwas\n\nsecond\ncalled\n\nto\n\ngeneral\n\nsession\n\nof the\n\norder\n\nby\n\npresident,\n\nthe\n\nNational\nMiss\n\nAssociation\n\nof Deans\n\nof Women\n\nStimson,\n\nThursday\n\nafternoon,\n\non\n\nFebruary 24th, 1927, at 2:15 P. M.\n‘The reading of the minutes of the last meeting was postponed until a later time.\nDr. Laura Carnell’s report of the June meeting of deans in Philadelphia was\nread by the secretary.\nVoted that the report be accepted and placed on file.\n\nThe report of the Membership Committee was given by Mrs. Durand.\nVoted\nto accept the main part of the report.\nThe recommendations in the report were\nacted upon separately.\nVoted to adopt the first recommendation.\nVoted to approve\nthe principle of the second recommendation but to refer the question of dues and\ndefinition of “allied interests” to the Executive Committee.\n\nThe thought contained in the third recommendation\nin connection with the treasurer’s\nVoted\n\nto consider\n\nThe matter\nmittee.\n\nseparately\n\nhad already been approved\n\nreport.\n\nparts\n\none\n\nof sending out membership\n\nVoted to refer to the Executive\n\nand\n\ntwo\n\nlists was\n\nCommittee\n\nof the fourth\n\nreferred\n\nrecommendation.\n\nto the Executive\n\nthe fifth recommendation\n\nCom-\n\nregarding\n\nthe plan of affiliation of organizations.\n\nVoted to adopt the sixth recommendation.\n\nVoted that we send greetings and flowers to Miss Crawford who had met with\nan accident.\nVoted to send a telegram of greeting to Florence Purington..\nThe report of the Nominating Committee was given by Martha Reid, chairman,\nwere\n\nas follows:\n\nPurington;\n\nTreasurer,\n\nThose nominated\n\ndent, Florence\n\nPresident,\n\nDorothy\n\nEstella\n\nG. Hefley.\n\nStimson;\n\nsecond vicepresi-\n\nVoted to accept\n\nthe re-\n\nport. Voted that the secretary be instructed to cast a unanimous ballot for the\nofficers.\nThe report of the Committee on Intellectual Policies was read by the Chairman,\n\n"}
{"page": 420, "printed_page": null, "text": "EpucATION\n\nNationaL\n\n416\n\nASSOCIATION\n\n—_——\n\nVoted to continue the business for\nVoted to accept the report.\nMrs. Blanshard.\n15 minutes.\nFurther changes in the Constitution were then considered.\nVoted to amend Article VII to read as follows: The annual dues of all members shall be $5, payable January Ist.\nVoted that the payment of increased dues shall not be retroactive, but take\neffect at once.\nThis ended the business of the afternoon and the program followed as scheduled.\n\nFriday Afternoon, February 25, 1927\nA\ncalled\n\ngeneral\nto order\n\nsession\n\nof\n\nthe\n\nNational\n\nby the president\n\non\n\nAssociation\n\nFriday,\n\nof\n\nFebruary\n\nDeans\n25th,\n\nof\n\nWomen\n\nwas\n\n1927\n\nat 2:30\n\nP. M.\n\nIt was moved that the reading of the minutes of the last business meeting be\npostponed.\nThe minutes of a special meeting of the Executive Committee held on Friday,\nFebruary 25th, were read.\nA history of our association prepared by Mrs. Phillips and her Committee was\nread by Miss Helen Smith. Voted to refer to the Press and Publications Committee\nthe consideration of publishing this history.\nThe report of the Research Committee was given by Miss Blitz. Voted that the\nreport be accepted with the suggestion that the Committee continue along the lines\nrecommended in the report.\nThe report of the Committee on Relations with Other Organizations was given\nby Miss Blitz.\nVoted to accept the report with an expression of appreciation to\nMiss Blitz for her work.\n‘The report contained the resignation of Miss Blitz as\nchairman.\nThis concluded the business and the program for the afternoon followed.\n\nSaturday Morning, February 26, 1927\nThe final business session of the fourteenth annual meeting of the National!\nAssociation of Deans of Women was called to order by the President, Miss\nStimson, at the State Teachers’ College at Denton, Texas, on Saturday, February\n26th,\n\n.1927\n\nat\n\n10:30\n\nA.\n\nM.\n\nThe minutes of three business meetings were read and approved with minor\ncorrections.\nAgnes Wells reported for the Committee on Sororities.\nThis report showed\nprogress made by the committee and it was voted that the report be accepted and\nplaced on file with the suggestion that the Press and Publications Committee consider its publication.\nThe report of the Health Committee was given by the chairman, Anna E.\nPierce. The report was accompanied by several resolutions containing suggestions\nfor the furtherance of the health work.\nappreciation of Miss Pierce’s work.\n\nIt was\n\nvoted\n\nto accept\n\nthe\n\nreport\n\nwith\n\nThe Constitutional Revision Committee resumed its report. It was voted to take\nfrom the table Article IV, section 1. Voted that the term “headquarters secretary”\nbe used in place of “executive secretary” in Article IV, section 1. Voted to approve\nArticle IV, section 2 as proposed.\nVoted to approve Article IV, section 3 to read as follows: “The first vicepresident shall assist in every possible way in the development of state and local organizations.\nIn case of the president’s resignation or inability to act, she shall\nperform the duties of the president until the next annual meeting.\nIn case of the\ninability to act of the first vicepresident, the second vicepresident shall perform\n\n"}
{"page": 421, "printed_page": null, "text": "THE\nthe duties\n\nDeparTMENT\n\nof the first vicepresident.\n\nOF DEANS\nThe\n\nOF WoMEN\n\nlast ex-president\n\nshall\n\n.\n\n417\nautomatically\n\nbeeome the second vicepresident.\nVoted to approve Article IV, section 4 to read as follows: “The headquarters\nsetretary shall be a salaried officer of the Association and shall be appointed by\nthe Executive Committee of the Association.\nShe shall keep an accurate list of all\nmembers of the Association; shall send out bills for dues, receive dues, and remit these to the treasurer; and shall cooperate in every way with the other\nofficers of the Association oad the me\ny of committees to carry forward the\n\nwork of the Association.”\nVoted to approve Article IV, section 5 as proposed.\nVoted to approve Article IV, section 6 to read as follows: “The treasurer shall\nreceive all annual dues and other moneys due the Association, and shall make disbursements as directed by the Association or the Executive Committee.\nShe: shall\nbe bonded by a recognized company and shall engage a certified accountant to\naudit the books annually and present such certification to the Association.”\nVoted to approve\n\nArticle VI, section 3 as proposed.\n\nVoted to approve Article IV, section 8 to read as follows: “A vacancy occuring\nin an office shall be filled by the Executive Committee until the next meeting of the\nAssociation.”\nMotion to approve Article VI, section 1 as proposed was defeated.\nVoted to approve Article VI, section 4 to read as follows: “Regular meetings of\nthe Executive Committee shall be held just previous to and just following the annual meeting of the Association.\nSpecial meetings may be called by the president\nand shall be called upon the request of five members of the Executive Committee.”\nVoted to approve Article VI, section 6 as proposed.\nVoted that the proposal to use “teacher training institutions” instead of “normal\nschools and state teachers’ colleges” in section 1 of Article VIII be referred to the\nConstitutional Revision Committee for consideration.\nVoted to grant permission\n\nto that section to use the teacher training instituton title or some similar one if\ndesired this year.\nVoted to approve Article IX, section 1 to read as follows: “There shall be the\nfollowing standing committees: nominations, program, press and _ publications,\nhealth, relations to other organizations, membership, research and budget.\nAdditional standing committees may be created by the Association as may from time\nto time be deemed necessary.’\nVoted to adopt Article IX, section 2 to read as follows: “These committees shail\nbe appointed by the Executive Committee to serve two years and the term of\n\nservice\n\nshall\n\nexpire\n\nat the time of the annual\n\nmeeting.\n\nThe\n\nchairman\n\nand\n\none\n\nhalf of the members of any standing committee shall be appointed at the first meeting of the Executive Committee after the annual meeting and the remaining members of the Committee shall be appointed in alternating years.”\nVoted to adopt Article IX, section 3 as proposed.\n\nVoted to adopt Article 1X, section 4 to read as follows: “The Committee on\nIt shall be the duty of this commitPrograms shall be the Executive Committee.\ntee to prepare a program for the annual meetings of the Association and of the\nsections.”\n\nVoted that section 3 of Article 1X become section 5.\nVoted that section 5 of Article IX become section 7.\nVoted that section 4 of Article IX become section 6, reading as follows: “The\nhealth committee shall consist of five members of which the president of the\nOne member of this committee shall represent the\nAssociation shall be one.\nAssociation at the meeting of the Women’s Foundation for Health.”\nVoted that section 6 of Article IX become section 8 and be adopted as proposed.\nVoted to omit the present section 7 of Article IX.\n\n"}
{"page": 422, "printed_page": null, "text": "418\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe report of the Budget Committee was given by the chairman, Grace B.\nMcLean.\nVoted to approve the budget in principle but to have a revised one\nprepared for publication in the Yearbook.\nVoted that the Association express its approval of the action of the Executive\nCommittee in levying a registration fee for the Dallas meeting and consent to its\nuse again next year if it is found necessary.\nThe report of the Resolutions Committee was given by Miss Edith Barnard.\nVoted to accept the report with the amendment that it include the resolutions in\nMiss Pierce’s health report.\nAt the conclusion of the business, the meeting adjourned to the Texas State\nCollege for Women where the members of the Association were luncheon guests.\nThe program of addresses given at this time completed the fourteenth annual conference.\nELizaBeTH\n\nM.\n\nHause,\n\nSecretary.\n\n"}
{"page": 423, "printed_page": null, "text": "The\n\nDepartment\n\nof Elementary\n\nSchool\n\nPrincipals\n\n"}
{"page": 424, "printed_page": null, "text": "FP\n\nNCHE DEPARTMENT OF ELEMENTARY SCHOOL PRINcIpaLs, temporarily organized as the National\nAssociation of Elementary School Principals\n\n\"at the Atlantic City meeting of the Department of\nSuperintendence in February, 1921, became a department of the National Education Association at Des\nMoines, in July, 1921.\nThe officers of the Department for the year 1927-28\nare: President, Arthur S. Gist, Frick School, Oakland, Calif.; First Vicepresident, HK. Ruth Pyrtle,\nPrincipal, Bancroft School, Lincoln, Neb.; Second\nVicepresident, Warren A. Roe, Principal, Belmont\nAvenue School, Newark, N. J.; Secretary, Helen B.\nShove, Principal, Longfellow School, Minneapolis,\nMinn.; Executive Comnuittee: W. T. Longshore,\nPrincipal, Greenwood School, Kansas City, Mo.\n(Term expires 1928) ; Mrs. Jessie M. Fink, Principal,\nBuchanan School, Grand Rapids, Mich. (Term expires 1929); M. E. Peterson, Twentieth St. School,\nLos Angeles, Calif. (Term expires 1930) ; Elizabeth\nMcCormick, Howe School, Superior, Wis. (Term\nexpires 1931). This Department meets twice each\nyear—in February and in June. Facts relating to\nthe establishment of this Department and the record\nof meetings are found in earlier volumes of Proceedings as follows:\n1921 :453\n1922 :851-886\n\n1923 :653-666\n\n1924:545-564\n\n[420]\n\n1925:450-477\n\n1926:457-495\n;\n\n"}
{"page": 425, "printed_page": null, "text": "FUNDAMENTAL\nHENRY\n\nTURNER\n\nBAILEY,\n\nHUNTINGTON\n\nVALUES\nREACH\nDIRECTOR,\n\nOF LIFE\nTHEM\n\nCLEVELAND\n\nPOLYTECHNIC\n\nINSTITUTE,\n\nAND\n\nSCHOOL\n\nHOW\nOF ART,\n\nCLEVELAND,\n\nTO\nAND\n\nJOHN\n\nOHIO\n\nHE most important thing in any life is the consciousness of being at\nhome and of use in the Father’s house. To secure this, three activities 2re necessary:\nThe first is nature study. Every child should have actual experience\nwith the world of nature—with the open country—with the seasonal\nchanges. There are no seasons in congested city districts.\nThe children\ncannot see the spring come across the dewey hills, nor lustrous summer’s\nprodigal display of sunlit green; nor the boundless wealth autumn flings\nacross the landscape; nor the silent grace with which winter spreads her\nspotless mantle over a withered world. An enthusiastic primary teacher\nfresh from the country, once asked her school children in a city school to\nname the signs of coming spring. All she could get was “Swinging doors\non the saloon.” ‘Think of that. Children who have not had country experience have not the foundations of the language used by novelists, and\npoets, nor can they appreciate pictorial art, or sculpture, or even music to\nthe full. Nature is the inexhaustible reservoir of suggestion for all science\nand art. It is the supreme source of the purest delights of life—the flowers,\nthe trees, the birds, the butterflies, the moths—the clouds and the stars\nnever cease to entertain and bless those who have learned to love them.\nWhen we are wiser, we will not run the busses of the board of education\nto bring rural children into city schools, but to take city children into the\ncountry that they may learn to know and love God’s first revelation to man,\nand feel at home in the natural world because well acquainted with it.\n\nThe second essential is found in the arts. Here the child comes to\nknow the human world and to better appreciate his relatives in his\nFather’s house.\nLiterature—especially the imaginative literature—fairy\nstories, folk lore, poetry, and the Biblical literature, history, architecture,\nsculpture, painting and the minor arts, the drama and music, should be\npresented in such a way that children may come to know them with\njoy—know the art of them rather than the science of them; feel the thrill\nof them, warming the spirit to a consciousness of their significance and inspiring the spirit with love and thankfulness for those who have given\nsuch priceless gifts for all to share. Such experiences will make children\nfeel at home in the human world.\nThe third essential is social service. The child must be led to see that as\nEmerson said, ‘Each one of us has a kink in the brain to insure our insistance upon some one point that nature has taken to heart.” Each must\nbe lead to discover the thing he can do best for the good of all. Some are\nespecially responsive to a particular phase of life in the outdoor world.\nOne loves birds or insects; another wild animals or household pets; one\n[421]\n\n"}
{"page": 426, "printed_page": null, "text": "422\n\nNationaL\n\nEpucATION\n\nASSOCIATION\n\nlikes to observe the weather or to grow things, another to collect specimens of woods or minerals; one loves pictures or patterns in color, another\nresponds to music, or oratory, or dramatic interpretations or to poetry.\nHe can sing, print, draw, dance, tell a good story, read sympathetically\naloud, design, paint, model, make in wood or metal. He delights in writing, inventing, legerdemain, or playing a musical instrument. All of these\nand many more personal abilities should be discovered early, encouraged,\nput to service. The weekly assemblies or periods of entertainment and inspiration should be filled largely with programs evolved by the children\nthemselves. From the first they should make use of their own varied resources to please and help each other. Service of one another in school will\neventuate in the habit of service after school, and children so trained will\nbecome serviceable citizens. Ability to serve is grown; it cannot be had\nupon demand like a mouthful of air. We must invent opportunities for\nschool children to serve each other and the community, until they get the\njoyful habit and know by experience that it is more blessed to give than\nto receive.\n*Personally, intimately, in touch with nature; personally, intimately, enjoying the companionship of the best minds of the race and par“icipating in their ideals; consciously contributing, with increasing efficiency,\nhis share of service for the good of all, through thankfulness to God and\nlove of his fellowman, any person, child, or adult, will find that he has a\ngrip upon the fundamental value of life.\n\nTHE\nM.\n\nRESPONSIBILITY AND OPPORTUNITY\nPRINCIPAL TO THE SCHOOL\nC.\n\nLEFLER,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\n“OF\n\nLINCOLN,\n\nTHE\n\nNEBR.\n\nStudies of the work of the principal in her official capacity indicate\nmore than one thousand specific items which enter into her round of\nduties. “There is seemingly no end to the number of different performances\nwhich she is called upon to assume as a matter of course in the daily administration and supervision of her office. Let no one assume that these are\nnot important duties, nor because they are so many and so varied and\nsometimes so trivial, that there is not needed a training and a technic\nwhich brings not only keen professional insight, but also sympathy and\nvision which humanize every official act.\nThe principal who can step\nahead fast enough to lead the way is already on the way to added responsibility.\nBut it is not this overwhelming array of detail and important minutiae\nwhich further concerns us here. All of these will be taken for granted.\nSchool is no longer an isolated unit. It is a part of a larger whole.\nSchools are not to be thought of in series. They are only adequately\ncomprehended in systems. And this does not imply the subordination of the\nteacher, and especially of the principal. It is quite the contrary. Whatever\n\n"}
{"page": 427, "printed_page": null, "text": "THE\n\nDeparTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n423\n\nexcels at one point must quickly find its application at all points. If the\nteacher is the very heart of the school, it is equally true that the principal\nmust ever continue as the head and directing genius of the school over which\nshe presides.\nA system of schools implies unity and purposeful plans. Broad, constructive, well-defined policies are necessary. Here then is a fundamental\nresponsibility of the principal of a school in the role of policy builder. It\nis not enough to attain distinction for her own school. In fact, the greater\nthe success and achievement at this point, the greater her responsibility\ncomes to give the advantage to all schools—to the system at large—and\nwhen this is done, to share it ever wider and wider, that it may ultimately\nbe felt in the interests of state and nation.\nPolicies concern the fundamental principles upon which the school is\nconceived and operated. ‘These imply conscious and purposefui planning.\nIt is a thoughtful process and the responsibility of the principal to the school\ndemands not only the ability to think in terms of adequate and modern\nschool policies, but it calls for an enthusiastic willingness to be ever alert\nin this respect.\nThis is but another way of emphasizing the place of leadership which\ninheres in the person of the principal. Every great professional gathering is\na dynamo of creative policy making. The Dallas convention is meeting for\nthis very purpose.\nIts interests are not narrowed to the work of superintendents—e-n-t-s, but rather does it challenge the participation and cooperation of all who are working in the broad field of school superintendence\n—e-n-c-e. With this viewpoint in mind, it must be apparent to all that the\nso-called affiliated bodies of this convention are really not a part from, but\ntruly an intrinsic part of the very purpose for which this convention has\nbeen assembled.\nThis principals’ association, reaching the participation and cooperation\nof the elementary school principals of America, can therefore go forward\nwith confidence that it has real work to do—a real contribution to make,\nif the policies in American education are to be conceived and applied as\nbecomes the responsibility and opportunity of the principal to the school.\nAnd what is true about the principals in their organized relation, applies\nwith equal truth to each principal in relation to her local school.\nLet us now consider the responsibility of the principal of the school as it\nIf the principal enjoys a large cooperating oppertains to the program.\nin the matter of evolving plans and policies,\nresponsibility\nand\nportunity\nthis responsibility becomes increasingly hers in developing programs within\nher school, which insures a maximum application of these policies. “This is\n\nnot a minor responsibility, for the program of any school touches immediately and continuously the lives and interests of all its pupils. ‘The proIt is not a mere\ngram is not a mere formulation of time allotments.\nIt is\nroutine.\ninitiated\ncalendar of subjects. It is not merely a perfectly\nmachine\na\nsense\nIt is in no\nnot a series of purely formulated activities.\n\n"}
{"page": 428, "printed_page": null, "text": "424\n\nNarionaL\n\nEpucATION\n\nASSOCIATION\n\nfor mechanism’s sake. The program is rather a vitalized way of living\nfor every child in the school. It does not leave to chance the ways and\nmeans of making progress in the direction of solving the problems of the\nday which are pressing and real. Nor does it force with blind coercion\nwhen there is neither reason nor benefit. The program of the school is a\nIt is not at end—a crucifying end.\nmeans—a humanizing means.\nGreat, indeed, is the responsibility of all of us who are charged in any\ndegree with keeping the system in repair, in operating with a measurable\ndegree of effort without grinding to despair and oblivion the individual\ndifferences of those whom the school serves.\n“The principal stands preeminently as the pilot at the helm in this important responsibility. |\nObviously the program of the school contains not only the integrating\nelements which insure a community of understanding and appreciation,\nbut it also contains the elements of flexibility and adjustment which give\ndifferentiation and adaptation to individual needs. ‘To preserve these elements and at the same time avoid the conflicts so frequently met when one\nattempts to harmonize the differences between individual interests and\ngenerally established common core, calls for insight, vision and devotion in\na degree scarcely found in any other profession. “To permit the program to\nshape the child is a limitation freighted with great disaster.\nIt is certain\nto place ‘“‘round boys in square holes.”\nThe arrangement of studies and activities in'the program of the school\nmay be per se in itself, almost a determining influence. It will be certainly\nso if the touch of understanding and personal interest is not ever present\nto temper the coldness of form with the warmth of cordiality and the appreciation of human worth.\nIn this responsibility the principal stands at\nthe door of every classroom and beckons the teacher to be ever mindful\nthat the program of every child in the school is intended to lead him in\nthe direction of “the truth which shall make him free.”\nFinally, it is the principal’s responsibility to the personnel of the school.\nIf her interests in the policy and program have lain largely in the field of\norganization and administration here, her duties and responsibilities assume\nlarge proportions in the field of supervision.\nPersonnel management is\nalways a timely topic. It is doubly so in those phases of personnel work\nwith which the principal deals.\nThe teacher is truly the heart of the school, but the energy and spirit\nwhich she brings to her work is certain at many places along the way to\nreflect the sympathy and encouragement she has received from her supervising principal. Inspiration is a powerful incentive and without it there\nis certain reversion to routine and to the feeling of discouragement and defeat. Teachers have an inherent desire to contribute to the general progress\nand good. Nothing brings this creative participation of the teacher to the\nfore like the stimulating and inspiring leadership of the principal. To her\nthen the faculty is a constant challenge to her own qualities of inspiration\n\n"}
{"page": 429, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n425\n\nand leadership and perhaps all of her opportunities and responsibilities.\nNone flavors all the rest as does this outstanding characteristic.\nBut a mere inspiring and leadership personality does not go the whole\ndistance.\nIt is not enough to be merely energetic, and enthusiastic, primary as these qualities are. ‘There are at least two other inseparable demands.\nOne of these is the necessity of riding in the advance guard of\ntraining and preparation. ‘There is no stopping point in this respect. Even\nthe best which may be had today, is subordinate in a large way to the better of tomorrow. Teachers in increasing numbers are forging ahead and\nnothing can be expected to hold their continuous respect and confidence in\nthe administrative and supervisory personnel of the school except full\nrecognition of the fact that while the rank and file has been making\nIs it not true that\nprogress, the leadership has also been keeping pace.\nthe greatest hindrance to the greatest progress today may easily lie in the\nfact that the administracive and supervisory leadership of the present is\nin danger of being run down by the oncoming array of the better prepared? Certainly it is no small responsibility to keep up with the lead.\nThe other quality is demonstrated capacity for work. ‘‘Nothing succeeds\nlike success” and “nothing works like work.” Fuss and feathers, bluff and\nbluster, will not turn the trick. It is necessary for someone to take off\nthe cloak or coat and buckle down to do the job. It is difficult to conceive\nan effective program for the improvement of teachers in service; or the\npresence of a well-defined reserve basis in the school; or an attitude which\nfairly comprehends the needs of behavior problem children; or a program\nof educational guidance which fairly guides; or any other problem of policy, program or personnel without visualizing through it all the unending\nhours of thought and effort which someone has been capable of giving\nin order to bring these things to pass. More and more the capacity to\ndemonstrate in terms of work will be the measure of how successfully our\nresponsibilities have been carried. And less and less will the chatter of the\nsuperficial, or the propaganda of the exploiter, or the mere song of the\nwinds move us from our high purpose to accept our responsibility and\nopportunity to the school as becomes the profession of teaching which we\nrepresent.\n\nTHE\n\nTEACHER\nFANNIE\n\nAN AGENT OF INTERNATIONAL\nGOODWILL\nFERN\n\nANDREWS,\n\nBOSTON,\n\nMASS.\n\nIt is not so many years ago when a discussion of international goodwill in\nrelation to the school curticulum would have been considered visionary and\nThe idea has gradually evolved, as historical events have\nimpractical.\nmade their impress on our national life. It is necessary to review these\nevents if we would trace the progress of teaching international goodwill\nMy mind goes back to a meeting eighteen years ago in\nin our schools.\n\n"}
{"page": 430, "printed_page": null, "text": "426\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nDenver, Colorado, when under the presidency of that broad-visioned personality, the late James H. Van Sickle, occurred the first annual meeting\n\nof the American School Citizenship League, the organization then known |\nas the American School Peace League. Names high in educational prestige\nappeared on that program—James M. Greenwood, the forceful, courageous pioneer, a pillar of the National Education Association ;and Nicholas\nMurray Butler, who today, through the great foundation of which he is\npresident, is giving noteworthy service which affects education in every\ncorner of the world. ‘These men spoke eloquently of international goodwill and of the opportunity of the teacher to forward the idea embodied in\nthe expression of the nations at The Hague for a better world order.\nThis meeting at Denver occurred two years after the Second Hague\nConference, where the United States delegates, under instructions from\nElihu Root, had sponsored and inspired deliberations which it was hoped, as\nMr. Root said, would make “international justice more certain and international peace more secure.’ ‘The Hague conferences, being the first gathering of the nations in time of peace for the consideration of means of settling international differences by peaceful methods, really marked an epoch\nin the relationships of nations. Many people had the faith to believe, after\nthe First Conference in 1899, that these relations would in the future be\nbased on goodwill, working through the practical application of arbitration\nand the Hague Court which this conference set up. And as the Court began to function, with the United States and Mexico taking the first case\nbefore it in May 1902, faith in international goodwill became stronger and\nstronger.\nThis epoch-making expression of the nations had its reaction on education. A few far-sighted educators in different parts of the world, principally in the United States, expressed the view that a great world adventure\nsuch as this should be noted in the schools. ‘The Hague conferences not\nonly represented an advance in civilization but obviously affected the history of the individual\n\ncountry.\n\nParticular\n\nstress, however,\n\nwas\n\nlaid on\n\nthe motive as given in the preamble of the 1899 and the 1907 conventions,\nwhich actuated the adoption of the system of arbitration—the desire for\ninternational comity and the ultimate concern for humanity.\nIt was this\nthat these keen-sighted educators wished to teach in the schools. They\nproposed first of all that the opening date of these historic conferences, the\neighteenth of May, 1899, be recognized as an appropriate time to teach\nthe significance of the conferences in “‘recognizing the solidarity which\nunited the members of the seciety of civilized nations,” and of pointing out\nthe beneficent results of international goodwill to one’s own nation.\nThe meeting at Denver eighteen years ago focussed attention on the\nHague conferences, which were in fact but the culmination of that steady\nadvance of public opinion which for nearly a century had vigorously advocated arbitration and friendly adjustment of international relations,\nand which, it should be recognized, had laid the foundations for all sub-\n\n"}
{"page": 431, "printed_page": null, "text": "THE\n\nDeparTMENT\n\nOF\n\nELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n427\n\nsequent efforts for the promotion of international goodwill. This meeting\nat Denver also urged the celebration of the eighteenth of May in the\nschools.\n:\nNot long after the First Hague Conference, many civic and religious\norganizations began to celebrate the eighteenth of May and urged its observance in schools and colleges. It is interesting to review the earliest\nhistory of such observance, for it marks in a way the formal beginning of\nthe teaching of international goodwill in the schools of this country. The\nfirst commemoration of which we have the record occurred in Bloomington,\nIndiana. At that time all the schools participated in exercises appropriate\nto the day, and the students of the state university joined with the townspeople in a celebration under the direction of the department of history.\nThe names of Professor Amos 8. Hershey and Professor James A. Woodburn stand out prominently in this event.\nThe historic document, however, on the celebration of the eighteenth of\nMay in the schools is the letter of George H. Martin, secretary of the\nMassachusetts State Board of Education, addressed to the superintendents\nof schools in Massachusetts.\nIn this letter, dated April 11, 1905, Mr.\nMartin calls attention to the Massachusetts statute which, as he described\nit, “imposes upon all instructors of youth the obligation to use their best\nendeavors to instil into the minds of the children and youth committed to\ntheir care the principles of ‘love of country, humanity, and universal\nbenevolence.’”’\n‘The love of country, he said, was stimulated by special\nexercises in connection with the public holidays, February 22, April 19,\nand May 30. “A favorable opportunity,” he continued, ‘‘to cultivate the\nother two virtues, ‘humanity and universal benevolence,’ is now afforded\nin the setting apart of May 18 in commemoration of the opening of The\nHague Conference, May 18, 1899.”\nIn December 1906, Dr. Elmer Ellsworth Brown, United States Commissioner of Education, addressing the state superintendents of instruction,\nrecommended the observance of the eighteenth of May as Peace Day in\nthe schools. In his report to the Secretary of the Interior, dated December\n5, he called attention to the movement “looking to the annual commemoration in the schools of the United States of the opening of the First Hague\nConference,’ and he particularly pointed out that “in the celebration of\nthis anniversary day, and in the instruction of the schools throughout the\nyear, the effort be made to promote an insight into the true aims and aspirations of our own nation and of the other nations with whom we are\nto work together in the making of a higher world civilization.\n‘\nIn 1906, seven state superintendents recommended the general observance\nof the eighteenth of May in the schools of their states.\nFollowing the Commissioner’s letter, the Department of Superintendence\n\nof the National Education Association, meeting in February 1907, exactly\ntwenty years ago, strongly supported, in a resolution, the observance of the\neighteenth of May in the schools of the United States.\n\n"}
{"page": 432, "printed_page": null, "text": "428\n\nNatioNnaL\n\nEpuCATION\n\nASSOCIATION\n\nThe scope of the observance grew steadily, and in 1908, the American\nSchool Citizenship League, which was organized inthat year to promote\ninternational goodwill through the schools, emphasized at the outset the\nimportance of celebrating the eighteenth of May.\nWe have already seen that at the first annual meeting of the American\nSchool Citizenship League, convened as an allied organization of the National Education Association at its Annual Convention in Denver, the\nteaching of international goodwill was recognized as a new responsibility\nfor the school. Such teaching at that time, however, offered great difficulties. A confused sense of nationalism faced the teacher in taking up the\nnew duty, as these pioneers at Denver had conceived it.\nTo train up the young to think and act in the spirit of friendliness and\ngoodwill had long been recognized as an aim of education.\nIt was accepted then as now that gocdwill in the daily round of living is a desirable\nfactor; that it makes for harmony and peace within the nation and promotes friendship and justice throughout the world. The resourceful teacher\nhad found no difficulty in teaching the child, either through his own experiences or through the acts of others, the meaning and the beneficent results of goodwill in home, community and national life. This had become\na recognized method of citizen training.\nIt was generally accepted that\nno more important precept could be instilled into the mind of the young\nthan this spirit of goodwili, and it was agreed that such instruction could\n\nhardly begin too early.\n\nm\n\nWhen, however, the teacher attempted to lead the pupil to appreciate\nand understand the beneficent effects of international goodwill, the subject\nsuddenly became complex.\nIt involved matters extremely delicate to\nhandle in the schoolroom.\nAt the same time, the sponsors of the idea\nrealized that the abstract conception of international goodwill is meaningless, that it is vital only as it is demonstrated in international relationships.\nTo choose such demonstrations appropriate to the school curriculum, required nicety of judgment and keen insight into educational aims and national ideals. Few teachers understood the new idea, and those pioneers\nwho were fostering it realized that the success of the project depended\nwholly on correct interpretation and the proper selection of material. They\nworked for the gradual advancement of the movement, being concerned\nnot so much in securing speedy response as in promoting intelligent understanding.\nAs the observance of the eighteenth of May—called interchangeably\nPeace Day, Hague Day, and Goodwill Day—became an established institution, there was a call from the teachers themselves for information concerning material to be used in the celebration of the day. The United\nStates Commissioner of Education, Dr. Philander P. Claxton, responded\nto this call. In 1912 and 1913, he issued government bulletins, reprinted\nin 1914, containing material for the observance of the eighteenth of May,\nwhich he called Peace Day. In preparing these publications, at the request\nof the Commissioner, I selected material suitable for the pupil, being care-\n\n"}
{"page": 433, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPrincipars\n\n429\n\nful to arrange this according to grades so that the little children as well as\nthe pupils in the high school might grasp the real meaning of goodwill and\nhuman brotherhood,\nThere was also information for the teacher relating\nto the principles of the movement for international justice, and finally an\naccount of the various agencies working to this end. ‘The achievements of\nthe two Hague Conferences made a dramatic appeal to the children of\nall grades, while specific demonstrations of international goodwill in educational and humanitarian lines, as instanced in the return of the Boxer indemnity, for example, gave zeal for service to the higher ideals of interMore than a hundred thousand of these bulletins were\nnational life.\nbought from the Government, and certain European Governments authorized .the translation of parts of them for distribution to the teachers in their\nrespective countries for the observance of Peace Day in the schools.\nMany of the state superintendents of instruction included in their annual\nbulletins to teachers programs and suggestive material for the celebration\nof the eighteenth of May, which they called Peace Day. Some of these\nwere conspicuous contributions to the general literature on the teaching of\ninternational goodwill.\nOther contributions were made by the American School Citizenship\nLeague, which issued plays, pageants and special school exercises appropriate to the day. It was particularly pointed out by the League, however,\nthat the eighteenth of May should be celebrated not only by special exercises, but also through the regular recitations, and suggestions were offered\nas to what might be done through the different branches of study.\nMore and more the need arose for a guide to the consecutive teaching of\ninternational goodwill, thus responding to the suggestion of Commissioner\nBrown in 1906 that such teaching should be included ‘in the instruction\nof schools throughout the year,” a committee of the Massachusetts Branch\nof the American School Citizenship League prepared a graded course for\nthe elementary schools which was published by Houghton Mifflin Company\nin 1914 and revised in 1918 under the title, “A Course in Citizenship and\nPatriotism.” This Course, which comprises a book of nearly five hundred\npages, develops from the first year in school, through stories, poems and\nhistorical references, the spirit of goodwill and cooperation through the\nwidening relationships of the child acting as a member of the home, school,\ntown or city, state, nation, and finally as a member of the world family.\nThe theme of the book is citizenship governed by goodwill and expressed\nin service. ‘Thousands of teachers are using this book.\nThe addresses of speakers on the programs of the annual and mid-year\nmeetings of the American School Citizenship League which met year after\nyear as an allied organization of the National Kducation Association at its\nannual conventions, consist of discussions covering almost every phase of\nthe subject, while certain addresses on the main programs of the National\nEducation Association make conspicuous contributions to the body of goodwill literature.\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThen again, the State Teachers’ Associations, through their publications,\nincreased the volume of goodwill literature. Nearly a score of these state\nassociations constituted the state branch of the American School Citizenship League a regular section which provided an annual program on the\nsubject of goodwill, while in some of the other states where the state\nassociations were not organized with sections, the state branch of the\nleague met as an allied organization.\nAs interest in international goodwill increased in scope and intelligence,\nteachers began to seek some definite applications of the idea to the subjects\nin the curriculum. Attention centered first on history. “There were dangers here, lest some should fail to realize that, in spite of the Hague conferences, nationalism still held a commanding place in the political field.\nIt was necessary to establish a balance which would give full play to the\nideal yet would regulate our expectations in the light of actual realities.\nThe American School Citizenship League, which had arranged the course\nfor the consecutive teaching of international goodwill, set about the task\nof preparing a course in United States History for the elementary schools.\nIt appointed some of the leading teachers and writers of history to do the\nwork and set no time when the task should be finished.\nSuch names as\nWilbur F. Gordy, Philander P. Claxton, James H. Van Sickle, Charles\nE. Chadsey, and John W. Hall bespeak thoroughness and insight.\nOther guides are necessary for the teaching of international goodwill.\n‘The League has in mind the preparation of a course in geography which\nwill recognize that one great aim in teaching this subject is to make the\npeople of one country more intelligent about other peoples, and that\nthrough geography the social conditions and the national ideals of peoples\nshould be taught.\nJust before the World War, a significant effort was made by the leading\nstates of the world to secure international cooperation in education.\n‘The\ngreat purpose was to establish an International Bureau of Education whose\nfunctions should include a consideration of the teaching of international\nrelations and certain educational problems in which the nations have a\ncommon interest. In 1912 the American School Citizenship League was\ninstrumental in interesting the Government of the United States in an\nInternational Conference on Education.\nAt the request of the United\nStates Commissioner of Education, first vicepresident of the League, the\nUnited States Government consented to suggest to the Netherlands Goyernment the calling ot such a conference.\nInvitations were sent by the Netherlands Government to the governments accredited to The Hague, asking for the appointment of delegates to\na conference which should meet at ‘The Hague in 1913.\nInasmuch as a\ndiplomatic conference on education had no. precedent, government officials\nfelt the need of a careful discussion of this new proposition. It was my\nprivilege to respond\n\nto the request of the United\n\nStates Commissioner\n\nof\n\nEducation to visit the capitals of Europe in 1912 and 1913 for the purpose\nof explaining to the governments the objects of the conference.\nThe\n\n"}
{"page": 435, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n431\n\nNetherlands relied on the support of the United States for the success of\nthe conference, and the minister of foreign affairs invited me to submit a\nreport to him of my interviews with the foreign ministers and the ministers\nFinal invitations were sent out by the Netherlands Govyof Education.\nernment calling the conference for September 1914, and almost simultaneously, the Department of State of the United States, to give the Netherlands Government an added assurance of the official interest of this government, sent a circular telegram to the American diplomatic officers at Paris,\nBrussels, Copenhagen, Oslo, Stockholm, Athens, London, Rome, Vienna,\nMadrid, Lisbon, St. Petersburg, Berne, The Hague with respect to Luxemburg, Bucharest with respect to Roumania, and Tokyo, stating the interest which the Commissioner of Education was taking in the Conference and\nrequesting each of them to confer with the minister for foreign affairs,\nor with his permission with the minister of education, for the purpose of\nsecuring the acceptance of the invitation by the governments of those countries. Sixteen nations, including all the great Powers except Germany,\naccepted the Netherlands’ invitation and appointed delegates to the confer‘The nine United States delegates appointed by President Wilson\nence.\nwere just on the point of taking their steamers when the World War breke\nout. This obviously prevented the holding of the conference. ‘This is one\nof the lamentable results of the war, for this conference undoubtedly would\nhave resulted in an international convention establishing an international\nbureau of education, which for the first time in history would have officially\nrecognized education as a factor in the relationships of nations.\nFor several years before the World War, however, the national organizations of teachers in the states of Europe had recognized the teacher as an\nagent of international goodwill.\n‘These national organizations had combined into what was called the International Federation of National Federations of Teachers, and one of its important departments was the ‘Peace\nSection.” ‘The object of this was to work out plans and policies for teach-\n\ning international goodwill in the schools. The American School Citizenship League was the American representative of this international federation, which held its annual meetings in the different capitals of Europe.\nThe World War practically disbanded this organization.\nThe idea of international cooperation among teachers’ organizations was\nagain expressed in 1913 when the Board of Directors of the National Education Association voted that its annual meeting in 1915 should partake\nFollowing a\nof the nature of an International Congress on Education.\nauthorRepresentatives,\nof\nHouse\nthe\nand\nSenate\nthe\nresolution passed by\ninvitations\nsent\n1914\nin\nPresident\nthe\nCongress,\nInternational\nan\nizing such\nto all foreign governments having representatives accredited to the United\nStates. Invitations were also extended by the National Education Association to educational associations in other countries asking that delegates be\nappointed to represent them at the Congress. “Uhis was held in Oakland,\nCalifornia, in connection with the Panama-Pacific International Exposition\nin 1915.\n\nAlthough\n\nthis Congress was unofficial in its nature, there were\n\n"}
{"page": 436, "printed_page": null, "text": "+32\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nrepresentatives from thirty states of the world, some officially accredited\nand others appointed by national associations of teachers.\nThe declaration of principles adopted by this Congress, held in the midst\nof the World War, and participated in by representatives of all the belligerent Powers, gave proof to the world that civilization, in spite of conflict\n‘This International\nand destruction, still rested on stable foundations.\nCongress on Education appreciated to the full the teacher’s responsibility\nfor the creation of a new world order founded on international goodwill.\n‘To quote from the declaration of principles: “Of all the institutions working for the unification of mankind and the improvement of the social welfare the school stands first, and, in consequence, the importance of the stand\nto be taken by those who direct public education and those who teach in\nthe schools can hardly be overestimated. What our. civilization will be a\nquarter of a century hence will depend very largely upon the attitude assumed toward these new questions of international relations by those who\nare responsible for the direction of public education in all lands and nations.”\nI remember very well how the Resolutions Comunittee labored\nover this declaration of principles, for we were dealing with a world\ncatastrophe for which there was no precedent.\nTo pave the way for a progressive program in international goodwill\nafter the war, the United States Commissioner of Education called a Conference at Atlantic City in 1918 during the meeting of the Department of\nSuperintendence.\n“This was attended by twenty-five of the leading educators of the country from which a committee was appointed to study educational laws and methods in other countries. “The deliberations of this allday conference registered conflicting views as to the duty of teachers and\nschool officials while our country was at war, yet at the same time a stable\ncurrent of educational responsibility for the future of mankind, as expressed in the International Congress of 1915, guided and controlled the\nconference.\nA year after this Atlantic City meeting, at the Peace Conference in\nParis, education pressed tor recognition.\nThe United States Bureau of\nEducation was represented at this world gathering.\nAt the suggestion of\nthe United States Commissioner of Education, authorized by the Secretary\nof the Interior, | had the honor, as special collaborator of the bureau, of\noccupying this unique position.\nPublic opinion at Paris was focussed in various groups, assembled there\nto discuss the settlement. “wo of the international groups—the Meeting\nof Delegates of Allied Associations for a Society of Nations, presided over\nby Léon Bourgeois, and the Conference of the International Council of\nWomen and Conference of Women Suffragists of the Allied Countries and\nof the United States—were outstanding centers of influence, being represented respectively by six and seven allied countries. Both groups endorsed\nthe idea of an International Bureau of Education. The resolution to this\neffect which I presented in the sessions of the first group was taken, with\n\n"}
{"page": 437, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n433\n\nthe other resolutions passed by the group, directly to the Big Four. The\nresolution, as framed by the education section of the second group, calling\nfor a permanent bureau of education, was presented at a meeting of the\nLeague of Nations Commission of the Peace Conference, which received\nthe group officially. I also presented the resolution of the Léon Bourgeois\ngroup.\nThe next outstanding effort for international goodwill through education was the World Conference on Education at San Francisco in the summer of 1923. The world was then in the reconstruction period. Education again responded to the needs of humanity as shown in the purpose\nof\nthe Conference given in the call: ‘To afford opportunity for educators of\nthe various nations to agree upon principles and plans for the promotion of\ngood will and mutual understanding, which are universal in their application and which can be adopted as a definite program to be carried out in the\nschools throughout the world.”\nThis Conference had the same status as the 1915 Congress, invitations\n\nhaving been extended by the President of the United States to other nations as was done in 1915. At San Francisco there were representatives\n_ of fifty nations, the greater part of whom being delegates from teachers’\norganizations who had been requested by the National Education Association to send delegates, as in 1915. It was a magnificent group of intelligent, earnest, world-minded men and women who came together at San\nFrancisco!\nThe plan of organization was well arranged tor careful deliberation.\nThe Conference was divided into eight groups: International Cooperation,\nDissemination of Education Information, Conduct between Nations, International Ideals, Health Education, Universal Education, Rural Life\n\nConseryation, and the Pan-Pacific Union. ‘The agreements arrived at by\nthese groups were submitted to the plenary sessions of the entire Conference.\nAn outspoken characteristic of the deliberations observed in the groups and\n\nthe plenary sessions was the serious frankness with which the delegates expressed their opinions but always with a careful regard for other people’s\nviews.\nThe Conference organized the World Federation of National Education\nAssociations, the working plan for which were the Resolutions of the group\nconferences as finally adopted by the plenary sessions.\n‘These resolutions\nfulfilled the purpose of the Conference as stated in the call. They cordially recognized the efforts of the past to teach world friendship in the\nschools as shown by the courses of citizenship and goodwill already in use,\nand finally declared, ““That we base future plans for promoting world\nfriendship on the great educational background established by these devoted\n\nefforts of teachers to promote international comity.”\n\n‘he Conference reg-\n\nistered a great’ advance in organizing the educational forces of the world\nfor the promotion of international goodwill.\nAfter the San Francisco meeting, Mr. Raphael Herman offered a prize\n\n"}
{"page": 438, "printed_page": null, "text": "434\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof $25,000, open to the people of all countries, for the best educational plan\ndesigned to forward the movement for international comity. The competition was conducted by the Committee of the World Federation, and\nthe prize was won by David Starr Jordan. Every suggestion in the Jordan\nPlan, which is entitled “A Plan of Education to Develop International\nJustice and Friendship,” is calculated to foster international goodwill.\nSuch devices as international correspondence, international scholarships,\nexchange professors, oraticns and essays on the subject are very familiar to\nthe teachers of our country, and it is the hope that all these activities may\nbe increased and extended to every part of the earth.\nThe Plan also proposed seven subjects for study: 1. ‘The teaching of\nhistory and patriotism; 2. international athletic sports; 3. standing incentives to war; 4. is war necessary?; 5. a general peace committee to function\nwith all organizations not connected with education; 6. a bureau of conciliation “to cooperate with governments in army, navy and air equipment\n;”\nand 7. the subject under the heading, general machinery for international.\ncooperation—as to whether the Federation “shall form an international\ncommittee to scrutinize the League of Nations and the problems concerned\nin the same with special bearing upon international education.”\nThe First Biennial Conference of the World Federation of Education —\nAssociations was held at Edinburgh in July 1925. Committees were appointed to make research studies on all the subjects proposed by Dr. Jordan\nexcept those on war. It was voted, however, that “the educational features\nof Sections 3 and 4 be combined with the other Sections.”\nThis great Conference at Edinburg revised the Constitution of the\nWorld Federation as adopted at San Francisco.\nIts second Article reads:\n“The objects of this Federation shall be to secure international cooperation\n\nin educational enterprises, to foster the dissemination of information concerning the progressof education in all its forms among nations and peoples, to cultivate international goodwill, and to promote the interests of\npeace throughout the world.”\nThe Second Biennial is to meet at Toronto this coming August, and\nwhen the delegates assemble there, most of them will have the support of\ntheir governments in the work they will do to forward the spirit of international cooperation.\nLast September at Geneva, fifty-five nations rxeindorsed His resolution adopted two years before, providing for an investigation of “the means by which efforts to promote contact and to educate\n\nthe youth of all countries in the ideals of world peace and solidarity may\n\nbe further developed and coordinated.” ‘The World Federation of Education Associations iis one of the agencies striving to realize this world desire.\nThese fifty-five. nations have established at Paris the International Institute of Intellectual Cooperation, which is reaching out for friendly assistance to all organizations\n\nworking\n\nto the same\n\nend.\n\n‘There\n\nare thirty-\n\ntwo national committees, functioning as national centres of information\nunder the Committee on Intellectual Cooperation.\nOur own Committee\n\n"}
{"page": 439, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPrincipaAts\n\n435\n\nis composed of outstanding men and women in the educational and public\n\nlife of the United States.\n.\nThe governments are also assisting student organizations which are\nworking for international goodwill. They have agreed on “the importance\nof encouraging contact between the younger generations of different na-\n\ntionalities,”’ and are at present considering a plan which shall facilitate\nsuch contact. Special travelling facilities such as reduction of railway fares,\n\ncollective passports, exchange of students and visits and inter-scholar correspondence have been suggested for embodiment in an international agreeMany countries, it is a pleasure to note, have already adopted these\nment.\ndevices for encouraging such contacts.\nThese young people receive this assistance as a matter of course. ‘They\nseem to have taken the project of gocdwill into their own hands.\nIt is\nestimated that more than forty thousand students went from the United\nStates to Europe last summer to travel and to study international relations.\nIn surveying these youth efforts for friendship, one meets with the International Students Federation and the International Clubhouse for Students, with the International Bureau of the Boy Scouts, the ‘World\nCamp” of the Girl Guides, the Junior Red Cross, the International Centres of the World’s Committee of the Y. W. C. A. and the World’s Alliance of the Y. M. C. A., etc. Where will it all end?\n\n‘Shall we, as some fearful observers declare, find ourselves following in\na youth-governed world, unable to keep up in this race for friendship!\nObviously we must broaden our outlook; we must know what is happening in the world.\n‘The teacher, the torch-bearer of truth, must go forward with this great adventure of international gocdwill. And more, as\nthe sower of the seed which germinates and blossoms into ideas and actions,\nthe teacher needs clarity, knowledge.\n‘Teaching international goodwill is\nan intricate enterprise.\nIt is based on realities, on the actions of nations.\nThe great endowment, which last year sent fifty college professors to the\ncentres of Europe for study and observation and is planning to send an\n\nequal number of journalists for the same purpose the coming summer, might\nwith great wisdom include in their excellent plan fifty of our forwardminded teachers, those of the every day school, who create the mind of the\nmasses in the expression of international goodwill.\n\nGREETINGS TO THE DEPARTMENT OF ELEMENTARY\nSCHOOL PRINCIPALS—ABSTRACT\nANNA\n\nTHOMPSON,\n\nTHE\n\nPRESIDENT\n\nOF\n\nTEACHERS,\n\nKANSAS\n\nDEPARTMENT\nCITY,\n\nOF\n\nCLASSROOM\n\nMO.\n\nWe are gratified at the harmonious relations existing between the Department of Elementary Schoo! Principals and the Department of Classroom Teachers, and we hope this amity is an index to the state of felicity\nwhich has existed in our schools throughout the country during the year.\n\n"}
{"page": 440, "printed_page": null, "text": "NaTIONAL\n\n436\n\nON\nEpUCATI\ni\n\nASSOCIATION\nee\n\nPrinWe wish to congratulate the Department ot Elementary School\nprivilege\nmy\ncipals upon their rapid growth in power and prestige. It was\nthe Nato be present at Des Moines when you became a Department of\nwhich\ns\nsciousnes\nclass-con\nof\ntional Education Association, and the growth\nwelcome\nteachers\nm\nClassroo\nle.\nremarkab\nis\nhas developed since that time\nthe new type of principal with his culture and his professional training.\nHe has become a real leader of the school, and we shall all be happy to\nbid adieu to the old type, who functioned like a glorified errand boy.\nClassroom teachers have felt the spirit of progress, and are striving to\nachieve a higher professional spirit.\nWe have undertaken to discover each child’s ability and we have more\nthan ever set ourselves the task of instilling the idea that hours of sleep,\nplay and work shall be properly balanced, and that wholesome food is\nMeasurement of intelligence, ability and\nnecessary to growth and health.\ncasual grouping has claimed our attention.\nOur committees have studied “problem pupils,” and the results as published in our yearbook will lead to a better insight into the abnormal\nbehavior of children.\ni:\nOur Department has striven to emulate that old humanist schoolmaster,\nVittorino, by making each schoolroom a “House of Delight.”\nWe ask the cooperation of the principal’s department in seeing that our\nclassrooms are free from interruption.\nStand with us in demanding the\nsimplification of reports and records. Save the harassed teacher from overcrowded classrooms, and thus enable us to fulfill the purpose for which\nschools are instituted.\n\nSOME\n\nMRS.\n\nSUGGESTIONS LOOKING TO COOPERATION AND\nEFFICIENCY IN THE FUNCTIONING OF SUPERVISORS AND PRINCIPALS\nSUSAN\n\nM.\n\nDORSEY,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nLOS\n\nANGELES,\n\nCALIF.\n\nIn this discussion, it shall be understood that a supervisor is an expert\nhelping teacher and that a principal is the responsible head and director of\nthe school.\nThe conflict of functions which sometimes seems to exist between principals and supervisors calls for a clear division of labor in the interests of\ncooperation and, I may add, in the interests of economy and efficiency. In\nthe following paragraphs, I shall briefly indicate how the principal, so far\nfrom getting in the way of the supervisor, may make her work more effec-\n\ntive and may save her time and his own, and how the supervisor may\nfacilitate the general work of the school, as well as her own, by a genuine\nspirit of cooperation with the principal and by an understanding\nfunction as that of a helping teacher.\n\nof her\n\n"}
{"page": 441, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPrincipaLts\n\n437\n\n1. It is manifestly the duty of the principal to see that the supervisor\nis provided with tools and materials at the time and in the place where\nshe needs them. ‘To that end, the supervisor should leave her requisition\nfor needed materials with the principal early enough to permit the materials to be secured and delivered to the classroom before the hour when\n\nthey will be needed.\n2. The principal should save the time of the supervisor for actual instruction by having the program of classes ready to hand on her arrival.\na. Teachers\n\nshould\n\nknow\n\nbeforehand\n\nof the coming of the supervisor,\n\nso that\n\nthey, too, may have everything in readiness for a full period of uninterrupted work. To that end, supervisors should inform principals in advance\nof the proposed date of their visit.\nb, Teachers should be at attention to help with the mechanics of the lessons,\nthereby saving every m, ment of the supervisor’s time for actual instruction.\nTo that end, principals may well give anticipatory instruction to teachers as\nto “how to behave” when the supervisor comes.\n\n3. It will often happen that a supervisor will desire some preliminary\nwork to be done in preparation for her visit. Principals may help by seeing that such preliminary work is accomplished.\n4. To advance the work and make desired progress more certain, it will\ngreatly contribute to econcmy and efficiency if the principal visits classes\noccasionally while supervisors are at work, in order to understand more\ncompletely the problems, activities and procedures to be carried out. At\nany rate, there should always be conferences between the principal and the\nsupervisor about “‘the next step,” so that the principal may be able in his\nvisits to classes to determine whether that next step desired by the supervisor is actually being taken.\nA wise principal will not undertake to interfere with the plans of the\nexpert supervisor; he will, however, assure himself by visits to classes that\nteachers are carrying out the work along the desired lines. So far from\nfeeling that the appointment of a supervisor to his school is designed to\nrelieve him of all instructional responsibility, the principal should interpret\nthis new relation as placing on him the responsibility of understanding the\naims, activities and procedures outlined by the supervisor, and the further\nresponsibility of determining from time to time whether the teacher is\nequally understanding and is actually carrying out instructions.\n5. Supervisors, in the interests of cooperation and economy, should never\nundertake to run the school, should never duplicate, or undertake to duplicate, the functions of the chief administrator.\n‘Their function is that of\nThey will, of course, be\na helping teacher, just that and nothing more.\nasked by the principal to assist him in evaluating the work of teachers, but\nthe principal may sometimes venture to take into account in such evaluation other qualities than the instructional and may very well differ from\n“The principal’s estimate should be final,\nthe supervisor in his estimate.\nfor dismissal for inefficiency.\nsubject\na\nor the principal should be\n\n"}
{"page": 442, "printed_page": null, "text": "438\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nEe\nee\n\nSupervisors should not presume\n\nto engage teachers, to order supplies or\n\nequipment, although a wise principal will always seek their advice if the\ncase is one affecting the supervisors’ work.\nSupervisors will not undertake to put over their ideas of control of the\nschool; they will, however, try to understand the policies of the principal\nand work in harmony therewith.\n6. A supervisor needs to remember that the school is larger than her\nown field of endeavor, that the life of the school should be integrate, that\nshe will often be called on to assist in school projects which only touch\nher work, but which none-the-less have claims on her attention and services. A supervisor of drawing, for example, may be requested by the principal to undertake as a class project the making of posters for school\nevents, for a community chest campaign, or for community pageants, or\nother community events.\nShe should grasp such occasions as opportunities\nfor the child to participate in the real life of the community, to become\nconscious of a wider life than that of the school.\n;\nThe supervisor must be cheerful and cooperative, even though all this\nupsets her plans and even calls for a type of work not quite to her liking.\nThe supervisor of English is often hard-worked ; it does seem almost unfair that she should be asked so many times to help prepare students for\nvarious public occasions, sometimes not entirely to the highest advantage\nof regular classwork. The supervisor, however, should interpret her functions in terms of the larger life of the school. Is not all of life that is\n\ntruly fruitful a partial concession of self-interests to the interests of the\ngroup?\nTurn now to the principal.\n‘The introduction of supervisors releases\nthese school officials somewhat from supervisory functions. What are they\ngoing to do with their new leisure in the interests of greater educational\neficiency? I have spoken already of the responsibility of the principal to\ndo follow-up work, thereby making the efforts and instruction of the\nsupervisor who visits his school more surely effective.\n‘There are other\nways in which he may himself become more efficient and may contribute\nto the upbuilding of the school and community.\nIf his new leisure means\nthe doing of more mere odds and ends of things, it is not worth while.\nHe should immediately adopt a new and vigorous program by which he\nwill enter on new educational projects, either within or outside the school,\nor both.\nThe supervisor’s assistance should enable the principal, for instance, to\nsurvey his school, in order to discover more about the individual conditions\nand needs of the children, or he might himself take hold vigorously of the\nimprovement of the school along some line, such as the physical education\nprogram, the correction of minor physical defects, such as incorrect posture.\nHe might interest himself in the improvement of English expression, oral\nand written. He might initiate a more satisfactory program of citizenship\n\n"}
{"page": 443, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELeMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n439\n\nthat would function at once in the lives of the children, both in school and\nout. He might discover what seemed the greatest moral weakness in the\nschool and introduce a regimen for its correction. ‘The reason why we\naccomplish so little is because we undertake nothing seriously and_ persistently.\nA second use of the new leisure for greater educational efficiency should\nbe mentioned. There might be attempts at the educational betterment of\nthe community.\nSocial contacts may be very pleasant, also very wasteful\nof time and opportunity. There is a type of helpful contact that is bound\nto command the respect of the worthwhile element in any community and\nthat will surely contribute to the upbuilding of the life of the community.\nOne might mention the following as some of these ways in which the principal might become more efficient in his community as an educational\nleader:\nHe might establish a class for Bible study, or for the study of some\nother classic. He might undertake the improvement of the community in\nsome physical way, such as interesting certain groups in wholesome physical\nrecreation to be had in the school gymnasium or on Saturday afternoons.\nOne most valuable contribution in a certain community was a class for\nparents, in which they were taught children’s games and how to play with\ntheir children—a very useful service to both parents and children.\nThe principal might try to interpret modern education to his community,\ntelling them what we teach; why and how we teach the greatly diversified curriculum of the modern school.\nThis new leisure that comes to principals through the assistance of\nsupervisors belongs to the people and should be used in their interests,\nshould surely be made to contribute either directly or indirectly to the\neducational efficiency.\nA third possible use of this new leisure time may be mentioned.\nA\nprincipal should rejoice to avail himself of this time for reading, study and\nreflection. In no other way can the principal himself become more efficient,\nand to become more useful is an ever present obligation in this, the most\nsignificant and influential occupation of modern time.\nThe world moves so fast. The history of centuries is crowded into the\nlife of a single generation. ‘The science of yesterday is obsolete today. “The\ntrappings of life, its fashions and customs are out of date in a year. An\nautomobile bought today must be exchanged within a year, or at least\nwithin two years, in order to have the benefit of the latest improvements\ndevised in automobile alley or laboratory.\nYes, the world does move fast and education cannot linger, principals\ncannot rest on present knowledge, or on what they learned in college. To\ncommand the respect of the intelligent in any community, they must\nknow as much, and more, and must be able to converse with understanding\nThe new\nand administer their schools with wisdom based on knowledge.\n\n"}
{"page": 444, "printed_page": null, "text": "440\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nknowledge released from laboratories and observatories each year fills\nvolumes.\nSome of it is told in simple, understandable form for the unscientific, making it possible for all teachers to gain a fair grasp of the new\nknowledge developing every day in this world of ours.\nNo principal can afford to spend all of his time in detail, all of his\nleisure in sports or automobiling.\nHe should and must bone down to good\nstudy, to stiff reading, not only along the lines of his occupation, but along\nmany other lines. It would be a matter of interest to find how many principals read books, and how many are satisfied with the snatchy sort of information that comes through digests and magazines.\nScience, especially, progresses with amazing rapidity.\nA recent writer\nin the preface to one of his books says: “Science moves fast these days. I\nmay state that the hormone of a certain gland is ‘not yet known’; Professor\nJohn Abel may have isolated it yesterday and announce the fact next year.\nWhen I studied anatomy under Thomas Dwight—to whom I owe much\n—TI was told nothing about a certain little gland in our throat without\nwhich we cannot live. The activating principle of that gland has been\ndiscovered, and the secretion of another vital gland has been isolated, since\nI wrote the first word of this book. No one had heard of a vitamin a few\nyears ago, nor had any vitamin been isolated when I began this book; one\nand possibly two, has since been isolated.” We all agree that you and I\ncannot afford to be ignorant about tests, measurements, segregation into\nability groups, about projects and the outstanding facts of psychology and\nmental hygiene; no more can we afford to be ignorant about conditions in\nEurope, the new discoveries in human anatomy, the never ending discoveries in nature and life, the marvelous reversals of opinion as expressed in\ndiscarding of old theories and the adoption of new theories, such, for example, as the abandonment of the nebular hypothesis as an explanation of\nthe way in which our earth began, the abandoning of the atomic theory\nbecause of the discoveries by Robert A. Millikan of electrons, the calling\nin question even of the laws of gravity in view of the assumptions of the\nEinstein theory of relativity.\nFortunate principals, who have the opportunity to make themselves more\nefficient leaders, their schools more educationally efficient and their communities more understanding, because of the new leisure that comes\nthrough the giving of supervisor help!\nFortunate teachers! Who have the kindly, sincere help of supervisors\nwho come to the rooms with fresh material, with new suggestions as to\nprocedure, with demonstrations of the helpful personality that makes light\nof the petty incident, the petty trouble, that sweeps away the cloud of discouragement and brings the radiant light of hope of final successful accomplishment.\n\n"}
{"page": 445, "printed_page": null, "text": "THE DEPARTMENT OF ELEMENTARY SCHOOL PrincipALs\n(e\nel\nae\nln\nea\nBS\nng\n\n441\n\nCOOPERATIVE SUPERVISION FROM THE VIEWPOINT\nTHE ELEMENTARY PRINCIPAL—ABSTRACT\n\nOF\n\nELIZABETH\n\nR.\n\nMCCORMICK,\n\nPRESIDENT,\n\nPRINCIPAL,\n\nWISCONSIN\n\nHOWE\n\nTEACHERS\n\nSCHOOL,\n\nSUPERIOR,\n\nWIS.,\n\nASSOCIATION\n\nUnion and cooperation between supervisors and the supervised who are\nendeavoring to solve the problems of method and procedure in education\nare absolutely essential to the success of their work.\nAlready there has\nbeen some measure of achievement in this coordination but with that we\nare not yet satisfied and that we still aim at further cooperation is a good\nsign.\nIdeal cooperation in supervision means voluntary association of superintendent, supervisors, teachers and principal in which they would organize\ndemocratically to assist each other through mutual action in which the\nmotive would be service to the children.\nService is the soul of cooperation.\nThe big superintendent and the big principal passes on big ideas and\nmakes an appeal to intelligence in his subordinates, instead of dernanding\nblind obedience.\nWhere there was a real spirit of cooperation superior officers might\nfrequently admit that subordinates had more practical ideas than their\nown.\nay\nThe most learned modern educator is himself not a genius. His is himself plus the great educators from Moses to Thorndike.\nGrowth cannot be expected unless the superintendent, and in his turn\nthe principal, creates an atmosphere in which teachers and principals may\nwork in unhampered freedom.\n\nCOOPERATIVE\n\nSUPERVISION\n\nGRACE G. SWAN, DIRECTOR OF ELEMENTARY\n\nPRACTICE,\n\nPITTSBURGH,\n\nPA.\n\nIn order to successfully supervise, it is essential that the supervisor have\nan adequate preparation for the task before her; an appreciation of the\nresponsibility placed upon her; an ability to diagnose conditions and provide the remedy where and when it is needed.\nIn Pittsburgh, last year, we inaugurated the plan of sending two supervisors to the same school at the same time; one to supervise the first and\nsecond grades, the other the third and fourth grades. This was done (1)\nto conserve the time of the principal; (2) to allow both supervisors, in\nconference with the principal, to get his reaction toward the work; (3)\nto give the supervisors an opportunity to get the spirit of each school and\n\nits needs.\nUnder the direction of the supervisors, teachers who are doing outstanding work are selected to give demonstration lessons showing a definite\n\n"}
{"page": 446, "printed_page": null, "text": "442\n\nNaTIONAL\n\nEpucaATION ASSOCIATION\n\n‘These lessons are invariably followed by a period of\nplan of procedure.\ndiscussion the results of which are soon evident.\nMany teachers need to be shown the value of scientific tests, how to use\nNo teacher should\nthem, and how to study the results obtained therefrom.\nlook upon these tests as a measure of her ability as an instructor but rather\nas a measure whereby she can ascertain where the weaknesses exist and\nthrough the information so revealed be able to apply the remedy best suited\nto correct the existing faults.\nThere is as much danger lurking in fulsome praise as there is in unjust\ncriticism; one may produce a feeling of self-satisfaction which will stop\ngrowth while the other may cause discouragement and distrust of self that\nwill hinder or dwarf future endeavor.\n‘Teachers need encouragement.\nThe satisfaction that comes from a “well-done,” when it rings true, will\nproduce an abundant harvest of success.\n\nCORNELIA\n\nCOOPERATIVE\n\nSUPERVISION\n\nS. ADAIR,\n\nRICHMOND\n\nTEACHER,\n\nPUBLIC\n\nSCHOOLS\n\nIn order to discuss the question of cooperative supervision, one should\ngive the term a definite meaning. Is it simply the expression of a spirit of\nfriendliness among supervisors, principals and teachers that would lead\neach one, as far as possible, to further any plan or suggestion of the other?\nOr, does it mean a working together of all the educational forces for the\ntraining of the children of the nation? If the second suggestion is accepted,\nand I take it that it is the more acceptable of the two, we must weigh each\nelement of supervision to see which lend themselves to cooperative effort.\nSince I am speaking as a classroom teacher, my question is—‘What\nknowledge of supervision is necessary to a teacher in order that she may\ncooperate ?”\nIt seems to me that she should know the purposes of supervision—especially where they affect her work; know something of its technic and have\nan appreciation of the art. ‘There are many ways in which a principal\nmay help a new teacher to adjust to her position, to see the school work\nas a whole and the importance of her part in it; to get the thrill that comes\nfrom helping to mold human lives. A supervisor may encourage both\nnew and experienced teachers to grow into more efficient work and greater\nprofessional spirit. If the teachers are conscious of the theory back of the\nefforts, both will work more successfully.\nThere are many kinds of supervision, but the most effective has a\ndefinite aim in view. If the teacher knows that purpose, valuable time and\neffort will be conserved and much of the timidity with which most teachers\n\nregard supervision will be removed. Just as modern methods of education\nare shifting the emphasis in the classroom from instruction to supervision,\nso is better professional training and equipment\n\nof teachers changing the\n\n"}
{"page": 447, "printed_page": null, "text": "THe\n\nDrepARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n443\n\nplane of relationship of supervisors, principals and teachers.\nWith the\nknowledge of the purposes and technic of supervision comes to the teachers\na knowledge of what they may expect of the principals and supervisors\nand what the department of supervision should expect of them.\nWhat are some of the difficulties in the way of cooperative supervision?\nAdministrative difficulties first present themselves to the mind. The principal is so busy attending to the physical plant, seeing that the various\nweeks, drives, and other expressions of civic propaganda are successfully\nexecuted, adjusting matters of discipline and so through the multitudinous\nduties that hamper the performance of his most important duty—the\nsupervision of instruction,\nLittle time is left for supervision of the individual classroom and less for the conferences that cooperative supervision would necessitate.\nI would not minimize the importance of these administrative matters.\nPerhaps these very problems may be used as a means to foster a better\nunderstanding among supervisors, teachers, and pupils.\nBefore cooperation among members of the staff can be established,\nthere must come conferences—individual conferences and conferences in\nsmall groups.\nCarefully planned faculty meetings—meetings that are\nmore than lectures or animated bulletins.\n‘There are other more personal reasons why cooperative supervision is\ndificult. Some teachers prefer to be “let alone.” ‘They do not wish to\nspend their afternoons in discussion groups.\nIn this, as in any work involving the human eiement, the question of personalities of both teachers\nand supervisors, always an intangible factor, must be reckoned with.\nTo capitalize the idealism with which most teachers regard their supervisors and their work, to suggest corrective measures, when necessary, to\ngive due praise, to offer encouragement to greater effort, these are marks of\nartistic supervision.\nTo know how to accept praise or blame and to profit by each, to\nacknowledge the worth of supervision and to weigh each problem, not\nfrom the teacher’s standpoint alone, but in the light of the need of the\nchild, these are the attitudes of teachers possessed of high ethical standards.\nSince mutual understanding and mutual respect are the bases of all cooperation, one solution of our problem may lie in the participation of every\none in the school system, either personally or through his representatives, in\nthe working out of educational policies. In this way, only, may the system\nbe seen as a whole. Let supervisors, principals and teachers meet around a\ncommon table to share in making the rules and regulations under which\n\nthey work, let there be committees to conform to the committees of the\nschool board, let them\n\nhave periodic joint meetings,\n\nlet joint committees\n\nmake the curricula—in short let each know the other through sharing a\ncommon problem. Place difficulties openly before the group. ‘This is our\nschool system—we are jointly responsible for it. Let each one know the\njoy of creative work, Actually work together, so that each may recognize\n\n"}
{"page": 448, "printed_page": null, "text": "444\nee\n\nNATIONAL EDUCATION ASSOCIATION\ni\nPIPL\n\nes\n\n“Phus may a spirit\nthe capabilities of others and understand the motives.\nof loyalty—esprit de corps—be established.\nIn the classrooms are problems—teaching problems—to be solved jointly\nUnder modern educational methods\nby principal, teacher, and children.\nthe teacher is becoming more of a supervisor and less of an instructor.\nResearch cevering various fields is now being conducted in classrooms by\nThe Second Yearbook of the Department of Classteachers themselves.\nexcellent examples of the types of investigation now\nshows\nTeachers\nroom\nbeing carried on by teacher organizations.\nWe believe that the ideal of administration and supervision is so to conduct the schools that each child will receive the training best suited to his\ntalents and ability—the education that will most adequately fit him for\nIf supervision be a\nlife. We Americans believe in cooperative effort.\nvital factor in education, ‘and I believe it is, we should have the best kind\nof supervision—supervision with an eye single to the advantage of the\nchild. Without this ideal, our great educational system will fall short of\nits high purpose.\n\nREPORT OF THE COMMITTEE ON STANDARDS AND\nTRAINING FOR THE ELEMENTARY SCHOOL\nPRINCIPALSHIP\nW.\n\nT.\n\nLONGSHORE,\n\nPRINCIPAL,\n\nGREENWOOD\n\nSCHOOL,\n\nKANSAS\n\nCITY,\n\nMO.\n\nDeclaring that the most important people in the whole civilized universe are schoolmasters, H. G. Wells says: “The schoolmaster’s place is\nnot only important but extremely important. “That is my thesis. I want to\nput it with boldness, shamelessness, arrogance and aggression.\nI want\nto suggest that they should up and take hold of the world. I shall tell\nyou nothing new if I betray a consciousness that arrogance in taking hold\nof the world is not a characteristic of all schoolmasters.\nIt is extraordinary that a lot of schoolmasters seem to be unconscious not only of the jinportance but of the range of their functions.” No elementary school principal thinks of giving according to measure.\nOnce engaged, he gives his\nbest, gives his personal interest, himself. His heart is in his work, and for\nthis no equivalent is possible; what is accepted is in the nature of a fee,\ngratuity or consideration, which enables him who receives it to maintain\na certain expected mode of life. The real payment is the work itself—\nthis and a chance to join with other members of the profession in guiding\nand enlarging the sphere of its activities.\nThe elementary school principal must believe in the dignity and importance of his position.\nHe should make a solemn affirmation of its\nimportance and conduct his school and himself so that the community, the\nsuperintendent of schools, and the board of education will recognize it.\nThe work is as important as that of the high school principal, and for equal\n\n"}
{"page": 449, "printed_page": null, "text": "THe\n\nDepartMENT\n\noF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n445\n\npreparation, efficiency, experience and success should receive the same\nprofessional recognition and salary when the positions have responsibilities\nwhich are relatively comparable.\nElementary school principals are not\nasking favors. ‘They are demanding that the rights of the younger chil‘dren shall be recognized, and that they shall be treated fairly, that is, that\nthey shall be given an equal chance. The idea of “skimming” the elementary schools to get teachers and principals to build up the junior high\n‘This “skimming process”\nschools and the senior high schools is wrong.\nmust stop, because it is wrong in theory, psychology, pedagogy, and practice. No one will deny that this “skimming process” is going on in the\nWhy should an elementary school principal have to look to a\nschools.\nhigh school principalship for a promotion to get enough money to maintain his family properly, and to do justice to himself professionally? Why\nshould an elementary sch ol teacher have to look to a position in a high\nOften such promotions spoil excellent elementary\nschool for promotion?\nRare talent is lost\nschool teachers and make poor high school teachers.\nto the elementary schools each year because of the stupidity of traditional\nphilosophy and practice. Emphasis is placed upon the wrong end, that is,\nat the finish instead of the beginning of institutional life and training.\nThe work of a principal of schools is to get things done through other\npeople. He must know, in a general way, at least, what is to be accomplished, and through his organization he must know, to a certain extent,\nthe capacity, abilities and undertakings of those who work with him.\nIt\nis true that the successful principal of a school must have a high ideal of\nwhat his pupils are going to do and what they are going to be when they\nleave school. ‘The work, then, of getting things done through others involves not only a certain amount of general information, together with\nspecial knowledge and a certain understanding of the technic to be employed, but it also means that the principal must be a master in dealing\nwith human beings. Getting things done through other people is a different\nproblem from that which is involved in achieving through one’s own efforts.\nIt is one thing to do a piece of work and quite another to get it done\nsuccessfully.\nThere are human factors in all administrations to be considered. What\nare the human factors involved in the work of the principalship of the public elementary school?\nWith whom does one have to deal?\nIn other\nwords, who are the persons through whom one must work in order to get\nthings done that are worth doing?\n‘These persons are teachers or members of the school staff, and these persons differ among themselves more\n\nthan the famous provinces of Gaul did. If a principal has twenty teachers,\nhe has twenty different personalities to deal with. There are no two alike,\nyet there are at least two general types of teachers.\n\nThe first type is the\n\nteacher who loves the subjects that she teaches. Outstanding in one’s personal experience there may be two or three such teachers. ‘They are the\nones whose great love for a subject prompted them to study it. They are\n\n"}
{"page": 450, "printed_page": null, "text": "446\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe only ones who bring the subject to pupils in such a way that they in\nturn come to respect it, if not to love it.\nIt is the purpose of the Committee on Standards and T'raining for the\nElementary School Principalship to work out a plan to raise the entrance\nrequirements for the elementary school principalship to that of the high\nschool principalship, or even to that of a college professorship, in order that\n‘Thus a free\na single salary schedule might be feasible and applicable.\nchoice of talent would be allowed to serve in its chosen field of education;\nat the same time service would carry with it a dignity which would be\nrecognized by adequate compensation.\nAn elementary school principal\nought to have perfectly definite ideas on certain matters with which he is\nconcerned.\nFor example, he ought to know how to make a study of the\npupil population of his school and district. He ought to have some very\ndefinite ideas on classroom supervision, ‘The writer is in favor of specific\nand clearly defined courses for the principal. This does not at all preclude\nthe possibility of giving to the prospective principals a broad general view\nof education through courses on the curriculum and history of schools.\nBut it does mean that the main part of the principal’s training ought to be\nspecific and definite.\nAnother general point which should be made in this connection is that\nevery administrative officer ought to do some definite piece of research\nwork as a part of the training for his advanced degree. “The writer does\nnot believe at all in training which does not include some very definite\nrequirements for original work on the part of the candidate.\nThe elementary school principal should secure a bachelor’s degree before he enters\nservice,\nCandidates for principalships should be required to hold this\ndegree with a major in education.\nIt is not too much to expect that the\nprincipal in service will continue his professional training, and that he will\nearn a master’s degree and eventually a doctorate.\nIt is possible that the\n\nnext ten years will see the master’s degree established as a requirement of\ncandidates for the principalship, since by that time graduate courses, especially for principals, will have been prepared and tested,\nAll too frequently at present the courses which are offered do not contribute definitely\nto the service of the principal..\nThey do, however, give him a breadth of\nview which is desirable for every educational leader.\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTE\n\nCARL F, ZOOK, ATKINSON\n\nON\n\n.RESOLUTIONS\n\nSCHOOL, PORTLAND, ORE.\n\nThe Resolutions Committee duly appointed by your president begs to\nsubmit the following report.\nI. Whereas: The question of the establishment of a Department of\nEducation under a Secretary as a member of the President’s Cabinet has\nbeen and is now before Congress and,\n\n"}
{"page": 451, "printed_page": null, "text": "‘THE\n\nDeparTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n447\n\nWhereas: Little remains of information or argument that has not been\npresented for or against such a plan, therefore, be it,\nResolved; ‘That we endorse the Curtis-Reed bill and urge school principals to keep in touch with their Congressmen and local Chambers of Commerce in an effort to have this legislation enacted into law.\nIl. Whereas: The value of the services of the N. E. A. and associated\ndepartments is attested by school executives throughout the nation and,\nWhereas: Many members and delegates are prevented from attending\nmeetings and conventions because of the expense involved, therefore, be it,\nResolved: That boards of education be requested to include in their budgets appropriations to cover expenses of delegates to conventions and meetings, particularly to meetings of the Department of Elementary School\nPrincipals.\nIll. Whereas: ‘The best success of an organization demands a membership that includes approximately all eligible, therefore, be it, Resolved:\n‘That we recommend to local clubs and associations a coinclusive plan of\nmembership—a plan whereby one fee covers membership in local, state, and\nnational organizations; and be it further, Resolved: ‘That state superintendents be called upon to recommend or urge membership upon principals\nnot reached through local associations or city superintendents.\nIV. Whereas: Tenure of office in some degree has been quite generally\nbestowed on teachers and principals, and,\nWhereas: The fire of politicians has in consequence been directed at\nsuperintendents, many of whom have been unjustly dropped from their\npositions to the serious detriment of the schools, therefore be it, Resolved:\nThat this Department urges the extension of the policy and principle of\nindefinite tenure to teachers, principals, and superintendents alike, and that\nwe request the support of the National Education Association in this effort.\nV. Whereas: The elementary schools are as important as any section or\nunit’ of educational systems, therefore, be it, Resolved: That the single\nsalary schedule should obtain for principals, whether elementary, junior\nhigh, or senior high, on the basis of training, experience, and number of\n\npupils enroled; and be it further Resolved: ‘That the same time for. preliminary duties on full salary as is now allowed junior high and senior\nhigh school principals, be allowed also to elementary school principals.\nVI. Whereas: The publications of our Department—the Bulletins and\nYearbooks—are invaluable contributions to the literature on school operation, and,\nWhereas: tis important that school directors and superintendents be\ninformed as to our plans, policies, and procedures, therefore, be it Resolved: That we recommend that local associations or clubs arrange to\nplace these publications in the libraries of our superintendents.\nVII. Whereas: Character education or training is regarded by educators\nand laymen in general as among the important functions of the school, and,\n\n"}
{"page": 452, "printed_page": null, "text": "448\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nWhereas: Both principals need inspiration and guidance in this important field, therefore, be it, Resolved: ‘That this department request\nthe National Education Association Research Division to study and report\nthe Detroit plan and other plans that have been tried and found valuable.\n\nF.\n\nREPORT\n\nOF\n\nTHE\n\nH.\n\nDUFFY,\n\nCHAIRMAN,\n\nPRINCIPAL,\n\nHARDING\n\nCOMMITTEE\nPROGRESS\nCOMMITTEE\nJUNIOR\n\nON\n\nHIGH\n\nON\n\nEDUCATIONAL\n\nEDUCATIONAL\n\nSCHOOL,\n\nPROGRESS,\n\nSTEUBENVILLE,\n\nAND\n\nOHIO\n\nThe biggest piece of work in the way of progress that our schools can do\ntoday is the preparation for those who are to rule in the future.\nA conservation or off-setting of the present day economic waste must\ncome from an adjusted form of education if our posterity is to benefit by\nwhat we are attempting to pass down to them and which is more or less\ndelusive in its content.\nA general summing-up over the entire country of the items reported by\nthe Committee on Educational Progress shows a graduated line of progress.\nHowever, the line should rise very much more abruptly. Here and there\nthe communities are arranging to care for the old and incapacitated teacher\n\nby the establishment of pension laws; colleges and unversities are being\nstrengthened\n\nas never\n\nbefere\n\nand\n\nan effort toward\n\nthe centralization\n\nof\n\nthe teaching unit is being made in the rural districts.\nIt cannot be denied, however, that the public schools of the nation are\nstill the target of corrupt politicians and progress of the proper kind will be\nretarded as long as the practice continues. “The educational system of our\ncountry is far from progressing to the point where it is keeping in step\nwith modern industry and for the development of that which will permit\nthe generations of the near future to maintain the liberties and independence which we and former generations have so democratically enjoyed.\n‘The present steam-gas-electric-wireless age is carrying us forward at such a\nterrific rate\n\nthat it far overbalances\n\nour\n\npresent\n\nmaximum\n\nof education.\n\nEconomically we are living on the fat of the land. When we compare our\neducational progress during the last two decades with that of the commercial and industrial development during the same period of time, the\nformer all but fades out of the picture. Unless our educational system is\nso adjusted as to off-set the present whirlwind of material progress, we\npredict that our grandchildren and great-grandchildren, sitting in legislative halls, will find themselves in a similar position to that of the proverbial farmer who locked the barn after the thief was gone with the horse.\n\n"}
{"page": 453, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nREPORT\nWARREN\n\nOF ELEMENTARY\n\nOF\n\nA. ROE, BELMONT\n\nTHE\n\nSCHOOL\n\nPRINCIPALS\n\n449\n\nSECRETARY\n\nAVENUE\n\nSCHOOL, NEWARK,\n\nN. J.\n\nThe year 1926-27 has been marked by many noteworthy contributions\nto educational literature from the pens of the elementary principals of\nAmerica.\nIt is evident that the stimulation provided by the Department of Elementary School Principals of the National Education Association is functioning and that we may hope to see the great potential constructive educational force of the combined abilities of the principals of every type of\nelementary school made available for the service of the schools of America.\nIt is a vision of service that should call to the spirit of the men and women\nwho head our schools.\nCan we add to the laboratory of theory of the\ncollege and university, the intelligent produce of the laboratory of practice? If so, wonderful achievement awaits us just beyond the threshold\nof our endeavor.\nTo the many able people, whose contributions published or unpublished\nhave unitedly made possible the bulletins this department has issued, we\nsend our hearty thanks. May they all add again their present professional\nstudies to those they have already made.\nWe shall hope that to their\ngoodly number will be added this year many more. ‘To the officers, committee chairmen and speakers whose cooperation has aided the recording\n\nof our programs and work, we express our appreciation.\nOur membership\n\nhas grown\n\nsteadily.\n\nIt appears\n\nas though we had a\n\nservice to render that invites the support of all. The coming year looks\nfull of promise for wide-spread and continued success for this department.\n\nREPORT\nE. RUTH\n\nOF THE PRESIDENT\n\nPYRTLE, PRINCIPAL, MCKINLEY\n\nSCHOOL, LINCOLN,\n\nNEBR.\n\nThe growth and interest in the Department of Elementary School\nPrincipals has been remarkable, almost phenomenal in our short six years\nof existence.\nThis department is recognized in the educational world as one of the\nmost alert and truly professionally minded groups working in American\neducation.\n‘The fing professional research study as reflected in our publications together with the bi-yearly programs and the superior work done,\nday by day, in the classrooms, in the nation-wide field of education, has\nwon a cordial respect, a recognition and commendation for the principalship\n\nfrom all classes of educators.\nOur opportunity as individual principals, and as an organized department\n\ngroup,\n\nis measured\n\nonly by our vision and devotion\n\nto our field of\n\nwork—the elementary field. Elementary principals are becoming professionally conscious, or shall T say, are now professionally conscious.\n\n"}
{"page": 454, "printed_page": null, "text": "450\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe six yearbooks and seventeen bulletins, filled largely with contributions from our own members, have received the highest praise from leading\neducators both home and abroad. The 1928 yearbook will be the report\nof Committee on Standards and Training of Elementary Principals. ‘This\nreport promises to be a most valuable contribution to the whole field of\neducation.\nOur host, Superintendent Thomas R. Cole of the Pacific Coast, said last\nyear of this department: “It is my opinion that the elementary school principals have made the greatest progress during the last ten years professionally of any group of educators in the public school work. The Seattle\nschool system has profited much by this professional growth.”\nMay I now gratefully acknowledge and personally thank each and every\nperson of this Department who has worked so zealously and untiringly and\nthus brought about the success of the work of the Department through\nthis year.\n\nCONSTITUTION AND\n. DEPARTMENT\nOF ELEMENTARY\nADOPTED\n\nBYLAWS\nSCHOOL\n\nPRINCIPALS\n\nAT SEATTLE, JULY 7, 1927\n\nA great majority of our future citizens receive all their forrnal education\nin the elementary school. To it is intrusted che physical, mental, and moral\ntraining of the child during its tenderest years, and to it we must look for\nthat basic training upon which all future education must rest. Educators\neverywhere and our federal, state and local zovernments are realizing more\nand more the responsibility placed upon the elementary school, but primarily it is the elementary school principal who must face these responsibilities intimately.\n“Io meet the responsibilities of elementary education\nwith a united mind and purpose, to study the problems of the elementary\nschool with a broad and sympathetic outlook, to enlist the aid of educational forces everywhere, and in general, to give to the elementary child\nthe advantages of united effort, we do hereby form the Department of\n\nElementary School Principals of the National Education\nadopt the following Constitution:\n\nAssociation and\n\nArticle I. Name\n\n‘Vhe name of the organization shall be the Department\nSchool Principals of the National Education Association.\n\nof Elementary\n\nArticle II. Membership\nSECTION\n\n1. Membership in the Department of Elementary School Prin-\n\ncipals shall be of two classes, Active members and Associate members.\n\nSECTION 2. State, county, or supervisory principals of Elementary\nSchools, who are members of the National Education Association, may become Active members by paying the annual dues.\n\n"}
{"page": 455, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n451\n\nSECTION 3. Other persons, not supervisory principals, who are interested\nin Elementary Education may become Associate Members by paying the\nannual dues. Associate Members shall have all the rights and privileges\nof Active members except the right to vote and the right to hold office.\nArticle III. Officers\n\nSECTION 1. The officers of the Department shall be the president, five\nvicepresidents, and the secretary, and they shall each hold office for a period\nof one year from date of election.\nSECTION 2. No elective officer may hold the same office for more than\none term until the lapse of a period of one year or more.\nSEcTion 3. The retiring President shall become automatically the First\nVicepresident.\nSECTION 4. The Executive Committee shall consist of all the officers\ntogether with four members elected at large. Retiring officers shall be\nineligible to election to the Executive Committee until the lapse of one year\nor more.\nSection 5. Members at large shall hold office for four years, one member retiring each year. The member receiving the largest number of votes\nat the first election shall serve for four years, and the others three, two\nand one respectively, according to the number of votes received.\nSecTION 6. The President of the Department shall be Chairman of the\nExecutive Committee and the Secretary of the Department shall be the\nSecretary of the Executive Committee.\nArticle IV.\n\nElections\n\nSection 1. Election of officers and Executive Committee shall take\nplace in the business session held during the summer meeting of the National Education Association.\nSection 2. Election shall be by ballot.\nSection 3. Active members only are entitled to vote.\nSection 4. A Nomination Committee of five members, not less than two\nof whom shall be members of the Executive Committee, shall be appointed\nby the President at the first session of the summer meeting or earlier.\nThis Committee shall nominate one candidate for each office to be filled.\nNominations\n\nfrom the floor shall be permitted.\nArticle V. Duties of Officers\n\nSection\n\n1. The President shall preside at all meetings of the Depart-\n\nment and of the Executive Committee; appoint all committees not otherwise provided for; call meetings of the Executive Committee at his pleasure\nor upon written request of four of its members; sign all orders on the\nTreasury; and perform such other duties as may from time to time devolve\nupon him. He shall be, ex officio, a member of all standing committees.\n\n"}
{"page": 456, "printed_page": null, "text": "NaTIONAL\n\n452\n\nEpUCATION\nge\n\na\n\nASSOCIATION\na\n\nRRR\n\nREESE\n\noe\n\nee\n\nSection 2. In the absence of the President of the Department, the VicePresidents, in order, shall perform all the duties of that office.\nSection 3. The Secretary:shall keep careful records of the proceedings\nof the Department and of all its committees; and he shall be responsible\nfor their preservation. Within 30 days after any meeting of the Department and within ten days after any meeting of the Executive Committee,\nthe Secretary shall furnish a copy of the minutes to each member of the\nHe shall prepare and keep an accurate list of the\nExecutive Committee.\nwith their post office addresses; and perform\nDepartment\nthe\nmembers of\nsuch other duties as may, from time to time, devolve upon him.\nSection 4. The Executive Committee shall be the administrative body\nof the Department, subject to the call of the President, except as otherwise\nprovided for in the Constitution. ‘To supplement and assist the President\nin the conduct of his office, the Executive Committee shall, by a majority\nvote of all its members, fill all vacancies, except that of the President.\nThe President or Executive Committee shall prepare in advance a program\nfor each annual meeting of the Department, and shall cause the same to be\npublished prior to the meeting.\nSection 5. The annual report shall contain a list of officers and committees of the Department, a list of members of the Department, together\nwith their addresses and such other matter as the Executive Committee\nmay direct. “This report may be printed as a Yearbook of the Department.\nBYLAWS\nArticle I\n\nThere shall be the following standing committees and such other special\ncommittees as the President may appoint: Committee on Educational\n\nProgress, Committee on Resolutions, Committee\n\non Enrollment.\n\nArticle II. Organization and Conduct of Committees\n\nThe first meeting of a committee shall be called by the first-named member thereof, who shall be its chairman. Minutes of the proceedings of each\nstanding committee shall be kept and a copy thereof certified by the chairman and secretary shall be promptly furnished to the Secretary of the\nDepartment.\nAll standing committees shall report to the Department in\nwriting at the annual meeting.\nVacancies in all committees except the\nExecutive Committee shall be filled by the President of the Department.\nArticle\n\nIII. Committees\n\nSECTION 1. Committee on Educational Progress.\n‘The Committee on\nEducational Progress shall consist of one member from each state. This\ncommittee shall bring before the Department such features of educational\nprogress as it may deem worthy of consideration.\n\n"}
{"page": 457, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n453\n\nSECTION 2. Committee on Resolutions.\nAll resolutions offered at an\nannual meeting of the Department shall be referred to the Committee on\nResolutions, unless otherwise ordered by the Department.\nThis Committee shall submit to the Department for its consideration such resolutions as they may deem advisable.\nSECTION 3. Committee on Enrolment.\nThe Committee on Enrolment\nshall consist of not less than one member from each state, but additional\nThis\nmembers may be appointed by the President of the Department.\ncommittee shall secure members for the Department, collect the annual\ndues and pay them to the Secretary, furnishing him therewith a list of the\nnames and postoffice addresses of members from whom such dues have been\ncollected, and giving each member the Secretary’s receipt, countersigned by\na member of the committee.\nArticle IV. Books, Records, Paper, and Property\n\nSrecTION 1. The records and accounts of the Department and of its\nofficers, committees, departments, sections, and divisions, shall be kept in\nbooks provided by the Department, which shall be the property of the\nDepartment.\nSecTIOoN 2. All books, papers, records, and accounts of the Department\nand its officers, committees, departments, sections, and divisions, shall be\nopen at all times to the inspection of the Executive Committee or any member thereof.\nSecTION 3. Every officer, member, committee, department, section, or\ndivision of the Department having funds, papers, books, records or property of any description belonging to the Department shall give up the same\non demand to his or their successors in office or to the person authorized\nby the Department or its Executive Committee to receive the same.\nArticle V. Dues\n\nSection 1. The annual fee for membership shall be three dollars\n($3.00).\nSection 2. The Fiscal Year of the Department shall coincide with that\nof the National Education Association, but memberships shall run for one\nyear from date received by National Education Association headquarters.\nArticle\n\nVI\n\nTen cents from the membership fee of each member annually shall be\n‘This fund\nset aside as a permanent Reserve Fund of the Department.\nshall be placed in charge of the Board of Trustees of the National Education Association to be invested and conserved for the Department of Fle-\n\nmentary School Principals. The Board of Trustees of the National Education Association shall be the Trustees of said Reserve Fund. At each\nannual summer meeting of the Department the Trustees shall report in\ndetail the condition of said Fund\n\nand shall apportion\n\nthe income\n\nto such\n\n"}
{"page": 458, "printed_page": null, "text": "454\n\nASSOCIATION\n\nEDUCATION\n\nNatIONAL\n\na\n\nuses as to the Department of Elementary School Principals may seem\nadvisable.\nNo part of the principal of said Fund shall be spent except\nafter the unanimous recommendation of the Executive Committee of the\nDepartment of Elementary School Principals duly ratified by a two-thirds\nvote of the members present at a stated annual summer meeting of the\nDepartment.\nArticle VII.\n\nRobert’s\n\nRules\n\nof Order\n\nThe rules and orders cf Robert’s “‘Rules of Order,” not inconsistent\nwith this Constitution, shall govern the meetings of the Department and its\ncommittees.\nArticle VIII.\n\nRules\n\non\n\nDebate\n\nThe Department shall be governed by the ruling of the National Education Association that debates shall be limited to five minutes unless otherwise ordered during the year.\n\nArticle IX. Amending the Constitution\nSECTION 1. An amendment to the Constitution or Bylaws may be proposed by the Executive Committee or by a petition of at least ten regular\nmembers of the Department.\n:\nSECTION 2. The proposed amendment shall be read in regular session at\nleast twenty-four hours before a vote is taken upon it.\nSECTION 3. Two-thirds of the votes of the members present in a regular\nsession will be necessary to make the preposed amendment part of the\nConstitution.\nArticle\n\nX\n\nThis instrument shall become operative from and after the last meeting\nof the summer session of the year 1927.\n\nSECRETARY’S\n\nMINUTES\n\nr\n\nSeattle Meeting\n' The excellent Seattle meeting began at 7:30 A. M. July 4th, with the breakfast\nconference at the Olympic Hotel.\nA large and interested group heard a short\nreport from the enrolment committee which showed progress.\nThe Committee on\nVacation and All-Year Schools presented a report showing the valuable progress\nmade in these fields.\nTuesday began with Vicepresident Hansen reporting for the Committee on Educational Progress to an enthusiastic group at the 7:30 breakfast conference.\nThe\nafternoon meeting at Plymouth Church was well attended.\nPresident Gwinn of\nthe Department of Superintendence brought greetings from that Department.\nDean William F. Russell, Teachers College Columbia University, spoke upon\n“International Gossip.”\nMiss Margaret Poore, Oakland, California, presented a\n\n"}
{"page": 459, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF ELEMENTARY\n\nSCHOOL\n\nPrincipars\n\n455\n\npaper in the discussion following. Committees upon Resolutions and Nominations\nwere named.\nThe evening banquet on ‘Tuesday brought over three hundred principals and\nguests together.\n‘The tables were beautifully decorated with flowers.\nA glee\nclub and quartet from Seattle supplied most enjoyable music.\nShort but pointed\naddresses by the guests and officers together with the community singing and the\nvery excellent dinner combined to make a memorable occasion which those present\nwill long remember.\nWednesday began with the breakfast report by the Committee on Standards and\nTraining to another large group. The afternoon session received greetings from\nthe Department of Classroom Teachers conveyed by Miss Anna ‘Thompson,\nThe topic of the meeting was\nKansas City, Mo., president of that Department.\n“Cooperative Supervision,’ discussed most adequately for the superintendent by\nSusan M. Dorsey, Los Angeles, California; for the elementary principal by\n\nElizabeth McCormick, Superior, Wis.; for the elementary supervisor by Grace\nM. Swan, Pittsburgh, Pa., snd for the classroom teacher by Cornelia S. Adair,\nRichmond, Va. The report of the Committee on Revision of Constitution and Bylaws was presented by Chairman M. E. Peterson, Los Angeles, California, and\nconsiderable discussion ensued.\nThursday morning the Executive Committee held an open conference at breakfast at 7:30. Later the committee held its formal meeting. The afternoon session\nreceived the report of the Committee on Standards and Training.\nReports of\ncommittees were received and accepted.\n‘The amended Constitution and Bylaws\nwere adopted and the following officers were elected in conformity with the constitution:\nPresident—ArTuur\n\nS. Gist, Frick School, Oakland, Cal.\n\nFirst Vicepresident—E. RUTH PyrTLe£, Bancroft School, Lincoln, Nebr.\nSecond Vicepresident—WaAarreEN A. RoE, Belmont Ave. School, Newark,\nThird Vicepresident—HERBERT C. HANSEN, Talcott School, Chicago, [ll.\nFourth Vicepresident—Mrs. Jutia M. Wuite, Denver, Colo.\nSecretary—HELEN\n\nExecutive\n\nB. SHoveE, Longfellow\n\nCommittee—W.\n\nSchool,\n\nMrs. jessie M.\nMich.\n(Term\n\nM.\n\nE. Pererson,\n\nTwentieth\n\nThe\n\nconvention\n\npals’\n\nclub.\n\nunder\n\nrecorded\n\nits appreciation\n\nthe leadership\n\nof President\n\nKansas\n\nSchool,\n\nStreet\n\n1930.)\nHowe\n\nSchool,\n\nSchool,\n\nof the fine work\nCharles\n\nMinn.\n\nSchool,\n\nFink, Buchanan\nexpires 1929.)\n\nCalif.\n(Term expires\nEvizAsretH McCormick,\n(Term expires 1931.)\nCommittee\n\nMinneapolis,\n\nT. LoncsHore, Greenwood\n(Term expires 1928.)\n\nN. J.\n\nCity, Mo.\n\nGrand\n\nRapids,\n\nLos\n\nAngeles,\n\nSuperior,\n\nWis.\n\ndone by the Seattle\n\nPotter of the Seattle\n\nPrinci-\n\n"}
{"page": 460, "printed_page": null, "text": "ois\n\ni\niu ceo\nri\nciation\n\nensTattaie ae\nfe\n\nPC\n\nral\n\na adieny fo\n\nle\n\n3 piloted\n\nce\n\nte ee\n\nidaase\n\ncitar\n\n’\n\n:\n\nee\n\nSiergrbe\n\n|\n\nEeusputh _\n\nSie.\n\nsalsouh\n\nSok gi VF Lots map\n\nineqsak hs wt bow ws dl\n\nA tiar\n\nNain hi\nokt\n\ntee\n\nhud +\n\naia\n\nb]\n\nyotdnev te we\n\nety?\n\nhea edi)\n\nwo tug\n>l>\n\nBBeRE\n\nbonn wine\n\n“weht hier Jini: stagiry ‘i ee\nPEs\n\n=\n\nDae\n\nta\n\nhe\n\natk\n\n‘\n\n(kona\n\nore ai\n\n‘\n\n.\n\nAus\n\nJ\n\n44A aetiilals\n\nshoe fe atotct™.\n\n~\n\nwt\n\n3 tet} AN KieLh »vt\n\nee ve\nsigan\n\nMinit athuganuitar thet Getrillatgne 1\n\nSOP tag\n\n‘hiq:!\n\nhaw\n\na Lealvt eo\n\newe\n\n\"\n\nfe\n\n%\n\niadledcast\n\nAyLeste\n\n>\n\n;\n\nsider oS\n\nyainrelile?\n\nMAPS\n\nania\n\n\\ilo A\n\nSA\"\n\n—\n\nocd\n\nRees. oi atanel onicky\ndryrety arid tmily: 40,8\n\ngn.\n\nPhas fruition ie Oey\n\nalive\n\ner at\n\nfine she gdbop\n\noaths. ai eat\n\neh\n\nbod Tost Tain’\n\nele\n\nws\n\noy\n\n—\n\na apap ane ean!\n\nrvial tu\n\nt\n\nhenioaat itary mutts s8Y ‘doneeoy\n\noF loqhating ¢\n\nit\n\nstjae\n\nican\n\nwie\n\nlie\n\nPcaicatescaan ‘\nore aiscene 1p Ys mgd\nHar\n\n,\n\nis\n\nSua\n\nye\n\ndealt “ Sed Xo eae\n\nSirs\n©\n\nj\n\nsane\n\ntne guigcie\n\nA:gt\n\nifty\n\nPied :\n\ntiwit\n\nNEVA)\n—\n\n“hae\n\nlode?\n\n‘Ronis\n\nBe\n\nN\n\nareoy “at oi\n\naatiah tales sicmevad.) JT Mi\n5 OGLEL ptigrs Gnay),\n\nintent\n\na\n\n;\n\nSeah\n.\n\natt\n\ntt\n\nwiaanl\n\nHERE wins\n\nane)\n\nei\n\n§\n\nMite U-, comsera\n\n}\n\nmm ine\na\n\nvay\n\n(SSM) ment AUNThay hope)\n\nat TT itil ge rat\n\nth\n\nSe\n\noop\n\nte\n\nWi?\n\n9S\n\nbe\n\ni\n\nwhaque\n\nlgse\nimix\n\nol) vd miihbe aaier Saeko) 1a Ment Masyes ai\nh:biter navibers veto tt\nelnest wh te aed estrodt) poked, A path\neit ats rohan aetiaunceh\n\nlauist .swell”\ner\nieee!\n\nsoi\nigEa\n\noly ‘rrate xsi\nMibdae lathes bad\n\nne\n%\n\n~~\n\n4\n\n7\n\n-\n\na\nSN\n\n:\n\n's\n\n“is\n\n;\n\nrr\n\n>\n\n—\n\n:\n\nSh:\n\na.\n\n7h)\n\n:.\n\n:\n\nee elae\n\npeng\n\ng chee\n\n7\n\nDik\n\nfry\n\ney\n\n’\n\nbm\n\na\n\nr\n\na\n\nr\n\nabe; Suave ety\n\ni.\n\n4\n\n7Vhe Seine\npie\n\n*\nid\n\na\n\nrerige Ss\n\ngid\n1\n\naes. ‘Wag\n\not»\n\n“Toot\n\ni\na\n\nae\n\ny\n\nwee\n\nages ir\n3\n\na\na\n\nDe\nVP\n\nee\n\n2\n\n"}
{"page": 461, "printed_page": null, "text": "The Department of Kindergarten-Primary Education\n\n"}
{"page": 462, "printed_page": null, "text": "Tex\n\nDEPARTMENT\n\nOF\n\nKINDERGARTEN-PRIMARY\n\nEDU-\n\nCATION grew out of a meeting of the Froebel\nmet in conInstitute of North America, which\nnection with the Association’s meeting in Madison,\nWisconsin, in 1884. See Proceedings 1884:74. This\nwith the International Kindepartment cooperates\ndergarten Union, whose officers for 1927-28 are:\nJ Ai esident, Caroline Barbour, Superior, Wis. ; Secretary, LuVerne Crabtree, Washington, D. GC. The\nUnion publishes a monthly magazine, Childhood\nEducation.\nThe officers of the Department for the year 1927-28\nare: President, Eleanor Troxell, 1125 8. Westnedge\nAve., Kalamazoo, Mich.; Vicepresident, Elizabeth\nHall, Assistant Superintendent of Schools, Minne-\n\napolis, Minn.; Secretary, M. Elizabeth Brugger, Kindergarten-Primary Training School, 2050 E. 96th\nSt., Cleveland, Ohio.\nFacts relating to the establishment of this Department and records of its meetings will be found in\nearlier Proceedings as follows:\n1884: 74\n1885 :349-368\n1886 :500-559\n1887 :331-391\n1888 :325-359\n1889 :443-482\n1890 :545-581\n1891 :529-568\n1892 :253-303\n\n1893 :321-381\n1894 :679-704\n1895 :510-560\n1896 :471-514\n1897 :584-614\n1898 :589-620\n1899 :530-575\n1900 :365-403\n1901 :500-540\n\n1902 :409-430\n1903 :377-407\n1904 :415-437\n1905 :341-373\n1906 :626-630\n1907 :455-475\n1908 501-543\n1909 :437-457\n1910 :377-417\n\n[458]\n\n1911 :477-517\n1912 :607-633\n1913 :425-447\n1914 :405-421\n1915 :629-671\n1916 :289-311\n1917 :417-431\n1918 :151-157\n\n1919 :171-179\n1920 :191-203\n1921 :461-471\n1922 :969-987\n1923 :705-719\n1924 :583-597\n1925 :478-504\n1926 :495-527\n\n"}
{"page": 463, "printed_page": null, "text": "THE\n\nSIGNIFICANCE OF THE INCREASING EMPHASIS\nTHE EDUCATION FOR YOUNG CHILDREN\nFRANK\n\nE. WILLARD,\n\nASSISTANT\nSEATTLE,\n\nSUPERINTENDENT\n\nOF\n\nON\n\nSCHOOLS,\n\nWASH.\n\nDISCUSSION of educational tendency today must be partly an interpretation and partly a prophesy. “The body of educational thought\nand practice with which we deal does not move in unison, but\nonly in various detachments, each according to its own volition. We must\nbe concerned more with the direction of change than with its speed.\nPeople from the beginning have been accustomed to learn by imitation.\nThey think, feel, act, and believe as their social environment has trained\nthem to do these things. “Thus civilization is transmitted.\nTraditional\nthought and attitudes 2’e received by the younger generation ready made\nlike the clothing they wear.\n‘They inherit an imposing array of social,\npolitical, and religious institutions and beliefs, a mixture of the slowly\naccumulated wisdom and the persistent error of the centuries.\nMen do not choose to imitate. “They are incapable of doing otherwise.\nThe original thought of any single generation is but an infinitesimal part\nof its civilization. Moreover, this stream of influence coming down from\nthe past has not encouraged original thinking. ‘The suggestion of change\ndisturbs settled interests.\nGenerations may pass before the majority of\nmen are reconciled to truth recently discovered. Yet when such discoveries\nafter a period of conflict do survive, the darkness enshrouding some traditional ignorance\n‘is dispelled and fundamental conceptions of life are\nchanged.\nEducational philosophy encountered such a discovery in the\nkindergarten.\n“The kindergarten presented a new. conception of method\nwhich a practical test has never failed to justify, yet its progress has been\nvery gradual.\nIn this country a select few gave it an enthusiastic welcome.\nIt was generally received cautiously and with much shaking of heads. It\nwas more easily tolerated because it occupied itself with a period of child\nlife that most adults considered quite barren and more or less troublesome at best.\nIt seemed to have little in common with the regular\ngrades.\nFor a time after its introduction it remained quite distinct.\nIts first adherents were generally strict constructionists, and emphasized\nthe separateness. “The elementary schools were devoted to drill. Primary\nteachers were openly skeptical of too much activity stimulated by interest.\nIt was clearly out of harmony with the schedules of phonics and number\ncombinations to which conscientious teachers had consecrated their lives.\nThese served the practical ends of life. Social intercourse was dependent\non them.\n‘They at any rate could not be neglected.\nIt was doubtful if\nthey could be much improved. ‘he various phonic creeds were jealously\ndefended as essential bases of learning. Nevertheless, it was conceded that\nthe kindergartner might have the child of five if she would try not to ruin\nhim for the seasoned discipline and mental concentration that the next year\nwould surely require of him. So matters stood for a time.\n\nA\n\n[459]\n\n"}
{"page": 464, "printed_page": null, "text": "460\nwot\n\nte\n\nNATIONAL\nEO\n\nEDUCATION ASSOCIATION\neee\neee\na\n\nThe earlier school years have not only been remade; their relative imPsychologists are helping us to visualize a\nportance has greatly increased.\npart of life where memory fails. That seemingly barren and almost forgotten period is found to be a most productive one. It not only precedes\nadolescent and adult life, but gives direction to many of its forces. “ChildOpinions and convictions\nhood,” we are told, “determines life’s outlook.\nmay change, but underlying tendencies seldom do.’ “Beliefs imparted to\nchildren or induced later by powerful teaching or by striking experience\ncome to be held with a feeling of absolute inner certainty which seems a\nrevelation of final truth.” To quote again “It has become generally recognized among progressive educators, as well as psychologists, that the\nfoundations of the character of the future adult are all laid down before\nthe seventh year. ‘The education of the child begins at birth, and crowded\ninto the first early years are all the opportunities for the development of the\nfeelings and emotions which are so necessary for adequate human relations.”\nA satisfactory life must be built on right attitudes and healthful outlooks.\nIn addition to this, there must be understanding; and understanding comes\nonly from experience.\n‘The significance of this principle to educational\npractice is only beginning to be appreciated.\nMost current problems in\ncurriculum readjustment grow out of an effort to correct deficiencies due to\npast failure to take it into account. “The school of the last century perhaps\ndid not so much need to take it into account as we do. It has frequently\nbeen pointed out that the conditions of family and community life until\nrecently furnished ample informal educative experience to which the school\nwas only supplementary. “The changes in economic and social life wrought\nby the advent of an industrial age have taken the most of these influences\nout of the life of children and beyond the range of the common observation.\n‘The schools substituted for this real experience volumes of vicarious experience. ‘This was classified, condensed, and deleted of most of the personal\nelement that gave it meaning. ‘The results that followed were too meager\nand uncertain to suit the spirit of a dynamic age. Neither the child nor the\nadult has more than a reluctant appetite for static information dissociated\nfrom any active interest. A new interpretation of experience was needed,\na new classroom technic essential.\n‘The new educational philosophy applies the principle of self-directed\nactivity and social cooperation to a reconstruction of general education. It\nis being expressed through courses of study written in terms of children’s\ninterests and activities. It is shifting the emphasis away from some timehonored standards of excellence. Its ideal pupil attitude is not the docile\nreceptive one of the older school. It measures improvement in terms of\ndoing good rather than being good.\nIt frankly discards much that has\ncome down to us from our predecessors, and finds the materials for growth\nof understanding among the activities of living. The experiences of chil-\n\ndren are close to the fundamental interests of life.\n\nThe understanding of\n\nthese is basal to all social understanding.\nThe new viewpoint recognizes\nthe value of direct observation, of first-hand experience, of personal experi-\n\n"}
{"page": 465, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF KINDERGARTEN\n\nPRIMARY\n\nEpucation\n\n461\n\nment, of interesting adventure, and last, but not least, of creative effort. It\nhas respect for personal opinion, for appreciation, for aspiration, for wellmeant effort. It esteems these things directly, placing them in the center\nof the curriculum where they will dominate the daily program.\nIt\nrecognizes that knowledge is power only when it is linked with experience.\nThe primary grades have taken the initiative in putting into practice\nthis interpretation of education.\nIt was logical for them to lead the\nway.\nEducational readjustment naturally begins with the younger children. Later development depends upon the character of the start. Moreover, the primary grades in approaching a common viewpoint with the\nkindergarten were first to question traditional values. It has been declared\nthat all new ideas originate in the minds of those intellectually gifted and\nfilter down to the populace.\nIt might have been added that they become\neffective as pattern of cenduct in the lives of the populace only after they\nhave been rooted in the childhood of the generation that possesses them.\nThe grammar grades are following the example of the primary.\nThe\nactivities of older children are equally suggestive and stimulating.\nIt is\npossible for them through reading to participate indirectly in larger and\nmore varied activities. “he capacity of children to act independently, to\nassume responsibility, to think intelligently is unsuspected by those who\nadhere closely to the “learn and recite” ritual. An activity program induces\na subtile change in the relation of teacher to pupil. Social situations are\ncreated and pupils share in the solution of problems. ‘There is no place for\na dictator.\n“Things must be thought out. “The teacher may participate,\nshe may counsel, and sometimes when a situation arises where only the\nexperience of age or of the ages can give the answer, she must instruct.\nBut she is through all only a senior partner in learning.\nOut of this there comes a school that is different from the old school—\ndifferent in spirit and in attitude.\nIt is busy and cheerful but not suppressed. ‘There is lacking both the apathy and the furtive mischief that\ntradition ascribes to-the good old school of yesterday.\n‘There is more\nfreedom of participation, more confidence in effort, more purpose in achievement, more democracy in spirit. There is growth of personality and there\nis the liberty of self-control. It is not yet an ideal school but it is in many\nplaces a real school.\nWe are not through with social change.\nInvention and industrial reorganization continue unabated. “The movement away. from social stability\nshows no signs of slackening. ‘Thousands live and work under highly complex conditions that are possible only so long as people understand and trust\none another.\nEvery decade sees the scope of organization extended and\nthis interdependence become more complete.\n‘There are those who fear\nthat our capacity for organization has already outgrown our capacity for\ncontrol. Certainly grave issues are sure to arise. We cannot solve them.\nWe cannot even foresee what they will be. If we could know, our\ninherited preiudices would unfit us to interpret them correctly. A new\n\ngeneration not yet out of the schools will face the problem of making over\n\n"}
{"page": 466, "printed_page": null, "text": "NATIONAL\n\n462\n\nEDUCATION\n\nASSOCIATION\n\ncustoms, habits, and institutions to fit the needs of a new day. It is the\nproblem of education to develop a cultural freedom and an honest tolerance which can look fairly and dispassionately at the issues of life. Democracy in adult life can be fairly tried out only after our classrooms have\ngiven genuine experience in its practice. It is “quality not quantity that\nmakes life significant.”\n\nTHE\nHELEN\n\nNURSERY\n\nM. CHRISTIANSEN,\nGATE\n\nTo\n\nstate the needs\n\nCHILD\n\nSCHOOL\nDIRECTOR\n\nASSOCIATION,\n\nAND\n\nHIS NEEDS\n\nOF\n\nNURSERY-KINDERGARTENS,\n\nSAN\n\nFRANCISCO,\n\nof the nursery\n\nschool\n\nGOLDEN\n\nCALIF.\n\nchild, we\n\nmust\n\nborrow\n\nthe\n\nstructure of a cumulative tale, for his needs are so closely connected and as\ninterdependent as the sequence of events in such a story as that of “The\nOld Woman Who Found a Sixpence.” ‘The child’s needs as an organism\nmake a good starting point—fresh air, sunshine, wholesome food, sleep,\ncleanliness, activity.\nBut when we have considered these necessities, we\nhave only the first incident in the tale.\nWe are concerned with the fact that the child has needs as a perceiving,\ndoing, thinking individual, and that his reactions from this angle cannot\nbe satisfactorily considered in isolation, but must be studied in conjunction\nwith the previously found physical needs. Moreover, he is already feeling\nand expressing his reactions to that which is beautiful whenever environmental conditions are favorable. Another important group of needs—and\nclosely allied to those just enumerated—grows out of the fact that he must\n-be thought of as a member of a social group. And the climax of this living\ntale is the total personality of the child which is largely the outcome of the\naccumulated successes, compromises, or failures of society in meeting these\nclosely interrelated needs.\nIt is the obligation of educators of young children to raise society’s\npresent standards of achievement in meeting the physical, mental, social, and\ncreative needs of early childhood.\nThe major portion of the infant’s needs are necessarily supplied by the\nadult.\n\nBut from\n\nit is the part of wisdom\n\nthe beginning,\n\nto remember\n\nthat the ultimate objective is that of freeing the individual by making it\npossible for him to meet his own needs. Herein lies the secret of human\nhappiness.\n‘The mother, the nursery teacher, the kindergartner, and the\nprimary teacher must all cooperate in this respect, using, if one may speak\nfiguratively, a sliding scale which registers a constantly increasing proportion of needs being met by the child for himself.\nA. The needs of the child met primarily through adult provision include\nthe following outstanding necessities :\nFresh air and sunlight.\nAmple indoor and outdoor\n\nspace\n\nfor activity.\n\nWell balanced diet.\nSuitable clothing.\na\nOe\nProper\n\nfacilities for relaxation\n\nand\n\nrest.\n\n"}
{"page": 467, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF KINDERGARTEN\n\nPrimary\n\nEpucation\n\n463\n\n. Regular schedule for eating and sleeping.\n. Medical supervision.\n. Nurse’s daily inspection.\n. Rooms simple and artistic in color combination and arrangement.\nCoM\nOND\n. Equipment suited both to the stages of development and to the sizes of\nthe children composing the group.\n\nThis list of fundamental needs indicates the necessity of new courses\nin the curricula of our teacher training institutions in order that adults be\nprepared to make adequate provision for these essentials of childhood.\n\nB. Needs met largely by the child through his reactions to carefully\nselected materials may best be expressed in terms of his needs for activity\nand consequently for equipment of a type to furnish appropriate stimuli.\nThe\n\nactive\n\nchild needs\n\n1. To engage in activitie; which have\nto do with his physical care, such as\nwashing and dressing.\n\nHis environment should provide\nDressing room facilities which make it\npossible for him to assume progressively\nmore and more responsibility as he ac-\n\n2. To\n\nvires motor skill.\n\nhave\n\nfreedom\n\nfor self-initiated,\n\nself-managed play activities with accompanying responsibilities in connection with handling of materials and\nwith regard for the rights of other\nchildren.\n3. To engage in activities necessitating\nbig muscle activity and subsequent\nmotor control.\n4. To engage\nin activities involvin\nSat\n|\n;\n:\n8\nmanipulation, experimentation, coneeurtion\n8\n\n.\n\n5. To have intimate contact with growing things.\n\nCupboard,\nshelf, storage\nspace,\nand\nroom arrangement such that many do—\nwith materials which are easily avail-\n\nable.\nKiddie Kars, wagons, carts, walking\nboards, slide, jungle gym, boxes, big\nbuilding blocks.\n4\n.\nSand, plasticene, blocks, pegboards, in;\n:\nsets, toy vehicles, toy animals, crayons,\nwater-colors, wood, hammers and nails.\nFlowers, plants, shrubs, pets.\n\nC. Certain needs are readily met by the child’s own volition as a result\nof the social setting of the nursery school which stimulates a high level of\nliving for this particular age. He needs at this stage to be establishing the\nfollowing habits and attitudes:\n1. To eat readily the wholesome\n\nfoods provided.\n\n2. To prepare for and take his daily afternoon nap as a matter of course.\n3. To try to do more for himself as a result of seeing what other children do\nand to find satisfaction in his new attainments.\n4. To grow in ability to converse with others.\n5. To comply readily and cheerfully with adult requests and suggestions, as—\n\n}\n\nGoing to see the nurse.\nLetting another child have a turn with material.\nPositive suggestion as to use of material when child is using it in a\ndetrimental way.\nGoing to get ready for dinner.\n\nD. The following are typical of needs best met as a result of the combined effect of materials and social experiences with one’s peers which the\nnursery school situation provides. He needs:\n\n"}
{"page": 468, "printed_page": null, "text": "NatTIONAL\n\n464\n\nEDUCATION\n\nASSOCIATION\n\n1. To grow in motor skill in the use of physical play apparatus as a result of\ndesirable imitation of and participation in the plays of others.\n2. To initiate, plan and manage activities involving not only self, but others.\n3. To enter into new ways of doing and thinking and feeling through\n.\ndramatic play.\n4. To share enjoyment of objects, colors and ideas expressed in pictures; to\npoint to, discuss and call attention to details; to ask for and enjoy music\nrelated to objects and ideas portrayed.\n5. To share enjoyment of Mother Goose Rhymes, verses and stories of the\n“here and now.”\n6. To share enjoyment of music expressing the mood, activity or interest of\nthe moment.\n\nMusic furnishes a good illustration of increased enjoyment when the\nexperience is shared with others.\nOne morning a child asked for train\nmusic and sat down near the piano to listen. But soon the rhythm of the\nmusic suggested the “chug” of the engine and he began to say “choo! choo!\nchoo!’ and rotated his arms. Another day he asked for this music again,\nand noticing the chairs near the piano, he arranged them in a long line to\nform a train before sitting down to listen. Others.joined him. ‘The following day, another child helped him arrange the chairs and several were\nseated in the train before the music began. Nearly all “chugged” and used\narms and feet rhythmically. When the music stopped, some got off at the\nstation to go for a visit in the country. ‘This play, which began individually, was eventually being carried on one morning by ten children, quite\nspontaneously, but with much more detail than at the outset.\nAt their\nrequest, the music was repeated six times. The sharing of this experience\nhad added to their pleasure and led to the discovery of new play possibilities.\nSocial activities of the types above indicated are of the children’s own\nchoosing.\nGradually as they come to find keener enjoyment in experiences which are shared, there is more chance for activity to lead on to\nfurther activity, and for the development of finer appreciations.\nE. The scientific guidance of the nursery teacher is necessary in meeting\nthe needs of the child as a developing personality.\n1. As a feeling and expressing individual, he needs the sympathetic understanding and keen perception of a teacher who is herself creative and who\nreflects this characteristic by providing an environment conducive to\ncreativity.\n\n;\n\n2. He needs to have the beginnings of creative expression recognized and\nencouraged by a ready response on the teacher’s part with just the right\nbit of music for the hopping or dancing step he is experimenting with;\nby crooning with him the little melody he is forming to the rhythm of the\nswing as it goes back and forth; by singing a song or chanting a verse\nto fit the mood or dramatic play of the moment; or by recognizing his\ndesire to experiment with color by placing suitable materials at his\ndisposal,\nwe .\nHe needs to be considered as a total personality.\nChronological age,\nmental age, development history, and present physical condition must all\nbe taken into account in deciding what constitutes high grade living for\nhim at this level.\n\n"}
{"page": 469, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF KINDERGARTEN\n\nPrimary\n\nEpucaTion\n\n465\n\n4. He needs a unified environment wherein the quality of living is held high\nthroughout the twenty-four hour day.\nThis can be realized only as a\nresult of understanding and close cooperation on the part of the mother\nand nursery teacher. It requires real purpose and something of the scientific attitude on the part of parents in assuming their share of the\nresponsibility of educating the child.\nIt requires, on the teacher’s part,\na deep interest in humanity with its social and economic problems, vision\nas to what constitutes the good life, and ability to express the principles\ninvolved in child-training so simply and effectively that any parent may\ncomprehend.\n\n5. Each Nursery School child needs an individual curriculum.\nWhile the\nneeds enumerated on our sliding scale form the basis for a general curriculum for the child between the ages of two and four years, no two\nchildren are exactly in the same stage of development at the same time, nor\nwill any two have an identical sequence of experience.\n\nThe teacher, the pare:t and the child together shape the individual\ncurriculum and of necessity it is made currently.\nFrom time to time,\nthe teacher, as a result of observation and records, may make a cross-section\nstudy which shows the level of the child’s living at that particular time.\nShe is then able to adjust her scale and to set the stage for meeting the\noutstanding needs of the individual she has observed.\nAs our children go from the nursery school into the kindergarten and\nprimary grades, the sliding scale is still needed. ‘The chief headings remain\nthe same, but, under each, new items must be added and the indicator\nmoved forward. It should now register the fact that children are meeting\nmore and more needs for themselves.\nIt is highly essential for us, as teachers of young children, whether\nengaged primarily in the nursery school, the kindergarten, or the primary\ngrades, to work together in close cooperation in the adjustment of our\nsliding scale to the end that a high level of living may be maintained for\neach child from year to year.\n\nTHE\nETTA\n\nPRIMARY GRADES—A CONTINUATION OF OPPORTUNITY FOR CREATIVE SELFEX PRESSION\nH. TESSMER,\n\nPRINCIPAL,\n\nTAYLOR\n\nSCHOOL,\n\nSAN\n\nFRANCISCO,\n\nCALIF.\n\nThat education is not merely a preparation for life but that it really is\nlife, is an educational truth so well established that it certainly does not\nneed defense or explanation. We are all agreed, I am sure, that the school\nlife of the child should be real and full of purposeful activity. ‘To be real\nand to be purposeful, school activities must be the result of the child’s desire to express himself. How are we to carry on such a program and at the\nsame time meet the requirements of the course of study?\nUntil very recently the little child entering the first grade was confronted\nwith a dead wall of subjectmatter which he must scale as best he could with\nthe help of “drills.” If he failed then he must have more and more drills.\nBut now, since the nursey schools and the kindergarten have blazed a trail\nfor us, we come out and meet the child on his own level. “he subjectmatter\n\n"}
{"page": 470, "printed_page": null, "text": "466\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncurriculum, dealing with ideas about activities is being replaced by the\nactivity curriculum which provides practice in the activities themselves.\nI have been asked to describe the practical working out of such a program.\nThe school is far out on the edge of the city. The people who send their\nchildren to us are almost all foreign-born, the majority with only a meager\n‘The children themselves are, for the most\neducation in their homeland.\npart, American-born, although most of them hear a foreign language spoken\nWe have two kindergarten classes, so that about half of the\nat home.\nchildren entering our first grades have had the advantage of kindergarten\ntraining.\nOur building is not old but it has not all the modern features of the new\nschools lately erected in our city. We have movable furniture (tables and\nchairs) in our first and second grades, but in the third grade rooms the\nold screwed-down type. These third grade rooms have been rearranged\nso that the seats are in a hollow square or U-shape. ‘This gives a better\nsetting for group work.\nThe children in each class room are divided into three groups according\nto ability and the work required of each group is modified accordingly.\nThe teacher’s daily plan provides suitable material for each group each day.\nWe divide the term roughly into quarters and each teacher plans with\nher class the work to be done. ‘The choice is often determined by the\nseason and centers around some holiday as St. Valentine’s Day, May Day,\nFlag Day, Thanksgiving, etc.\nAfter a vacation, when some child described a visit to Petaluma, the class\nconstructed a wayside booth where chickens and eggs were sold to “tourists.”\nThis project was so popular and yielded so much practical arithmetic that\nit was continued for many weeks at fever heat.\nStores and bazaars are always popular, especially in second grades and\ncontinue for various periods, according to the interest of the class.\nA postoffice has been one of the most valuable activities both in second and\nthird grades.\nSometimes the desire to give some form of entertainment furnishes the\nmotive. A third grade library book called ““Animal Land Children” furnished the incentive for a puppet show, which yielded rich returns in reading, spelling, arithmetic, nature work, and language.\nWe use health plays as incentives for our work very frequently because\nour little people need to be taught even the simplest and most obvious\nhealth habits.\nSometimes a class project is part of a general school activity, as, for instance, the celebration of Flag Day with a school pagaent in which every\nclass had a part.\nIt sometimes happens that a plan for a quarter develops and continues\n\nfor an entire term. In a first grade room recently the teacher and class\nbuilt a life size playhouse which was designed as a dining room where the\nmilk and crackers could be served each morning. The children made all\nthe articles necessary for setting the table, adorned the windows with gay\n\n"}
{"page": 471, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF KINDERGARTEN\n\nPRIMARY\n\nEpuUCATION\n\n467\n\npaper drapes and constructed window boxes on the outside. They painted\nthe outside walls and papered the inside. At the end of the period as\nplanned the children pleaded to keep their house, so it was decided to convert it into a living-room.\n‘This was done and it was furnished appropriately. A fireplace was installed and a chimney erected on the outside. Later, it was converted into a modern bedroom with open windows,\ntwin beds, and dainty drapes matching the bed covers and rug. On the\nday before the Christmas vacation when the children entered the room they\nfound no teacher but out of their playhouse chimney stepped Santa himself\nin cap, beard, boots, and everything, with a huge pack on his back. The\nbuilding and furnishing of the house provided material for “‘stories” printed\nby the teacher with the rubber sign printing set, to be used as reading\nlessons. ‘The children’s vocabulary was enriched and they went far beyond\nthe requirement in number work, in learning to count articles needed, to\nadd or subtract in real situations and to measure space and estimate material. But, best of all, they learned fundamental principles of American\nhome life, social usage and healthful living.\nTo return to our plan. The teacher studies the enterprise suggested by\nthe children and analyses it to discover its educational elements, and to\nestimate the length of time necessary to carry out the plan. ‘This requires\ncareful study and organization in order to provide for practice in every\nphase of school work.\nHaving evaluated and analysed her plan, the teacher proceeds to put it\ninto effect through her daily work plan. Each day, each group has work\nassigned that will contribute toward the progress of the enterprise.\nA\nclass discussion is held each day to criticize results, to suggest improvements\nand to decide on the next step. Quite often progress must be temporarily\nsuspended in order to repair glaring deficiencies as, for instance, when\na correct letter form must be laboriously practiced before invitations can\nbe sent out, or when the awkward squad in spelling or number must get\nhelp before stories can be written or bookkeeping for the store can be correctly and efficiently carried on.\nThe daily newspaper, which is found in some form in every class room,\nreports progress and serves as a clearinghouse for bits of news as to birthdays, class triumphs, school events, etc. The position of “editor” is a\ncoveted honor and editors are changed often so that it becomes worth while\nto write well, to form correct sentences, to know when to use a capital\nletter and to punctuate correctly. ‘These ‘‘newspapers” may be written on\nthe board by the editor from cooperative class suggestions or written individually by pupils. In the lower grades they are “composed” from strips\nprinted by the teacher.\nIn order that progress may be kept always before the children and they\nmay feel a consciousness of achievement, there is always a selfchecking\nchart. Its essential parts are a list of pupils’ names in a vertical column and\nvarious activities in columns to be checked as completed,by each child. The\ncharts are often ingeniously devised by clever teachers in keeping with the\n\n"}
{"page": 472, "printed_page": null, "text": "NaTIONAL\n\n468\n\nte\n\nEDUCATION\n\nee\n\nASSOCIATION\n\nee\n\nseason or the activity in progress, at Christmas time small green stickers\nshaped like Christmas trees are used; pumpkins at Hallowe’en, etc. These\ncharts are large and easily accessible so that pupils even in 1A classes\nNo phase of classroom work has done\nmay check their own progress.\nand a sense of personal pride and group\nspirit\nworking\nreal\na\nfoster\nto\nmore\nresponsibility than these charts.\nThe best and most gratifying results of work of this kind are the discoveries we make.\nWe discover young poets who can write appropriate\nverses. We discover clever minds that can invent riddles to puzzle us.\nWe discover fine mathematicians who can not only solve the hardest problems themselves but can teach other members of the group to master the\nintricacies of the multiplication table or to make change at the classroom\nstore. We discover clever artisans who can build the witch’s den or the\nfairy palace. We discover young artists who can paint clever scenery or\nmake beautiful decorations. We discover young actors who can lose their\ntimidity and selfconsciousness when given a chance to impersonate a giant,\na soldier or a fairy godmother. We discover who are leaders, who are the\nbest managers.\nWe discover just what chance each one needs, just what\nhis weaknesses are, in what he excels and how best to help him.\nOur best reward has come from working with happy children and from\nthe enthusiastic support and approval of the parents who are so keenly\nanxious that their children should have a better chance than they themselves have had.\n\nA\n\nSTUDY\n\nJ- L. MERIAM,\n\nOF\n\nTHE INTERESTS\nAND\nCHILDREN—4ABSTRACT\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nLOS\n\nANGELES,\n\nACTIVITIES\n\nUNIVERSITY\n\nOF\n\nCALIFORNIA\n\nOF\nAT\n\nCALIF.\n\nFor years children in our traditional schools have been called upon to\nstudy books written by adults, while, on the other hand, there is great need\nthat adults study children.\nData relating to activities of children reveal child life and expose\nteachers and parents to a modern education greatly needed by them in\nthe conduct of our schools.\n\nChildhood has been grossly undervalued. ‘The farmer has fed little pigs\nfor pork and young calves for beef. After much the same fashion schools\nhave trained our boys and girls toward adulthood. And not without some\ngood results, be it emphatically said. But we can do better. Improvement\nin the schooling of children rests upon a much more intimate knowledge of\nthe normal activities of children.\nData now being studied warrant two\ntheses:\n1. Child life is one of doing, primarily; and learning, only secondarily.\n“Learning by doing” has been badly abused by most teachers. With learning foremost, traditional school methods provide occasions to do primarily\n\nas a means to learn,\n\nData show children in action; there should be oc-\n\ncasion to learn only as a means of acting better.\n\n"}
{"page": 473, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF KINDERGARTEN\n\nPRIMARY\n\nEpucATION\n\n469\n\n2. Childlife is one of play, coordinate with any work that is to be done.\nThe adult, both teacher and parent, has abused childlife by using its play\nas a motive for work. This is conspicuous in the modern “project method,”\nso popular in our schools. In the light of our data, this procedure must be\ncharacterized as “soft pedagogy.”’ It is needless, and more, it is an insult\nto childhood. Work is not unnatural to children, but it must be suited to\nthem.\nChildren must not be made over, through play, to suit assigned\nwork.\n‘Two leading implications for our modern schools are clear:\n1. The curriculum should consist, essentially, of the activities of children,\nleading, in later grades and the high school, to a study of the specific\nactivities of people.\n2. The curriculum should consist of a good balance of wholesome play\nand vigorous work, commensurate with real life.\n\nHELEN\n\nJUDGING\n\nTHE\n\nREYNOLDS,\n\nDIRECTOR,\n\nPRIMARY\n\nEDUCATION,\n\nWORTH\n\nOF ACTIVITIES\n\nDEPARTMENT\n\nPUBLIC\n\nOF\n\nSCHOOLS,\n\nKINDERGARTEN\nSEATTLE,\n\nAND\n\nWASH.\n\nThe very statement of the subject indicates that we are committed to\na program of activities as the basis for the curriculum.\n“This means we can\nassume that we are that end of the group which is designated in the\nTwenty-sixth Yearbook as standing for the growth of the child as a member of the social group, as the center of our curriculum.\nHaving taken our\nstand with those who believe in the activities’ program, we are confronted\nas teachers, in the presence of groups of children and as members of those\ngroups, with the necessity of developing criteria to be used in determining\nwhether to encourage or discourage activities initiated by the children. We\nmust also have some standards for deciding what activities we ourselves\nwill stimulate, for the teacher is still the member of the group oldest in\nexperience.\nIn educational literature there have been apparently few attempts definitely to formulate these criteria in this relationship, though, of\ncourse, the movement toward the specific statement of objectives and aims\nis distinctly in this direction. We are, moreover, confronted in our analysis\nby the realization that as Dr. Kilpatrick puts it, “not all learning can be\nassigned,” and while we are aiming for one objective desirable in itself,\nother learning not so desirable may be taking place. The “Habit Lists”\ncompiled by Dr. Rogers and Miss Andrus are attempts at setting up standards or outcomes which should result from the experiences gained through\nlife activities carried on at home or at school.\nNo teacher can shut her\neyes to the great body of scientific investigation which has resulted in outlining very clearly the steps in arriving with most children at desirable\ntechnics in certain definite lines. Shall any mistaken idea of giving the\nchildren freedom interfere with our directing their work in line with the\nstudy of research workers? On the other hand, are we going to become so\ninterested in testing and checking and labelling the little children who come\nto us, in parceling them into groups and laying out for them schedules to\n\n"}
{"page": 474, "printed_page": null, "text": "NATIONAL\n\n470\n\nEpucATION ASSOCIATION\n\nerence\nEE\ncn se cts cr\n\nbe completed, that we shall ignore their right to enough leisure and opportunity for growing in those qualities and abilities which they as individuals possess? Are we going to ignore the chance of variation which\nmay lead to some creative contribution to the group in which the child\nlives, in our overemphasis on acquiring the skills of life? Creative effort\nis still the hope of our really moving forward.\nTo set up our criteria is one thing. To cling to them and apply them\nis quite another.\nObjectives fine to the point of hair-splitting may be\nformulated and lists of activities may be added which have nothing to do\nwith them.\nThe chance for children to do in a better way what they\nwould do any way may be entirely ignored even when criteria and activity\nlists are on paper. “Io what extent are we really living up to our doctrine\nwhich we have formulated in black and white? Are we justified unless\neach day we look backward over the day’s happenings and judge them by\nthe standards which in moments of study and reflection we have set up,\nsaying to ourselves, ‘“This was good, and that was better. “These things\nmust be different tomorrow?”\nCan we take each day as a problem to be\nfreshly solved in the light of all that we have learned from the successes\nand failures of our effort the day before?\nIn the study of this problem a request was sent to Seattle kindergartenprimary teachers asking for the criteria used in determining whether to\nencourage or discourage activities initiated by the children themselves.\nTwo hundred and thirty-five responses were received.\n‘The results of\nthe effort to apply in Seattle the criteria set up may be seen in our exhibit\nat the Alexander Hamilton Intermediate School.\nResponses were also\nreceived from 12 experts in childhood education. With three of the latter\nthe statement represented the thinking of groups.\nA summary of the\nresults will be prepared.\n\nSECRETARY’S\n\nMINUTES\n\nSeattle Meeting\nFirst Session—The\nThe meeting was\n\nNursery-Kindergarten-Primary\n\nSpan\n\ncalled to order by the President, Julia L. Hahn,\n\nDirector\n\nof\n\nKindergarten and Primary Grades, Public Schools, San Francisco, California.\nThe report of the meeting in Philadelphia was read and approved.\n.The Nominating Committee was appointed by the chair to nominate officers\n\nfor the coming year. The Committee consisted of Flora E. Drake, Frances M.\nBerry, and Bess Ellis Steigleder.\nThe program offered was an exceedingly stimulating one and was enthusiastically received, education of the young child as a continuous process being the\ncentral thought.\nFrank E. Willard, Assistant Superintendent of Schools, Seattle, Washington,\nspoke on “The Significance of the Increasing Emphasis on the Education of\nYoung Children.”\nHelen Christiansen, Director of Nursery-Kindergartens, Golden Gate Association, San Francisco, California, gave an address on “The Nursery School Child\nand His Needs,”\n\n"}
{"page": 475, "printed_page": null, "text": "THE\neee\n\nDepaRTMENT OF KINDERGARTEN\nee\nee Pe\n\nPRIMARY\nee\n\nEpucaTion\n\n471\n\nMary Dabney Davis was to have spoken on “The Kindergarten—A Link in the\nSteady Development Plan,” but was unable to be present.\nIn order to complete\nthe unit Julia L. Hahn, President of the Department, spoke briefly as follows:\n\nWhen\n\nthe kindergarten\n\nbegan\n\nto be accepted\n\nas the first step in elementary\n\neducation, the searchlight of scientific research was turned upon its procedures.\nModern psychology and child study demanded a reorganization of kindergarten\nand primary grades, and as a result emphasis was placed upon the unification of\nthe two.\nThe emphasis was shifted to the child, less upon the teaching process\nand more upon the learning process.\nThe nursery school, even though not yet generally established in public schools,\nwas accepted in spirit, and has made parents and teachers conscious of education\nas habit formation.\nThe kindergarten welcomes the nursery school child, builds\nup on his nursery school training, leads him a step further along his line of growth,\nthen sends him on to an understanding primary teacher, who consistently builds up\non the same principle.\nEtta Tessmer, Principal, Taylor School, San Francisco, Cal., spoke on “The\nPrimary Grades—a Continuation of Opportunity for Creative Self-Expression.”\n\nShe described the practical working out of an activity curriculum which provides\npractice in the activities themselves.\n‘The work often is determined by the season,\nexcursion trips, vacation trips, and covers a definite period of time—usually a\nquarter of the term.\nEntertainments presenting puppet shows and health plays\nyield rich returns in reading, spelling, arithmetic, nature work, and language.\n\nSecond Session—Outgrowths\n\nof a Unified Activity Program\nChildren\n\nReport of the nominating committee\n\nwas\n\nfor Young\n\nas follows:\n\nPresident—Eleanor Troxell, Kalamazoo, Mich.\nVicepresident—Elizabeth Hall, Minneapolis, Minn.\nSecretary—Elizabeth Bruger, Cleveland, Ohio.\nThe report was accepted, and the officers unanimously elected.\nJ. L. Meriam, Professor of Education, Southern Branch, University of California,\nLos Angeles, California, presented an address on “A Study of the Interests and\n\nActivities of Children.”\nIt was introduced with two theses:\nI, Parents and teachers fail to provide children and pupils with occupations\ncalled for by their natures and their needs; fail—not by reason of indifference but because of a lack of understanding and appreciations of childlife.\nII. Parents and teachers should generously provide little people with opportunity\nto be far more active in doing—in contrast with the emphasis usually given\nto learning.\nIn\n\nthe\n\nhome\n\nand\n\ncommunity\n\nthere\n\nis often\n\na\n\nlack\n\nof occupational\n\nactivity.\n\nIn the school the situation is similar but different. There is a marked tendency to\nconsiderably enrich our curriculum with life acts out of school rather than increase\nthe school acts within.\nWe have wrongly assumed that childlife is best spent\nin learning.\nHe referred to a study presented in “Childhood Education,” April 1925, which\nindicated that boys of six to twelve years play more generally than they work,\nand that they are more frequently giving expression through doing things than they\nare receiving impressions\n\nby way of what we\n\nterm\n\nlearning.\n\nThis was followed by his study of 150 boys and girls between the ages of six\nand twelve who were observed at irregular times without their awareness of\nobservation.\nTwo thousand eight hundred and forty-seven of their activities not\ndirectly connected with school were recorded. These activities were classified into\nfour groups—play, work, observation and communication.\n‘The figures indicate\nthat 43 percent of out-of-school activities are of a play character, about 23 percent\nof the nature of work, about 20 percent observation, and 14 percent communication.\n\n"}
{"page": 476, "printed_page": null, "text": "EpuCATION\n\nASSOCIATION\n\nthis data, which\n\nDr. Meriam\n\nNATIONAL\n\n472\nTwo questions\nplained are:\n\narising from\n\nconsidered\n\nex-\n\nand\n\nI. What is the value of collecting such data as a contribution for guidance of\nparents and teachers in helping to interpret child life and to stimulate more\nintelligent and sympathetic study?\nII. How shall we face the difficulties involved in discontinuing the conventional\nclassification of children’s activities?\nChildlife is one of doing,\nIn concluding his study he made these suggestions.\nChildren’s interests and activities must\nprimarily, and learning, only secondarily.\nnot be sacrificed in helping them acquire the three R’s. Though childlife is one of\nplay to a very large extent, children are not adverse to work.\nWork is not\nunnatural to children but it must be suited to them. The curriculum from kindergarten to college should consist of a good balance of wholesome play and vigorous\nwork, commensurate with real life.\nHelen Reynolds, Director, Department of Kindergarten and Primary Education, Public Schools, Seattle, Washington,\n\nread a paper on “Judging the Worth\n\nof\n\nActivities.’\nThis problem involved so many questions in its solution, it was\ndecided that requests be sent to Seattle kindergarten-primary teachers asking them\nto list the criteria used in determining whether to encourage or discourage activities\ninitiated by the children themselves, or those which lead the teacher to stimulate\ncertain activities.\n\"Two hundred and thirty-five responses were received, which\nMiss Reynolds read in question form.\nMildred Miller, Primary Supervisor, Public Schools, Cleveland Heights, Ohio,\nread a paper on “Enlarging Community Experience Through the Use of Excursions in Primary Grades.”\nDetailed accounts of excursions made by the first, second, and third grades to\nlocal places of interest were given; showing the relation between children,\nteacher and people of institutions visited, the opportunity to study children through\ntheir own responses, and the increase in community experience by providing vivid\nfirst hand experience with real objects, persons, and situations.\nInsofar as possible, the children’s responses to the projects were tabulated, and each response\n\nshowed whether it was spontaneous on the child’s part or teacher directed.\nThe curriculum of the Cleveland Heights school is largely an activity curriculum.\nThe excursion project has a definite place on the daily program and in many\ninstances it gives material for spelling, oral and written language, nature study,\n\nmanual\n\narts, reading, and music.\n\n:\n\nThe tables show that excursion experiences enrich every tool subject; provide\nmany accessory learnings, for example—leadership, cooperation, habits, ability to\ninitiate purposes and carry out plans; and may be one of the chief means of\nintegrating the entire field of subjectmatter.\nOn Thursday, July 7, the Kindergarten-Primary Department of Seattle public\n\nschools gave a luncheon at which 650 were entertained in the most delightful\nfashion.\n:\nJoseph M. Gwinn, Superintendent of Schools of San Francisco, and President\nof the Department of Superintendence, was the only speaker.\nHis subject was\n“Elephant’s Ears and Elephants.’\nThere are as many educational theories as\nreligious denominations.\nSix blind men touched an elephant—one on its ear, one\non its trunk, one on its tail, and so on. Each built up a theory of the appearance\nof the elephant based on the part he had touched. - Each was right in part—none\nwholly so. Educators have many theories, each one of which is to be its salvation. There is the platoon plan, the socialized recitation, the activities program,\nand others.\nEach is right in part—none wholly so.\nIt is necessary that these\nvarious theories or points of view should be molded into a philosophy of education—\none which will function.\nFor, while a philosophy of education is good, the\npractice of the philosophy is better.\nMiss Hahn introduced the guests to the Seattle hostesses, and extended our grateful thanks to them for their hospitality and entertainment.\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nof Lip-Reading\n\n"}
{"page": 478, "printed_page": null, "text": "HE DEPARTMENT OF LIP-READING was established\nPat the Philadelphia meeting of the National\nEducation Association, in July, 1926, following\nthe required successive meetings of the group, and\nafter a petition had been presented to the Association.\nThe officers for the year 1927-28 are: President,\nCaroline F’. Kimball, 39 Jackson St., East Lynn,\nMass.; Vicepresident, Agnes Stowell, 1056 Euclid\nAve., Berkeley, Calif.; Secretary-Treasurer, Alice\nI. Putnam, 3610 Milam St., Houston, 'Texas. Meetings are held once each year, in June. Facts relating\nto the establishment of this Department and ‘the\nrecord of meetings are to be found in the following\npages: 473-486.\n\n[474|\n\n"}
{"page": 479, "printed_page": null, "text": "WHAT\n\nTHE CITY OF HOUSTON IS DOING FOR ITS HARDOF-HEARING CHILDREN THROUGH THE\nPUBLIC SCHOOLS\n\nE. EK. OBERHOLTZER,\n\nSUPERINTENDENT\n\nPUBLIC\n\nSCHOOLS,\n\nHOUSTON,\n\nTEXAS\n\nHE Department of Lip-Reading in the Houston public schools is\n| just in its infancy.\nFor a number of years, in a limited way, Houston has conducted a school for the totally deaf, but for those children\nwho are partially deaf or hard-of-hearing very little has been done. ‘This\nwork is now a part of the general program of the Houston public schools.\nThis group of children under discussion is entitled to all of the privileges\nof the school, according to ability, aptitude and potentialities.\nOrganization and procedure must be set up in a way that discovery is made of impairment of hearing in its early stages and that the curriculum is so constructed and adapted as to meet the age level and ability level of the child,\nand broad enough in its scope to help the child meet the social, civic, economic and other responsibilities of life.\nA survey of the various schools and the various sources of information,\nsuch as the school census, reports from clinics, etc., were first made to\ngather information concerning the group of children with impaired hearing.\nA great many of these children were found in’ the backward group, but\nin no sense can the child with the impaired hearing be classed always as\nbackward.\n‘The initial classes in lip-reading were set up, using as a basis\nthe reports from the principals of the schools where there were children\npartially deaf, or suspected of being so..\nAt first the hand-audiometer was used, but later the department of\nhealth education, with the cooperation of Miss Putnam, secured the loan\nof the Number 4-A audiometer from the Graybar Electric Company.\nMany schools were tested during the short period we were permitted to\nuse this audiometer.\nIn some cases, every child in the school was tested.\nWhere the loss of hearing amounted to as much as four percent or above,\na special record was kept. ‘The health report card carried this information,\nparents were consulted, and a remedial program was set up immediately.\nWhere groups were sufficient in size, a class for lip-reading was conducted at the building, while in some cases centers were established and\nthe pupils were sent for certain periods of the day for lessons in lip-reading.\nDuring the first half year, there were fifteen classes with a total number\nof seventy-two pupils. This movement has grown rapidly and involves\nnew problems of organization to meet the instruction need.\nI wish to quote an excerpt from a report rendered by the supervisor of\n\nhealth education, Doctor IT. O. Woolley:\nThe money spent to discover and correct defects of hearing is a paying proposiFor these pupils invariably spend more\ntion from a purely monetary viewpoint.\nthan their allotted time in each grade and the lack of efficiency in later life due\nto the handicap causes the earning power to be much less.\nI have observed that many of the deafened pupilsin our schools have increased\n\n[475]\n\n"}
{"page": 480, "printed_page": null, "text": "476\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\n50 percent in their general classroom studies after a few months of lip-reading\nI believe that the detection of the hard-of-hearing and the degree of\ninstruction.\ndeafness in each is impossible in a large school system without the aid of an\nSuch an instrument is manuaccurate instrument that can be used by teachers.\nfactured for this purpose.\n\nYou will see that Houston is well satisfied with the first year’s work\nof the Department of Lip-Reading and will continue to aid in its growth\nand efficiency. ‘The Department has met the need of training for this\ngroup of children and it has to justify its existence not only in the fact that\nthese children are receiving what is due them from the public schools as\nan inherent right, but also the added improvement in the classroom for\nindividual work as well as the improved group work in the charge of the\nregular teacher, since helping the hard-of-hearing child relieves the regular\n‘Training in lip-reading helps the child\nteacher of that special problem.\nto keep his place, helps him to shape his education toward some work in\nlife, for vocational guidance is emphasized as a part of this work and helps\nAny one of these\nthe school to bring happiness and success to the student.\nresults named would justify the expenditure of such a department.\n‘The\nleaders of this work should feel enthusiastic over the outlook and strive\nunceasingly to promote such instruction in every city and community of\nthis great nation.\n\nLIP-READING\nMARIA\n\nP. TEMPLETON,\n\nIN THE\n\nSEATTLE\n\nHEAD TEACHER, SCHOOL\nSEATTLE, WASH.\n\nSCHOOLS\nFOR THE DEAF,\n\nLip-reading as an art in itself is not taught in the Seattle schools; by that\nI mean it is not taught in one or two or more lessons a week to the pupil\nwhile he still remains in his regular grade and the lip-reading teacher visits\nhim in his school.\nNo doubt there are pupils in Seattle who would be\nbenefitted by that kind of training, and it might come later.\nHere the particularly deaf children are taught in the regular school\nfor the deaf.\nWhen a child is a first or second grade pupil, we have found it a satisfactory method to give that child his lip-reading and school work in the\nregular deaf classes until lip-reading becomes a well-fixed habit. Naturally\nhe will advance more rapidly than his totally deaf classmates.\nAs he\nadvances he is put into a class of partially deaf children, where he progresses\nas fast as he can. Later these children are returned to the hearing school.\nIn many cases, however, the parents desire that the children should remain\nwith us and finish their grammar school work and not return to the hearing\nschool till ready for high school.\nThe children who have done this have\nusually made most commendable records.\n‘The aim of our deaf school is to put all of those who are capable, whether\ntotally deaf or partially deaf, into schools of higher education.\n\nThe partially deaf child who gets into the fourth, fifth, or sixth grade,\n\n"}
{"page": 481, "printed_page": null, "text": "THe\n\nDeparTMENT\n\noF Lip-READING\n\n477\n\noften through the misguided kindness of over sympathetic teachers, presents\nquite a different problem to us. This child has usually developed an extreme inferiority complex through having lost confidence in himself.\nThis\nis especially true if it is necessary for him to begin repeating his grade. He\nhas seen himself thrust back—through no fault of his own—and he is in\na state of mind where he is ready to give up, hates school, and the change\nto the deaf school does not make any appeal to him.\nOur first great problem is to make that child feel he is an important\nmember of society. As he gradually gains his selfrespect and independence,\nit is much easier to make progress with his school work.\nWe find that the\neducation of a child who has been passed along in this manner is usually\nat tag ends, and gathering up these tag ends and systematically arranging\nthem now becomes our duty. From the first, stress is laid upon lip-reading.\nWith his new mental attitude, school work presents its happy side to him\nand lip-reading has a real life meaning to him.\nOf course this class of children is kept in classes by themselves.\nOften children who are only a little deaf have been with us a year or\ntwo, and with intensive lip-reading in all of their classes have been able\nto return to the grades. The small classes and individual attention makes\nits appeal to these children.\nIt is a curious thing, but frequently parents object to lip-reading for\ntheir children as they have been given to understand it would be detrimental\nto what hearing is present.\nOvercoming this prejudice is sometimes a\ntask, but, when. reluctantly they have agreed to the lip-reading work and\nit has helped, the parents are honest enough to admit their mistake and to\ngive genuine thanks for the benefits derived and become our ardent ad-\n\nvocates.\nPartial deafness almost always affects the speech and then the services\nof a well-trained deaf teacher comes in. ‘Teaching lip-reading is one thing\nand teaching correct articulation is another thing, but in the expert deaf\nteacher both are combined.\nWe do not reach all of the partially deaf in the city because parents\nsometimes object to the thought of sending a child to the deaf school, thus\nwe have been limited in successfully helping every one.\nPerhaps in the near future the school for the deaf in Seattle will have\nadditional means by which it can help all classes of partially deafened\nchildren to get lip-reading instruction.\n\nWHAT SAN FRANCISCO IS DOING FOR HARD-OF-HEARING\nCHILDREN\nJ.\n\nM.\n\nEducation\n\nGWINN,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSAN\n\nFRANCISCO\n\ntoday, in response to the ideal that each child must be given\n\nhis full chance, has been making scientifically determined inventories of\nthe latent and achieved abilities of each child. ‘These inventories have\nrevealed facts and conditions appalling and have stirred society somewhat\nto its responsibility and duty to many classes of handicapped children and\n\n"}
{"page": 482, "printed_page": null, "text": "478\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nto a consciousness of the dependence of society itself upon the welfare of\nthese less fortunate members.\nWhatever sins of commission may be charged against education today,\nthey are dwarfed almost into nothing when compared with the cruelty\nand waste of human life due to the omissions in the programs of education\nof the “good old days.”\nIs it not appalling to know that there are three million children in the\nUnited States with impaired hearing; that a large proportion of the two\nmillion four hundred thousand of these children which, taken in time are\nIs it not appalling that most\ncurable, have not so been taken and cured?\nof the six hundred thousand incurable cases of progressive deafness demanding a special educational program have not been provided with this\nprogram?\nThese hard-of-hearing children by the thousands and hundreds of thousands have not had the attention they need and merit due to our not knowing they were hard of hearing. We thought they were stupid or inattentive. We have been looking for mental subnormality, for bad teeth and\ndefective eyes, for bad habits of eating, and have until recently neglected\nto test the hearing of children.\nWhen we looked into the ears of the child\nit was always a matter of hygiene.\nNow that attention has been called to the fact that children with even\nslight hearing defects are three and one-half times as apt to be retarded\nas children with unimpaired hearing, surveys are being made all over the\nUnited States to find the children with defective hearing so that they may\nbe given whatever they require in the way of medical and surgical aid or\nspecial education.\nFor the past year in San Francisco we have been testing the hearing of\nall the children in grades four to nine, inclusive.\nA phonograph audiometer is used in making the test. The report of the hearing survey completed to the end of this school term, June, 1927, showed that thirty schools\nhad been tested, including 9,633 children.\nEight and seven-tenths percent of these children have a loss of nine or more sensation units in one or\nboth ears.\nOne and six-tenths percent of the whole number of children\ntested are so defective in hearing as to require special training in lip-reading.\nThese hard-of-hearing children can hear through their eyes by learning to\nread the lips. “Teaching such children lip-reading has become an important\nservice in our schools.\nIn the San Francisco public schools we have three grades of service for\nhard-of-hearing children.\nFor the deaf there is a special school with its\nspecially constructed building, specially qualified principal and teaching\nFor very hard-of-hearing children there is a special class in lipcorps.\nreading operated in connection with one of the elementary schools. In practically all schools children needing lip-reading are afforded this instruction\nin their own schools either through the service of a visiting teacher or\nthrough a specially qualified teacher called an opportunity teacher who\nis a member of the teaching corps of that school.\n\n"}
{"page": 483, "printed_page": null, "text": "THE\n\nTHE\n\nDEparTMENT\n\nPRESSING\n\nOF Lip-READING\n\nPROBLEMS\n\nOF THE\n\n479\n\nDEAFENED\n\nALICE G. BRYANT, OTOLOGIST AND LARYNGOLOGIST, BOSTON, MASS.\nMany people are apathetic to the deafened and their problems, and many\nhave not thought deeply on this subject. There are, however, individuals\nand groups of trained thinkers and doers alive to the values of advancing’\nthe medical care, acoustic tests, education and opportunities of the deafened.\nThey aim to prevent ill-health, and, wherever possible, to war against\nprobable causes of deafness, to improve the hearing and to continue to\ndevelop lip-reading methods and speech contacts, and to invent and approve\nqualified instrumental hearing devices and to increase human resources and\noutput of the deafened.\nIt is better to prevent deafness than to remedy it.\nIt is well to remember that machines can be repaired, but human beings\nmust bear the scars of illnesses and inherited disease. While science and\nprogress go hand in hand, also conscience and service have wrought great\nchanges in the world of the deafened.\n“The education, medical study and\ntreatment of the deafened offer a rich field for individual and group effort.\nWe are going to the root of the matter in our united studies and fruitful\nresults.\nProgress along these lines has been slow in the past, and we have\nbecome restive, but with a closer mental picture of this vast subject a new\nworld is opening up before us and the progress will be sure.\nOur interest in the deafened individual extends to a community and\nnational interest.\nIt is not enough for the non-deafened to maintain a\npassive reception of the deafened.\n“The former should enlarge and extend\ntheir knowledge, for the interests of the non-deafened and the deafened\nare mutual.\nThe new education of the deafened will free empirical and\ntraditional minds from the nuisance of inherited facts. Old legacies of\nthe old systems of the wasteful, misapplied and class-repeating methods\nprevailing in the so-called education of the deafened are being reorganized,\ntransformed, and expedited by the successful leaders of education, medicine,\nand engineering.\nOur correct appreciation of the economic side in the\neducation, medical care and acoustic studies of the deafened is producing\ngreater ability and power to obtain results—results that are not only increasingly efficient but rather efficiently productive.\nBroadly speaking, we\nhave two groups to consider in our approach to the problems of the deafened: one, competent to understand and to interpret, that is, the student,\nthe teacher, and affiliated groups; and the other, to interest and to educate,\nthat is, the general public. This group should widen its knowledge and\noutlook in the schools, in which its members are in part property owners,\nby a closer contact with the authoritative and scholarly and scientific work\nof the deafened and their teachers and medical advisors.\nThe use of lip-reading for every deafened person is an avenue of thought\nThe transfer of words and thoughts make a common\ncommunication.\nLip-reading\nground on which the deafened and non-deafened must meet.\n‘To thoughtful people it has acted\nappeals to the eye and the imagination.\n‘The informed deafened in their daily\nas an interpreter for the deafened.\n\n"}
{"page": 484, "printed_page": null, "text": "480\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nS\nee\ne\noe\n\nee\n\nLip-reading\nroutine of duties are responding to an atmosphere of freedom.\nis\ndeafness”\n“fatigue\nand\nng,\nhard-of-heari\nthe\nin\nrelieves nerve strain\nLip-reading is obtained at the cost of much time and effort and\nlessened.\nthought by both teacher and pupil. Lip-reading has diminished faintLip-reading teachers have\nheartedness and brooding incident to deafness.\nteacher of lip-reading\ntrue\n‘The\nwork.\nlaborious\ndiscovered the facts by\nmust have infinite patience, a keen imagination, a broad knowledge and\nsympathy, and unbounded faith in her work.\nThe hard-of-hearing should not be segregated or isolated. “They should\nhave a first-hand knowledge of school conditions of work and acquaintance\nThe seemingly dull child in his\nwith their school comrades and teachers.\nnew environment has become the alert child. Time after time he has outpaced his hearing schoolmate.\nThe desirability of the human touch, the adaptability, love and sympathy and understanding for his chosen field of work must be uppermost\nin the mind and heart of the ear doctor of the future who would serve\nthe deafened.\n.\nWe should watch the ears carefully from infancy onward through the\nyears.\nDeafness may be due to foreign bodies, wax, obstructions, catarrhal\nconditions, so-called “colds,” abscesses, running ears, nerve deafness, measles\nand scarlet-fever, diseased conditions of the tonsils, adenoids, teeth and\nsinuses and diffuse lymphoid tissue, improper nose cleaning, and improper\ncare of the teeth. All these causes should demand immediate attention.\nLet us stress one of the questions of the hour, namely, wrong air-conditioning in public and private abodes which affects our comfort and health.\n\nCorrect air-conditioning is not a free gift. Its material cost may sometimes\nbe heavy, but the outlay incurred will be amply repaid when brought home\nto the public understanding.\nIgnorance, neglect, carelessless, and inertia\nare our loopholes and pitfalls.\nA fundamental step in finding the deafened is by means of mechanical\near tests. We are all familiar with the well-known testing methods of\nwatch, voice, forks and acoumeter.\n“They possess difficulties as distractions\nof attention and lack of concentration on the part of the observed individual—the child—and variations in the spoken voice of the examiner\nor examiners from time to time. The voice of the speaker should possess\none function only, namely, that of producing upon the ear drum of the\nlistener exactly the same variations of pressure and frequency of air im-\n\npulses. This is far from possible with the human voice and not fully\nattained by mechanical means.\n‘The beginning of a new era in the problems of the deafened has been made possible by an acoustic engineer, Dr.\n\nHorace Fletcher, a research chief in the American Bell Telephone Laboratories. He has recently come to our aid with his epoch-making work.\nIt\nis an event of more than ordinary importance.\n\nHe has devised forms of\n\ninstruments based on scientific principles whereby “the sound is regulated\nas to intensity, volume and pitch” and the system of hearing-test records\nis facilitated and improved.\nWith Dr. Fletcher’s ear phone phonograph\n\n"}
{"page": 485, "printed_page": null, "text": "THe\n\nDeparTMENT\n\nOF Lip-READING\n\n481\n\naudiometer, a group of forty persons can be tested at once, or three or\nmore groups of forty can be tested in an hour.\nDr. Fletcher, in association\nwith Dr. Edmund Prince Fowler, has tested the hearing of thousands of\npupils.\nDr. Bock’s “danger zone’’ for each deafened pupil helps the otologist and classifies the pupil for the lip-reading teacher.\n“This will be of\ndecided advantage to the deafened child. We know “children are backward for other reasons than deafness.”\nWe also know “the deafened child\nhas become the alert child, and the percentage of the backward and dull\nchildren has perceptibly fallen.”\nHow many times does a deafened child\nrepeat? ‘This class-repeating process demands drastic action.\nIt is an\nextra and unnecessary capital outlay.\nSo blatant is the unfairness of this\nsystem!\nThe pupil is penalized.\nIt is a waste of effort, usefulness, time,\nstrength and thought.\nWe cannot afford to underrate the scholastic value\nof the hard-of-hearing pupil.\nThe problems of the deafened hold an enormously important place in\nthe schools of the country.\nIn 1926, the National Education Association,\nthrough its Board of Directors, voted to have a Department of Lip-Reading\nin its organization.\nOur Department of Lip-Reading in action at this\ntime in 1927 at Seattle is not regarded as a branch of another department,\nbut a department specially created for the above purpose.\n\nTHE\nCORALIE\n\nWHY\n\nOF ADULT LIP-READING\nPUBLIC SCHOOLS\n\nN. KENFIELD,\n\nTEACHER\nSAN\n\nOF LIP-READING\n\nFRANCISCO,\n\nCLASSES\nTO THE\n\nADULT\n\nIN OUR\nDEAFENED,\n\nCALIF.\n\nPublic school lip-reading classes for the adult deafened are an evolution\nin educational methods as applied to the adult who is handicapped by\ndeafness.\nSuch classes were bound to be, for no other reason than that of the great\nneed of them.\n‘They offer, without price, and so for an unlimited period\nof time, special instruction that is absolutely essential if the individual who\nis deafened would continue or re-establish his contact with life.\nThese classes are for the deafened.\n“The deafened are those overtaken\nby deafness after speech was acquired.\nFor a number of years, large cities have had public oral schools for deaf\nchildren where lip-reading is taught, but special lip-reading classes for partially deaf children, and for the adult deatened, have not generally been\nIt is only a question of time when this instruction will become\nestablished.\nan integral part of the curriculum of city public schools.\nA greater problem presents itself regarding such classes in small towns\nBecause we have seen these special classes successfully\nand rural districts.\nestablished in San Francisco we are occasionally appealed to by parents of\nchildren with some hearing loss, as well as by adults. “These have heard\nof lip-reading instruction for the deafened, but they are living too far from\n*\n\n"}
{"page": 486, "printed_page": null, "text": "482\n\nNatIioNAL\n\nEpucATION\n\nASSOCIATION\n\nTS\nme\n\ncities where such instruction is given. It is not practicable to send a child\naway from home when his hearing loss is so small that speech is unimpaired.\nThe question is that of keeping him in his home, and in his home district\nschool, and at the same time enabling him to have the necessary instruction\nin lip-reading that is essential if he would make his grade.\nDeafened adults, fathers and mothers, cannot usually leave home for the\nlength of time required to become proficient in the art of lip-reading.\nIt would seem to us, if the partially deaf child, and the deafened adult,\ncannot go away from home to receive instruction in lip-reading that the\ninstruction should be carried to them.\nEighty-two percent of the people of California live in cities and towns.\nThe balance is found on farms. An important part of California’s problem\nwith the deafened is that of serving the interests of those who live in small\ncommunities.\nIn some districts of California, this problem has been successfully solved,\nso far as the adult deafened are concerned. *Glendale and Santa Monica,\nInglewood and Monrovia, are each about one hour’s ride from Los Angeles.\nGlendale and Santa Monica are served by the same teacher on alternate\ndays. Inglewood and Monrovia are served in the same manner by a visiting teacher.\nThe deafened. of rural districts must be served.\nMy plea for this is\njust as strong as any plea that could be made for the blind.\nHow do I justify my plea? Of what practical value is such instruction\nas applied to the adult deafened?\nThe problem of the hard-of-hearing child in our public schools differs\nmaterially from that of the deafened adult. We have the hard-of-hearing\nchild just where we wish him to be—in school. He is attending school\nbecause the law makes it compulsory for him to do so.\nWe have but to ascertain the fact of his deafness, and the degree of his\nhearing loss, in order to grade him and to educate him as a hard-of-hearing\nchild should be educated.\nWe have to do with training, standing, and attainment as eventually\naffecting his adult life. Because of his undeveloped mental faculties, because his contact with life is largely through his senses, we are not bafHled\nto any great extent by the child’s mental peculiarities.\n“The mind is at its\nmost receptive stage and, as a usual thing, it is open to impressions and is\neasily molded.\nIn sharp contrast to this is our educational problem, or rather our reeducational problem of the adult deafened.\n“These must be taught to read\nthe lips that they may continue, or reestablish a normal contact with life,\nboth socially and economically.\nEmployers who question deafened applicants seeking work, as to lip-reading ability, recognize certain powers of eye and mind that are characteristic\nof a lip-reader and that make for efficiency on the part of a deafened\nworker.\nA lip-reader has a quick, accurate eye, and an alert, receptive\nmind, with powers of concentration highly developed.\n\n"}
{"page": 487, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF Lip-READING\n\n483\n\nAfternoon public school classes for housewives and evening classes for\nall who are employed during the day have solved many individual problems.\nListlessness, inattention and depression give way to eagerness, concentration, and understanding.\nAmbition is stirred and poise is gained.\nIn no other class of human ills is mental health more to be considered\nthan in that of deafness when it is adventitious in the adolescent or adult.\nHearing is our social sense, and it is the sense most closely allied to our\nemotions.\nIt may be presupposed that all sounds of life affect the emotional stability\nof the individual.\nWe sing and dance and are exhilarated by the strains\nof lively music.\nWe weep when touching words are spoken. We are depressed when we are for any length of time removed from the sound of the\nhuman voice.\nNo picture, nor sunset, nor anything seen so moves us.\nThe shutting off of this channel of emotional outlet, or relief, results\nin what would we term a “conflict complex.” The term “inferiority: complex” as applied to the psychological idiosyncrasies of the adult. deafened is\nmerely one phase of the emotional conflict.\nOne can label and classify these idiosyncrasies, and in some cases, psychoses of the deafened, but when all is said and done, it narrows down to\nthe manner in which the deafened individual reestablishes his contact with\nlife, and to his method of living with himself.\nIt becomes a problem in\nmental hygiene and as such must be solved through reeducation.\nJacob Reighard, University of Michigan, says:\nIn a class of speech reading, I have seen the habit of diffuse attention give\nway in a few months to that of concentrated attention. With the new habit comes\nan improvement in memory.\nWith the attendant training of the power of analysis\nand synthesis there comes an improvement and quickening of other mental processes of which I am definitely aware, but which I cannot describe. ‘There is no\nquestion but that the mental processes of the adult deafened are definitely and\npermanently improved by adequate training in speech reading.\n\nTo this the teacher of speech reading, or lip-reading as the art is popularly termed, will probably add: that anyone deafened or with normal hearing can be benefited mentally by systematic training of the apperceiving\nfaculties.\nThat this training may in time become such a part of the mental\nprocesses of the individual as to be wholly subconscious processes that make\nfor mental stability and poise.\nWe have said that we find the hard-of-hearing child in school. Where\ndo we find the adult deafened?\nWe may find them in the high schools,\nor out of school, unable to carry on to a higher education, and unwilling\nto make the effort to do so.\nWe may find them at home, depressed and listless. We may find them\nat work, with the sword of Damocles hanging over their heads for fear\nof loss of employment because of increasing deafness.\nWe may find them\nworking as unskilled laborers, or out of work and unable to obtain it.\nTeachers of the deafened boy or girl of high school age are often confronted with an embittered or rebellious or “don’t care” frame of mind.\n\n"}
{"page": 488, "printed_page": null, "text": "484\n\nee\n\neee\n\nNatIONAL\nee\n\nee\n\nEpucaTion\nee\n\nASSOCIATION\nee\n\nee\n\neS\n\nee\n\nee\n\n‘These young people have awakened to the realization of the degree of their\n‘They are face to face with a stern reality of life. It is all\nhandicap.\nvery well for parent or teacher to say “‘brace up and learn to read the lips.”\nYouth is entitled\nIt is an insult to youth to ask youth to philosophize.\nIt is\nlimitations.\nphysical\nfrom\nfreedom\na\nimplies\nto its youth, for youth\nthe time when physical prowess is at the flood tide.\nHere is a mind and a soul\nThe teacher of lip-reading must compromise.\nShe is determined that there shall be no retreat to the\nin the awakening.\nvalley of despond.\nShe must teach her pupil to read the lips, yes, but if\nshe herself is deafened, her greatest appeal will be by reason of the example\nof her attitude toward her own deafness.\nAs for the adult, long deafened, he has gone over into the enemy’s\ncountry.\nIt may take years to find him.\nOnce found, he may refuse the\nhelp we offer through the free public school classes.- Here we may have to\ncombat depression and apathy.\nLip-reading must be taught, because\nthrough lip-reading we not only give the ability to understand speech, but\nwe foster and encourage the restoration of mental processes that have long\nsince become fixed in a manner prejudicial to the individual.\nIn our plea for the adult deafened, we ask the establishment of lipreading classes in our public schools.\nWe ask that lip-reading courses be\noffered and the work inaugurated, if but two or three are gathered together. The deafened adult who becomes a lip-reader is one restored to\nthe right side of life’s social and economic ledger. He is no longer a\nliability.\n\nHe has become an asset.\n\nREPORT, OF THE ESTABLISHMENT\nOFTHE. DEPART.\nMENT OF LIP-READING OF THE NATIONAL\nEDUCATION ASSOCIATION\nThis’ being the first meeting of the Department of Lip-Reading of the\nNational Education Association, we present the following brief report of\nthe organization of the department.\nA group of teachers actively engaged in giving instruction in lip-reading\nto hard-of-hearing adults and children in some of the public schools sought\nand obtained permission of the National Education Association officials to\nhold a conference in connection with the National Education Association\nConvention.\nThe first conference, which was held in Washington; D. C., July, 1924,\nwas not attended by a large number, but the vital interest of those whe\nwere there prompted them to proceed with plans for the establishment of\na department of lip-reading in the National Education Association. Under\nthe rules of the National Education Association, it was mecessary that constructive meetings be held three years in succession and that a petition for\nthe establishment of a Department of Lip-Reading, accompanied by the\nsignature of 250 members of the National Education Association, be presented to the Directors of the Association.\n‘i\n\n"}
{"page": 489, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF Lip-READING\n\n485\n\nThe second conference was held at the National Education Association\nConvention in Indianapolis, Indiana, in 1925. The following were appointed on the committee to secure the signature of 250 members of the\nNational Education Association:\n1. Charles S. Clark, Superintendent of Schools, Somerville, Mass.,\n2. Caroline F. Kimball, Teacher of Lip-Reading, Lynn, Mass.\n\n3. Martha\nMass.\n4. Coralie\n\nE. Bruhn,\n\nPrincipal\n\nN. Kenfield,\nFrancisco, Cal.\n\nMueller-Walle\n\nCo-principal,\n\nCalifornia\n\nSchool\n\nChairman.\n\nof Lip-Reading,\n\nSchool\n\nof Lip\n\nBoston,\n\nReading,\n\nSan\n\nThis committee secured over three hundred signatures from twenty-five\ndifferent states, and the petition for the establishment of a Department of\n\nLip-Reading in the National Education Association was presented to the\nproper committee at the convention of the National Education Association\nin Philadelphia in 1926, after the third constructive lip-reading conference\nhad been held.\nThe petition was reported favorably and the Department of Lip-Reading\nwas established by the Directors of the National Education Association at\nthe Philadelphia meeting.\n‘The president, Dr. Francis G. Blair; appointed\nthe following as officers in the new department:\nPresident—Caroline F. Kimball, Lynn, Mass.\n- Vice-president—Agnes Stowell, Berkeley, Cal.\nSecretary-Treasurer—Alice\n\nI. Putnam,\n\nHouston,\n\nTex.\n\nThe first meeting of the Department of Lip-Reading was to be held in\nSeattle, Washington, July, 1927.\n.\n\nSECRETARY’S\n\nMINUTES\n\nSeattle Meeting\nThe first business meeting of the Department of Lip-Reading of the National\nEducation Association was held in the Junior Hall of the Plymouth Church in\nSeattle, Washington, July 6, 1927, at 3:15 P. M.\nAfter the meeting had been called to order by the president, a short report of\nthe establishment of the Department of Lip-Reading in the National Education\nAssociation was read by the secretary.\nThe president appointed a nominating committee to nominate officers for the\n\nDepartment for the ensuing year.\nA constitution was presented, and adopted by unanimous vote.\nThe treasurer’s report was read and accepted.\nThe nomination committee presented the list of nominees as officers for the\nensuing year.\nA motion that the secretary-treasurer cast one vote in the election of officers was\nfavored unanimously.\n\nOfficers were elected for the year of 1927-1928.\nThe following resolutions were adopted by the Department,\n\nunanimously:\n\n1. Resolved; that a vote of thanks be extended to Mr. Clark, chairman of the\ncommittee appointed to form a Department of Lip-Reading in the National Education Association, for his untiring efforts-in behalf of our Department, and that the\n\n"}
{"page": 490, "printed_page": null, "text": "486\n\nNaTIonaL\n\nEpucaTIon\n\nASSOCIATION\n\nof this vote\n\nand\n\nsecretary shall\nthe records.\n\nnotify Mr.\n\nClark\n\n2. Resolved,\n\nthat a vote\n\nof thanks\n\nbe extended\n\nthat\n\nit shall\n\nto our\n\nlocal\n\nbe spread\ncommittee\n\nsplendid work they have done to make our meeting a success.\nThe motion for adjournment was\n\nmade\n\nand carried\n\nby unanimous\n\nvote.\n\nupon\n\nfor the\n\n"}
{"page": 491, "printed_page": null, "text": "The Department\n\nof Music\n\nEducation\n\n"}
{"page": 492, "printed_page": null, "text": "4\n\n{HE DEPARTMENT\n\nOF MUSIC\n\nEDUCATION\n\nWas\n\ncreated\n\nby the Board of Directors at the Madison, Wis.,\nmeeting in 1884.\nSee Proceedings, 1884:23.\nThis department cooperates with the Music Supervisors’ National Conference.\nThe officers of this Department for the year 1927-28\nare: President, Thaddeus Gidding, Director of\nMusic, Minneapolis, Minn.; Vicepresident, Estelle\nCarpenter, Director of Music, San Francisco, Calif. ;\nSecretary,\nEster Sather, Director of Music, Everett,\nWash.\nFacts relating to the establishment of this\nDepartment and the record of meetings are found\nin earlier Proceedings as follows:\n1885 :369-405\n1886 :563-599\n1887 607-653\n1888 :625-665\n1889 665-703\n1890 :811-827\n1891 :807-827\n1892:507-533\n1893 :507-543\n\n1894 :925-957\n1895 :765-807\n—1896:718-754\n1897:772-792\n1898:832-856\n1899:970-998\n1900:531-542\n1901:704-721\n1902 614-644\n\n1903 :683-719\n1904 :675-709\n—1905:627-706\n1906:703-706\n1907:849-877\n1908:835-862\n1909:673-701\n—1910:789-833\n\n[4838]\n\n1911: 787-827\n1912 :1001-1031\n1913: 601-619\n1914: 625-649\n1915: 847-883\n1916: 575-613\n1917: 473-491\n1918: 315-323\n\n1919: 291-303\n1920: 309-311\n1921: 507-515\n1922:1047-1063\n1923: 733-737\n1924: 597-613\n1925: 504-522\n1926: 527-536\n\n"}
{"page": 493, "printed_page": null, "text": "THE\n\nCHAMBER\n\nFRANK\n\nE. WILLARD,\n\nOF COMMERCE\nASSISTANT\n\nAND\n\nEDUCATION\n\nSUPERINTENDENT\n\nSEATTLE,\n\nOF\n\nSCHOOLS\n\nWASH.\n\nEPRESENTING the schools, an educational agency established by the\nstate, I am giad to have this opportunity to speak in appreciation of\nthe educational influence of another agency which is of voluntary\norigin.\n“The Chamber of Commerce and the schools have common interests\nthat invite sympathetic understanding.\nThe present organization of social\nlife is making industry and education more and more interdependent.\nAs\na result of this, education has become less academic and more sensitive to\nsocial welfare than formerly.\nIts direction is determined more and more\nby the activities and needs of community life.\n‘There used to be a feeling that education belonged exclusively to the\nschools, that other agencies could better concern themselves with other\nmatters.\n“here was, too, sometimes a feeling that education tended toward\nexclusiveness, that it had not forgotten its aristocratic ancestry.\nIt is true\nthat until quite recently the schools served only a very limited part of the\npeople beyond the primary grades.\nConditions have changed.\n‘The remarkable increase of attendance in the upper grades continuing on through\nthe high schools and into the universities is an outstanding event of current\nhistory.\nIt is indicative of a new attitude toward education and implies\na readjustment of social values.\nThe Chamber of Commerce is commonly thought of as a commercial\nrather than an educational organization, but an analysis of its activities will\nshow nearly all of them to be essentially educational in their intent.\nPractically all of them could be classified under one or another of the objectives\nnamed.\nAllowance, of course, must be made for the special purpose which\nthe Chamber serves.\nLike the schools, its aim is to help the individual to\nhelp himself.\nIt strives to promote the general welfare, recognizing that\nthe measure of general welfare is the sum of individual well-being.\nIt\nrecognizes, too, that general intelligence is a social asset, of great value to\nthe community and has been sympathetic in its attitude toward the broader\neducational endeavor.\nThe Chamber of Commerce has made a considerable impression upon\nthe young people of this city through the literature it has provided and\nthrough its member’s council.\nPupils from the schools have visited the\ncouncil meetings in order to observe and report.\nMany have come to provide music and have remained to listen. Through their own assemblies\nand group meetings they are somewhat prepared to appreciate the meaning\nof such a gathering.\n“They look out upon that assemblage with profound\nrespect.\n“They have in their school work, through reading, by projects,\nand with dramatization, followed the raw resources of the Northwest from\nsource to finished product on its way to consumption.\n“The members council represents to them the pent-up energy, the industry, the ability, and the\ninitiative that drive this industrial life forward.\n“They see there, also,\nR\n\n[489]\n\n"}
{"page": 494, "printed_page": null, "text": "NaTIONAL EpucaTION ASSOCIATION\n490\neee\nee\nSe\nee\n\nI want you to know\naltruistic endeavor that makes such life worth while.\nthat youth looks upon accomplishment through idealistic eyes and likes to\ntake for granted gallant and unselfish motives on the part of those in whose\nfootsteps it would follow.\nThe Chamber chorus, through its generous activity, is making a positive\neducational contribution to the building of a more attractive city. I can\nI\n_ speak heartily in great appreciation of the splendid spirit of the chorus.\nthink we do not fully realize “the good that is wrought in the lives of men\nthrough the songs they sing around the luncheon table and in their evening\nIn an age where men need most of all to learn tolerance and\ngatherings.”\nIt is a stabilizing and healing\ncooperation, music is the great harmonizer.\ninfluence, not only for those who sustain the blows and thrusts of competition, but for all who must learn to go together about life’s more commonplace duties.\nIt represents especially an important leisure time resource\nwithout which education is incomplete.\nEducation for the right use of leisure time deserves more than passing\nnotice. ‘There are many who believe that America is not so much threatened by starvation or want as by a vast amount of leisure that may destroy\nus because we have not the character or culture to turn it into value. “The\nuse of improved machinery is steadily reducing the length of the day during\nwhich men must engage in productive labor. Conservative industrial leaders\nare quoted as saying that in the not distant future our industrial processes\nwill be so highly developed that a four-hour work day will be sufficient to\nsatisfy the material needs of society. Even if that statement may seem\nextreme, we do know that the margin of leisure time is constantly increasing. Whether this will be a benefit or a curse to society depends upon how\nit is used.\nIn literature, in music, in art, in the world of nature there\nare unlimited strength-giving resources where each person may find what\nis suited to his own needs. By means of these, life may be enriched and\nenlarged ; it may gain poise and power.\nThe Chamber of Commerce believes that a really great city can be built\nonly in part by accretions from without. The main growth must come\nfrom within.\nIf this is true industrially, it is no less true intellectually\nand spiritually. “Those who will control the destiny of this city a few\nyears from now are today enroled in its schools. “Their character is being\nbuilt up by the slow processes of a growth that is responsive to all the influences that surround them.\nNature has been versatile and generous in\nits encouragement to the industry of this city. It has, too, surrounded us\nwith constant mountains that through all seasons and in all weather point\nalways upward.\n‘The most potent influences that mould character are\nhuman.\nShall the character of the oncoming generation of young citizens\nmatch these mountains in stability, in integrity, and in direction? The\nChamber of Commerce, to the extent to which it finds opportunity to give\napproval to the finer, more wholesome influences of life, and to create conditions under which the idealism of youth may find its fulfilment without\ntoo much of disillusion, is affecting the answer that time will give to this\nquestion.\n:\n\n"}
{"page": 495, "printed_page": null, "text": "THE\n\nDEparTMENT\n\noF Music\n\nEpucaTIoN\n\n491\n\nAnd so, in conclusion, the thought I would propose this afternoon is this:\nMay the vision that we cherish in common of a greater and finer city\ninclude also and always the vision of a greater and finer citizen.\nRESPONSE\nRALPH\n\nMAGEE,\n\nPASTOR,\n\nFIRST METHODIST\nSEATTLE, WASH.\n\nEPISCOPAL\n\nCHURCH\n\nI am happy to be here to respond to an address so intimately tying\ntogether the business and educational forces of this or any other community.\nOne of the great signs of the idealism of our America is the increasing\ninterest of so-called practical men in the cultural elements of education.\nOur local Chamber of Commerce has, for a number of years, maintained\na Friday noon luncheon called the members council.\nThis luncheon is\nseldom attended by less than 450 men, with a scattered few women, and\nhas had as high as 800 in attendance.\nThe program consists of brief addresses either by visiting distinguished guests, or those representing important community activities.\nIt is customary at these luncheons to have\npresent some high grade musical attraction.\nEach year the eight high\nschool orchestras of Seattle are presented in successive weeks.\n“The interest shown by the business men and women is a high testimonial of the\nappreciation of the Chamber of Commerce in this cultural development.\nSome who have seen the comparative figures on salaries paid school\nteachers might be inclined to think the business interests of this city were\nout of joint with education.\nI have no defense to make of low salaries\nand do not hesitate to say publicly that Seattle and all other cities should\nhasten the day when this important profession shall be at least reasonably\npaid, which it is not now, for the most part.\nBut, while I hold no brief for low salaries, I do believe it is but justice\nto our business men to remind you we are a very young city with an exceptionally large school attendance, especially in the upper grades and high\nschool. We are providing practically everything that is available elsewhere.\nMost other cities have some things aready cared for and these\nincreased advantages are not so great a burden.\nIn this city the present\ngeneration, with perhaps a little of the preceding one, has had to produce\nit all. This has been exceedingly heavy.\nWhile bonds provide for future\ngenerations to carry a portion of it, the heavy burden comes right now.\nSince I became a resident of Seattle a little over six years ago, the Roosevelt, Garfield, and Grover Cleveland high schools have been built. Very\nlarge additions have been placed upon several other high schools, and even\nnow many of them are compelled to use portables to help out.\nSimilar\nincreases in grade and intermediate schools indicate the pace we are going.\nThis is not said in boastfulness, for which this far west is so famed.\nIt is to indicate to yeu the real interest of this city in the education of its\nyouth. ‘The Chamber of Commerce has ever been outstanding in the support of all of these forward programs.\n\n"}
{"page": 496, "printed_page": null, "text": "NATIONAL EpuUCATION ASSOCIATION\n492\na\na\nAe\no\n\nHow unfinished\nAnd now a moment’s attention to your Department.\nIt is one\nwould be our modern schools without their musical training.\nof the joys of all parents that their children are given at least a sufficient\namount of musical instruction so that they know some of the rudiments\nand have a little appetite created for further progress.\nTwo years ago a prominent eastern statesman sat beside me at a Chamber\nof Commerce luncheon.\nAfter the high school orchestra of some forty\npieces had played several numbers, he leaned over to me and said, “What do\nyou have to pay such an orchestra to come and play here for thirty minutes ?”’\nI replied, “This is just one of our eight high school orchestras and of\nHe\ncourse comes that we may see the real achievement of our youth.’\nsaid, “Why, I supposed by the grade of music and the perfection of rendition that this was a commercial orchestra.”\nWe are genuinely proud of\nsuch an achievement as that. Such has been the interest of business men\nin this artistic development that even they have caught the spirit and, as\nyou have opportunity to note here today, we are one of America’s few\ncities that can boast of a group of business men who are associated together\nmusically for the purpose of singing goodwill and high ideals into our own\nand other commercial groups of the Northwest.\nI, of course, refer to our\nfriends of the Chamber of Commerce Chorus.\nI am sure I am within the bounds of truth when I say you can rest\nassured the Chamber of Commerce and business and professional men in\ngeneral will stand aggressively behind any movement for the betterment\nof educational conditions as long as they believe it is within the bounds of\neconomic safety and reason.\nFrom my connection with the Chamber of Commerce and my knowledge of the business interest of this city, I assure you that the coming of\nyour great convention has been anticipated not only for its economic and\nadvertising value, but even more so because of the great ideals for which\nyou stand, and because we are whole-heartedly in accord with these lofty\npurposes.\nWe know we shall be greatly benefited and trust you may feel\nrepaid for your visit here.\n\nRECOGNITION\nGEORGE\n\nL, LINDSAY,\n\nOF MUSIC EDUCATION IN\nSCHOOLS—A NECESSITY\nDIRECTOR\n\nOF\n\nMUSIC\n\nPHILADELPHIA,\n\nEDUCATION,\n\nTHE\n\nPUBLIC\n\nPUBLIC\n\nSCHOOLS,\n\nPA.\n\nWe hear on all sides the opinions of business, political, and social leaders\nwho readily assert that good music is the greatest force in socializing and\nuplifting the lives of every race and creed. By choosing music and cultural\npursuits as motivating factors, our adult population is earnestly trying to\ncreate high standards of right living. It is the duty of the school administrators to know the need of the times, to use proper instrumentalities, and\nto face issues of national and world-wide importance by preparing the boys\n\n"}
{"page": 497, "printed_page": null, "text": "THE\n\nDepaRTMENT\n\nOF Music\n\nEpucaTION\n\n493\n\nand girls in their care to envisage life and the part they must play as future\ncitizens in carrying the torch handed down to them by those who gave their\nall that democracy might live. There is greater need today for the\nameliorating influence of good music in the schools, homes, business, and\nsocial world than ever before.\nModern educationi\nis not complete without a mass ane individual development of an articulate common language with which to express and satisfy\nthe pent-up emotions of the people in their inherent love of nature and man.\nThe surging emotions of an active people must be released into natural\nchannels of expression.\nWe must not fail to counteract the flood-tide of\nmodern jazz and all that the term implies. We must turn again to the\nfountain-head of culture, as did the Greeks of old, and look to music and\nthe fine arts to fill the lives of children and adults with wholesome “hobbies”\nand recreation which will make for deeper, fuller living.\nThe fact is well established that the study of music in the public schools\nis of an importance at least equal to that of any other subject on the program.\nMany great teachers, from Plato down to Dr. Eliot, have declared that the use of good music is the greatest moving force in the life\nof a people; that the study of vocal and instrumental music develops mental\nalertness and calls for a complex response of coordinated powers which no\nother subject affords. When we look about us and observe the rapt attention that is given to the performances of our great symphony orchestras,\nchoral societies, and grand opera companies; when we realize the part that\nmusic plays in forming the life philosophy of the people, through the influence of their own participation, or by listening to music recreated by the\nradio and reproducing instruments, we should pause and evaluate the\nphenomena of rhythm, melody, harmony, and tone color in its relation to\nlife, if it be jazz with its burlesque of the good and beautiful, or real music\nwith its inspiring uplift. It is the duty of the music supervisor and teacher\nto prove that the study and right use of music in school life will make an\nimpermeable impression on the life of the school and community.\nThis\nduty includes not only the obligation on the music educator to prepare himself to be an expert in the subject, but also to exploit the results of the\nschool music activities developed under his direction in order to convince\nhis school superintendent and board of education of the value of music.\nWe must combine all active agencies to support our plea for more music\nin the schools.\nWe must maintain our contact with the National Education Association by maintaining a strong department of music in this Association.\nAt Philadelphia, in the 1926 meeting of the National Education Association, a plea was made for music by Dr. Winship of Boston in\na stirring address presented in a general session of the conference.\nAt\nDallas, in February, 1927, the superintendents had an illuminating experience in attending a concert given by the great National High School\nOrchestra of. 266 players, assembled from 38 states for the purpose. Music\nwas the theme of the Dallas meeting, and a resolution was adopted which\nwill go far toward making music the motivation of all school activities and\n\n"}
{"page": 498, "printed_page": null, "text": "494\neile\n\na\n\nNATIONAL EDUCATION ASSOCIATION\nRR\na SURAT ISNE SOR\n\nin setting new standards for greater consideration of the rightful place to\nwhich it belongs.\nThis is an age of placing first things first, and in order that we may\ngain new courage and conviction in forwarding the project to which we\nhave dedicated ourselves, let us remember the high place that music has\nPlutarch tells us of the high regard in\nheld in the lives of all the ages.\nwhich music education was held by the Greeks, being the most fruitful\nform of education; a process for the development of creative power—power\nof expression, of initiative, and of appreciation.\n\nSECRETARY'S\n\nMINUTES\n\nSeattle Meeting\nThe Department of Music Education held a luncheon conference and a sectional\nmeeting in the banquet room of the New Washington Hotel on Wednesday, July 6,\n\nat 12 o’clock. The luncheon was attended by 250 music supervisors and teachers\nwho filled the banquet room to its capacity.\nThe room was beautifully decorated\n\nwith the lovely flowers of the Northwest.\nMrs. Francis Dickey Newenham, Public\n\nSchool Music Department, University\nof Washington, presided at the luncheon conference and introduced Frank E.\nWillard, Assistant Superintendent of Schools, Seattle, Wash., who presented a\ntoast: “The Chamber of Commerce and Education.”\nA response to Dr. Willard’s\ntoast was made by Rey. J. Ralph Magee, member of Board of Trustees, Chamber\nof Commerce, Seattle, Wash.\n‘The Seattle Chamber of Commerce Male Chorus\npresented several lyric and comic selections throughout the luncheon.\nThey were\nenthusiastically received and encored.\n\nMrs.\n\nNewenham\n\ncalled\n\non Powell\n\nG. Fithian,\n\nDirector\n\nof Music\n\nof Camden,\n\nN. J., to speak on the subject of “Hobbies.”\nMr. Fithian stressed the fact that\nhe hardly knew what a hobby was.\nWith him a very fine line—a mere gesture\nof a line—is drawn between his vocation and his avocation.\nHe stated that his\nboys and girls are his work and his play, and it is difficult to tell just where one\nleaves off and the other begins. Mr. Fithian further said, “My vocation is putting\nthings across and my avocation is the pleasure I derive from seeing them land.\nAs with the sculptor and the block of granite—chipping off the rough edges and\nletting out the best there is in them, is both my vocation and avocation.\nFellow\nteachers, we are in a glorious work.\nDo we fully appreciate and enjoy our\nopportunity\n?”\nThe luncheon conference was concluded by a group of choruses presented by\nthe Grade Club Chorus of teachers of the Seattle schools.\nAfternoon Session—Letha L. McClure, Director of Music, Seattle public schools,\npresented the president of the Department, George L. Lindsay, Director of Music\nof the Board of Public Education, Philadelphia, Pa. Mr, Lindsay greeted the\nmembers and paid tribute to Miss McClure for her splendid work as chairman of\nthe program committee, and thanked her on behalf of the Department for arranging the splendid program of music presented to the general sessions of the whole\n\nconvention.\nMr. Lindsay turned the program over to Miss McClure who introduced an instrumental ensemble of selected pupils of the Seattle high schools.\nSeveral classical selections were exceedingly well presented by the ensemble.\nA\ngirls’ chorus sang several three-part choruses effectively.\nElgia Dawley, soprano and a member of the Seattle Civic Opera, presented\ntwo operatic numbers and was well received.\nDr. P. P. Claxton, Superintendent\nof Schools, Tulsa, Okla., gave a talk on “Public School Music, Why and How.”\n\n"}
{"page": 499, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\noF Music\n\nEpucatTIon\n\n495\n\nAnyone who ever thought music was one of those so-called “frills” would have\nhad a wonderful opportunity to hear from a “layman” in music, in no uncertain\nterms, statements very much to the contrary when Dr. Claxton gave his address\nDr. Claxton feels that “Music is the most used and most\nat the music luncheon.\nIt is a universal lanpractical thing of all. Civilization has marched to music.\nguage.\nIt is consolation, inspiraPeople are stirred by music to do great things.\ntion, joy.”\n\nHe further said he felt that “material\n\nthings are valuable\n\nonly as we\n\ncan subordinate them to the cultural,” also that too many people are swallowed up\nDr. Claxton said that music need not cost any more than any other\nin trade.\nsubject if organized properly, with reasonably large classes as in the platoon\nIn telling of the music in the schools of Tulsa, Okla., he said that out\nsystem.\nof the six hundred teachers in the corps there are forty-two trained music teachers.\nHe further stated that he found it takes only one-half of one percent more to\nteach music effectively.\n‘\nGeorge L. Lindsay, Director of Music Education, Philadelphia, Pa., next addressed the supervisors and teachers on the subject: “Recognition of Music Education in the Public Schools—A Necessity.”\nThe president, Mr. Lindsay, then took charge of the meeting and read a telegram from John C. Kendel, President of the Southwest Music Supervisors’ Conference, sending greetings and expressing regret at his inability to be present.\nThe election of officers to serve during the ensuing year was held and the following were elected: President, Thaddeus Gidding, Director of Music, Minneapolis,\nMinn.; Vicepresident, Estelle Carpenter, Director of Music, San Francisco, Calif.;\nSecretary, Esther Sather, Director of Music, Everett, Wash.\nMr. Lindsay made a plea for the forming of a Northwest\n\nMusic Supervisors’\nConference and called on Miss McClure to speak on the subject.\nMiss McClure brought up the question of organization of the music supervisors\nin the Northwest.\nA motion was made and seconded that a conference be called\nto discuss the matter.\nThe time for the conference was set for Friday, July 7, at\n10 o’clock, in the Oregon state headquarters in the Olympic Hotel.\nA motion was made by G. F. Gaskins, of Portland, Ore., of formal approval\nand appreciation of the work of Letha L. McClure and her assistants in preparing\nall of the splendid music of the convention.\nIt was seconded and carried.\nA motion for adjournment was seconded and carried.\n\n"}
{"page": 500, "printed_page": null, "text": "x\n\n; Tia\na\n\naf\n\nes\n\nemit triggers “piling Bolké\nMeck.\nie ANIOB UE) tt Ai Din a “oudrunt”\n\na\n\nhie vid > ie\n\n*. een\n\nting fori\n\n; nel Hees fay\n\n:\n\nHotknh 7h aes ou\n\niy\n\nTeams sar ef B jante\" pede oteBs tiTt\n2\n\n4 SPS Stairs ‘Warren wi\n\nint\n\nont) ingen wtitinss mer: “oi ak pbs dae\nteint she ae\nAmdt\nHdevley 7k isata Dmaretii ind) edhe\n\nbrovgall ety, aliion ant\nZit\n\ntis\nmeat yds\n\n.\n\ngatas ots\n\ndere:wn\n\nrae\n\n“ye!\n\nas\n\nil al ee 78 levy\nis ayy\nih\nAIO \\ ale\n\nHitecen a Bt\nca,‘phéo de * sf HP ro\n\nTee bes ya} Winyvie\n\nwe Spor\n,\n\n.\n\nPry |\nmast\na\n\n'\n\neh\n\n|\nMog\n\nauc\n\nstnalb- waypost salt ii. > f\n\n9 claw\n\ni n hawok »s\n\nf, +\n\n,\n\n:\ni iq ;\n\nsgorht\n\nLo\n\n,\n\n’\n\nPi?\n\nas Y a\n\n,\n\na 4 Hany sar aaron al step\nripe? “ATU\n\n“A\n\nng\n\n7.\n\n'\n\niy\n\n”\n\narn i\n\n2\n\nre witaal' 9\n\ni: re Rue\nue\n\n5\n\nipa grit ioisy. era\nBe\n“eloqu\n“adving be lit AR if git\n\nbs\n\nr mS1) 30) orniastt\n\ney-\n\n\\ pits\n\nS), ; hse\n\na\n\n)\n\nrr\n\nshe's het 4d\n\n:\n\n7.\n\nTperts 3st\n. baila\n\nae\n\na Ta\neiehtTGSlek aiaal\nat a Anoge\nwaitsviet Ft,\nws\n\n4m\n\nsah syn)\n\n=\n\nns ee\n\n3\n\npo\n\nAaB yi Gsionw\n#\n\nTiw>\n\nvary: pe\n4\n\n3\n\ni\n\nwalJ\n\nae niga: ney pe capes, Be ai\nAit >\n<a) Eva m Une. haber 1° miko\n\noe\n\n=\n\nfie\n\n.\n\n) i\n\nit: Se\n\nve SESS\n\nSes;\n\ni Mas\n\n:\n\n.\n\n)\n\néi*\n\n¥\n\nWer\n7\n\nA\n\nabe\n*\n\n'\n*\n\n\\\n\nad\n\nyt\n\n,\n\n‘\n\n’\n\nTh.\n\n4\n\ni.\n\n"}
{"page": 501, "printed_page": null, "text": "The\n\nDepartment\n\nof Rural\n\nEducation\n\n"}
{"page": 502, "printed_page": null, "text": "HE DEPARTMENT OF RURAL EDUCATION grew out of\nthe Department of Rural and Agricultural Hdueation which was authorized by the Board of Directors in 1907. See Proceedings, 1907: 44-45. At\nthe Chicago meeting in 1919, the Department was\nreorganized with three organized rural groups then\nexisting—The National Association of State Supervisors and Inspectors of Rural Schools, The County\nSuperintendent’s section of the National Education\nAssociation, and the National Association of Persons Engaged: in the Preparation of Rural Teachers—under the name of the Department of Rural\nEducation. See Proceedings, 1920: 279.\nThe Department meets twice each year, in February and in June.\nThe officers of the Department of Rural Education for the year 1927-28 are: President, N. Searle\nLight, State Director of Rural Education, Hartford, Conn.; Vicepresident, May Trumper, State\nSuperintendent of Public Instruction, Helena, Mont. ;\nSecretary, Mrs. Katherine M. Cook, Specialist in\nRural Education, U. S. Bureau of Education, Washington, D. C.; Hxecutive Comnuttee: Fred C. Fisher,\nBelleville, Mich. (Term expires 1928); A. F. Harman, County Superintendent of Schools, Montgomery, Ala. (Term expires 1929); Fannie W. Dunn,\nTeachers College, Columbia University, New York\nCity (Term expires 1930); Agnes Samuelson, State\nSuperintendent of Public Instruction, Des Moines,\nTowa (Term expires 1931) ; G. C. Muerman, Southeastern State Teachers College, Durant, Okla. (Term\nexpires 1932).\nFacts relating to the establishment of this Department and the record of meetings are found in\nearlier Proceedings as follows:\n1906: 716\n1908 :1187-1217\n1909: 953-993\n1910:1081-1108\n\n1911 31365-1391\n1912:1365-1391\n1913: 801-812\n1914: 877-909\n\n1915:1131-1161\n1916: 613-637\n1917: 599-615\n1918+ 271-295\n\n[498]\n\n1919; 281-289°\n1920: 271-278\n1921: 523-617\n1922:1099-1197\n\n1923:745\n1924:651-715\n1925:522-563\n1926:536-600\n\n"}
{"page": 503, "printed_page": null, "text": "SOME ESSENTIALS OF 4A STATE’S SUPERVISORY PROGRAM\nFOR THE IMPROVEMENT OF INSTRUCTION\nMRS.\n\nKATHERINE\n\nM.\n\nCOOK,\n\nBUREAU\n\nOF\n\nCHIEF,\n\nDIVISION\n\nEDUCATION,\n\nOF\n\nRURAL\n\nWASHINGTON,\n\nEDUCATION,\n\nU.\n\nS.\n\nD. C.\n\nROADLY interpreted, everything concerned with the educational\nsystem, whether it be building program, school equipment, financing, or what not, conditions somewhat the quality of instruction.\nFor the purposes of this discussion, however, improvement of instruction\nis interpreted as having to do primarily with what Dr. Moore has recently\ndescribed as “the functional side of the educational organization” and is\ntreated from the standpoint of improving the teaching technic.\nUltimately all administrative organizations and all administrative machinery must be judged in the light of their ability to improve the quality\nof the instruction rendered in the school systems over which they have\njurisdiction.\nThis is true whether the organizations be state, county, or\ncity. Considering our devotion to the idea that education is a state responsibility, it would seem logical to expect that improving instruction\nwould be universally accepted as a function of state education departments.\nYet there are states in which apparently little concerted effort, except that\nvery general in its nature, has been made in this direction.\nIndeed, the\nassumption of such work by a state administrative organization is in itself\na sign of progress.\nWhen a state department definitely assumes the function of improving instruction, the first essential is the formulation of a statewide program for such improvement; in other words, a state-wide program\nfor instructional supervision definite in the objectives set up and the procedures advocated and thoroughly understood by all those who are concerned with carrying it out.\nEmphasis on these matters might seem unnecessary were it not for the\nfact that experience indicates considerable waste in the functioning of the\neducational machinery due to the lack of such definite and accepted programs. Supervisors, hard-working and conscientious, go about their duties,\nseeing, of course, many things to be done, stopping occassionally to do what\nseems to them most necessary at the moment; and then going on to the next\nschool or system, doing the same or a similar thing over again, with little at\nthe end of the year to show for their work but mental and physical wear\nand tear.\n-It is not intimated here that the time is lost or the work of\nno avail. It is believed, however, that there is uneconomical expenditure of\ntime and effort because of the lack of a definite, organized, understood\nprogram.\nWhile recognizing that lack of definite programs is the besetting sin\nof many rural supervisors, it is equally necessary to avoid the opposite\nFormal cut-and-dried aims and procedures, set, unchangeable\nextreme.\nprograms, are even more disastrous to a state than on a local scale. Every\nacceptable state program should not only allow but plan definitely for the\nexercise of initiative and freedom in local plans and procedures.\n‘The\nB\n\n[499]\n\n"}
{"page": 504, "printed_page": null, "text": "NATIONAL\n\n500\n\nEDUCATION\n\nASSOCIATION\n\none certain, unchanging characteristic of a state plan is that it must provide for wide differences in procedures and be flexible enough .to permit\nof additional ones to meet unforeseen emergencies.\nOnce the essentialness of a program has been established, consideration to\ndetails of its formulation should receive most careful attention. ‘The first\n\nrequisite is that it should be based upon a careful study of the situation to\n\nbe met.\nEvery supervisory program should have at least two large aspects, one\nfor immediate guidance based on immediate ends, the other a long-term,\nforward-looking program probably extending over a period of years, though\nthe period over which either program extends is, of course, governed by the\nsituation itself. ‘The immediate program may be a program to construct a\nprogram.\nIt seems unnecessary to say that the two should so fit each other\nthat the immediate program both fills immediate needs and takes its place in\nthe larger program, fulfilling its aims and objectives as well as its own.\nBoth must be accompanied by very definite provisions for checking and\nevaluating their accomplishments.\nBesides definite, tangible procedures\nwhich they establish, both programs cast their weight for or against informal or rigid methods of teaching, for or against modern or traditional\npractice, and for or against definite or aimless organization of the local\nsupervisor's work.\nIn states in which the organization provides for a state supervisory force\nwith a state director of supervision in charge, county or other rural superintendents and local supervisors and principals, it seems logical to establish\nthe general line of authority in supervision as—from the state superintendent to the state director of supervision and state supervisors, to the rural\nsuperintendent (county, district, parish, town, according to organization),\nto the local rural supervisor, to principals, to teachers.\nIn states having\ncounty superintendents but no local supervisors, state supervisors must work\nthrough county superintendents, concentrating on the improvement of instruction, depending upon the superintendents in turn to work through\ntheir principals and teachers in carrying out the state supervisor’s program.\nA suggested plan showing the line of supervision responsibilities and\nauthority and the allocation of duties among the staff is offered. It is not\napplicable in all states. It is suggested as applicable in some and adaptable\nin others:\n(A) *The state superintendent—Establishes policies formulated with the coopera-\n\ntion of his staff.\n\nIs represented in the field by the director of supervision and state\n\nsupervisors.\n(B) The state director of supervision and state supervisors—(1)\npolicies of the state superintendent\n\nand\n\nact as his representative\n\nCarry out the\nwith local super-\n\nintendents, supervisors, and principals, as they in turn work with principals and\nteachers; demonstrate with the teachers for the benefit of the local supervisor,\nfocusing\n\nupon\n\nthe professional\n\nneeds\n\nof the local\n\nsupervisor;\n\nassist in planning\n\ncounty or district programs or coordinating them with State supervisory programs\nand checking the results; provide certain minimum essentials which may act as\n1 See U.\n\nS. Bureau\n\nof Education,\n\nBulletin\n\n1926,\n\nNo.\n\n28.\n\n"}
{"page": 505, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n501\n\nunifying agencies for all counties or districts in the state; take the lead in coordinating the work of general and special-subject supervisors.\n(2) Represent the state superintendent in relations with the local supervisors at\nthe instance of the local superintendent.\nIn this capacity the state supervisor acts\nmore as a leader and guide and less as one planning definite procedures and checks\non the children’s learning; more as a training teacher for the supervisory officers\nin service and less concerned with local practice, more concerned with policies than\nwith immediate plans and methods; assists in planning in-service training for\nteachers in the local system; assists local supervisors to plan for unity and variety\nof activities while avoiding duplication of material furnished by the state or\ngathered from other sources; suggests characteristics of legitimate community work\nfor local supervisors, explaining the place, extent, and relation of such activities to\nschool work.\n(3) The state director of supervision and state supervisors act in an advisory\ncapacity to the state superintendent, devising general administrative plans for\npromoting better supervision and better supervisory programs throughout the state.\nThis advisory service may include setting up plans for differing situations, as\nsupervision in districts having large schools with several teachers, supervision in\ndistricts having many small schools widely distributed; suggesting combinations of\npositions such as that of two or more principals in certain small districts, or, in\ncertain instances, combination of districts, counties, or other units (having few\nschools and teachers) for supervisory purposes; determining supervisory needs\nof counties or districts where classroom visitation, demonstration, and the like,\noffer special problems, and setting up a program suitable to such conditions; holding state or sectional conferences or short courses for supervisors and superintendents for the purpose of discussing educational policies, and for giving general\ndirections or demonstrations on such topics as “How to conduct a teachers’ meeting,’ “How to analyze a recitation,’ “How to study classroom practice through\nstenographic reports.”\n(C) The local supervisor—(May apply to county or other rural superintendent,\nsupervisor, or principal.)\nCarries out the suggestions of the state supervisors;\ninterprets these suggestions in the light of local problems; unifies the county or\ndistrict school activities and curricula; coordinates the work of special supervisors\n(if any), principals or other officers through whom supervisory ofhcer works with\nteachers; conducts and advises concerning in-service training for principals and\nteachers; carries on continuing follow-up and checking of achievement programs\namong schools and teachers.\nGeneral and special-subject supervision—An economic and efficient state program for the supervision of rural schools will give first consideration to general\nsupervision. A balanced curriculum in which each of the subjects in the elementary\nschool course has its proper place as to emphasis, time distribution, and the like,\nis a primary objective of supervision.\nIf the local system is one in which one\nsupervisor only is employed, that supervisor should be a general supervisor capable\nof directing the teaching of both regular and special subjects, where special-subject\nteachers are not employed (as in the small schools); and of directing the specialsubject teachers and coordinating their work with the general program of studies\nwhere special-subject teachers are employed (as in larger schools).\nIn the larger systems where special-subject as well as general supervisors are\nemployed, the special-subject supervisors should be trained in principles of general\nsupervision and in the supervision of their special subject or subjects.\nIt is the\nfunction of the general supervisor (or superintendent if no such supervisor is employed) to coordinate the work of all supervisors, general and special.\nThe\ndangers are that small systems unable to afford a sufficient number of supervisors\nmay, in the employnient of special supervisors, only sacrifice the general supervisory\nprogram; that the functions and objectives of the two kinds of supervision—general and special—will not be definitely understood; that a special-subject super-\n\n"}
{"page": 506, "printed_page": null, "text": "502\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nvisor of strong personality or aggressive attitude may promote\n\nat the expense of the general program;\n\nhis special subject\n\nand that chaos will result in the mind of\n\nthe teacher who tries to promote a balanced\n\nclassroom\n\nprogram\n\nof achievement.\n\nHaving established the necessary immediate and long-term programs,\nthe lines of responsibility and authority, and means of familiarizing all\nthose who participate with the provisions and policies proposed, the state\nprogram should establish definite standards as to the quality of supervision\nHigh\nexpected and the qualifications’ of the supervisors to be employed.\nn\ncertificatio\nr\nthrough\nrs—whethe\nsuperviso\non\nfor\nqualificati\nstandards of\nlaws or regulations established by the state department of education,\nthrough state subsidization or nomination or selection of supervising officers,\nIn\nor whatever plan—should be established if results are to be worthy.\nsome states even ardent advocates of supervision are no longer encouraging\nlocal authorities to employ supervisors until they can raise enough money to\npay adequate salaries to secure trained supervisors or until the sentiment of\nthe people of the county, the county superintendent, and school officials\ngenerally, is such that work of a high professional nature is demanded and\nappreciated.\nThe next step in a state program is to set up definite, thoroughly understood objectives for both immediate and long-term program materialization.\nIt is unnecessary to enumerate here the general objectives of professional\nsupervision.\nIt would be irrational to advocate the same immediate objectives for all state programs.\n“They are dependent, of course, upon the\nsituation. ‘The important point is that they should be definitely set up and\n\nthoroughly understood and that all procedures advocated should lead toward their accomplishment. Both the scope and the purposes of supervision\ndiffer among states and within states and they change with the needs as our\nconception of what an adequate school is, changes. ‘Teaching and supervision, and hence supervisory programs and their objectives, must be constantly adapted to the needs of a changing social order.\nThe state supervisor, in working with local supervisors, avails himself\nof progressive methods of education.\nHe applies the results of scientific\nresearch to methods of supervision. Local supervisors must learn to classify\ntheir teachers into homogeneous groups as well as to give individual help\nwhen and in the way in which it is needed,\nPassing on to supervisors\npractical means of effecting homogeneous grouping of teachers is becoming\na recognized duty of state supervisors. In many systems grouping teachers\naccording to training or ability or success or combinations of these has been\nfound effective.\nOne purpose of the state department of education, of which the state\n\nsupervisor is the official representative among local supervisors and teach-\n\ners, is to eliminate as rapidly as possible inexperienced, unprepared teachers.\nCertification laws or the regulations of state departments rigidly enforced .\nare rapidly making it impossible for boards of education to employ entirely\nuntrained, inexperienced teachers. Where local systems continue to employ\nsuch teachers, the state supervisor must assist the local supervisor in finding\na way to deal with them.\n\n"}
{"page": 507, "printed_page": null, "text": ",\n\nTHE\n\nDeEpAaRTMENT\n\nOF RuRAL\n\nEDUCATION\n\n503\n\nAnother important point of attack of the state supervisor’s program is\nthe improvement of teachers’ meetings, Some means of evaluating teachers’ meetings—some criteria other than opinions for the number, kind, and\ntype of grouping—is an outstanding need in supervision.\nHolders of\nteachers’ meetings sti!l depend too much on securing persons who entertain\nrather than instruct, ‘They seem to aim to please rather than to improve,\nor they have no professional objective.\nMisnamed “inspirational” talks,\nexpositions of outworn technics, are still common in many teachers’ meetings. Supervisors should judge programs for teachers’ meetings by their\npower to effect better teaching.\nIt seems unnecessary to say that a state program should provide also for\ncurriculum revision and investigation, for carrying on some experimentation\nand research, however simple in its nature such research may be. Current\nresearch concerning classification and promotion, retardation and the problem of over-age children, and studies now being carried on concerning the\ntreatment of atypical children are all of special interest to rural school\nsupervisors.\nSystematic and continuous training in service of supervisors and teachers\nis not so much an essential of a state program as it is the purpose of such\na program.\nProfessional growth in service is a sine qua non of improvement in technic. The program must engage the interest and secure the\ncooperation of all teachers, principals, supervisors, and superintendents of\nthe system, must organize all its resources, human and material, for the\naccomplishment of its ends; provide definite opportunity for individual\ninitiative and means and directions for systematically checking and recording results of its activities.\n\nREORGANIZING THE LOCAL SCHOOL UNIT IN TERMS\nSOCIAL AND ECONOMIC RELATIONSHIPS\nC. C.\n\nMCCRACKEN,\n\nOHIO\n\nSTATE\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nOF\n\nOHIO\n\nShall the patrons of our public schools be allowed to send their children\n\nto school where they please or shall we definitely assign them to certain\nareas and then have them go to the school planned for that unit? Shall\nwe allow a group of patrons to set themselves apart from any determined\narea and then organize their schools in such a way that they may capitalize\non greater advantages of wealth or other special factors?\nTo allow individual patrons to withdraw from one district and go to\nanother without some reliable check on the procedure may and often does\ncripple an organization which they themselves have helped to set up. Or\nagain, withdrawal of some relatively small group may mean the financial\nhandicapping of a school community which will be left without recourse\nfrom the standpoints either of money or of leadership. Once the damage\nis done, it may take years to correct it.\nIn 1924 I began a study of the factors which should determine local\n“The New York Survey had suggested the\nschool district boundaries.\n\n"}
{"page": 508, "printed_page": null, "text": "504\n\ncommunity\n\nNaTIONAL\n\nEDUCATION\n\nboundaries as determinants\n\nASSOCIATION\n\nof the school district boundaries.\n\nThe question that arose in my mind was, “How\n\nstable are the community\n\nIn order to make the\ninterests in determining community boundaries?”\nstudy specific and meaningful, I turned to my own state, Ohio, to determine the significance of the community factors.\nMy first step was to secure a map of each county school district of Ohio.\n(A.county school district in Ohio is the county outside of cities and villages\nof 3,000.\nSuch villages must vote exemption.)\nIn 1913, Ohio schools\nwere surveyed and a new code went into effect in 1914.\nSo far as districting was concerned, the county board of education was given the power\nto- district the county for school purposes. Since distribution of moneys depended in part on this districting, the boards were compelled to district\nin 1914.\nNo change in school district boundaries within the county could\nbe made without consent of the county board.\nA petition must be presented and a map filed.\nPatrons were able to stop transfers by a\nremonstrance of a majority.\nIn certain cases, transfers could be made\nto another county without action on the part of the county from which the\ntransfer was made, but with favorable action cn the part of the receiving\ncounty.\nIn some counties proper records were kept but in many no records were kept, at least by the superintendent of schools.\nIn order that I might know the exact condition of districting within\nOhio in 1924, I requested that each county superintendent send me a map\nshowing the local school district boundaries within his county.\nSince the\nevident principle was to allow transfers upon petition of the patrons in\norder to obtain better school advantages and since the board was given\npower to check any unreasonable transfer, this seemed an excellent point\nof departure.\n“Two years had elapsed since the first districting.\nIn response to my request, twenty-two out of eighty-eight county superintendents\nsubmitted maps showing the approximate or exact boundaries.\nSome replied that they had maps, but that it was impossible to send me their official\nmaps.\n‘Thereupon, I secured state highway maps of uniform size and\nmarkings and sent one to each superintendent with specific instructions\nfor marking the boundaries of local districts.\nStamped envelopes were\nsent for return of the maps. At the end of a year and a half 66 maps had\nbeen returned.\nAt this point the study came to the attention of the joint legislative committee on economy and taxation of the Ohio legislature. After examining\nmy materials they asked me to serve with them as a special investigator and\nthen stated that they wished the set of maps completed. With their official\nbacking, the set was made complete at the end of two and one-half years of\nrequesting, cajoling and threatening.\nSo far as I have been able to find,\nonly one other state, Wisconsin, has such a set of maps.\nWhile these maps were being collected, I began with the cooperation of\ngraduate students in school REANRE a: in the Ohio State University\n\n"}
{"page": 509, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n505\n\nto study the influence of social and economic factors in relation to school\ndistricts already in existence and in relation to possible reorganization or\nregroupings. ‘The first study completed was that of Superintendent D. A.\nPyers of Rushylvania, Logan County, Ohio.\nClosely related, but subsequent to, Mr. Pyers’ study, a similar one under\nmy direction was made by Mr. Glenn Drummond, superintendent of schools\nof Logan County in which the territory of Mr. Pyers is located. In this\ncase, the entire county was. undertaken, which called for a slightly different\nprocedure.\nHe prepared working maps for each school district.\nQues-\n\ntionnaires were submitted to each teacher calling for practically the same\ninformation as in the other study.\nEach teacher located each pupil on\nthe map by a key number.\nWhen the data were collected, lines were\ndrawn to the center of greatest community interest. “These maps we called\n“summation maps.” ‘They were all built again into one map of the county.\nThe county board of education now has facts that enable them to know\nwhere patrons logically belong. If transfers are requested that are not in\nline with the indicated interest of the community, the burden of proof in\nfavor of the transfer falls upon the patron.\n‘There are certain areas in this county which need careful consideration.\nUnion Township is very progressive in regard to school matters, but still\nhas only one-room schools. ‘There is no village in this area and consequently\nno point towards which these people tend to gravitate. ‘The high school\npupils go to West Liberty, Degraff, and Bellefontaine. ‘The highways are\nexcellent gravel roads, good the year round.\n‘These people can establish\na central school with all 12 grades and no one can stop them under the\nOhio law. The county superintendent is using this map to show the board\nand these patrons where the lines of division should logically be drawn so\nthat when a change does come, the establishment of another high school\ncan be prevented and the children can be transported to easily accessible,\nwell-established schools.\nIn contrast, Monroe Township voted several years ago, against the advice of a former county superintendent, to centralize their schools at a point\nin the open country and the center of the township. ‘This high school has\nhad an extremely hard time ever since its establishment, even though the\npeople are still enthusiastic over their school. High school teachers cannot\nbe kept more than one or two years because of lack of social life. ‘The\ntownship is very hilly and rough. ‘There are two rich valleys, however,\ncrossing the township.\nThe richest is at the extreme south end. The\nlines show that these people are interested in West Liberty and not in a\nremote and not easily accessible hill top in the other direction.\nThe constant pull is away from the school and in this fact lies the real secret of\ntheir constant difficulty.\n\nZane township, which is the next to the east, has already met the fate\nwhich\n\nMonroe\n\ntownship\n\nmust\n\nmeet.\n\nThe\n\npeople voted to centralize at\n\n"}
{"page": 510, "printed_page": null, "text": "506\n\nNatTIONAL EpucaTION ASSOCIATION\n\na\n\nae\n\nMiddleburg, two and one-half miles from a strong center at East Liberty.\nThe people in the extreme southeast corner decided to transfer to a village\nacross the county line. The Ohio law allows this in spite of all that the\ncounty board can do. ‘They took only a small area but it represented onethird of the total tax duplicate of the township. ‘The school building at\nMiddleburg is fast falling into disrepair and the high school has already\nbeen partially abandoned because of lack both cf pupils and of money.\nAnother very pertinent problem shown here and which has been very\nevident in every study thus far made, is the influence of the city, which is\nin this case not a part of the county school district. “The pull is definitely\ntowards the city and yet the county and city are entirely separate.\nStudies of six other counties have been completed.\nThese represent\ncounties of different character. One is Franklin County, lying about the\ncapital, Columbus.\nOther counties were chosen to show rich or poor,\nstrictly rural, and counties with small cities. From these studies, the investigation has reached out into county financial administration, establishment of high schools, effect of the city pull and other similar studies.\nThe conclusion which has forced itself upon us in each study that we\nhave made is that the local districts as separate units should be eliminated\nand all the school affairs in a county should be under one board and one\nsuperintendent.\n‘The schools of the county could be arranged as social,\neconomic and school factors determined.\nMy answer to the question of how to district is, ‘‘abolish the local district.” This will apply except in the case of widely scattered population\nor where the civil organization will not allow. The board may then place\nschools where social and economic factors dictate. If local districts must\nbe retained, then study out the social and economic factors and place them\nin definite form on maps of the county. Let these guide the school authorities in determining the boundaries of the local districts whether these\nbe for taxation, consolidation or merely for attendance centers. The results will pay in greater satisfaction of patrons and in case of administration\nof the school.\nThe particular points which have been outstanding in the studies made,\nespecially from the standpoint of practical use by county and local boards\nhave been the following:\n1. Small district “pockets,” formed\n\nfor selfish reasons\n\ncan be eliminated.\n\n2. Areas about cities have been made a matter of joint study by city and county\nauthorities.\n3. Transfers to avoid reasonable taxation for schools have been denied.\n4. High school centers can be more definitely determined.\n5. Points of consolidation are more easily found.\n6. Transfers can be made with facts as the basis.\n- Both patrons and pupils have been satisfied, which produces\nmuch\nresults in educating the child.\n\nbetter\n\n"}
{"page": 511, "printed_page": null, "text": "THE DEPARTMENT\nSSS\n\nOF RuRAL\n\nEDUCATION\n\n507\n\nSS\n\nQUTSTANDING NEEDS 48 SHOWN BY A SURVEY OF THE\nSMALL HIGH SCHOOLS OF THE STATE\nG. IVAN\n\nBARNES,\n\nDIRECTOR\n\nOF\n\nVOCATIONAL\n\nEDUCATION,\n\nFRANKFORT,\n\nKY.\n\nIn this study, a small high school is described as one situated in the open\ncountry or in towns and cities of less than 2500 population, maintaining\nat least two (usually four) years course of study, having enrolled 125 pupils\nor less and employing not more than four full time high school teachers\nfor a term of 32 (usually 36) weeks.\nAccording to this description, there\nare 407 such small high schools in Kentucky, and with few exceptions,\na larger percent of the student body comes entirely from the open country.\nThe Small High School Problem in Kentucky—The first authoritative\nreport, after the passage of the Compulsory High School Act in 1908\n(effective 1910) on the high school situation in the state, showed a total\nof 171 public high schools, 158 of which employed four teachers and fewer.\n\nThe high school files in the state department of education showed, at the\nclose of the fiscal year 1924, 407 small high schools. There has, therefore, been an increase, since 1910, of 157 percent in the number of small\nhigh schools in the state. “The same report (1910) showed an enrolment\nin these 158 small high schools of 4527 pupils, while in 1924 there were\nenroled in the 407 small high schools 17564 pupils—an increase of 313\npercent.\nThe mandatory law of 1908 required that the first high school in any\ncounty should be established at the county seat. County board members,\nat that time, desirous of having a high schoo] in their educational division\n(of which there were 5 in each county), made provisions for such instruction near their respective homes.\nMany high schools were established because small groups of people in a given community thought it more\neconomical to organize high school instruction in a nearby center than it\nwas to send their children away from home. As a result of such policy of\nestablishing high schools, almost every conceivable inequality of opportunity\n\nfor such instruction exists in the state. To illustrate briefly: Boone county\nhas a high school for every 5 miles square and for every 280 families, while\nEdmonson county (16 miles square) has one high school at the county seat\nfor 2266 families.\nThe small high schools in Kentucky are distributed throughout 115 of\nIn the 5 counties omitted, larger high schools\nthe 120 different counties.\nexist. Since 73.3 percent of the state’s total population is classed, according to the Bureau of Census, as rural, it is to be expected that the larger\npercent of these high schools are located in the open country and in villages\nand small towns. Approximately 32 percent are in the open country and\nin centers of less than 100 population. Forty percent are in centers having\na population from 100 to 500; 17 percent are in centers from 500 to 1000;\n8 percent are in centers from 1000 to 1500; 1 percent are in centers from\n1500 to 2000; 1 percent in centers from 2000 to 2500, and 1 percent in\n\n"}
{"page": 512, "printed_page": null, "text": "508\n\nNaTIONAL\n\nEpucCATION ASSOCIATION\n\ncenters of 2500 and over. ‘hus, it might be said that 94 percent of the\nsmall high schools in the state are located in centers where agriculture is\nthe chief industry.\nDuring this period of unusual growth in the number of small high\nschools, many buildings were constructed with but little thought of the\n‘The estimated value of all these buildfuture, and are indeed inadequate.\nings averages $18,000, the average cost of equipment $825, laboratories\n$270, and libraries $320. While the above data are estimates only, they do\npresent a picture of the inadequacy of the facilities for high school instruction.\nFacing these conditions in Kentucky, which are not greatly different\nelsewhere, and the fact that there is yet to be established in the near\nfuture at least 150 to 200 more such schools in the state, obviously the first\noutstanding need is—a cooperative county and state program of establishing high schools. Such a program should be based upon a county survey,\nlocating high schools, as far as possible, in permanent centers, permitting\ntheir patronage area to transcend political boundaries whenever desirable ;\nproviding for some consolidation where necessary and some extension where\nit is needed,\nOrganization Problems—In most of the small high schools throughout\nthe state as well as elsewhere the grades are housed in the same building\nas the high school, with one person as principal of both. “The most common\norganization found in these schools, as shown by their program of studies,\nis the 8 year elementary school and the 4 year high school. Ninety-two\npercent of the 407 high schools included in this study are organized on\nthis basis, while 8 percent operate on the 6-6 plan. ‘The most common\npractice in the high school is the 8 forty minute period organization. ‘The\nrange in number of periods per day is from 5 to 10. The median number\nof periods for all is 7.7. The range in length of the recitation is from\n30 to 50 minutes, while the median length of the recitation period is 39.5\nminutes.\n\nOne of the most serious problems to be anticipated in the small high\nschools is the number and size of the classes. The data for 3802 classes in\nthese schools indicate that the most frequently occurring or model class contains from 6 to 10 pupils. The range of the middle 50 percent is from\n8.4 to 20.1 pupils. The median for the 3802 classes is 13.4 pupils. Thus,\nunder the most skillful management and with the most limited program\nof studies, we must expect the cost of instruction in the small high schools\n\nto be relatively high,\n\nThis perspective of the organization problems in the small high schools\nof the state leads us inevitably to what appears to be the second outstanding need—a junior-senior high school organization—preferably on the 6-6\nplan. Such an organization should make provisions for (1) larger classes,\n(2) departmental instruction, (3) promotion by subjects, (4) supervised\nstudy, (5) pupil guidance, and (6) a more adequate program of extra class\nactivities.\n\n"}
{"page": 513, "printed_page": null, "text": "THE\n\nDeparRTMENT\n\nOF RURAL\n\nEDUCATION\n\n509\n\nTeaching Staff Problems—A report on the preparation of the 866\nteachers in the small high schools contained in this study shows that (1)\n47 percent of the teachers including the principal, are college graduates,\n(2) a similar number have from two to four years college work, and (3)\nonly 5.7 percent have less than two years college work. Reports from 672\nteachers further show that 55 percent have had four years or less teaching\nexperience.\n“The median teaching experience for all is 3.3 years.\nThe\nsalaries of these teachers range from $700 for nine months work to $3200\nfor 12 months work.\n‘Teachers employed for 12 months are agriculture\nteachers. “he median salary for all is $1196.\nFor convenience in presenting conditions\n\nas they exist with\n\nrespect to\n\nthe daily teaching load of the teachers in these schools, all courses in the\nprogram of studies have been grouped under the following subject heads:\nEnglish, social studies, mathematics, ancient lenguage, modern language,\nscience, agriculture and home economics.\nData from the daily schedules\nof 843 teachers show that the teaching load of 6 percent of the teachers\nis made up from courses in a single subject group; that the daily teaching\nload of 34 percent is made up from courses in two different subject groups;\na similar number is made up from courses in three different subject groups;\nwhile the daily teaching load of 4 percent is made up from courses in\nfive different subject groups. “The median daily teaching load of all teachers\nreported is made up from courses in 2.3 different subject groups. ‘Twentysix percent of the 843 teachers teach six or more periods per day. “The\nrange in number of periods per day is from three to ten, while the median\nis 5.7 periods.\nThis picture of the teaching staff problems directs us to what appears to\nbe the third outstanding need of the rural high schools—a more definite\nscheme for the preparation of high school teachers.\nSuch a scheme would\ncontemplate preparing teachers for certain subject groups or combinations\nof groups. This would mean, of course, that license to teach be issued only\nin these groups or combinations.\nSuch a plan would require that the program of studies of the small high schools be organized in accord with certain groups, and that boards of education employ teachers for more definite\nfields of work.\nThe Principal's Responsibility—A study of the distribution of the principal’s time is indeed interesting. Data from 272 of the principals reporting\nshows that 83 percent teach five periods or more per day. ‘The median\ndaily teaching load for all principals is 5.3 periods per day. “Thus, the\nprincipal is primarily a teacher.\nThe principal is also a supervisor, responsible for the improvement of\ninstruction in both the grades and the high school.\nFigures from 185\nprincipals show that 55 percent give only one period per day to supervision,\nwhile 34 percent give two periods for supervision. ‘The median for all is\n\n+5 minutes per day.\nThe principal is also the administrative head of both grades and high\nschool.\n\nData from 263 of the principals show that they spend from 36 to\n\n"}
{"page": 514, "printed_page": null, "text": "NATIONAL\n\n510\n\nEDUCATION\n\nASSOCIATION\n\n80 minutes per day in administrative and clerical duties. “The median is\n58 minutes.\nThe principal, frequently the only man in the school, must of necessity\nData\nassume the responsibility in certain extra class or pupil activities.\nto\nday\nper\nhour\none\ndevote\npercent\n67\nthat\nshows\nfrom 231 principals\nsuch activities.\nFrom the above obviously we meet the fourth outstanding need of the\nsmall high schools—a more specific scheme in our teacher-training institutions for the preparation of principals.\nCurriculum Problems—For convenience in presenting the conditions as\nthey exist with respect to the curriculum of the small high schools, all\ncourses in the program of studies have been listed under the subject heads\nindicated above. Courses under each subject group are given in the order\nin which they are offered in the program of studies.\nEnglish—Ninety percent of the small high schools offer rhetoric and composition,\n74 percent American literature, 52 percent English literature, 46 percent grammar\nand the classics.\nThirty-seven percent of all pupils enroled in the high schools\ntake rhetoric and composition, 19 percent American\nliterature, and 11 percent grammar and classics.\n\nliterature,\n\n16 percent English\n\nSocial Studies—Social studies present a very interesting field for consideration.\nOf the 407 small high schools 67 percent offer ancient history, 44 percent modern\nand mediaeval history, 35 percent English history, 43 percent American history, 33\npercent civics, 214 percent economics, and 4.4 percent sociology. Seventeen percent\nof all pupils are enroled in ancient history, 14 percent in modern and mediaeval\nhistory, 11 percent Engiish history, 12 percent American history, 8 percent civics,\nand one percent in economics and sociology respectively.\n\nMathematics—The\n\nmathematics\n\nsituation\n\nis not very different with\n\nrespect to\n\ntraditional practices. Ninety-nine percent of these schools offer algebra I, 54 percent\nalgebra II, 71 percent geometry (usually plane), and 42 percent arithmetic. Thirtythree percent of the student body is enroled in algebra I, 14 percent in algebra II,\n\n22 percent in geometry, 10 percent in arithmetic.\nAncient Language—Highty-six percent of the schools offer beginning Latin, 66\npercent Latin II (usually Caesar), 10 percent Latin III, and 3 percent Latin IV.\nTwenty-eight percent of all the high school pupils take beginning Latin, 14 percent\nLatin II, 1% percent Latin III, and less than one percent Latin IV.\n\nModern\n\nlanguage—Only\n\n9 percent\n\nof the schools\n\noffer beginning\n\nFrench,\n\n4%\n\npercent second year French.\n‘Two and one-half percent of the student body take\nbeginning French and less than 1 percent second year French. Two and one-half\npercent of the schools offer Spanish I, and 1% percent Spanish II. Less than 1\npercent of the students take Spanish I and less than half of 1 percent take\nSpanish II,\ni\nScience—Forty-eight percent of the schools offer general science; 21 percent\nbiology, 25 percent physics, 6 percent chemistry, 9 percent physical geography, and\n6 percent physiology. Twenty-one percent of the student body takes general science,\n7 percent biology, 5 percent physics, 14 percent chemistry, 2 per cent physical\ngeography, and approximately 2 percent physiology.\nA griculture—Eleven and one-half percent of these schools offer farm crops, 61%4\npercent animal husbandry, 8 percent soils, 4 percent farm management, and 4 per-\n\ncent general agriculture. Three and one-half percent of the student body is enroled in farm crops, 2 percent in animal husbandry, 2 percent in soils, 1% percent\nin farm management and 1% percent in general agriculture.\n\n"}
{"page": 515, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nHome. Economics—Nine\n\nOF RuRAL\n\nEpucATION\n\nLY Gi\n\nand one-half percent of the schools offer home economics I\n\n(usually foods), 6 percent home economics II (usually clothing) ; 114 percent home\neconomics III, and 242 percent home economics IV.\nOf the pupil enrolments\n3% percent in foods, 2 percent clothing, and less than 114 percent in home economics\nIII, and IV, respectively.\n\nFrom the above it may be said that the subjects offered in the small\nhigh schools of Kentucky, as well as throughout the country, are four years\nof English, four years of Latin, four years of history, and four years of\nmathematics.\nBy any reasonable interpretation of the above data, one is\nled to conclude that the small high schools in general are under the influence of the college preparatory concept of the function of a high school.\nAlmost without a single exception the supposedly college preparatory courses\noccupy the most prominent place in the curriculum with respect to pupil enrolments.\nIni but few instances are there any attempts made to adjust the\ncurriculum to the needs of those who are to become the farmers and homemakers of the community served by the high school.\nFrom the above it seems inevitable that the fifth outstanding need of\nthe small high school is—a reorganization of the curriculum.\nSuch a reorganization should be based upon certain fundamental assumptions, definite\naims and objectives, and courses making up the program of studies should\nbe organized into the curricula according to certain essential principles.\n‘The small high school is a vital force in our secondary) educational\nscheme.\n‘To make it most effective it is necessary that the entire professional staff view it sympathetically and understandingly. In conclusion,\nmay I summarize briefly what appears to be the outstanding needs of the\nsmall high schools:\n1. A comparative county and state program of establishing high schools.\n2. A junior-senior high school organization, preferably on the 6-6 plan.\n3. A more definite scheme for the preparation of high school teachers.\n\n4. A more specific scheme in the teacher-training institutions for the preparation\nof principals.\n5. A reorganization of the curriculum.\n\nWhile the problem of finance is always with us, yet it is believed that\nmuch improvement can be made by organizing the small high schools as\nindicated above.\n|\n\nAN: ATTEMPT TO DEFINE A. SCHOOL DISTRICT UNIT\nIN TERMS:OF CURRENT EDUCATIONAL OBJECTIVES\nAND IN RECOGNITION\nOF CERTAIN ADMINISi. TRATIVE ADJUSTMENTS\nTHOMAS.\n\nJ.\n\nSMART,\n\nUNIVERSITY\n\nOF\n\nKANSAS,\n\nLAWRENCE,\n\nKANS.\n\nThis report is based on a study of school conditions in a portion of\nBrown county, Kansas.\nThere are 576 square miles of rich fertile land\nin the county which is located in the northeast part of the state. “Thrifty\nnative and foreign-born people settled the county just preceding the\n\n"}
{"page": 516, "printed_page": null, "text": "512\n\nNatIoNAL\n\nEpuCATION\n\na\na\na\n\nASSOCIATION\neS\n\nHiawatha and Horton have populations of three and four\nCivil War.\n‘There are ten cities and villages with five hundred and fewer\nthousand.\nMore than 65 percent of the people lived in this’ territory in\npeople.\n1920, which is defined as rural by the United States Census Bureau.\nThe county had\nAlmost 54 percent lived outside incorporated cities.\n2414 fewer people in 1920 than in 1900. The open country lost almost\nHiawatha and\none out of five of its people during these two decades.\nHorton gained about 16 percent. The smaller cities barely held their own.\n‘The average farm with its\nThe people are engaged in general farming.\nimprovements represents an investment of $35,000, and the percentage of\nThe facts pertenancy had reached approximately 45 percent in 1920.\ntaining to the schools here presented are for the school year 1922-23.\nThe area covered in the study may be roughly indicated by a circle,\nwith Hiawatha, the county seat, as the center and with a radius of twelve\nmiles. Hamlin, Reserve, Robinson, and Padonia are in the area. The\nearly settlers, apparently, organized common school districts when and\nwhere needed in the development of the county.\nEach of these common\nschool districts was operating an elementary school in 1922-23 separately\nand independently of all other districts.\nThere were twelve high school districts lying wholly or partly within\nthe county.\nThere are nine rural high school districts. Surrounding\nrural territory has been organized with each of the nine small villages\ninto high school districts. “There are evidences that gerrymandering has\nbeen done.\nParts of the Padonia district are twice as far from Padonia\nas from Hiawatha.\nIf a proposed rural high school district included no\nincorporated city with five hundred or more people, a majority vote carried the election.\nCareful planning of the proposed high school district\nboundaries made it possible for the small cities to carry the election by\novercoming the farm vote. If a city of more than five hundred people\nwas included, those inside and outside the corporate limits voted separately.\nIf the rural high school district was organized, majorities must be had from\nboth groups.\nHiawatha, Horton, and Morrill, the only cities in the\ncounty with more than five hundred people, have not organized rural high\nschools. The law has encouraged the growth in the county of many\nsmall high schools.\nPadonia, Reserve and Hamlin with 13, 21 and 27 pupils are classed\nin this report as small high schools.\nRobinson and Hiawatha ‘had enrolments of 88 and 300. The costs of schooling in the small high schools\nwere excessive.\nSixty minutes of instruction for one pupil in Padonia\ncame as high as 2124 cents.\nFour and four-tenths cents was the lowest\ncost per student clock hour in Hiawatha.\nThe cost of the median among\nthe eighty-nine subjects being offered the first semester of 1922-23 in the\nfive high schools was 1314 cents. “The lowest cost in Padonia per student\nclock hour was just double the median.\nThe average (medians) for the\nquartiles were 624, 11, 21% and 53 cents per student clock hour. The\nthree small high schools purchased all the instruction costing 53 cents and\n\n"}
{"page": 517, "printed_page": null, "text": "THE\n\nDeEparRTMENT\n\nOF RuRAL\n\nEDUCATION\n\nols\n\nmore than one-half that costing 2114 cents. ‘They received only 780 of\nthe 120,240 clock hours with costs below the medium.\n‘The. first\nyielded almost 23,000 more student clock hours of instruction than the\nother three quartiles: combined.\nThe high costs of instruction in the small high schools were due largely\nto small classes and much teaching by high-salaried principals.\nEach of the small high schools employed a principal and a teacher.\nTwo of the three principals were teaching six, and the third five, periods\ndaily. Six periods was a full teaching load for the regular instructors.\nThe enrolments averaged approximately the same in classes taught by\nprincipals and by instructors.\nAlmost half the instruction was given by\nInstruction under the principals averaged (median) seventhe principals.\nteen cents more per student clock hour than under the regular instructors\nin the fourth quartile and ten cents more in the third quartile. The principals in Padonia, Hamlin, and Reserve were paid respectively 21.46 and\n87 percent higher salaries than the instructors under them.\nThe costs per subject per pupil per year were high in these small high\nschools.\nEnglish I cost $105 per pupil per year in Padonia.\n<A pupil\ncould have taken both English II and III in the same school at a cost of\nonly $93. Padonia was paying more for instruction in English II and\nIII than any of the other four high schools.\nHiawatha was paying only\n- three dollars more for training nine pupils in English I than Padonia was\npaying for training one pupil. Hiawatha was actually giving three pupils\nthe three years of training in English required of each pupil in the\nHiawatha high school for less than Padonia paid for the training of one\npupil in English I. Hamlin had more than twice as many pupils as Padonia,\nbut Hiawatha was giving English I, II, and III to three pupils for less\nthan the cost of the training for one pupil in Hamlin.\nHiawatha paid approximately one-half the costs and received approximately three out of four student clock hours of the instruction.\nPadonia,\nReserve, Hamlin and Robinson paid almost as much as Hiawatha, but had\nonly one out of each four student clock’ hours of instruction to share\namong the four schools.\nPadonia used 2 percent of the instruction and\npaid 10 percent of the cost. Padonia paid 10 percent of the cost; Padon‘a,\nReserve, and Hamlin received only 101% percent of the instruction.\nAn unsuccessful attempt has been made to disorganize the Padonia high\nOperation of the high school has been suspended since\nschool district.\n\n1922-23, although the levy in that year was only one and a half mills on\nThe Robinson district had no building in 1922-23 and was\nthe dollar.\nThe high salary of the principal was the only\noperated at a low cost.\nA new building has been erected and two\nexpensive item in the budget.\n“The salary budget was 60 percent\nadditional instructors employed.\nThe average of the annual school\nhigher in- 1925-26 than in 1922-23.\nexpenditures for the following three years was double the amount spent\n‘The cost per pupil in average daily attendance had mounted\nin 1922-23.\n\n"}
{"page": 518, "printed_page": null, "text": "514\nOne eR\n\nNATIONAL EpuCATION ASSOCIATION\nNRE enn cra Relea SiS PO eae ees\n\nERR ee\n\nfrom 86 to 229 dollars. The school levy had climbed from 2.11 mills in\nRobinson has pursued a conservative\n1922-23 to 5.48 mills in 1926-27.\nprogram and has not attempted strictly vocational training.\nThe increasing expenditures even in the small expensive high schools\nmay reflect a consciousness on the part of their patrons that not all high\nPupils in the upper grades and in the high schools\nschools are alike.\nin 1922-23 were planning to become farmers, skilled laborers and busiA relatively small percentness men as well as to enter the professions.\nprobably ever will comor\nhave\nsisters\nand\nbrothers\nolder\ntheir\nof\nage\nplete a college course.\nThe present small high schools are restricted to\na single course meeting only the minimum requirements for college entrance.\nIf the high schools prepare these pupils for the choices of life\nwork which they have made, more varied types of training must be\noffered to them in the high schools. The people may in the future demand the type of high school that will meet the needs of the pupils and at\na cost the public can afford, instead of accepting institutions named high\nschools notwithstanding the costs involved.\n,\nThe elementary school situation must be treated briefly. Some districts are very small and none are large. ‘The boundaries are irregular\nand the districts vary widely in valuation, enrolment, and school costs.\nThe mill levies for 1922-23 are shown.\n‘The one-teacher schools are well\nhoused.\n‘Their greatest weakness probably lies in the type of instruction offered. “They are without close supervision.\nIt is doubtful whether transportation of grade pupils can be provided\nover the unimproved roads at a reasonable cost. The people simply will\nnot vote for consolidation at this time. ‘There is a proposed plan for redistricting. In this plan, the districts are larger and the number of schools\nfewer. Instead of penalizing the districts with large valuations by making them help support the weaker ones, each district is made as large as\npossible.\nNo pupil would be expected to walk more than two miles.\nThe high school busses would pick up grade school pupils and exchange\nthem later on the route for high school pupils. A state highway runs\nnorth and south through District No.3.\nThree or four high school\nbusses would’be routed over it and carry the grade pupils from the north\nto the school. A $6000 building is within two miles and a $5000 one\nwithin three miles of the school site. These could be used to house’a twoteacher school.\n‘The school could be operated on:a levy of one and a\nhalf mills.\nThe reasons are not obvious why grade and high school facilities should\n\nnecessarily be provided on the same\n\nsite.\n\nSmall high schools are very\n\nexpensive in Padonia, Reserve, Hamlin and Robinson. Provision of elementary, junior, and senior high schools meeting current objectives and prac-\n\ntices among these schools would load the local communities with much\nheavier financial burdens. ‘The transportation of all grade pupils in the proposed high school district to Hiawatha for elementary schooling may not be\nnecessary or even desirable.\nNo city school system does so. One high\n\n"}
{"page": 519, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF\n\nRURAL\n\nEDUCATION\n\n515\n\nschool draws from several grade schools. ‘Transportation would be difficult and its expenses would be enormous at this time. The people would\nnot approve such a proposal.\nUntil convincing data have been secured\nshowing that the benefits received from one central grade school for the\nproposed high school district would warrant the expenses incurred, such\nan organization should not be effected.\nRemoving seventh and eighth grade pupils from the one-teacher schools\nwill give the teachers more time to spend with the first six grades.\nClassifying the pupils in groups instead of grades for instructional purposes\nshould prove advantageous.\nA carefully directed and supervised introduction of individualized instruction and the project method has_possibilities for progress.\nThe type of schooling has been given first consideration in determining the proposed school units. The 6-3-3 plan of organization has proved\nacceptable in city schools and is being administered successfully in some\nrural sections.\n“The success of the proposed organizations depends largely\non the type of administration and supervision provided.\nOne competently\ntrained person should be responsible for the supervision of the first six\ngrades and another for the junior and senior high schools. ‘The former\nwould have about fifty and the latter twenty-five teachers. The demands on each would consume full time service without any regular classroom teaching.\nSufficient clerical assistance should be given them so that\nthey might perform the highly specialized services which they alone in\nthe system could perform.\n‘The proposed school units should make possible first hand personal supervision.\nThe supervisors would not be compelled, as many county superintendents now are, to be content with talking over school matters with those who know less than the county superintendents, possibly a little more than the teachers, about what school\nsupervision is all about.\n\nTHE FUNCTION\nEMERY\n\nN.\n\nOF THE SECONDARY\nEDUCATION\nFERRISS,\n\nCORNELL\n\nSCHOOL\n\nUNIVERSITY,\n\nITHACA,\n\nIN RURAL\nN.\n\nY,\n\nIn fulfilling its function the secondary school in rural education has twe\nmajor responsibilities. Its primary responsibility is to educate the pupil in\nIn meeting\nterms of the common interests and activities of men today.\nthis responsibility it continues the task begun in the elementary school of\ngiving the pupil those elements of education deemed desirable for all in\nIt is that\nmaking for adjustment to our physical and social environment.\npart of education promoting integration and the acquirement of those\nelements of knowledge, those abilities, habits, attitudes, etc., making for intelligent living under present-day conditions in the things that people commonly do. ‘The second responsibility of the secondary school in rural education is to offer the pupil opportunity for developing his special abilities and\naptitudes, interests, and purposes.\n“Che growing recognition of individual\n\n"}
{"page": 520, "printed_page": null, "text": "516\n\nNATIONAL EpuCATION ASSOCIATION\n\ndifferences and their importance, both from the psychological and sociological angles, demands that the secondary school serving a rural community\n\ngive more serious attention to meeting this second responsibility than it\never has in the past.\nImportant as social efficiency is and necessaty as it is to promote in ‘secondary education social adjustment and a desirable degree of social solidarity, a responsibility of equal if not greater importance is the encouragement\nand development in each individual of his special. abilities, aptitudes, and\ninterests. Only by developing his special talents will the individual obtain\nthe most from life and at the same time be in a position to contribute in the\nWhat we really need to develop in\ngreatest measure to social welfare.\nthis country are individualities possessed of social intelligence and habits,\nattitudes, and ideals of social service. For the rural community especially\nthere are needed individuals who have social sympathies, understandings,\nand ideals but who have in addition special abilities and interests which can\nbe capitalized upon by the community in promoting its general welfare.\nIn meeting both of its major responsibilities, the secondary school in rural\ncommunities needs.to build up and maintain close relationships between\nthe educational activities of the school and the life activities and problems\nof the community.\nOne’s education gains significance, becomes vital and meaningful, as it\nties up with past experiences and is related to present and probable future\nactivities. Hence, the educational experiences gained in the school should\n\nbe closely related to the life of the community.\n“They should, however,\nnot be limited to that life. Rightly organized and taught school subjects\nshould reflect the civic, vocational, esthetic, and: other activities of the\ncommunity and should promote a more effective participation in those\nactivities and a clearer understanding and appreciation of their characteristics and relationships. “The utilization of the resources of the community\ninsures the maximum of normality to the learning process.\nWhere the community is deficient in certain types of development desirable in modern life and where materials for promoting a broader understanding and appreciation of human affairs are needed, the school should\nmake up these deficiencies or lacks and offer such educational experiences as\ntend to make for the richness and breadth desirable.\nIn fulfilling its function the secondary school serving rural people must\nmeet insofar as possible the special educational needs of its community. To\nmeet its primary responsibility, however, that of developing in all pupils\nthose common and integrating elements of knowledge, and those habits,\nabilities, attitudes, and standards of living deemed essential to insure adjustment to the common demands of community, state and nation, its work\nshould represent all significant phases of life to the extent that they are\n\nappropriate to children of adolescent age. Also, to give each pupil an\nopportunity to discover his abilities, aptitudes, and intérests, and to help\nhim to formulate his life purpose.\nThis primary responsibility should be\nthe. main task of the junior high school or, when that is lacking, of the\n\n"}
{"page": 521, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n517\n\nfirst year or two of the four-year high school. ‘The senior high school or\nthe last two or three years of the four-year high school should afford insofar\nas the facilities of the school permit differentiated curriculums designed in\neach case to meet the special needs, both vocational and nonvocational, of\nthe important groups in its pupil population.\nThe nonvocational curriculums should be determined, beyond the common and integrating work\nstill required of all, according to the interests and needs of the pupils\npursuing those Gifriculukns.\nWith minor exceptions all the boys” and girls trained in the small high\nschool go out into their communities or elsewhere with but little understanding or appreciation of the complex, interlocking social, economic, and\noccupational activities and problems of the present time.\n“They go out\nusually with little or no background of school experience to enable them\n- to select and utilize intelligently the elements of culture significant for\nthe average person in giving richness to the daily affairs of modern life.\nSome are deploring the tendencies of secondary schools to expand their\nprograms to include the socalled new studies and vocational courses. They\nplead for a restriction to what they term the fundamentals.\nIn the main,\nthose holding this view think of the traditional subjects, particularly those\nthat have for generations met the preparatory requirements of pupils going\non to higher institutions of learning, as the fundamentals. hey seem to\nforget that the secondary school of the present should educate primarily\nfor the present and the future and that the pupil population of the secondary school of today includes all social groups and a corresponding\nrange of abilities, interests, and purposes.\n“They forget that the demands\nof life are constantly changing and consequently, also, the essentials\nof\nsuccessful living. ‘There is need today for a new interpretation of fundamentals in terms of the demands made, not upon a select group, but upon\nthe average run of people in the various duties, responsibilities, and enjoyments of their daily life. ‘The most immediate and important educational needs of the large majority of people today are those growing directly\nout of daily life and its demands in terms of knowledge, abilities, attitudes,\nand ideals.\nFor the secondary school serving a rural community to perform its\nfunction effectively requires a knowledge of the community which it serves.\nIt needs to know intimately the materials with which it has to work as to\nwhat their capacities for growth are, what they do outside the school, what\nthey learn through social agencies other than the school, and their special\nabilities, aptitudes, interests, and purposes insofar as these have been formulated. It needs to know what percentage of its pupil population reaches each\nstage in the secondary school, why pupils leave when, they do, what they\ndo when they leave, and what the need in the way of education to enable\nthem to live happily, helpfully, and productively in the places which they\noccupy.\nIt needs to know as definitely as possible the demands made\nupon them and the problems they face. It should also know the numbers\nand types of children of secondary-school age in the community not attend-\n\n"}
{"page": 522, "printed_page": null, "text": "518\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ning school but who might be induced to enter if work adapted to their\nFinally, it needs to determine in the light of such\nneeds were offered,\ns, subjects and subjectmatter content, the\ncurriculum\nof\nfacts the types\ntypes of school government and of school organization best suited to serve\nthe pupil population of the community in which it is situated.\nThere are many other large problems requiring scientific study before\nthe secondary school can perform its function most effectively in rural\nLet us look at just one briefly. To reorganize secondaryeducation.\nschool curriculums and to revise subject-matter content in terms of the\nactual needs of youth and modern society will require careful, systematic,\nIn developing a secondary education of a functional\ncontinuous study.\ntype in rural education that will utilize the educational resources of rural\ncommunities and correct lacks and deficiencies there will be necessary careful investigations of such communities.\nEspecially will such studies be\nneeded in regard to the activities of the people to discover the common\nneeds and problems and those needing special emphasis because of shortcomings and other characteristics peculiar to communities.\nThis will require analysis of the major activity groups in rural communities with\nattention to the attitudes, standards, and ideals now controlling such\nactivities.\nEvery adolescent and every adult in every community engages, with a\ngreater or lesser degree of understanding and effectiveness, in specific\nactivities. Everyone is concerned with those things which make for physical\nfitness and health. Everyone engages in activities that may be classed as\neconomic: first, as a consumer; and second, as a producer—a worker in\nan occupation, In a healthy society it is essential that each member be able\nto produce and thus carry in a desirable fashion his own economic load and\nan increment over. It is no less desirable that each should use intelligently\nthe products of others in the way of food, clothing, literature, art, etc.\nAll engage in activities that pertain to sociability—intermingling with their\nfellows for enjoyment and the other values derived from social contacts.\n\nAll are in some degree intellectually active and the things they ordinarily\nthink about and the problems requiring thought are related to and grow\nout of the other activities in which they engage.\nIn a civilization changing as rapidly as ours the demands of life are\ncontinuously changing. Hence, there is need of developing in the youth\nof today as never before the idea that education is a lifelong process only\n\nthe beginning of which can under the most favorable circumstances\ngained during the periods of elementary and secondary education.\nFrom\n\nthe study and analysis of human\n\nactivities, characteristics,\n\nbe\nand\n\nproblems as suggested it will gradually become possible to determine at\nany time more and more accurately the objectives of secondary education.\n\nFrom such studies in rural communities of the different types it will be\npossible to locate with reference to objectives special community needs. In\nthe meantime, to be modified as the results of scientific study point the\n\nway, the author suggests that those in charge of secondary schools serving\n\n"}
{"page": 523, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n519\n\nrural communities might set up for purposes of guidance some such tentative list of objectives as the following based upon an empirical study of\nthe major groups of activities suggested above:\n1. To promote a normal physical development and desirable habits, standards,\nand ideals of health in each pupil.\n2. To develop in each pupil a sense of responsibility as a member of a democratic form of society, and a desirable attitude toward the performance of civic\nduties.\n3. To train each pupil through practice, so far as age of pupil and time make\npossible, to participate intelligently in activities promoting the welfare of the\nschool group and the community as a whole.\n4. To give each pupil training in sociability through appropriate opportunities\nwhile in school for engaging in group activities pertaining to sociability.\n5. To give training for home life and parenthood, insofar as the age and the\nunderstanding of the pupil at each stage of secondary-school development make\nappropriate.\n\n6. To give all pupils some knowledge of the occupational activities of modern\nsociety and their importance in social progress.\n7. To give all pupils some training in the problems of intelligent consumption\nof the major products used in modern life.\n8. To give pupils not going beyond the secondary school opportunities for vocational training in the major occupations of the community so far as the facilities\nof the school make possible and where such training is appropriate to the secondary-school period.\n9. To encourage and stimulate each pupil to continue his education after his\nformal\n\nschool life is ended\n\nby promoting through the exercise of his special abili-\n\nties, aptitudes, and interests the development of abiding intellectual, recreational,\nand esthetic habits, interests, and desires,\n10. To develop in each pupil open-mindedness, scientific habits and attitudes, and\nthe habit of rational approach to problems through constant practice on problems\nrelated to life.\n11. To promote through all the activities of the school the development of\ndesirable\n\nhabits, standards,\n\nand\n\nideals of conduct.\n\nIn conclusion, the secondary school serving rural communities, if it is to\nbe a genuine democratic institution, should give the opportunity for a liberal\neducation, but liberal in the sense of a broad, sympathetic understanding\nand appreciation of the important and significant life activities of today. It\nshould assist the pupil to become an efficient member of society by helping him to know himself and by equipping him in the most direct way\npossible to realize upon his inheritance, and to render his service, whatever\nit may be, to society. For many this will mean opportunities for vocational\ntraining, Its work in a particular community should be determined with\nreference to the significant activities of that community but should not\nbe limited to them. Often it will need to supplement, enlarge, or redirect,\nsome of the practices of a community through education in the light of the\nAbove all, through all\ndesirable trends in social and economic progress.\nits work, it should strive to develop, within the possibilities of each individual, resourcefulness, intellectual honesty, correct habits of thinking,\nand an open mind.\n\n"}
{"page": 524, "printed_page": null, "text": "520\n\nVALUE\n\nNATIONAL\n\nEpuCcATION ASSOCIATION\n\nOF SUPERVISION IN RURAL\nSCHOOLS\n\nCONSOLIDATED\n\nMAYCIE K. SOUTHALL, ASSISTANT STATE SUPERVISOR OF RURAL\nRALEIGH, N. C.\n\nSCHOOLS,\n\nThe problem: Is there a need for supervision in the rural consolidated\nschools of North Carolina, and if so, what is its value?\nThe term supervision as used in this report refers to the work of the professional assistant whose duties are chiefly supervisory and does not apply to the\nsuperintendent who is both administrator and supervisor.\nSince the\nprimary purpose of supervision is to improve instruction, all other activities being only preparatory or contributory to this end, supervision will\nbe considered valuable to the extent that it aids pupils to do better school\nwork than they would do without it. Consolidated, when referring to\nschools, has several legal designations in North Carolina and no one\ncommon meaning.\nIt can only be defined, roughly, as the enlargement of\nterritory and the bringing together of schools.\nPurpose of investigation—The study, which I have the privilege of\nreporting, was begun in the fall of 1924 for the purpose of determining,\nobjectively, the effect of supervision upon the efficiency of the instruction\nin rural schools of North Carolina.\n“The wording of the last codification\nof the school law made it expedient to obtain such data.\nSection 51 states\nthat the county board of education may employ a supervisor or supervisors\nto aid the superintendent in supervising instruction provided the salary\nfor the same is stipulated in the budget and approved by the county commissioners.\n“The county commissioners naturally question the advisability\nof this extra expenditure unless the county superintendent and his board\ncan give very convincing evidence that supervision is essential to effective\nteaching results. Although the results of Dr. Pittman’s investigation in\nSouth Dakota and the preliminary report of the first year of the study\nin Indiana had been highly favorable for supervision, the division of supervision thought that local evidence, if such could be obtained, would\nhelp very materially in convincing these county commissioners whose\nfinancial support it is necessary to secure in order to extend supervision\nto the other seventy-six counties of the state. “This number has since been\nreduced to seventy-one.\nSince it was necessary to limit the scope of the investigation, it was restricted to a study of supervision in the consolidated schools for two reasons: First, because of the present state-wide consolidation program, and\nsecond, because the value of supervision in this type of school had not been\ndetermined and the need is not so generally recognized as for schools of\nthe one, two, and three-teacher types.\nMethod of study—The equivalent group method was considered best\nsuited to an investigation of this kind. Therefore, it was neceessary to\nfind two groups of consolidated schools that were practically equivalent\nin every factor of school efficiency, except supervision. The following\n\n"}
{"page": 525, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\npan\n\ncomparison will show that certain constant factors were practically equated\nin the selection of the supervised and unsupervised groups of schools.\n1, All schools were modernly constructed brick buildings with one and only one\nteacher per grade.\n2. Each school had a term of eight months.\n3. (a) The teachers of the supervised group of schools averaged 1.12 years of\ncollege training; those of the unsupervised group 1.25 years.\n(b) The average experience of the supervised group was 3.4 years, including one inexperienced teacher; while the average experience of the unsupervised group was over four years with no inexperienced teachers.\n(c) Sixty-two and one-half percent, or 5/12 of the supervised teachers and\n7/12 of the unsupervised teachers were teaching in the same school for second\n\nyear.\n4. The average enrolment per teacher was\nthe unsupervised group was 33.9.\n\n30.1 in the supervised, while that of\n\nFrom the above comparison we see that, with the exception of the teaching load, whatever advantages there were accrued to the unsupervised\ngroup and for that reason need not have further consideration.\nHowever, there were two other very significant factors that could not\nbe so easily controlled in the selection of the groups—the acquired ability\nand the native ability of the children making up the two groups.\nA\nbattery of educational tests and a mental test were used to measure these.\nThe data show that in the fall testing the difference in reading ability\nof the two groups ranged from 0 to .3 of a grade with an average difference\nof .1 of a grade in better reading achievement in the unsupervised group.\n\nThe spelling ability ranged from .1 to a whole grade’s difference with an\naverage difference of .5 of a grade better attainment in the unsupervised\ngroup. As both groups of schools had been in session two months when the\nfall tests were given, the grade norm for fourth grade was approximately\n4.2, the norm for the fifth grade 5.2, etc. ‘The average reading ability of\nthe supervised group was .9 and the unsupervised .8 of a grade below\nstandards for the grades in which they were located. ‘The average spelling\nability of the supervised group was 1.1 grades and the unsupervised .6 of\na grade below standard.\nWhile the ability to handle the four fundamentals varied from school\nto school and grade to grade, the average difference in the ability of the two\ngroups was zero.\nOn the other hand, the average difference in problem\nsolving was .1 of a grade in favor of the unsupervised group. ‘The arithmetical ability of the two groups is better shown when compared with the\nnorms for the respective grades. Both groups were exactly a grade below\nstandard in computation, while the supervised was .9 and the unsupervised\n.8 of a grade below the standards for problem solving. In summarizing\nthe educational status of the two groups we find that the average difference\nwas .1 of a grade better preparation on the part of the unsupervised group.\nIt should also be noted that the past achievement of both groups of children\naveraged practically a grade below the standard for the grades in which\nthey were located.\n\n"}
{"page": 526, "printed_page": null, "text": "522\na an a\n\nNaTIONAL EpucaTIon ASSOCIATION\nsane he ea\nNE eal\nig eT\n\nke\n\nAs native ability of children is an important factor in determining their\nfuture progress, the National Intelligence Test, Scale A, was used to\nmeasure the intellectual caliber of the two groups. The raw scores were\nchanged to the grades for which the average mental ages were equivalent.\nThe difference as found ranged from zero in the fourth and fifth grades\nto .4 of a grade in favor of the supervised group in the seventh grade, the\naverage difference was .1 of a grade greater potential ability on the part of\n“The children ranked as very inferior by this inthe supervised group.\ntelligence test were excluded from the study for two reasons: first, to more\nnearly equate the two groups and second, because it is generally conceded\nthat pupils with such low native ability cannot be expected to make a\nnormal grade’s progress within one school year.\nFrom the above comparisons it would seem that for all practical purposes the supervised and the unsupervised groups of schools were equivalent.\nIn the important factors there were very slight differences and such as there\nwere tended to counteract each other in their favoritism to the two groups.\nResults obtained—For the above reasons this study proposed to credit\nthe supervision of instruction with the differences in the amount of improvement made by the two groups in such abilities as were measured:\nability to read, to spell, to add, subtract, multiply and divide, and to\nsolve problems in arithmetic.\nBecause funds and time were limited for\nthis study, tests were made in only those tool subjects, using grades four\nto seven inclusive in all subjects measured. ‘he first tests were given at\nthe end of the second month and the second series exactly five months later.\nThe results obtained will be given by subjects with a very brief discussion\nof each.\nThe reading progress was greater in every grade of the supervised group.\nWhen the total average progress of the two groups was compared, it was\nfound that the supervised group had made 2.52 times as much progress or\n1.52 percent more progress than the unsupervised.\nIn spelling, which is a subject that is generally thought that anyone can\nteach, the difference is even greater. ‘The average progress of the supervised\ngroup exceeded the average progress of the unsupervised group 182 percent.\nAgain in the fundamental operations in arithmetic, which is a purely\ndrill subject, the supervised group made the greater progress in every single\ngrade. The children where the instruction was supervised gained 2.65\ntimes as much skill in rapid and accurate computation of whole numbers,\ncommon and decimal fractions, as did those in the unsupervised group.\nIn the improvement in reasoning, or problem solving in arithmetic,\nwhich is probably more dependent upon the native capacity of pupils, there\nwas less difference than in any other subject. Yet here the progress of the\nsupervised group exceeded the progress of the unsupervised 55 percent.\nIn summarizing the difference in the improvement of the two groups,\nit is found that the progress of the supervised group more than doubled\nthe progress of the unsupervised group in reading, spelling and the four\nfundamentals. Out of sixteen differences, before the results for all grades\n\n"}
{"page": 527, "printed_page": null, "text": "THe\n\nDEeparRTMENT\n\nOF RURAL\n\nEDUCATION\n\n23\n\nwere combined, fifteen favored the supervised group.\nWhen all grades\nand all subjects were combined it was found that the supervised group had\nmade 2% times as much progress as the unsupervised group, or, that it had\nmade 126 percent more improvement than the unsupervised group. .(These\nfindings are corroborated by three scientific studies of the same subject\nin South Dakota, Michigan, and Indiana.) In the five months studied, 100\ndays, the supervised group received the equivalent of 138 days of instruction. On a basis of the same difference for the entire term of 160 days,\nthe children of the supervised group did 1.4 grades work during one school\n\nyear.\n(It will be recalled that the fall tests showed the achievement of\nboth groups of schools to be nearly a year below standard, which would\nindicate that for the last few years prior to this study neither group had\nmade a grade’s progress within a school year.) If the compulsory attendance law required the completion of standard elementary grade work, on\na basis of the difference in the rate of progress in the two groups, the\nsupervision of instruction would mean a saving of 2.3 years to the children\nfor work or higher education, and a proportional saving in the cost of instruction to the taxpayer.\nPut in other terms, for every dollar expended\nfor supervision, Craven County, North Carolina, purchased $7.92 worth\nof additional instruction.\nConclusions drawn—lIt is generally conceded that the mastery of the\nfundamental tools of learning is one of the objectives of the elementary\nschool. The results of this study indicate that the supervision of instruction was certainly a positive factor in accomplishing this objective. Further\ninvestigation is needed to determine the degree to which this is true of\nthe other important but less tangible aims of elementary education. However, within the limits of the experiment, it seems fair to conclude that\nsupervision is a valuable means of improving the teaching efficiency of the\nconsolidated schools; and that even if it only effected the results of the\ntool subjects, it would seem to more than justify its present cost to the\nstate and to the twenty-nine county systems of North Carolina that are\nnow employing a rural supervisor.\nIn conclusion, I would like to state that there is no tried method of\nimproving instruction in the rural schools that will give quicker, surer, and\nmore permanent results than adequate supervision of the classroom teaching. It has demonstrated its educational worth and monetary value in\nschools ranging in size from one teacher for all the grades in South Dakota\nto one teacher for each grade in this study in North Carolina.\nWhile\nit is estimated that successful business enterprises spend approximately 10\npercent of the amount spent for salaries for supervision of the workers,\nthe four studies that have been made of this subject in rural schools indicate that from 20 to 56 percent of the money spent for teachers’ salaries\nis wasted for lack of supervision. A specially trained supervisor in each of\n\nthe counties of North Carolina can be purchased for less than 2 percent\nof the amount now being spent for teachers’ salaries. Can any state afford\nnot to make such an investment for its rural children?\n\n"}
{"page": 528, "printed_page": null, "text": "NATIONAL\n\n524\n\nTHE\n\nUSE OF\n\nCc. J. ANDERSON,\n\nEDUCATION\n\nASSOCIATION\n\nTHE BULLETIN AS AN AGENCY\nSUPERVISION\nUNIVERSITY\n\nOF\n\nWISCONSIN,\n\nMADISON,\n\nIN\n\nWIS.\n\nSupervision must be expert and abundant in order that the limitations\nof the teacher and the bias of the particular situation may not keep her\nfrom attaining desired educational results.\n‘The average territory over\nUnder such\nwhich superintendents have to travel is 1672 square miles.\ncircumstances all that can be expected of the superintendent is the annual\nvisit.\nCareful study of reports of county snperintendents throughout\nthe United States reveals the facts that on the average 40 percent of the\ncounty superintendent’s time is spent visiting schools; the average length\nof visit is from one to two hours; the average number of school buildings\nis 84 of which 65 to 77 percent are one-teacher buildings; the average number of teachers per county is 132. In counties where there is supervision\nother than by county superintendent, the average number of visits is 5.\nBesides the actual situations just mentioned, another factor which\nmodifies supervisory procedures is the academic and professional preparation of teachers.\nThroughout the country, the teachers of rural schools as a group, are\nless well-equipped from the standpoint of both general and professional\neducation than are the teachers of urban schools.\nIt is evident from the reports of the status of rural teachers in various\nstates such as was given in the New York Survey by Professor Bagley,\nsuch as has been indicated in the Texas Survey, the various bulletins of\nthe United States government, the study of the status of teachers in Wisconsin by the writer, and numerous other studies, that a relatively large\nproportion of teachers in one-room schools have less than eight years of\nelementary schooling; have had only two or three years of secondary education; very few have had any college training; about one half of them\nhave had teacher training in high school; and that a very small proportion\nare normal graduates.\nA careful study of the professional and general reading of rural school\nteachers made by Dr. Bagley revealed the fact that between ten and twelve\npercent of the teachers reported that they took no periodicals; relatively few\nteachers were members of state teachers’ associations.\nIt has been repeatedly stated that the one-room rural school is the weakest\nlink in our educational chain.\nAmong the factors which produce this\nweak -bond are the following: The immature, itinerant, inadequately\ntrained, professionally isolated teaching personnel.\nIn 1920-21, 93.2 percent of all the rural school teachers in Wisconsin\ndid not have two years of academic and professional education beyond the\nhigh school. About four tenths of the pupils in rural schools were taught\nby immature teachers. The average rural teacher seldom remains in one\nlocality more than one year.\n\n"}
{"page": 529, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n525\n\nIt is very evident indeed from the actual conditions of the rural school\nproblem that some agency other than personal supervisory visitations must\nfurnish the help which rura! teachers need so badly.\nIt is evident also that some technic of supervision other than personal\nvisitation must be made use of if supervision is to be effective in the rural\nschools in the country.\nThe use of the supervisory bulletin is becoming\nincreasingly important as an agency in supervision.\nFor this reason an\nattempt has been made to classify 1522 bulletins issued by county superintendents and rural supervisors in forty-two different states. \"The purpose\nof this classification was to determine whether or not these bulletins were\nso constructed as to fulfill the requirements of effective supervision. The\ncriteria used in the evaluation of the bulletins together with the frequency\nof distribution follows:\nTabulation of the Evaluation of Bulletins\nI. Supervision must have a clearly and definitely organized\n\nprogram\nFrequency\n1. Does the bulletin keep before the teacher specific\nStandards (of, attainments tee artes ace oye ers ete\n108\n2. Does the bulletin suggest devices and procedures\n\nfor arriving, at the) standards aa cle tuteste) cesohio\n3. Does the bulletin deal with routine administrative\nMatters: Bie\n\nEy th dershhhc Mehtsleyad dat Martha\nTotal\n\nas.\n\nII. Supervision must be a cooperative undertaking of teachers and supervisors\n1. Does the bulletin contain devices which some\nteachers have tried out with success?..........\n2. Does the bulletin give reports of experiments\nwhich have been tried out successfully?.........\n3. Does the bulletin commend the good work being\nCODON\nee eater eee\nS sete c Melee els chit ea a\nTotal\n\ni542 Soaeen\n\nPts AA\n\nONT\n\nAGRE\n\nIII. Supervision should be democratic\n1. Does the bulletin encourage experimentation?...\n2. Does the bulletin suggest significant problems ‘for\nsolution and experimentation?..................\nMotal Lesa\n\nee\n\ncay LR\n\n59\n\nae wists 1081\n\n2 etieot Sen ,o eee areawe\n\nRT. oath ate LY\n\n1V. Supervision must be scientific\n1. Does the bulletin describe completely the administration of tests to be used in measuring\nTOP TESS omelets Sir Glesitter -leitaverse hele tlte-7-re\nthe bulletin interpret the results of previous\nrp . Does\ntests and compare these results with the stand-\n\nPercent\n\n1248\n\n81\n81\n\n15\n\n3\n32\n50\n\n3\n\n25\n14\n39\n\naed\n\n2\n\n"}
{"page": 530, "printed_page": null, "text": "526\n\nNATIONAL\n\nEpuCcATION ASSOCIATION\nFrequency\n\nPercent\n\nV. Supervision must center upon the improvement of instruction\ni Does the bulletin suggest good technic of classFOOMINSCLUCHLOH PIGS. hin hehe wiete alee we stoterets one 144\n2. Does the bulletin help establish good housekeep42\nse Tela: led eee\nINGPP epochs leefacag youre\n33 Does the bulletin set forth devices for the analysis\n\nee\neee rier oc iets\nOf the: re Citatlon) sere\nDoes the bulletin state the standards for judging\n\n1\n\ninstruction as a basis for self analysis?........\n. Does the bulletin refer to books and _ periodi-\n\n2\n\ncals that throw light on:\n(1) Purpose and bearing of education?........\n(2) Nature and process of learning?..........\n(3) Nature and function of method?..........\n\n1\n11\n\n(4) Nature and function of subjectmatter?......\n. Does the bulletin suggest how this material\n\n2\n\nCan) be appliedsto. classywork tows. oieenia.s\na gace\n\n1\n\n0)cd\n\neee APIO\n\ncriee olsHeo\n\nfours D okgan\n\n13\n\n209\n\nThe total of the frequencies is 1583 and the total number of bulletins\nMany of the bulletins were monthly papers and constudied is 1522.\ntained material which lent itself to classification under several of the principles which accounts for the fact that the total is greater than 1522.\nA further attempt to classify these bulletins resulted in the following\ndivisions:\nClassification of Bulletins\n\nType\nNumber\nAdministrative\n..... Telers)\nas 9/0 ere OTR, STEM\nBE HUN Fee\n1189\nInspirational. \\....2) Sasha sages. Tin ee\nnee\nOD.\n9\nOutlines ‘of work .. ses 2-05... Sa5e bee eee\neee\n60\n‘Tests. (standard) ~ -agnhied.aieie\nboom. oot. heen. A\n16\nExamination questiousmerm:\n“tact onary\ntena cannes\n5\nCharts; of stest\" scoresermene\n100 etme ete ere eee\n12\nSupervision through related (club work) activities.....\n2\nInstructionalls tayee tottus atic le eect\nee Mea\n171\nTeachers growthiet seyqsoeii-ntecon eee ca eee\n56\nFollow-up ....55...07240 PATOL\nSSO. Dee BOSE Hie\n2\n\nPercent\n78\n.005\n039\n01\n003\n007\n.001\n51th\n03\n\nRank\n1\n7\n3\n5\n8\n6\noS\n2\n4\n\n001\n\nob)\n\nty\n\n1522\n\n986\n\nThe following conclusions regarding the value of bulletins as a supervisory agency suggest themselves to the author:\n1, They are a means of solving or suggesting the solution of difficulties common\nto a number of schools at the same time:\n2. ‘They lend themselves to filing for present and future use.\n3. They are a means of bringing the latest developments to the attention of\nteachers long before they appear in book form.\n\n4. They bring about a better professional\n\nattitude toward\n\n5. ‘They supplement the personal visit and conference.\n6. They are a means of unifying the work in the county.\n\nthe work.\n\n"}
{"page": 531, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n527\n\n7. They are a means of bringing the county superintendent and her co-workers\nin closer touch with their teachers.\n8. They are a splendid means of making “contagious” to all the teachers, the\ngood things some teachers are doing.\n9. They are a splendid means of informing the school boards of the work being\nattempted by the supervisory staff of the county. This tends to interest the\nmembers of the board in the work of the school and also tends to make\npossible better and needed equipment for the school, which, in turn, means\nbetter teaching.\n10. They contain material which is valuable to teachers.\nThis fact is verified\nby the replies of the teachers concerning the value to them of bulletins.\n11. They are’a means of bringing about better standards and higher levels of\nwork.\n.!,\n\nIt is quite evident that the proportion of administrative bulletins to the\ntotal is entirely too large. Many superintendents are practically doing away\nwith the occasional administrative bulletin by providing information concerning all of the details of administration in a handbook issued at the\nbeginning of the year. It is evident also that bulletins which induce teacher\ngrowth, research and experimentation, are most valuable and should be\nstressed where bulletins are used as an agency of supervision. “The amount\nof training of teachers makes it obvious that detailed instructional bulletins\nmust be sent out in great numbers since the teachers do not have an adequate\nacademic or professional training sufficient to perform their work.\nIt is\nthe opinion of the writer that the use of the bulletin as an agency in supervision’ is in its infancy.\nA more detailed study should be made of it.\nStandards should be determined.\nReports of experiments should be made\navailable to all teachers, and an epidemic of new procedures being developed\nby teachers should be spread through the county i the use of the supervisory bulletin.\n\nZONE\nFRED\n\nC.\n}\n\nFISCHER,\n\nDEPUTY\n\nSUPERVISION\n\nCOMMISSIONER\n\nOF\n\nSCHOOLS,\n\nWAYNE\n\nCOUNTY,\n\nMICHIGAN\n\nZone supervision is a name given to a plan devised to bring supervisory\nhelp to rural: teachers in’ groups;’the teachers from each group coming from\nand serving a territory comprising from ten to twenty school rooms. ‘This\nterritory, and group is called a zone, and the teachers are usually known as\nzone. teachers.\n‘\n‘The zone plan had its origin in the mind of Marvin S. Pittman, who\nis now’ director of rural education in the Michigan State Normal College\nat Ypsilanti. It was empirically demonstrated in Polk and Marion Counties, Oregon, as early as 1916-17, but was first scientifically evaluated by\ndemonstration by Dr. Pittman in Brown County, South Dakota, in 1919-20.\nHe reports some very interesting and almost startling results, bearing on\nthe improvement of children and teachers of a supervised zone as compared to a similar group of an unsupervised zone.\nFurther demonstrations were conducted by the author in Michigan, be-\n\n"}
{"page": 532, "printed_page": null, "text": "528\n\nNatTIoNnAL\n\nEpucATION\n\nASSOCIATION\n\nginning in 1921, when one zone of ten rural schools, located near the\nDuring that school year\nNormal College at Ypsilanti, was organized.\nand confirmed the\nexperiment\nDr. Pittman repeated the South Dakota\nis still consupervision\nof\nplan\nzone\nThe\ntime.\nthat\nat\nobtained\nresults\ntinued for demonstration and practice work for student supervisors near\nYpsilanti, Michigan, under direction of the rural education department of\nthe normal college.\nWhile few questioned the results of these demonstrations from the\nstandpoint of experimental education, the plan: could have little practical\nvalue until it had been successfully used under the normal conditions of a\ncounty wide program, administered by the county superintendent, with his\nsupervisory assistants, who are responsible to him, and. who conduct the\ndetails of the supervisory program without aid fon the skilled expert, with\na normal school supporting and encouraging the activities.\nIn 1924, after Oakland County, Michigan, had made provisions for the\nemployment of helping teachers for rural schools, the rural education committee of the Michigan Education Association seized the opportunity of\ninvestigating the effectiveness of zone supervision of rural schools, by conducting a scientific comparison of results obtained during a year of work\nin the supervised county with that of a control group in an adjoining county\nwhich was unsupervised. ‘This investigation is recorded by W. C. Hoppes\nof the state normal college in Bulletin No. 7 of the Michigan Education\nAssociation, entitled ‘“The Value of Supervision in the Rural Schools of\nOakland County.” The investigation again confirmed practically all that\nhad been claimed by Dr. Pittman in his original demonstrations.\nIt is not\nthe purpose of this paper to record the details or results of these investiga-'\ntions.” They are simply a part of the history of the plan and may be\nstudied by anyone who is interested.\n‘The purposes of zone supervision are to provide:\n1. Conditions\n\nfor more\n\nefficient learning on the part of pupils.\n\n2. Convenient, democratic,\n\nand effective teachers’ meetings, and a higher degree\n\nof professionalization of teachers.\n3. Opportunity for rural communities to become better acquainted with the rural\neducational program, and to have a part in the carrying out and enjoying that program with children, teachers, and community workers.\ni\n\nThe major objective in every supervisory activity is the improvement\nof learning.\n‘The helping teacher’s visit and the monthly zone meeting\nare the two most important means to accomplish this end. Each teacher in\na zone is asked to give one Saturday each month for a zone meeting, held in\none of the rural schools of her respective zone.\nAt this meeting every\nmonth outlines of the work to be studied are given out, problems of the\nteachers are discussed, demonstration classes are taught, and the community participates in the meeting at the noonday luncheon and in the\nafternoon program.\nDuring the month following each zone meeting the supervising or helping teacher visits each school in her two or three zones, and assists in\n\n"}
{"page": 533, "printed_page": null, "text": "2d\n\nTHE DEPARTMENT\nee ee SS\nES\n\nOF RURAL EDUCATION\na\nag ei\n\n529\n\nmatters of organization, methods, community problems, etc.\nEach visit\nof the helping teacher involves a twenty or thirty minute period of work\ndirectly with the pupils in\n1. Establishing an effective motive for work\n2. Correcting faulty habits of study\n3. Improving skill, and increasing knowledge of how to learn.\n\nPupils are taken into full confidence of the helping teacher as to what\nshe is trying to do for and with them.\nHer work is always designed to\nemphasize her function as a superior teacher.\nIn each school she must\ndemonstrate good class management and good teaching technic. At each\nzone meeting the helping teacher does a piece of teaching to illustrate the\nprogram which she recommends to teachers. This establishes a professional\nsympathy and understanding between helping teacher and teacher. It begets\nin teachers a studious attitude towards the details of teaching technic and\nestablishes standards and some degree of uniformity of procedure among\ndifferent teachers.\nThe entire program of subjects for special emphasis is definitely planned\nin advance for the school year. Four or five subjects are chosen for special\nemphasis. For example, this year’s program of subjects in Wayne County\nis as follows:\nSeptember—Reading\nOctober—Citizenship and Civil Government\nNovember—Arithmetic Problems\nDecember—Handwriting and Spelling\nFor January, February, March and April, the subjects of the first four months\nare repeated with the addition of Music Appreciation in January.\n\nThis basis or organization is used because, (1) teachers teach reading,\nwriting and spelling, not pedagogy or general psychology; (2) pupils are\nperfectly conscious of trying to learn these subjects, and can, therefore, be\nreached directly by the helping teacher during her visit to the school.\nDates and even the exact hour of the helping teacher’s visit is announced\nin advance.\nIt is a definite purpose to see each school and each teacher at\ntheir best. This establishes a close bond of sympathy and confidence between teacher and helping teacher.\nIt fixes for both teachers and pupils\nan ideal, below which they are at other times unwilling to allow the\nquality of their work to drop. After a few months no teacher will attempt\nto deceive the helping teacher because, in the first place, there is no need at\nall for doing it, and, in the second place, any helping teacher can tell in a\nvery short time the difference between sham and honest work.\nStandards, objectives, and achievements in learning are specifically stated.\nInitial tests are scored and results discussed by teachers at the first zone\nmeeting in the fall. Informal tests are provided each month.\nPupils prepare during each month specific pieces of work for the helping teacher to\nsee and to appreciate.\n\n"}
{"page": 534, "printed_page": null, "text": "530\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nThe social attitudes and standards of conduct of the pupils are made a\nThis is done through the organization and correct\npart of the program.\n\nfunctioning of a Citizenship club in every school.\n\nChildren have learned\n\nto greet the helping teacher, the county superintendent\n\nand other visitors\n\nin a manner as a host should greet a guest. Every child has his obligations to meet as a citizen of the school and performs his obligations with\ndispatch and correctness which would do credit to our older citizens.\nThe second objective, which relates to the development of the professional pride and ambition among teachers is brought about chiefly through\nthe monthly teachers’ meeting, but is also stimulated by means of theater\nparties, picnics, etc. Association of teachers who have the same professional\ninterests and problems is conducive to increased professional selfrespect.\nIsolation is destructive to morale and ambition.\nContact with co-workers\n“There\nis stimulating to pride selfrespect and: professional consciousness.\nis a social and personal pleasure aspect built into each zone meeting through\nthe songs they sing, the general jollification at the dinner, and in the mutual\nenjoyment of the afternoon program that cannot be measured.\nCooperation of teachers with each other and with the helping teacher is\nexpressed in many ways. ‘They bring each other to zone meetings, they are\nall called upon to participate in the discussions, and each opinion or experience is treated with the highest regard. The opportunity for a teacher\nto teach a demonstration lesson before her fellows gives her pride and confidence in herself.\nIn short, the professionalization of teachers under the\nzone plan has no end of possibilities.\nThe third objective of zone supervision relates to the development of\na progressive public opinion.\nInterested parents and school officers are\noften invited to be present at the school during the visit of the helping\nteacher.\nThe afternoon session of each zone meeting is devoted to a program\nfor the general public. This meeting is in charge of the elected officers of\nthe zone.\nIn conclusion, it may be asked, “Is such a program effective? Does it\npay? Does it produce results ?”\n\nThose who know the plan best after careful observation, testing, and\nchecking are unanimous in saying that zone supervision has shown\nconstantly showing these conclusions:\n\nand is\n\n1. A capitalization of the energy, ideas, and knowledge of all for the benefit of\neach.\n,\n2. A steady improvement in teaching technic.\n3. A certain improvement of scholarship among pupils of the school as well as a\nmuch higher morale and loyalty to their school.\n4. A real comradeship among rural teachers through the opportunity of becoming\nbetter acquainted.\n5. Better cooperation from school boards, and parents, and better equipped schools,\nthrough this cooperation.\n6. A feeling among teachers, boys and girls, patrons, and school officers that the\nthings they do well that are worth while are appreciated.\n\n"}
{"page": 535, "printed_page": null, "text": "THE\n\nLENA\n\nDeparTMENT\n\nA TEN SCHOOL\n\nPLAN\n\nLATKIN,\n\nCOUNTY\n\nASSISTANT\n\nOF\n\nRuRAL\n\nEDUCATION\n\nOF COUNTY\n\n531\n\nSUPERVISION\n\nSUPERINTENDENT,\n\nPULASKI\n\nCOUNTY,\n\nARK.\n\nCounty supervision of rural public schools in Arkansas has existed in\nsome form since 1907. Since the first day county superintendency went\ninto effect county superintendents have been helping teachers in service to\nimprove the quality of their instruction. They have carried the work in\nsupervision along with their administrative and other duties.\nCounty\nschool supervision separate from administration as a special field of service\nis less than three years old in Arkansas. Pulaski County is among the few\n‘counties of the state rendering service in this field to the teachers, children,\nand patrons of its rural schools.\nIn considering any plan of work, in a county having only one supervisor for its entire school and teacher population, many factors enter inte\nthe effectiveness of the work done by the supervisor. Chief among these are\nthe teachers to be supervised, their training, experience, maturity, or lack\nof these; their number; the number of pupils per teacher; physical conditions of the school plant; the community in which the school is located, etc.\nTo avoid scattering of effort, and in an attempt to make supervision more\neffective, the plan, which for want of a better name we shall call for the\npurpose of this paper ‘“The Ten School Plan,” was adopted.\n~ Ten schools are specially selected, according to this plan, for intensive\nwork during a period of three months. ‘The schools are selected because of\nyoung, inexperienced teachers, old, “in the rut’? teachers, because of some\ncommunity project with which the teachers need help, or because of need\nfor bringing the school up to standard.\nAt the beginning of the second year it was considered wise to use the\nfirst six weeks and the last six weeks of the school year for a round of\ngeneral ‘‘get-to-gether” visits to all the schools before starting again on the\n“ten school plan.” ‘The county would in this way be covered generally\nthrough at least two visits per year to every school, and would be covered\nthrough the “ten school plan” in a period of three years.\nDuring the two and one-half years this plan has been in operation the\n\nplan has been varied from only once.\n\nIt was decided that the ten schools\n\nselected at this time, instead of being given intensive work covering a\nperiod of three months, be given a week’s intensive work each. ‘This does\nnot mean that every minute of every hour of the five days was spent in the\n\nschool. It does mean, however, that most of the time of five days was given\nto helping the teacher improve her instruction of the children.\nIn one\ninstance the time was distributed over a period of two weeks between two\nschools.\nVisiting in the ten specially selected schools varies from at least a half\nhour to a whole day, on an average, once every two weeks, during the\n\nperiod of three months. These visits, as a rule, are followed by a discussion\nof plans and methods, conferences as to better ways of presenting material,\n\n"}
{"page": 536, "printed_page": null, "text": "532\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nwith definite suggestions as to how and what to do under given conditions.\nPerhaps a paragraph in some book is assigned to some teacher for reading,\nperhaps a home visit is decided upon as a help in solving a problem of\ndiscipline.\nThe teacher or teachers in these ten schools are asked to help initiate four\nconditions in their schools as a background for their work:\n1. That a medical inspection of every child in the school be made.\n2. That a modern health crusade be carried on as part of the school work.\n3. That a school improvement association or a parent-teacher association\nformed if there be none.\n4, That a boys’ and girls’ agricultural club be formed wherever possible.\n\nbe\n\nSupervision in the county as a whole and including the ten schools has\nassumed a number of aspects or phases: Visiting, group meetings, demonstration lessons, monthly letters or bulletins, testing, reading circle work,\nhelping to establish libraries, enforcing of better school attendance, and the\ncontinued organization of P. T. A.’s.\nFirst, the demonstration and visiting.\nDemonstrations have been both\nformal and informal.\nFour one-hour periods of demonstration were given\nat the September county institute, rural children being used in the classes.\nThey were children in the first, second, and third grades. “The in-betweenrecitation periods were most carefully provided for in this demonstration.\nMore than fifty recitation periods were taken charge of by the supervisor\nat the request of the teacher during the first year, because she felt the need\nof help. At times formal lesson plans were prepared the day before and\nused in the school next day, plan in hand. At other times the supervisor\nhas taken charge of the class as the need arose.\nDemonstration through\nvisiting of other schools by the teacher was carried on the first year in a\nvery limited way.\nThis fall, with the cooperation of our directors, the program of visiting\nfor the teachers as part of the supervisory plan has been much more definite\nand helpful. One day in the early fall was set aside as a day for visiting and\nobserving the work of expert teachers in the city schools.\nThe teachers\nwere divided into groups visiting the primary, intermediate, etc., or any\nspecial subjectmatter classes, such as reading, language, and music.\nA\nsecond day, two months later, was set that teachers might visit the schools\nof the county. Seven schools were selected for visiting. ‘Teachers of one\nroom schools were assigned one room schools for visits.\nThe two county-wide visiting days were followed by a county-wide\nfaculty meeting the next morning in the office of the superintendent, and\nthoroughly discussed. They have proven of value both inspirationally and\npractically. The teachers visited were notified in advance of the visit to\nbe made and the teachers who did the visiting were later found by the\nsupervisor to be using the methods which had been observed.\nReading comprehension tests have been given in sixteen schools.\nIn six\nof these, they were given in both October and in April.\nIn the other ten\nschools, they were given only in April. Graphs were made of the findings\nand follow-up work was done with the children in each school. The range\n\n"}
{"page": 537, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF\n\nRURAL:\n\nEpucATION\n\nwes\n\nwas from 0 to 99. ‘The median was from 16 to 49. The median should\nhave been 50 if the school was up to standard. In several instances, where\nchildren made high grades, they were recommended for promotion, especially if they were over age. “The tests proved conclusively that they are a\nworthwhile measuring stick; that they can be used to rouse interest in\nreading; and that they are decidedly worthwhile in helping the teacher to\nrealize that she must improve the quality of her instruction.\nLanguage\ntests, as part of an improved language teaching program are being given\nthis year.\nIn raising standards of teaching for the county through the ten school\nplan the county as a whole has profited.\nPatrons all over the county show a willingness to buy equipment and\nbooks lacking before the ten school plan went into operation. There is an\nincreased interest in school attendance as shown by the keen competition\nfor the office attendance picture each month. There is an increased interest\nin schools shown through the visits of the patrons to the schools and to the\ncounty superintendent’s office. “The local newspapers not only willingly\ngive space, but ask for contributions concerning our schools. While much\nof this interest is undoubtedly due to the consolidation program being\nadministered by our county superintendent some of it also is due to the\nsupervisory program as carried forward in the ten school plan.\n\nPROMOTING\n\nINTELLIGENT\n\nEDGAR ELLEN WILSON, COUNTY\n\nUSE\n\nOF THE\n\nTEXTBOOK\n\nSUPERVISOR, HENRIETTA, TEXAS\n\nThe good that can be accomplished through the use of the textbooks is\nunlimited, but how far short of their real purpose they do fall in our\nrural schools. “They are not being used in such a manner that the aims\nof education which are to be conceived in terms of economics, civics,\ndomestic efficiency, goodwill and happiness are being realized by the average\nboy and girl.\n\nToo often the teacher depends entirely on the textbook for her source\nof material. She feels that she has done her duty when she has mentioned\nor has pupils to mention every bare fact between the covers of the book,\nusing the method of asking the questions at the end of the chapter and\nassigning the next chapter.\nOne of the chief criticisms offered is that the teaching that is being done\nconsists largely of lesson hearing that is requiring pupils to recite on\nmaterials that they have memorized from the text and often with no direction on part of the teacher. ‘The teacher must prepare the pupils to study\nUnfortunately the assignment,\nthe text intelligently and economically.\nwhich is the very secret of successful instruction, is frequently ignored or\n\nslighted by teachers.\n\nBefore the teacher can make\n\nintelligent use of a\n\ntextbook, she must be well acquainted with it herself. It is impossible for\na teacher, who does not know the advanced-phases of her subject, to do\nOn the other hand, the teacher who\nmuch more than follow the book.\n\nhas any field of thought and research within her grasp can give to her\n\n"}
{"page": 538, "printed_page": null, "text": "534\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\na\n\nclass much more than any textbook can possibly furnish. Further, the fact\nthat a teacher is a scholar will change her whole attitude toward the subject that she is teaching, and will react favorably on her attitude toward\nthe class and the attitude of the class toward her.\nWhen the teacher has an adequate understanding of the text she is\nteaching, she must then decide on the proper emphasis to be given the\n‘The teacher should rearrange the mavarious topics that it contains.\nterials in the textbook by selecting the more important facts and bringing\nIn making the\nthe secondary and minor facts into relation with these.\nassignment, the teacher should attempt to clear up any points suggested\nin the text in which the child is likely to have any difficulty in understanding.\nThis she can and should do by making lesson plans before\nshe comes to school.\nA fairly good index to a teachers’ skill is her ability to make smooth\nconnections with the text materials, which is but another way of stating\nthe teachers task in the preparation step: arousing interest, fore old\nknowledge and developing an aim.\nBooks do have the advantage of presenting in a permanent aed readily\naccessible form information that is important for the pupil to obtain.\nThis information is usually accurate and it can be secured if books are\nproperly used in relatively brief space of time. On the other hand, books\nare often so constructed both in respect to subjectmatter and to form\nthat they are not suited to the needs of particular classes and individual\npupils. “They too often lack the interest that oral instruction with its\nemphasis on personal elements possess when such instruction is properly\ngiven. And they are often over logical and give too little to personal\ninterests. We know that the pupil must have some motive for studying\nthe printed page, or some interest in its contents, if he is to give it the\nattention that is necessary for the assimilation of the matter presented.\nMost of our textbooks are conceived and executed on logical, not\npsychological, principles. ur present texts are full of laws, rich in information, theories, principles and other such matter but after all lacking\nin “human interests,” especially the sort that might appeal to the country\nboy and girl. Now, do not think from this that the textbook should be\ndiscarded entirely, or that none are good, for the good qualities far out\nweigh the faults.\n‘Textbooks should be used as a help and not a hindrance to the teacher.\nChildren’s interests largely center in basic human concerns, which can often\nbe appealed to, in arousing interests in subjects of the school curriculum.\nArouse through the textbook interest in a vocation, in home life, in conditions and problems of one’s local community, in the social group to which\nthe child belongs, church, race, and economic class.\nLet the teacher use the text to develop the interest of the students, to\ncultivate new ones, along desirable lines, to lead the child to solve problems\nwhich have not been attempted before, and to suggest new methods for their\ninvestigations.\n\n"}
{"page": 539, "printed_page": null, "text": "THE\n\nECONOMIC\nBLANCHE\n\nDEPARTMENT\n\nAND\nA.\n\nSOCIAL\n\nNAGEL,\n\nOF RURAL\n\nVALUES\n\nASSISTANT\nOLYMPIA,\n\nEDUCATION\n\n53)\n\nOF RURAL\n\nTEACHERS\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nWASH.\n\nTeachers in aiding to produce economic and social values discharge a\nthree-fold responsibility, to the community, to their profession, and to\nthemselves.\nI shall consider these responsibilities in turn.\nIn giving a broad community service, teachers know that the “old order changeth” and the day\nof the one-room school district is rapidly passing, as sections become better\nsettled and pioneer conditions no longer exist. The call to reorganize, to\nconsolidate, to standardize, is heard everywhere and is everywhere arousing constructive interest among school patrons to provide the best equipped\nschool systems, the best trained teachers, in short, the best schools possible,\nincluding junior or intermediate, and senior high schools, with a broad and\nenriched curriculm adapted to neighborhood needs.\nReading, writing, and arithmetic will always be essentials in class room\ninstruction, but current events, subjects of hygienic, vocational, social,\ncultural, and spiritual values must have an important part.\nSchool and community needs can only be met by working along lines\nwhose foundations are already well laid.\nNew achievements should\nonly be attempted when they bear on the welfare and life of the community.\nWhatever in a particular section is outstanding in the way of\nindustry—dairying, fruit growing, canning, stock raising, lumbering, fishing, attractive scenery—should be featured in the schools and through them\nthe homes reached, that communities may be roused to build on what they\nhave already done, and to use what they already have at hand.\nBoys and girls with such guidance will become better developed in\ncharacter and ideals and better trained for useful citizenship. The backward and indifferent as well as those naturally public spirited will be\nafforded an opportunity to serve and increasing economic and social values\nwill result from this directed effort. Related school and community projects\nin keeping with such a program of growth could take shape along these\nlines:\nCommunity projects—1. Use of school buildings as evening recreation, social\nand educational centers.\n2. Social gatherings for the entire community, entertainments, socials, community\nsings, lecture courses, etc.\n3. Equipment and supervision of school yards, public playgrounds, or park\nspaces for play.\n4, Use of same after school hours and during vacation.\n5. School athletic leagues for boys; for girls.\n6. Manual training; home economics, broadly interpreted as home making.\n7. Directed vacation employment, school gardens, credit for home work.\n8. Provision and supervision of vocational opportunities for boys and girls.\n9. Activities\n\nof parent- -teacher\n\n10. Other organizations\n\nassociations.\n\nor clubs to do active child welfare\n\nwork.\n\n"}
{"page": 540, "printed_page": null, "text": "536\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\n11. Inspection and supervision of commercialized\nskating rinks, pool halls, theaters, motion pictures.\n12. Improvement of appearance of the home town,\nbuildings.\n\ndance\n\nhalls,\n\nlots, streets,\n\npublic\n\namusements,\nvacant\n\nCommunity Surveys—Again, rural surveys may be worked out dealing\nwith the local water supply, disposal of wastes, milk supply, and related\nphases of an intensive health program, rural libraries, abolishing illiteracy,\nfire protection, and police efficiency in the interest of good citizenship.\nThese surveys could be developed as joint school and community projects\nin citizenship training.\nCommunity welfare—The relation of the community to its environment,\nthe dignity of rural life, the dependence of the people everywhere on the\nsoil and on rural occupations for their sustenance, the services of cities\nand foreign countries as trade channels, the importance of the family, of\nthe state and other institutions to the individual and society, the right of\nwealth, the problems of crime and poverty, the service and injury of immigration, are other vital subjects which may be featured as having important economic and social values for blending into community interest\nand ever enlarging community vision.\nThree recognized weaknesses in public school systems—But with all of\nour achievements in educational development, teachers know there are three\nweak places everywhere in our public school system, to be pointed out and\nto be remedied. “These three weaknesses are: First, too many small oneroom school districts; second, careless or lax enforcement of the compulsory attendance law; and third, need of equalization fund to supplement\nfinancial school support already provided, thereby insuring an adequate\nbudget for needy districts.\nRemedies—The remedy for the first weakness—too many one-room\nschools—is to reorganize these weak districts into stronger units.\nThe\nsecond difficulty—lax enforcement of the compulsory attendance law—\ncan only be overcome by steady effort on the part of every resident of the\ncommunity, as well as by the authorities whose duty it is to see that every\nchild who is able and fit to be in school attends every day. ‘The third\nneed—that of providing an equalizing fund—can be met only through\nlegislative action, as has been taken in a number of states.\nThe legislatures of Washington and Montana passed such a measure by\nlegislative action last winter.\nWashington, after several years’ effort,\nsucceeded in getting a vote of over four to one in both houses, favoring\ncreation of such a fund, amounting approximately to $375,000.\nThis\nmeasure was later vetoed by the governor.\nMontana was more fortunate\nand an equalizing fund of $400,000 is available in that state as supplementary aid to Montana’s needy districts.\nWith reorganization of pioneer school districts into larger units, a\nnation-wide program of consolidation and standardization of rural schools\nand disorganization of those whose attendance falls below a prescribed\nminimum, is being steadily developed.\n\n"}
{"page": 541, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RuRAL\n\nEDUCATION\n\n537\n\nQuestion of form of administrative and taxing units—Much thought\nis being given to the form which this generally accepted larger administrative and taxing unit should take, since the single district unit is no longer\nregarded as effective in providing adequate school facilities.\nShall it be the consolidated or community unit now being formed generally throughout the United States, and retaining a measure of local control. Shall it be the county unit with its county board, or shall it be the\nstate unit with one board governing everything from the kindergarten to\nthe university? Here in Washington, in common with many other states,\nwe believe in the consolidated school and its advantages—the community\nunit in fact—for the resulting increase in economic and social values.\nLast year thirty-five new consolidations were made by people themselves voting their smaller districts into larger and stronger units, in the\ninterest of better and more efficient schools and broader community develop-\n\nment.\nSuperintendent F. S. Thompson, under whose leadership this large district has steadily progressed for the past fourteen years, since its organization, makes this comment on the increased economic and social values built\ninto the community because of consolidation:\nThere were originally 21 separate schools maintained in this territory.\nThese\n21 schools have become so welded together through this process of unifying and\ncentralizing that now there are but six schools including the three community centers at Morton, Mineral, and Randle.\nAll three centers have modern and ample\nequipment and efficient school plants with gymnasiums and teachers’ cottages.\n\nA four-year accredited high school is located at Morton, the largest of\nthe three centers in this territory. Some high school work is done in each\nof the other centers. Fifteen buses are used for school transportation purposes.\nCare is taken to employ only well qualified and efficient teachers,\nwho work under the constant supervision of the superintendent.\nA high\nquality of work results and a strong community interest has been built\nup about the three centers.\nOver eight hundred people took part in the\nlast community day celebration, which included as an important feature,\nthe annual graduation exercises.\nStandardization—Closely following in the wake of consolidation is the\nnation-wide effort to standardize school systems. ‘Teachers, as torch bearers\nof education in any program of standardization, recognize in this marvelous\nage of scientific investigation and new discoveries that intellectual growth\nand progress are breaking down so-called established precedents. A number of states, Washington among them, use a standard rating plan. Here\nfive objectives are cutlined—building, equipment, grounds, community\nactivities, and school. A standard plate is awarded such schools as meet\nprescribed requirements.\nMichigan, Vermont, Kansas, Colorado, and\nWashington are among the states having this plan of award.\nSecond responsibility of teachers—to profession—What shall rural\nteachers do to discharge their second great responsibility—that to their profession? The first duty of paramount importance should be to give hearty\n\n"}
{"page": 542, "printed_page": null, "text": "538\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsupport and loyal cooperation in furthering the work of the local, county,\nstate, national and international education associations, remembering that\nall have an essential part in the success of the whole. Effort should be made\nto coordinate, through contructive work and sympathetic understanding,\nlocal programs with the seven well defined objectives of the National Education Association, which are: Sound health; worthy home membership;\nmastery of the tools, technics and spirit of learning; faithful citizenship;\nvocational effectiveness; wise use of leisure; and ethical character.\nResponsibility to further educational movements—It is important that\nevery teacher have an intelligent understanding of the vital, forward-looking movements in education, that they may enlist the support of strong\ngroups to aid in solving problems related to teacher welfare, and because\nof the very nature of the work of teachers, to the conomic and. social\nvalues of society itself as a unit.\nThe goal which was set only a few years ago of a minimum salary of\n$100 a month for any beginning teacher has become a reality in many sections. Washington has a large number of districts with no salary less\nthan $100 and similar reports from other states are common.\n‘Teachers’\ncontracts are important, with the goal ahead in all consolidated school\ndistricts, as is already true in many of payment on a twelve months’ basis\ninstead of payment for a nine or ten months’ term; professional advancement through attendance at institutions of higher learning; extension work\nand contact with professional literature—all are important factors which\nteachers are recognizing for their economic and social values.\nThird responsibility of teachers—What shall teachers do to discharge\ntheir third responsibility—duty to themselves?\nTo succeed greatly, teachers must be leaders. As leaders they must have,\nfirst of all, good health, which inspires right attitudes toward work and\ntoward life in its many phases; ambition to grow and gain and give; confidence, courage, faith, joy, and the daring to do will be other essentials\nin their struggle for success.\nRemember, there is no more important or precious privilege than that of\nbeing a teacher, with a part in fitting young people for life’s duties.\nAs torchbearers, keenly alive to opportunities for advancement, let rural\nteachers find their best economic and social values in earnestly striving to\nrelieve, in part at least, the dragging weight of monotony common to rural\ndistricts.\nLet the greatest service be as “bread cast upon the waters’’— to help the\npeople help themselves, to discover their own latent capacities and skills.\n\nTHE PROFESSIONAL\n\nWELFARE\n\nOF THE RURAL\n\nTEACHER\n\nA. G. CRANE, PRESIDENT, UNIVERSITY. OF WYOMING, LARAMIE, WYOMING\nThe first question which arises in the discussion of this topic is one of\nfact. Do the rural teachers as a class today possess any professional standing? Dr. Bagley, in describing the rural teacher of New York state, in\n\n"}
{"page": 543, "printed_page": null, "text": "THE\n\nDeparTMENT\n\nOF RURAL\n\nEDUCATION\n\n539\n\naccordance with recent surveys which he has made, stated that she is a\nyoung woman, twenty-three or twenty-four years of age, who began teaching at the age of nineteen, a farmer’s daughter of a family or five or six\nand the family income not exceeding $1000.\nShe is a young woman who\nhad had eight years of elementary schooling, four years of high school,\nand, during the latter part of the high school period, she was a member\nof a teacher training class where she reviewed the common school branches,\nstudied the: rudiments of psychology, school law and school management,\nobserved classwork twice a week for a year in the local elementary schools,\nmade two or three visits to neighboring rural schools and had ten days\nof practice teaching in one of the grades of the local schools. Dr. Bagley,\nthrough investigation, also disclosed the fact that out of some thousands\nincluded in his investigations eight or nine percent only are members of\nthe New York State Teachers’ Association and out of 2500, three only\nhad the courage to admit that they were members of the National Education Association. ‘The situation may be better in some states and in others\nit-is undoubtedly worse than it is in New York.\nCan we say that the\ntwo or three thousand rural teachers have advanced far enough in professional training to merit the rank of professional teachers?\nWith all the acknowledged improvements in the rural schools, why\nhas the rural teacher not become more truly professionalized? What are\nthe influences which prevent professional teachers from seeking the rural\nschools? It is conceded that the rural teacher who lives up to the opportunities and responsibilities of a leader in the community must have had\nbetter preparation and higher professional skill than almost any other\nteacher in the public school system, What are the forces which hinder the\nprofessional advancement of the rural teacher? ‘The first hindrance is the\neconomic status of the rural teacher. Any of you who have been concerned\nwith directing teacher training schools have often been confronted with the\nquestion of advising young people who are wavering between the rural and\nthe city teaching field. You must tell them that the same money, time,\nand effort will prepare them to teach in a city school where the job is\neasier, the attractions are greater, and the compensation larger. What\ncan you do, honestly? The farmer’s son and daughter are confronted with\nthe same question. If it is a temporary job that is desired, the answer may\nbe in favor of the rural school. If the student, however, is looking forward to a profession, he can hardly accept the rural school except as a\nstepping stone.\nThe second obstacle to the professional training of rural teachers is\nthe condition of the job. This handicap is so well known that it is not\nnecessary to describe it. The conditions can be improved if there is present\nthe desire on the part of the people of the community and the necessary\nfinances with which to make the improvements. Again the economic situation is the limiting factor.\n\n"}
{"page": 544, "printed_page": null, "text": "540\n\nNATIONAL\n\nEpucCATION\n\nASSOCIATION\n\nThe third handicap is found in the low standards which the public\nMuch has been done\ndemands for the teachers in the rural communities.\nto raise the position of rural teachers in the minds of the rural communities, yet, take the country as a whole, it still remains to persuade the\nrural districts that a professionally trained teacher is necessary and is\nworthy of her hire.\nThe fourth obstacle is the never ceasing competition with city schools.\nThe city schools offer manifest advantages in companionship, in social\nopportunities, in simplified tasks, in salaries. From the standpoint of the\nprofession as a whole, we cannot wish that this competition be stifled.\nIt is the competition between schools and communities that alone saves\nthe public school teaching profession from the monotonous deadening and\nleveling effect of a socialistic monopoly.\nThe fifth factor is undoubtedly the indifference of other classes of\nteachers.\nThe city teachers, the administrators, the institution, the professors in our colleges and universities view the rural school situation and\nthe plight of the rural teacher with only mild sympathy which is almost\nakin to indifference.\nMy plea today is’ for an awakened interest in the\nrural teacher and her professional standing by the profession as a whole.\nThe heart of this rural teacher and rural school problem is economic.\nIt is\ntied closely with the agricultural situation. At present, agriculture is just\nemerging from the worst period of deflation and depression that the agricultural industries of the United States have ever known.\nAgricultural\nbankruptcies during this period have increased six fold. Millions of people\nhave left the farms for the cities each year.\nMortgages on farms in a\nfew years increased 132 percent.\nNational taxes have been reduced since\nthe war but the smallest part of this reduction has been in the farmers’\ntaxes.\nIn 1922 United States taxes dropped $1,302,000,000, but the\nfarmers’ taxes in that same year were reduced but $31,000,000.\nAccording to the best students of the agricultural situation, the reason\nfor this is found in deflation and in the fact that the farmer is selling his\nproduce at a smaller advance above prewar prices than he is required to pay\nfor the things he has to buy. In 1922 the farmer received for his produce\n22 percent above prewar prices and at the same time was paying 72 percent\nabove prewar prices for the things he consumed. Closely connected with the\nrural school situation is the fact that in many of the states 30 percent to\n40 percent of the farmers’ taxes go to schools and the largest item in the\nschool budgets is the teacher’s wage.\nThe future of the rural: teacher\ncannot be improved faster than the economic condition of the agricultural\ncommunity is improved. If the teachers of the United States are interested\nin advancing the vocation to the ranks of a profession, we must be interested\nnot only in the welfare of the rural teacher but in the welfare of the\nagriculturist who sustains the rural teacher.\nThe professional welfare of the rural teacher demands that there be a\nchange of emphasis; that the teaching profession, the great National Educa:\n\n"}
{"page": 545, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n541\n\ntion Association, the state organizations, the universities and colleges, the\nnormal schools shall unite in calling the attention of the American people\nto the vital influence of the economic foundation of our rural schools.\nWhat effect has the low professional standard of rural teachers upon our\nwhole profession?\nWe long for the day when the American public shall\nrecognize the profession of teaching as a job worthwhile; as one that requires special skill and ability. We desire the day when the public will be\nas careful in consigning to our care the minds and souls of their boys and\ngirls as they are today in consigning to the medical profession their children’s physical bodies. The open door at the base of this vocation is letting in through the rural schools thousands of amateurs each year who are\na menace to the whole profession. “The professional welfare of the rural\nteacher should be a vital concern to the whole profession not only from\naltruistic reasons but in order to safeguard the rights and privileges of\nall others in the profession.\n‘The remedies are to be found in the active cooperation of all educational\nand public spirited agencies.\nPart of the task belongs to the state departments that license the teachers; that educates the public; that administer\nto the rural schools. Part of the burden must fall upon the agricultural\ncolleges which must labor to improve the economic condition of agriculture.\nThe teachers’ organizations, such as this National Education Association,\nmust carry on problems of research, must furnish the facts for the campaigns of education which shall raise the public standards for the rural\nschools, which shall enlist the active sympathies of urban dwellers, which\nshall ultimately advance the professional standing of the rural teacher.\nIn my own state, I drive for miles across the great sagebrush flats; I\nclimb the mountains and I find nestled perhaps beside some mountain\nstream, surrounded by beautiful spruces and pines, a little log hut and\nplaying around it, I see little boys and girls out in the clearest sunshine\nGod ever made, dabbling in the brook, fishing, picking flowers, looking up\nat the snowclad mountains behind them and I think what a glorious\nsetting for childhood; what wonderful environment, reared with the\nblessing of fresh air, sunshine, health, happiness, beauty—out in God’s\ngreat out-of-doors.\nTheir fathers and mothers come from the East; their fathers and mothers\nare conversant with cities and libraries and schools, but these little lads\nand lassies—who shall lead them?\nWho shall open their eyes to these\nvistas? Who shall open the doors that they can enter upon the realms of\nmusic, philosophy, literature, and history and become partakers of the\nworld’s great store of knowledge, intelligence, and beauty?\nThere is one person to whom we should look and that is the school\nteacher. “Vherefore, you and I, by our very altruism, by our loyalty and\nallegiance to the profession of education, without which we have no business to be in the profession, ought to be interested in an altruistic way in\nthe welfare of these rural teachers,\n\n"}
{"page": 546, "printed_page": null, "text": "542\n\nNATIONAL\n\nTHE\n\nSTATE'S\n\nBERNICE\n\nMCCOY,\n\nEDUCATION\n\nASSOCIATION\n\nFINANCIAL RESPONSIBILITY\nRURAL SCHOOLS\n\nDEPARTMENT\n\nOF\n\nEDUCATION,\n\nMOSCOW,\n\nUNIVERSITY\n\nTO\n\nITS\n\nOF\n\nIDAHO,\n\nIDAHO\n\nCertainly the one-room rural school, which is even yet the sole medium\nthrough which more than fifty percent of the potential citizenry of the\nstate receives its training, is of sufficient importance to consume the entire\ntime allotted to this paper. If methods of administration could be changed\narbitrarily and the county unit system universally adopted or, even consolidation in smaller units, effected to include all of these schools, the\nproblem could be solved with comparative ease, but they persist despite\nnearly a quarter of a century of effort to eliminate them.\nThe inherent conservatism of the rural citizen, which makes him averse\nto change and very suspicious of any movement which seems to rob the\ncommunity of control of this institutions, coupled with the natural barriers\nwhich are found in so many of the sections of the country and the poor\nroads, will continue to make these schools one of the major educational\nproblems of the states of the union, and as such they must be recognized.\nOne looks in vain through the various studies of school finance for any\nexisting system which wholly equalizes either the educational opportunities\nfor the child or the taxation burden for the local district.\nOne or two\nsignificant facts stand out, however, which seem to point the way to better\nand more hopeful things—namely, that those states which make provision\nfor generous state aid more nearly reach the goal of equalization.\nIn\nDelaware a generous and definite state budget is provided, based on what\nseems to be intelligent study of the state’s educational needs.\nThe size\nof the state seems to the writer not to be a significant factor.\nAdequate\nand thoroughly coordinated educational machinery for education in both\nstate and county would make it just as easy to administer such a plan\nin a large state as in a smaller one. It seems clear that our goal financially\nshould be adequate state financial support well administered.\nThe patch-work character of the laws governing school finance in practically all of the states reveals a total lack of fundamental principles as a\nbasis for such legislation or even the hint of a constructive policy of any\nkind. We are discouraged to find the ghost of the census enumeration\nbasis for apportionment—a method whose ‘complete abandonment’ was\nadvocated by high authority still haunting the school laws of thirty of the\nstates in one form or another, and so thoroughly alive in at least ten of\nthem, after nearly a quarter of a century of agitation for its abandonment—\nthat “ghostly” qualities cannot be well attributed to it.\nA review of school legislation in any individual state of the union for\nthe past twenty-five years reveals a patch-work process that is wonderful\nto behold.\nIn no instance do we find a piece of such legislation which\nseems to have been thought through to its ultimate completion in function-\n\n"}
{"page": 547, "printed_page": null, "text": "THe\n\nDepartMENT\n\noF RuraL\n\nEpucation\n\n543\n\ning. We wish that we might feel that this patch-work policy with respect\nto school finance legislation were on the wane, but a review of proposed\neducational legislation for financial betterment in 37 of the 43 states of\nthe union, whose legislatures met in biennial session the past winter, reveals the same patch-work characteristics except in two, where it was\nThere were practically\nproposed to tap “new sources” for school revenue.\nThere can be no\nas many plans proposed as there were states involved.\nquestion but that it is this make-shift policy with respect to school finance\nthat is responsible for existing financial inequalities in the rural schools\nand not the inability of the respective states to bear the financial burden.\nWhile the ability varies greatly if we accept wealth as a measure of\neconomic ability, and the sacrifices for education must of necessity be\ngreater in the poorer states of the union, careful studies reveal the fact\nthat there are none so poor that they cannot take care of their schools\nmuch better than they are now doing. ‘The evidence is rather that none\nof them are exerting their fullest capacity in this endeavor. Dr. Seligman,\nin discussing state taxation in his “Essays in Taxation,” says: “It would be\na mistake, however, to suppose that public resources are in themselves inadequate. The fault does not lies with the social income.\nNational prosperity is great and growing, and the increase of wealth and social income\nis proceeding unchecked.\nWere our state and local resources marshaled\nand organized for fiscal purposes, as is done by the national government,\nWe all know that in normal\nthe embarrassment would soon vanish.\ntimes there has never been the slightest difficulty in securing a revenue\nfor national purposes, which should be, not only abundant, but on the\nWe know equally well, however,\nwhole satisfactory to the community.\nthat what has been so successfully done by the national government is\nvery imperfectly accomplished by our state and local governments.\n‘The\nwealth is there, but the method of tapping the resources has become unsatisfactory, lopsided, and unequal.”\nTo the initiated several obstacles stand in the way of the application\nof the remedy proposed by Dr. Seligman, sound though it be. Prominent\namong these are (1) opposition of the selfish interests, representing a large\npart of the wealth of the state, (2) the machinations of the self-seeking\npolitician, (3) the almost inherent indifference of the public to matters\nof state, (4) and finally, the most serious of all obstacles, when it comes to\nattempting betterment of educational conditions, is the indifference of the\nmembers of the educational profession to the educational welfare of the\nstate as a whole.\nWe find individual members interested in those things which pertain\nto their specific fields, but in few, if any, instances do we find members\nof the craft who have caught the vision of the oneness of the educational\nsystem with respect to objective, relationships, and interdependence.\n‘To\nthis we must attribute our failures and not to the activities of selfish interests, designing politicians or the failure of an indifferent public to meet\n\n"}
{"page": 548, "printed_page": null, "text": "544\n\nNaTIONAL\n\nEpucatTion\n\nASSOCIATION\n\nits obligations. Until we develop this conception of our work and realize\nthat the security and prosperity of one field is absolutely dependent upon\nthe other we can hope for but little at the hands of legislators or laymen\nand our efforts will continue to be futile.\nI covet for the profession an\nesprit de corps akin to that which is found in the medical fraternity; that\nfine ethical appreciation and understanding of the purposes and objectives\nof the great work which the profession represents, which prompts specialist\nand general practitioner alike to fly to the defense and support of the\nwork and the profession and its standards wherever and whenever they\nmay be attacked, and to present a solid front against foes from without\nor disreputable member within the ranks.\nIt is undoubtedly this professional unity and understanding which has enabled this profession to overcome the selfish interests which-have opposed its efforts for general social\nwelfare, while with the same weapon it has put to flight the wily politician\nand made an indifferent public its ally. In short, my plea this afternoon\nis for the development of an educational statesmanship with a vision of its\ngreat task an understanding of the purposes, objectives, and principles governing the task, and a willingness to stand or fall by them. Securing this\nail other things will be added unto us.\n\nCAPITALIZING\n\nTEACHING POWER\nSUPERVISION\n\nTHROUGH\n\nANNA\n\nSTATE\n\nTOWSON,\n\nD.\n\nHALBERG,\n\nNORMAL\n\nSCHOOL,\n\nMD.\n\nThe problems of supervision throughout the country vary in localities\nbecause of geographic, social, and educational conditions.\nTo institute\na program of supervision it is most important, first, that a state agree\nupon large objectives of supervision; second, that it establish an organization to attain these objectives; and third, that it articulates all the phases\nof the organization that will conserve and release the teachers’ instructional\nabilities.\nIn the growth of supervision the large objectives have carried with them\nthe idea of teacher growth and assistance to the teachers without a clear\nanalysis as to the phases of growth or specific activities in which supervision\ncan assist the teacher.\nWith the increased research to determine specific teaching tasks (job\nanalysis) it is becoming more possible to set up specific objectives or elements of teacher growth and teaching aid. ‘The organizations at present\nwhich claim our attention because of their organized work based on an\nanalysis of the job have been determined largely by the foresight of forward looking administrators on the one hand and the amount of money\navailable on the other.\nSome of the leading states who have done this\nare Maryland, North Carolina, California, Pennsylvania, Wisconsin, and\nConnecticut.\nlhe operation of the present organizations emphasize assistance to\n\n"}
{"page": 549, "printed_page": null, "text": "THE\n\nDeparTMENT\n\nOF RuRAL\n\nEpucaTION\n\n545\n\nteachers in the form of materials such as bulletins on the teaching of\nspecial subjects, suggestions for celebrating special days, setting up goals\nof achievement in various activities, etc. Teacher rating is another definite objective of present organizations.\nThe modified program will not\ndiscontinue this emphasis in teacher growth but will also emphasize the\nneed of capitalizing each individual teacher’s possibilities for a distinct\ncontribution at her particular task.\nThe greatest asset which the supervisor has in taking charge of a group\nof teachers whose happiness and growth she desires lies in the potential\nqualities for unusual growth which each individual teacher may possess.\nInto the entire group each year is inducted a group of new inexperienced\nteachers who have just chosen their profession and although they come\nwith meager knowledge of the real job of teaching they do bring that\nwhich prompted them to choose the profession, plus some training, their\nyouth, hope, and naturally a desire to do a commendable piece of work.\nUp until this point they have more or less been the center of effort in the\nelementary school, high school, and largely in the normal school although\nan attempt is made in the latter instance to direct the student’s attention\nto needs and interests of children.\nUnder the program of education now\nin existence, we have developed great zeal because of our philosophy of\neducation and psychology in guarding the child so as to conserve all his\npossibilities for growth and release any creative ability he may have. The\nyoung teacher is made suddenly only a means to an end. Will not the\nsupervisor who sees the potential qualities for growth in her teachers and\nwho opens up every avenue for each teacher’s individual growth eventually\ndo most for children?\nToo few supervisors in both our counties and cities are equipped to\ndo the type of work which will release the creative possibilities of teachers\nin the manner that will urge them to carry on a program of,education for\nchildren.\nTo capitalize teaching power it is necessary for the supervisor\nin addition to having a thorough knowledge of the teaching of children\nand organization of the school, to have also a knowledge of how to do\ndiagnostic constructive work with teachers. The cry for better prepared\nteachers is constantly going over the country; let us add to this another\ncry for better prepared supervisors. What qualifications can states set up\nso teachers may be protected from a superficial type of supervision which\nwastes effort through carrying out imposed tasks?\n‘The supervisor who\nconsiders the school a place of selfrealization for both the children and\nthe teacher must have, in addition to an excellent preparation for instructing children, also a philosophy of life and education that will function in\nher experience of human relations so the teacher with her potential qualities\nfor growth may find opportunity for individual development.\nWe have\ninsisted the supervisor know psychology of learning and childhood.\nLet\nher knowledge of psychology be one that operates constructively in her\nrelations with adults.\nCourses in supervision in colleges should prepare\nsupervisors to meet the needs of youth in the teaching profession.\nCon-\n\n"}
{"page": 550, "printed_page": null, "text": "546\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nstructive supervision work done with the incoming teacher makes it possible\ngradually to discontinue the work as the teacher finds herself and develops\nthrough her own initiative.\nHow are the normal schools in the country educating teachers to meet\na dynamic type of supervision? At present in too many situations a wide\ngap still exists between the normal school and the actual teaching situation.\nIf normal school instructors would, each year, actually spend some time\nvisiting the students who have just gone out it might help them to really\nunderstand and see the problem before them.\nHow much of the theory\nadvocated and taught actually functions in the teacher’s relations with\nchildren?\nUntil normal schools can actually put the philosophy and\npsychology they hope to see function in their product into practice the\nteachers will not be ready for constructive supervision.\nThe same is true of the supervisors. How many supervisors both county\nand city really have a comprehensive understanding of what is done in\nnormal schools to educate the students they are going to work with?\nPossibly the best instruction of children anywhere in our country, with\nthe exception of a few experimental schools or outstanding public schools,\nis done in the laboratory field of the normal school. Would it not pay the\nsupervisor to spend some time each year in the training institution from\nwhich she expects to draw her teachers?\nSupervision which capitalizes\nteaching power should continue and enlarge upon what was begun in the\nnormal school.\nAfter all the problem that finally confronts the supervisor is that of\nthe actual job. Under the present system in most states the number of\nteachers to the supervisor makes the office type of supervision in which\nthe supervisor meets the needs of teachers through sending out materials\nwith an occasional visit for inspection and rating the most effective. Such\nsupervision will never, however, release actual teaching power to any\ngreat extent. To do this frequent personal contacts are necessary in order\nthat teachers and supervisor may know each other; in order that supervisors\nmay collect the necessary data to analyze each school situation.\nSuch\nsupervision will necessitate the reduction in the number of teachers per\nsupervisor and also a reduction in the territory the supervisor may cover.\nIn the classroom the supervisor should be a welcome guest naturally inducted into the group of teacher and pupil.\nOffice supervision tends to standardize rather than vary and individualize\nchildren’s growth. What we need is variation with sufficient standardization of requirements and office help to assist the group that will never\ndo great constructive work.\n‘The supervisor who finds the particular\nteacher’s individual interest, then give her all possible office help in phases\nof work that will release her to carry on her own professional line of\nendeavor will develop teachers.\n\n"}
{"page": 551, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n547\n\nPromotion and the desire for it in teachers is natural and must be\nrecognized by supervisors.\nCan supervisors see in teachers opportunities\nfor growth outside of the prescribed line, or must it necessarily be from\nclassroom work to supervisor, to county superintendent, or to viceprincipal, etc.?\nIt is in connection with teachers’ and children’s special abilities that the\nspecial supervisors can and should function.\nSpecialists should be within\ncall at all times. The general supervisors who are prepared to diagnose\nteaching situations and promote and find special interests can constantly\ndirect teachers to specialists and through them the individual teacher can\nsecure the particular help she may need. Few states have found it possible\nas yet to develop their program of special supervision in counties.\nRural education and city education are not so different. Each and both\ncenter around the education of children. Each and both demand a highly\nskilled and efficient person to assist them in living more effectively and\nhappily, but above all children in the country and the cities need teachers\nwho themselves are doing a creative thing in their work with children.\nTo so supervise that this may be the outcome requires of the supervisor a\ntask most human, most diagnostic, and far-reaching.\nSuch a supervisor\nmust have time and ability to do more than rate and hand out material.\nHer creative work lies within her teachers and she will gradually release\nthem to continue their own search for growth.\nThe young people who are entering the profession today have come up\nthrough our public schools since the war.\n‘They have been reared in an\nenvironment very complex and possibly over-stimulating, but they for\nactual protection have learned to choose what is necessary to them. ‘They\nare awake to new values and are selecting well. We have taught them\nin the past ten years to experiment, to carry out individual interests, to\nassert themselves, and so their very education demands a new and varied\ntype of supervision. The youth movement in middle Europe is one of the\nmost significant trends of the ages. Although not organized in like manner\nhere, youth is making itself felt distinctly. They will not fail to put over\ntheir program of education and we can not fail them. Imposed standards\nwill not be accepted. We need their point of view as they need ours and\nonly together can we really achieve in the field of education.\nThe objectives in supervision based on social, geographic, and educational\nconditions must be set up by each state so it may take the next best step.\nAn organization constituted that their objectives may be obtained is of equal\nimportance; but in the final articulation of all phases in the field of supervision for the education of children, the individual teacher becomes the\ndynamic force of greatest power and it is her effort, her energy, her health,\nher interest, and her happiness which must be capitalized in an effective\nprogram of education.\n\n"}
{"page": 552, "printed_page": null, "text": "NatioNaAL\n\n548\n\nEpucATION\n\nASSOCIATION\n\nFOR BETTER\nTRAINING GOUNTY SUPERINTENDENTS\nSION\nSUPERVI\nTIONAL\nINSTRUC\nIN\nWORK\nLUELLA\n\nM.\n\nKING,\n\nSTATE\n\nRURAL\n\nSCHOOL\n\nSUPERVISOR,\n\nHELENA,\n\nMONT.\n\nThe need for training county superintendents for better work in instructional supervision is readily recognized by anyone at all acquainted\nQuite generally these officials are\nwith the personnel of these offices.\nelected as members ot a political party and are required to have only those\nqualifications common to all public officers. All too often they seem to\nowe their positions not to qualifications suited to the supervision of teaching, but to such human appeal conditions as old age, poverty, the support\nof a family, or that intangible thing called personality.\nOccasionally some ambitious, well-trained young people enter the field\nonly to be forced out later by low salaries. Always there are a few mature,\nefficient workers with the true missionary spirit who (to paraphrase Will\nRogers) think that the home children should be educated even if they\nare not Chinese.\nPerhaps the greater number have been successful rural\nor grade teachers and have very little more training than the teachers whom\nthey supervise.\nThe difficulties of the state supervisor of rural schools are well matched\nby those of the county superintendent.\nShe also faces a multitude of administrative, executive, and supervisory duties conditioned by a large territory, insufficient office help,.and poorly trained teachers.\nBecause of these many handicaps the problem of rural school supervision\nbecomes one of training people in service under rather trying and uncertain conditions. Nevertheless, nothing is gained by an “It can’t be done’”’\nattitude.\nSome workable methods have been found.\nMontana uses in\nthe main four types of work.\n‘These are visits with the county superintendent to rural schools, an annual county superintendents’ training course,\nteachers’ group meetings, and aid in special projects. These are named in\nthe order in which a new county superintendent usually experiences them.\nWithin two weeks after the county superintendents take office the state\nrural school supervisor begins a round of visits to all of the new ones in\nher territory. One of the things that she always tries to do is to visit a\nrural school with the new official. During this visit the state supervisor\ntemporarily assumes the duties of the county superintendent and tries to\ngive helpful suggestions to the rural teacher. After the visit the total situation is carefully analyzed to the degree that seems profitable. ‘This general\nprocedure is followed in all later school visits.\nShortly after the new county superintendents have been visited, a convention of all the county superintendents of the state is held.\nThis\nshort course lasts for about ten days. At this meeting many problems connected with the country schools are freely discussed.\nAmong the topics\npertaining to instructional supervision given at the various meetings are\nfound some dealing with questioning, assignments, seat work, program mak-\n\n"}
{"page": 553, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF\n\nRURAL\n\nEDUCATION\n\n549\n\ning, informal tests, and standard tests.\nIn some cases these subjects are\naccompanied by demonstrations of actual procedure.\nThe state department of’ public instruction has charge of this training\nconvention and plans all of the work. The programs are so arranged that\nthere is a continuity of work from day to day of the course.\nA few big\ntopics determine the selection of subjectmatter for most of the talks. These\nare given by members of the state superintendent’s staff and by state\nleaders in school work.\nSeveral times the training course has been fortunate enough to have a prominent educator from outside the state present\nfor a part of'the work.\nThe next type of supervision that all county superintendents meet is that\nof teachers’ group meetings.\nAlthough these are planned primarily to\ngive direct help to the rural teachers, they give much indirect training to\nthe county superintendents.\nIn this work a series of one-day meetings are\nheld. Each rural teacher attends one. An attempt is made to have enough\nmeetings in each county so that the teachers present at each meeting number not more than twelve or fifteen. This small group gives a fair assurance of free discussion.\nIt is the writer’s experience that a much larger\ngroup than this will usually keep the more timid teachers from asking\nquestions.\nThe program is planned in general by the state department. ‘These\nworkers chose some important topic for major emphasis throughout the\nstate during a period of at ieast two years. Besides the subjects chosen by\nthe state there are others selected by the county superintendent. A sample\nprogram will give a good idea of the work for one day.\n9:30-10\n9:40-20\n10:00-30\n10:30-10\n10:40-20\n11:00-60\n1:15-25\n1:40-30\n\nDirections for observation and discussion of demonstration\nPrimary language demonstration lesson\nDiscussion of demonstration lesson\nIntermission\nWhat the county superintendent’s office can do for the teacher.\nand given by the county superintendent.)\n‘The teaching of oral language\nDemonstration in intermediate or upper grade study lesson\nDiscussion of demonstration lesson\n\n2:10-40\n2:50-10\n\nReading as a factor\nIntermission\n\n3:00-20\n\nMembership in the Montana Education Association (Selected and given\nby the county superintendent.)\nThe teacher’s use of diagnostic tests (Selected by the county superintendent and given by the state supervisor.)\n\n3:20-40\n\nlessons\n\n(Selected\n\nof study\n\nIf the state supervisor can stand the strain, the best results are usually\nobtained by having her teach the demonstration lessons and lead the discussions. If she does these things, she will work throughout the day except\nfor the two twenty-minute periods taken by the county superintendent.\nBoth before and after the meetings the state supervisor and the county\nsuperintendent talk uver the reactions of the children and teachers during\n\nthe meetings, methods of teaching, and any special questions asked by the\n\n"}
{"page": 554, "printed_page": null, "text": "550\n\nNatIonaL\n\nEpucaTIon\n\nASSOCIATION\n\nIn this way a very full day of training is given\ncounty superintendent.\nand often purposes are crystallized that direct some of the supervision work\nfor months or even years at a time.\nA fourth type of training is that of giving aid in special projects. ‘These\nspecial projects originate either with the state department or the county\nsuperintendent and are of many kinds. Many of the county superintendents\nare trying to work out plans for obtaining a high type of school work at\ntheir county meets. Several are interested in county wide informal tests.\nSome are training their teachers to keep helpful lesson plans. A few are\ntrying out regrouping the children in a country school on the basis of the\nresults of standard tests. At least one has for two years. been doing some\nspecial supervision work with groups of teachers.\nIn time she hopes to\nhave some teachers so well trained that they may become the leaders of\nother groups.\n;\n;\nIn all of these projects the state department stands ready to help to the\nextent of its available time and ability. In the beginning this assistance\nusually consists of rather detailed suggestions. Later it takes the form of\nanswering questions and calling attention to helps that are newly available.\nThese four means visiting rural schools with county superintendents,\ngiving annual training courses for them, holding teachers’ group meetings,\nand giving aid in special projects are the main ones used in Montana for\ntraining county superintendents in instructional supervision.\nBut perhaps the most important question is not, ‘“What is done’’; but is,\n“What do the county superintendents really get from it all?” ‘This they\ncan answer for themselves. To obtain these answers a questionnaire was\nsent to each county superintendent with the request that she list under\neach of these activities the big values that she had received. ‘The answers\nreceived were stated in both general -and: specific terms.\nIn order to save\nspace these statements have been reduced to a generalized summary.\nFrom*the visits to rural schools made with the state supervisor the\ncounty superintendents gained the following:\n1. Confidence, given them by the knowledge of what to look for in a rural school\n2. Some ability to see the most in the least time\n3. A better idea of how to check programs, especially of how to distribute the\nteacher’s time among the grades\n4. A better idea of how to judge a recitation\nA procedure for criticizing constructively\nA desire to help the teacher rather than to find fault\nA realization that only a few points should be emphasized at a time.\note\noSA method of improving instruction by demonstration teaching\n9. A clearer understanding of things learned in methods courses, of how to put\ntheories into practice.\n\nAs a whole the county superintendents expressed the opinion that they\nhad gained the most from the county superintendents’ training course.\nFrom it they received the following:\n1. An aroused professional attitude\n2, Renewed interest and enthusiasm\n\n"}
{"page": 555, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RURAL\n\nEDUCATION\n\n55!\n\n3, An inspiration to do one’s best\n4. Stimulation from contact with others in the same work\n5. A beginning realization of the value of growth\n6. A knowledge that most of a county superintendent’s problems are common\nto all counties\n7. A better understanding of the work in the state department and a knowledge\nthat its members are eager to help the county superintendents\n8. Greater freedom in asking the state department for help\n9. Selfconfidence, because of gaining a general idea of supervision\n10, Definite help in many specific problems\n11. Supervisory material so organized that it could be passed on to others\n12. Better plans for teachers’ group meetings\n' 13, A conception of the value of classifying the teachers of a county so that the\ncounty superintendent may know who needs the most help\n14. A plan for working out experimental projects first with experienced teachers,\nand a plan for later making supervisory assistants of the most capable\n15. A knowledge of how to help young teachers get a start\n16. A list of the best of the new professional books for teachers\n17. A program for the use of standard tests\n18. Information on giving informal objective tests\n19. Instruction in applying general principles to classroom procedure.\n\nFrom the teachers’ group meetings the county superintendents obtained\nthe following:\n1. Facts concerning important changes in methods\n2. Greater ease in starting work when it was introduced by the state supervisor\n3. A bringing before the teachers of facts that the county superintendent wishes\n\nto emphasize\n4, Ways of meeting and working with teachers\n5. The knowledge ‘hat supervision is now less formal\nformerly\n6. The psychology of building upon the knowledge\n\nbut\n\nmore\n\nvital\n\nthan\n\nand skills that children have\n\n7. Means of encouraging professional reading among teachers\n8. Ways of illustrating certain principles of teaching by means\ntion lessons\n9. Methods of obtaining responses from primary children\n\nof demonstra-\n\n10. Better idea of what primary children should do in oral language\n11. Methods of drawing each child into the recitation and keeping him interested\nyet using only the best suggestions given by the pupils\n\n12. Besides these\nschool subjects.\n\nlisted\n\na long count\n\nof rather\n\ndetailed\n\nideas\n\nfor teaching\n\nthe\n\nSince the special projects differed in the various counties the learnings\nwere different. Only a few county superintendents gave statements broad\nenough to apply to many projects. Some of the typical statements were:\n1. Not to hesitate to ask teachers to do the thing that will help\nto carry out a testing program, beginning with getting the teacher and\nthe public interested and going on through the various steps to the remedial work\nand final testing\n3. What to put into tests for scholastic meets\n4. How to select the most helpful seat work\n5. How to have purposeful drills.\n2. How\n\n"}
{"page": 556, "printed_page": null, "text": "552\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe\nThese gains and no doubt many more have been made possible by\nMontana\npaper.\nthis\nof\ng\nbeginnin\nthe\nat\nnamed\ntraining\nof\nfour types\nbelieves that through them the quality of instructional supervision by the\nNevertheless\ncounty superintendents has been very noticeably improved.\npossible.\nand\ngreater improvement is desirable\nBecause of the large territory covered by each supervisor in Montana,\nprogress in training for supervision must come largely through a shifting\nof emphasis in the types of training now in use and the discovery of adoption of better or supplementary types. Perhaps the first effort should be\nAfter this\nmade toward enlarging the field of aid for special projects.\nhas been done, it would seem possible to have those county superintendents\nwho are interested in the same projects form a group for mutual help.\nNo doubt some who have had successful experience in certain projects\nwould help a new group make plans. In order to assist in these activities\nthe state department could act as a clearinghouse for new ideas or for\nnew work in old ideas.\nAfter progress has been made along these lines for which some foundation has already been laid, it would seem advisable to consider thoroughly\nwhether Pittman’s plan of zone supervision has any desirable elements for\nstate supervision. ‘This plan is fully explained in Pittman’s book entitled\nThe Value of School Supervision Demonstrated with the Zone Plan in\nRural Schools.\n\nTHE FARMERS’\nTHOMAS\n\nSCHOOL\n\nAND\n\nH. GENTLE, DIRECTOR OF TRAINING\n\nCOOPERATION\nSCHOOLS, MONMOUTH,\n\nORE.\n\n‘Twenty-five years ago, most of the American farmers who are now forty\nyears of age were leaving the upper grades of the rural school. To what\nkind of influences had they been subjected? What was the dominating idea\nwhich was kept prominent in their minds in these schools? A bit of history\nwill answer both questions.\nAt that time there were probably 150,000 one-and-two-room country\nschools. “These were presided over by about 250,000 teachers, one-half of\nwhich had no professional training whatever.\n“Two hundred thousand of\nthem had not even completed high school.\nSixty-six and two-thirds per\ncent of them did not remain longer than one year in the same school. Only\na negligible number of them believed themselves to be earning more than\nthey were paid. ‘Those who did believe it had left and gone to the city\nschools.\nMany of them were not country bred and intended to return to\nthe city as soon as they had secured teaching experience.\nPractically none\nof this vast army of instructors had formulated any well-thought-out view\nof life—they possessed no educational vision which might have enabled\nthem to forecast the future for which they were to prepare their pupils.\nThey did not conceive the school as functional or dynamic. On the contrary, they believed it to be a static institution. Their conduct of the school\n\nwas individualistic.\n\nIt was not social.\n\nThe socialistic was taboo.\n\nThey\n\n"}
{"page": 557, "printed_page": null, "text": "THE\n\nDerparTMENT\n\nOF RURAL\n\nEDUCATION\n\n1553\n\nconducted no socialized recitations, but quite on the contrary forbade their\ncharges to work together. Only upon rare occasions did the school organize\nDid two or more pupils\nits resources to accomplish a desired objective.\npool their interests in a lesson and attempt to study their problem together,\nif the lesson provided any, then promptly the teacher separated them and\nordered that each work alone. Even on the playground the individualistic\npoint of view was maintained with more or less rigor. Many of the games\nmost played by the country children were designed to exploit the individual\n\nrather than the class or the group.\n\nWhen these rural teachers gave advice\n\nto their pupils it was to the end that each should study hard that he might\nprepare himself to do something better than live in the country.\nIt was not, however, wholly in and about the school that this outstanding\nindividualistic atmosphere prevailed when our present-day farmer went to\nthe little red school. “The standard of achievement in the community where\nhe lived was highly individualistic as an end in itself. The man in the\nneighborhood who could mow the most grass in a day, bind the grain\nstation quickest, chop the most wood in a given time, plow the most corn\nin a day was the most admired and the most worthwhile.\nWhen farm\nmachinery, however, came into more common use the above kind of hero\nlost his prestige. “Then a new one sprang up.\nIt was the individual\nmark you, always the individual—who could drive the best deal in a trade.\nIt was the man who could market his livestock or his grain to the best\nadvantage.\nIn fact it was the man who, although he might use rather\ntricky methods to accomplish his purpose, always came out best in a trade\nof any kind.\n‘The boy in the average home of the time was urged by his parents to\nemulate these standards of achievement.\nNo one pointed out the greater\nnecessity of learning to work in close and sympathetic conjunction with\nothers. The slogan was individual competition—not group cooperation.\nI have now brought to your minds the social environment of the youth\nof the farmer alluded to in the beginning.\nI realize that I have done so\ntoo briefly and too dogmatically.\n“To the oldest of us, however, much of\nwhat has been said is but the account of what we have lived.\nIn these times much is being said in the press, on the platform, and in\nthe country town forum—the grocery store—about the unfortunate condition which has developed in American agriculture. It is undoubtedly true\nthat many factors have conspired to bring about the present status. Some\ncauses have worked in greater degree than others.\nI do not know that I\n\ncan point out all of these. I will risk a trial. Although a farmer myself\nfor the past twenty-five years, I do not hesitate to place the principal blame\nfor the agricultural situation on the farmers themselves!\nFew will admit\nthe charge.\nBut I insist that I am right and further, if any extensive\nrecovery to agriculture occur, it will have to come from the farmers themselves!\n\n"}
{"page": 558, "printed_page": null, "text": "554\nWhat\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nis it, then, about the farmer which works such havoc to his voca-\n\ntion? It is this: He has not adjusted himself to the new social conditions\nof the day. ‘This lack of adjustment is especially great where cooperative\nconduct of agricultural affairs is called for. He fails herein because of the\nlack of early training. Of this fact there is abundant proof in the history\nof every attempt at cooperative action in rural affairs.\nPresident Roosevelt’s country life commission of 1909 gave as its first\ngreat requisite to the improvement of farm conditions, the ability of farmers\nto pool their interests in order to hold their own with the organized business\nlife about them. ‘The attention which this commission succeeded in arousing in the problem of cooperation has brought about great changes in the\nThis progress will be much accelerated as the older\npast fifteen years.\nfarmers retire from active direction of affairs. “Chey cannot learn group\nconduct. They are still and always will be more or less suspicious of their\nneighbors. The hope lies in the youth of the country community.\nIt may be urged that there are scores of successful rural cooperative\nenterprises today. Let this be granted. I have made a brief study of the\nmembers of some of these. The Tillamook Cheese Producers Association\nof Oregon is and has been highly successful for many years, but its members are very largely Swiss. Nothing more need be said. The Hood River\nApple Growers Association is known the country over for its highly organized cooperative system. But the members here are for the most part of\nurban training. “They have retired to the life of the orchardist. “They are\nnot typical country people at all. “The case is similar with the great poultry\nand fruit cooperative organizations of California.\nTheir membership is\nnot indigenous to the soil. It is for the most part urban in training and\nlife view.\nWhat must be done with the farmers’ school to render it functional in\nthis important matter of teaching cooperation as well as other essential\nqualities?\n. Get rid of the one-teacher school as fast as possible through consolidation.\n. Locate the new school in a rural environment.\n. Give the school adequate financial and moral support.\n. Select teachers of country breeding who are specifically trained for their work.\nPwON-H\n5. Establish a reasonable tenure of position for the rural teacher, a graduated\nsalary, and a pleasant lodging apartment.\n6. Provide a course of study which will function in rural life.\n7. Give as good supervision and administration to the rural school as to the best\nurban school.\n\nThese seven suggestions seem to me to be fundamental. There are yet\nothers.\nSingularly the greatest objection to them will come from those\nwhom they are intended to benefit.\nImprovement will come, however, as\nthe young farmer with his modern view of life gets control.\n\n"}
{"page": 559, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF RuRAL\n\nSECRETARY'S\n\nEpucaTION\n\n555\n\nMINUTES\n\nDallas Meeting\nThe first session of the general meeting of the Department of Rural Education\nwas held Tuesday afternoon, March 1, in the auditorium of the City Temple. The\nfollowing program was carried out:\n\nThe Rural Secondary\nREORGANIZING\n\nTIONSHIPS.\n\nTHE\n\nLocaL\n\nScHooL\n\nC. C. McCracken,\n\nUNIT\n\nSchool\n\nIN TERMS\n\nOF\n\nOhio State University,\n\nSocIAL\n\nAND\n\nColumbus,\n\nEconomic\n\nRELA-\n\nOhio.\n\nOUTSTANDING NEEDS AS SHOWN BY A SURVEYOF THE SMALL HIGH SCHOOLS OF A\nStrate.\nG. I. Barnes, Kentucky State Department of Education, Frankfort,\n\nKentucky.\nIMPROVEMENT\n\nOF HiGH\n\nScHooL\n\nFActLitizs THROUGH\n\nUniversity of Kansas, Lawrence,\n\nCooRDINATION.\n\nThomas\n\nSmart,\n\nE. M.\n\nFerriss,\n\nKansas,\n\nTHE FUNCTION OF THE SECONDARY SCHOOL\nCornell University, Ithaca, New York.\n\nIN\n\nRuRaAL\n\nEpucaTion.\n\nThe papers were of unusual interest on the subjects treated and each was followed by a short discussion and questions from the floor. Mr. Smart’s paper was\nillustrated with slides.\nThe Department of Rural Education met again Wednesday afternoon at 2 P. M.\nin the auditorium of the City Temple.\nAn audience of between two and three\nhundred was present. The program follows:\nThe Supervisions of Instruction\nCurRICULUM\nOklahoma.\n\nA\n\nConstrucTION.\n\nin Rural Schools\n\nEllsworth Collings, University of Oklahoma, Norman,\n\n-\n\nSrupY OF THE VALUE OF SUPERVISION.\nMaycie\nPublic Instruction, Raleigh, North Carolina.\n\nSOME\n\nSouthall,\n\nState\n\nDepartment\n\nSUGGESTIVE PRACTICES IN SUPERVISION:\nFoLttow-up Work THROUGH THE USE OF A SuPERVISORY BULLETIN.\nson, University of Wisconsin, Madison, Wisconsin.\n\nof\n\nC. J. Ander-\n\nZONE SUPERVISION. Fred C. Fischer, Wayne County, Michigan.\nFirst AID TO THE YOUNG, INEXPERIENCED TEACHER.\nLena Latkin, Little Rock,\nArkansas.\nMakinc TeEAcHERS’\nTexas.\n\nMeetincs\n\nErrectTive.\n\nEdgar\n\nEllen\n\nWilson,\n\nHenrietta,\n\nAw EvALUATION OF THESE PRACTICES IN THE LIGHT OF PRESENT-DAY CONCEPTIONS OF\nCharles A. McMurry, George Peabody College for Teachers, NashSupeRvISION.\nville, Tennessee.\n\nDr. Collings, who had been unexpectedly called home, was unable to appear.\nIt was\nHis paper was read by A. M. Ruggles, of the University of Oklahoma.\nfollowed by questions and discussions from the floor.\nMaycie Southall, of the state department of education of North Carolina, followed\nwith an illustrated paper on the value of supervision in consolidated schools in\nThis paper also. elicited considerable discussion and many\nNorth Carolina.\nquestions.\nOwing to the recent illness of C. J. Anderson, his paper was presented by PresiF. A. Ford, of Louisiana, substituted for Miss Latkin, who was\ndent Butterworth.\nunable to be present. The remainder of the program was given as printed.\n\n"}
{"page": 560, "printed_page": null, "text": "556\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nDr. McMurry, in evaluating the practices: in supervision as. presented, called\nDr. McMurry said that\nupon several members of the department from the floor.\na good supervisor must be a good demonstrator, must know how to prepare and\nconduct good teachers’ meetings, must maintain happy relations with the teachers,\n\nmust have reenforcing materials and provide enriched outlines.\nMr. Foote spoke of the value of lesson plans in supervision.\nMr. Frost said that the next step in supervision would be finding a means of\nevaluating the instruments of supervision.\nA business meeting was held immediately following the program.\nMr. Foote,\nchairman of the Committee on Resolutions, presented the report of that committee.\nIt was moved, seconded, and carried that the section concerning consolidation be\neliminated.\nWith this exception the report was accepted.\nSeveral county superintendents asked that a county superintendents’ section be\nprovided next year. The matter was referred to the Executive Committee and the\nincoming president.\nDr. Burnham then gave the report of the Committee on Nominations.\nThe following were elected as officers for the coming year: President—N. S. Light, of\nConnecticut; Vicepresident—Miss May Trumper, of’ Montana; Executive Committee—Fred C. Fischer, of Wayne County, Mich.; Dr. Fannie W. Dunn, Teachers\nCollege, New York City; A. F. Harman, Montgomery, Ala.; Agnes Samuelson,\nState Superintendent, Des Moines, Iowa; J. C. Muerman,\nSoutheastern State\nTeachers College, Durant, Okla.\nA. F. Harman, Chairman of the Committee on Changes in the Constitution, presented the report of his committee. The principal changes suggested were: reducing\nthe Executive Committee from fifteen to five members, giving it power to formulate plans and policies of the Department; providing two classes of members, active\nat two dollars, sustaining at five. After explanation and discussion the changes\nwere adopted as reported by the committee.\nAdjourned.\n\nSeattle Meeting\nThe\n\nDepartment\n\nof Rural\n\nEducation\n\nTuesday, July 5, at 2 P. M., at the\nTrumper, vicepresident, presiding.\nMrs.\n\nBlanche\n\nA.\n\nNagle,\n\nAssistant\n\nof the National\n\nFirst\n\nMethodist\n\nSuperintendent\n\nEducation\n\nAssociation\n\nmet\n\nChurch\n\nin Seattle,\n\nMay\n\nInstruction\n\nfor\n\nof\n\nPublic\n\nWashington, gave the first address.\nShe began her talk by saying that teachers\nmust be torchbearers, and gave this quotation: “I am Education that enlightens the\nworld and gives weight to hand and brain. I banish ignorance, discourage vice,\ndisarm anarchy.\nThus, I have become Freedom’s stronghold, the hope of youth,\nthe joy of age. The school is my workshop in which I stir ambitions, stimulate\nideals,\n\nand forge the keys that open\n\nthe door to opportunity.\n\nI am\n\nthe source\n\nof\n\ninspiration, the aid of inspiration.\nI am irresistible power.’\nThis showed the\ntorch which teachers might bear aloft.\nDr. A. G. Crane, president of the University of Wyoming, gave the next address,\nhis subject being “The Professional Welfare of the Rural Teacher.” He said that\nhe wished especially to make a plea for a change of emphasis.\nHe agreed that\nMrs. Nagle knew the problems, but he wished to ask the question, “have we a profession of teaching?” He felt that we have not yet a profession that will rank with\nthe old established professions.\nDr. Bagley, of New York, was quoted as saying\nthat the average teacher of that state was a young woman of 23 or 24 who has\nlived on the farm, began teaching at 19 with little real training.\nIt was noted\nthat in New\n\nYork only about 8 or 9 percent\n\nare members\n\nof the New\n\ntion Association.\nM. O. Poulson, the county superintendent of schools at Beaver,\nscheduled to speak on “What the County Unit Plan of Administration\n\nYork\n\nEduca-\n\nUtah, was\ncan accom-\n\n"}
{"page": 561, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nplish for Rural Education.”\n\nAs he was\n\nOF RurAL\n\nEpucATION\n\nnot present the next address\n\n557\nwas\n\ngiven by\n\nBernice McCoy, Assistant Professor of Education of the University of Idaho.\nHer\ntopic was “The State’s Financial Responsibility to Its Rural Schools.’\nShe said\nshe wished to present a résumé of what had been done, rather than to try to give\nnew ideas of what might be done.\nShe stated that the inherent conservatism of\nthe rural citizen, coupled with the barriers naturally there, such as the poor roads,\n\nmade the rural situation a great problem.\nThis closed the formal program of the afternoon, and the chairman\n\ndeclared the\nmeeting open for discussions.\nShe mentioned that many were not interested in\nadministrative problems, but that the teachers must be, to solve these problems.\nSince Mr. Poulson was not present to discuss the county unit plan, Miss Trumper\nsuggested that it would be of value to hear from any who were familiar with this\ntype of administration.\nMr. Pope, county superintendent of schools at Santa Barbara, California, said\nthat he did not feel that the low salary of the teacher was due to the condition of the\nfarmer. To prove his point he told of surveys which had been made which showed\nthat the rural school was richer than the city one.\nHe asserted that the rural\nschool was rich in proportion of children to assessed valuation, and that the reason\nwe do not have higher salaries is that the people are not educated up to paying.\nHe mentioned that in California the minimum salary is $1450. It was stated that\nif there is an economic problem for the farmer it might be solved if all would stand\ntogether for collective marketing, and that all should stand together for better\nsalaries. A gentleman from Arkansas said that these conditions were not true for\nArkansas, that there the urban schools had five times as much behind them as the\nrural schools.\nHe felt if the taxes were more equitably divided between the city\nand rural schools it would do away with the idea that it was a promotion to go\nto the city schools.\nMr. Martin, of Alameda County, California, also took issue\nwith the speaker from Santa Barbara.\nHe said those conditions were not true in\nan average county, but only in one of great oil or mineral wealth. He showed that\n\nthe percapita cost was $290 in rural schools, as compared with $75-80 in city schools.\nA recent piece of legislation in California was very wise, as it compels the state\nto accept responsibility with the county.\nHe was applauded when he said that we\n“should collect wealth where it is, and spend it where there are children.”\nMr.\nDitmore, county superintendent at Mankato, Minnesota, next had the floor.\nHe\n\nfelt that it is not so much an economic condition as that we needed a change of\nemphasis, and said that the farmers who did not spend money for schools spent it\nfor luxuries.\nHe asserted that a county superintendent with weak rural teachers\nwas weak, and needed to get other teachers; that the farmers would pay for good\nteachers if they could be convinced of the need.\nMiss McCoy then said that she\nwas sure the rural school financing was the cancer that was eating at the heart\nof American life. She also remarked that the rural situation was too often pigeonholed, while as a matter of fact it was worthy the attention of every teacher, even\nto the university.\nSome one from Montana said that in Montana the richest districts were those of the city. Mr. Pope, of Santa Barbara, again took the floor,\ndeclaring that if these people who had spoken would divide their assessed valuation\n\nby the number of children they would be surprised to find how rich the rural districts were.\nA county superintendent from Oregon said the only solution was the\ncounty unit plan with compulsory division of wealth. Mr. Reynolds, of Texas, next\nspoke, saying that the problem differed with conditions in different sections. ‘Texas\nhas recently adopted a budget system to help those who help themselves.\nThe state\nfurnishes six months\non $100 valuation.\n\nof free schooling, but each district must have a tax of 75 cents\n‘Thus, a longer term and better salaries are assured.\n‘They\n\nencourage consolidation, and also industrial work; to help in the latter each school\nmay have $300. A gentleman from Lowa pointed out that while assessed valuation\nmight be greater we were forced to consider the income and not the valuation.\nA teacher from Colorado said that the public were badly educated, that they were\n\n"}
{"page": 562, "printed_page": null, "text": "558\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nwilling that the roads be kept up from state and federal taxes, and that while the\ntax for the roads might be only 6 mills, while that for schools was 8 to 20 mills,\nShe also\nthe roads actually got five times as much from ‘independent sources.\nstated that we must arouse the city people as well as the rural on legislation for\nthe rural schools, and that one great trouble is that the rural teachers do not know\nhow to play politics, and should be organized as well, for instance, as the classMrs. Nagle again made the point that the teacher should carry\nroom teachers.\nculture to the rural school and community, taking advantage of help from the\nfederal department of education and state extension departments, that we need to\nfind all sources for inspiration and take it to them. Miss McCoy also pointed out\nthat we lose sight of our main objective if we do not remember that the child is\nDr. Crane said that statistics showed that taxes had gone from 10\nthe center.\npercent in 1913 to 33 percent in 1921 in Ohio, Indiana, and Wisconsin, and that\nwhen a man had to pay out so much of his income he had to be a tightwad. Others\nspoke to show the low returns which the farmer gets for his work.\nMr. Pope\nmaintained that what was needed was more brains to work out the most interesting\neducational problem of the nation. A superintendent from Canada said that the\nbest way to look forward was to look backward and see what had been accomplished, that when we are working close to the problem we feel discouraged, but\nwhen we get away the cloud lifts. A teacher from New Mexico gave his opinion\nthat we were not educated away from the idea of cheap teachers.\nHe went on\nto tell of the advantages of the county unit plan, as it drew support from all and\ngave it where needed. The chairman, Miss Trumper, closed the meeting and the\ndiscussions for the afternoon by saying that she was sure we all felt hopeful, in\nspite of all, that the problem would be solved.\nShe said that she did, or she\n\nwouldn’t stay in the work, but that we need leaders.\n:\nThe Department of Rural Education of the National Education Association met\nWednesday, July 6, at 2 P. M., at the First Methodist Church in Seattle.\nMiss\nMay Trumper, vicepresident, presided.\nA motion was made, seconded and carried that the department convey to Mrs.\nMacey Campbell our deep appreciation of Mr. Campbell and his wonderful work\nfor rural schools, and that we also extend to Mrs. Campbell our deep sympathy.\nIt was decided that a copy of the motion should be sent to the Iowa Journal.\nDr. C. C. Swain, president, State Teachers’ College, Mayville, N. D., was to have\ndelivered an address on “America’s Debt to the Rural Teacher.”\nHe was unable\nto be present and had asked Miss Harper, state superintendent of North Dakota,\nto give the address.\nShe used his notes. Miss Harper said that not long ago we\nwere all paying tribute to the Unknown Soldier, then she read van Dyke’s tribute\nto the Unknown Teacher.\nShe declared that it was not the thing to learn, but\nwhat we yearn for that counts, and then read the poem, “It's the Teacher.”\nMiss Trumper said that she was sure Dr. Swain would have been pleased with\nhis substitute.\nShe then introduced Miss Halberg, of the Maryland state normal\nschool at Towson, who spoke on “Development of the Teacher Through General\nand Special Supervision.”\nMiss Halberg showed how it was possible to capitalize teacher power through\nsupervision, and that though conditions differed in different sections, this program\nwould usually work: Agree on objectives, settle on large objectives, and articulate\nall organs to bring this about.\nLuella M. King, state tural school supervisor of Montana, was next on the program to speak on “Training County Superintendents for Instructional Supervision.”\nAs she was unable to be present, Miss Mable Turner, of Billings, Montana, read\nher address.\nSuperintendent Thomas H. Gentle was the- last speaker on the program.\nHis\ntopic was “The Rural School—A Teacher of Cooperation.”\nMr. Gentle said that if he gave his speech as prepared it would seem a review of\nthe others which had been been given; this seemed to prove that the same problems\n\n"}
{"page": 563, "printed_page": null, "text": "THE\n\nDepartTMENT\n\nwere to be found all-over.\nbe here, but it was\n\noF RurRAL EDUCATION\n\n559\n\nHe said that the teachers were here, the pupils would\n\nthe farmer\n\nwho would\n\nget in the road and make\n\ndifficulties\n\nin\n\nsolving the problems of rural education, which would not be solved until we could\ntrain the young farmer, and then wait until the old ones died off or moved to town\nand spoiled the schools there.\nHe emphasized that the people in the city were\nbetter in cooperation than those in the country, that the farmers are too suspicious\nof each other.\n\nThis address closed the formal part of the program, and Miss Trumper announced that the meeting was open for discussions, these having proved such a\nvaluable part of the previous day’s meetings.\nA teacher from Arkansas said that he felt the papers had been very good,\nespecially where they had shown that the problem was not an economic one, but\none that depended on the personality of the teacher.\nHe urged that the teacher be\nrural-minded, as many had failed because they were not “one of us” in the minds\nof the country people. A rural teacher from Washington gave the opinion that\nthe reason teachers did not want to go to the rural work was not a financial one,\nbut because the standing of rural teachers was not good, and because of a lack\nof tenure.\nAnother teacher said, referring to Mr. Gentle’s talk, that the young\nfarmers must be educated to these ideas, or it would not better conditions to have\nthe old farmers leave!\nMr. Dickey, county superintendent of Alleghany county,\nPennsylvania, stated that he felt there was only one solution to the problem, and\nthat was consolidation, that teachers will not go where they must teach 8 or 10\ngrades when they could teach only 1 or 2 and that teachers will not go where\nconditions are as they are in rural communities.\nHe also made the statement that\nrural schools and rural teachers were no better than they were 25 years ago, and\nwas met by a storm of protest from practically all present. A superintendent from\nLake county, Illinois, said that he did not feel that consolidation would solve the\nproblem in all cases, that there should still be one-room schools in isolated communities.\nMiss Swenson, of Washington, brought out the point that very often the\nlack of standing of a rural teacher is due to the fact that she does not respect\nherself.\nMiss Hardy, a rural teacher from Wisconsin, said that she had chosen\nthe rural field not as a stepping stone, but because she liked that work and felt that\nthere lay her greatest opportunities.\nThe fact was stated by someone in the\naudience that we do not want all the farm children to stay on the farm (someone\nelse had deplored the fact that many were leaving), but that rural teachers should\npay more attention to vocational guidance and help the country child to see where\nhe could best fit in. The county superintendent of Delta, Colorado, told of interest-\n\ning surveys that had been made in her district.\n\nMental tests were given, followed\n\nby others at the end of the year; then graphs were made showing advance or the\nreverse.\nWhen these graphs were shown to school boards they always wanted to\nknow “why,” if they were not as good as some other, and then were willing to\ndo what was necessary to bring their school up, whether better teachers were\nneeded, or fewer pupils for each teacher. Mr. Morrow, of Bradford county, Pennsylvania, said that he felt there were three sides to the problem: Surveys should\nbe made, then programs based on these surveys made, then the programs followed!\nMiss Trumper summed up the discussions by saying that we had different viewpoints which had been most helpfully brought out, but that she was sure we had\none objective—the good of the boys and girls. She named the following points as\nhaving impressed her as worthy of especial attention: the value in maps and\ncharts and pictures showing the real condition in counties, and said that these\nshould be displayed on the walls in county superintendents’ offices so that visitors\nwould\n\nmake\n\ncomparisons,\n\na per teacher\n\nvaluation,\n\nrather than census,\n\ntaxes\n\non larger divisions, state support so rich districts can help with poor ones,\n‘tenure laws, and better trained teachers. The meeting was then closed.\n\nplaced\n\ngood\n\n"}
{"page": 564, "printed_page": null, "text": "Meal tine’ Haview, alto’\navert OF iW veter vo He ete of\n\nong\nnth\ntee baw\n\ny\n\nwaa\nhin ode. ari olen athe\nEN Piidue\na\n\nHoon\n\niterinthetilats\n\nee\n\nx ag?\n\n:\n\nho Md\n\n+ aaa wwsgernvi\nyd iM fut ee\niatsibsitbo eos national ioesilt ,\n\nx\n\nse\n\nfen)\n\nrv.\n\nin ghlEwiiete\n\n—\"] aio\n\nwese8 tigad bichowmgad ait at od\n\nGed: gree: sisianoss:\nme. Toad\npRiotodoaes) Sat\n\nve\n\narith: inh\n\naeoeh\n\nAy\n\noy\n\ni\n\n) Dogshk by giseat vs Yer sila\n\nMeni ada\nnt\nJoust imal. spiltskew fal | bad:\nguile woiuiiyor> yng ponies home, odonet tnsodte\n\nSale\n\neater\n\nSee Ibjoneen/e a ages dreetegin\naie at oy on tapve tanebihh\ndosisn tu yi a\na8 Gtirdreriemnd 20m\ngneve off tall Mor eal it ot yaiisoter! bint\n3\n\neéreal (on wrettibnas -naned: ne\n\nveoh rae\n\nsini02- enmdgallA ty weldigtiiinggas nse\n\nsheet\n\nchee qmsitooq bh Whonelaloe- one tea! wher\n\npees\n\nAte\n\n<)\nf\n\nok dortoy venient) “yeulingana sormiilig\n\nJoradlye we cag line eqns’\n\nadit, hasty\n\nidstrasisioe 4c Sheaves 38b4 ceneial\nbit oye tee 2Y wi eeeweaeth 9d) ind aa\nwot?) dasbas [Gi ek. aries mythes gl\nis +s\ngto ty Befgrches |cobebiosaalses\neben\nYep beiginde vi blivhise WMinsiess wide Mist\nSilt (ietleowity Vdd alee tian digo: HVS:\n\nLF geea ggh (emailes ook seule! son nakdoiaaeliedl ae\nboselo\n\nbed wd%\n\nina) bec aphermeciak\nly mead\n\nsoit. t8} bebe Miwywe tics bask psditsneurgone)\nited Proms dete\na bisa\n34) 05> ante yd bawpeo ede) ome, dD) beet OMT egganmsana ap i\nwtustive! GM nl) wo ie ator bdome? siete Mages bod Ob\n\nLhimla eudoate deck) ined s( wal asl: eeeehectien aris ipa ot bese\nstorey. vn cst bia 498br ei ate ingle! Hive a>amhiny dendieaeveo nei\nweveitbdotibthawle + th bistnoby dias squie antieo\n40 a\n3\nbowedlb? one eeleyee\ndies Lere..tph ina) mead ati. abwtmn, riety hac\ni ay &\nodd so) omy be gaigedde, shat xtoort kacsgorsdt nassycadd 0 ania\n1s,\nOh bates op webs Hahah seed dogg. trhiddie\nend qty\nothe\nov) grill rosssew ogee ibite, cote: sence diy bog,as tow) Stowerdeliedl ogo\n3 t a\nweer) ainhes) rset ambteder ood Terese yhads ogaiadses ipamesd anve\nsans {tions lnothitickel nuit tipinedsaw toes \"aerieth\nhedy\n\nslenedl\ntte\n\n8\n\nibhudide cay Awe resvaleywttr oil) es elise stotly Siew eves tied od tanh\nSbiewolhod eerenzéo qb garde olnty ohewliisebitt\nalocbonkd aman (ade\n‘Resim tosrshih Ben Seidl) plane \\TSetiegnaeih) pda. borers eno ageeah:\n‘Baits ove gti er vita tye) ted stot adguend \\yHagtgled: ieebt aso bed Asilyn-ataigd\n\nsera gaiviadfatyady teastinn ote\nbene epee hioguime ods: colelered\n\naltig-bne syot sd de\nrele\nare\n20\nhwoopiecdo feitowl\nfeveorgniy anit —\nsembrosiivhias bie. eabtaued: oe cabo dave potbyyopaede WRAY |breerpetis\n§\naverties oe pmhtcnne-iesanlia. Seigesbnn\nolka qua hates ld die\nco baie\ntay ekyeit:\ned)bhanile\n. Chessidreset amiss idl Pelli godtedey soi30er Yq Weer\nwdgoe bhncae\nLevee\n\nedie\n\nbernep\n\nWea\n\n(heap\n\nately tify\n\ni fhowite ede orth ited\nSee\n\ntl\n\nwae\n7\n\nead\n\nERR ogee Vit (qQiee tb Amie\n\n|\n\nfr\nares\n\n‘\n\\\n\nrobyiomrdbing =:\n\nLloeoebandieag tai. Lng awol awit\nOOPS\n\narwiiew\n\nta\n\neS 1G?\npeuts\n\n7\n\nettte\nce\n\nya\n\nat\n\n"}
{"page": 565, "printed_page": null, "text": "The\n\nDepartment\n\nof School\n\nHealth\n\nEducation\n\nand\n\nPhysical\n\n"}
{"page": 566, "printed_page": null, "text": "4\n\n{HE DEPARTMENT\n\nOF SCHOOL\n\nHEALTH\n\nAND PHYSICAL\n\nEDUCATION was known as the Department of\nChild Study until July 13, 1911. See Proceedings, 1911: 870. The Department of Child Study was\ncreated at the Asbury Park meeting, 1894: 40. In\nJuly, 1924, the department was merged with the Department of Physical and Health Education under\nthe name of the Department of School Health and\nPhysical Education. See Proceedings, 1924: 96.\nThe officers of the Department for the year 1927-28\nare: President, James EK. Rogers, Director, National\nPhysical Education Service, 315 Fourth Ave., Ashland Building, New York City; Vicepresident, Margaret Bell, Director, Department of Physical Education for Women, University of Michigan, Ann Arbor,\nMich.; Secretary-Treasurer, Florence D. Alden, Director, Department of Physical Education for\nWomen, University of Oregon, Eugene, Ore. ;Hxecutive Committee: Ethel Perrin, American Child\nHealth Association, 370 Seventh Ave.,\nNew York\nCity, (Term expires 1928); N. P. Neilson, State\nSupervisor of Physical Education,\nSacramento,\nCalif., (Term expires 1930) ; Melville Stewart, State\nSupervisor of Physical Education,\nCharleston,\nW. Va., (Term expires 1931).\nThe Department\nmeets once each year, in June. Facts relating to the\nestablishment of this Department and the reord of\nmeetings are found in earlier volumes of Proceedings\nas follows:\n1893: 615-678\n1895: 944-950\n1896: 893-937\n1897: 870-916\n1898: 929-959\n1899 :1064-1097\n1901: 758-771\n\n1902:737-759\n1903:817-847\n1904:803-843\n1905:755-781\n1906:711-713\n1907:925-951\n1908:999-1047\n\n1909: 745-789\n1910: 921-949\n1911: 905-939\n1912:1141-1153\n1913: 667-695\n1914: 683-721\n\n[562]\n\n1915:971-995\n1916:681-699\n1917:521-535\n1918:339-359\n1919:315-323\n1920:311-323\n\n1921: 517-523\n1922:1085-1099\n1923: 744-842\n1924: 637-651\n1925: 577-598\n1926: 600-624\n\n"}
{"page": 567, "printed_page": null, "text": "THE SCHOOL\nW.\n\nA. KEARNS,\n\nAND\n\nDIRECTOR\n\nOREGON\n\nOF\n\nSTATE\n\nCOMMUNITY\nATHLETICS\nCOLLEGE,\n\nAND\n\nATHLETICS\n\nPHYSICAL\n\nCORVALLIS,\n\nEDUCATION,\n\nORE.\n\nleis obviously unnecessary to stress the need of any community for recreation or athletics among school people and especially the physical education section of such a gathering. From the smallest or the largest industrial community to the most exclusive and fully equipped estate of\nthe wealthy, there is need in each human life for that which can be gotten\nthrough participation in such activities.\n“There is most certainly a real\nuniversal need.\nInterests which bring communities together are of tremendous value to the individual and the nation.\n‘There is a real need\nin most communities for more “getting together’? because since the advent\nof this automotive age in which we live, families and smaller groups have\nbecome more selfcentered, capable of entertaining themselves.\nIt is easier\nto go great distances and plan social and recreational occasions in small\ngroups of ones own choosing. ‘This I believe has created a greater need\nfor again rubbing shoulders with all classes of people, where the young\npeople of rich and poor enter activities as rivals and often as teammates.\nIt is being proven that the most common and appropriate meeting ground\nfor better understanding of casts and classes is on the athletic field, floor,\nand playground.\nSurely the activities which hold within themselves the accomplishment\nof such an important thing as this for society are meeting a great need\nand we have but to observe to find such a need all around us. It is easy\nto assume from superficial observation that most everybody is having\nsufficient entertainment in these crowded days, but a closer investigation\nproves that some sections of society are starving for wholesome interests of a\nrecreative nature which will not cost them excessively.\nAre public schools responsible for the promotion of community athletics?—This, of course, is a question that could vary with conditions to\nbe found in the various types of communities. If I am not mistaken we are\nin the majority committed to the idea that the school should try to meet\nas many of the outstanding needs of a given community as is consistent with\ntheir equipment, location, and most of all their personnel. The increased\nuse of school buildings for various groups and interests is an example of the\nchange in viewpoint of the use of and responsibility of the school. However,\nit seems to me that relationship between the school and community whether\nin recreation or other channels should be looked upon as an opportunity\nThe whole value of such work can be\nrather than a responsibility.\ntremendous growth and interest in the\nthe\nnoting\nmeasured somewhat by\nparent-teachers association organization. Many schools approach the recreation and athletic needs of all their constituents through committees of the\nIt thus becomes a simple and enlarged program\nparent-teachers association.\nparent-teachers association.\nof\nwork\nthe\nof\nbranch\nof new\n\n[563]\n\n"}
{"page": 568, "printed_page": null, "text": "NATIONAL\n\n564+\n\nASSOCIATION\n\nEDUCATION\n\n‘\n\nPeople are experiencing a real bond of fellowship in the parent-teachers\nNothing will further this good work more than the promoassociations.\ntion of an all around community athletics program with the same community organization backing up the work.\nWhat might we not say of the moulding of public sentiment to support\nthe whole school program by the popularizing use of school yymnasiums for\nvarious health building classes for middle aged and community leagues for\nThe modern gymnasium with especially first-class\nthe younger people.\nbasketball facilities is capable of being used every night in the year and is\nalways at a premium. ‘To my mind this is one of the most important services that can be rendered to a community.\n4\nIt has been my privilege to observe the maximum uses of several large\nschool gymnasiums in this manner.\n‘The results have always been satisfactory where the organization has been proper. ‘There is seldom difficulty\nin getting leagues or special events to accommodate all who wish to participate. It seems people are waiting to be asked to get into these activities.\nIt is also not a hard task to secure the necessary cooperation for the many\ndetail jobs in conducting such programs.\nMethods—The most important consideration in the conduct of community athletics is not the branch of activity which is adopted, important as\nthat may be. I feel that the method used in working through the program is of vastly greater importance. Wherever you find competition you\ndeal with the emotional life.\n“The method of procedure which is the\nfruit of your organization is the element which will make or break the\nwhole plan.\nHere is where experience is needed, especially when it comes to conducting live-wire young men’s basketball and baseball leagues.\nSuch\nmatters as eligibility, officiating and protests must be covered by rules well\nchosen.\nSuch regulations for leagues must be iron-clad.\n“They can be\nsecured easily as they are almost as standard as constitutions.\nA spirit of\ngood sportsmanship within all activities, especially where the officials are\nworking without pay is the element for which to work.\nGiving responsibility to representatives and committees of various kinds who are responsible for their own people is a splendid way to keep harmony.\nDemocracy will work very well in the conduct of all these activities.\n\nHEALTH—AN\nWALTER\n\nH.\n\nBROWN,\n\nM.\n\nOBJECTIVE\nD.,\n\nOF EDUCATION\n\nDIRECTOR,\n\nMARION\n\nCOUNTY\n\nDEMONSTRATION,\n\nSALEM,\n\nORE.\n\nCHILD\n\nHEALTH\n\nOne of the striking developments of the last decade has been the widespread interest in public health.\nSince this involves the daily life and\nhabits of the whole community, the schools have come more and more to be\nconsidered as the most important agency in influencing the health practices\nof both the individual and the community.\n“Che public seems pleased with\nwhat appears to be a new discovery—the importance of health.\nIt has\n\n"}
{"page": 569, "printed_page": null, "text": "SCHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucaTion\n\n565\n\nbecome a habit to turn to the schools for the promotion of any new project\nthat appears desirable in community life. In this case it is seldom realized\nthat the public schools have been working away for many years in an\nattempt to influence the health of children.\nIt must be admitted that our\nmethods have proven frequently to be unsound and our aims consequently\nhave not been realized.\nNo one recognizes this better than the educator.\n\nFor this reason it would appear to be worthwhile for us to examine frankly\nthe ways in which the school has tried to contribute to the health of children\nin an effort in determining their values.\nBy this process we may be able,\nas specialized workers, to contribute more effectively toward a complete\nhealth program.\nNo attempt will be made to discuss these efforts by\nvarious groups to realize health in a school program in the order establishment or relative value.\nLet us start with the medical group, for it is in this field that I am most\nat home and can speak with the greatest frankness.\nMay I begin by saying\nthat I believe that the medical man has made a very valuable contribution\nto school health.\nFurther, that he has an increasing function in the school.\nOn the other hand, the medical aspects of a school health are only one\nsmall part of a whole school program, one of whose outcomes should\nbe health.\nBut the medical man has made commendable progress since he accidentally got into the classroom in Boston a long time ago. You will\nremember that he was first called into the school to assist in the emergency\nof controling communicable disease.\nIt was a sort of a rescue job or\nhelping to put out a fire that was disturbing the school machinery.\nThis\nwas and is one of his valuable services to school health.\nThe emergency of epidemic diseases opened another interesting field for\nthe physician in the school.\nHe was accustomed to see the application of\nthe science of medicine to those persons who came to him complaining of\nillness.\nIn searching for communicable diseases in the schools he realized\nfor the first time that many of these apparently normal children were\nsuffering from physical handicaps which were of vital importance to their\nhealth.\nOut of this realization has grown all of the activities and agitation\nfor the discovery and correction of physical defects, which seem to bulk\nso large in many of our socalled health programs.\nIt is not my desire\nto underestimate the importance of these activities nor to advocate any\nlessening of our efforts to secure the removal of the physical handicaps.\n1\nmerely wish to make clear the point that the discovery and correction of\nphysical defects is only one small part of any school health program that\naims to function in the lives of all of the children.\nWe must focus our\nattention on health, not on disease and defects.\nFortunately, the medical group interested in school are rapidly realizing\nthe logical outcome of the two previously mentioned activities.\n“They know\nthat it is necessary to provide for the proper protection of the child from\ncommunicable diseases and to afford him the opportunity for freedom from\ncorrectible physical handicaps, but they also realize that these alone will\n\n"}
{"page": 570, "printed_page": null, "text": "566\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nnot assure him of that measure of vigorous health of which he is capable.\ndisThis will require the focusing of attention upon health promotion in\nconlogical\nthe\nto\nled\nhas\nn\n‘This realizatio\ntinction to disease prevention.\nIf the\nclusion that health can be attained only by an educative process.\nhe\nwork\nclassroom\nin\nion\nparticipat\npersonal\nactive\nattempts\nman\nmedical\nsteps beyond his own field. Slowly but surely he is beginning to see that\nin this newer and higher development of school health his larger contribution can come through making available for the teaching groups the treasures\nof scientific medicine.\nOur effort to realize health through medical inspection has made a\nmeasurable contribution toward progress, but it has failed to secure a full\nmeasure of health for children because it is only one part of the influences\nwhich must be brought to bear upon the life of any individual who is to\nattain such a fundamental condition as health.\nWe pass next to our efforts to attain health through physical activities\nor physical education.\nIt would be entirely out of place for me to attempt\nto trace the evolution of the physical education group in its relationship to\nthe schools. You are more familiar with it than I can hope to be.\nIt may not be amiss for me to voice my great appreciation of the large\nand vital contribution which this group has been and is making to the\nhealth field. Your group were the pioneers in attempting to influence the\nhealth of school children through physical activities.\nIt has been a most\ninteresting experience for me to trace the evolution of your group for my\nown information.\n‘This interest has become more intense and practical as\nI found how you had gone through an experience quite comparable in many\nrespects to my own group.\nOf more immediate importance is that your\nleaders had come to approximately the same point in their thinking that\nwe have, namely, that health was more than mere physical fitness.\nIt is gratifying to learn how fully the leaders of the physica! education\ngroup have come to see where their plans have proven inadequate to assure\nthe highest health for all of the children.\nFor we now know from our\nexperience that they must fail because health is not merely a matter of\nphysical activities, however fundamentally they may be conceived.\nTo me\nthe analysis of these facts points inevitably to the same conclusions arrived\nat by a consideration of the medical activities in the school health program,\nnamely, that health cannot be realized for all of the children without an\nactual integration of all the activities of the specialized groups within the\nschool, not to mention the real cooperation with the home.\nThis presentation would not be complete if we did not consider the\nprolonged and almost universal effort to influence health by means of instruction in physiology and hygiene.\nIt is needless to discuss how ineffective\nin the lives of children much of this instruction has been. We know that\nthe mere imparting of health knowledge contributes imperfectly to health\neven though the knowledge is essentially sound.\nSo much of the past instruction was based upon knowledge that could not possibly function in\nthe\nlife of the child that it is small wonder that health instruction,\nas such,\n\nhas contributed so little to health.\n\nHowever, the picture in this field is\n\n"}
{"page": 571, "printed_page": null, "text": "ScHooL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpuCATION\n\n567\n\nchanging.\nJust as the medical and physical education groups have gradually broadened their viewpoint and improved their technic, so the classroom teacher has peeped beyond the wall of a hard and fast curriculum\ninto the effects of her teaching in the lives of the children.\n‘The result of\nthis excursion beyond the four walls of the classroom has been the discovery of the possible assistance which the specialized groups can render\nher in attaining the goals toward which she is directing her work.\nThis completes our brief survey of the evolution of health education\n-in\nthe schools.\nEach of the specialized groups have contributed toward progress.\nIt would be begging the question if we did not face squarely one of\nthe serious results that has grown out of our method of approach.\nToo\noften the specialized groups have attempted to attain their ends independently.\n‘he time has come for us to look at this problem squarely\nand work out an actual correlation of our possible contributions to the\nattainment of health as a real objective of education.\nThe first step in this process is a willingness upon the part of each group\nto see beyond the boundaries of their own speciality. The second step\nwould appear to be a realization that health is an objective and not a\nsubject of instruction.\nFor some strange reason we have acquired the idea\nthat we can instruct or inspect people into health.\nUnfortunately, all of\nus have been wrong.\nBy the very nature of what health is, it must be\nlived to be learned.\n‘This means that what should primarily be given to\nthe child is hygienic training and not instruction.\n[he whole discipline\nof the school should be so ordered as to develop habits of healthful activity.\nRote, memorization, and formal practice will not build in these finer character traits which are such an important part of health. We must find a\nway—all of us together—to interest the child in living these traits zestfully to the end that they will be favorably conditioned toward them.\nManifestly such a conception of health as an objective of education takes\nit entirely out of the classification as a subject of instruction.\nIt will\n‘depend largely upon incorporation in the daily life of sound practices\nrelating to nutrition, exercise, cleanliness, fresh air, sunlight, mental poise,\nand similar fundamentals.\n‘The size and complexity of the problem seems\noverwhelming.\nNevertheless, there are an ever-increasing number of school\nsystems where it is in operation.\nIt can be done wherever there is a\nrecognition of true value of health and a willingness to work patiently and\nopen-mindedly.\nIt seems desirable to include one more suggestion. I feel\nthat we should examine and perhaps revise our concept of “health.”\nIn attempting to understand physical and mental life, man has been\nstudied necessarily by the analytic or rather the synthetic method.\nAnatomy\nhas sought to disclose his various parts and describe the size, form, and\n\nrelation to one another.\nPhysiology has sought to define the functions of\nthese parts or organs.\nThese methods cannot really discover or reveal to\nFor the living human being\nus the meaning of the organism as a whole.\nBut it is unparts.\nseveral\nhis\nof\nis more than the mathematical sum\nof health.\nconcept\nour\nbuilt\nhave\nwe\nthat\nview\nof\npoint\nthis\nfortunately on\n\n"}
{"page": 572, "printed_page": null, "text": "NATIONAL\n\n568\n\nEpuCATION\n\nASSOCIATION\n\nAll too frequently, even today, health is conceived as a mere negation—\n‘Chis has been the natural consequence of our\nan absence of sickness.\nIt is\napproach to health through the study and treatment of disease.\n\ngratifying to note that there are definite signs of a newer and better idea\nof health which is based upon a positive conception.\nWith the rapid development of interest in health, we are hearing more\nand more about “normal” people. Many efforts are being made to define\nThey may be illustrated by the one proposed by Seham: “A\nthis term.\nnormal child is one who is free from physical defects and nutritional disorders; possesses stable nerves and good emotional control; equipped with\nwell functioning senses, especially sight and hearing; rebounds with vitality,\nenergy and enthusiasm; and good social adaptability.”\n“This is a useful\nconception, but a broader and more satisfactory one can be found in Health\nand Disease, by Sit W. Leslie Mackenzie—which may be summed up in a\nHe defines\nconsideration of the objective and subjective signs of health.\nthat person as healthy who exhibits objectively a readiness to act without\nexternal stimulus; who has capacity to act for long periods without fatigue;\nand who has a regularity in the daily physiological cycles of appetite, muscular action, excretion, and sleep. On the subjective side, he has a feeling\nof satisfaction and ease in activities with a general feeling of well-being;\nwho is free from the sense of effort and environmental oppression; who is\nnot oppressed by work; afd who is free from inner uncontrollable moods\nor tempers.\nIn brief, this person is able to maintain his physiological normals at their highest potency.\n“This also involves on the part of the individual a knowledge about his own organism if he is to have a useful,\n\nThis concept will only become\nusable concept of what constitutes health.\nworth while if the individual is willing to pay the price. And the price\nof health is for man to be master of both himself and his environment.\n\n‘ THE ADMINISTRATION\nGEORGE\n\nH.\n\nBLACK,\n\nOF HEALTH\n\nPRESIDENT,\n\nSTATE\n\nELLENSBURG,\n\nWASH.\n\nEDUCATION\n\nNORMAL\n\nSCHOOL,\n\nEducational workers are now quite definitely agreed as to the aims of any\nhealth education program for public schools and for higher educational\ninstitutions.\nIt seems to be conceded also that the term health education\ndoes not really define the whole scope of this particular educational unit\nand doubtless the general aim of what is popularly known as health education must now be interpreted as including the promotion of all agencies\nfor the conservation of human efficiency and human life.\nMany factors, coming directly either from industrial life or from ordinary environmental changes surrounding children today, have resulted in\nour decision to include accident prevention in this division of educational\nwork, and these same factors have indirectly called attention to the neces-\n\nsity for greater emphasis in the field of play and recreational activities\nespecially for vacation months, and to the desirability of an enlargemen\nt\n\n"}
{"page": 573, "printed_page": null, "text": "ScHooL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEDUCATION\n\n569\n\nof the playground facilities and free space available for play in order to\nkeep children out of city streets.\nSuggestion of the importance of this\nemphasis is found in the following summary based upon a report on deaths\nand injuries from street accidents to children 6 to 16 in New York City,\n\nMarch 1 to December 31, 1923:\n\n;\n\nKilled\nGrossinpustree(smnotratyCLOssiN SeePer\nanil sccei Eee\nere\noat oe 184\nCrossingestreetsvat street: Crossing aac) eile cladee ss -cacece nase:\n40\n56\naon.\nener cteccic\nPlayin peeAMmesminetheToadw aye eenmassmen\necrn\nee eee een noe eS\nsats cs\nRunningsotssidewalk into’ streetae\nssmeen\n19\nhee oe tine\nteres mente\nwate\nStealingpnidesmongveliclesa.\n11\nRollerskating, coasting, etc, in roadway....+..0+....6++a+ees\n10\nis cassis w55.0.\naraya ube pere’s\niN f MCALCLCSSIY Mie cari\nICY ClomelG\nna\nnels circa ts kcs er oec es cco en\nGollrsinnsmotmviehiclesmmreee\n3\nRee eee, BAe\nJumping on or off cars, etc., in motion...... PART\nOther causes. peers bent tevaci crs < yaseetores yak’ otto bs waderetiel gepeees\nFalling over) obstacles or into excavations. ..................:..\naot aati ecet ooo a nee viet\nGhmbinggtreesmpoles mien ces) etCnanens\nVinlenatt player\nemer etna ey. seiner aeecee site eo chee te aces\n\n1\n19\n1\n66\n7\n\nInjured\n3,583\n1,274\n1,865\n677\n431\n207\n522\n622\n147\n504\n145\n227\n155\n\nOtherticauses:\n\n302\n\n10,425\n\n750\n\n20,784\n\nPeeree is seeek ote tomee\n\nMLO\ntg 1S a\n\ntee aoe\n\nerro\n\nLe ates Seether\ndied Gh\nleer\n\nShea Sis yates ues\n\nhaste:\n\nA glance at this summary shows the need of added emphasis in the field\nof supervised recreational activities.\nHealth education workers, therefore,\nmust not forget that a death from accident is as final as is a death from\ndisease and probably also a greater tragedy.\nThere are in particular three main groups of workers most directly\ncharged with the responsibilities connected with health education. ‘These\n\nare;\n1. The activities and physical development group—including all types of physical\neducation workers, recreational leaders, also kindergarten leaders, playground\ndirectors, scout leaders, etc.\n\n2. The\n\nscientists, including especially the food and\n\nnutrition\n\nhome economists, the biologists, and the psychologists.\n3. The diagnosticians and treatment-specialists, which\n\nspecialists\n\ninclude\n\nand the\n\nphysicians,\n\nbio-\n\nchemists, bacteriologists, nurses and psychiatrists.\n\nThinking particularly of the administrative problems involved, we note\nthat there are but few social or political units of territory in our country\nthat would not have within their boundaries some or all of the above types\nThe chief need, therefore, is for leaders and these leaders\nof workers.\nThese leaders must be\nshould be teachers or other educational workers.\nSuch leaders\ncoordinators.\nand\ninterpreters\nbut\norganizers\ngood\nonly\nnot\nshould be by training preferably teachers with some insight in educational\nIo be successful coordinators they must be, if not specialadministration.\nists, at least trained workers in some unit of the health education program.\nIt should\nWhat shall be the method or the approach in such service?\nbe not a classroom approach placing our faith wholly in a course of study\nIts machinery must, however, include a\nfor children of different grades.\n\n"}
{"page": 574, "printed_page": null, "text": "570\n\neee\n\nNaTIONAL\nese\n\nnytt\n\nttt\n\nASSOCIATION\n\nEpucaTIon\nA A\n\nit\n\nA\n\nA\n\nTA AAA\n\nwell adapted course of study appropriate to elementary, to junior, and to\nsenior high school. ‘The method used here must be analogous to that used\nby the workers trained for social service, and the teaching where done must\nhave recourse to the “project teaching technic.”\n‘The fundamentals of the\nmethod to be used therefore will be:\ni. The general philosophy back of the social service worker.\n2. The scientific approach typified by the best procedure today in medical —\nscience\nand practice, namely—scientific\ndiagnosis must\nalways\nprecede\nprescription—health surveys must precede health projects.\n3. The instruction must be undertaken as a project achieving, first, what is\nessential, and adding to this later what is desirable.\n\nThe county superintendent could assume responsibility for all children\nin districts having no high school organization.\nEither by planning in\nadvance of appointments for the year or through selection of a known\nqualified teacher in the group, a leader could easily be designated to act as\norganizer and coordinator of the three types of workers referred to above.\nA series of conferences could be arranged for the purpose of clarifying\naims, and of formulating the details of an inter-community health education program.\n‘This work when undertaken would be continuous from\nyear to year even if the personnel should change from time to time and\ninevitably would be extended to include parent-education and homeparticipation with the school’s program.\nMisunderstandings would be\nsupplanted by cooperative efforts and even the children and the homes in\nremote communities could easily be reached by a permanent and continuing service organization. A similar type of organization could be adapted\nto smaller towns and cities in any county in this state and the leadership\nand number of workers available would keep pace with the increasing\ndensity of population. The lists of references published in the Report of\nthe Joint Committee on Health Problems in Education could well be\ntaken as a basis for a good library for these service units organized for\nthe promotion of health education in outlying communities.\n‘There should be some specialist in health education provided as a health\nconsultant either by virtue of appointment or other type of designation\nby the state whose services would be available to all unit leaders. “These\ndesignated specialists should be persons trained from the educational viewpoint as well as prepared in a special field.\nIn short we wish, through this work to become less and less conscious\nof health and more and more conscious of the joy of efficient living. We\ndo not desire to add to schoolroom tasks—rather we desire to remove interferences which make tasks out of what otherwise should be pleasurable\nopportunities for self-development, self-expression, and the enrichment of\nlife.\n\n"}
{"page": 575, "printed_page": null, "text": "ScHooL\n\nTHE\n\nRELATION\n\nORPHA\n\nMCPHERSON,\n\nHEALTH\n\nAND\n\nPuysicaAL\n\nOF HEALTH\nSCIENCE AND\nSUPERVISOR\nSCHOOL,\n\nOF\n\nEDUCATION\n\nEDUCATION\nENGLISH\n\nRURAL\n\nBELLINGHAM,\n\nEDUG@ATION,\n\n571\n\nTO\n\nSOCIAL\n\nSTATE\n\nNORMAL\n\nWASH.\n\nRealizing that an understanding of the local community health needs\nand those of the individual child are basic to any type of health curriculum,\na group of rural teachers set about to improve, step by step, the health\nconditions of their various schools and communities.\n\"These schools are\nrural training centets in a consolidated system cooperating with and under\nthe supervision of the Washington state normal school at Bellingham. ‘The\nteachers also recognized the fact that, if any health program is to function, it must have the hearty support of the school, the home, and the\ncommunity and that the final test of such a program is the degree of\ndesirable differences in conduct that it effects.\nTo rely upon a mere\nknowledge of proper health habits is a fallacy. The child must not only\nknow certain facts about health, but know when he needs them and he\nmust be willing to practice them.\nIt was the plan of these teachers to begin with the habits already formed\nand to lead the children gradually to see that health is not solely an\nindividual matter but concerns the community also. It is a thing to be\ndone, not just talked about. It involves the social as well as the physical.\nThe logical approach was by means of the hot lunch as the communities\nbelieved in its value.\nIt was more than two years before all accepted\nthe policy of a community fund to be used for all children.\nPreviously\neach child bought his own lunch and those needing it most were denied its\nbenefits.\nHere was an opportunity to learn about various food values.\nThe hot lunch had its usual ascribed social values but was unattractive\nwhen eaten with dirty hands. Sinks were installed when the need became\nmore apparent.\nIt was then that the most important health habit had its\nreal beginning.\nWater was heated and placed in each of two small tea\nkettles. To one was added liquid soap. ‘The children lined up at the sink\nwhere first soapy water and then clear water was poured over their hands\nby certain other children.\nSoon children felt miserable when, for some\nreason, their hands could not be washed.\nMany parents have reported\nthat their children have been more careful about washing before meals at\nhome although in some cases there has been no apparent improvement.\nFeeling that at least some of the retardation in the first grade is due to\nphysical handicaps and realizing the value of socializing the rural beginning child, the teachers planned a special day in the spring when all of\nnext year’s class could be present to see what school is like and to learn\nwhat physical defects could be overcome before they entered school.\nSome of the outcomes in the terms of social growth as related to health\n\neducation and English are:\n\n"}
{"page": 576, "printed_page": null, "text": "NatTIONAL\n\n972\n\nEpucATION\n\nASSOCIATION\n\n1. An opportunity to enlarge the children’s environment and to\ncommunity better.\n2. An opportunity to cooperate in showing hospitality to others.\n3. The writing of real invitations and the acceptance of responses.\n\n4, Learning to mail real letters.\n5. The feeling of joy that comes from doing something for those\nand capable.\n6. Sharing food, pleasures, and properties with others.\n7. Cleaning and making the schoolroom attractive for guests.\n\nknow\n\ntheir\n\nless mature\n\n8. Reading and dramatizing for a real and appreciative audience.\n9. An interest on the part of parents to help with a health program.\n10. An opportunity to show the necessity of being physically fit for entering\nschool.\n11. An opportunity to stress cleanliness in some individual cases.\n12. A friendly attitude toward new children at school.\n13. Much discussion of plans and acceptance of only desirable ones.\n14. An opportunity to see the need of helping others form desirable health habits\nas well as to practice them one’s self.\n\nWe must keep in mind that health education must spread to the community if healthy living is to become a practice of the children in whom we\nare interested. Since school progress is dependent upon the physical condition of children, they must be guided in forming specific habits, gaining\nadequate knowledge, and creating desirable attitudes toward healthful living. ‘These may be arrived at through life situations and are not the result\nof formal teaching in periods set aside for the teaching of health education.\nIf health is an objective, not a school subject, then all subjects of the\ncurriculum, all activities in which children are engaged should make a\nwholesome contribution toward healthful living.\n\nHEALTH\nRUTH\n\nGLASSOW,\n\nEDUCATION\n\nDIRECTOR\nTURAL\n\nIN THE\n\nCOLLEGE\n\nOF PHYSICAL EDUCATION,\nCOLLEGE, CORVALLIS, ORE.\n\nOREGON\n\nAGRICUL-\n\nWe begin, at Oregon Agricultural College, with physical and medical\nexamination upon entrance.\n‘The reason for this procedure needs brief\nmention—first, the desire to place the student in a type of activity which\nwill be most beneficial to her, second, to detect defects which can be\nremedied, and third, to aid in the development of the ideal for a yearly\nexamination. ‘This portion of our program is itself defective and we hope\nthat the next few years will see corrections in the form of (1) a more\nthorough and detailed examination than is now given; (2) a closer checking on the correction of defects; and (3) provision for re-examinations for\nevery one—at least one each year.\nThe student next encounters the health program in the physical education requirement.\nEach freshman woman finds that she must take some\nform of physical activity for four hours each week; and, in her sophomore\nyear the same. Upper class women must have two hours each week. The\ndepartment offers a varied program of athletics, tumbling, and dancing.\n\n"}
{"page": 577, "printed_page": null, "text": "ScnHoot\nFrom\n\nHEALTH\n\nAND\n\nPuysicaL\n\nthese the student makes her own\n\nEpucation\n\n573\n\nselection of activities with the fol-\n\nlowing exceptions:\n1. Every\n\nstudent\n\nmust\n\nsophomore\n2. Each\n\nyear.\nfreshman\n\nmust\n\ncalled\n\n“physical\n\neducation\n\npass\n\nan\n\nelementary\n\ntake\n\ntwo\n\nhours\n\nswimming\n\na week\n\ntest\n\nby the\n\nin a course\n\nend\n\nwhich\n\nwe\n\nof her\nhave\n\npractice.”\n\nThe work in this course is divided into three sections.\nIn the first,\nparticular attention is paid to posture—the development of a posture ideal,\nmethods of correcting common faults in posture, and a knowledge of exercises which develop a subjective control of the muscles controlling the\ncustomary weakness of position. Special emphasis is given to the feet—and\nto the proper mechanics of walking. The first ten weeks of work might be\nthought of as a prolonged discussion of the habits of walking, standing, and\nsitting with opportunity for criticism of each individual.\nResults are\ntested in an objective way with the aid of the silhouette photograph and\n\nfoot prints.\nShadow pictures are taken at the beginning and the end\nof this section of the work. Foot prints are taken also. “These prints are\ndated, cut into standard notebook size and kept with the health index notebook, of which I shall speak later.\nIn addition to the work on posture and feet, exercises which may be\nhelpful for constipation and dysmenorrhea are learned.\n‘These, too, are\nprinted and added to the notebook.\nThe second and third sections of the freshmen required work are more\ndirectly planned to aid in the acquisition of physical skills which are concerned with the control of the body with reference to objects in the\nenvironment rather than with subjective control.\nAside from these courses—the swimming and the physical education\npractice—a student may choose what courses she pleases during her college\ncourse.\nThe student next encounters the health education program in the course\nin hygiene given during the second term of the freshman year.\nWhile\nthis course is in the department of physical education, it is really given by\nfaculty members from several departments. ‘The nutrition staff has given\nsplendid cooperation—with the talks on balanced diets and selection of\nfoods. ‘Tables of approximate energy value of common foods are given the\ngroup for the notebooks and every girl keeps a record of the food eaten for\none day. Additional lectures are given by bacteriology department, by\nthe psychology staff on mental hygiene, and by the pharmacy staff on the\n\\\nuse of home remedies.\ni\nOne feature of our work with which the physical education staff has\nbeen especially satisfied is the provision for individual conference. [uring\nthe past year each freshman had a ten minute conference with an instructor\n“Chis has made possible a personal contact with\nat least once each term.\nWe have been so\nthe students which is so often lost in large colleges.\npleased with the results of these conferences that we hope to arrange meet-\n\n"}
{"page": 578, "printed_page": null, "text": "574\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nings with every student next year. Our tentative plan is to continue the\nwork with the freshmen as we did during the past year. Each instructor\nwho has a section of students in the course required of all freshmen will\nmeet her students individually once each term. This will give the freshmen opportunity of becoming acquainted with three members of the department during her first year.\nDuring the last three years, one conference a year will be arranged and the same instructor will meet the girl\neach year. This will mean that each student will know that someone is\ninterested in her personal problems—and it will mean that some instructor\nwill be making an effort to know every girl and to aid her in realizing\nhealth. ‘These conferences are our effort to apply health principles to the\nindividual case.\nImmediately after each conference, the instructor notes on the medical\nexamination record card her comments regarding the girl, what is her\nestimation of the student, what are her strong and weak points, and what\nspecial advice has been given. “Through these comments, accessible to the\nstaff only, the health conferences are tied together, and each may be a\npart of a progressive development.\nIt also means that the medical examination record card is brought from the files once a year and progress noted.\nIn order that there may be some means of measuring developments\nand of interesting the student, we have been using a notebook which we\nhave called the “Health and Efficiency Index.”\nIn this we keep records\nwhich are indications of physical condition. “hese notebooks are a basis\nfor part of the discussion in each health conference—and by the advice\ngiven regarding improvement, it is hoped that each student will realize\nthat she alone is responsible for weaknesses.\nThe first page of the book is a record of illness up to date. Here is\nkept not only those periods in which the illness was severe enough to\nrequire absence from school but also slight colds and headaches and other\nindispositions. We hope in each case to develop the tendency to look for\nthe cause of illness.\nThe second page of the notebook includes a record of weight—taken\neach month and a record of the condition of the skin—noting clearness\nand color. The weight is taken by the individual; the skin condition is\nnoted by the instructor and is checked only at the time of conference.\nOrganic tests make up another page. Here are included a pulse record\nbefore and after exercise, and a record of lung expansion and capacity.\nThese will be compared with the records for the group in order to give the\ngirl an opportunity for rating herself in comparison with her classmates.\nA posture record appears on the next page. This is analyzed in detail\nthat the student may know where correction is needed and that, on succeeding examinations, an estimation of improvement may be made.\n<A silhouette is made preceding each conference and this, too, is dated and placed\nin the notebook.\nA page for the checking of physical skills follows. With this as a basis,\n\n"}
{"page": 579, "printed_page": null, "text": "ScHooL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucation\n\nS15\n\nthe instructor attempts to guide the student in the selection of activities\nwhich she does not know.\nA habit record page comes next.\n‘he student is asked to check this\nIt may not be filled accurately, but it serves\none week in each term.\nits purpose in reminding students of the daily habits which are vital from\nthe health standpoint.\nIn addition to these pages, the health notebooks contain material already\nmentioned—shadow picture, foot impressions, exercises for control of\nmuscles for posture and foot correction, exercises for dysmenorrhea and\nconstipation, tables of energy value of common foods, and the girl’s record\nfor one day in terms of calories.\nAdditional ideas for promotion of health iaterest have been suggested—\namong these are a comparison of the houses in which students live, from\nthe standpoint of freedom from illness and the publication of this list in\nthe school papers. Another suggestion has been that a record of the girls’\nphysical condition for the four years be sent to the college appointment\noffice for use as a reference when the student is seeking a position.\nIn brief, the health education program consists of a medical examination\nupon entrance, a four year physical activity requirement, with special\nemphasis upon subjective motor control, a lecture course in hygiene, the\npersonal supervision of each student by a member of the physical education\nstaff, and the keeping of a health record in the form of the health and\nefficiency index.\n\nASSISTING THE TEACHER IN SERVICE TO DO HER PART\nIN THE SCHOOL HEALTH PROGRAM\nPAULINE\n\nBROOKS\n\nWILLIAMSON,\n\nMETROPOLITAN\n\nLIFE\n\nHEAD\n\nOF\n\nINSURANCE\n\nTHE\nCO.,\n\nSCHOOL\nNEW\n\nHEALTH\n\nYORK\n\nBUREAU,\n\nCITY\n\nThe classroom teacher holds a strategic position in the modern school\nhealth program. She is in a position to inspire her pupils with an appreciation of what health means, to guide them in securing needed information,\nand to influence them in applying these principles in their own lives.'\nIn this democracy we have accepted as our ideal for every child the\nhighest development of his personality—physical, mental, moral, social, and\nspiritual, In reaching our goal we are placing a great responsibility upon\nthe teacher in service. As she helps build the lives of her pupils she needs\nthe sympathetic cooperation of parents and has a right to expect skilful\nguidance by educational and health officials, the privilege of modern equipment, as well as the provision of healthful environment for herself and\npupils.\nThat the sympathetic cooperation of parents is important goes without saying, and it is most encouraging to see how much greater understanding exists between the parents and teachers today than ever before.\nIn our more advanced communities parents are definitely assuming the\nresponsibility for having their children given thorough medical examina-\n\n"}
{"page": 580, "printed_page": null, "text": "576\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nIn one school\ntions and for having all defects corrected when possible.\nwhere this is being done the parents and teachers are meeting together to\ndiscuss such further steps for the development of the health of the school\nchild as desirable habits of eating, sleeping, exercise, rest, and cleanliness.\nIn progressive communities where medical examinations are made at school,\nthe parents are present and talk with the physician, nurse, and teacher\nabout the needs of the pupils as revealed by these examinations, and about\nthe best ways of providing a maximum development for each child.\nEven though the teacher does not have the wholehearted support of the\nparents, she still feels her responsibility toward the child to the extent\nthat she does everything in her power to secure such cooperation and to\ntit the child for his school life. She realizes that an effort to have the\npupil as nearly physically fit as possible is well worth while.\nIn some\nplaces where the medical service is not adequate, the teachers themselves\nare making the physical inspections of pupils.\nThe assistance that the\nteacher gets in this type of work varies from the most backward rural\nsections, where she struggles almost entirely alone, to the fully developed\ncity system where the physical inspection which she makes is directed by\na well organized staff of physicians, nurses, and specialists.\nThere are well established ideals for this important phase of health\nwork but the practice varies greatly. We agree that every child should\nhave regular medical examinations from the time of his birth, and that\nall physical defects should be corrected as soon as possible; that the\nparents and teachers should be present at the annual health examinations of\nschool children; that the physicians and nurses should be responsible for\nthe thoroughness of these examinations; that the parents and teachers\nshould make use of this information ; and we are encouraged by the progress\nthat is being made in reaching this goal.\nIn building up positive and constructive school Hea activities physical\ndirectors and health supervisors are giving definite suggestions to teachers.\nThe department of physical education in this city is offering the teachers\nthree types of help—inspirational, informational, and practical. Traveling teachers, sent out by this department, share their ideals of health with\nthe teachers, express appreciation of the fine work done, give definite information through courses of study, supplemented regularly by mimeographed sheets, and help in analyzing the situation as it is, sometimes\ndemonstrating the principles which they are advocating.\nThe most effective help is being given teachers in school systems where\nthe home economics teachers, physical directors, physicians, nurses, and\ngeneral supervisors are familiar with the work of each other.\nIn one\ncity they meet together each month to discuss common problems and go\nover all material in courses of study distributed to the teachers.\nTeachers are asking for definite concrete suggestions for solving problems that arise daily, and for material that appeals to the imagination and\nstimulates thought. All over the world they are seeking help from school\n\n"}
{"page": 581, "printed_page": null, "text": "ScHoot\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucaTion\n\n577\n\nadministrators, supervisors, nurses, physicians, parents, higher institutions\nof learning, and from other organizations, both public and private. This\ncall is being answered through personal and groups conferences, educational\nmeetings, correspondence, radio, courses of study, textbooks, supplementary\nmaterial, school equipment, extension courses, summer schools, leaves\nof absence for study, and practical school health work done under the direction of college faculty, for which college credit is given.\nIn the cities where the superintendents recognize health as the first\nobjective in education and make provision for school health work in their\nbudget, their daily schedules, their equipment, and in their staffs, the\nresults in the lives of the children show the effectiveness of this type of\nhelp to teachers.\nNeither health nor educational authorities are prepared to answer all of\nthe questions teachers are asking, but they are aware of the need for further\nknowledge. ‘Teachers are making such demands for help that one organization alone sent out more than thirty-five thousand letters in answer to\nrequests last year.\nMany questions raised in these letters cannot be\nanswered because the information is not available.\nResearch groups are\nendeavoring to ascertain the relative importance of certain scientific facts,\nthe relative value of various pedagogical methods, and the influence of environmental factors.\nFar-seeing teachers are studying the fundamental principles of living\nin relation to the child’s desires and ability in order to help him in securing more complete control of himself and environment, freeing himself\nfrom fear of disease and accident.\nWhen people, today, can sit on the\nedge of the crater of our largest volcano and watch the flowing lava rise\nwithout fear of danger because they understand the laws governing its\naction, we realize the importance of knowing the principles of living in\nbanishing fear from our lives.\nRapid progress is being made but more assistance is needed.\n“The successful teacher cares about the welfare of her pupils and is demanding\nmore help in developing the personality of the child as a whole.\nThe health of the children of today and the future generations depends\nto a great extent upon the aid we give the classroom teacher now.\n\nTHE\n\nPLACE\nJOHN\n\nOF\n\nBOVARD,\n\nRESEARCH\n\nDEAN\n\nOF\n\nUNIVERSITY\n\nTHE\nOF\n\nIN\nSCHOOL\n\nOREGON,\n\nPHYSICAL\n\noe\nEDUCATION\n\nOF\n\nEDUCATION,\n\nPHYSICAL\n\nEUGENE,\n\nORE.\n\nA review of the field of physical education today gives us much to be\nhappy about. More and more the administrators of educational institutions are recognizing the values of this work. Supervisors are being added\nto school systems and increasing budgets are supplying new facilities for\n‘The public as well as the superintendents and\nmore extensive programs.\n\nprincipals recognize a wonderful change in spirit and vigor of the student\n\n"}
{"page": 582, "printed_page": null, "text": "578\n\nNATIONAL\n\nEpuUCATION ASSOCIATION\n\nParticularly\nbody whenever a good physical department gets into action.\nopen a\nwhich\nexercises\ndo we hear praise for the corrective and remedial\nhandisomewhat\ngirl\nor\nboy\nnew vision and a more abundant life to the\ncapped.\nNotwithstanding those achievements which do honor to the leaders\nin this great movement, there are some elements that are causing dissatisPhysical educators have not agreed\nfaction and very earnest questioning.\non whether formal gymnastic organized programs are better than informal\nrecreational game programs, nor has it been decided that large muscle\nactivities are the only elements to be used if successful, nor have we all\nacquiesced in the belief that the exercise from large muscle activities will\nproduce health. If we extend our questioning to any field we find ourselves bound to discover our lack of unity in fundamentals.\nThat we have these disagreements is not at all surprising and it is not\nmy purpose to explain or defend them. Differences of opinion are not a\nreason for worry but are, if honestly supported, the stimulus for work in\nthe hands of scientific researchers which may lead us to better understandings. I am, then, taking an altogether neutral ground and am interested\nonly in mentioning the fact that we have faults, in order that I may discuss\nthe place of research in our field of education.\nThe physical education of the future must meet the individual needs.\nMass performance is not giving universal satisfaction. Yet what are to be\nthe elements of this new physical education and how are these new\nmethods to be built to handle such a program?\nToday we hear a great deal about the absorption of all our energies\nby the competitive teams, and, that those who need exercise the most get\nit the least. All this may be true and yet a greater extension of our\nprograms and the inclusion of 80 per cent or 90 per cent of all students\ndoes not mean that we are headed for success or that we are on safe\nground.\nMany of our administrators are sure that we should spend more time\nwith those who have minor defects, let the strong and healthy manage\nfor themselves. Yet again, even if we stick by our objectives, even if we\nhavegan inclusive program for all; and even if we have a well organized\nand well equipped corrective department, we are still subject to error and\nmay be guilty of unscientific proceedings.\n_ There are those who feel that physical education and health education are identical or that a good sound regimen of exercise leads to a good\n\nsound body.\n\nDisease cannot exist in a robust strong man!\n\nWith all the\n\ndetects which such an argument presents even if we include the health\nobjective and plan our work with this in mind, are we sure then that our\nscheme is sound ?\nIf we are to answer these questions put to us in any sort of adequate\n\n"}
{"page": 583, "printed_page": null, "text": "SCHOOL\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEDUCATION\n\n579\n\nway, it means the encouragement of those physical educators who possess\nthe scientific background for such work.\nMany of the common slogans\nhave yet to be tested by experiment and the results carefully checked.\nIn\nthe field of tests and measurements a knowledge of physiology, psychology,\nand mathematics is necessary.\nMuch erroneous and unchecked data are\npublished in our literature because the figures have not found their way\nthrough the hands of a statistically trained investigator.\nThe application of physiology to our field of physical education is yet to be made.\nThe English physiologists, such as Hill, Lucas, Adrian, are doing a\nsplendid work in the field of pure physiology. Their researches on lactic\nacid, oxygen debt and the limits of muscular exertion are foundations for\nanyone interested in training of athletes and the records to be made in\nathletics. Other fields in physiology may be equally as fruitful. What we\nneed are physical educators who are also physiologists!\nAnd so in the field of administration we must find those who are willing\nto experiment—not to be doing something different—but to obtain a true\npicture of the situation, keep careful records, eliminate all factors but one\nto be tested, draw careful conclusions.\nAny branch of education can be scientific only when it has a sufficient\nbody of experimental data to formulate laws that operate in that field.\n\nIs physical education a science?\n\n“Those who hold such an ambition must\n\nnot expect to shine by reflected glory. Physica: education must stand\non its own principles or else be recognized only as a name with no claim\nto a place in the education family.\nPhysical education is complex.- It uses biology, physiology, chemistry,\npsychology, education as its tools.\nIts researchers must be prepared in\nall these fields. “The natural sciences today have grown to their strength\nbecause of two types of workers—the teacher and the researcher. It cannot be held that physical education is solely a practical study, that there\nis no place for the theorist and experimenter.\n“True enough there are\nsituations that demand the practical man.\nThe playground requires some\none who understands the problems of the playground and yet there may be\nalso a place for some experimenter on that playground, who has’ a new\nidea to try out.\nIt is only when the spirit of research gets into our\nphilosophy that a practical result can be achieved.\nOur schools of physical education are our great hope. Here in contact\nwith researchers in other fields is the finest training ground for a new\ncrop of scientifically trained investigators.\nEventually, there will be in\n\nour field as in others, the worker who is known\nstudies, his research.\nhis guidance\n\nfor his productiveness, his\n\nHe may always be known as the theorist, but under\n\nwill come\n\nthe accumulation\n\nand\n\nsorting of a large body of\n\nfacts that will lend themselves to formulation of new laws and principles\nwhich will solidify our claim to the science of physical education.\n\n"}
{"page": 584, "printed_page": null, "text": "NatioNAL EpucatTion ASSOCIATION\n\n580\n\nSECRETARY'S\n\nMINUTES\n\nSeattle Meeting\nPresident—Melville\nWest Virginia.\n\nStewart, State Supervisor of Physical Education,\n\nCharleston,\n;\n\nVicepresident—Mary E. Gross, Director of Department of Physical Education\nk\nand Hygiene for Women, University of Washington, Seattle, Washington.\nSecretary-Treasurer—Florence D, Alden, Director of Department of Physical\nEducation for Women, University of Oregon, Eugene, Oregon.\n\nThe first session of the Department of School Health and Physical Education\nwas held Tuesday afternoon, July 5, in the Y. M. C. A, auditorium.\nHe gave a\nThe President called the meeting to order shortly after 2:00 p.M.\nbrief history of our department and then turned the meeting over to the secretary\nas the presiding officer of the day.\nThe program\n\nwas as follows:\n\nSCHOOLS AND COMMUNITY ATHLETICS\nW. A. Kearns, Director of Athletics and Physical Education, Oregon State\nAgricultural College, Corvallis, Oregon.\nMepicaL Aspect OF ScHOOoL HEALTH\nWalter Brown, Director of Child Health Demonstration, Salem, Oregon.\nTHE ADMINISTRATION OF HEALTH EDUCATION\nGeorge H. Black, President, Washington State Normal School, Ellensburg, Washington.\nATTITUDE OF SCHOOL PROCEDURE HoME ECONOMICS\nEffe I. Raitt, Professor of Home Economics, University of Washington,\n\nSeattle, Washington.\nSOCIAL SCIENCE AND ENGLISH\nOrpha McPherson, Supervisor\nBellingham, Washington.\nPuysicAL\n\nof Rural\n\nEducation,\n\nState\n\nNormal\n\nSchool,\n\nEDUCATION\n\nJane McGownd, Instructor in Physical Education,\nton, Seattle, Washington.\n\nUniversity of Washing-\n\nEach paper was followed by a free and interesting discussion.\nThe session\nwas broken by a brief recreation period led by Mr. Kearns.\nAbout 150 were\npresent.\n\n\\\n\nThe second session was held Thursday afternoon, July 7, at the same\nThe president called the meeting to order at 2:00 p.m.\nThe following program was given:\nHEALTH EDUCATION\n\nRuth\n\nGlassow,\n\nIN THE COLLEGE\n\nDirector\n\nlege, Corvallis,\n\nof Physical Education,\n\nOregon\n\nAgricultural\n\nof Department\n\nof Bureau\n\nof Education,\n\nMetropolitan Life Insurance Company, New York City.\nTHe Puiace oF RESEARCH IN PHysicAL EDUCATION\nJohn F. Bovard, Dean of the School of Physical Education,\nof Oregon, Eugene, Oregon.\nATHLETICS\n\nCol-\n\nOregon.\n\nASSISTING TEACHERS IN SERVICE\nPauline B. Williamson, Head\n\nSTATE\n\nplace.\n\nUniversity\n\nIN MARYLAND\n\nWilliam Burdick, State Supervisor of Physical Education, Baltimore,\nMaryland.\nAs the program was not quite so full at this session there was more\nopportunity\nfor free discussion.\nMany interesting points were brought up and threshed out by\n\nthe group.\n\nAbout\n\nthe same\n\nnumber\n\nwere\n\npresent.\n\n‘\n\n"}
{"page": 585, "printed_page": null, "text": "ScHooLt\n\nHEALTH\n\nAND\n\nPuysicaL\n\nEpucaTion\n\n581\n\nBusiness meeting—A business session was held Thursday, July 7, 1927.\nThe nominating committee, consisting of William Burdick, chairman, Florence\nAlden, and W. A. Kearns, submitted the following report:\nPresident—James E. Rogers, Director National Physical Education Service,\nPlayground and Recreation Association of America, New York City.\nVicepresident—Dr. Margaret Bell, Director of the Department of Physical Education for Women and Assistant University Physician, University of Michigan, Ann\nArbor, Michigan.\nSecretary-Treasurer—Florence D. Alden, Director of the Department of Physical Education for Women, University of Oregon, Eugene, Oregon.\nNew Member of Executive Committee—Melville Stewart, State Supervisor of\nPhysical Education, Charleston, West Virginia.\n»\n\nPresident asked for nominations from the floor.\ncarried that the report of the committee be accepted\n\nIt was moved,\nas read.\n\nseconded\n\nand\n\nDr. Black made the following motion:\nThat the president appoint a committee charged with the responsibility of finding the best executive technic for bringing to the children in the classroom adequate\nphysical education.\n:\nThe meeting was adjourned.\n\n"}
{"page": 586, "printed_page": null, "text": "L nabeiddt\nmieab\n‘ ori\n\nbeat Bass /j\n\nwy bee\ni\naes\n\n4\n\ne\n\nee\n\nhaan\n\nb.\n\nHie 4h\n\neee\n\n*\n\noy\n\nTe?)\n\ns)i-\n\n8210\n\nAesh\n\noe\nal\n\nces\n\n=ebeie\n\nwv\n\nws\n\nWes\noe\n\natte\n\n==\n\na\n2\n\nioe\n&\n\n;\n\nacl)\n\n-\n\nes\n5\n\n*\n\nas ar\n\noo\n\n«\n\nI\n\nSey\n\n‘ss\n\n‘\n\nee\n\n? Lawrie\n\nak\n\n:\n=\n\n(i=\n\ndi\n\ni“\n\nTeese\n\nothe\n\n‘\n\n“ye\n\n—\n\nrk\n\nmg an\n\npews\n\nteil\n\nort!\n\na5)\n\n%\n\n=4\n\nut,’\n\note\n\n“\n\nhous.\n\nyitas\n\na\n\n3\n\ntle\n\nAAT)\n\na\n\nJoe\n\nee\n\n.\n\n7\n\nby\n\nDigfin\n\n7\n\nly Fj ithe\n\na\n\niy iv 5\n\nq\nss\n\nrl\n\n>\n\nAv\n\nfae\n\nGees\n‘\n\n;\n\nTy\n\n:\nye\nrae\n\nis\n\nie\n\nae\n\nhoe\n\nor\nty\n\na\n\nye\n\na.\n\nGes\n\n=\n\nie\n\ne\n\n¥.\n\nmag\n\naig\n\nbe\n\nqc\n\n;\n\nll\n\n4\n\n>\n\n.\n\nww\n\nSule\n\nenon\nt\n\ni?\n\nPe\n\n.\n\ntr\n\non\n\n=\n\n:\n\noa\n\n:\n\nos\n\nae\n\na\\MArre\n\nae\n=\n\nea\n\n:\n\n-\n\nLay\n\n&\n\n-\n\n%\n\n-\n\nAd\n\nnee\n\nre\n\n>\n\naa\n\n“ee\n\n”\n-\n\n,\n\n~\n\ni.\n\n@e\n\nide.\n\n7\n\n-\n\n~~\n\n>\n\n7\n\n"}
{"page": 587, "printed_page": null, "text": "The\n\nDepartment\n\nof Science\n\nInstruction\n\n"}
{"page": 588, "printed_page": null, "text": "HE DEPARTMENT OF SCIENCE INSTRUCTION is an\nTPreuterowth of a State Department of Natural\nScience Teachers which was organized at a meeting of the Colorado State Teachers’ Association in\n1894. See Proceedings, 1895:951. It was first known\nas the Department of Natural Science Instruction.\nThe officers of the Department for the year 1927-28\nare: President, Hanor A. Webb, Professor of the\nTeaching of Chemistry, George Peabody College for\nTeachers, Nashville, Tenn.; Secretary, Francis D.\n\nCurtis, Professor of the Teaching of Natural Science, University of Michigan, Ann Arbor, Mich.\nThis Department meets once each year, in June.\nFacts relating to the establishment of this Department and the record of meetings are found in earlier\nvolumes 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\n1908 :965-999\n\n1909: 789-829\n1910: 949-969\n1911: 939-993\n1912 :1153-1195\n1913: 695-717\n1914: 721-773\n\nF594]\n\n1915 :995-1029\n1916 :699-751\n1917 535-557\n1918 :295\n1919 :289\n1920 :305-309\n\n1921: 663-667\n1922 :1239-1267\n1923: 843-861\n1924: 753-775\n1925: 598-609\n1926: 624-636\n\n"}
{"page": 589, "printed_page": null, "text": "AN\n\nOUTDOOR\n\nMUSEUM—ABSTRACT\n\nFLOYD W. SCHMOE, PARK NATURALIST, MOUNT\nPARK, WASH.\n\nRAINIER NATIONAL\n\nIxTy miles from Seattle is a great outdoor museum whose millions of\nnatural history exhibits cover more than three hundred square miles\nof “floor space.” All these interesting exhibits center around one big\ndisplay which can be seen for a hundred and fifty miles! This is Mount\nRainier, America’s greatest mountain, and the natural history museum\nwhich includes it is Mount Rainer National Park.\nMount Rainier is not only our greatest mountain, but strange as it may\nsound, it combines at the same time one of the finest examples of vulcanism\nto be found in the country and an equally fine example of glaciation, for it\nis the largest of the entire series of old volcanoes which form a “chain of\nfire’ from Mexico to Canada along our west coast, and also carries the\nlargest system of active glaciers to be found in the United States.\nUnlike some museums the government in its national parks has not\nstopped with merely exhibiting the things of interest found within its\nborders.\nA small museum of the conventional order with labored specimens, reference library, and information service, serves as a “card index”\nto the big outdoor museum which is the park itself.\nHere also are given daily illustrated lectures on the national features of\nthe park, free nature-guide field trips are conducted to acquaint the people\nwith the story of the mountain, its glaciers, forests, and other trail-side\ndisplays, and nature bulletins are prepared for free distribution.\n\nTHE\nKARL\n\nSECOND\n\nHAZELTINE,\n\nMILE IN TRAINING\nNATURES\nLi DY\n\nPROFESSOR\nTEACHERS’\n\nOF\n\nNATURE\n\nCOLLEGE,\n\nSAN\n\nSTUDY\nJOSE,\n\nTEACHERS\nAT\n\nTHE\n\nSAN\n\nIN\n\nJOSE\n\nSTATE\n\nCALIF.\n\nAs I was coming up on the train I saw a sign at a dangerous crossing\nwhich read, “The greatest safety device is a careful man.” At this time,\nwhen people are becoming alarmed about our civilization, and the more\npessimistic are predicting its decline, and the optimistic are turning to the\nteacher for guidance, we may well say that the greatest safety device\ncivilization has is a trained child. Any program which is forward looking\nmust begin with the child.\nIn representing the teacher training institutions at this meeting, I am\nprimarily interested in those who will teach the nature work to elementary\nProper teaching along this line is more important today\nschool children.\nthan it was a generation ago. When our fathers wished to know how a\nbird built they could go out and find a robin’s nest or the home of an\noriole. Today many children are unable to get this information so readily.\nIn other days children learned much along this line from reading or from\n\n[585]\n\n"}
{"page": 590, "printed_page": null, "text": "586\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nparents around the family lamp in the evenings, but today we have the\nmovies.\nThe fundamental tool subjects are being stressed.\nChildren are being\ntaught utilitarian facts which will make for better opportunity for advancement along economic lines. Our schools are producing better doctors,\nkeener lawyers, more skillful artisans and more efficient laborers.\n“This is\nas it should be, but we must not neglect the more inspirational side of the\nchild’s nature. We must equip for proper use of leisure time.\nEach one\nshould have a worthwhile avocation as well as a vocation. Nature training\nwill give a wonderful chance for relaxation and never ending enjoyment.\nAccurate observation stimulating careful thought will develop independent\nideas which will result in a lasting interest in Nature. “This is what nature\nstudy should do.\nIf we agree as to the advisability of this type of training we must consider the child’s source of knowledge—the elementary school teacher.\nIn looking forward there are certain things one must consider as we\nenter the second\n\nmile in training teachers\n\nin nature\n\nstudy.\n\nFirst, there\n\nmust be a solid foundation of science. We must not allow one to cover his\nlack of knowledge with fanciful tales any longer. Some people spend the\nlater years in life readjusting falsehoods taught them in youth.\nThe teacher must be interested in things and get the child’s point of\nview. Psychology is important.\nProfessors can tell us about the synapses\nand complexes, but who can tell why boys have marble or top or ball\nseasons? Yet these mean much to them and seem to be just as necessary\nand important as do spring or summer.\n‘There is much difference in a\nbiological study of an organism and a nature study viewpoint, but both\nshould be scientific and truthful. The teacher should be imbued with imagination so as to be able to “‘suppose things” with the child. “This imagination if properly directed will give an impetus to the child’s desire to\nacquire scientific facts for himself.\nThe teacher should be trained to follow a scientific procedure in developing the nature work.\nThe knowing how to observe accurately is\nessential. ‘The senses of sight and hearing are extremely important to a\nnature teacher. After a thing which is interesting has been observed we\ntrain our teachers to record it. With this done he is required to form\nsome hypothesis as to the way and wherefore of what he has seen. After\nforming his scientific guess he should experiment or observe further until\nhe is able to accept, modify, or reject his hypothesis.\nA series of nature\nstudy observation cards will do much toward increasing the first hand\nknowledge of nature study teachers.\nIf the teacher is to go the second mile there are other things to consider.\nWe must develop a certain technic. Minimum requirements must be determined and a flexible course of study must be constructed.\nWe must\nhave courses which will teach nature study as such and not depend upon\nthe other science teachers to do our work. There is a place for a specialized\n\n"}
{"page": 591, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTIONS\n\n587\n\nnature study course as well as geology, chemistry, or hygiene.\nBasic\nscience training is essential, but does not constitute nature training. ‘The\nproperly conducted field trip is essential. We should study animal life as\nfar as possible in its natural environment.\nWe should follow those who\nare at the forefront of nature teaching and gain from their experience.\nI\nknow the teacher training institutions will gladly accept the challenge and\nwill so educate those teaching our children nature study so that they as\nteachers will go the second mile.\n\nNEED\nFRANK\n\nIN RESEARCH IN ELEMENTARY\nTEACHING\n\nA. SIPE, INSTRUCTOR\n\nIN\n\nBOTANY,\n\nCORVALLIS,\n\nOREGON\n\nSCIENCE\n\nAGRICULTURAL\n\nCOLLEGE,\n\nORE.\n\nProbably no characterization of modern life is more generally accepted\nthan the often heard statement that this is “an age of science.” The immense advances made in our material civilization during the past few\ndecades, most of them traceable directly to certain specific discoveries of\nscientists, have made this assertion selfevident to everyone.\nWe know\nimmensely more about the laws of nature than did our ancestors, and what\nis more important, as far as our material advancement goes, we are learning how to control the forces of nature, as a result of our knowledge of\nnature’s laws.\nAn examination of recent investigations reveals a constantly increasing\ntendency to include some kind of science in the elementary school curricu-\n\nlum.\n\nBut it also reveals another thing, which I think we as scientists\n\nshould take to heart. And that is, the almost total lack of careful research\nthat will answer the specific questions of the educator as to what should be\nincluded in this science curriculum, and how it should be presented.\nIn most of our common school subjects there is a constantly increasing\n\nbody of research material, the aim of which is to indicate to the school\nadministrator the exact status of the particular subject; just what the\nsubject should aim to give the child in the way of valuable habits and\nknowledges, and how and when to present it.\nBut such research is noteworthy for its absence in elementary science.\n\nTo the trained scientist this situation represents a distinct challenge.\nScience has become the dominating influence in modern life, permeating our\nevery day thinking and acting with a thoroughness hardly yet realized.\nEducators are asking how to organize this mass of subjectmatter, so that\nit may become an integral and functioning part of the curriculum, Since\neducation is a process of adjustment to environment, and since our environment is becoming more and more a product of man-controlled forces of\nnaure, it is evcident that our educational system should devote definite\ntime and energy towards enabling the developing child to acquire familiarity with this environment.\n\n"}
{"page": 592, "printed_page": null, "text": "588\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nI feel very strongly, that our greatest need just now is well directed research that will fix more definitely and firmly the exact status of elementary science in our educational system.\nSuch research should be carried\nout by persons with good scientific training, both in the fields of pure\nscience and in educational science, and with intelligent understanding of\nthe problems and outlook of childhood. It is greatly to be hoped that there\nwill be those who will be fired with a real zeal for research in this field,\nand that at some of our great institutions, students may be encouraged\nand urged to start some real investigations in this almost virgin territory.\nSuch investigations, if of genuine merit, will certainly be welcomed by\neducators who are facing the practical problems of adjusting the curriculum to meet the needs of the social order now evolving.\n\nNATURE\nWILLIAM\n\nEDUCATION\nL.\n\nAMERICAN\n\nFINLEY,\n\nTHROUGH\n\nDIRECTOR\n\nNATURE\n\nOF\n\nMOTION\n\nWILD\n\nASSOCIATION,\n\nLIFE\n\nPICTURES\n\nCONSERVATION,\n\nWASHINGTON,\n\nD.\n\nC.\n\nSince education is knowing life itself, the better knowledge we have of\nthe world about us enables us to live a life worth living. Contact with\nnature may come in a limited way in the classroom, but with better results\nin contact with the out-of-doors itself.\nSince it is not always possible,\nespecially in the cities, to bring children in close touch with the various\nphases of nature, the still and motion picture cameras have become important educational factors.\nThe aim of American Nature Association, which I represent, is to stimulate public interest in every phase of nature and the out-of-doors, and it\nis devoted to practical conservation of the great natural resources of\nAmerica.\nIt seeks to find an essential place for nature study in every\nschool and in every American home.\nClean, healthful outdoor recreation\nis a key to good citizenship.\nWhat are some of the practical problems to be accomplished in nature\n\neducation, especially in the Pacific Northwest?\n1. A very large part of the timber of the United States is in the Pacific Northwest. This is a valuable resource which we are cutting and destroying, without\nadequate reforestation.\n2. The fishing industry is another of our valuable resources, yet we are destroying the great runs of salmon, not only by over-fishing but by the poisonous -pollution of our streams.\n3. We are draining some of our greatest marshes and lakes, destroying the\nhomes of wild birds and fur bearing animals, and losing their recreational value.\n\nIn the first case, the forests that cover our mountains are of value in a\ncommercial way when trees are turned into lumber.\nIt is difficult to\nadjust the relations between the man who builds up a prosperous business\nand gives employment to many citizens, and say what his duty to the\npeople as a whole is when he destroys a forest. The forests of the mountains conserve our soil and water supply, matters of vast importance to the\n\n"}
{"page": 593, "printed_page": null, "text": "THE\n\nDeparTMENT\n\nOF SCIENCE\n\nINSTRUCTIONS\n\n589\n\ncommonwealth.\nShould not those who cut the forests be responsible for\nthe planting of trees and growing new forests?\nIn the second place, the rivers that rise in the high mountains, flow\ndown across the valleys and enter the sea, have many services to perform.\nThe water may be used for drinking, for the irrigation of arid areas to\nproduce crops, for the development of power to advance industry, and to\nproduce fish as a food supply for our people. As a nation we are interested\nin the practical uses of our streams so they will serve the greatest number\nfor all time, yet we are the most careless and destructive people in the\nworld.\nMills and factories have been allowed to dam the streams, and\nirrigation companies have been allowed to take the water in ways that\ndestroy vast numbers of fish. \"Towns, cities. and manufacturing plants\nare permitted to dump their filth and sewage into public waters, killing\nOne of the\nfish life, and destroying their value for recreational purposes.\ngreatest crimes attendant upon our civilization is this pollution of public\nwaters.\nAnd lastly the swamps, ponds and lakes that dot our country from one\nend to the other are often of value in building up wild life resources, yet\npromoters have drained these in hundreds of places.\nWhere valuable\nagricultural land is developed we cannot find fault, yet in many places\ndrainage has proved utterly worthless, and as a result the ancestral homes\nof many birds have been destroyed until some species are on the verge of\nextinction.\nSince these areas are of value to the public in producing fish,\nfurbearing animals, and wild fowl, and for recreational purposes, they\nshould not be destroyed unless it is definitely proved that the results that\naccrue will be of public benefit.\nThe public as a whole must be taught to protect and enjoy its natural\nresources.\n‘Che problems are those that can only be solved with education,\nand in this the motion picture camera has proved of lasting value.\n\nTHE\nBENJAMIN\n\nC.\n\nCHAINS\n\nGRUENBERG,\nFOR\n\nOF PROMETHEUS\n\nMANAGING\n\nMEDICAL\n\nPROGRESS,\n\nDIRECTOR,\n\nAMERICAN\n\nNEW\n\nCITY\n\nYORK\n\nASSOCIATION\n\nWhile every increase.of knowledge means an increase, of power, it means\nalso an increase of sorrow.\n‘This is not to say that ignorance is bliss, or\nthat wisdom is folly. It is only to recognize that knowledge does inhibit\naction, does dampen enthusiasm, does increase the burden of care.\nIt is\nnot necessary to defend knowledge, or its modern equivalent, science. But\nit is necessary for us to understand something of its nature and its limitations, of its dangers and its implications, as well as some of its concrete\nproducts and applications.\nWhen Prometheus stole the flame from heaven he not only embarrassed\nthe gods. He conferred upon man the most precious of gifts, and set the\npattern for all subsequent revolutions.\n\n"}
{"page": 594, "printed_page": null, "text": "590\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof\nConsider fire. At one time this was an innovation, and a violation\nyears,\nof\ns\nthousand\nFor\nthe normal and divine order of the universe.\nthen, to play with fire meant not merely to incur the known risks of a\npartially controlled force, but it was like hunting wild beasts at the risk of\ngetting killed. ‘Throughout the ages countless eulogies have been pronounced in praise of fire, its virtues have been widely extolled, and it was\nearnestly defended against its enemies.\nToday, this strange force has become assimilated into our daily lives.\nWe no longer fear that a wide distribution of strike-anywhere matches will\nincrease the temptation to commit arson. Although the destruction due to\nfire amounts to hundreds of lives and millions of dollars in property every\nyear, even children today accept fire as part of nature and of the orderly\nroutine of life. We have become so thoroughly habituated and indifferent\nto the presence of fire that friends and foes alike have all but forgotten\nPrometheus.\nThe fire of Prometheus comes, then, to be considered a matter of course,\nand a valuable gift from on high. If now we accept the benefits of this\nwonderful process of oxidation, we must recognize also that, like every\nother advantage, this gift has carried with it serious dangers, whether we\nconsider the material benefits of fire in the concrete, or the spiritual benefits\nthat are symbolized by the torch.\nThere are two points here for our consideration.\nOn the one hand\nthere are the unquestionable risks and dangers inherent in every form of\nforce. The ancients had no practicable steam engines, but neither had\nthey boiler explosions.\nYou discover that mushrooms are good to eat, and\nthat is clear gain. You discover only later that there are mushrooms and\nmushrooms; then there is wailing and sackcloth.\n‘That is to say, there is\nthe danger of knowing, but knowing too little. On the other hand, there\nare the capacities for understanding and control and utilization inherent\nin the spirit of man.\nWe can learn to distinguish one mushroom from another, we can learn to use steam without boiler explosions. That is to say,\nthere is the hope of clear vision and deeper insight. Whether in any given\ncase mastery or disaster will be realized, or how much of each, constitutes\nthe whole issue between fear and superstition and inertia and reaction on\nthe one side, and science, vision, enterprise, and progress on the other.\nEvery new instrument whereby man has increased his control of natural\n\nforces has carried with it the possibility of destroying both human life and\nthe things we value. The revolutionary thought or device often does\nviolence to the things of the spirit as well as to our material possessions.\nEvery innovation must meet the resistance and active opposition of a certain portion of the population.\nTo all people the familiar way of life, the customary, appears as the\nnatural.\nAn attempt to obtain uniform practice, for reasons which seem\nto be good and sufficient to those who have studied the problem, is sure to\nbe met with resistance.\nNow it is strictly in accord with human nature to\n\n"}
{"page": 595, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTIONS\n\n591\n\nacquire habits, as we may call them for short; but it is also in accord with\nhuman nature to resist every pressure to change habits. All of us, however, will admit that it would be highly desirable for other people to adopt\nour customs.\nThe customary and familiar are not only natural, but they accord with\ncommon sense.\nIf we find peoples with different customs, it is evidence\nthat they are queer.\nWith certain peculiar sects, respect is indicated by\ncovering the hair; yet we consider it common sense for the male of the\nspecies to manifest respect for persons, monuments, churches, or symbols\nby removing the headgear.\nIn any case, however, it seems to be common\nsense to do as we have always done.\nAny demand for a change in customs or usage is resisted by us not on the\nground that we do not like to change our habits, but on the ground that\nthe new proposals are in violation of common sense. That is to say, we are\ninert because we are inert, and we rationalize our inertia because our intellectual vanity requires justification of our conduct in terms of reason or\nsense.\nIn many cases, also, the demands and proposals of innovators are\noffensive because they presuppose knowledge which is not shared by all,\nthat is, knowledge which is not common; and we cannot help resenting\nthe insolence of those who set themselves up as superior.\n,\nClosely related to the rationalization of our accustomed behavior and\nvalues as being natural and in accord with common sense is the sensitiveness of the personality to any invasion from without.\nWe insist upon our\nnatural rights; we are all strong for personal liberty. Without searching\ntoo closely into the nature and sources of these rights, and without determining critically the sanctions of personal liberty, we are satisfied that our\nrights do somehow coincide with what is natural and proper.\nBut personal liberty turns out very often to mean no more than our insistence upon\nour right to continue to do as we have always done.\nIn the absence of knowledge impulses find free play without inhibition.\nIt is this that constitutes the happiness of the infant; it is this that makes\nthe idiot cheerful.\nIt is the inhibitions of painful experiences, the inhibitions of conflicting impulses, that;make knowledge and thought possible.\nAnd with every new addition to our knowledge and thought there appear\n\nnew inhibitions,\nnew obstacles to doing what we feel like doing.\nScience comes to be wicked because it threatens our liberties. “To the\ndegree that scientists are permitted to, influence our customs and our laws,\nto that degree are we beset with regulations and restrictions and interferences with our natural-——that is to say, our habitual—modes of life, with\nour happiness. It is for these reasons that science has become anathema, for\nthose who do not understand its methods and its aims.\nIn making application of the younger sciences, those that have emerged\nfrom a study of organic processes, the public is not so well prepared to rePeople who pay rent can see why the building\nnounce and to cooperate.\nof tenements and the installation of plumbing should be regulated by law;\n\n"}
{"page": 596, "printed_page": null, "text": "592\nI\n\nI\n\nNatIionaL\nOMIT\n\nEpucaATIon ASSOCIATION\nes\nEE TN LE TE\n\nbut they cannot all see why established industries should be regulated by\nlaw as to hours of work, or as to output of smoke and noise, or as to sex\nPedestrians can see why the state should restrict car drivdiscrimination.\ning or the erection of bridges to those who can demonstrate some degree of\nskill and proficiency in these arts; but they cannot all see why the practice\nof the healing arts should be thus restricted. Healing is for too large a part\nof the population still akin to the miracles and magic of religious practice.\nIn every case we are ready to submit to the prohibitions and compulsions\nof the mechanisms which we understand or control; in every case we are\ndisposed to revolt against the constraints and checks of the instrument that\nwe do not control or understand.\nAttempts of legislatures, and of others placed in authority, to impose\nrestrictions of various kinds are likely enough in many cases to be arbitrary\nand to lead to abuse of power.\nIt is possible to rationalize arbitrary acts\nand those that do indeed constitute abuses just as it is possible to rationalize\nour fears of the new and our dislike of authority.\nThe fact that knowledge is power places those who know at an advantage; and naturally those\nof us who do not know become suspicious and resentful.\nThose of us who are engaged in education, and particularly in the teaching of science, are in danger of becoming rather complacent.\nWe are apt\nto rely too easily upon the widely accepted doctrine that knowledge is power,\nand ipso facto of benefit to mankind.\nWe take for granted the adage that\ntruth will make us free. This assumption is seldom challenged and very\nseldom do we ask ourselves just how it is that truth brings freedom, or\nwhat kind of liberty it is that truth insures.\nMan’s ability to discriminate\namong phenomena that are superficially alike, his ability to doubt and to\nquestion, his ability to look two or three or a million times to make sure,\nhis ability to experiment, all those things about man that differentiate him\nfrom other anthropoids and from all other living things, have made possible\nan accumulation of reliable facts, and an elaboration of workable theories,\nwhich compel a form of living that is anything but “natural.”\nWith each addition to man’s equipment there have come, however, a\nhost of restrictions which to the uninitiated seem arbitrary and disproportionate to the alleged benefits.\nImproved and cheapened means of transportation, witH increased leisure,\ntempt us to travel abroad; science, that is, would free us from certain types\nof provincialism.\nWe find, however, that in addition to the political restraints of passports and vises, which are the very embodiment of ignorance\nand supersitition, we have to submit also to quarantine restrictions and vaccination requirements, and even to the discomfort, not to say humiliation,\nof medical examinations—which are supposed to be the very embodiments\nof light and learning.\nScientific knowledge has accumulated faster than the general population\ncan assimilate it. Moreover, new knowledge is always the discovery of\nspecialists, so that at every point all but a very few must remain in outer\n\n"}
{"page": 597, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SCIENCE INSTRUCTIONS\n\n593\n\ndarkness.\nWe must take a large part of the liberating truth on faith. It\nis necessary to take the public into our confidence and to tell it how we have\ncome to know.\nAnd increasingly, the diffusion of new knowledge devolves upon agencies outside. the schools.\nMasses in the future will have to learn what only a few men have learned\nin the past, namely, that the attainment of truth is a continuous process\nand never an accomplished fact; that with every gain there comes a new\nset of inhibitions.\nIt is no paradox to say that the liberations made possible\nby the truths which we know as science are made possible by selfimposed\nprohibitions and compulsions.\nThe most difficult conditions which advancing science imposes upon us is that of starting each day prepared to\nscrap some of the cherished beliefs of the past. Advancement of science\nmeans not only deriving new power and new freedom out of new insight;\nit means also the acceptance of new discipline, new obligations, new restraints upon our impulses and prejudgments.\nWe cannot have the torch without the chains.\n\nJUNIOR\n\nCOLLEGE\n\nSCIENCE\n\nTEACHERS\n\nGUY H..VANDE BOGART, DEAN, HIBBING JUNIOR COLLEGE, HIBBING, MINN.\nThe functions, the methods of doing work, and the results obtained by\njunior colleges have been the subject of much discussion by educators in\nrecent years. Like every comparatively new institution, the junior college\nhas been compelled to devise its own methods and to determine to a large\nextent its own field of work. Like every new institution, too, it has been\nsubject to scrutiny from the standpoint of the successful presentation of\nsubjectmatter and the effective methods by which this subjectmatter is\npresented.\nThis paper will be limited to an investigation of the preparation of our\nscience teachers with particular reference to subjectmatter and technic of\nteaching.\nFive objectives have been used to determine the scope of this\nstudy:\n1. To determine the preparation in science courses and in education courses of\nscience teachers in junior colleges\n2. To determine what changes, if any, in academic and professional preparation\nthese teachers would advise based upon their own experience\n3. To determine what methods of instruction are most successfully used in junior\ncolleges\n4. To determine what academic and professional preparation has been completed by those teachers who are at present entering upon junior college work\n5. To determine the policies and preferences of junior college administrators\nwith reference to the academic preparation and teaching experience preferred in\nemploying teachers.\n\nFour sources of information were available: Returns from questionnaires\nsent to junior college science teachers, reports from questionnaires to junior\ncollege administrators, data from placement bureaus and teachers’ agencies\n.\n\n.\n\n)\n\n=\n\n"}
{"page": 598, "printed_page": null, "text": "594\n\nNatIionaL\n\nEpuUCATION ASSOCIATION\n\nwhich list prospective junior college teachers, and, finally, the observations\nof the writer while visiting a number of representative junior colleges.\nIn order that the results of the questionnaires might be representative, a\ncross section of the junior colleges of the United States was taken. Among\nThe\nthe fifty schools reporting, the enrolment varied from 25 to 3000.\nfrom\nand\nCalifornia,\nto\ngeographical distribution extended from Virginia\nIncluded among these institutions are three types:\nMinnesota to Texas.\nPublic junior colleges—those supported by city or high school districts,\nstate junior colleges—institutions supported by state funds, and private\njunior colleges. The data from these 50 junior colleges are grouped according to the objectives of the study.\n@\nAs might be predicted, a very wide range of results is shown in the\nmatter of academic and professional preparation of teachers engaged in\njunior college science work. This phase of our problem was explored by\nascertaining what proportion of the science teachers in these 50 junior\ncolleges had majored in science, in education, or in other subjects during\ntheir undergraduate years. “The same data were compiled with reference\nto their graduate courses.\nIn the public junior colleges these teachers\nduring their undergraduate courses have completed majors as follows:\nScience subjects 84 percent, education 2 percent, other subjects 14 percent;\nand in the graduate courses 80 percent had completed science majors, 13\npercent education, and 7 percent other subjects. “Teachers in the private\njunior colleges had completed during their undergraduate courses 88 percent of science majors, no majors in education, and 12 percent majors in\nother subjects. During their graduate courses 88 percent had completed\nmajors in science, 6 percent majors in education, and 6 percent majors in\nsubjects other than these. A combination of the data for all these junior\ncolleges shows that the undergraduates completed science majors to the extent of 85 percent, education majors 1 percent, and majors in other subjects\n14 percent. As graduate students 82 percent had majored in the sciences,\n11 percent in education, and 7 percent in other subjects.\nApproximately 75 percent of the science teachers in junior colleges hold\ngraduate degrees. ‘This is not always indicative of the amount of graduate\npreparation. It was observed that in several cases teachers with a year or\nmore of graduate work in a science had not been candidates for the master’s\ndegree.\nAn investigation was also made to determine to what extent our science\nteachers had changed their majors between undergraduate and graduate\ncourses.\nIt was found that a very appreciable portion had done this. In\nthe public junior colleges 68 percent did not change their majors, 32 percent had changed. In the private institutions 82 percent did not change,\nwhile 18 percent did. ‘Taking the totals of all junior colleges reporting,\n71 percent did not change their majors, and 29 percent did so. This shifting of the field of interest would tend to work to the disadvantage of\nthe teachers.\n\n"}
{"page": 599, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SCIENCE INSTRUCTIONS\n\n595\n\nIn reply to the question in the questionnaire, “What changes, if any,\nwould you make in the distribution of your courses between science subjects and education subjects if you were to repeat your undergraduate\nwork?” forty-six percent stated that no changes would be made, 54 percent would arrange their undergraduate courses differently.\nOf those\nteachers who would advise a change in their undergraduate courses, 39\npercent would increase the amount of time devoted to science subjects, and\n\n61 percent would give more attention to their professional preparation in\neducation courses.\nThe above question was asked, also, with reference to graduate courses\nin science and in education.\nFifty-six percent reported that they would\nmake no change in the emphasis placed upon science subjects and education\nsubjects during their graduate courses.\nForty-four percent would advise\na change. Of this group, 61 percent would increase their preparation in\nscience subjects, and 39 percent would give more attention to education\ncourses.\nA correlation was apparent between the number of education\ncourses compléted and the number of education courses which science\nteachers would have taken had they repeated their graduate work. Those\nwith undergraduate courses in education totalling 20 hours or less indicated\na decided preference for more courses in this department.\nAn investigation was made also of the methods of instruction considered\nmost effective in junior colleges. Probably the better technic in the junior\ncolleges may be accounted for in part by the fact that a large majority of\njunior college teachers have had high-school experience where technic is\nregarded as fundamentally important.\nObviously, a mere classification according to methods determines neither\nthe success of the instructor nor the benefit derived by the students in the\ncourse.\nThis phase of the study is interesting to junior college science\nteachers merely because it indicates the frequency with which the various\ntypes of methods have been selected by teachers in charge of this work.\nIt is important in connection with this investigation to know what preparation is being given those teachers who are applicants for junior college\nwork.\nData for this purpose were obtained from two sources: the placement bureaus of four universities, and three widely recognized teachers’\nagencies.\nThe most significant result of this portion of our study was the evident\nNearly\nlack of recognition of junior college standards and requirements.\nall of the papers submitted by two of the placement bureaus: and by two\nof the teachers’ agencies indicated that they considered strong high-school\nteachers fully able to do junior college work provided that they had completed even a small amount of graduate work.\nUp to this point we have discussed our problem with reference to the\nscience teachers. Certain findings will now be presented which will indicate\nthe relationship of junior college administrators to the problem of maintaining the most effective possible work in the science departments. It was\n\n"}
{"page": 600, "printed_page": null, "text": "596\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nfound that 77 percent of the executive heads of junior colleges prefer that\na science teacher shall have a major in science and a minor in education\nduring his graduate preparation. In only one case did a school administrator prefer that a candidate for a science position should have had a major\nin education with a minor in the science in the graduate school.\n‘The\nscience teachers, as you will remember, tended to emphasize much more the\nimportance of preparation in subjectmatter during the graduate courses,\nand favored reducing the work in other departments even though certain\nof these courses might directly or indirectly improve the technic of teaching.\nA canvass was made of the catalogues of 38 of our largest colleges of\neducation in order to ascertain to what extent courses are offered which are\nspecifically planned for junior college teachers.\nOf the 38 schools, 6\noffered courses dealing with one or more phases of junior college work, and\n8 presented offerings in the college field which are apparently broad enough\nto be of value to junior college educators.\nAnother phase of this study which will be of particular interest to prospective junior college teachers is the attitude of administrators relative to\nthe type of experience which they consider most valuable as a preparation\nfor junior college science teachers. Forty-eight percent favored college or\nuniversity teaching experience, 39 percent preferred high school teaching\nexperience, and a third group representing 13 percent were insistent that the\njunior college teacher could do most effective work with a foundation of\nboth high school and college experience.\nAn attempt was made also to determine from the standpoint of the\njunior college administrator what objectives are considered most important\nin offering junior college sciences. “The following choices were expressed :\n1st choice\nProfessional cr preprofessional training......:............. 25\nSemicprotessionalettainin gerne\nerate ee eee tee 3\nCultural’values Syo 4 aioe Cen cee tea Ceres oe\nee 18\n\n2nd\n\nchoise\n\n8\n11\n12\n\nFrequently, of course, two or even three of these were regarded as important in a given junior college. ‘The emphasis upon the various objectives\nnaturally varies with the interests of the community which the junior\ncollege serves.\nConclusions—It is evident from the material presented, gathered from\n50 representative junior colleges, from the placement bureaus of graduate\nschools, and from the observations of the writer, that certain changes or\ndevelopments are desirable in order to still ferieen improve the teaching of\nscience in junior colleges.\nThe minimum preparation for teaching in a junior college should be one\nfull year of graduate study during which major attention has been given\nto the subject to be taught.\nIn many of the smaller junior colleges which are under the same general\norganization with lower school units, there is a tendency to maintain separate faculties for the college and for the high school or academy.\nThis\nwould seem to be desirable except in those cases in which a junior college\n\n"}
{"page": 601, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SCIENCE\n\nINSTRUCTIONS\n\n597\n\nteacher attempts to offer courses in which he has not had the minimum\npreparation of one year of graduate work.\nPrimary emphasis should be placed upon preparation in subjectmatter,\nwith additional courses particularly adapted to the methods of that specialized field of education, the junior college, which is neither a part of the\nsenior high school nor yet a part of the senior college, but should rather\nmaintain its individuality.\nThe preparation of teachers of science by our graduate schools of education might well be organized to some extent as a specialized field of education preparation rather than as a field which a high-school teacher of\nsuperior ability strives to enter, or into which the student who has completed graduate courses enters if he finds himself unable to qualify for a\nposition in a senior college or university.\n.\n\nSTATISTICAL STUDY OF THE PREPARATION OF SCIENCE\nTEACHERS IN THE ACCREDITED SCHOOLS OF THE\nSTATE OF WASHINGTON IN 1922 AND 1927—\nABSTRACT\nF. A. OSBORN,\n\nPROFESSOR\n\nOF\n\nPHYSICS,\n\nSEATTLE,\n\nUNIVERSITY\n\nOF\n\nWASHINGTON\n\nWASH.\n\nThe cause of the condition that the science teachers of the State of Washington have little preparation in the courses they are teaching may be\nlack of prepared science teachers, but from other facts it is very largely due\nto an improper selection of the teaching staff with what amounts to a\npractical denial that knowledge of one’s subject is of the first importance.\nAs a result of a questionnaire sent to the teachers of physics in 1922 and\n1927, their preparation for teaching physics and the other sciences, if they\nwere chemistry, biology, or mathematics, was obtained.\nIn the schools\nwith five or less teachers about 55 percent of the science teachers had not\nhad 24 semester hours of college work in any one of the four subjects\ntaught. In schools with six to eleven teachers, less than 20 percent of the\nphysics teachers had 24 semester hours in physics and 40 percent were teaching without this preparation in any subject taught. In the third group of\nschools from twelve to seventeen teachers where one might expect to find\nbetter preparation, a third of the teachers had no major preparation in any\nof the subjects taught and slightly over 20 percent of the physics teachers\nhad majored in the subject. The last group, schools with eighteen or more\nteachers, we find only 40 percent of the physics teachers offered 24 semester\nhours of preparation in physics and 20 percent were teaching science with\nno major in any one of the subjects taught.\nSeveral remedies were mentioned, the one most favored being a plea to\nour schools of education, where principals and superintendents are trained,\nthat they impress on their students that with all the professional training\nin education, a thorough preparation in the subjects to be taught is still\nbasic.\n\n"}
{"page": 602, "printed_page": null, "text": "i eee\n\n7)\n\nee\n\n0\nfet ee\n‘\n\naoe\n\n=\n\nKp\ne\n\n3\n\nah\n\n|\n\nnas\n\nyo\n\n-\n\nnal\nRowe\n\n,\n\n»\n\nBasis Hee about\nsa ft setter\n\nhese sell pens\n\nae\ni tou\ntaaeeha\nwate wreae\n\nwe\n\nBk\n\nae\n\ni11Ptne ntl Ls eaten\na\n\non\n\nSea jen\n\n1\n\n:\n\nin wilt ea\n\nHe\n\n4th %\n\na enaa Eatuestain\nat\n\napte Waite\n74 ttre tava\n\nAA AwY\n\n; ae an\nS08\n\nhe\n\n:\n\n*\n\ni\n\n: pris? i) wy\n\"\n\nte\n\n-\n\n\\,\n\n7\n\ncee\n\ncre\n\na sriaiithe\n\n73\n\nite |\n\naf Pes\n\nk ask ip\ni\n\n[as\n\nv7 Les. ey) pe wits tis ae\n\noch ymth redken st RE Fny oikt. ar .\nSTL rgprei\n\n;\n\npaves\n\nih biged ariehlevi 10H\n\nFT, angus dole Boe Teng\n\n1\n\nadh\n\nRUE CME Sen!) “etna\nr4 sd a\n.\nfe ecut if irely Ki oadtboainn antl ae - mah 7\nents dt earmaie\n\nes\n\n= pile adf pciracsies stegokdaady\n\n{cnation aa oink ctyt dertler agoe! hea\n\n;\na\n\n9\n\nor n rid\n\n1 Bat ‘syed ‘Snsh- ule th thors cereale: ot itha\nal\nerrvidi 1G SEE AG Seine vio ole syatlns bn, eit + Yee\nla tetaten\nsg UD piitig Peck ceterdinieg»cheats] ha ea\n\nditioredas cell\nHonshsiow saayiee Gb hae Poovihy te e Viviltniedleseoecie oat\n]\n\"do quety flee)\npeduner ceed ia iw nicely eras' “at rat\nhnithgy deeper Higiel die sroilh elem) Hotes a aloes itt “eh ore\nwend oe baw va wbansis sats 7 iid\n\nst”\n\nipa ioiautla oda lacteay eng, OS gna veecihilys fart pam\n\n(hhancdedeeraiete\n\ngoredulae\n\nmnt\n\nlik fnsepiigugerpala it\n\nsolLnSsetHhyle\n\ntetetars\n\nKia\n\nvitew shulwe ies ipa\n\nAb syaha\n\nwuieipecpentsogs\n\nwie\n\nif\n\n,\n\nwe\n\nPat\n\nneorkne))' ely in sit tis rhwan ney OP Salmawbdiit ay)\n+ aie re\n\naf u Syrin ‘wu ad Ai tals Aryarey?SF ented\n\nody Diba spa th abe he De\non\na\nceils\nining, Sew eadiotcaen luvs a\n\nshot £ Gre bow et tise\nne\nS18 tiny bots ye Hin alaqitierd\n\nvest hen iiaytohpulity Tigltive\n5-P\n\neet\n\nhye\n~\n\nanal\n.\n\n‘\n\nhk\n\ntoedp\n:\n\nSales aniivauhs fe ‘slonioaal : A\n\natts lige fap\nctrit\npaki\n=\n\nddowruds\n\n“aA\n\n-\n\n\" “Fah as\n\nhe\n\nyy\n\nah\n\nae\n\n<\n\n7 int\n\n"}
{"page": 603, "printed_page": null, "text": "The\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\n"}
{"page": 604, "printed_page": null, "text": "HE DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\nLives organized in Topeka, Kansas, in 1886, under\nthe name of the Department of Secondary Instruction.\nSee Proceedings, 1887:396.\nAnticipating the proposed merger of the National Association of Secondary Principals with the National Education Association, the name of the Department has\nchanged to the Department of Secondary School\nPrincipals.\nThe officers for the year 1927-28 are: President,\nF. L. Bacon, Principal, Newton High School,\nNewtonville, Mass.; First Vicepresident, Jessie M.\nHamilton, Principal, Morey Junior High School,\nDenver, Colo.; Second Vicepresident, Charles F.\nAllen, Principal, West Side Junior High School,\nLittle Rock, Ark.; Secretary-Treasurer, H. V.\nChurch, Principal, J. Sterling Morton High School,\nCicero, Ill. Facts relating to the establishment of\nthis Department and the record of meetings are\nfound in earlier volumes of Proceedings as follows:\n\n1887: 395-442\n1888: 403-433\n1889: 499-533\n1890: 615-655\n1891: 617-687\n1892: 332-373\n\n1895: 579-635\n1896: 557-619\n1897: 644-699\n1898: 664-700\n1899: 601-818\n1900: 428-453\n\n1903: 429-486\n1904: 473-536\n1905: 423-479\n1906: 633-637\n1907: 521-710\n1908: 577-667.\n\n1911: 555-657\n1912: 663-765\n1913: 469-499\n1914: 445-488\n1915: 723-753\n1916: 517-574\n\n1919: 195-204\n1920: 209-230\n1921: 667-678\n1922:1267-1293\n1923: 861-880\n1924: 775-802\n\n1893: 177-242\n1894: 743-794\n\n1901: 565-604\n1902: 455-492\n\n1909: 479-522\n1910: 443-533\n\n1917: 253-284\n1918: 177-189\n\n1925: 450-477\n1926: 636-652\n\n[600]\n\n"}
{"page": 605, "printed_page": null, "text": "CHARACTER\nWYLIE\n\nA.\n\nTRAINING\nTHROUGH\nROOM WORK\n\nPARKER,\n\nPRINCIPAL,\n\nFOREST\n\nDALLAS,\n\nREGULAR\n\nAVENUE\n\nHIGH\n\nCLASS-\n\nSCHOOL,\n\nTEXAS\n\nESPONSIBILITY OF THE CURRICULUM—In order that the high school\nmay render proper aid and reinforcement to the home, the church,\nand the elementary school, the curriculum must take into account\ntraits and ideals as well as activities and information. It is necessary, of\ncourse, for the high school to find out what activities and information\nought to be emphasized in order to assist all pupils in character development. At the same time, however, it is imperative that curriculum builders determine what traits and ideals should be emphasized among adolescents in connection with activities and information.\nFurthermore, the\nsubjectmatter must be so arranged that the proper traits and ideals will be\ngiven their rightful place in the classroom.\nHow traits and ideals may be incorporated into the curriculum—There\nare two methods of incorporating traits and ideals into the curriculum.\nThe first is the indirect method which makes traits and ideals secondary\nto activities and information. “They are used in this sense as standards for\nthe performance of duty and the acquisition of subjectmatter which is incorporated in the curriculum.\nThree steps are involved in the indirect method.\nFirst of all, each\nteacher makes an analysis of the activities and the subjectmatter which he\nteaches.\nThis is done by outlining the operations and subjects in the\ntextbooks in such a way as to outline the tangible results in character\ndevelopment.\nFor the intangible matters in the lives of pupils, the instructor will teach them methods of ordering their lives and getting along\nwith other pupils and members of the school. Under this plan youth will\nacquire certain attitudes, skills, and information.\nIn the second place, while the teacher is analyzing the materials at his\ncommand, he must decide upon the pupil traits and ideals to be developed\nin order to make the teaching process efficient.\nFor example, the mathematics teacher will decide that the adequate mastery of his subject requires\nof his pupils a certain degree of accurary, speed, neatness, industry, intelligence, and the like. These are necessary standards in the field of mathematics, and are traits and ideals which can be taught well in this subject.\nHe may decide further that his pupils should show a certain amount of\nforcefulness, or helpfulness, or ambition. “The history teacher may decide\nthat for his work to be effective, the pupils must possess certain degrees\nof retentiveness, neatness, intelligence, love of country, honesty in reporting facts, and open-mindedness in weighing facts.\nTo these traits and\nR\n\nideals, he may add forcefulness, helpfulness, ambition, etc.\n\nIf accuracy is\n\nneeded, accuracy exercises will be used. For industry, sufficient work will\nbe assigned to keep the pupil busy. If intelligence is set up as an ideal,\npupils will be thrown upon their own initiative.\n\n[601]\n\n"}
{"page": 606, "printed_page": null, "text": "602\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nIn the third place, after the subjectmatter has been organized in this\nway, the teacher will see that his pupils are held to these standards until\nThis, of course, applies in the mechanical sense.\nmastery is attained.\nWhen these traits and ideals are applied on the emotional level, it is the\nteacher’s business to develop in his pupils a love for these traits and ideals,\nso that they will cooperate with the school in making the application of\ntheir own volition.\nThe second method used in incorporating traits and ideals in the curriculum is the direct method. By this method traits and ideals become central topics of consideration and discussion, and the subjectmatter of the\ncourse is the means by which these traits and ideals are developed.\nThe direct method involves four steps. First, the faculty of the high\nschool makes a list of the traits and ideals which they think high school\npupils should have woven into the fiber and fabric of their character.\nThey base their selections upon what they consider to be the .needs of\nsociety at its best, and upon the character of the faculty itself. The traits\nand ideals, thus selected, will be weak or strong according to the personality\nof the individual members of the faculty.\nIn the second place, the school must measure the ability of the pupils\nin these traits and ideals, in order to discover those in which the pupils are\nstrong, as well as those in which pupils are weak. ‘The traits and ideals\nin which pupils are strong become mighty dynamos of central power for\ndeveloping the weak traits and ideals. If a pupil is very ambitious, this\ntrait can be appealed to in overcoming his lack of interest or inaccuracy.\nIn the third place, it is possible by this method to give group instruction,\nin order to stimulate interest in ideals as well as to apply traits in working out proper types of action to express these standards.\nBiography,\nliterature, history, the experience of other boys and girls of high school age\nfurnish a wealth of material for class discussions.\nGroups may be organized to study problems of conduct.\nAlso, conduct projects may be\nmade invaluable to classroom work.\n;\nIn the fourth place, informal curricula may be organized for individual\ninstruction. After individual pupils have rated themselves, they are given\nadvice to stimulate their interest in the development of traits and ideals,\nand aided in the application of desirable traits to practical situations.\nIndividual instruction of this type may be made very practical, individual,\nand detailed.\nClassroom procedure in relation to character education—The experiences, undertakings, and achievements of the classroom ought to minister\nto the realization of every end which the high school should accomplish.\nClassroom work should possess five characteristics pertaining to ethical\ndevelopment: (1) be meaningful, significant, and purposeful to all the\npupils at the time they are engaged in the activity; (2) be socially valuable to the end that pupils may be equipped for doing successfully any\nlegitimate thing which they may undertake; (3) be so carried on that it\n\n"}
{"page": 607, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n603\n\nappeals to the whole child, physically, mentally, morally, socially, spiritually; (4) secure thoroughness of mastery and integrity of effort on the part\nof every boy and girl; and (5) constitute an on-going, developing, integrating process of growth and development.\nIt is only through classroom activities which are significant and purposeful that the learner’s efforts may be expected to be honest and sincere.\nThe least a high school can do in its character training efforts in the classroom, is to provide learning conditions which enable pupils to be honest and\nsincere with themselves.\n“This condition obtains when pupils realize that\nwhat they are doing is of value to them. It is an inalienable right of every\npupil to have his personality respected by those who seek to guide his learning. To establish right character is basic to all other considerations in\npromoting the development of rich, righteous life in all pupils of the high\nschool.\nNot only must the classroom activities be meaningful and _ satisfying\nto the learner, but, in the second place, they should be socially valuable.\nThey ought to be of definite life use to him at the time of mastery. The\nhigh school should exercise great care as to the experience and influences\nto which it permits its pupils to be subjected in the classroom. Only those\nactivities which have a real life use, or which accord with accepted social\npractices and standards, should be planned or accepted by the high school\nas a part of the educative experiences of pupils. In this way the pupil’s time\nis economized by the fact that it is not spent in doing things which produce\nanti-social effects, or that result in the acquisition of some knowledge or\nskill which has no life value.\nClassroom activities must be so carried on as to appeal to the entire pupil\nnature.\n‘The procedure of assigning pupils something to be learned from\nbooks concerns the intellectual life of boys and girls mainly, and this only\npartially, and it falls far short of the main purpose of the classroom activities, namely, to develop character.\nIn contrast with this formal, bookish, mechanical method is the well-tested method of procedure in which the\npupils learn in much the same way that mature persons learn when working freely, or without detailed directions.\nUnder this procedure, the\nmembers of the class go about gathering information and improving their\nskills in order to do well the thing for which they have accepted a responsibility. For example, they may be preparing a program for a home-room\nexercise, an assembly, a socialized recitation.\nOr they may be working\nout a project lesson in ancient history, or developing an exhibit of products\nat the conclusion of a chapter in commercial geography. Or they may be\nrehearsing to give a dramatic production of some masterpiece which they\nhave studied. The concepts and ideals of accuracy, honesty, thoroughness,\nhelpfulness, fair play, and the like, pervading such a learning situation,\ntend to be productive of the highest ethical eftects.\n\nThe largest ethical values cannot be secured to pupils unless integrity\n\nof effort and thoroughness\n\nof mastery\n\nare secured\n\nfrom each and every\n\n"}
{"page": 608, "printed_page": null, "text": "NATIONAL EpucATION ASSOCIATION\n604\neee\nSe\n\npupil in the class.\n\nEach pupil owes it to himself to do his work honestly\n\nand well as long as he is a member of his class. He also owes it to his\nclassmates to do a piece of work upon which they can depend. The pupil\nin the classroom working cooperatively for ends of concern to himself and\n\nhis group learns that he lives not unto himself alone, but in binding, farreaching relations to his classmates.\nTo be of the greatest ethical value, classroom work must be cumulative\nin its nature.. We expect a pupil to add to his language abilities from year\nto year as he goes through high school. We should likewise expect him to\nadd to his habits and ideals of ethical living from year to year, and improve his ability to work and live the righteous life while he is in high\n‘Their ideas of duty should become clearer and deeper as they\nschool.\nmature, and their devotion to living the righteous life should become more\nand more complete.\nResponsibility of the classroom teacher—The devices and the technic\nemployed by the classroom teacher are of vital importance in the matter\nof character training. Technic in daily teaching planning should include a\ndefinite set of habits which should be practiced faithfully.\nComplete details of the lesson ought to be worked out at least two days before the\nteaching is to take place, in order to insure detailed planning.\nThe instructor should set up a definite, obtainable goal to be achieved by each\nassignment.\n‘To be effective the lesson plan should include an outline of\nthe exact points or problems which will be assigned to the class, and the\nspecific instructions that will be given to guide the study in preparation for\nthe classroom work.\nGood technic in conducting the recitation involves a number of important habits which should be thoroughly formed.\n‘The teacher should\n\nbegin and close on time. Promptness is an important ideal in efficiency.\nThe new study assignment should be made clear and concise.\nThe instructor should form the habit of carrying out his detailed lesson plan.\nHere is a splendid opportunity for the teacher to make his influence count\nfor character development.\nOf equal importance is the technic in classroom management.\n‘The\ndetails of daily practice in looking after the physical condition of the classroom should be routinized. A daily inspection of the room with reference\nto temperature, ventilation, and light should be made with the least distraction possible.\nFurniture and equipment should be inspected daily\nto detect dust, markings, cuttings, or any other defects, and kept in place\nfor the very best grouping of the class.) Maps and other apparatus ought\nto be placed properly before the class assembles.\nBlackboards and the\nteacher’s desk and cabinets should be free from distracting stimuli, and\n‘The physical condition of pupils should\npresent an attractive appearance.\nbe noted at once as to dress and disease, especially contagious or infectious\ndiseases.\nIt is essential to good work that the teacher have a wellplanned seating arrangement, and that there be an accurate accounting of\npupil attendance.\n\n"}
{"page": 609, "printed_page": null, "text": "THE DEPARTMENT\n\nTechnic\n\nin directing\n\nOF SECONDARY\n\nthe study habits\n\nimportance in effective classroom work.\n\nSCHOOL PRINCIPALS\n\nof pupils\n\nTwo\n\nis of the\n\n605\n\ngreatest\n\ngoals should be aimed at in\n\nsupervised study: (1) there should be such mastery of subjectmatter during the teaching period under the personal direction of the teacher that\ndefinite results in the education of the learner are secured; (2) independence on the part of the pupil should be developed to the end that he\nis capable of directing his own study habits in working on any problem,\nnow or in the future.\n\nIf the classroom technic is to be effective, as it should, the recitation\nshould be socialized so as to create natural situations. Also, it is desirable\nto set up as many projects as possible. ‘Two illustrations will be taken\nfrom classroom work which is being done in Forest Avenue High School\nat this time.\nMiss Kate Hassell teaches first and second year algebra. It is thought,\nby many, that the socialized recitation in mathemathics is well-nigh impossible. Near the beginning of each semester, Miss Hassell directs her\nclasses in organizing for classroom activities by electing a president and a\nsecretary who serve one week. After the first week, officers are appointed\nto serve one day only. ‘The president presides over the recitation, sees that\nthe room is in order according to the plans of technic outlined above, and\nappoints committees.\n‘The secretary takes the roll, places the attendance\nslip on the desk for the office monitor, prepares and reads the minutes,\npresides while the president is at the board, and may write tests on the\nboard.\n‘There is a room committee whose duties are to put the room in\norder, place erasers and crayon in troughs, and regulate windows and\nshades on recommendation of the teacher.\n“The purpose of this plan of\norganization is to teach individual responsibility for assigned work; to\ndevelop selfcontrol; to embolden the shy and timid pupil; to cultivate the\ncritical powers; to evolve the power of selfcriticism; and to exercise the\nqualities of justice, honesty, courtesy, accuracy, promptness, selfreliance,\nindependence, gratitude, humility, helpfulness, truthfulness, etc.\nThe method of technic is as follows: (1) the chairman is supplied with\na seating-plan of the pupils; (2) to receive recognition, a pupil must rise\nand address the chair; (3) the chair recognizes one pupil, and allows only\none pupil on the floor at a time; (4) a pupil rises to a point of objection,\nto a point of criticism, to a point of information; (5) a pupil expresses gratitude for correction or assistance; (6) each pupil corrects his notebook and\nweekly tests in recitation under supervision of teacher; (7) pupils are not\ncoached for examinations, and are not kept in to make up unprepared\nwork. They understand they must make good or fail; (8) no daily work\nis handed in, all assignments, seat work, tests, and night work are kept in\nnotebooks; (9) notebooks are graded weekly.\nBoys and\nGeneral results of this plan have been highly gratifying.\nof their\nsound\nthe\nof\nfear\nor\nnature\nthrough\neither\ngirls who are timid,\nquieted\nhave\nboisterous\nthe\nnaturally;\nrecite\nto\ncome\nown voices have\ncourthe\nhave\ndoubtful\nthe\nyield;\nto\nlearning\nare\ndomineering\nthe\ndown;\n\n"}
{"page": 610, "printed_page": null, "text": "NATIONAL\n\n606\nNe\n\nee\n\nEpucaTION\n\nASSOCIATION\n\nSS\n\nage to defend their work; the slothful manifest some activity ; the cheat\nmore often is honest at the board and at his seat. The social side is\nfurther developed as pupils learn the names of their classmates, as they\noffer to assist the one who was absent the day before, or to offer an exLeaders are discovered and\nplanation to that one who is a little slow.\nIn the observance of some parliamentary usage\nleadership developed.\nrespect for the rights of others is practiced. In requiring pupils to correct\ntheir own notebooks, the power of selfanalysis is fostered.\nThe other illustration is taken from a plan followed by J. L. Bergin,\nwho teaches first-year history in Forest Avenue High School. The aim\nand purpose of the plan of technic which Mr. Bergin follows is to teach\nthe facts and movements of history as comprehensively as possible; to\nstimulate and guide the imagination of the adolescent in his search after\nselfdiscovery ;to awaken the inherent individuality and the native creative\ntendencies; to suggest patterns of character and citizenship, and expect\ncorresponding behavior in the daily routine of the classroom activities.\nProcedure of class organization—Two critics, known as captains, are\nelected for a term of six weeks, a grade-making period in the school. To\nbe eligible to hold the office of critic, the pupil must have an average grade\nof at least ninety for the preceding division.. The candidate must be\nknown to the class to be pupil of character, and to possess qualities of\nleadership. Critics must attend school regularly, must be on time, must\nbe neat and accurate in their work, must be enthusiastic and consistent\nworkers.\n‘These critics, automatically nominated by the quality of the\nwork they do, are elected by secret ballot.\nThe critics proceed to choose opposing sides, and divide the class into\ntwo competing groups.\nSelection is made on the basis of scholarship,\nrather than friendship, and the critics sit at the head of their respective\ngroups. “The other pupils are re-seated once a week, ranging backward in\nthe order of the average grades. Careful effort is made not to embarrass\nany pupil in regard to his record; the effort is made to stimulate a desire\nfor improvement, rather than force it through humiliation. Critics receive\nfrom one to five points additional credit on their division grades for serving\ntheir class, depending upon the leadership and efficiency displayed while\ndischarging the duties of the office. A critic is eligible for re-election as\nlong as his service is acceptable and his average maintained.\nElection and duties of the parliamentarian—The parliamentarian must\nbe an earnest pupil, must have a good record in deportment, and must be\nsincerely interested in the esprit de corps of the class.\nThis officer serves as general supervisor of the class. He runs errands\nfor the class or teacher, if necessary. He supervises the raising of grades,\ncleaning of boards, etc. He also makes a daily report in regard to the\ngeneral conduct of the class. The parliamentarian holds office six weeks,\nbut may be re-elected at the will of the class. He receives from one to\nthree points on his division grade, depending on his efficiency in office.\n\n"}
{"page": 611, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY\n\nThe duty of the critic—The\n\nSCHOOL\n\nPRINCIPALS\n\n607\n\nchief function of the critic is clerical; he\n\nis the chief bookkeeper of the class. The critic is supplied with a ruled\nsheet on which he makes out his roll in alphabetical order, and on which\nevery record made by every pupil is recorded, the instructor acts as judge,\nand determines the worth of the contribution, and instructs the critic\nto place the due credit on the record of the pupil. In this way, each and\n\nevery pupil receives full credit and the teacher is relieved of any distract‘The record is even more complete than it would\ning bit of bookkeeping.\nbe possible for a teacher to keep without some assistance. The critic is required to copy the diagram on the blackboard and to supplement it daily\nwith complete records. Each pupil keeps his own record daily and checks\nit with the critic’s record. In case of differences in these two records, the\ninstructor acts as judge.\nThe record of the critic analyzed—Absence: if a pupil is absent, the\ncritic records the fact.\nDemerits: on the assumption that a pupil’s grade is to represent not only\nthe facts acquired during the division but is to reflect as completely as\npossible a general estimate of the pupils’s general conduct, this column is\nused to record demerits assessed against him for any sort of misconduct of\na non-social nature.\nThree demerits cancel one point of the pupil’s total\ngrade.\nTimes called on: each time a pupil is called on to recite, the fact is\nrecorded in the proper column.\nAn effort is made to call on each pupil\nabout the same number of times each division.\nCriticisms: after each recitation the class is given an opportunity to\nbring out any point which has been overlooked by the pupil reporting on\nthe topic.\nReading reports: from one to ten points are given on reports gotten from\nany outside, authoritative source bearing on the lesson.\n\nProjects: from one to sixty points are given to a pupil making a project,\nand giving a detailed report on the same.\n‘These projects must be historically correct and accurate.\n‘They must portray in wood, soap, stone,\nclay, etc., some phase of the life and work of the people studied.\nA few typical projects are listed here to illustrate this phase of the\nwork: a group of pre-historic animals moulded in clay; pyramids with\nmummy and contents of the tomb; raised maps of early cities and countries; Greek temples carved out of soap; a Greek door with key to match;\nGreek sculpture in clay; statutes of great Romans in clay; raised map of\nRome; a Roman catapult; an early German village; implements of torture; a medieval manor; two crusading swords; an early Norse ship; and\nthe like.\nPoems: any original poem relating to the work is given due credit.\nPictures: scrapbooks, clippings, cartoons, and original pictures are encouraged.\nTerm contest: at the end of each term a contest of all the classes is\nheld to determine the best project, picture, cartoon, map, and poem which\n\n"}
{"page": 612, "printed_page": null, "text": "608\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nCompetent judges are procured,\nhas been produced during the semester.\nand small prizes are given the winners.\n/\nExaminations: since an effort is made to call on each pupil the same\nnumber of times every division, frequent tests are given to keep all pupils’\npreparing each day’s assignment.\nFor “pop quizzes’ a device is used\nwhereby each pupil grades his own paper, and then has it graded by a\nclassmate and checked by the instructor in a short length of time.\nA\nspecial effort is also made to check by examination the pupil’s opinion\non the political, social, moral, philosophical, and spiritual conception involved. This is attempted through thought questions, true and false tests,\nand other devices.\nWeekly averages: at the beginning of every week pupils are required to\naverage their grades in the following way: credits plus examinations\nequals the total. Then all the points gotten under the heads of criticisms,\nreading reports, projects, pictures, and poems are added and divided by\nfifteen. “This sum is added to the total for the weekly or division grade.\nThe weekly averages are placed on the blackboard and the class is reseated in accordance with the respective grades. In line with the policy of\nthe principal’s general staff of the school, a strenuous effort is made to\nencourage every pupil to better hi$ record of the previous month or week.\nPupils falling below passing averages are required to interview the teacher\nprivately in an effort to get at the cause of failure, and find a remedy\nfor it.\nDivision averages: at the end of each division the critics average the\ngrades of all the pupils, and hand the instructor a neatly copied and\ncomplete record of all the work done by each and every member of the\nclass. “The total average for the competing sides is also arrived at, in\norder to ascertain the winner.\nThe plans of Miss Hassell and Mr. Bergin are simply used as illustrations of what is being done and can be accomplished by every teacher in\nForest Avenue High School.\n‘Teachers of art, physical education, social\nscience, occupations, home economics, journalism, the commercial subjects,\nEnglish, and various other high school subjects are doing work very similar\nto what these two teachers are doing. Whether they follow the same plans\nor not, the results of each individual teacher are practically the same; they\nare building character among the pupils who meet them in the classroom.\n\nCHARACTER\n\nTRAINING\n\nAS\n\nA HIGH\n\nSCHOOL\n\nPROBLEM\n\nWALTER M. MAY, DEPUTY COMMISSIONER OF EDUCATION, CONCORD, N. H.\nAmong the purposes of secondary education, eithical character, though\nlisted last in the seven cardinal objectives, is the chief. It is appropriate\ntherefore that this Department of Secondary Principals of the National\nEducation Association should give first place on its program to this, the\nmost important purpose of the high school.\n\n"}
{"page": 613, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n609\n———$————————\n\nAt the outset, I desire to express the opinion, based upon annual observations of the pupils in the high schools of one New England state and\nconferences with the heads of these schools during the last seven years, that\nthe youth of today are as clean, wholesome and essentially sound morally\nas were the youth of a generation ago.\nMoreover, this opinion is confirmed by statements of headmasters of private schools with a nation-wide\nconstituency, such as Alfred E. Stearns of Andover and Mather A. Abbott\nof Lawrenceville School. The latter in an Armistice Day address before\nthe Rotary Club of Trenton, New Jersey, said:\nThe youth of the present generation, as far as I know—and\n\nI know five hundred\n\nof them very intimately—are on the way to great discoveries, have made a step\ntoward happiness and a step toward selfgovernment far ahead of anything we\nThey need very careful handling.\nhad in our youth.\nThey need all the love\n\nand affection that a man can give them, and they are going to bring this old world\nof ours one step nearer heaven in the end.\n\nMoreover, statements about the increase in juvenile delinquency throughout the country have not been fortified, as far as I have been able to discover, by statistical proof.\nLast spring, however, the Children’s Bureau\nof the United States Department of Labor at Washington, published some\nilluminating statistics regarding juvenile delinquency.\nThe purpose was\nto determine the truth of the statement that the average criminal is now\nyounger than formerly.\nThis study covered delinquency rates in fourteen of the leading cities\nof the United States and an analysis of the age-distribution of the adult\npopulation of prisons, reformatories, jails, and workhouses from 1880 to\n1923.\nIn nearly all of the fourteen cities the delinquency rate per 1000 children\nof deliquency age was found to be considerably lower in 1924 or 1925 than\nin 1915. Typical of this general situation in the cities studied is the record\nfor New York whose delingeuency rate per annum per thousand children\ndropped from 11.1 to 6.8.\nMoreover, in 1910 the admission to institutions of delinquents below\nthe age of 18, among whom were included dependent children, was 171.7\nIn 1923 the ratio was 161 per 100,000 including dependents.\nper 100,000.\nIn 1910 the percentage of children committing such serious crimes as\nhomicide, robbery, and burglary was 7 per 100,000, and in 1923 it had\ndropped to 6.8.\nIn 1923 only 9.4 percent of admissions to prison were of persons between\n18 and 20 as compared with 9.8 in 1904, 12.1 in 1890 and 11.8 in 1880.\nThere has been no increase in the proportion of prisoners between the ages\nof 21 and 24, or between 25 and 34. There was, however, a slight inThis fact prompts one writer in\ncrease between the ages of 35 and.44.\ncommenting upon this report of the Children’s Bureau to raise the question\nwhether we should not be more alarmed about wild middle age than about\nwild youth.\n\n"}
{"page": 614, "printed_page": null, "text": "610\nShea\n\nNaTIONAL\nald Al MNS\n\nEDUCATION ASSOCIATION\nhs Ei i\nA\nSOME\n\nThough compelled by observation, report, and careful studies to afirm\nour faith in the youth of today, we know that like adults the pupils in our\nschools who are right need to be kept right and those who are wrong, generally a small minority, need to be set right. We know also that while\nthere may be no proportionate increase in youthful delinquency the actual\nnumber of youthful delinquents is all too large and challenges the three\ninstitutions most concerned with developing good character in the youth,\nthe school, the church, and the home.\nThis morning’s program provides generously for consideration of what\nmay be called indirect methods of character education through the regular\n\nsubjects of the school and through extracurriculum\n\nactivities.\n\nThis ap-\n\nparent program emphasis is in accord with traditional practice in our\nschools.\nIn this country we probably have not emphasized sufficiently the\neconomical method of attacking the problem through systematic class and\ngroup instruction.\nIn the reported proceedings of the Thirteenth Annual Schoolmen’s Week\nat the University of Pennsylvania, there appears the following statement\nfrom an address by William C. Bagley on “Education and Crime in\nEurope and America.”\nIn view\n\nof the current\n\nproposal\n\nto introduce\n\nreligious\n\ninstruction\n\nin American\n\nschools to counteract the rising tide of crime, however, it is interesting to note\nthe experience of France under quite the opposite policy.\nIt is clear enough that\ncrime can be reduced without teaching religion in public schools.\nWhether crime\ncan be reduced without some form of direct and systematic ethical instruction, I\n\ndo not know.\nWe are, I think, the only great country in which neither religious\ninstruction nor systematic, secular moral instruction is required in the schools.\nThat we are also the only great country that exhibits mounting crime curves may\nbe in no way related to this fact.\n\nThere seems to be, however, a growing conviction that our traditional\nindirect methods should be supplemented by more direct systematic procedure.\nIt is an interesting fact that in the 1926 Report of the Committee on\nCharacter Education of the National Education Association there is an\napproval of direct, systematic instruction to develop the moral judgments of\nchildren and youth through study of moral situations in the concrete. On\npage 26 of the report the following suggestions for work are made:\nIn the senior high school more direct attention may well be given to the study\nof problems of the moral life, both as it relates to the individual and to society\nand social institutions.\nThis principle was recognized in the character education\nresolutions, adopted by the World Conference on Education, San Francisco, 1923,\nas shown by Resolution No. 4:\n\nAs to ethical instruction—That the educationists of the nations be encouraged\nto arrange for school instruction leading definitely toward sympathy with the\n\nideals of civilization and international good will which interprets the wisdom\nof human experience as to right and wrong.\nThis instruction should be adapted\nBREF eera” to the developing intelligence of the pupils, culminating in a course\nin ethics.\n\nSuch courses in ethics in senior high school\nfor more than a decade.\n\nhave\n\nbeen\n\nin successful\n\noperation\n\n"}
{"page": 615, "printed_page": null, "text": "THE DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n611\n\nIn the outline for character education in Grades I to XII, soon to be\npublished by the New Hampshire state board of education, the recommendation for the study of professional and business codes, such as are\nreported in the Annals of the American Academy of Political Science,\nVol. 101, May, 1922, is made. The following paragraph from the summary in the pamphlet, “Character Education in High Schools,” issued by\nthe New York City board of education, suggests a similar trend.\nThe use of section and general assemblies for instructional and inspirational\nwork in character education; and necessarily, provision in programming for section periods long enough for this purpose.\n\nSuccessful procedures in other social sciences will be serviceable in considering the materials suggested above.\nInformal presentation, problems,\nprojects, class discussions, special reports and socialized recitations suggest\nthemselves at once.\nContributions of other members of the group tend\nto expand individual viewpoints, to clarify principles and make them\nmore serviceable as guides of thought and action.\nIn addition to systematic group consideration of the ethical import of\nsituations arising in contemporary social, economic, and political life, there\nwill always be need for counsel and guidance of individuals.\nFor this necessary service of individual guidance, teachers of insight and\nsympathy with youth are especially needed.\n‘The number on most high\nschool staffs qualified by aptitudes and interests for the work is not large.\nThis places the burden upon the principal to train and develop such members of his staff as give promise of success in the work.\nIn addition, the principal is under obligation to have available for the\nuse of these advisers personal data about each pupil in his school.\nIn all\nof our high schools there should be much information about the health,\nprevious school record both scholastic and social, home environment, companions, and leisure-time activities of each pupil.\nSome schools report\nalso the value of periodical ratings of personality traits by their teachers\nfor each pupil in the school.\nRecord of traits such as trustworthiness,\nselfconfidence, cooperation, respect for authority, etc., should be-assembled\nin each high school.\nAfter the personal conference with the individual pupil and the study of\nall the records that any high school might reasonably be expected to have\navailable about him, there remains the difficult task of determining the\nreal cause of the anti-social conduct and of making specific recommendations for improvement. ‘The counsellor needs to be especially on the watch\nfor manifestations of such mechanisms as compensation and rationalization. Frequently misbehavior represents a determination to compensate for\nlack of distinction in school work by gaining notoriety through some overt\n\nact of misconduct.\n\nThe following statement is as true of some pupils as\n\nof certain adults to whom it was originally applied:\nget in the limelight by ordinary means will endure\n\nand martyrdom to satisfy the desire for distinction.”\n\n“Those who can not\nincredible discomfort\n\n"}
{"page": 616, "printed_page": null, "text": "NATIONAL\n\n612\n\nEDUCATION\n\nASSOCIATION\n$<\n\n-\n\n=\n\n———$———<——\n\nFortunate is the counsellor who finds the pupil as ready to recognize\nhis real motives as was Franklin in the following account of his experience at Block Island on his first voyage from Boston:\nIn my first voyage from Boston, being becalmed off Block Island, our people set\nHitherto, I had stuck to my\nabout catching cod, and hauled up a great many.\nresolution of not eating animal food, and on this occasion I considered, with my\nmaster Tryon, the taking of every fish as a kind of unprovoked murder, since\nnone of them had or ever could do us any injury that might justify the slaughter.\nBut I had formerly been a great lover of fish,\nAll this seemed very reasonable.\nand when this came hot out of the frying-pan it smelt admirably well. I balanced\nsome time between principle and inclination, till I recollected that, when the fish\nwere opened, I saw smaller fish taken out of their stomachs; then, thought I, ‘If\nSo I dined upon cod\nyou eat one another, I don’t see why we mayn’t eat you.’\nvery heartily, and continued to eat with other people, returning only now and then\n- occasionally to a vegetable diet.\nSo convenient a thing it is to be a reasonable\ncreature, since it enables one to find or make a reason for everything one has\na mind to do.\n\nThere is finally the problem of enlisting the support of all members\nof the staff in observing carefully both in school and out the conduct of\npupils subsequent to the group consideration of moral questions and the\npersonal and intimate help given in the individual conferences.\nJust as\nthe work of the teachers of spelling or grammar is undermined by failure\nof the teachers of other subjects to reject written work containing misspellings or ungrammatical expressions, so the efforts both direct and\nindirect in character training are undermined by the teacher of debating\nwho does not hesitate to have his charges take unfair advantages of their\nopponents or by the athletic coach who permits his athletes to break training\nrules repeatedly and to resort to rough playing against opponents.\nIn conclusion, the youth of today are worthy of our best efforts. To\nenable them to gain in character, we need to employ all the methods and\ndevices that have proven their worth, direct systematic ethical instruction\nin\ngroups, sympathetic individual counsel and guidance in school work or in\nconduct, careful observation of individual behavior both in and out of\nschool.\n\nThe work of character education challenges the best efforts of princiMay we, like Tennyson’s Ulysses, be “strong in will\npals and teachers.\nto strive, to seek, to find, and not to yield.”\n\nCHARACTER\n\nRICE\n\nE. BROWN,\n\nTRAINING\nSTUDENT\nPRINCIPAL\n\nOF\n\nTHROUGH HIGH\nACTIVITIES\n\nSENIOR\n\nHIGH\n\nSCHOOL,\n\nSCHOOL\n\nEMPORIA,\n\nKANS.\n\nGood conduct leads to good character. Good character results in good\n‘Training in right conduct is character training. Emerson has\nconduct.\nsaid that character is higher than intellect.\nWithin recent years the real value of high school student activities has\ncome to the attention of school men and women in a marked way. The\n‘\n\n"}
{"page": 617, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n613\n\nwriter of this paper chose as the subject of his master’s thesis which was\n\nwritten several years ago, “Student Activities in the High School.” When\nI began to search for literature on the subject, I was surprised to find that\nHowever, at the present time one can scarcely\nlittle had been written.\npick up an educational paper or magazine without finding some discussion\nconcerning student activities.\nIt is well known that some student activities contribute more to character training than do others. For example, all of us certainly consider\nthe Girl Reserve and Hi-Y as outstanding in character training. But other\nactivities also lend their influence or at least should lend their influence in\ncharacter building. I believe every one present will agree with me when |\nsay that unless an activity accomplishes some real good in the student’s\nIf it is tearing down character rather than\nlife, it should be abolished.\nbuilding it up, it deserves no place in our high schools. It would be well\nfor all of us to carefully examine our high school student activities to see\nwhether or not they are really contributing to the student’s good.\nThree or four years ago we had a certain boy in our high school who,\nduring the Christmas vacation, was almost burned to death in a gasoline\nexplosion.\nHe lay in our hospital for months, in fact he could scarcely\nmove for a year. It was necessary to do considerable skin grafting. Our\nstudents offered their skin, as did students from the two colleges located\nin Emporia. In fact, not only the entire high school, but the town as well\nbecame interested in this boy’s case.\n“The time passed slowly for him,\nsince he was scarcely able to move any part of his body. Finally, at one\nof our Hi-Y meetings, someone suggested a radio set to help him pass\naway the long, tedious hours. The entire school was asked by the Hi-Y\nboys to contribute. A sufficient amount was contributed to purchase the\nmaterial and the: set was made by boys in our physics department.\nThese boys installed the set in his room at the hospital and as a result he\nwas able to pass away hour after hour listening to music and other features\nfrom all over the country.\nThus the Hi-Y inaugurated a plan whereby\nthe lives of a number of high school students were touched and they were\nable to help one of their student friends.\nPossibly you may wonder just\nhow this is related to character training.\nIf character is what one\nis, then character has much to do with what one does. Most certainly the\nstudents who helped in this enterprise were receiving character training.\nWe have all heard the old adage that ‘“‘actions speak louder than words.”\nTraining boys and girls how to act right is certainly character training.\nSimilar examples could be mentioned in the Girl Reserve work, providing a Thanksgiving dinner for the old folks at the county farm, having\na Christmas tree for some of the poor children of the community, training\nin right conduct and thus training in character.\n\nThe responsibility of character training is laid at the doors of the public\nschool today as it never has been before. We all know that in many homes\nthe parents either assume no responsibility for the conduct of their children,\nor they have permitted their children to get entirely beyond their control.\n\n"}
{"page": 618, "printed_page": null, "text": "614\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nThis situation exists in far too many homes today. The school should\nassume its part of the responsibility in the character training of its pupils,\nbut the homes should not expect the public school to be responsible for all\nof this character training. If some students would act in school like they\ndo in their homes, they would be asked to leave school at once. 1 wish we\ncould get it over to the parents that the public schools are most certainly\nnot entirely responsible for the character training of the boys and girls.\nHow often when high school students get into trouble outside of school\nhours, often during the summer vacation, the public is prone to lay the\nblame at the doors of the public school.\n‘The blame should be placed\nwhere it belongs—in the homes of the offenders.\nWe must assume the\nresponsibility that is placed upon us in the proper training of character\nin our high schools, but often the parents seem to think that it is the school’s\nbusiness today to assume the entire responsibility for the actions of high\nschool students throughout twelve months in the year. What is needed\nis team work—a three-horse team: the home, the church, and the school—\nall working together for the good of the child, all endeavoring to give the\nhigh school boy and girl that character training which will enable him\nto act right at all times.\nNow to get back to the student activities as aids in character training.\nI wonder if the advisers of student activities realize how much influence\nthey exert over the members of the activity. Let the adviser grow careless in his or her actions and it is not long until members of the activity\nwill be doing the same.\n‘The adviser can “make” or “break” a student\nactivity. It behooves administrators to see that the right kind of advisers\nare chosen to direct the work of the activities. How often it has happened\nthat through the carelessness of this adviser or that teacher, he or she\nhas completely lost whatever influence there was for the character training of the students and his or her dismissal has become necessary.\nIn my\ndiscussion of this subject time forbids to mention the part that each high\nschool activity plays in character training. But there are two more activities which should be mentioned before closing. One is the high school\nassembly and the other is athletics.\nThe high school assembly most certainly should contribute to character\nbuilding.\nWe should endeavor to use this opportunity of placing the\nbest before the students. I wonder how many of us can look back on our\nhigh school days and recall some assembly speaker who influenced us in\nright conduct—that is in character training. If we are unable to do this,\nthat means that for some reason or other the faculty and administrators of\nthat high school failed to utilize the high school assembly as a character\ntraining agency. Oftentimes pageants and other features in assembly carry\nhome character training.\nJust at this time athletics are probably being discussed more than ever\nbefore.\nIn the Thanksgiving copy of our daily paper, The Emporia\nGazette, an editorial entitled “Bye-bye Football” appeared. This article\n\n"}
{"page": 619, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n615\n\nwe are sure was written by either William Allen White, owner of the\npaper, or his son, Bill, Jr. The Thanksgiving edition was an appropriate\none for this article, since the big game of the season was to be played in\n; Emporia on Thanksgiving afternoon between the College of Emporia and\nMost of the people in\nthe teachers college, for the state championship.\nour town and surrounding country were interested in this game and of\ncourse were attracted by this editorial. But this editorial was not only of\nlocal importance.\nFor several days after Thanksgiving lengthy discussions about football were found on the front pages of leading newspapers.\nSuch men as Chancellor Lindley of Kansas University, Chancellor Brooks\nof Missouri University and a number of other college and university presi-\n\ndents located\n\nall over\n\nthe country\n\nexpressed\n\ntheir views\n\nin regard to\n\nfootball.\nOne of the charges against football, as all of you doubtless recall, was\nthat along with this sport, in the crowd of rooters and fans, are found\ncertain evils, such as drinking and betting, which certainly do not lead\nto right character training. Those who upheld football said that the good\nderived to the institution through football outweighed the attendant evils.\nThe main thing which has come out of these discussions is that it does behoove us as school men and women to be on the lookout for any tendencies\nin athletics which are liable to break down character training, and to use\nour utmost influence to counteract these tendencies and bring about the\nreal beneficial results of athletics. “There is character training in athletics.\nAll of us probably could give concrete examples of high school boys and\ncollege men who have received character ‘training through athletics which\nprobably they could not have received in any other way. A college man\nmight stand on the side-line and swear, but place him on the team out on\nthe gridiron and see what will happen to him if he continues to swear.\nI\nhave come to believe that the conduct of the high school boys in athletics\ndepends to quite an extent, I was about to say almost entirely, upon the\ncharacter of the coach.\nOh! for coaches of such character as Gwinn\nHenry, present football coach at the Missouri University, formerly coach\nat the College of Emporia; no swearing at the boys if they do not play\nto suit him, no loud “bawling out,” but in a kindly way pointing out the\nmistakes they make and doing it in such a manner that the boys would\nalmost die before making the same mistake over again. Is it any wonder\nthat his boys love him and are willing to fight so hard for him?\nYes, there is character training in athletics, and the one man who is\nresponsible for that training more than any other is the coach.\nThus, have we taken a brief glimpse of the part high school activities\nare playing in proper character training among our high school boys and\ngirls. And with the home, the church and the school working together,\nthis training will carry over into adult life and the products of our high\nschools, colleges, and universities will take their places in society as men\nand women\n\nof strong character.\n\n"}
{"page": 620, "printed_page": null, "text": "616\n\nNATIONAL\n\nEDUCATION\n\nHOMOGENEOUS\n\nASSOCIATION\n\nGROUPING\n\nCHESTER C. HAYWORTH, SUPERINTENDENT OF SCHOOLS, BURLINGTON, N. C.\nFortunately, nature has made no two things exactly alike, least of all\ntwo human beings. It is generally enough conceded that some degree of\nhomogeneity is desirable and necessary in the classification of pupils, yet\nthe term is a comparative or relative one. What manner of homogeneity\nwe should have and some of the methods for determining it will be the\nfirst consideration of this paper.\nIn the current issue of one of our leading educational journals is a\ndiscussion by a high school principal of the use of intelligence tests. After\nspeaking of his own experience he says, ““The fundamental principle which\nthe evidence tends to substantiate, however, is that homogeneous grouping\nshould be made on the basis of those traits which are not subject to change\nthrough education.”\nThen he obligingly tells us how easily this may be\ndone by saying that, ““The mental test is probably the only measuring device, now developed, for measuring an unchangeable trait,’ and finally\nhe states that, “mental tests, at present, afford the only proper basis of\nhomogeneous grouping at our command.”\nIn justice to the gentleman quoted, it should be said that, “the pupil’s\nprobable learning rate for academic material,” is the unchangeable trait\nwhich he considers can be measured by means of the best known group\nintelligence tests. ‘This is true of a large majority of children, but the\nexceptions are sufficient in number to warrant other bases, in addition to\nthe finding of mental tests, for the grouping of pupils. As hard as some\nhave tried, psychologists have as yet been unable to prove false the opinion\nexpressed several years ago by William Hawley Smith that some people\nare “born long” in certain subjects or fields of thought.\nMany are the\nexamples of persons, even with low I. Q.’s, who are geniuses or near\ngeniuses either in mathematics, music, memory work, or something else.\nMental ability, special aptitudes, and general classification tests often help\nin the discovery of special powers but they lack much of being sufficient\nin themselves.\nPerhaps it will be well to consider intelligence tests a little further, since\nthey are the crux around which revolve many of the differences of opinion\ntoday concerning the proper grouping of pupils. “The term “general intelligence” is rather vague and we may as well admit that no one knows\nwhat it is. Some claim that mental tests measure native intelligence ; others\nthat they only measure what the person has actually learned to date and are\nnot a reliable measure of inborn powers; still others that they have no\nvalidity at all.\nMental tests are valuable in prognosticating the rate of learning and\nare safe so long as their limitations are recognized and remembered. They\nshould be used, and as a result of their use they will probably undergo\nalmost unlimited refinement.\n\n"}
{"page": 621, "printed_page": null, "text": "ee\n\nTHE DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\neee ee\nee\n\n617\n\nThe physical condition of pupils constitutes another basis for consideration in grouping. ‘Terman and others have demonstrated, contrary to\npopular belief, that mentally superior children are generally physically\nsuperior.\nHowever, the exceptions are of importance.\nAcute or chronic\nailments, temporary or permanent conditions of various natures, are not\ninfrequently decisive factors in grouping, especially in certain subjects.\nThe stage of physiological and social development of the pupil is also sometimes worthy of consideration.\nVarious studies of city school systems reveal that among the bases used\nfor the classification of pupils are the teacher’s judgment, and educational\nage. This is as it should be. It is readily admitted that the teacher’s\njudgment is not reliable, but it is doubtful if the time will ever come\nwhen we should dispense with it. Educational accomplishment will remain\none of the desirable bases for grouping as long as continuity of content\nmatter in various subjects is important in the learning process. This is a\ntruism and yet it is denied by administrators holding responsible positions.\nSpecial aptitudes and interests constitute still another of the desirable\nbases for grouping.\n“These may be determined in part by mental and\nspecial aptitude tests, but supplementary aid must be furnished out of the\nknowledge and information of parents and by the observation.and comments of the elementary grade teachers, as revealed in the permanent\nschool records. Furthermore, consideration must be given the answers of\nthe pupil to the usual questionnaires and his verbal expressions of choice to\nhis special counselors.\n‘The elective system as it has been generally practiced means that parents and teachers admit to themselves that they\ndo not know what the high school youth should study. Therefore, in their\nvexatious dilemma they generally turn to the youth, informing him that\nhe has reached a new stage in life and they are going to allow him the\nliberty of choosing his own course of study. The result is that a large\npercent of the high school and college students decide they have elected the\nwrong course, when they discover some work is involved in the program.\nThey then demand a change and not infrequently get it for no other reason\nthan the one just given.\nHomogeneous grouping for the academic and vocational subjects based\nin part an special aptitudes and common interests makes for a type of\ncomradeship and good fellowship somewhat different from that engendered\nby sports and games, and yet just as desirable.\n“This basis should also\nbe used for grouping pupils in the elementary grades, under the head of\neducational guidance.\nEducational guidance finally eventuates into voca-\n\ntional guidance in the high school,\n‘There can be no clear perspective\nof the latter unless it is recognized as comprehended in the former.\nCharacter may not well be used as a basis for grouping pupils, except\nfor purposes of moral instruction. Here it should be used, for what would\nbe the sense of dwelling upon and stressing ethical and moral standards\nregardless of the individual weaknesses and needs of the pupils?\nFair\n\n"}
{"page": 622, "printed_page": null, "text": "NationaL EpucaATIon ASSOCIATION\n618\nee\na\n\nprogress is being made in the development of character tests and doubtless\nsomething of recognized merit will be evolved. When this is accomplished\nand moral conditions more accurately diagnosed, then courses of moral\ninstruction can be planned to meet the needs of homogeneous groups. The\nsigns of the times point to the necessity for something different from what\nis now being done along this line. We may say that moral instruction\nshould be incidental and diffused throughout the entire curriculum and all\nschool activities.\nNothing could be more true, yet the fact remains that\nthings taught incidentally are too often taught accidentally.\nWe need\ndefinite courses of moral and ethical instruction in our high schools of\ntoday, buttressed and reinforced by all the teaching of the incidental type\nwe\n\ncan get.\n\nWill-power and ability for sustained effort, whether innate or acquired,\nconstitute the last basis for homogeneous grouping which will be considered in this paper.\nIt is easy to say that the teacher should so inspire\nthe pupil and interest him in the subjectmatter that he will work up to the\nmaximum indicated by his innate mental ability. However, this is often\nrendered practically impossible on account of the previous training\n,of the\npupil and the habits he has acquired.\nWe are interested only in that type and degree of homogeneity which\nwill give all a fair chance and make it possible for the entire group to\nsucceed in the pursuit of any study. It is occasionally advisable to put a\npupil of average ability alongside one of superior mental heritage for the\nreason that the first one has other qualities which insure that he will\naccomplish as much as the other.\nIn making actual decisions we are\nusually confronted with a condition and not a theory. What the mentally\nsuperior pupil should be able to do now, had his earlier training and the\nremainder of his heritage been different, does not particularly concern us in\nthe treatment of his case in the living present. We must take all material\nas it comes to us and do our best with it. Elasticity in the system of\ntransfers will make it possible to take care of marked differences in\naccomplishments as fast as they arise.\nThe main bases for grouping have now been considered. At this point\nit should be said that after homogeneous grouping has been effected it may\nbe found to be a profitless device unless the technic of teaching and the\ncurriculum have been thoroughly adjusted, with the differences in the\nvarious groups and their needs in mind.\nNo plan, of itself, will insure\nthe success of the scheme, whether it be the Gary plan, the Dalton plan,\nthe Winnetka plan, the platoon system, or a combination of various plans.\nThere has been a justifiable demand in recent years for a greater degree of\nindividualization of instruction.\nSome claim for their scheme that it has\nachieved complete individualization of instruction. Be not deceived. It is\nnot true, and it would be unfortunate if it were true. A proper balance\nbetween individualization and socialization in instruction is necessary.\nIt\n\n"}
{"page": 623, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n619\n\ncan be maintained by teachers of strong personalities, under helpful supervision and in various types of organization.\nWhen we consider the extravagant claims made for some present day\nplans it is well to recall Pope’s lines regarding government,\nFor forms of government let fools contest\nWhate’er is best administered is best.\n\nThe best that can be said of homogeneous grouping can be summarized\nas follows:\nFirst: It makes for more rapid progress in the mastery of the subjectmatter on\nthe part of all types and groups of pupils.\n_ Second: It does away with unfair competition.\nTo unequally yoke a very competent pupil with a slow one is no more sensible or fair than to hitch up a Shetland pony with an eighteen hundred-pound draft horse.\nThird: It creates wholesome competition, thus preventing the mentally superior\nfrom becoming indolent and conceited and the “below average” from becoming\ndiscouraged and developing a feeling of inferiority.\nFourth: It results in better discipline and character by keeping all pupils busy\nand conscious of progress consistent with their various abilities.\nFifth: It conserves special talent and genius by enabling the mentally superior\nto learn and maintain proper habits of study and work.\nThis is a result which\nwe should devoutly seek.\nSixth: It makes possible a sane program of vocational guidance by discovering\nthe special talents of pupils and affording opportunity for their development.\nThe charge has been made that homogeneous grouping is undemocratic.\nThe\nopposite is true. The ideal in democracy is that all individuals shall have equal\nand adequate opportunities for selfdevelopment, selfexpression, and selfrealization.\nThe aim of education is to make possible the carrying out of such a program.\nWe, in America, see in the highest good of the individual the most satisfactory\npromotion of the public welfare\n\nThere are many angles to homogeneous grouping, but the weight of the\nevidence is in its favor.\n\nTHE\nC.\n\nW.\n\nNATIONAL\nGETHMANN,\n\nHONOR\n\nPRINCIPAL,\n\nSOCIETY\n\nCENTRAL\n\nHIGH\n\nAND\nSCHOOL,\n\nSCHOLARSHIP\nOKLAHOMA\n\nCITY\n\nOKLAHOMA\n\nTo improve scholarship is one of our major problems. We have never\nbeen able to do this merely by setting up standards, however important\nthat is. It can’t be done entirely by carefully selected courses taking in\nWe\nconsideration the aptitudes and interests of the individual students.\nscholarship\nstandard\nhigh\na\nmaintain\nthat\nschool\nhigh\nthe\nin\nstudents\nhave\njust because they enjoy it, some others could, but don’t; still others refuse\nto try, and some, of course, can’t and don’t. In order to reach those who\nare generally satisfied with getting by, all sorts of incentives have been\ntried. Rewards have been offered in the various subjects, but our experience has proved that where the number that are eligible to receive the\nrewardis limited, only a few strive for it.\n\n"}
{"page": 624, "printed_page": null, "text": "NaTIONAL\n\n620\n\nEpucaTION\n\nASSOCIATION\n\nThus the National Honor Society permitting the selection of 15 percent\nof the senior class has set up a reward which most students feel is worth\n\nBoys and girls like to belong\nstriving for. It is a national organization.\nhey are just like adults\nto an organization that is national in scope.\nin that respect and the goal is attainable for those who have ability and\nwill use it.\n\nEver since we received a charter of the National Honor\n\nSociety, in\n\nassembly, through the school paper, by a suitable initiation ceremony, we\nhave tried to keep the National Honor Society before the student body as a\nIn order to test out the effect\nfitting reward for excellent scholarship.\nof this type of publicity, I asked the present membership of the National\nHonor Society when they really determined to strive for membership.\nTo my amazement\n\nabout 65 percent had set that as their goal while they\n\nwere still in the junior high school. The rest of them had made up their\nminds to become members while they were sophomores. Of course, many\nwho set that as their goal did not attain, but have not those who have\nstrived and failed helped themselves in the striving?\nSome say that is undemocratic. If that be true, then we should have no\nstudent council, no athletic teams, no class or club officers, in fact, no contest of any kind. But life itself is a contest, and he who strives but fails,\nis better for the striving.\nWhat can the National Honor Society establish as a program?—Let\nme quote from the initiatory ritual: “Do you promise to hold this society\nsacred and by your words and actions to make the other students of the\nCentral High School regard it with respect and honor?”\n‘The answer is:\n“T promise.” “Do you promise to do everything in your power to encourage high standards of scholarship among your fellow students?”\nThe\nanswer is: “I promise.”\n‘You answer well. As your knowledge of the\nsignificance of your vows becomes deeper, may your life be more abundant.”\nThe glory of membership is a real, worthwhile incentive; but here are\nsome positive results:\n1. The honor society offers a scholarship cup each year to the class maintaining\nthe highest scholarship average, and another to the boys’ club maintaining the\nhighest average.\nThe boys’ club to whom the cup was awarded last year claims\nthat it will be impossible to take the cup away this year.\n\n2. The\n\nAmerican\n\nAssociation\n\nUniversity\n\nWomen\n\nis offering\n\nannually\n\nthree\n\nscholarships to three deserving girls that are members of the National Honor\nSociety.\n3. Most of the members are given an opportunity to go on to college because\nthe parents feel that since they have proved themselves to be honor students, they\nshould continue their education.\n4. Many of the members of the National Honor Society, because of their leader-\n\nship qualities, are members\n\nof the student council.\n\nThey have been instrumental\n\nin passing legislation that requires scholarship to accompany leadership.\nHere are some of the rules:\na. No student can hold an office in class, club, or home room, or hold a position\non the staff of the weekly paper or annual unless he has passed in every subject the\npreceding semester.\n\n"}
{"page": 625, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL\n\nPRINCIPALS\n\n621\n\nb. No student can have a part in a play or operetta unless he presents a weekly\nclearance card during the weeks of practice, the same as athletes.\nc. The student council eligibility committee enforces these rules rigidly.\n\nLast year at the meeting of the North Central Association a report was\nmade by Dean Maxwell of the University of Wyoming on the failure of\nfreshmen in colleges of the north central territory.\nHe showed that\nfrom 6 to 17 percent of the students failed during the first semester of\ntheir freshman year. This report showed that there was a rather large\nvariation in the percentage of failures among the colleges. “Therefore a\nresolution was passed to investigate the causes of the existing percentage\nof failures in the respective colleges and universities.\nAfter that report I was very anxious to know if the graduates of our\nhigh school who had been members of the National Honor Society would\nbe among those failing at colleges. In other words, where did the failures\nat college rank in the high school graduating class. This is what I found.\nMost of our graduates attended either Oklahoma City University or the\nUniversity of Oklahoma.\nA study of the students that passed in all subjects revealed the following facts:\n1. In the Oklahoma\n\nCity University\n\nall but 7 of those who\n\npassed\n\nin all hours\n\nwere in the upper or middle third of the high school graduating class.\n2. In the University of Oklahoma all but 5 of those who passed were in the\nupper or middle third of the high school graduating class.\n3. At Oklahoma City University 5 students made an average grade of A. AlJ\nof these were in the upper seventh of the high school graduating class.\n4. Twenty averaged B. Eight of these were in the upper third of the class, 8 in\nthe middle third of the class and only 4 in the lower third of the class, and these 4\nwere students who had a high I. Q. but failed to apply themselves while in high\nschool, this accounts for their high average grade in university.\n5. At the University of Oklahoma 8 students made an average grade of A. Six\nof these were in the upper seventh of the high school graduating class and the\nother 2 in the upper third.\n6. Thirty made an average grade of B. Fourteen of these were in the upper\nfourth of the graduating class, 7 in the upper third, 4 in the upper\n\nin the lower fourth.\nnot applied\n\nthemselves\n\nAgain these 5 were\n\nstudents of normal\n\nvery’ diligently while\n\nhalf, and only 5\n\nintelligence, but had\n\nin high school.\n\nA study of those who failed revealed several positive conclusions:\n1. At Oklahoma City University 8 students failed in from 4 to 7 hours of work.\nNone of these ranked in the upper third of the high school graduating class and\nfive ranked in the lower 50 percent of the class, 3 in the lower third.\n2. At the University of Oklahoma 12 students failed in from 3 to 17 hours of\nNine of these 12 ranked in the lower sixth of the high school graduating\nwork.\nclass, 2 in the lower third, and only 1 in the upper third.\n3. Only 13 students failed in more than one subject. Seven of these 13 had an\nFive of the remaining 7 were boys who had a fairly\nI. Q. that was subnormal.\nhigh I. Q., but who had taken from 5 to 6 years to complete the high school course,\nTheir failure in high school\nalways failing in from 1 to 3 subjects each semester.\nwas due to lack of application and a desire to do efficient work and therefore their\nIn a class of 625 they ranked as\nfailure in the university was not surprising.\nfollows:\n\n554, 471, 616, 592, 543, 417, 373, 552, 586, 521, 563, 571, and\n\nA study of the success of the students attending\nuniversities revealed the same facts:\n\n609.\n\nother colleges and\n\n"}
{"page": 626, "printed_page": null, "text": "622\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n1. A student ranking highest in her class attended Vassar College. During her\nfreshman year she ranked in the upper 5 percent of her class.\n2. Another honor student attended Yale University and made honor grades in\nMathematics and English and his average was 7 percent above the average of the\nfreshmen class at Yale University.\n3. Two students attended the University of Pennsylvania.\n‘They ranked in the\nupper 25 percent of the high school graduating class and at the end of the first\nsemester at University of Pennsylvania they ranked in the upper 25 percent of the\nfreshman class of the University of Pennsylvania.\n4. Three students attended the University of Michigan, 2 of whom ranked in the\nupper 25 percent of the graduating class of Central High School. These 2 students\nmade an average grade of A during the first semester at the University of\nMichigan.\n\nSome positive conclusions can be drawn\n1. Students making A’s or B’s in Central\n\nfrom these facts:\n\nHigh School\n\nare very likely to make\n\nA’s and B’s in the university in which they enrol.\n2. Students ranking in the lower third or lower fourth of the Central High\nSchool graduating class are very likely to fail in one or more subjects at the\nuniversity they attend.\n3. Students with a high I. Q. who ranked low in high school because of lack of\napplication generally fail in one or more subjects at the university they attend\nbecause of continued lack of application.\n\nThere is a very positive correlation between I. Q. and high school rank\nand success in college. The percentage of failures at the University of\nOklahoma and Oklahoma City University is higher than at other colleges\nbecause very few students ranking in the lower 25 percent of the graduating\nclass will attempt to enrol elsewhere.\nStudents from the lower 25 percent of the graduating class of the high school will likely not succeed in\ncollege. Since honor students have all made good at college, it is selfevident that any organization that fosters scholarship, that encourages those\nwho have natural ability to strive for excellent scholarship is exceedingly\nworthwhile.\nThis the National Honor Society has done. Therefore we\nshould encourage the work of the National Honor Society.\n\nTHE\n\nTEACHERS\n\nPLACE\n\nIN STUDENT\n\nACTIVITIES\n\nC. J. GOING, PRINCIPAL, PHILLIPS HIGH SCHOOL, BIRMINGHAM,\n\nALA.\n\nMay I call your attention to the important cog in student organization\nwork—the adviser or sponsor. The success of every student activity depends upon the selection of a sympathetic and understanding director ;\none who guides and advises, rather than one who directs and_ bosses.\nThere is a technic in this business of organizing and directing student\nactivities; a technic easily mastered by some few teachers and entirely\nimpossible of mastery by others.\nThe teachers’ attitude toward extracurriculum activities varies (1) according to their own training and\nexperience (2) according to their temperament (3) according to their sense\nof obligation to the students in their charge. It is therefore highly im-\n\n"}
{"page": 627, "printed_page": null, "text": "THE DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n623\n\nportant to select with care the teacher who is to direct the student activities in any modern high school.\nUpon this teacher’s shoulders must also\nfall the task of educating the entire faculty and winning each teacher’s\nsympathetic support for the work. ‘This teacher should possess a socialized\nviewpoint, should realize the educational possibilities of all these activities,\nshould see in them opportunities for more direct control of the various\nstimuli that educate, and should regard them as means for developing desirable character reaction.\nIn all activity programs it is most important that the teacher refrain\nfrom taking the lead. If the organization is to be a student association it\nshould put the students foremost, with the teacher or faculty in the\nbackground, that is, the students should hold all the offices, hold the elections, conduct the meetings, do everything that they can do. Then just\nwhat is the part of the members of the faculty? Let them cooperate, advise,\nand suggest.\nLet them be members of the student organization on equal\nterms with the student. This gives the student a feeling that the teachers\nare “with him” or a feeling of “‘ourness.” To give aid when needed, yet\nnot jump in and do the whole thing is quite a delicate task. It is often\nmuch easier to do the thing one’s self, save time and energy, than to let\nthe students try for themselves, make mistakes and try again. But remember we learn by doing. The just, well-balanced, well-liked teacher in the\nbackground, who holds the power of approval or veto, increases the\nincentive to worthy student projects.\nLet.me state that all cannot fill\nsuch a place, but as the demand increases a greater number are becoming\nequal to the new task.\nMay I take an illustration from our school. Each year the high schools\nof the city compete for a loving cup given to the school displaying the\nbest brand of sportsmanship for the year.\nThis term sportsmanship has\ngrown to be all inclusive with us and it now embraces much more than\njust the attitude and deportment of players and spectators during athletic\ncontests. The athletic committee of our general organization suggested that\nwe write and adopt a sportsmanship code; and that it be submitted to\nthe judges as one of our projects in sportmanship.\nIt was suggested by\none of the committee that each pupil be asked to contribute suggestions in\nwriting. About two thousand pupils responded.\n‘The student committee\nafter many days of hard work succeeded in sifting the wheat from the\nchaff. The result was the code as given below.\nA Good\n\nSportsman\n\nIs Courteous\nOn the field he does not jeer at errors; he does not cheer at the opponent’s\npenalty;\n\nhe treats them\n\nas guests, not enemies.\n\nIn school he is considerate\nvisitors.\n\nof the faculty, of the fellow\n\nstudents, and of\n\nIn life he is respectful to elders and superiors; he treats the other fellow\n\nas he would\n\nbe treated.\n\n"}
{"page": 628, "printed_page": null, "text": "NATIONAL\n\n624\n\nEDUCATION\n\nASSOCIATION\n\nAche.\nIs Modest\nindividual\nfor\nthan\nrather\nteam\nthe\nof\ngood\nthe\nfor\nworks\nhe\nfield\nOn the\nhe is a\nhonor; he will even sacrifice his own prestige for his team;\ngracious winner.\nhe\nIn school he does not become conceited over his success, neither does\nfeel himself superior to his classmates.\nIn life he does not “blow” about what he is going to do; he does not\nboast about what he has done.\nIs Generous\n\nOn the field he applauds a good play of his opponents; he gives the other\nfellow the benefit of the doubt. .\nIn school he does not “knock” other schools or individuals; he appreciates\nanother’s merit.\nIn life he does not ridicule the man who is “down,” but encourages him.\nHe is not afraid to think for himself and to voice his opinions straightforwardly and clearly.\n\nIs Game\n\nOn the field he plays hard; he fights though he may be already defeated;\nhe accepts adverse decisions; he is a good loser.\nIn school he does his work, he keeps on working in the face of almost\ncertain failure.\nHe has “the vim to think straight, the pluck to act straight.”\nIn life he does his part, however hard it may be; he accepts reverses with\na smile and tries again.\n\nIs Obedient\nOn the field he observes the rules of the game.\nIn school he observes all of the regulations.\nIn life he respects the civic laws and the demands of the community.\nIs Fair\nOn the field he competes in a clean, hard-fought but friendly way; he\nhelps an injured opponent; he has no alibis.\nIn school he does not waste his time nor that of the faculty; he does not\ncopy his classmates’ work; he does not receive aid from any source on his\nexaminations.\nIn life he sees impartially both sides of a question; he uses no underhand\nmethods ; he is not influenced by money; he is not partial in administering\njustice.\n\nAll the time the adviser had remained in the background,\n\nwith only a\n\nsuggestion from time to time. The code belongs to two thousand pupils.\nIt is theirs. Who dares attempt to estimate the value to these pupils\nof such a piece of work? Give us more teachers capable of and willing\nto advise and direct wisely.\n\nCIVIC\nWILLIAM\n\nVALUES\n\nIN\n\nDODGE\n\nEDITOR-IN-CHIEF, THE JOHN\nPANY, PHILADELPHIA, PA.\n\nLEWIS,\n\nEXTRACURRICULUM\n\nACTIVITIES\nC. WINSTON\n\nCOM-\n\nThe seer and prophet of an education that is evolving from our time\nof transition has recently written a little book of 136 pages which doubtless\nmost of us either have read or will read soon. This little bible of educa-\n\n"}
{"page": 629, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n625\n\ntional progress sets forth with matchless clarity and power the difference\nbetween the aims of an education for a static and one for a changing social\norder, and in my judgment gives by far the best answer thus far rendered\nto that most fundamental educational question of all—“Why do we have\npublic schools?”\nEducation for a Changing Civilization, by William\nH. Kilpatrick, is, I believe, the most fundamental, the most significant,\nthe most convincing, and the most prophetic book of educational discussion that it has been my good fortune to read.\nDr. Kilpatrick bases his discussion upon the changes which have come\nto civilization as a result of tested thought.\nIn 1590 Galileo simultaneously dropped a one-pound and a five-pound ball from the top of the\nleaning tower of Pisa.\nTheir coincident impact upon the ground produced a mental and spiritual earthquake still reverberating in the revolt of\nmodern youth against unreasoned, although not always unreasonable,\nauthority.\nObviously, I shall not attempt to make an adequate review of Dr.\nKilpatrick’s book.\nSome of his conclusions, however, furnish a much\nbetter basis for evaluating pupil participation in school administration and\nother extracurriculum activities than I have ever discovered elsewhere.\nHe notes as growing out of tested thought a changed mental attitude,\nlustrated by a waning submission to unreasoned external authority; industrialization, the result of man’s control of nature through modern\ninvention—a direct application of tested thought; and democracy, ‘‘practically a fundamental demand of modern ethics.”” “The interaction of these\nforces has given us a world which in its mental, moral, and social aspects\nis coming to parallel the revolutionary changes that have so completely\ntransformed our physical environment.\nThe old purpose of education was to fit for a static social order.\nIt\ntaught what to think about static problems, what to do on well-defined\noccasions.\nThe purpose of the new education is to develop ability to\nrecognize new problems, the habit of thinking in terms of social welfare,\nincluding a realization of individual profit in social well-being, and skill in\nthe cooperative activities through which a democratc social order must\nfunction.\nAs illustrations of the problems unsuspected in our youth but of vital\npresent concern, we note the increasing narrowness of individual interest\nSpecialization of work often\nconsequent upon vocational specialization.\nmeans specialization of group contacts and unionized class jealousies and\nhatreds. Again, the size and complication of modern business, social, and\npolitical organization dwarf the individual. It is easy to say, “What's the\nParadoxically, alongside a revolt against\nuse? I don’t count anyway.”\nauthoritarianism, the citizen finds his destiny in a so-called democracy\nSo he washes his hands of social responsibility\nirrevocably determined.\nand if his business seems to require special favors, comes to terms with\n“the gang,” which at least has the virtues of personality and tangibility.\n\n"}
{"page": 630, "printed_page": null, "text": "626\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nMost unfortunately in many cases the potential leader abjures his civic\nduties and opportunities in a Pharisaical aloofness which deprives society\nof his guidance.\nWe need not, however, “go I know not whither, fetch I know not\nwhat.” If we clearly recognize the problem of education and of civilization today, we can concentrate upon the development of social thinking,\nsocial conscience, and social skill. From the psychological laboratory we\nmay redefine the learning process, and here I quote from Dr. Kilpatrick.\nA thing has been learned when, at\nTo learn is to acquire a way-of-behaving.\nthe appropriate time, that kind of conduct can and will take place. There is an\ninner dynamic to learning such that the learned conduct will at the right time\nWe readily recogcome forward of itself, even against considerable opposition.\nnize this in “bad” habits. The same thing is true in greater or less degree of all\nlearning. With this meaning for the verb “to learn,” how then does such learning\nWe learn the responses\nFirst, what we would learn we must practice.\ntake place?\nPrecise exercise is necessary.\nthat we make.\nThese three statements, differing\nonly in the wording, include inner attitudes and appreciations as truly as knowledge and skills.\nA second rule of learning is that we do not learn everything we practice.\nWe\nlearn only what succeeds.\nTo put this a little more exactly: When we try to\nattain an end, with some of our efforts succeeding and others failing, we learn\nto do the ways that succeed, we learn not to do the ways that fail.\nAnd what about the pupils—can they be trusted?\n‘The answer is to ask what\nit is we seek. Do we wish to fix in advance just what our children shall be and\nthink, fix for them the answers they shall return to their problems?\nIf so, then\nwe cannot trust them.\nWe have no assurance that they will by real thinking hit\nupon our answers.\nSome of our answers, yes. ‘The situation that taught us will\nteach them.\nOthers, no. The situation frankly viewed may teach a different\n\nstory. But if we are willing to trust the situation to teach and if we wish our\nchildren to learn to think and act for themselves, we must trust them. It is only\nas they practice thinking and choice and responsibility for results that they can\nlearn to think and choose and accept responsibility.\nMust we then keep hands off\nand withdraw entirely? By no means.\nWe have to do with growing characters.\nWe must help them grow.\nHow much stimulation and suggestion and direction\nshould come from us? As much as they can use wisely. And how much is\nthat? How can we tell? The test is what is learned. If our suggestions make\nany child to grow in dependence on us or in aversion to us, then we are probably\noverdoing our active part. We should give the child a freer hand.\nHow free?\nHow much freedom shall we accord the child? As much as he can use wisely.\nAnd again the test is the learning that results. If the child grows selfish and\nincreasingly decides without due regard to known pertinent facts, then something\nis wrong.\nHe is not using his opportunities aright. Possibly we have not helped\nenough. Possibly we have helped wrongly. Each case must settle where its own\nfault lies; but always the test is—what is being learned. The wise teacher will\nknow the signs. rusting the child in the proper way is the only path to education.\n\nFrom Dr. Kilpatrick’s presentation of the contribution education must\nmake to our changing civilization, from his definition of the learning\nprocess, and from his estimation of the character of our young people,\nthe values of extracurriculum activities, particularly of pupil participation\nin the administration and government of our schools is obvious.\nIt is\nhardly necessary to mention the social values of such activities.\nThe\n\n"}
{"page": 631, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n627\n\nproblems that confront the young people ‘are real and vital. . Upon their\nsolution depends not only the success of the school as a scholastic institution, but also the happiness the pupils find in their daily tasks. With\nproper guidance they will provide a much more genuine and dynamic\ninstitutional life than can be had without their cooperation.\nThey will\nreadily recognize that the political responsibility of the school authorities\ninvest in principal and teachers the veto power and will welcome from a\nsympathetic but firm principal the direction and restraint that he should\nexercise. At the same time they will not fail to detect the fraud if alleged\ndelegation of responsibility becomes a mere device for executing autocratic\ndecrees.\nWhat is perhaps of greatest importance is that student participation\nfurnishes a genuine social situation with constantly changing problems. It\nprovides a medium for social action, for group activity, for the training\nof leaders and followers.\nThe recognition of qualities of leadership, discrimination as to policies with well-studied examination of their social\nconsequences, the presentation of various points of view, the clash of\n\ninterests, the correction,of mistakes—all with the interests of the group\nrather than of the individual as the final criterion of judgment—are\nessential processes in a democratic social order.\nIn the light of these\nprocesses the curriculum material in the social studies and much of it in\nEnglish takes on new meaning.\n‘The relations of pupils and faculty\nbecome cooperative, quite as often transforming the spiritual attitude of\nfaculty as of pupils. Literally the school becomes a new institution alive\nwith vital interests and electric with a new spiritual force.\nIf we learn by experiencing, and if we learn the processes by which we\nsucceed, we are here laying the foundations for successful participation in\nthe varied activities essential to good citizenship. It cannot be too strongly\n’ emphasized that these are democratic processes.\nIf we were training these\nyoung people to be subjects of a despotism, our extracurriculum activity\nwould be sadly out of place. Probably it would in the long run be fatal\nto our purpose.\nNumerous as we are finding the defects of democracy\nto be, a glance at the history of even the most benevolent despotisms makes\nus bear those ills we have rather than fly to others that we know too well.\nWe know that the efficiency and wellbeing of democracy can rise little\nabove the mass thinking and feeling, but we also know that, imperfect as\nmay be its aims, all measures will be ultimately determined by what the\nmass of people believe to be their own interest.\nThe New England town meeting was the prototype of American\ndemocracy.\nIts popular decision to build a new bridge over Plumb Creek\nhas expanded into the bonding of a state for $50,000,000 for roads and\nthe taxing of the nation to build the Panama Canal. Similarly, the village\nstore council has expanded into the grange, the club, and the forum;\nand the political pamphlet into the many-voiced press with its weekly and\n\nmonthly messages\n\nto all of our many-minded\n\nmillions.\n\nThese\n\nin turn\n\ndecide the personnel of our legislative, executive, and judicial servants, and\n\n"}
{"page": 632, "printed_page": null, "text": "628\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nee\nee\ne\noe\n\nin the long run determine the laws to be enacted, their interpretation by\nthe courts, and their enforcement by the police agencies.\nThe good citizen touches life at many points, not only in the organizations through which public opinion is voiced, but also, and sometimes\nThe breadth and influence\nquite as important, in his personal contact.\nof his personal contacts will depend, of course, very largely upon his\nFor all of these\nposition in the community and upon his personality.\ninfluences as well as for his political relations, the extracurriculum activities\nIn them he has\nof the school are the best kind of direct preparation.\nlearned ways of behaving, he has learned how his behavior affects other\npeople, and in proportion to his success, he has learned the methods of\npersonal and social contacts which will produce the results he desires.\nIf he has had a successful experience in extracurriculum activities, he\nhas learned that social wellbeing affects him personally, and let us hope\nthat in many cases he has also developed the native idealism of his\nyouth into an altruistic concern for social welfare. Obviously the contribution of the curriculum in the social studies can help here amazingly, but\nwithout the extracurriculum activities they will Jack the enacting clause\nwhich seems most likely to make the instruction effective in passing over\ninto character and action. It seems clear, therefore, that the potential value\nof properly conducted extracurriculum activities may be made one of\nthe greatest—in my opinion by far the greatest—asset of society directly\ncreditable to the school.\nThis instruction has a particular significance in the high school. The\nbest statistics available indicate that we have today in our high schools\napproximately four out of ten of our young people of high school age.\nWe have them in this institution at the one time of their lives when they\nare most impressionable along social and civic lines. ‘The desire to work\ntogether in groups is almost a passion. “They are forming their habits of\nthinking as at no other time in their lives, but no other habits are so much\nin the foreground of their consciousness at this time as those which have\nto do with their relations to their kind. This is the time of all others\nto develop not only intelligence concerning democracy, but also a passionate\ndevotion to the welfare of democracy and a skill in the cooperative activities through which democracy functions.\nConsider again the representative character of this high school group.\nFrom them will come practically all the leaders of tomorrow.\nNearly all\nour college students go through’ the American high school.\nIt trains the\nvast majority of the future doctors, lawyers, preachers, teachers, editors,\npublicists, and leading business men—in other words, those who will be\nmost influential in shaping public thought and action.\nIt includes those\nwho must form the large and more intelligent group of followers as well\nas the leaders. If they have learned to think, and perhaps more important,\nto feel, socially, if they have developed skill in democratic group activities,\nthey will justify the enormous expense society incurs in their training, and\n\n"}
{"page": 633, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n629\n\nwill effectively answer the query whether we can continue to pay the\nprice for public secondary education.\nTo summarize briefly, Dr. Kilpatrick has given’us in his book, Education for a Changing Civilization, a statement of a philosophy that emphasizes the civic value of extracurriculum activity.\nHe has called our\nattention to the fact that tested thought has largely removed unreasoned\nexternal authority as a basis for action, that industrialization has brought\nchanges that are revolutionizing our daily life and that affect profoundly\nour mental attitudes, that all our human relationships must increasingly\nassume democratic form.\nThe keynote of the civilizations which our\nyoung people are to face is changed.\n‘Their problems cannot be foreseen.\nWe can no more state the problems than we can give the answers to\nthem.\nIt therefore becomes necessary for education to prepare youth to\nrecognize and define the problems as it meets them, and intelligently\nto seek their solution.\nHe says that to learn is to acquire a way of\nbehaving and that it is measured by successful experience.\nIn view of this philosophy it seems logical that the extracurriculum\nactivities, particularly pupil participation in the administration and government of our schools, provide the changing problems of vital interest to our\nyoung people through which they may successfully acquire the mental and\nemotional basis for successful citizenship.\nIf the social order in which\nthey are to live is to be of a democratic character, its decisions will register\npublic opinion.\nSo far as we can see at present, the best institution through\nwhich the public opinion of the future can be directed is the public high\nschool.\nHere we have a large body of the citizens who will direct the\nthinking of the future. ‘They are in the school at the most significant time\nin their lives for determining their mental and emotional social attitudes.\nIf through their extracurriculum activities, they learn to recognize social\nproblems as they arise, if they can think out intelligent solutions of these\nproblems, and skilfully apply these solutions in a democratic way, they will\njustify the thought and expense involved in the American public secondary\nschool.\né\n\nLITERARY\n\nMAURICE\n\nAPPRECIATION THROUGH\nWRITING\n\nR. ROBINSON,\n\nEDITOR,\n\nTHE\n\nSCHOLASTIC,\n\nCREATIVE\nPITTSBURGH,\n\nPA.\n\nWitter Bynner has said that there are three approaches to judgment\n‘The first approach he mentions is through one’s likes or\nof any art.\ndislikes. Second, he says, “there is the approach of the cultured individual\nwho tries to combine his own judgment with the majority judgment among\n. . . Third, there is the conventhose whom he considers his peers.\nacademician who subdues personal\ncomplete\nthe\nof\ntionalized approach\njudgment to the accumulated judgments of other academicians deader\nthan he is.” “The first approach,” he adds, ‘“‘might be called a love-letter,\nthe second, an invitation to tea, and the third an obituary.”\n\n"}
{"page": 634, "printed_page": null, "text": "630\n\nNatIonaAL\n\nEpucation\n\nAssoclATION\n\nI have talked of this art gallery incident because it represents the kind\nof appreciation that I am not going to talk about when I say a few words\nItis rather the\nabout “literary appreciation through creative writing.”\napprecia“love-letter”\na\ncalled\nbe\nmight\nsays\nBynner\nWitter\napproach that\ntion! Love is blind to many things: mayhap to angles, shades of color,\nabsence of all technic; but love loves the beauty it sees, even if its inexperience and simplicity may be blind to some of the homeliness that is\napparent to technical critics.\nThis simple, untutored approach to art in any of its forms is first evident in children when they are babes-in-arms. And therein, I believe, lies\nthe justification for emphasizing appreciation as an important part of the\neducator’s job. And, of course, educators must justify their theories to a\nsometimes critical and cynical public. Let us, therefore, include here a\nbrief justification.\nAs I said, this untutored approach to art is first evident in babies. If it were possible to take a censorship of the mothers of\nall persons who constitute this audience to ascertain the first word each of\nyou learned to say, I wager that the word “pretty” in some form or other\nwould win out even over “papa” or “mamma.”\nAt least, the word “pretty”\nor “‘pit--ty,” accompanied with an outstretched hand, would certainly be\nlisted as one of the most-used expressions and gestures of your childhoods.\nAnd what becomes of this desire to seek beauty? It is thrust aside during\nthe child’s infancy by us elders who wish to keep dirty little hands off\nour neckties, or off the attractive tapestries or prints in our homes. ‘Then,\nwhen the youngster reaches school, unattractive formule, theorems, and\nfacts necessary to learn how to make a living take the center of the stage.\nPerhaps the desire for beauty gets a period or two a week in a drawing\nclass.\nEventually, however, this quest for beauty does find expression.\nBut in the majority of girls it has its outlet in rouged cheeks, painted lips,\ncalcimined necks, permanent waves, ermine coats, and expensive gowns.\nIn a great many men—at least I have known many such—this desire to\nappreciate beauty consists of falling in love, and after the novelty of that\nwears off, the desire is expressed by some carefully selected adjectives,\nwhich—mind you—are directed against the educational institutions from\nwhich they have been graduated. ‘They condemn their high schools and\ntheir colleges because in four or eight years these institutions did not cultivate in them a taste for what they choose vaguely to call “the finer things of\nlife,” meaning, of course, good books, music, paintings, that is to say,\nbeauty.\nApparently, so many things have been taught to these men by rule, or\nformula, in short by authority, that they supposed that they could have been\ngiven a series of theorems by which they could prove or disprove the quality\nof beauty in any of its forms. They had not even been told of the “loveletter” approach to beauty. They were:still looking for the “invitation-totea” formula or, better still, the “obituary” notice.\nYet these men of my acquaintance whom I have heard condemn their\nalma maters on this score have enjoyed a meager amount of leisure time\n\n"}
{"page": 635, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n631\n\ncompared with the leisure that is to be the legacy of their children—the\nchildren who are now in the grades and high schools. The eight-hour day\nhas displaced the twelve-hour day, the five-day week is almost upon us, and\nprominent American industrial leaders, more conservative than Henry Ford,\n\nhave recently predicted that in the not distant future our industrial processes will be so highly developed that four hours’ work a day will supply\nus with all material necessities.\nHenry Ford says that the five-day week is merely a cold business proposition—more leisure means more time to enjoy luxuries, more motor cars,\nmore tires, more gasoline, more wearing apparel, more food!\nPerhaps\nfrom the standpoint of commerce more leisure is a business proposition, but\nmany social thinkers realize that although America is not threatened by\nstarvation or want, it perhaps is threatened by a vast amount of leisure\nwhich may destroy us because we have not the character or culture to turn\nit into value. In other words, education for leisure is rapidly becoming\none of America’s chief needs.\nWe still hold great ability to produce\nwealth in higher esteem than great ability to use it.\nNow, I am not presenting these ideas as something new, or as something\nthat may have escaped your thought or attention. I mention them merely\nas a justification for placing more emphasis on appreciation.\nNor do I\nhave any magic formula to present that will save us from huge commercial\nprograms for amusement, or from competitive vulgarities in dress and\nhousing. But I am interested in the ‘development of literary appreciation\nas one means of providing a more satisfying use of leisure time. I wish\nalso to point out the similarity between the simple, untutored approach to\nart—of which I have spoken—and the approach to literary appreciation\nthrough creative writing.\nLet us suppose for a moment that we are high school pupils in an English\nclass, studying poetry. Suppose our teacher were to hold up a little crimson\nhandkerchief and ask us to write down the thoughts it suggested to us.\n(Suggesting a subject, I realize, is not good teaching technic, but I am\nmerely developing an idea.)\nFollowing the teacher’s suggestion, we all\ntry. One of us produces this little thought, which, by the way, is from a\n16-year-old high school girl:\nYou speak of me as being always gay.\nIs grief, then, less than grief,\nWhen crimson handkerchiefs are used to keep\nThe strained and silent tears in that I weep?\n\nOr is an autumn leaf\nLess dying, as it dies a scarlet way?\n\nWouldn’t we all, even as high school. pupils, see the superiority of that\nlittle poem to the thoughts the rest of us had jotted down?\nOn the other hand, suppose the teacher had handed us each a little\nIn\nvolume of Milton, and directed us to read, or rather study, Comus.\neleven lines we would find these ten words: Tethys’, Nereus’, Carpathian,\nTriton, Glaucus’, Leucothea’s, Thetis’, Sirens, Parthenopxos, Ligea’s.\n\n"}
{"page": 636, "printed_page": null, "text": "632\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nBut it\nAn exaggeration, I admit.\nA contrast of no mean proportions!\nstudents\nschool\nhigh\nthat\nopinions\ndistorted\nserves as an example of the\noften get concerning what they are expected to believe is good poetry. I\nspeak from experience.\n‘Poetry?’ they shout derisively, “nothing doing!\nThat stuff is too deep for me. I never want to read any more of it. I was\nforced to read plenty!”\nYet poetry they or their fellow-pupils write will interest them.\nIt can\nbe read without a dictionary, encyclopedia, or mythology.\nThen they can\nbe introduced to good modern poets who write of simple subjects in simple\nterms.\nPoets like Robert Frost are popular with high school pupils for\nthat very reason.\nHughes Mearns has said in one of his many articles on “Creative Youth”\nthat one reason we grownups are beginning again to notice the child as a\ncreative artist is because we are taking a new interest in the beauty of all\nprimitive art. Certainly the child is genuinely primitive. His creations do\ninterest us, but what is far more important, they interest the children\nthemselves. Perhaps it is because children are genuine primitives that they\nappreciate their own primitive creations.\n“The fact itself, however, satisfies me.\nI supposed until recently that these ideas were evident to teachers, but\nthat experience had proven them unwise; and that, after all, perhaps there\nwas something besides tradition to recommend the “classics” as the best\napproach to literary appreciation.\n(And as Hughes Mearns would add,\n“with the same classic result.”)\nBut not long ago I reviewed a comparatively new book on the teaching of English in high schools.\n‘The\nauthor, I suppose, must represent the opinion of a large number of teachers.\nAnd here, in a modern book on teaching methods, I found no considera-\n\ntion given to this idea.\n\nIn fact, the author can see no value in devoting\n\ntime to creative writing.\nHe ridicules the idea; chides teachers who are\ntrying to improve the expressive ability of their pupils, and brings one\nchapter of his book to an ironical close with this paragraph:\nFifty years from now the student of educational history will be puzzled to know\nwhat the schools thought they were trying to do in the first quarter of the twentieth\ncentury.\nHis comment will run something like this: “Those teachers were not\nstylists—at least very few were.\nWhy did the great majority suppose they could\nimpart what they did not possess? They must have seen that only a small minority\ncould achieve a graceful style. . . . Did they even flatter themselves that the\nminority’s charm of style was due to instruction?\nDid teachers conceive that they\nwere training professional authors, or were they counting on theme-writing as an\nenjoyment comparable to amateur painting or piano-playing.\nIt is hard to see\nthe similarity.”\n\nHe missed the idea entirely.\nHe confused the by-product with the\nproduct itself.\nLike many critics of creative education, he thought it\nwas the product in which we are interested, instead of the process through\nwhich the child’s mind develops. Hard to see the similarity! Why, even\n\n"}
{"page": 637, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n633\n\nas the amateur musician is far more likely to be capable of enthusiastic\nenjoyment of Rachmaninoff or Kreisler, than is the uninitiated, so is the\ndabbler in poetry or prose far more capable of thorough appreciation of\nthe skill of Hardy, or James, or Edith Wharton, or Zona Gale, or Edna\nMillay.\nCertainly the fact that so many children at sometime in their\nlives take up the special study of at least one musical instrument is no\nminor factor in the popularity of good musical concerts.\nThe same factor is true in any other form of endeavor.\nAttend an\nordinary vaudeville show.\nA gymnast performs one hair-raising stunt after\nanother. Each stunt, to us who are uninitiated, seems as thrillingly difficult\nas another. Then the performer executes a twist or a turn or a flop that\nto us may not seem at all sensational, yet here and there throughout the\naudience there is wild applause.\nIt comes from the amateur gymnasts.\nThey have tried that trick. They know the skill it requires. That, in\nthe simple approach to any art, is appreciation.\nA most successful college English teacher with whom I am intimately\nacquainted uses almost exclusively the creative efforts of his students in\napproaching appreciation of any literary form—whether it be the essay,\nthe short story, the news story, or poetry. His results, both in expression\n\nand appreciation, are, to say the least, unusual.\nOne of the most successful high school teachers of English that I know\nhas creative writing as the central theme of her course of study.\n(Incidentally, she is not hampered by a set course of study that she is compelled to follow.)\nThe chief desire of her pupils is to create a piece of\nwriting during the year that will satisfy their own personal judgments,\nand also—but not important—win the approval of fellow-pupils.\nAll\nphases of the course of study are merely means by which they will achieve\nthe end.\nGrammar, the study of literary forms, the reading of essays,\nnovels, poems, short stories, all are thought of in the light of their helpfulness in producing an extraordinary literary production.\nI checked this\nteacher’s results in three ways: First, I read numerous essays, short\nstories, book reviews, and poems that her pupils had produced. “There were\nonly one or two examples of exceptional talent, but the general average of\nthe quality of the work was far above the average quality of the manuscripts received by The Scholastic in the competition for the student-written numbers.\nSecond, the librarian of the school attested to the fact that\nthe number of pupils from this teacher’s classes who used the facilities\nof the library was one of the joys of her work. And third, the proprietor\nof a book store near the school, impressed by the number of pupils who\nwere actually buying books—and books of real literary merit, sought the\n\nreason, and found it in the work of this class devoting itself to creative\nI think you will agree that that third fact\nThat’s appreciation.\nwriting.\nis the supreme tribute to a teacher who has “appreciation” as her goal.\n\n"}
{"page": 638, "printed_page": null, "text": "634\n\nNATIONAL\n\nEpuUCATION ASSOCIATION\n\nSTUDENT\n\nCOUNSELING\n\nB. FRANK BROWN, SUPERINTENDENT OF GULFPORT CITY, GULFPORT, MISS.\nAs Dr. McMurray has so forcefully brought us to see, “The greatest\nthing in teaching is to help students find themselves.”\nTo succeed in this, the greatest work of the teacher, we must be prepared for the work.\nWe must have trained counselors. . We must have\ndepartments of vocational guidance through which the entire community\nlife is studied and correlated with the students in school and those leaving\nschool before and after graduation.\nThe establishment in our schools of departments of student counseling,\nif started on the right foundations, will certainly bring a new relationship\nbetween the student and the teacher, and the student and his work.\nIt\nwill enlarge the teacher’s vision and increase his sympathy for the student’s\nneeds, and bring a keener sense of appreciation for the possibilities in each\nindividual.\nIf we have faith in our profession and faith in our school\nsystems, we will make the product better; we will not be satisfied to send\nout from our schools hundreds of boys and girls who do not know what\nthey want to do, who are not sure of their ability to render an acceptable\nservice.\nThe criticism most often made against our school system is that we send\nboys and girls, men and women, into the world without definite preparation to do the thing for which they are fitted by nature to do. Whether\nthis be true or not, we must admit that our schools do turn out many mis-/\nfits; there are, in spite of all that we have been able to accomplish, many\nsquare pegs in round holes and many round pegs in square holes. We have\nnot been able to help the students to find themselves in life. ‘‘Education,”\nsays Huxley, “is training the mind and will to do the things that should be\ndone when they should be done, whether we want to do them or not.”\nThe tragedy of our educational system is that so often it fails in this very\nthing.\nAs an effort to meet this situation, there are at present a number of city\nsystems which have established departments of student counseling, and the\ndemand is constantly increasing. Many conscientious teachers who desire\nto be of service to the boys and girls, welcome every opportunity which will\nstrengthen them for increasing usefulness. ‘The number of paid and unpaid\nadvisors both inside and outside of the school systems is increasing.\nHowever, though expert counsel will be rare, and errors will be common, the\nobligation to deal with the situation is imperative, and it is the duty of\nevery school executive, one which we\n\nmust\n\nface if we\n\nare to render\n\nthe\n\nservice we owe our several communities.\nThe need is already existent;\nwe and our school boards must face the situation.\nBut when we have come to the place where our school board is ready to\nestablish a department of counseling we must go about the matter in a\nsane and cautious manner.\nWe shall need many conferences with inter-\n\n"}
{"page": 639, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n635\n\nested co-workers, with cooperating agencies, and with those who have had\nsimilar experiences.\nThere will doubtless be little information already available in any community that can be used, but one of the real assets of establishing the department will be the contacts made with the commercial, professional, religious, and social life of the community when collecting this needed material. If possible, this survey should be made under the direction of the\nperson who will later be the chief counselor or head of the department.\nThe survey, if well planned and carried out, may be used as an excellent\nmethod of educating the public on the need of student counseling.\nIn this connection, may I say the factor of educating the public on what\nwe are doing in public schools has too long been neglected. Many of the\ncriticisms which have come to us in recent years have not been due to\nwhat the public knew about our schools, but what they did not know about\nthem. I think, therefore, that it is very important in establishing new departments of any kind that we go about the matter in a way to create the\ndemand in the mind of the public for the thing we wish to do. Experience\nis a dear teacher, and I think you will agree with me that we have\npaid a dear price for many of the innovations in educational progress in\nAmerica.\nIf we can help the general public to formulate its ideas on the\nrelative value of the effort and money spent in new departments, if we can\nsecure a favorable public expression in the beginning, we will find the road\nmuch easier to travel.\nFrom the very beginning, due publicity of all\nactivity should be given, because one of the greatest needs will be to gain\ncomplete confidence of not only the boys and girls to be served, but their\nparents, their teachers, and their employers.\nHaving assured ourselves of the need for student counseling, and having\nled the public to be assured of the need, our next, and perhaps our most\ndifficut task, is that of choosing the counselor.\nWe cannot give this work entirely to the teachers, because their schedules\nare already crowded to overflowing with many of the activities which\nformerly belonged to the home, the church, or other outside agencies.\nThen, too, we are expecting, and rightfully so, that our teachers be specialists in their own work, and we have no right to place upon them a new\nresponsibility which is in itself a profession worthy of the prepared and\nhighly specialized worker.\nThe chief work to be done, after all, will have to come through the\npersonal interview of the counselor with the individual students. Realizing this to be true, especially in the beginning, the work will be slow, and\nresults will be hard to determine, because the chief value of the interview\nlies in the selfdisclosures and reactions of the student, and these do not\nThey must be\ncome from formal, official, or temporary interviews.\nit is most\nreason,\nthis\nFor\ncontinuous.\nless\nor\nfriendly, intimate, and more\nservice\nand\ncounselor,\nthe\nchoosing\nin\nmade\nbe\nmistake\nno\ndesirable that\nshould be for as long a period as possible.\n\n"}
{"page": 640, "printed_page": null, "text": "636\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nWe should choose for the counselor, trained, well-equipped specialists\nwho will work in constant cooperation with the teachers, and who will\nuse all available data which the teachers alone, in most cases, can supply.\nThe type of person best adapted for the position of counselor can best\nIt is evibe determined by the character, by local conditions, and needs.\ndent that the small town or rural community needs would be quite different from those of a large city. ‘The predominating business of the community will determine largely the type of counselor best suited for work\nin that community.\nWe realize that frequently parents and teachers who know children\nbetter than anyone else, find it difficult to advise them because it is so hard\nto ascertain the vocational bent of the child, and unless one knows the\nparticular fitness or aptness of the child for a certain vocation, it is difficult to be of any assistance in the matter of selection.\nEffective counseling can be done only when there is a clear understanding of student life. and a close bond of friendship existing between the\ncounselor and the individual student.\nIt is my opinion that the greatest\nasset a counselor can have is the ability to make and hold friends. ‘The\ncounselors whom I have known and remembered most pleasantly are those\nwho, I believe, liked me and showed their faith in my ability to succeed.\nThey were my friends. Thus, the factor that enters most into the work\nof counseling is a sympathetic understanding.\n“This factor is concerned\nmost with the personal relations and emotions—a warm heart, leading to a\nstrong friendship, is a bigger thing than scientific analysis of type cases.\n\nNot only is it most essential that the counselor know the boy or girl and\nhis particular inclination toward certain vocations, but it is equally important that he have an intimate knowledge of what is required in the\nindustrial, professional, and social field to which he is about to introduce\na new workman.\nFrom the very effort sincerely to meet the present need of intelligent\ncounseling there is much good to be derived; active cooperation between\nthe world of work and the school life, between the teacher and the employer, between the parent and the counselor cannot fail of genuine helpfulness, of corrective value and of mutual service.\nI would not leave the impression with you that vocational guidance or\nstudent counseling is new. We have been doing something along this line\nfor many years, but in a most haphazard manner.\nHowever, our approach\nto the problem is new. We are now attempting to apply intelligent energy\nto the situation, and to treat it more sanely from the business and from the\nhuman viewpoint.\nNor would [ have you blame the school for the conditions which have\nbeen existent for many years, nor is any other agency to be held responsible; but in the future, we all shall rightfully be condemned if we see the\nneed for giving assistance and the great good that may be done, and do not\nmeet our responsibility.\n\n"}
{"page": 641, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n637\n\nIn conclusion, then, may I make a plea for the establishment in our\npublic schools of well regulated and well equipped departments of student\ncounseling, under the direction of properly trained workers?\nIs it not\nfitting that we consider our schools the lighthouses of the nations, and the\ndépartments of counseling and guidance the beacon lights along the channels that lead to the high seas of life, and the students the ships we send\nforth to weather the voyage of life?\nOne ship sails east and another west,\nWith the self-same winds that blow;\nIt’s the set of the sails and not the gales\n‘That determine where they go.\n\nMay you, as the ships come in whose sails you have set on the sea of life,\nreceive many gracious messages from those who have sailed from your\nports, thanking you for the beacon lights you have kept burning along the\nchannels of your shores.\n\nPUPIL\nGEORGE\n\nADJUSTMENT\nE. DAVIS,\n\nTHROUGH\nGRADING\n\nPRINCIPAL,\n\nHIGH\n\nSUPERVISION\n\nSCHOOL,\n\nDES\n\nMOINES,\n\nOF\nIOWA\n\nThe general subject under consideration in these discussions this afternoon is pupil adjustment.\nMy paper will deal with a phase of supervision that I believe is related to pupil adjustment.\nThis audience is familiar with the various types of supervision expected\nof high school principals, so I shall not review these types. While we are\nall familiar with the various types of supervision desirable, I suppose we\nhave all found that in actual practice all types are not afforded through\nthe average principal, if so, not so extensively as could be desired.\nIn this paper, on the phase of supervision that I will discuss, I will make\nno mention of the number of hours per day or the number of days per\nweek that I spend in supervision in the classroom.\nI have listened to one\nrecital after another, of the number of hours that various principals spend\nin the classroom in supervising the work of the teacher.\nWhile my experience has been very limited, I have found that in any\nmeeting of principals where the subject of supervision is being discussed,\neveryone has high aspirations, but few are able to convince the body of\n\nprincipals present that the major portion of their time is spent in actual\nclassroom supervision.\nWhile we are prone to deny the charge that we,\nas principals, spend the greater amount of our time in our offices doing work\nwhich the average stenographer could do, yet I believe that the details of\n\nadministration consume the major portion of the time of every principal\nwho is not above the average.\nIt is probable that I spend less time in classroom supervision than any\nother principal in the audience.\nI do not make this statement with any\nfeeling of elation.\nSuch an acknowledgment probably places me in the\n\n"}
{"page": 642, "printed_page": null, "text": "NaTIONAL\nee\n\n638\nwe epg pee ee\n\nEpuCATION ASSOCIATION\nae ee\nen\n\nlowest quartile. I suppose my case is an exaggerated case of the principal\nwho allows the details of administration to cause him to degenerate into a\nmere office boy. But having stated that the amount of time I spend in\n‘classroom supervision is the minimum, it follows that I am immensely\ninterested in any type of supervision which can be done with a minimum\nexpenditure of time with maximum results; hence, my attempts to explain\na type of supervision with which we are experimenting.\nIn matters of discipline, the principal has had the final authority in most\ncases. There has probably been too great a tendency on the part of teachers\nto refer disciplinary matters to the principal. What is true of discipline has\nbeen true of some other phases of school management.\nIn most instances\nin a high school with an enrolment of between four and five hundred,\nwhich is the size of our high school, all school publicity, to which I am\ninclined to think we have paid too little attention, has been left to the\nprincipal.\nIn some instances, at least, there is evidence of the fact that the high\nschool principal has been anxious to gather unto himself all the lines of\ncontrol possible with a subsequent detriment to the whole school.\nBut even\nin those cases where the principal has set himself up as a sort of czar, my\nbelief is that investigation would show that in those as well as in other\nschools, there is one thing over which the principal has little, if any,\nsupervision.\nI refer to the grades that are given to individual pupils in\nvarious subjects.\nIt seems to me that the following statements relating generally to grading will be accepted as true:\n1. The ability of classes will vary from year to year\n2. Some teachers have a habit of only receiving answers worded according to\ntheir preconceived ideas, as unchangeable as the laws of the Medes and Persians\n3. Some teachers will raise the grades of a pupil because the pupil complains\nthat he should have received a better grade\n4. Some teachers take the stand that no pupil can do good work for them the\n\nfirst few months\n\nof school; that is, they grade low to show\n\nhow poor the work\n\nparents\n\nand others\n\nof the teacher before them was\n\n5. Some teachers give grades according to their liking or disliking of a certain\npupil.\n\nIf the above statements are true, then it would seem to be highly\ndesirable for the principal to have some supervision over the grading of\nindividual pupils.\nI am aware of the fact that it is a quite common practice for principals\nto call for a distribution of grades from individual teachers with the idea\n\nof securing a distribution that in the main follows a normal distribution\n\ncurve.\nBut how much effort has been spent to determine whether or not\nthe individual pupil has been given a fair grade? In the grading of the\nindividual pupil, has not the teacher had absolute authority?\nHas the\n\nprincipal had any supervision over this phase of grading? Is it not true that\nthe teacher has been absolute czar in this situation?\nHas the principal\n\n"}
{"page": 643, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n639\n\nhad anything to do with determining whether or not the teacher’s judgment has been correct?\n\nI have found some evidence that the attempt we are making to supervise the grades given to individuals by teachers is not a pioneer movement.\nIn a recent article appearing inThe High School Teacher, reference is made\nto a number of principals who are using standard tests as a supervisory aid\nin the determining of grades. I, therefore, do not claim the honor of being\nthe first to conceive of this device, nor have we been able as yet to reach any\nconclusion which would place us in an impregnable position.\nIt is my\npurpose in this paper only to call attention to an investigation which we\nare conducting, and to raise certain questions regarding our present practice, in which the teacher has the entire determining of grades, and\nregarding a possible practice in which the principal might have some sort\nof supervision over the grading through the use of standard tests.\nBriefly, our procedure has been as follows:\nTwo weeks before the end of the semester of the school year 1925 and\n1926, we asked each teacher to submit a list of pupils who would undoubtedly be failures.\nWe also asked the teachers to submit a list of\npupils who would in all probability fail. Each teacher was then asked\nto prepare an examination for those pupils for whom they predicted failure.\nInstead of giving this examination, which was a comprehensive examination of two hours’ duration, to only those who were indicated as probable\nfailures, the examination was given to the entire class. “Time does not\npermit of my reporting for each subject the reliability of the teacher’s\njudgment, as disclosed by these examinations, when the examination grades\nwere compared with the list of predicted failures.\nSuffice it to say that\nconsiderable unreliability appears when the grading of many of those\nappearing on the predicted failure list placed them among those making\na passing grade, and when others whose names were not on ‘the list\nwere not among those making a passing grade.\nIn addition to this, standard tests were given in various subjects. These\nstandard tests were chosen with a view to using those tests which most\nnearly tested over material covered in the work of the class. We are\naware that certain standard tests could not be used advantageously because\n\nthey did not test closely enough the work which the class had covered.\nIt\nis possible that tests devised by ourselves might be used to better advantage\nthan standard tests.\nHowever, recognizing the undesirable features of\nstandard tests in some subjects, they were used in this study.\nI shall not\ntake time to list the names of the standard tests, but I shall indicate the\nsubjects in which the standard testing was done. They are as follows:\nGeometry ; biology ;English, in which a composition test, reading examination, penmanship test and English form test were given; American history,\ntwo standard tests in Latin; European history, algebra, sewing, physics and\nchemistry.\nIn all, there were about 2800 different standard test papers.\nAfter these standard tests were given, some significant findings were made.\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ne\neeeee ee\ne\nSeen\n\nAmong\nI shall only mention a few to indicate the type of thing discovered.\nthe biology people, we found one individual who had a standard test score\non the Ruch-Cossman biology test of forty. This individual was given\na failing grade. Our grading system runs from A to F. There was one\nof the biology students whose standard score was 37, who received a final\nerade of A, one whose standard score was 32 who received a final grade\nof B plus. Two who got a standard score of 37 and 35 received a final\ngrade of B, and so on. Altogether, there were 31 pupils in this subject\nwho received a standard score of less than 40 whose grades ranged between\nAand D. Do you not think it probable that this individual with a standard\nIs it not\nscore of 40 who received a failing grade was done an injustice?\nfurther probable that others in the distribution were done an injustice?\nIn a Latin class, one individual received a score on the Ulman-Kirby\ntest of 19, and was given a failing grade. There were two individuals\nwho had a final grade of C — whose standard test scores were 17 and 11;\none who had a grade of C plus whose standard test score was 11; one had\na grade of B — whose standard score was 19; one whose final grade was A\nwhose standard test score was only 21. Do you not think it probable that\nthe individual who had a standard test score of 19 and who received a failing grade should have had his case reviewed?\nContinued samplings would\nshow similar findings.\nAt the beginning of this semester in our physics class a comprehensive\ntest, not a standard test, was given to all physics pupils at the beginning\nof the semester.\nAt this time the scores on this test ranged from 10 to 100.\nIn January, or at the end of the same semester, the same test was given\nand the scores ranged from 41 to 196. “The individual whose score on\nthis paper at the beginning of the semester was 20, had a score at the end\nof the semester of 77. The one whose score was 100 at the beginning of\nthe semester had a score of 105 at the end of the semester.\nBoth of these\nindividuals received a final grade of C. ‘The one whose score at the end\nof the semester was 196 had progressed from a score of 84 to 194, whereas\nthe one who had a high score of 100 had only progressed to 105 at the\nend of the semester.\nShould not the amount of progress each one makes\nbe a factor entering into the determining of the grade finally given? Should\nnot progress evidenced rather than approach to an absolute standard, be the\ndetermining factor in the grading of a pupil?\nThis year we have repeated the standard test program in the subjects\nin which they were given at the end of the last year.\nThese standard tests\n\nwill act as a prognosis for this semester, and the scores made at the beginning of the semester will be compared with those made at the end of the\nsemester, when the standard tests will again be repeated.\nAt the end of the third semester of this program,\n\neight and nine thousand standard\n\nthere will be between\n\ntest scores on which we hope to base\n\nsome conclusions, following which conclusions we hope to materially alter\nour present practice relating to determining of individual grades.\nI wish it to be understood that we are not using this standard test pro-\n\n"}
{"page": 645, "printed_page": null, "text": "THE DeparRTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n641\n\ngram as a sort of detective agency to discover criminal tendencies on the\npart of teachers.\n\nWe\n\nexpect the teacher to consult with the principal as\n\nto her grading in the light of the results of the standard test program.\nConclusion: The above procedure as followed in our testing program\nseems to us to be desirable for:\n\n1. It helps the teacher to recognize that the ability of classes will vary from year\nto year, recognizing which she will be better able to determine individual grades,\n2. It removes the possibility of a poor grade being given a pupil because of poor\nwording of an examination paper written by the pupil,\n3. It will tend to eliminate changing of grades by teachers because of complaints\nof pupils,\n4. It will make the grading fair and impersonal.\n\nTEACHING\n\nPUPILS\n\nHOW\n\nTO STUDY\n\nJOHN A. LARSON, SENIOR HIGH SCHOOL, LITTLE ROCK, ARK.\nWe are all creatures of habit. We are bundles of habits—good, bad;\nhelpful, weakening; stress-relieving, burdensome, and so forth. Whether\nwe succeed or fail in life depends upon what sort of habits we have\nacquired or developed. An individual pupil is living just as really in high\nschool as he does when he leaves, is graduated, or goes to college, or out\ninto the busy, everyday world.\nIf the pupil early acquires the habit of\nsucceeding, he will continue to succeed in school and in later life—be it\nin college, in the home, or in the business world.\nIn order that a pupil may be taught to study most successfully in high\nschool, the speaker feels that certain factors or conditions must be arranged so as to combine or work together. “The pupils must be in the right\nmood to receive instructions.\nNearly 100 percent are in this condition.\nThe exceptions are those who have had a taste of earning their own spending money and who are reluctant to return to school. ‘Their interests are\noften elsewhere.\nEmployers for the summer are often to blame as they\nselfishly try to induce some of these summer workers to stay, forgetting\nthat the foundation of the pupils will bar them from advancing rapidly and\nsurely to the highest places in the organization.\nMany pupils feel that\ntheir families need their help, and hence their attention and interests are\nnot on their work.\nMany pupils come to high school from the traditional 8-4 or similar\ntype of school and the things they have been getting the last year or so\nhave not been inspiring or challenging and their attitude must be changed\nbefore they are going to make the satisfactory pupils they ought and can\nbe. Other factors tend to make pupils of such a nature that their schoolwork will suffer.\nThe speaker believes that pupils should have general and specific instructions on how to study. With this in mind, all pupils entering the school\nwhere the speaker is the principal are given a series of lessons on how to\nThe lessons or instructions are handled in two ways—through\nstudy.\nthe child’s home room teachers in the home rooms and through the classroom teachers.\n\n"}
{"page": 646, "printed_page": null, "text": "642\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nOne of the first questions with which the groups deal is that of learning\nwhat the high school has to offer. A good high school handbook of the\nThis leads naturally to the topic of going\nlocal school is here invaluable.\nthrough high school and later on into college or business.\nA copy of the outline for the second lesson in this course is given below:\n\nI. Fundamental\n\nrequirement for effective study\n\nMotive or Aim.\n(This may be termed enthusiasm, interest, etc.)\nA. General—consider the value of studying and mastering your present\ntasks—reference to something permanent, something for your future.\nB. Specific—consider the value of study for the present—for mastering the\nparticular subjects in your course.\nC. Questions for discussion\n1. What feeling always follows success—in anything you try?\n2. What feeling always follows failure—to do anything you try?\n\nII. Things helpful and necessary for beginning effective study\nA. Definite assignment book—with regular order for keeping assignments.\nB. Notes (notebook or assignment book, A) with helps or suggestions for\nclass work.\nC. (1) If in study-hall at school—decide on what particular subject you\nare going to study’ and what part of the assignment you aim to\ncover during this period.\n(2) If studying at home—decide what subjects to be studied, and the\ntime that may be allowed to each.\nD. Feel an interest in getting started to work.\nE. Feel that whatever is assigned you to do is something which you can\n\ndo, and which you are going to do,\n\nIII. Things to be avoided from the start:\n\n(especially in home-study)\n\nA. Irregular time for study.\nB. Postponing time for study by indulging in other things which you would\nrather do.\nC. Being satisfied with (1) looking merely at the first part of the assignment; (2) doing just enough to “get by” at recitation period.\nD. Allowing yourself to be distracted by other things, after you have once\nbegun studying.\n\nE. Stopping\n\n(“quitting’’)\n\nas soon as you strike something difficult.\n\nEvery pupil coming to our high school is given a copy of the “Study\nSuggestions” which have been worked out by a committee of the teachers.\n‘These suggestions are printed on gummed paper and are to be pasted on\nthe first inside cover of the assignment book used for general assignments.\nWe suggest that a pupil use a pocket-size looseleaf notebook for an assignment book. These “Study Suggestions” are as follows:\nStudy Suggestions\n1. Find out how to keep yourself in good physical condition by forming correct\nhabits of eating, sleeping, and recreation.\n2. Make up your mind that you can, if you will. The moment you say, “I can’t,”\nor, “I am not interested,” you prevent your mind from working and make success\nimpossible.\n\n"}
{"page": 647, "printed_page": null, "text": "THE DepartTMENT oF SEconDARY SCHOOL PRINCIPALS\nceco SE nsSee ink\na\ni\nai\n\n643\n\n3. Take pains to try to understand your assignment. Take notes in a definite\nassignment (note) book.\n4. Follow your definite plans of a time and a place for study and shut out of\nyour mind everything except your lesson.\na. If possible, study the assignment immediately after the recitation, or review\nthe lesson briefly just before the recitation.\n5. Do individual study, form your own judgments, and apply for help only when\nyou have to.\n6. Give most time and attention to weakest points.\n7. Talk over your work at home and apply as much as possible, and as soon as\npossible, the facts you are learning to present-day conditions.\n8. Get rid of the idea that you are working for the teacher or “working the\nteacher,” and decide to invest time and energy that will bring you interest.\n\nThe speaker believes that pupils need help in budgeting or arranging\nthe time at their disposal so that they may use it economically. The homeroom teacher, rather than the classroom teacher who would oftentimes\ngive too much time to her subject or subjects in making a time-schedule,\nshould help the pupil early in the term to make a study schedule for every\nWe have used the\npupil who is under her charge in the home room.\nfollowing form in our school.\nIt is simple, short, and contains a pledge\nfor the pupils to try to meet or live up to:\n\nStudy Program\nLittle Rock Senior High School\nTIME\nOF) 8.16 ©)\nPWT,\n\nRECITE\n\nB10 © 6 ioe 6 lelee io 1p 4 6 # 7s ioleee\n\nCaton yete Mee Jee Ch ontLO\n\nee a\n\nee\nOI\n\nTIME\n\nSTUDY\n\n0.08 @ ore & © e106 0 8 6 610010 010).e © O18 0.19) 0 sis elelelerere) sie bie eis 6 ¢ oe\na\n\ncae dt et Oe eS\n\nRt\n\netPt\n\neC)\n\nONGC\n\nit eect ie ee\n\nne\n\n0 6\n\nCe\n\nCe\npielis aie @ bn\n\ncicls « @ 60>\n\n0 » siete 6 16 oe 1016 10 9 016 0 0 <9\n\n016 0 vidios ceo\n\n6 9 6 © b ® eee\n\n31(ni[@\\(a) el16|.#\\lw. 6)’ (0) @ (0) 6 (61a bse 0)elem ale 16 $01 019) @(0(6 6 6 6-6 61016 6.16 0 0 6X9 06\nws is were) «| 6 kw se\n\neer\n\nere rere\n\n00\n\n0\n\n© « cele «\n\n#6#6\n\nOe\n\na 6 dl0 0)eee\n\nalae le] wile © © +e wlisle. 6 © 0.0 1F 019.6 (0 016 01.09.6850. 6 6.0. 00: 016.0 (0 8:8)W),8) 0 0 (60:6, 60,0) 6 4)016,4 6 #6\n\nFs, lees! 06) v4 ls 01pip tele © » isle) *\\ypy!'s is\nCor\n\n0 Wi 006\n\neee\n\n6 8 6 0 6 els 44\n\nG0\n\n6 (eee vonern 4)ere\nm8 19/6) 9/88 fells\n\n0 viele es 0 'o 0 6\n\nsree essereeesesreereeereesreresesesoee\n\nIn order that I may use the time at my disposal to the best advantage\nbecome a better citizen, I shall try to adhere to the schedule shown above.\n\nApproved\n\nand\n\nso\n\nby:\n\nThere should be frequent checking to see that pupils are adhering to\nthe study schedule after it has been made out. It is not enough to have a\nplan. One should try to follow the plan. The parent, the pupil, and the\nteacher are partners and each should be honest with the others.\n\n"}
{"page": 648, "printed_page": null, "text": "644\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe great burden of teaching the pupils how to study devolves upon the\nThe speaker is a thorough believer in directed study\nclassroom teacher.\nand feels that the big job of the teacher is teaching a pupil how to study—\nsecure data, weigh it, cull it, draw conclusions, and act upon those conclusions, and not the hearing of lessons where facts are given back as\nIf the school periods may\nlearned without making them the pupil’s own.\nbe long enough that at least 30 minutes or 50 percent of the time of a 60\nminute or longer period may be used in directed study, the opportunity for\nhelping the pupils to learn how to study is greater.\nGive us good teachers\nwho know when to help, how to direct, when to leave the pupil alone to\nwork out his problems and the chance of success of the pupils sent out will\nbe much greater than they will be with teachers who are lesson-hearers and\nrapid-fire questioners only who give the pupil no time to think.\nIt takes\ntime to think.\nIf a teacher is to help the pupil become independent of her, she must\ndevelop a technic in teaching pupils to study. This technic will be general\nfor suggestions and help that will cover everything as for the home-room\nteacher with home-room group.\nIt will be specialized for her specific\nsubject or subjects she is teaching.\n“The teacher should have lessons\nthat are purely and simply “‘study-lessons” for the real purpose of showing\nthe pupils how to study. The lesson assignments should be of a nature\nthat pupils will know how to attack the problems that have been assigned\nthem.\nThe teacher must also know how to give individual help and\nguidance. Because of the matter of homogeneous grouping, we should find\nthat the problem should be simpler because she has not so many different\ntypes in the same classes, although no two pupils are alike. Suggestions\nthat will be helpful to a normal group will not fit a slow-moving group.\nHappy is the child who has a teacher who sees his problems and can help\nhim with them.\nLessons in teaching a child how to study, be it in the home-room group\nor in the class-recitation group, should bring the teacher to see more clearly\nsome of the problems of the child and the home.\n‘The parents and the\nteacher should get closer together than before and special difficulties because of early diseases, such difficulties as bad eyesight, defective hearing,\nand the like, may be corrected and the child saved to society as a useful\nand happy citizen if he learns to succeed by the development of habits that\nmake for success instead of failure, if he learns to save time, energy, and\nhealth.\nWe are creatures of habit. Let us make these habits those that make\nfor success—habits of honest, happy work, time and energy saving through\nlessons that are the most worthwhile, the ones that may be hardest at first,\nthose that we think the pupil should have learned before he comes to us,\nand did not, those that are the ones he will use in becoming a success or a\nfailure—lessons in learning how to study, to work, to forge ahead, to\nreach heights not otherwise in sight. The challenge has come to us. Will\nwe succeed or fail?\n\n"}
{"page": 649, "printed_page": null, "text": "THE\n\nPUPIL\n\nDEPARTMENT\n\nADJUSTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\nIN THE SECONDARY\n\n645\n\nSCHOOL\n\nW. C. REAVIS, SCHOOL OF EDUCATION, UNIVERSITY OF CHICAGO,\nCHICAGO, ILL.\n\nThere is no problem of greater importance in the administration of a\nmodern secondary school than that of effecting a successful adjustment between pupil and school.\nHigh schools have changed very markedly in recent years. The small\nhomogeneous group of pupils preparing for college has been changed to a\nlarge, heterogeneous group seeking profitable education for adolescents.\nThis change in pupil personnel has necessitated sweeping changes in the\nsecondary school and its methods of administration.\nIt now attempts to\nserve all pupils of high-school age who seek to avail themselves of its opportunities.\nIt recognizes that pupils of adolescent years cannot be turned\nloose to shift for themselves in a school environment which requires numerous adjustments without responsible and competent supervision and\nguidance.\nThe failure of the high school to render a better accounting for its pupil\npersonnel is due very largely to the fact that its methods of diagnosis have\nbeen inefficient and unscientific.\n‘Too many administrative officers have no\nadequate conception of the processes of diagnostic study and its relative\nimportance in high-school administration.\nIf the causes of pupil failure within a given school are found to be very\nlargely institutional in character, then the school must diagnose its shortcomings and make the readjustments required.\nOn the other hand, if the\ncauses of failure rest with the individual pupil, it becomes the responsibility\nof the school to develop methods of diagnostic study and to provide as far\nas possible for remedial work.\nThe diagnostic study of maladjusted pupils is no playtime affair; neither\nis it a job which can be entrusted to people without professional training\nand special qualifications. It requires knowledge, technic, and skill. ‘This\nmeans that the diagnostician must possess case knowledge regarding the individual pupils he is called upon to treat, must be able quickly to discover\nsymptoms and to trace them to their casual sources; and must be able to\nadvise the corrective or remedial treatment which the case requires.\nThe case method is new in education, but its technic is virtually the same\nIt always\nas in other fields in which it has been extensively applied.\ncenters about two important problems, namely, daignostic study, and\nIn medicine, for example, in which the case method\nremedial treatment.\nhas been highly perfected, diagnosis involves two steps: (1) the systematic\nstudy of the symptoms and signs of disease by interrogation and examination of the patient; and (2) the interpretation of the information collected.\nIt may be\nEvery patient is always regarded as a case within himself.\nanalogous\nis\ncase\nthe\nthat\nevident to a physician, when he first sees a patient,\nprofessional\nin\nwhether\nto other cases which have come into his experience,\n\n"}
{"page": 650, "printed_page": null, "text": "646\nlnm\n\nNatTIONAL EpucCATION ASSOCIATION\na\nI\nDime cats a eR ON\n\nstudy or in practice, but he is not content to make a diagnosis by inference\nor to prescribe treatment until he has interrogated the patient regarding the\npresent symptoms; studied the patient by the four cardinal methods of qualitative diagnosis, namely, inspection, palpation, percussion, and auscultation;\nand supplemented his judgment by clinical measurements and. the patient’s\nIn troublesome cases the family history is careprevious medical history.\nexamination of the patient is called for,\nd,\nlaboratory\nfully scrutinize\n, bacteriological tests are resorted to, and\nperformed\nare\nanalyses\nchemical\nR6ntgen-ray observations are required.\nEducational diagnosis is the process of collecting, analyzing, and evaluating educational facts with the purpose of determining their bearing on the\nfuture treatment of the case.\nIt is a process with which entirely too few\nhigh-school principals are familiar. As long as they are unable to perform\nit with a degree of reliability approximating that with which, for example,\na physician is able to diagnose his patients, education can scarcely claim to\nbe a science.\nThe methods of educational diagnosis are not difficult, but they require a\nbackground of professional training and experience, which merely “serving\ntime” in education does not develop. “The diagnostician must study the\nchild as well as the subject-matter to be taught.\nHe must accustom himself to the making of appraisals of the progress of pupils, must become keen\nin sensing the conditions which lead to maladjustment and failure, and must\nacquire skill in tracing symptoms to their causes.\nUnless he develops the\nabilities mentioned he will fail as a diagnostician.\nIn the diagnostic study of a problem pupil the first prerequisite is an accurate appraisal of the individual’s educational status.\nIf nothing has been\ndone previously to ascertain the status of the pupil as a subject for education, a real educational emergency exists. If, on the other hand, the determination of educational status is made a part of the admission procedure,\nthe diagnostician has a known point of beginning in the study of the case.\nIt is not always possible to obtain a full case history of a pupil at the\ntime of admission to school, but an effort should be made to assemble all\nof the personal and educational information possible to secure.\nThe parents\nof high-school pupils may be asked to answer orally or in writing questions\npertaining to physical growth, health history, family history, and the developmental history of their children in school. “The questions which should\nbe asked are such that they need not be considered impertinent when it\nis known that the school requires full knowledge of the pupil in order to\nrender to him its greatest service.\nIf the data are required as a matter\nof admission procedure, the school is enabled thereby to know its pupils\nbetter from the beginning and to render more intelligent service.\n\nThe personality of an individual is the resultant of the various forces\nboth hereditary and environmental which have operated on him since he\nbecame a conscious being.\n\n‘This being true, it is impossible adequately\n\ninterpret an individual’s behavior without knowledge of the dominant\n\nto\n\nin-\n\n"}
{"page": 651, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n647\n\nfluences which have contributed to his character.\nThe school must, therefore, probe into the past experience of its pupils for causative factors or be\ncontent merely to temporize with symptoms when emergencies arise.\nAt the present time the means of determining mental status are developed\nto a degree of perfection which will enable any teacher or administrative\nofficer to appraise the mental ability of a pupil reasonably accurately.\nThe\ngroup intelligence test enables one to examine children in groups, to determine mental weakness or strength, and to predict the prospects of failure\nor success in certain lines of school work with some degree of certainty.\nIt is not wise, however, to draw conclusions from point scores or transmuted scores.\n‘The character of the pupil’s responses to the test material\nFor example, did the pupil work rapidly and\nshould be carefully studied.\nDid he work rapidly and make many errors?\nDid\nmake few mistakes?\nhe work slowly and make few mistakes?\nDid he work slowly and make\nWere they caused\nWhat kind of mistakes did he make?\nmany errors?\nWere they due to lack of knowledge or to lack of underby carelessness?\nstanding of principles?\nThe mental status of the pupil will be much better\nunderstood when the teacher knows the answers to the foregoing questions.\nThe following example will illustrate the value of the general intelligence\ntest in the educational guidance of pupils. Pupil A had been badly maladjusted during his first year in high school.\nHe managed to pass one subject out of three.\nHe was regarded by his teachers as mentally immature\nand decidedly subnormal.\nHis work at the beginning of the second year\nwas even more unsatisfactory than during the first. Inasmuch as his home\nconditions were good and he was declared by a physician to be in fit physical\ncondition for school, mental examination was decided upon as a means of\ndetermining his mental status.\nAccordingly, he was given the Terman\ngroup test of mental ability for Grades 7 to 12, Form B, along with the\nother pupils of the school.\nHis reactions were carefully observed during\nthe period of the examination.\nHe worked consistently and with a high\ndegree of concentration.\nHis point score was 185 out of a possible 220,\nwhich, when transmuted into mental age, gave him a maturity of 2 years\nand 6 months beyond his chronological age, and an intelligence quotient\nof 116.\nFrom a study of the test results, it was noted that Pupil A finished four\nof the ten tests in the allotted time. Three were finished with the exception of two questions which were omitted in one test and one question\nHe failed to complete three of the\nomitted in each of two other tests.\nFrom his performance on the series as a whole,\ntests in the required time.\nit was discovered that he could begin work quickly without floundering and\nwas able to continue work with a high degree of concentration in spite of\nthe frequent interruptions made necessary by the short time limits of the\nHe made only ten errors in the examination,\ndifferent tests of the series.\nor an average of one error per test. Such errors as were made did not\nsignify any mental disability or deviation from the normal.\n\n"}
{"page": 652, "printed_page": null, "text": "648\nee\n\nNATIONAL\n\nEpuCATION ASSOCIATION\neee\nee\n\nAnalysis of his responses to the different tests of the series showed that\nin exercises which involved logical selection, analogies, and the rearrangement of mixed sentences he reacted more slowly and delibrately, but not\nless accurately than in the other tests.\nHe displayed keen power of discrimination, accurate mathematical reasoning, and a wide range of information. His reactions to the examination as a whole revealed a well-balanced\nmind, considerably above the average in inherent power, and without evident disabilities.\nFrom the administration of the mental examination it was ascertained\nthat Pupil A’s maladjustment was not caused by mental immaturity as had\nbeen suspected by his instructors.\nIndeed, he was a better than average\nmental prospect for secondary education.\nHe had not been carrying on\nat the level of his ability. Some other cause was responsible for his maladjustment.\nSubsequently, the real cause of his difficulties was discovered\nand remedied, but from the time the results of his mental appraisal were\nknown to pupil and instructors, the character of his work began to change\nfor the better.\nIt is not sufficient merely to determine the mental ability of the pupil.\nIt must also be known how he uses the ability he possesses in the various\nfields of school work.\nAchievement tests in the different high-school subjects enable the diagnostician to appraise the degree of skill or the extent of\nbasic knowledge of pupils along different lines. With the knowledge of\nindividuals thus obtained, the materials of instruction may be varied or the\nmethod of teaching may be modified to provide for individual needs.\nFor example, one or more standard reading tests may be given at the\nbeginning of the term to the pupils of a given class or school.\nBy comparing the scores of the pupils with the standards of their grade or grades,\nan appraisal of reading status can be obtained; weakness or strength discovered ; individual or class needs determined ; corrective or remedial work\nplanned. Without an appraisal of reading status, it would not be possible\nto give the pupils educational guidance in the development and use of this\nmost important power which the school seeks to develop.\nGeneral assignments in reading or blanket prescriptions for remedial work could not possibly meet the needs of the individuals of any group.\nIt is only when the\nreading status of the pupils as individuals is definitely known by the person who presumes to direct, that progress can be intelligently directed.\nPrior to the opening of school each year, the pupils who are entering\nthe university high school for the first time are required to take a series of\n22 achievement tests, the results of which are turned over to the departments concerned for analytical study.\nIn English, for example, a series of\nfive usage tests are administered for the purpose of ascertaining the status\nof the pupils in English usage.\nIf an individual’s power to use English\ncorrectly in written work is low he is scheduled for the usage course his\nfirst semester in school; if average or high he is placed in appropriate sections of literature, subject to the condition that he maintain a satisfactory\n\n"}
{"page": 653, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n649\n\nstandard of English usage in written work in all subjects. Failure to produce satisfactory written work regularly is at first penalized by returning\nthe work to the pupil for re-writing.\nContinued failure to measure up\nto the standards of the school in written work places the pupil in the usage\nsection at the begining of the second semester.\nSimilarly in the other subjects of instruction, the determination of the\nachievement status of the pupil at the time the teacher receives him for instruction is imperative.\nWhen the achievement status of a pupil in a given\nsubject is known, his progress can be directed intelligently from the known\npoint. Goals can be projected toward which he can work. Progress can\n\nbe measured from day to day or semester to semester.\nGuidance can be\ngiven by the instructor with greater certainty and education thus becomes\na matter of science, not a chance result.\nIn educational diagnosis, a search for causes is made when symptoms of\nmaladjustment are discovered. One or all of the following methods may\nbe tried:\n1, The pupil is observed at work. The observer notes the pupil’s habits of work,\nthe character of his attention and application, the quality of his written work, and\nthe character of his oral work. If weak or strong points are found they are noted\nand are observed further.\nA general notion of the success to be expected of the\npupil with the kind of habits of work employed is arrived at and checked with the\ncharacter of work actually accomplished.\nIf a reliable determination of the pupil’s\neducation status has been made and his previous educational history is known, it is\nfrequently possible to trace the symptom to cause and to make an accurate diagnosis.\n2. Failing to find the cause of maladjustment by the previous method, the pupil\nmay be asked to describe in his own way the conditions which trouble him. If he\ncan be induced to diagnose himself, he will likely take greater interest in removing\nthe cause of his present difficulty.\nIn case the pupil is unable to define the cause\nof his difficulty, he may be asked to repeat to the observer step by step the method\nof his work in order that through the oral tracing the cause of the trouble may be\ndiscovered.\n3. If either of the foregoing methods fails to result in a diagnosis, special tests\nare administered, the results analyzed, the whole educational history of the pupil\nexamined, strength and weakness noted, relationships determined between the\ndifferent bodies of information, further tests made if necessary to throw light on\nspecific problems; in brief, a case history is assembled.\nThis procedure usually\nresults in a diagnosis, although it may require a considerable period of time.\n\nThe successful adjustment of the hypothetical case under discussion will\ndepend on the ability of the administration of the school to carry out the\nsupplemental remedial program advised simultaneously with the efforts of\nthe instructors to develop more effective habits of study and a wiser distribution of the student’s time.\nIn this connection it should be pointed out\nthat remedial treatment is invariably an individual rather than a class problem.\nIt must be so conceived by those who undertake it, and it must be\nplanned on the basis of definite case knowledge.\n‘To do otherwise is to\nwaste both the pupil’s and the teacher’s time.\nI have tried to show that the secondary school must prepare to diagnose\n\naccurately and to treat scientifically the educational maladjustments of its\n\n"}
{"page": 654, "printed_page": null, "text": "650\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIt need not hesitate to undertake this important\nvarying pupil personnel.\nresponsibility, for the trails of progress in related contributing sciences are\nSystematic case\nwell marked and the practical contributions are plentiful.\nassemble the\nto\nlearn\nmust\nadministrator\nthe\nand\nway,\nthe\nstudy points\nimportant facts in the developmental history of his pupils, to record what\ngoes on in his school, to measure the quality and quantity of performance,\nto diagnose the needs of individuals, and to adapt the means of education\nat his disposal to the realization of its ends. Through such educational\nservice pupils are adjusted to school.\nIt is a service which the high school\nof today and tomorrow must render if it is to have the confidence of those\nwho support it and who entrust their children to its care.\n\nTHE CHALLENGE TO THE MODERN CITIZEN AND HOW\nOUR SCHOOLS MAY HELP HIM MEET IT—ABRIDGED\nA. L. THRELKELD,\n\nDEPUTY\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nDENVER,\n\nCOLO.\n\nFor reasons which I take it are obvious, I shall not attempt to deal with\nthe minutiz of this problem.\n“This would be a task for the combined\nefforts of all of our scientific students of social life working for all time to\ncome. I shall limit my paper to a brief outline of four characteristics\nwhich I believe modern life is demanding of the individual, characteristics\nwhich can be acquired but which are not by any means adequately developed\nat this time. Since they are needed, learnable; and not adequately possessed,\nthey constitute a special challenge to the profession of education. “The needs\nstated in terms of character traits desired in the modern citizen are:\n1. A social consciousness\n2. The attitude of adaptability to change\n3. The habit of scientific thinking\n4. The appreciation of knowledge and leadership.\n\nI shall discuss these in the order stated. I shall then have the temerity\nto suggest a rather sweeping reorganization of school procedures to meet\nthese needs with special reference to the high school situation.\nA social conscionsness—It seems that our problem here is due largely to\nthe rapid change that has occurred in the nature of our society.\nHaving\nrapidly developed from that situation in which the individual lived in comparative isolation to our urbanized civilization which in turn is interrelated\nthe world over, we carry habits and attitudes of mind which were workable\nin the old order into a new order to which they are antithetical. We continually meet the citizen who wants to have the material advantages of\nmodern life but who is unwilling to depart from the philosophy and\n\nbehavior of the individualism of the good old days.\nThis to me represents a problem in education.\nIf we want our schools\nto produce the type of citizen who is most worthwhile in modern life he\nmust be the type of citizen who sees life in the whole, one who makes no\n\nseparation between his own individual life and that of society at large, but\n\n"}
{"page": 655, "printed_page": null, "text": "THE DEPARTMENT\n\nOF, SECONDARY SCHOOL PRINCIPALS\n\n651\n\nsees both as one unified, integrated process. Just as a fish cannot thrive\nin water that is poison to its essential nature, so the human being cannot\nlive best in a social medium that is poisoned with narrow views and all\nthe characteristics that are found in the person who lives in a small world.\nSocial consciousness as a common attitude of mind is, | believe, so poorly\ndeveloped today as to constitute one of the big needs that we must meet\nthrough our process of education.\nThe attitude of adaptability to change—The second need listed, adaptability to change, seems to be one of the hardest characteristics for an individual to acquire. ‘There seems to be innate in every person a tendency\nto settle into a life of routine, a life which has been reduced to the level\nof automatic performance which requires no thinking. Such an individual\nbecomes a drag upon society for social life is dynamic.\nIn the business world it is made very clear that the individual who does\nnot change with the times does not succeed.\nHe becomes worse than no\ngood in the economic situation—he becomes a liability.\nSociety has to\nstand the loss which he represents.\nBut how is it with regard to other\nphases of our total life?\nIt is probably more serious for an individual to be static in his religious,\npolitical, educational, and other social modes of behavior than to be\nunadaptable to new conditions in the business world. In education, such a\nperson insists upon the pursuit of educational objectives which have little,\nif any, significance for present-day life.\nI hesitate to say much on the subject of religion though since life is\nunified, educators have a right to discuss all important phases of life. I\nneed only to refer to the controversies that are going on in the field of\nreligion today between those who see in our new life bigger and broader\nreligious concepts, concepts which are applicable to modern life and absolutely necessary as a means of giving it soundness and worth, and on the\nother hand those who hold to religious tenets typical of the dogmatic, tyrannical, ignorant life of the Middle Ages.\nOur changing life we hope\nis also a growing life, and if this be true it is only natural that those who\nare growing with it should have bigger, more comprehensive, deeper, and\nmore valuable religious concepts than the world has ever known before.\nI insist that one of the greatest of human needs which we have to meet\nin education at this time is the problem of giving the individual that insight\ninto the nature of life which causes him not only to accept but to relish\na philosophy of life for himself individually which is adapted to any\nchange that may occur.\nThe habit of scientific thinking—The third need on my list, scientific\nthinking, is a characteristic that I believe is entirely too lacking among our\npeople today. Just what do we mean by it? I prefer the simplest kind of\na definition for, after all, scientific thinking is a simple process. We mean\nby it, still speaking in general terms, just plain common sense. It is straight\nthinking.1 As Dr. John Dewey has stated it, a disposition to face facts\n1 Reconstruction\n\nin Philosophy\n\nby John\n\nDewey,\n\np. 140.\n\n"}
{"page": 656, "printed_page": null, "text": "NATIONAL\n\n652\n\nEDUCATION\n\nASSOCIATION\n\nThen we\nand to begin with facts is the first characteristic of thinking.\nmust connect facts with other facts through the observance of cause and\neffect.\nSo much for what we mean by scientific thinking. The question pertinent to this paper is: How much of this kind of thinking characterizes our\npublic today? It is difficult to say, but there is certainly much evidence of\nthe lack of it. In order to support this statement I shall briefly refer to\nsome illustrations which I assume have come under the observation of all.\nMany writers and\nWe hear a great deal today about a crime wave.\nspeakers of the alarmist and sensational types make very strong statements\nto our public about the crime wave.\nGenerally the second step in this tirade, although sometimes it is the first, is to connect most of the wrong behavior of today with our young people. It is interesting to go back over one’s\nown experience in listening to these people and try to pick out one who\nbegan his discussion with a consideration of facts. If one does this, one\nwill find that most of them have not gone to the trouble of looking up any\nRecently, in an effort to check up on this, I decided to\nfacts whatsoever.\nWhile\ndo some reading from the specialists in the field of criminology.\none will find investigations here and there, each one of which has revealed\ncertain facts that ought to be considered in relation to all other facts, yet\nthere is no body of facts relative to crime which by a process of scientific\nthinking would lead anyone to the conclusion that we have a crime wave.\nMuch less is there a body of facts which would lead anyone to the conclusion that our young people are worse than they used to be. In truth,\nthe facts that are available indicate, though they do not prove, an imI was very much interested in the exploitation of\nprovement all around.\none investigator’ who decided that she would go over the files of two of\nthe largest newspapers of this country for the last fifty years in order to\nsee if those papers were giving a greater proportion of their reading space to\ncrime news today as compared to fifty years ago. The papers are frequently\nblamed for the alleged crime wave on account of the space they give to\ncrime. As far as I know, this position has not been substantiated by any\nstudy of facts. This particular investigator found that these two metropolitan papers which she considered reasonably typical were giving slightly\nover half as much of their reading space to crime today as they were fifty\nThis sort of study would be\nyears ago, speaking in terms of percentage.\nnecessary on a wider scale were we to draw any conclusions as to whether\nnewspapers are giving relatively more or less space to crime than formerly.\nBut how many of us withhold our judgments until we have a sound factional basis for them?\nIn politics, what percent of our citizens reason scientifically? What percent get the facts in the first place and then reason from cause to effect? I\nam reminded of the story of the faithful soul who was asked if he was\n1 Spectacular\n\nAspects\n\nof\n\nCrime\n\nin Relation to the Crime W ave, by Hon. Ellen C. Potter,\nof Pennsylvania, in Ans , tals of} the American\nAmeric\nAcademy\n4c\n\nSecretary of Welfare, Commonwealth\nof Political and Social Science, May,\n\n1926.\n\n“ne\n\n"}
{"page": 657, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n653\n\ngoing to vote for Bryan when Bryan was running for the presidency for\nthe third time. “Certainly, I am going to vote for Bryan,” he said indignantly. “I voted for him twice and we have had good times ever since.”\nIn this field, this is about as close as even prominent people come, in the\nmain, to an accurate reasoning from cause to effect. The tariff is good for\none line of business, therefore it is good for every line of business, including the farmer. No discrimination is made in the thinking of our citizens\non economic issues which get wrapped up in partisan politics. It occurs\nto me that we do not have a good sign relative to the existence of scientific\nthinking when large percentages of our population automatically inherit\ntheir political and religious faiths.\nEducational theories are accepted and widely used without an examination of facts and without an effort to connect cause with effect.\nOne could go on at great length in making observations of the lack of\nscientific thinking on the part of our citizenship and yet our schools exist\nfor the purpose of correcting such defects.\nThe appreciation of knowledge and leadership—The appreciation of\nknowledge and how this bears upon the selection of leaders, I have stated\nas the fourth need in our present situation.\nDemocracy has been severely\ncriticized because of its failure to respect expert leadership.\nNo doubt\nthere are arguments on both sides as to whether such a defect actually\nexists, but it is the position of this paper that there is too much truth back\nof the criticism. No doubt progress has been made in the attitude that the\npeople take toward various types of experts, but it is still true that our\nthinking is very crude upon this question.\nEvery school man knows that\nit is characteristic of the man on the street to think that he knows how\nschool systems should be administered.\n‘There is a certain definite disrespect for trained leadership in education.\nPeople put their money into\nbanks which are not administered by trained bankers, and I need not relate\nthe result.\nAll kinds of quackery in the field of treatment for disease\nflourishes\n\namong\n\nour\n\npeople.\n\nFew\n\npeople want\n\nthe political scientist\n\nin\n\npolitical office. One could go on at great length with such examples, but\ntime requires that I turn abruptly to the fifth division of my paper.\nAs stated in the beginning, I shall try to make a few brief suggestions\nas to how school education should be reconstructed to meet the needs here\nset forth.\nSuggested reconstructions for the school program in consideration of the\nforegoing discussion—I shall limit myself to suggestions as to points of\nview and general methods of procedure that we must take if we are to\nput our program of school education upon a basis that will meet the demands that I have tried to describe.\nI shall begin with the last one first,\nnamely, the problem of developing an appreciation of knowledge and\nleadership.\nIt is here necessary to use the term “leadership” in a broad sense. To\nproceed directly to the meaning that I have in mind for it, let me say\nthat a leader is any person who definitely contributes a value or a set of\n\n"}
{"page": 658, "printed_page": null, "text": "654\n\nNATIONAL\n\nEpucaTIon ASSOCIATION\n\nvalues to the use of others. He is a leader to the extent that he contributes\nvalues to others which they can use without having to work them out\nAgain using terms in the broad sense, we can speak of\nfor themselves.\nA few\nleaders and followers as respectively producers and consumers.\npeople produce poetry, a large number consume it. The same is true with\nregard to music, all of the fine arts, and all of our inventions that give us\nour material values.\nFor whom is our school program, particularly the high school, organized—the consumer or the producer? My answer to this question is that\nit is organized primarily and almost exclusively for the producer and this\nnotwithstanding the fact that most of the life of any student who goes\nthrough the high school is the life of the consumer.\nAs I said in the beginning, I cannot go very far into this, but let us examine each course of\nstudy offered in the high school and see what the point of view back of it\nreally is. Let us ask ourselves this general question: Are highly specialized\ncourses consistent with the idea of the education of consumers?\nIs it not\ntrue that departmental teaching, unless most thorough precautions to the\ncontrary are taken, tends in the direction of highly specialized teaching\nwhich is the type appropriate to the training of specialists in production?\nIt should be kept in mind all of the time that the terms “production,”\n“consumption,” ‘“‘producer,” ‘“‘consumer,” “leader,” “follower,” are being\nused in the broad sense.\nConsider a typical course in physics. Is it not clearly implied in such\na course that those who take it are to become specialists in physics? Is not\nthis true in the other science courses such as chemistry, biology, and the\nlike? Let us go to the English department and there we run into the old\nstory that we teach literature as if the boys and girls in our high school\nliterature classes were to become poets, novelists, expert producers in the\nfield. We even teach history as if our main job were to produce historians.\nLikewise, we teach Latin and the modern foreign languages as if the\ntypical citizen were to be a linguist. Mathematics is taught as if everyone were to be a mathematician.\nNaturally, all courses that are immediately for the purpose of preparing for vocations are on this basis, but where\nin the high school do we find a broad, comprehensive, synthesized program\nthat will give any individual a unified view of the civilization in which he\nmust live?\nI do not in the least believe that we should depart from highly specialized\ncourses.\nI affirm most emphatically that it would be the extreme of\nstupidity for us to fail to give the most thorough-going of specialized training in order that we might have efficient producers in all lines of worthy\nactivity. What I am trying to say is that as a foundation for this, as that\nwhich will constitute most of the life of any individual, we should have a\nbroad program rather than a specialized one. By a broad program I mean\none made up of the essential contributions that are now available from all\nof the important phases of life.\nTo get at this, probably our first tendency should be in the direction of\n\n"}
{"page": 659, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n655\n\nsynthesized courses of study made up of the important findings in the\nvarious fields of life. ‘The consumer should not think of science merely in\nterms of physics, chemistry, biology, or any other “ology.”\nBut further, the organization of these general, generalized, integrated\ncourses by subjectmatter fields would not yet represent a unified education.\nEach field would have to be related to the life situation or situations in\nwhich it functions. So we should probably get to a program based on life\n\nsituations, the study of each situation calling for an examination of the\nfields of knowledge in order to see what each might contribute.\nLife is\nBy relating a bit of special knowledge to a life\nmade up of situations.\n_ situation we see its importance to life. Hence our appreciation of it and\nthose who produce it.\nBut again further, let us not forget that this broad! program would\nneed to be parallelled or followed by a program of intensive courses or\nspecialized training. It is obvious that we must have ever better trained\nspecialists or leaders.\nNothing is here being advanced contrary to that\nidea. On the other hand, for reasons that any educationist should be able\nto think of immediately, a higher type of intensive, specialized education\nshould emerge from the background provided by the broad program followed by all.\nIt is unnecessary for me to make an extended application of this proposed reconstruction to the remaining three needs that I have discussed in\nthis paper. I shall conclude rather abruptly by a brief reference to each.\nScientific thinking under this program would have a better chance of\nemerging through the process of generalization. It is a matter of common\nobservation that the present program of specialized courses in science has\nnot produced the scientific attitude of mind even among those who have\nbecome specialists in the various fields of science.\nWho will claim that a course in chemistry makes one’s views on the\nrace question perceptibly less prejudiced? We teach about the same program in science in the south as in the north, but has that program perceptibly developed impersonal, scientific thinking on this question in either\nthe north or the south? Someone may say that it is the function of the\nsocial scientist to deal with such problems as the race question, political\nissues, and the like, and it may be agreed that that is his special function.\nI believe that the social scientist is on the ascendency, but he stands very\nmuch in the same position in the face of our modern prejudices as did\nGalileo in his time when he was*forced upon pain of death to retract his\nstatement that the earth was round and moved.\n‘The interesting thing\nabout this to me is that, as far as I have observed, nobody is more intolerant toward the social scientist than the physical scientist. “This further\nconvinces me that we can never develop the scientific attitude of mind in\n\ngeneral through the sutdy of a particular science or field of science.\n\nSuch\n\na specialized process may serve the purpose for the exceptional few who\nwill be able to generalize from the insight given them by one good, inten1The\n\nterm\n\ncontributions\n\n“broad”\n\nmade\n\nby\n\nis here\n\nthe\n\nbeing\n\nvarious\n\nused\n\nto mean\n\nimportant\n\nfields\n\ncomprehensive\n\nof learning.\n\nwith\n\nregard\n\nto the\n\nessential\n\n"}
{"page": 660, "printed_page": null, "text": "NaTIONAL EpUCATION\n656\nenn\na\n\nASSOCIATION\n\nsive course in science, but for the large number it will be necessary to\npresent a program that shows definitely the workings of the scientific\nmethod in all of the important fields of life. By thus adding to the scope\nof the individual’s observation of the workings of the scientific method and\nthe results that it gets in every field, it should be possible to develop on\nthe part of most people an appreciation of such a method throughout all\nof life.\nIt follows that the appreciation of knowledge, how it has evolved, how\nit is still evolving, and an appreciation of the scientific method, would\ncontinually disclose the fact of perpetual change. As someone has put it,\n‘This would become a controling\nnothing is permanent except change.\npoint of view in the citizen’s philosophy of life and thereby the way would\nbe cleared for social growth and development to move straight ahead, as\ncontrasted to the present medley of spurts and reactions, with all of their\nattendant evils.\nLikewise, the interdependence of all life would be observed and appreci-’\nated. ‘This would produce the socialized attitude of mind stated as one\nof the four needs discussed in this paper. “The brotherhood of man would\nbecome a scientific fact in contrast to its all too common status as a vague,\nmeaningless sentimentalism.\n\nPROBLEMS\n\nCONCERNING\n\nS. M.\n\nSTATE\n\nN.\n\nMARRS,\n\nTHE STATE\n\nSUPERINTENDENT\nAUSTIN,\n\nOF\n\nCOURSE\nPUBLIC\n\nOF STUDY\n\nINSTRUCTION,\n\nTEXAS\n\nThe American public school is an agency organized in the various states\nto train the youth of the nation in such manner that in their maturity they\nwill be desirable citizens.\nIf this agency functions properly; if it justifies\nthe financial expenditure necessary for its maintenance, there must be some\ncentralized authority which, acting for the state, will direct and correlate\nthe work in such manner as to attain the various objectives.\nSome of the problems for solution are those involved in deciding upon\nthe proper subjectmatter, the minimum and maximum time to be devoted\nto certain subjects, or even topics as subdivisions of subjects, the adaptation\nof directions to the ability and preparation of teachers, the varying opportunity of students to use laboratories and to consult libraries, and the inequality of length of school terms.\n;\nIf the population of the state is homogeneous and the occupations of the\npeople are generally similar, the problems of differentiation will be lessened\nbut if the state is large and has various interests, it is exceedingly dimeule\nto arrange a state course of study that will be sufficiently flexible to produce\nthe highest degree of efficiency.\n;\nThe last quarter of a century has witnessed remarkable development of\nthe vocational institutions of learning since public education of the masses\nhas induced the great throngs of young people to aspire to higher education.\nThe influence of the World War and the general prosperity of the country\n\n"}
{"page": 661, "printed_page": null, "text": "THe DrparTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n657\n\nry\nhave greatly increased high school enrolment, and if the state shall meet\nher obligation of educating all the children of all the people or of providing\nequal educational opportunity which is essential in a democracy, there must\nbe a reversal of the old order resulting in a large degree of flexibility in the\nrequirements of the state course of study.\nThe first great problem then is setting up minimum essentials, and its\nsolution will depend upon the cooperation of the faculties of the higher\ninstitutions with those who are connected with our secondary schools.\nSo\nlong as certain members of the faculties of the higher institutions sneer at\nvocational work in the high schools, and so long as some members of high\nschool faculties neglect the fundamentals of English and mathematics and\nhistory and natural sciences, saying nothing of adequate preparation in\nforeign languages, and give the students only a smattering of home economics, manual training, and commercial subjects, there will be lack of\nthoroughness, and large numbers of those graduated from the secondary\nschools will fail to meet reasonable requirements of any institution of higher\nlearning whether it be of the humanistic or the vocational type.\nWhile the state should be concerned in the efficiency of a system of\npublic education which includes all phases from the free kindergarten to\nthe university, it is also intensely concerned in the preparation for citizenship of those who drop out of the system from whatever cause, either from\neconomic reasons or intellectual limitations.\nWe are all familiar with the seven objectives of secondary education\nwhich have had such influence upon courses of study during the past ten\nyears. [he committee which made this report has exerted an unparalleled\ninfluence on the education of the American citizen and no state in the\nUnion in preparing its course of study would ignore the topics suggested.\nWe may not agree that the arrangement of topics is in the order of their\nimportance, but from the standpoint of the state in the preparation for\ncitizenship, health takes high rank.\n‘The prosperity of a commonwealth\ndepends largely upon the ability of the individual citizen to produce at\nleast as much as he consumes so that he will not be a burden on the social\norder.\nThe problem here is to present topics in hygiene and sanitation\nand disease prevention in such manner as to secure the best results with\nthe least objection from those who do not fully endorse the program.\n‘The\nstate should require thorough physical training without emphasis upon\nathletics.\nCertainly, a sound mind in a sound body is desirable for good\ncitizenship.\nA thorough knowledge of the fundamentals of an education should be\nWhile this should be required in the\nincluded in minimum essentials.\ncourse of study of the elementary schools, for proficiency in writing, spelling, reading, numbers, etc., depends upon drill work during the memory\nstage of development, these subjects should not be neglected in a high\nschool course of study. Vocational guidance should have its place, for\nIt is here that\ngood citizenship demands proper attitude toward labor.\n\n"}
{"page": 662, "printed_page": null, "text": "658\n\nNATIONAL\n\nEpuCcATION ASSOCIATION\n\nthe student who leaves the secondary school without further training receives untold benefit.\nIs the state interested in the training for the worthy use of leisure time?\nThe problem of how much attention is to be paid to appreciation of art,\nand of music—those cultural subjects that will enable the individual to rise\nabove the coarser things of life and enjoy his leisure time—should demand\nFifty years ago, the state was not concerned in\nmost serious thought.\nthis problem.\n‘The shortening of the hours of labor, the universal use of\nmodern means of communication and transportation, the wonderful opportunities for influencing the thought of the public by radio, cheap literature,\nand moving pictures demands that the state emphasize the cultural subjects\nin the course of study.\nThe social sciences in their relationship to civic duties should have careful\nconsideration.\nLoyalty to the government expressed in a practical manner\nby obedience to law and recognized authority should occupy a large place\nin the scheme set forth by the state.\nThe building of character is probably the most important function of\npublic education.\nWith right principles instilled into the youth of the\nnation, the ideals of individuals will cause crime to decrease and world\nrelationships will be determined according to the principles of justice as\nexemplified by the Golden Rule.\nShall the course of study be constructed independent of the trend of\npopular textbooks?\nIn the nation-wide study of the curriculum, authors\nand publishers of textbooks have had great influence.\nPopular books on\nthe market have a tendency to maintain a status quo in curriculum making,\nand this is probably the most effective argument in any state against the\nuniformity of textbooks.\nBut frequently authors of certain popular texts\nhave served on nation-wide committees and their reports, it goes without\nsaying, do no harm to the presentation of the subjectmatter in their own\ntexts. The enterprising publisher points with pride to the fact that the\ntextbook of a well-known author conforms to the recommendations of the\nvery learned and esoteric committee but very ingeniously fails to call attention to the fact that the author was a member of the committee.\nThe problems which have been presented deal with the selection and\npresentation of the subjectmatter; let us now consider questions bearing\nupon administration.\nVaried conditions relative to length of term and\nhomogeneity of interest and population require adjustment of the course of\nstudy. The village high school of two or three years should place greater\nemphasis on certain subjects related to the life of the community than the\ncity high school of four years does on the same subjects. The junior high\nschool organization in our larger cities can rarely adapt its work to the\nrequirements of the state, and if it does, it becomes a segregation of grades\nand not a real junior high school.\nRigid standardization hinders progress,\nand one. of the most perplexing problems in setting up a state course of\nstudy is to provide for sufficient flexibility to encourage initiative and\n\n"}
{"page": 663, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n659\n\noriginality without which the sources of knowledge become stagnant pools\nrather than living fountains.\nThe best modern pedagogical thought opposes a slavish subservience to\na state course of study. It should be a guide to the teacher followed more\nclosely by the unprepared and inexperienced but suggestive only to the\nexpert professional teacher who is a specialist in his field. To the latter,\nit should be a means of keeping his feet upon the ground and giving him\nproper perspective of his own subject in relation to those of other members\nof the faculty.\nThe problems concerning the state course of study cannot be solved by\nany one person.\n‘hey deserve the best thought of the college professors\nof education and the skilled teachers who have had practical experience in\n\nthe various fields represented. In their solution, the main objective of good\ncitizenship must be kept in mind; provision should be made for such flexibility as will recognize the needs of the subnormal; for those who are\nforced to have a part-time or evening program although yet of educable\nage. [he state is responsible for such children to the same degree as\nthose who attend school regularly.\n‘They are citizens, and a democracy\nmakes no class distinctions.\n‘There are many problems of curriculum-making which time forbids discussing, such as placement of subjects in the various years; the content\nof grades relative to factual material and the emphasis to be placed upon\nskills and the importance of projects.\nMay we close with this quottion\nfrom Harold Rugg of Teachers College, Columbia University:\nCurriculum making demands the cooperation of several specialists. Such matters\nas length of class exercise, size of classes, arrangement of school programs, range\nof individual differences, library facilities, laboratory and shop equipment, etc.—\neach is important.\nThe day is past in which a single individual—be he professor,\nteacher, administrator, psychologist, sociologist, or research specialist of whatever\nbrand—can encompass all of these tasks singlehanded.\n\nREVISING\n\nTHE\n\nH. F. SRYGLEY, SUPERINTENDENT\n\nCURRICULUM\nOF SCHOOLS, RALEIGH,\n\nN. C.\n\nThere are demands made upon public school administrators, school\nboards, superintendents, principals, and teachers, to increase and revise\nthe present high school training for our young people to develop more\nNew inventions, the\neffectively a citizenship for a changing civilization.\nspecialization in\nproduction,\nmachine\nlife,\napplication of science to modern\ngovernment,\ndemocratic\nin\nproblems\ndifficult\nprofessions,\nindustries and\nespecially in cities, the critical attitudes of individuals, and the waning\nof respect for autocratic authority in religion, morals, and law, promise\nThe philosophy of\nquick social changes for our young people to face.\n\nA bewilderchange is the éssential element in curriculum construction.\nthat\nphilosophy\na\nstudies,\nsocial\nfor\ning mass of organized subjectmatter\nwith\nconnected\nbe\nmust\nlearning\nwhere\nlife\nof.\nschools\nhave\nwe must\n\n"}
{"page": 664, "printed_page": null, "text": "660\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n~\n\npurposeful, worthwhile activities, old prejudices to be removed, suggest\nthat both curriculum and method must be constructed on the dynamic\nprinciple of change. The schools must become a place where life experiences go on. All this, and more, will call for changes in school equipContinuous curment, textbooks, management, method, and objectives.\nriculum revision is perhaps the best method of keeping a modern high school\n‘The traditional school of yesterday\nfrom lagging in a growing world.\nwill not meet the modern demands of tomorrow.\nThe object of this paper is to suggest methods of attack in revising a\nhigh school curriculum and to attempt to answer the question, “How\nshall a program of revision be organized which will result in the best\npossible course of study?”\nThe experiment which I shall discuss originated in a school system\nwith the ustal advantages and handicaps of a small southern city of 35,000\npopulation.\nBriefly stated, the conditions were as follows:\nSix years ago,\nings were\n\n(a) the system was behind with its building program.\n\novercrowded\n\nand antiquated,\n\nand courses of study were,\n\nThe build-\n\nfor this reason,\n\nreduced to bare essentials in subjectmatter.\n(b) Socially the city public schools had been neglected because of private school\ndomination.\n(c) The course of study was of the formal, obsolete, college-preparatory type.\n(d) Taxes were inadequate, so there was a deficit in the treasury.\n(e) Teachers were poorly paid and many were poorly prepared.\n\n(f) The school board was in ill-repute and school affairs rundown\n\nin general.\n\nIn less than five years, conditions have been reversed.\nAn extensive\nbuilding program has been completed.\nMore support has been gained\nfrom townspeople.\n‘The course of study has been strengthened.\n‘Taxes\nand money have been provided and better teachers have been employed.\nThe school board has adopted the liberal policy of employing experts in\nschool supervision and management.\n‘Thus the time is ripe for some\nconstructive, progressive movements for improvement in instruction and\nsubjectmatter.\nMany mistakes have been made in the old system and\nmany will be made, perhaps, in the name of educational principles, but\nit is clear that curriculum research has advanced to the place where its\nresults cannot be ignored by those who would draft a truly modern\ncourse of study.\nCurriculum revision should be impressed upon school boards and communities as a major duty.\n\nSmall appropriations from school funds should\n\nbe made each year. Four or five hundred dollars a year and part of the\ntime of some of the interested teachers is not too much for such important\nwork.\nThere are four ways to go about the task of the revision of the course of\nstudy. First, the “‘scissors-and-paste-pot” method of selecting something\nbecause some good school has it. Copies of curricula frém numbers of\ncities are selected and the best, as judged by some executive, is put into the\nhands of teachers to teach. ‘This method usually proves heartless and unteachable.\n\n"}
{"page": 665, "printed_page": null, "text": "THE DEPARTMENT\n\nSecond,\n\nspecialists\n\nare\n\nOF SECONDARY\n\npaid to write\n\nSCHOOL\n\na model\n\nPRINCIPALS\n\ncurriculum.\n\n661\n\nThis\n\nhas\n\nthe disadvantages of the first, and the cost is usually prohibitive for small\nschool systems with limited funds.\nThird, local committees are set to work on the task. This is the best\nplan of the three, if expert supervision can be had as the work progresses.\nFourth, a combination of specialists and local talent is ideal. This\n\nprevents overemphasis on individual subjects, and directs inexperienced\ncurriculum makers in the technic of the latest methods employed.\nIt\nalso checks novices from making vain efforts to explore in fields of research.\nIt aids them to profit by proven investigations. There is no need to start\n\nat the beginning, but direction is needed to find the good in this field\nof knowledge.\nIt is my purpose in this paper, therefore, to suggest a plan of procedure\nand record some outcomes which are noticed in one system which has\nadopted this fourth plan.\nAs a preparatory foundation for this work on curriculum revision, one\nyear was given to education of the principals, supervisors, and heads\nof departments to an attitude of mind to undertake the problem.\n‘The\nchief duty of the principal is to supervise his teachers.\nUsually his time\nis consumed with petty details about the school. A good project for this\nproblem was a study of the question of budgeting the time of the supervisory staff, which resulted inevitably in a conscious attempt to modernize\nthe curriculum.\nWhen the supervisory staff, made up of the superintendent, assistant\nsuperintendent, supervisors of special subjects, heads of departments, both\nwhite and colored, began to see the need of revising the curriculum, expert\nadvice was sought. As a result of this movement a steering committee was\norganized.\n“This was made up of an expert in the field of curriculum\nstudy, an expert in the field of tests and measurements, an expert in secondary education, an expert in elementary education, the superintendent\nand assistant superintendent of schools.\nThe supervisors in the special subjects formed a local substeering committee.\nIt was their duty to furnish special help when called upon and\nthey were subject to the call of the local subjectmatter committees.\nAt the beginning of the second year, subjectmatter committees were\nformed.\nService on these committees was purely voluntary.\nNo _ provision had been made for extra pay or extra time off from other school\nduties up to this time. Each committee was made up of people interested\nin that particular subject. “They organized, elected a chairman, surveyed\nmaterials available in their respective fields, made assignments to members\nto read and report on, and met with the steering committee when called.\nThe best way to revise the high school curriculum is to start in the\nfirst grade of the elementary school. ‘The “gap” between the high school\nand the grammar school will not be bridged unless revision starts in the\nearly grades. The local subjectmatter committees are made up of teachers\n\n"}
{"page": 666, "printed_page": null, "text": "662\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nfrom the first grade through the high school. In the organization of the\ncommittees, the teachers chose the grade or section on which they wished to\nwork. Primary, elementary, and high school teachers should see the whole\nfield, not a section of it. This is possible only where every grade is represented on every committee.\nThe committees named were as follows: (a) aims of education; (b)\nEnglish; (c) social science; (d) foreign languages; (e) natural science;\n(£) mathematics; (g) commercial subjects; (h) music; (i) art; (j) industrial arts; (k) home arts; (1) health and physical training; (m) extracurriculum activities.\nThe second year, teachers read widely to set up general objectives in\neach subject.\nDuring the third year of this curriculum project, specific objectives by\ngrades, in each subject, had been set up, subjectmatter selected, correlations\npointed out, materials to be used indicated, and method to be employed\nsuggested.\nA form for the use of the various committees was developed by a group\nof classroom teachers, representing each grade, with the help of the steering committee. ‘This form was tried out by a teacher in each school, who\ndiscussed it with the teachers in that building.\nIt was then revised and\nput into final form.\nAll subjectmatter committees sent in their report, by grades, on this uniform blank. ‘To date, we have on hand, from the various committees, suffcient material to form the basis of the course of study. “These reports, as\nthey are completed, are being submitted to subjectmatter experts to check\non the content of the subjectmatter proposed.\nIt is not necessary to go back to Adam to begin this work. ‘The committees are making use of the professional library which is made up of\nthe best courses of study and books on curriculum construction and method,\nusing adaptable material for the local course of study.\nGrade committees will take the subjectmatter committee reports and\narticulate them into lateral units.\nIt is then our purpose to put these\nsubjectmatter committee reports and the reports of the grade committees\ninto the hands of four people, one from the early elementary grades, one\nfrom the intermediate grades, one from the junior high school, and one\nfrom the senior high school. “These coordinators will see the subjectmatter\nas a whole, and organize the course of study into a unified whole from the\nfirst grade through the high school. This work will be done under the\ndirection of the steering committee.\nA careful record is being kept of all units of work developed in the\nschools this year, showing the outcomes in skills, knowledges, attitudes, and\nhabits. ‘These records, also, will be turned over to the grade committees\nand the coordinators, and the most desirable units incorporated into the\ncourse of study.\nBy the beginning of the fourth year of the experiment, certain units\n\n"}
{"page": 667, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n663\n\nin each grade will have been selected and put into the course for the\npurpose of selecting the best units.\nOutcomes will be checked against\nsubjectmatter that has been suggested for each grade.\nGradually, by\ntrying out and testing from year to year, the best units to be used in each\nEach year units will be withdrawn and new units\ngrade will be found.\nwhich come up will be tried and checked against the units which are\nmore or less constant,. until a decision is reached as to which would be\nof greatest value in the course of study. In this way we expect to determine (a) what units to teach, (b) grade placement, and (c) sequence of\n\nunits.\nChildren who have come through a program in the grades which has\ncaused them to grow in initiative, resourcefulness, and ability to think\nand evaluate, will not fit very readily into a formal high school program.\nIt is to be expected that a course of study organized around units of work\nin the grades will project the same idea into the high school where each\nyear’s work may be organized around a central theme, as, for example,\nin the last year, “Problems of a Modern Democracy.” The core of the\ncourse may be based on this theme and various electives will grow out of it\nto take care of the pupil’s particular interests.\nThis will take care of\nindividual differences and at the same time the constants in the course\nof study will safeguard college entrance requirements.\nIn the past, the high school course of study has been influenced largely\nby the demands of the college. “The next step seems to be to build on\nwhat the elementary schools are sending the high school and help the child\ncontinue to grow in his ability to deal with real life situations.\nWhen should an administrator begin to revise the high school curriculum?\nNow.\nHow long a period should be set for this revision? Any\nnumber of years, but not less than twelve.\nThe points of attack should be the first grade, the fourth grade, the\nsixth grade, or beginning of junior high school, and the ninth grade, or\nthe beginning of the senior high school. We need not throw aside everything we have learned and start anew, but gradually grow into a more seryiceable organization for promoting modern citizenship in our high schools.\nWe should work fast enough on our problem to keep pace with the changing conception of education and slow enough to prevent our throwing\noverboard things that are good. We should start in the first grade and\nwork through to the completion of the high school, measuring the results\nobtained by this group and strengthening wherever possible before and\nafter this group.\nThe junior high school has no history, is surrounded by no prejudices,\nand is free to work out any purpose for which it may be established.\nIn the Fifth Yearbook of the Department of Superintendence, just oft\nthe press, 59 public school administrators and 20 college specialists listed\n15 special purposes of the junior high school.\nFifty-four out of the\n\n59 public school administrators (or 91.5 percent) stated that one of the\nspecial purposes of the junior high school is meeting individual differences\nof pupils, enabling pupils to follow the lines of their interest and ability.\n\n"}
{"page": 668, "printed_page": null, "text": "664\n\nNATIONAL\n\nEpucCATION ASSOCIATION\n\nNineteen out of 20 college specialists (or 98 percent) also stated this as\na special purpose of the junior high school. ‘This seems to be, therefore,\none of the main reasons for its being. If we are going to collect from\nseveral grade schools all pupils of a certain age, and call them junior high\nschool pupils, we ought to have some reason for it. We are sure to make\nserious mistakes if we allow ‘‘interest and ability” to mean a line of ledst\nresistance for pupils. A junior high school should be a place to make\na wise choice for later school courses and life work, but it should also\noffer definite opportunity for the choices. We ought to decide early what\nthe core of the curriculum is to be.\nThe early grades of the junior high school should be enriched by\nadding more and newer subjectmatter than is possible in the grades, but\nthis subjectmatter should be required until the boy and girl can choose\nwisely from the courses of electives which are offered in the senior high\nschool. There is no particular advantage in housing the junior high school\nin a separate building from a senior high school group, but a five-year\nhigh school allows pupils all the special privileges of both a junior and\na senior high school.\nFor small southern cities and rural communities,\na five-year high school seems best, where we have a constant course of\nstudy, made up of many knowledges and skills in the lower grades, and\na freely elective curriculum in the upper grades.\nLonger periods a day for recitations, fewer periods per week for some\nsubjects, and more courses of study for every child, seems to be the\ntendency in our community.\n“This would provide specific training as to\nneeds. When we come to abilities of pupils, we could make the proper\nadjustments by grouping as to ability, and offering opportunity classes for\nthe exceptionally bright and the hopelessly backward in any subject, but\nthe constants in the course of study would be required of all pupils.\nThe following results have been noted in the three years of our experiment in curriculum construction: (1) ‘Teachers are more professionally minded ; more teachers are granted leave of absence for further study;\nextension work takes on definite meaning.\n(2) Type teachers are developed in many grades. ‘These aid in supervision by furnishing examples\nof good teaching.\n(3) Supervision becomes more effective, and professional libraries are constantly necessary and in use,\n(4) By placing\nvalue on merit, the experiment aids in making teaching more humane.\n(5) Curriculum revision takes time and convictions. (6) It is not necessarily a costly project, if use is made of local university professors for the\nsteering committee.\nOne of the most important things in this curriculum revision plan is\nthe steering committee, composed of Thomas Alexander, of ‘Teachers\nCollege, chairman and director of the experiment; M. R. Trabue, of the\nUniversity of North Carolina, whose duty it is to tell us how to measure\nand interpret the results obtained; Lucy Gage, Peabody College, advisor\nin the field of early elementary education, the superintendent and assistant\nsuperintendent.\n\n"}
{"page": 669, "printed_page": null, "text": "EUGENE\n\nTHe DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\nEXPLORATION\n\nIN\n\nHIGH\n\nSCHOOL\n\nSCHOOLS,\n\nOKMULGEE,\n\nS. BRIGGS,\n\nJUNIOR\n\nSUPERINTENDENT\n\nOF\n\n665\n\nOKLA.\n\nAccording to the authors of the “Sacred Seven,” “Education should develop in each individual the knowledge, interests, ideals, habits, and powers\nwhereby that individual will find his place and use that place to shape both\nhimself and society towards ever nobler ends.”\nExploration is the medium\nthrough which the individual finds tha¢ place.\nExploration is, according to the great majority of those who have studied\nintensively the junior high school field, one of the outstanding, if not the\nmost important objective of the junior high school.\nIn fact, this particular\nphase has been stressed to the extent that it is apparent that any school\nthat fails definitely to provide for exploration has no right to be called a\njunior high school.\nWhen we realize that 96 or 97 out of every 100 members of this\ndemocracy never reach the portals of higher learning, and that 4 out of\nevery 5 fail even to persist in high school, we are compelled to recognize\nthe fact that we must create in each junior high school boy and girl, while\nwe have them, an ability to adjust themselves to the work-a-day program\nof the world.\nIn the minds of many men and. women today, there is a latent feeling\nof regret because they feel that they have chosen the wrong program in\nlife. While they do not charge this directly to any particular agency or\ninstitution, still there is the unexpressed feeling lurking in the background\nthat the school could have and should have helped them early in their\ncareers, to ascertain, to some extent at least, their own interests and abilities.\nThey do feel that the school should have revealed to them the major fields\nof human activity in such a way that they would have found a place for\nhappy service.\nIn order that this paper be not overcome with ideals and theories, and\nfurther that it may offer a reasonable program for the organization and\nadministration of any school capable of becoming a junior high school,\nattention is called to the system that has been developed and is now in\noperation in Okmulgee, a progressive city of 30,000 population.\nTwenty-eight finding and broadening courses are offered.\n“These courses\nare nine weeks and eighteen weeks in length. ‘They offer a sampling, as\nit were, of the various fields of activity. “They are called finding and\nbroadening for two reasons: “Finding” because, in the opinion of those\nwho have studied them throughout the experimental period since their\norganization eight years ago, they assist materially in finding the new\ncourses to be taken in high school and which likely will be continued in\nfinding his life work.\n‘‘Broadening” because they enrich the experiences;\ncollege. In many instances they have materially assisted the individual in\nextend the interests and broaden the sympathies of those who follow\nthrough.\nEach course has for its initial objective the cross-sectioning of\none major field of activity.\n\n"}
{"page": 670, "printed_page": null, "text": "NaTIONAL EDUCATION ASSOCIATION\n666\nag\n\nBefore any course of study is developed or curriculum built, it is necessary that certain well-defined aims be recognized and outlined. The following aims for the exploratory courses are offered:\n1. To acquaint the pupil, by a try-out or a sampling process, with the possibilities\nin the vocational fields of activity.\n2. To offer a choice of future work, through a glimpse at the represented typical\ncross-sections of the major fields of activity, to explain the more advanced situation,\nand to show the possibilities if the pupil will but persist in school.\n3. To acquaint the pupil, through a previewing procedure, with the specialized\nsecondary school courses.\n4. To give the pupil, through\n\nreliable experience,\n\nan estimate of his educational\n\nadaptabilities early in his career.\n5. To present only material in itself worthwhile\ntirely justifiable from a pedagogical standpoint.\n\nto the extent\n\npursued\n\nand\n\nen-\n\nAttention is directed to the fact that not all finding and broadening\ncourses are courses in industrial work, as is sometimes wrongfully supposed\nand advocated by some.\nIt is just as necessary to give the boy an idea\nof the demands made upon one by the legal or medical profession as it is to\nintroduce him to the desirable and distasteful offerings of the machine shop.\nThe following list of finding and broadening courses are given in Okmulgee:\nPreparatory Class\nArt\nAuto mechanics\nCooking\n\nSubfreshman Class\nArt*\nAuto mechanics\nBuilding trades\n\nElectricity\n\nBusiness\n\nExpression\nHome nursing\nJournalism\nMechanical drawing\nMusic\nScience\nSewing\nVocational information\n\nCooking*\nEnglish-Latin\nInterior decorating\nMechanical drawing\nMusic\nPremodern language\nPrinting\nPublic speaking\nSewing\nSheet metal and forging\nVocational\nWoodwork\n\ninformation\n\n‘This number seems to be most desirable in a school the size of those in\nOkmulgee.\nFewer courses for smaller schools and a greater number for\nlarger schools can well be offered. The selection will vary considerably,\naccording to the demands of the community.\nThere will always be a few\ncourses found in common because of the demands of the state and nation,\nbut locality will color considerably the selection.\nIt was the tendency at first to teach too much subjectmatter and facts.\n‘The teachers, not being accustomed to teach directly about the activities\n* Those\n\ncourses\n\nrepeated\n\nin the\n\nsubfreshman\n\nyear\n\nare\n\nweeks course in another’ section of the great field; (2)\nthe nine weeks study offered in the preparatory class.\n\nAn\n\nof : two\n\neighteen\n\nkinds:\n\nweeks\n\n(1) Regular nine\ncourse continuing\n\n"}
{"page": 671, "printed_page": null, "text": "THe DEPARTMENT\n\nOF SECONDARY\n\nSCHOOL PRINCIPALS\n\n667\n\nof life, confined themselves to recorded tables and list of vocations, but\nsoon they began to see that the important thing was for the teacher to\nallow the pupil to learn about these great fields of humanity by actually\nliving in replica, “getting out and getting under,” “shooting the trouble,”\nmaking ‘““The plea” in a courtroom, producing something of value in a shop.\nFinding and broadening courses cost very little more than the “regular”\nschool courses.\n‘The per pupil cost-of instruction in F and B courses,\nbased on average number belonging last year, was $5.85, the average class\n\ncost being $118.75.\nCorrelated with and in many ways supplementing the F and B courses\nis the activity program.\n‘These activities offer that active training in living\nand leading that the boy and girl needs at this age to round out the fullness\nand abundance of life. “They, too, are exploratory in nature.\nEvery boy\nand every girl is actively interested in this program.\nLeaders, presidents,\nsecretaries, committee chairmen, councilmen—responsibility, organization,\nadvisors to help and assist activities are popular in Okmulgee.\nA word must be said about the activity hour. All student body organizations, clubs, student council and similar bodies meet Monday and Tuesday\nduring the regularly scheduled time. “These are intensely exploratory in nature. hey cover practically all the fields of student interest. Incidentally\nthere are no ‘“‘afterschool”’ sessions. ‘The student assembly, with the studentbody president presiding, meets Wednesday.\n‘This assembly affords the\nopportunities for student participation in a public way. The assembly is\na student body project for the school.\nNo “outsiders” are allowed on the\nprogram, neither is there admitted any propaganda or announcements.\nThe regular “efficiency” hour comes Thursday.\nThis is a forty minute\nhome-room period.\nSpecial school projects are discussed.\nAll student\nproblems attendant upon the management of the school, the school citizenship program, the student council problems, and the student programs for\nassembly are discussed.\nWith Friday come contests, the intramural and the interscholastic.\nIn\norder that the regular classroom work will be unimpaired, the activity\nhour is shifted to 3:24. ‘This allows all students to go to the football\ngame or the debate—student body activities.\nThe activity hour and the school night programs work as ‘‘matinee and\nregular performance” on Friday. ‘The lyceum, an organization for student\nactivities, has charge of all “Friday activities’ (except contests). The\nstudent body productions are marketed through this organization.\nGlee\nclubs, band, orchestra, the little theatre, the ‘review’ and fashion shows,\nworthwhile and educational movies, stunts, athletic exhibitions, addresses,\nall are scheduled for “‘activity hour and evening” on Friday. ‘The parents\ncome to school—the community comes to school on Friday.\nThe home-room advisor knows through first hand knowledge the home\nenvironment, the parental handicaps and aspirations for the child, the\nchild’s own hopes for future years, his schedule, his curriculum, his grades—\n\n"}
{"page": 672, "printed_page": null, "text": "NaTIONAL\n\n668\n\nEpUCATION\n\nASSOCIATION\n\n‘This makes\nin fact about all there is to be known about the individual.\nit possible to analyze more definitely the child’s interests and formulate\nthe program that will best fit him for his future wellbeing.\nWhile homogeneous groupings seem to classify pupils in regular English,\nmathematics, citizenship, and combination courses, the really democratic\noffering in the most democratic institution in the world is the finding and\nNo restrictions, except those inherent in\nbroadening courses and activities.\nthe individual interests, aptitudes, bents, and abilities are placed upon the\nF and B courses.\n‘Che shop foreman or “your excellency” the judge is\nselected by those over whom he will exercise authority.\n‘The activities\nprobably go further in that they provide for definite organization and\nadministration.\nIf your boy or my boy has been through the school shops, where manual\nlabor has been employed, he may not choose to follow the pathway that leads\nfrom this shop into life, but he will always have a different feeling toward\nthe laboring man, even though he is never called upon to fit a screen door,\nmend the kitchen chair or fix the “Hoover,” he will have a better feeling\nof the value of that kind of work, and a more wholesome respect for the\nperson who performs it. We need two things today in our democracy that\nthe school shop properly managed can give. First, a respect for honorable\nlabor; second, a broader sympathy for the other fellow.\nWhen a boy has\nproduced something with his own hands, has experienced the “feel” of\ntools in his hands, has overcome the obstacles that arise in the everyday\ncourse of happenings in a shop or laboratory, he has built for himself a\nfoundation on which a respect for honorable labor may and will in all\nprobability find a permanent resting-place.\nHe will, I am sure, always\nfeel a sense of pride when he views the results of work well done.\nIt is\nevident, too, that since he knows the difficulties encountered in ‘‘shooting\nthe trouble” and in overcoming that trouble, he will have more patience\nfor the man who earns his livelihood in that way. A sympathetic, understanding people will succeed in a democracy.\nThe one boy or girl who goes to college must be prepared for the future\nwork there. “The eight boys and girls who go out daily from the influence\nof the school into life must be prepared for work there. It behooves us,\ntherefore, to give to each of them all of the knowledges, skills, experiences,\nand ideals that it is possible to give, and to so organize the work that each\nmay profit by its influence early in his career.\n\nmc\n\nINTRAMURAIPATHLETIGS\n\nV. K. FROULA, PRINCIPAL, ROOSEVELT HIGH SCHOOL, SEATTLE, WASH.\n“Supreme regard for health” was enunciated 20 years ago as a paramount objective of education.\n‘Ten years later, the notable report on\nthe cardinal principles of secondary education properly placed health at\nthe head of the list. During the recent world cataclysm, and for a brief\nperiod thereafter, supreme regard for health became such a popular doctrine\n\n"}
{"page": 673, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\n669\n\nthat its complete enthronement seemed to be secure.\nBut the cessation cf\nhostilities produced a new breed of ‘conscientious objectors.’ Not entirely\nnew, either, for they appear periodically.\nWhenever a platform of retrenchment is proposed, cutting of school costs is sure to be its principal\nplank.\nDuring the war the erection of school buildings was temporarily halted.\nRaising of liberty bonds, building ships, and turning out munitions were\ngiven the right of way in their demands on all available resources.\nNaturally, this gave rise after the war to the necessity of unusual activity\nin construction and consequent unprecedented expenditures of vast sums\nto house adequately the school children of the nation.\nOn top of that\nwas the remarkable increase in school enrolment.\nWar experiences of the\nyouth had given them a vivid realization of the importance of schooling.\nAs a result, expenditures for education began to “mount by leaps and\nbounds.”\nSchool expenses, amounting to such heavy ‘“‘burdens’’ as to threaten to\ncompletely crush the taxpayer, must be cut, of course.\nCurricular enrichments, for which noted educators had labored for two decades, received\nthe first onslaughts.\nPhysical education, even child welfare, came in for\ntheir share of criticism.\nIf children and youth possess surplus energy\nthat has to find an outlet why not let them work it off in factories or in\nother useful employment?\n‘That would be more profitable and would\nnot require gymnasiums and costly equipment.\nThe passing of laws by\nstate legislatures, calling for physical training in schools, so popular at\nthe time, also came to a sudden halt. In one state, at least, such a law\npassed by the legislature was actually repealed at the very next session.\nAre we to understand that physical education and good health are needed\nmore in war time than in peace?\nWere the cardinal principles, which\nplaced health at the head of the list, enunciated for national emergencies\nonly? Is not a good physique the very first requisite for steady occupation, good pay, and a contented mind?\nAnd, if physical vigor is needed\nfor war, then why in the name of common sense wait to lock up the\nbarn door until after the horse has been stolen? Just what is preparedness\nanyway?\nIs not vigorous manhood the very first line of defense?\nLet us consider the economic phase first; perhaps that will make a hit\nwith those who look at the investment side of the question.\nAnd here I\nwant to be on safe ground so let me quote from accepted authority.\nA\nrecent report of the Department of Labor, commenting on the physical\ndefects and the rejection of one-third of the young men drafted for war,\nstresses our need of a more adequate program of physical education and\nhealth service.\nEstimating that the economic loss for a single year from\npreventable disease and death amounts to the stupendous sum of $1,800,000,000, the report makes this significant declaration:\n‘There is experimental basis in the statement that this loss could be materially reduced\nand leave an economic balance in the working population alone over and\nabove the cost of prevention of at least a billion dollars a year.”\n\n"}
{"page": 674, "printed_page": null, "text": "670\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nFor forty years the late Charles W. Eliot was a recognized power in\nAmerican education. Whenever that great leader spoke it was always with\nHis views\njudgment and authority and sometimes with prophetic vision.\non this subject, therefore, uttered only a short time before his death, should\nIn his plea for “Protection Against Ignorance,’\ncommand our respect.\nhe recommends as the first step universal physical training from the age\nof six to eighteen. It is to include the means of remedying defects and\nIt is to consist of drills\nmalformations as well as develop normal bodies.\nand setting up exercises, but more especially of games and sports. WhenIt is to cover carriage,\never possible it is to be carried on out-of-doors.\n‘This universal\nposture, gait, rhythmical movements, and team play.\nof\nemployment\nuniversal\nthe\nd\nby\nphysical training is to be accompanie\nin\nwork\npreventive\nand\ndiagnostic\nincessant\nfor\nnurses\nand\nphysicians\nschools of every description. Furthermore, since the question of health is\nintensely national, the whole program should be prescribed by the Federal\nBureau of Education or some other national board.\nNow, with its implications such a program constitutes a large order.\nBut, if we may agree with this modern seer, it will be worth the price.\nHe assures us that with such a health service in operation, “within twenty\nyears an immense improvement will be seen not only in the aspect of the\npopulation as affecting posture, relation of weight to height, and muscular\ndevelopment, but also in the comfort, health, and productiveness at daily\nlabor.”\nBut, those of us who are familiar with public school administration\nknow that such adequate health education as Dr. Eliot advocates is not\ngoing to be realized all at once.\nProgress in the fundamental things of\nlife is slow. It required a generation of temperance teaching in the schools\nto bring about natural prohibition.\nAnd if the present generation is\nmaking a poor job of its enforcement, the next generation will be trained\nto rise to the occasion.\nSomething more than we are doing is possible even in spite of retrenchment tendencies. I am pleading for the more general introduction of intramural sports, already in favor in many schools, not as a complete system\nof physical education, but as a step that promises large returns with a\nminimum of expense.\nNor am I ready to offer them as a substitute for\ninter-school athletics which as an agency for welding the school into a\nsocial unit have no equal. They are carried on, however, more for the\nglory of the school, let us frankly admit, than for the bodily benefit of\nthe students as a whole.\nAgain, the trend of physical education at present is away from the more\nformal work of the gymnasiums which does not contain enough mental\nrelaxation and inspiration, and is often referred to as “physical torture.”\nSuch formal exercises and gymnastics are good body builders, but they\nmake no contribution to the building of character and citizenship. Group\ngames and play, on the other hand, have a hereditary sanction; they\nfurnish absorbing interest, afford joyous and self-forgetting enthusiasm\n\n"}
{"page": 675, "printed_page": null, "text": "THE DEPARTMENT\n\nwhich\n\nOF SECONDARY SCHOOL PRINCIPALS\n\nfosters a driving power\n\n671\n\nunequaled by any other form of activity.\n\n“We ought never to forget that, after all, human beings, whether children\nor adults, do things because of certain satisfaction which they get from\nso doing.”\nPlay is a spontaneous expression of enjoyment in activity; it tends to\ndeprive even work of its drudgery.\nIt is, therefore, of the utmost importance to encourage such play and recreation as the youth may carry\nover into adulthood as something that can be used in the fulfillment of\nhis life purpose. ‘“The final test of value for any activity,” says Dr. Curtis,\n“is how far it carries over into life, how many months or years it is practiced after it has been taught at school.”\n‘This test is particularly applicable to physical education.\nNow, intramural sports have many of the advantages claimed for interschool athletics without the objectionable features of the latter.\nTake,\nfor example, the inborn desire to be a winner. That is a primitive trait.\nSelfishness was essential to life in prehistoric days. Now, in the joyous\nspirit of cooperation and service of the group, this perfectly natural desire\nfinds its normal expression, but does not degenerate into an abnormal\ncraze to win at any price by subordinating individual honor to partisan\npassion fomented by thousands of frenzied followers. The players quickly\nsense the attitude of the spectators which in these great contests is generally\nnot wholesome.\nIt is then readily and, more or less unconsciously, translated into action on the field.\nAgain, recreation is uppermost in the minds of intramural players.\nThe loser has had as much spontaneous fun as the winner and leaves the\nfield refreshed and moderately invigorated.\nIn the interschool contest,\non the other hand, the loser goes off the field utterly downhearted, and\ncompletely exhausted.\nFurthermore, intramural sports furnish a year-round program, rather\nthan an intensive seasonal campaign followed by prolonged lull. Participation is encouraged in at least one of a variety of each season’s sports,\nand this gives the player during the year a fair first-hand experience in\nseveral different activities no one of which he follows as an exclusive\nspecialty. He learns the important lesson that he does not have to excel\nin any sport, or go through a grueling grind of training to enjoy participation therein. This enjoyment of and experience in several different kinds\nof sports is more likely also to furnish him in adult life with incentive\nto continue their enjoyment.\nLearning the rudiments of sports in early\nyouth provides the essential condition for a carry-over interest.\n\nThe excessive exertion of the specialized athlete, on the contrary,\nis too often brought to an abrupt end after the season and especially after\ngraduation. One of the main criticisms against our present athletic systems is that they do not create a lasting interest in participation. Enlarged\nheart and lung capacity is fraught with grave danger to the athlete suddenly forced into sedentary indoor life as is so often the case. ‘There are\ninstances on record where such a condition has shortened life or impaired\nthe athlete’s usefulness.\n\n"}
{"page": 676, "printed_page": null, "text": "672\n\nNatTionAL\n\nEpucATION\n\nASSOCIATION\n\nFor some years one of our gymnasium instructors had been carrying on\n“The wholesome\nvoluntarily a limited intramural program of athletics.\nresults of his efforts were brought to the attention of the school board\nwho had been interested in wider student participation.\n“The matter\nappealed to them and, accordingly, on recommendation of the superintendent, the board established intramural sports for boys as a part of\nIn addition\nthe physical training in all of the high schools of Seattle.\nto the physical director and athletic coach, an instructor in each of the high\nschools was elected to the position of intramural sports director with a\nsmall increase in salary. Asa result, a salutary system of intramural sports\n‘The girls have an\nfor boys has now been in operation for two years.\nathletic director of their own, but their program is more limited.\nYou will understand that this was not intended to take the place of\ninterschoolastic athletics of which we have our full quota.\nThe only\nchange in interschool participation was the requirement of more rigid\neligibility rules, calling for higher scholarship and lowering the upper\nage limit. ‘The hardship thus imposed on the school athletes was easier\nto bear by opening up a new field for them.\nIn fact, the seasoned\nathletes, thus rendered ineligible for interschool sports, found new opportunities to serve their schools as leaders, officials and managers, positions\nin which they are rendering valuable service and incidentally gaining experiences in leadership that are quite remarkable.\nIndeed, without their\nhelp the scheme would be impossible.\nOne of the most inspiring sights is the number of games played simultaneously on the athletic field before school in the morning, at noon, and\nafter school. “Twice a year, in September, and again in February, managers are elected. Each applicant when signing up indicates his first and\nsecond choice of sports.\n“The director, the boys’ advisor and the vicepresident of the boys’ club constitute the election board. \"These two men\ntogether with the student representative have a pretty good line on the\napplicants and choose managers to serve for five months.\nIt is the duty of the managers to take care of all equipment, make the\nschedules, post notices on a special bulletin board, make out reports of the\ngames and participants and, sometimes, officiate.\nThey wear “official”\njerseys when on duty. It is their business to keep their schedules moving\nand how well they do this is one of the sources of gratification.\nThe school calendar has to be studied at the beginning of each season\n‘The\nto determine the possible number of games in the several sports.\nschedule of games is then drawn up and posted from week to week.\nThese schedules are typed in triplicate, one for the bulletin board, one for\nthe manager, and one for the director.\n‘The manager of each league\nnotifies his respective teams by bulletins sent to the session room the day\n\nbefore the game to avoid the possibility of a forfeit.\n\nIt is interesting to\n\nnote that only one game was forfeited during an entire season and that\nwas due to the failure of a teacher to read the notice. Records of games\n\n"}
{"page": 677, "printed_page": null, "text": "THE DEPARTMENT OF SECONDARY SCHOOL PRINCIPALS\n\n673\n\nare kept and posted regularly by managers or their assistants who also\nserve as timekeepers and sometimes as referees.\nSimilarly, but somewhat more easily, schedules are drawn up for handball, tennis, golf, horseshoes, track, volleyball, and soccer.\nBefore all of\nthese games, the boys of the respective teams are called together and all important rules are explained to them. The managers make their drawings,\nhave them typed in the office-training class, and post them on the intramural bulletin, which is a constant source of interest to large numbers\nof boys. Results of matches are written in by the players themselves.\nJust one more observation.\n“Two years ago and again last year in the\nwinter meetings an eighth objective, international understanding, was\nurged upon us. The general fostering of certain identical games among\nthe civilized nations of the world may be more significant in the promotion\nof world-understanding than appears on the surface.\n‘Sportsmanship,”\nsays James F. Rogers, of the Bureau of Education, “is only ‘playing fair’\nexpressed in one word.\nIt has been the unwritten rule of play since play\nbegan.\nIt is the moral code compressed and expressed in thirteen letters,\nand it applies to all social activities and not merely to athletics. For this\nreason its observance and practice in athletics leads to its observance and\npractice in other relationships of life.\n.’ Now, the fostering of sportsmanship through identical games among nations and the meeting of international representatives in athletic competition is a thoroughly wholesome tendency at present. Who will say that it was a mere coincidence that the ‘‘allies’ in the recent war were those nations which were most widely committed\nto international sports? Not a single one of the “central powers,” on the\nother hand, was devoted to the cause of sports, nationally or internationally. ‘The seeds for mutual understanding are planted when two nations\nplay the same games and meet in competition on a common playfield\nwhere good sportsmanship and fair play dominate.\nAmong such nations\nthe playfield tends to replace the battlefield.\nRacial jealousies disappear\nwhere common enthusiams nourish the spirit of tolerance. ‘The representatives of small nations are received with the same enthusiasm and accorded\nthe same honors when they win as representatives of big nations.\nRacial\ncustoms, religious beliefs, and provincial prejudices are forgotten there.\n\nTo be sure, only seasoned athletes are honored with international participation, but whole nations share in the enjoyment made possible by the\ngeneral appreciation of the rules of fair play and good sportsmanship.\n\nREVISING\nMARGARET\n\nM.\n\nTHE\n\nHIGH\n\nALLTUCKER,\n\nNATIONAL\n\nEDUCATION\n\nSCHOOL\n\nASSISTANT\n\nCURRICULUM\n\nDIRECTOR,\n\nASSOCIATION,\n\nDIVISION,\n\nRESEARCH\n\nWASHINGTON,\n\nD.\n\nC.\n\nHow shall we determine what should be taught the three and a half\nmillion children enroled in the high schools of this country?\nIn the\nWhat demands has childhood a right to make on adulthood?\nmade\nbe\nshould\nthat\ndemands\nthe\npast we have been prone to emphasize\n\n"}
{"page": 678, "printed_page": null, "text": "674\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\nof the child, Let us consider some of the rights of childhood which society.\nshould recognize. “The more or less obvious rights of childhood appear\nto be these: .\n1, The right to be well-born—It is estimated that of the children who\n\nlive to be\n\nsix years of age, less than 10 percent suffer from physical and health defects at birth.\n2. The right to physical care and protection, such as food, shelter, and clothing—\nSuch food, shelter, and clothing must be provided as will result in as nearly perfect\nphysical development as possible. Today 90 percent of children who reach the age\nof six have some form of physical or health defect. The child has a right not only\nto healthful environment, but also to a knowledge of the laws of health.\n3. The right to be understood—Since the child is not a diminutive adult, the\nstudy of children’s growth needs at various levels of development and their interests and abilities becomes the duty of both parents and teachers.\nIt has been so\nmuch easier to love children without trying to understand them, to expect them to\nconform to an illy-defined pattern and punish them when they did not succeed in\nconforming.\n' 4. The right to companionship and love—The growing child has a right to the\nstrength that comes from the knowledge that someone believes in him, has confidence\nin him, and expects something of him.\n5. The right to play—The development of motor coordination, of initiative, selfcontrol, social relationships, and joy in living demands that the child have ample\nopportunity to play. He has a right to the development of skill in those sports and\nactivities which later will result in the wholesome use of his leisure time.\n6. The right to a knowledge of the tools and technics of learning—Reading,\nwriting, spelling, and arithmetic are tools through which the child comes into possession of facts about life.\n7. The right to short-cuts to race experiences—Such understanding of natural\nphenomena and social experience as past generations have achieved is a heritage\nwhich the child has a right to, insofar as he is able to acquire it through books and\nto capitalize upon it.\n8. The right, within limits, to freedom of choice and opportunity to experience\nthe results which a particular choice brings—Only in this way is character developed.\n9. The\n\nright to an environment\n\nwith such stimuli and rewards\n\nas will develop\n\nright emotionalized attitudes—Parents and teachers have the opportunity to decide\nwhether a feeling of satisfaction or dissatisfaction accompanies the child’s action.\nThe developing child has a right to such rewards and punishments as will build\nhabitual living and which result in right emotionalized attitudes and high ideals.\n10. The right to beauty—lf the latent spiritual powers of the child are to develop, then the inner satisfaction that comes from beautiful surroundings must be\nsupplied.\n\n_ ll. The right to interpretation of that spirit that is in and through all life, making\nit better, finer, more nearly divine—A reverence for God and an understanding of\nman’s relationship to God are among the rights of childhood.\n12. The right to a knowledge of prevailing social customs, and code of ethics—\nThe child must be taught the difference between right and wrong and why certain\nacts are considered ethical and others unethical. The desire to be thought well of\nby one’s fellows is a desire that is common to all human beings.\nYouth has a\nright to such training as will result in the realization of this universal desire.\n13. The right to a knowledge of government—Intelligent civic participation can\nonly result from a knowledge of the purpose and forms of government, an understanding of the individual’s responsibility to the state and the state’s relationship to\nthe individual.\n14, The right to the development of a wide range of interest—Only upon this\nbasis can the right of choice really function.\n\n"}
{"page": 679, "printed_page": null, "text": "THe DeparTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n675\n\n15. The right to an opportunity to discover one’s particular talents, abilities,\nand\npowers and such training as will develop these latent powers—Life\nshould offer\nthe child sufficient opportunity for exploration so that he later can\nfind that niche\nin which he can do his share of the world’s work.\nThis means also the right to\nCreative activity.\n16. The right to social development and orientation—If the child is expected to\nbecome a contributing member of society, then there must be developed within him\na social consciousness and a right perspective as to the relationship of the individual to society and vice versa.\n17. The right to counsel and guidance—The child has a right to the protection\nwhich\n\nthe knowledge\n\nand\n\nexperience\n\nof his elders\n\naffords, but they, on the other\n\nhand, have no right completely to dominate his action. Every child has a right\nto training in responsibility—facing life, seeing the consequences and results of\nactions.\n18. The right to the power that comes from experiencing success—The school\nmust do something for a child other than fail him.\n19. The right to work—induction into industry at proper time and under proper\nconditions—The desire to be selfsupporting, to be financially independent is common to all human beings. Industry has a responsibility to the young worker which\nhas not yet been fully appreciated.\nAlong with the right to work goes the right\nto an appreciation of the value of money—what money costs in human effort—its\npurchasing power and its earning power.\n20. The right to look forward sometime to establishing a home—The desire for\na home and children is more or less universal.\nIt places upon adults the responsibility of inspiring youth with the sacredness of home and parenthood and of\ntraining youth for worthy home living.\n\nIf all these are the rights of childhood—thena we must have courses of\nstudy that will provide opportunity for the child to achieve for himself\nsuch of these rights as the public school is responsible for. How can these\ncourses of study be built?\nA survey of current practice reveals these six\napproaches to the problem: (1) Acceptance of tradition; (2) imitation,\nor scissors and pastepot; (3) acceptance of prevailing style as shown by\nfrequency of occurrence; (4) determining activities through occupational\nor job analysis; (5) statement of adult abilities and selection of pupil experiences necessary to their acquisition; and (6) study of children and their\nnormal activities.\nA synthesis of curriculum theories is not only necessary but also possible—\n\nNo one method of curriculum building used by itself results in a satisfactory course.\n‘‘Education must clearly see child and man, but not in a\nsocial vacuum.”\n‘There must be a union of the above approaches to curriculum revision.\n‘There should not be a complete break with the past,\nneither should the present and future be ignored.\nA curriculum should not be built wholly on the basis of children’s interests and spontaneous activities.\n“hese must be directed toward goals\nthat are socially desirable.\nOn the other hand, a curriculum should not\nbe built wholly upon the basis of adult needs and activities. ‘The learner\nmust retain his rightful place in the scheme of things. Furthermore,\ncourses of study should not be designed merely for children of one level of\nability.\n\n"}
{"page": 680, "printed_page": null, "text": "NATIONAL\n\n676\n\nEDUCATION\n\nASSOCIATION\n\nA curriculum can be built which has large social adult values, appeals\nto the interests of children, is suited to their growth wants, and at the\nsame time is sufficiently differentiated to meet the needs of pupils of varying levels of ability.\nWhen a curriculum is built in-this fashion, the. demands which childhood\nhas a right to make on adulthood will be met, and society in turn will\nbe served.\n\nSECRETARY’S\n\nMINUTES\n\nSeattle Meeting\nThe Department of Secondary School Principals of the National Education Association met in Eagles Hall, Seattle, Wash., Wednesday, July 6, at 2 P. M.\nThe president of the association, Charles E. Keyes, Principal of the Oakland High\nSchool, Oakland, Calit., presided.\nThe president appointed Bertha C. Knemeyer, Principal of the Elko County\nHigh School, Elko, Nevada, to act as secretary, as the secretary of the association,\nMargaret Durkin, was unable to be present.\n\nThe president introduced the speakers scheduled for the program\nEXPLORATORY\n\nCOURSES IN JUNIOR H1GH\n\nEugene S. Briggs, Superintendent\nINTRAMURAL ATHLETICS\n\nas follows:\n\nSCHOOLS\n\nof Schools, Okmulgee,\n\nOkla.\n\nV. K. Froula, Principal, Roosevelt High School, Seattle, Wash.\nTHE\n\nHicH\n\nScHOOL\n\nLIBRARY.\n\nLucile F. Fargo, American Library Association, Chicago, III.\nDiscussions touching upon\nspeakers followed.\nThe meeting adjourned.\n\nvarious\n\nphases\n\nof the\n\nproblems\n\nsubmitted\n\nby the\n\nThe Department of Secondary School Principals of the National Education\nAssociation assembled for the second session as scheduled in Eagles Hall, Thursday, July 7, at 2 P. M. President Charles E. Keyes presided.\nPresident Keyes announced\na business session to follow the program\nand\nappointed a nominating committee as follows: Mr. McDaniel, Oak Park School,\nChicago, Ill.; C. A. Anderson, Hamilton Junior High School, San Francisco, Calif. ;\nAlbert Netherly, Black Diamond School, Washington.\nThe committee was instructed to report immediately after the close of the program.\nPresident Keyes\nintroduced the speakers of the session as follows:\nTHE Story OF SIXTEEN THOUSAND MANUSCRIPTS\nMaurice R, Robinson, Editor of the Scholastic, Pittsburgh, Pa.\nJUNIOR COLLEGE DEVELOPMENT IN CALIFORNIA\nC. S. Morris, Modesto Junior Co!lege, Modesto, Calif.\n“ReEvisinG THE HicH ScHooL CuRRICULUM\nDr. Margaret Alltucker, Associate Director of Research Division,\nEducation Association, Washington, D. C.\n\nDiscussion based\n\nupon the briefs submitted\n\nNational\n\nclosed the regular program.\n\nPresident Keyes called for the report of the nominating committee.\n\nMr. McDaniel, chairman of the committee, paid a fine tribute to President\nKeyes for the splendid work of this department under his efficient leadership.\nHe then submitted the report of the committee.\nThe committee recommended that\n\n"}
{"page": 681, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SECONDARY SCHOOL PRINCIPALS\n\n677\n\nin view of the contemplated consolidation of the Deparment of Secondary School\nPrincipals of the National Education Association with the National Association\n\nof Secondary School Principals the officers elected at the\nelected to the same offices in this department as follows:\n\nSt. Louis\n\nmeeting\n\nbe\n\nPresident—F. L. Bacon, Principal, Newton High School, Newtonville, Mass.\nFirst Vicepresident—Jessie Hamilton, Principal, Morey Junior High School,\nDenver,\n\nSecond\n\nColo.\n\nVicepresident—C.\n\nF. Allen, Principal, West\n\nRock, Ark.\nSecretary-Treasurer—Harry\nSchool, Cicero, Ill.\n\nV.\n\nChurch,\n\nPrincipal,\n\nJunior High\n\nSchool, Little\n\nJ. Sterling\n\nMorton\n\nHigh\n\nA motion was made and seconded that the report of the committee be accepted\nand that the officers herein named be elected to the positions as indicated.\nThe\nmotion was carried and so ordered.\n‘The meeting was adjourned,\n\n"}
{"page": 682, "printed_page": null, "text": "lt\n\nae\n\n1\n\nae iam mi\nee\n\nadel\n\n:\n\n= *\n\nPati)\nees7\nne Mind\n\n5\n\naes:\n\nSian\nfe\n\nWt44d )\n\nARE oyavailsWeoy oe hd Te\n\nheSobek, EANiy Tey edt ey a\n\nWher 8h)\n\nWU\n\nNe yey te\n\nithe\nip evhatbones: Kpiandaltisag.e 4 speak\nHired lie e's ‘nett\n\nWeide\npee ea\ngt\n\né\n\not eg\n7 irae\n\nRB\n\nFepta\n\ntt oe\n\nor\n\nLe |‘ats\n\nry dh\n\nte fe\n\nmds Neale @ ey\nye\n\n| Sear:\n\nPee\n\nFey,\n\nAe\n\nPure aah,”\nMLAS PAN\n\n[au ),\nAAnt\n\njae\n\nTNE ee\nmnma\n\ngiven\n\nihe\n\nol 2) Saray,\n\nStan\n\nAbs iahin i ‘Shnet atin) Rr! ue\n\nLeys fabe Ty Stn a\nendo\na\n\ngree, My neli\n\nhot os jer. uae\nte tae\n\nLJvca\n\nLo\n\nA) ag\n\nk\n\niA,\n\nTe)\n\nSah PyNe\n\nTwapiel de ia wie talfod\n\ngy rail\nSoa iante Mp\na\n\nbeat,\n\nHin\n\nPetts\n\nf at\n\npant |Soiply re\n\nWEARS, Rent\n\na fe ty | Pavncn\nPop\nBilme ye\nate The etc.\nTy\na Ota\na\n4) beri\nar\n;\n\nHA\n\nPrey\n\nPetr\n\nSlay\nbts\n\n1S\n\nee ieee\napres)\n\neR\n\nCOU\n\n1h,\n\n6 eri\n\nOrin,\n\nDa\n\nTote ny APL WY vae\n\ni eal\n\na\n\ncies\n\nET iy\n\neis\n\nny\n\nba\n\nAdbdebay 4? ita ey\n\nTies\n\nscone\n\né\n\nA te bat li Faasing, oatA\n\nNid\n\n;\n\nHt\n\nPe es\n\ngit\n\nte\n\nee\n\nos ry\n\n:\n\neee\n\nif\n\nAs oy A.\n\neee,\n\na\n4\n\n:\n\nUe. MST apres Silas iie)\\seenlang aN : ig tiles Tone\n1’\n\nAS Mata,\n\nLOU\n\nom\n\naut ve vA,\n\nsept iden\ntelaRev ne te Laurel\nSieh byt?\n‘saat\nebiee eatin\nonis,\nSeentyrd,\nagli’\nrae\non)\nVs ri\nwolhlsyo! gee\n—\n\n4h,\n\nwhine!\n\nPak\n\nLetcal\n\nKy\n\nJ\n\nth\n\npeer\n\nnf\n\n2 «tebe\n\nA\n\nSade\n\nEge\n\nvy\n\nThee\n\nreves\n\n«leit eae at Sk. alia done\ni\n\nme\n\nLie\n\n‘\n\nORGY\n\n4\n\nNee\n\na\nHK\n\na\n\naea”\n\n.\n\n"}
{"page": 683, "printed_page": null, "text": "The Department\n\nof Social Studies\n\n"}
{"page": 684, "printed_page": null, "text": "HE DEPARTMENT OF SOCIAL STUDIES was formerly\nthe National Council for the Social Studies and\nwas created as a Department of the National\nEdueation Association by the Board of Directors at\nthe Indianapolis meeting of the Association in 1925,\nThe officers of the Department of Social Studies\nfor the year 1927-28 are: President, J. Montgomery\nGambrill, Associate Professor of History, Teachers\nCollege, Columbia University,\nNew York City; Vicepresident, Kidna H. Stone, Supervisor of the Teaching of Social Studies, University High School, Oakland, Calif.; Secretary-Treasurer, Kdgar Dawson, .\nProfessor of Political Science, Hunter College, New\nYork City; Corresponding Secretary, Mary V.\nCarney, Teacher of History, Central High School,\nSt. Paul, Minn. Facts relating to the establishment\nof this Department and the record of meetings are\nfound in earlier. Proceedings as follows:\n1926: 652-663\n\n[680]\n\n"}
{"page": 685, "printed_page": null, "text": "PATRIOTISM\nWALTER\n\nS. DAVIS,\n\nAND\n\nDEPARTMENT\n\nTHE\nOF\n\nCONSTITUTION\n\nHISTORY,\n\nTACOMA,\n\nCOLLEGE\n\nOF\n\nPUGET\n\nSOUND,\n\nWASH.\n\ni |‘HERE is in the world today a mighty force which we call patriotism,\nor the love of country. It belongs exclusively to no age or clime and\nillustrations of it are found scattered throughout the pages of history.\nIt had its beginnings no doubt, in the love of home, in attachment to the\nscenes amidst which one’s childhood had been spent, in the feeling of possession that came to the early human families in their rude tents, in their\nfondness for the hills and streams and land and familiar scenes surrounding their homes.\nIt grows by our interest in those with whom we are most closely associated. It no doubt owes something to the spirit of selfinterest, of selfpreservation in every human being, causing us to value the association with\nothers in a political capacity.\nOther sources of patriotism are the country’s flag, the ideals of the\nRepublic, great documents such as the Declaration of Independence, heroic\nevents of our history, the character of the leading men and women of our\nhistory, our\n\nfree institutions,\n\nour\n\neconomic\n\nopportunity\n\nfor the common\n\nman.\nTo each and every one of these origins, we acknowledge a debt beyond\nvaluation. Each one is a spring running into the mighty stream of American love of country.\nThis afternoon more especially we stress the debt of American patriotism\nto the Constitution of our country and the consequent duty of the school.\nUnder this Constitution, the American people have grown mighty and\nprosperous.\nThe three millions of 1776 have become the more than one\nhundred millions of 1927. ‘The republic has marched from ocean to ocean.\nIt has become the greatest moral and political force in the world today.\nIn human affairs it speaks with a power unequalled.\nThe function of the school is to socialize the child, to fit him for citizenship in the republic.\nAlmost one-half of the state’s income is spent in nourishing young people\nup into citizenship, not only for their own happiness and well-being, but\nfor the perpetuity of the state. It then becomes the duty of the American\nteacher to help develop a love for the republic and its institutions.\nNow, in developing love of country in the mind and life of the childhood\nof America through the Constitution, we must not neglect the history of\nthat great instrument. ‘The youth should know the biography of the men\nwho drew it up and gave it to the country. ‘They should know the structure, powers, and history of the three great departments created by this\nconstitution, the congress, the presidency, and the supreme court.\n_ They should know something of the speeches of Webster, the Constitu-\n\n(681)\n\n"}
{"page": 686, "printed_page": null, "text": "682\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n‘They should know of the\ntion’s greatest defender and interpreter.\nstruggles of brave men who died that the Union might live.\nIn order to appreciate at its true value the greatness of the American\nConstitution, the youth of our land should get some conception of the\n‘This is necessary in order to appreciate “the\nArticles of Confederation.\n\nmore perfect union.”\nAfter studying the weakness of the Articles as a form of government\nand the dangers of the country outside the Articles, we see the force of\nJohn Quincy Adam’s declaration. The “Constitution was wrung by grinding necessity from a reluctant people.”\nContrasting the weakness of the Articles with the strength of the Constitution of the more perfect union will awaken in our students a wholesome respect for the Constitution.\n‘There were also forces binding the states together in this Critical Period\nof American History. Among these were the western lands, the memories\nof the revolution, and the love of the people for Washington. ‘The people\nknew that Washington desired “a more perfect union.”\nThe respect of the youth for the Constitution will be increased when they\ncome to know the greatness of the men who were members of the Philadelphia Convention and gave to the world this noble document, and that\nwith a few exceptions they were the first citizens of the Country.\nThis respect for the Constitution will be heightened when the student\nlearns that the wisdom of the two greatest living men, Washington and\nFranklin, was given to its framing; that the brilliant Hamilton, the\nscholarly Madison, gave to it of their best; that James Wilson of Pennsylvania whose name, according to Bryce, is growing larger with the lapse of\nyears, contributed much; that these were only a few of the men of great\nand varied talent now met to perform a work the greatness of which only\nthe years can measure.\nIn the ratification of the Constitution the student will share the anxiety\nof Washington, the serene hope of Madison, be deeply moved by the\neloquent reasoning of Hamilton and James Wilson, and rejoice in the\nfinal victory for the Constitution.\nThe teachers of America must not be satisfied to teach about the Constitution. The Constitution itself must be taught and made clear.\nIn the Middle Ages it was said by Abelard, “‘God is loved in proportion\nas he is known.” May we not believe that to the degree that our country’s\nConstitution is known and understood by our youth they will revere and\nhonor both the Constitution and the country.\nThe preamble will well repay study. According to Chief Justice Marshall, “We, the people of the United States” means just that and not the\npeople of the states. “A more perfect union” means more perfect than the\ngovernment under the Articles of Confederation. Each one of the purposes\nwill well repay study, closing with “and to secure the blessings of liberty\n\n"}
{"page": 687, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SOCIAL STUDIES\n\n683\n\nto ourselves and our posterity,” the purpose for which they had been\nfighting in the long struggle with Great Britain.\nThe phrase “do ordain and establish this Constitution for the United\nStates of America,” has in it the ring of purpose, of finality, of decision.\nA proper presentation of the provision of our great instrument of government cannot fail to kindle the patriotism of the youth of our land.\nThe statement of the eighteen powers of Congress was one of the high\nachievements, solid and enduring, of the Philadelphia Convention.\nWhile Congress has not always been above censure, accompanying the\nstudy of the powers of Congress, all through American history attention\nshould be called to the noble work of Congress.\nIn the debates in the Washington Legislature of 1925, and among the\npeople, more or less distrust was expressed of Congress, that it would\nexercise to the full and abuse the powers given to it by the Child Labor\nAmendment to the Constitution.\nTo those of us who were friends of the Amendment it fell to point out\nthe patriotism, the good judgment, the farseeing statesmanship of Congress as shown in more than a hundred years of legislation.\nIt was also pointed out that seldom if ever has Congress abused its great\npowers, as, for example, the power to declare war, only three or four\ndeclarations of war in our entire history.\nIt should be the proud privilege of the teachers of America to inspire\ntrust and faith in the great departments of our government.\nIn studying Articles II relating to the presidency, the teacher has the\nopportunity of pointing out the powers of the presidential office, exceeding\nthe powers of almost any other ruler of the earth; that these powers have\nfor the most part been wisely and beneficently used.\nAttention may be called to the high character of the men placed in that\nexalted office:\nAll have been men of high personal character and while in office led\nexemplary lives, and were animated by a high sense of duty and lofty\npatriotism; some, like Washington, have left names which are synonyms\nof love of country; certain presidents have not only exalted the office but\nwere a great moral force, lifting up the nation.\nCertain presidents were men of great courage, moral and physical ; certain\nones were famed for scholarly attributes; certain ones were men of rare\nsweetness of character; and in the presidential office certain ones exhibited\nrare and striking qualities.\nThe history of our supreme-court should make the American youth take\na renewed pride in his country and her institutions.\nWhen James Bryce asked Andrew D. White, of Cornell University, to\nname the greatest success of the American Government, President White\nreplied, ‘““[he supreme court.”\nIn a letter inviting John Jay to be the first Chief Justice, President\nWashington expressed his solicitude to draw into the court the first characters of the republic.\n\n"}
{"page": 688, "printed_page": null, "text": "684\n—$—$\n\nNaTIONAL\n\nEpucATION ASSOCIATION\n\nim\n\nIf we may except certain decisions, the history of the supreme court\njustifies the high encomiums that it has received.\nIn naming the members of the supreme court, the Presidents have exercised exceptional care. For the most part only men of the highest character\nhave been appointed to the supreme bench.\nWitness Webster’s eulogy of John Jay: “When the spotless ermine\nof the judicial robe fell on John Jay, it touched nothing less spotless than\nitself.”\nThe decisions of our supreme court have called forth the tribute that they\nhave caused renewed admiration for the strength and stretch of the human\nunderstanding.\nThe student’s love of country will be further increased by other provisions of the great document.\nThe youth’s loyalty to and admiration for the Constitution of his\ncountry will be increased when he makes a part of his study and knowledge\nthe nineteen amendments.\nThe first ten, the American Bill of Rights,\nshould have found a place in the original instrument.\nIn fact the agreement to secure their adoption won the ratification of the Constitution in\ncertain close states. “They are muniments of liberty thrown around the\nindividual. They represent steps in the history of liberty wrought out by\nthe Anglo-Saxon race in the struggle with despotic kings and governments.\nThe Amendments from number thirteen to nineteen inclusive represent\ngreat steps in the moral and political progress of the American people and\nwill make a strong appeal to the right minded American youth.\nIn your hands, and in your classrooms, fellow teachers of the social\nsciences, is the destiny of the republic to be decreed, and the republic speeded\nonward in a grander career in the twentieth century.\n\nSOCIAL\nJESSE\n\nH. NEWLON,\n\nSTUDIES\n\nAND\n\nSUPERINTENDENT\n\nCITIZENSHIP\nOF SCHOOLS,\n\nDENVER,\n\nCOLO.\n\nFirst it is necessary to see the social studies in relation to the total school\nprogram and insofar as possible in relation to the total process of education.\nSocial studies play an indispensable rdle in education for citizenship, but\nthe classes in these subjects in schools and colleges constitute by no means\nthe total education of youth for his duties as a citizen.\nLet us mention, then, preliminary to our discussion of the réle of the\nsocial studies, other agencies that function often in a determining Way in\ngiving the individual attitudes, prejudices, and points of view that may\ngovern throughout life his feeling, thinking, and acting in civic matters. _\nOne of the results of the scientific study of education and of society is\na growing realization of the fact that the individual is being educated,\nwhether we will or no, in his every experience literally from the cradle to\nthe grave. The home plays a réle in education for citizenship equal to\nand sometimes greater than that of the school. The entire environment\nof the child—the home, the church, the school, the playground, the\nBoy\n\n"}
{"page": 689, "printed_page": null, "text": "THe DEPARTMENT OF SOCIAL STUDIES\n\n685\n\nScouts, the Camp Fire Girls, the gang, every social situation in which he\nis placed—is creating his personality, his viewpoints, his methods of reacting to the world in which he lives.\nIn recent years I have heard school men speak pessimistically of the\nproneness of large numbers of the American people to be swayed by one\nhysteria after another.\n‘These teachers have contemplated the intolerance\nand the fanaticism that have characterized the blatant “one hundred percenters’ and their sympathizers, or the silly hunt for red revolutionists\nregardless of facts or of the constitutional rights of American citizens, and\nhave been inclined to the view that there is something seriously wrong in\nthe work of the schools in the education of boys and girls for good citizenship. “The schools must take their share of the blame for situations of this\nkind, but we should not be assessed with more than our share of the blame.\nWithout question a far greater proportion of the American people of thirty\nyears hence will have been educated in our public and private schools\nthrough the secondary grades than is true of the population today, and\ntherefore in the future it will be legitimate to assess on the schools more\nblame for failure than at present.\nBut the people should be made to\nrealize more clearly the functions and limitations of the school in the\neducative process and the vast extent of the responsibility of the home in\nthese matters.\nYou and I know that often the school cannot undo that\nwhich is done in the home, no matter whether it be good or bad. “The\nhome often saves the child from the mistakes of the school, and the school\nfrequently cannot undo the mistakes of the home.\nMind-sets and prejudices are acquired in the home that last through a lifetime.\nComing now to the school, our first observation is that we have changed\nour ideas as to the ways in which it contributes to the education for citizenship. We no longer hold to the view that the school contributes to this\nobjective solely through formal class work in history, civics, and related\nsubjects.\nThe school is a school for citizenship, regardless of how the\nsocial studies are organized and taught.\nIn recent years we have more\nand more wisely used the corporate life of the school for the education of\nboys and girls in their civic duties. “Today in every well-administered\nschool the pupil is a citizen.\nHe is participating to a large extent in the\nmanagement of the affairs of the school through student government\norganizations and through many other socalled extra-curricular activities.\nHe is learning to be a good citizen by practicing the arts of good citizenship. But we have yet much to learn about how to capitalize fully the\nlife of the school in this way.\nWe have yet largely to develop the technic\nof this type of administration, but whether our technic is good or bad\nyouth is being educated one way or the other, and we should remember\nthis great fact when we talk about the function of the school in education\nfor citizenship.\nMany who are condemning us today for our shortcomings in civic and\nmoral education know little of what goes on within the walls of a modern\nschool in these respects.\nLet us never forget that the school, like the\n\n"}
{"page": 690, "printed_page": null, "text": "NATIONAL\n\n686\n\nASSOCIATION\n\nEpuCATION\n\nae\noo\n\nhome, by its very life and spirit, is educating boys and girls in their every\nFor example, all the good work that is done in the civics\nrelationship.\non the football or the baseball field, or competitive\nundone\nclass may be\nathletics may be made to contribute definitely to the major objectives of\neducation.\nWe come now to the specific rdle of the social studies in education for\nBefore attempting such inadequate statements of the value\ncitizenship.\nof the social studies as can be given in this brief paper, let us ask what are\nthe qualities of the good citizen to the development of which the social\nDo you agree with me that no person\nstudies should especially contribute.\ncan be a good citizen of our country unless he possesses at least the following qualities, and that in the development of these qualities the social\nstudies make an indispensable contribution?\n1. The good citizen has some comprehension of the present social, economic, and\npolitical order.\nIn order to gain any understanding of the principles upon which\nthe present order is based, it is necessary to understand its origin. ‘This implies\nsome understanding of the history of humanity from prehistoric to present times\nin all of its aspects.\nFormerly, it was thought sufficient if boys and girls were\ngiven information about wars, revolutions, the rise and fall of dynasties and\ngovernments, and about the mechanics of the American form of government.\nWe\nnow know that to understand the present order we must have some conception\nof the social, economic, political, religious, and intellectual life of those peoples in\nall ages and in all parts of the world who have contributed anything to the\nmaking of the culture in which we live.\n2. The good citizen understands the form and the spirit of our government and\nhis duties as a citizen of the United States.\n\n3. The good citizen has some conception of the problems that confront American\ndemocracy.\n\nHe\n\nis conversant\n\nwith\n\nthe major\n\nproblems\n\nin our\n\neconomic,\n\nsocial,\n\npolitical, and intellectual life, and knows something of what the leading thinkers\nin the various fields have said about these problems.\n4. The good citizen has acquired an abiding interest in these civic problems,\na divine curiosity which relentlessly urges him to acquire more information in\norder that his civic judgments\n\nand\n\n5. The good citizen has acquired\n\nacts may\n\nbe more\n\nwisely taken.\n\na technic of finding out about civic problems.\n\nHe knows how to look for information and evidence and how to evaluate this\ninformation and evidence.\nHe knows how to use and evaluate magazines and\nnewspapers.\nHe knows something of the working of public opinion. and he has\n\nthe ability to distinguish between facts and mere propaganda.\n6. The good citizen has acquired the habit of performing his civic duties, and\nassumes his civic responsibilities.\nHe is not indifferent to the exercise of the\nfranchise; he is not unwilling to hold public office; he will not speak or think of\npolitics as something that is contaminating and beneath the dignity of an American\ncitizen.\nI know a man, a graduate of a great university, a success in his profession,\nwho was willing to accept a public office that carried no financial remuneration but\nentailed a considerable\n\na candidate\n\nfrom\n\nbecoming\n\nfor this office at the solicitation of leading citizens because\n\ncivic responsibility, but who was\n\na decade\n\nprevious he had entered into a pact with his partner\nnot accept ‘public office without the partner’s consent.\n\nprevented\n\nin business that he would\nTo my way of thinking\n\nsuch a man can never look upon himself as a good citizen. He is a slacker just\nas much as the man who is unwilling to bear arms for his country in time of war.\nThe good citizen is not unwilling to do his civic duty.\n7. The good citizen understands that our government is a government of law,\nand he is obedient to the law. He knows that by the exercise of the franchise,\n\n"}
{"page": 691, "printed_page": null, "text": "THe DeparTMENT\n\noF SociaL STUDIES\n\n687\n\nby orderly processes, the laws of the land, including the fundamental law, the\nconstitution, state and national, can be adapted to changing conditions. The good\ncitizen believes in the Constitution of the United States. He is loyal to every part\nof it. He obeys the Eighteenth Amendment.\nHe believes that the Constitution\nmeans exactly what it says when it guarantees freedom of worship, the right of\npetition, trial by jury, freedom of speech, right of assembly, and protection against\nunreasonable search and seizure.\n8. The good citizen is tolerant and sympathetic.\nHe does not “see red.” He\nis not a fanatic.\nHe does not give lip service to that part of the Constitution\nwhich guarantees freedom of worship and then engage in religious persecution.\nHe believes that the lowliest citizen is entitled to exactly the same kind of justice\nas the most famous or the richest. He believes in his country, but he can see\nIn brief, the good citizen is a good Christian.\ngood in other countries.\n\nI have attempted to list a few of the qualities to which the development\n\nof the social studies should contribute. It must be borne in mind that the\nlist is entirely inadequate and that in the construction of courses of study\nthe analysis must be far more detailed. For example, one measure of the\ngood citizen is the extent to which his aesthetic tastes have been cultivated.\nHe exhibits good taste in the selection of his clothing, of the furnishings\nfor his home, and in the design of the home itself. If he is an urbanite\nhe knows something of city planning.\nHe has a love for all things of\nbeauty.\nIn short, the artistic interests and tastes of the good citizen have\nbeen cultivated. To this end many activities of the school contribute, including work in the social studies. Another illustration might be drawn\nfrom the domain of public health, but I have desired to list only a few of\nthe outstanding qualities, general in character, of the good citizen, to the\ndevelopment of which in my judgment the social studies are indispensable.\nThe catalogue might be continued indefinitely. “The good citizen might\nbe viewed from many different angles.\n‘There may be some duplication in the qualities which I have enumerated,\nbut I think you will agree with me that the social studies should contribute\nto the development of these qualities. “The question is how can the social\nstudies best contribute to the development of these qualities.\nThis in-\n\nvolves two problems: the problem of the selection of subject matter or of\nthe content of the courses of study, and the problem of methods of teaching, the latter involving the organization of this content into courses of\n\nstudy and, the adoption of methods that are to be used in the work of the\nclassroom.\nI shall not attempt to enter into any detailed discussion of either of these\n\nproblems this afternoon, but will content myself with a brief characterization of the spirit in which subjectmatter should be chosen and then attempt\nto point out the importance, from the standpoint of citizenship, of nethods\nof teaching in the social studies.\nIf it is necessary that the good citizen should have some understanding\nof the present social, economic,\n\npolitical, and intellectual\n\norder,\n\nthen\n\nthe\n\nsubjectmatter of the courses of study in the social sciences must be chosen\nwith reference to this objective.\nWe are all aware, of course, of the\ngradual change that has come about in this respect in the past twenty years.\n\n"}
{"page": 692, "printed_page": null, "text": "688\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nTextbooks in history include more today of a presentation of the facts as\nregards the economic and social life of peoples, and devote less space relatively to a recounting of wars and the rise and fall of political dynasties.\nLikewise our courses in civics or in civil government devote relatively less\nattention to the mere mechanics of government, as, for example, to memorizing the Constitution, and more to the spirit of American demoeracy and to\nan understanding of its problems.\nIt is not easy, however, to decide what subjectmatter shall be included.\nThe great question of values arises.\nThe time at our disposal in the\nschools is very brief indeed.\nWise selections must be made.\nFor these\nselections criteria must be developed. Pioneers such as Rugg, Washburne,\nand others are pointing the way to new technics for the selection of subjectmatter, but these pioneers have probably only made a beginning in the\ndevelopment of these technics.\nIf the good citizen needs to know the problems that confront American\ndemocracy, this need dictates an analysis of present-day problems as one\nof the ways in which to determine what subjectmatter shall be included.\nIf the good citizen needs to be enlightened regarding the forms of government, the ways of transacting business, the economic resources, the mores\nof the peoples of other nations throughout the earth, then these are important considerations for the curriculum maker. We need to set up the\nobjectives to be attained in education for citizenship in terms of the qualities\nof the good citizen. We need to ask ourselves what contribution the social\nstudies should make to the growth of each of these qualities in the individual. We shall have, then, in rough outline the criteria to govern in the’\nselection of subjectmatter.\nAs regards methods of teaching, we face very much the same problem\nas in the selection of subjectmatter. For example, if the good citizen should\nhave an abiding interest, a divine curiosity, which urges him relentlessly onward to acquire more information regarding civic problems, then our methods of teaching should be calculated to develop within him this desire, this\ncuriosity, this divine fire. If he needs a technic for finding out the facts\nabout civic problems, his work in the social studies should very largely give\nhim this technic. If as a citizen he will be concerned with the necessity of\nhelping to find solutions for the problems of democracy, the methods of\nteaching should contribute to this end.\nThe child as a child must have practice in the development of those\ndesirable qualities that characterize the good citizen.\nIf he does not\ndevelop some curiosity about civic problems before he leaves the school, it\nis extremely unlikely that he will ever develop it after he leaves the school.\nIf. he must pass judgment on civic problems as a citizen, he should have\na maximum of practice in the’formulation of such judgments as a youth.\nIt is futile to attempt to give the youth of this generation solutions for\nthe problems which they will confront in the years to come.\nNo one can\nforetell what these problems will be. Who could have foretold in the\nnineties, when some of us were in school, what problems we were to con-\n\n"}
{"page": 693, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SOCIAL STUDIES\n\n689\n\nfront in the first quarter of the twentieth century? We cannot foretell\nwhat specific problems the youth of today will confront in the years to\ncome. Solutions will be of little value to them in all probability. Methods\nof attacking problems, of finding solutions, will be invaluable.\nIt is needless to point out the important bearing that this fact has on the methods\nthat are employed in the classroom and throughout the school. We find\nhere the true significance of the socalled socialized recitation, or problem\nor project method of teaching. Here again we only dimly see our way. A\nworld of research needs to be carried on in the development of the most\neffective methods of teaching.\nIt must be more apparent, then, than ever, that the whole life of the\nschool must be used in education for citizenship.\nThrough participating in the solution of problems that arise in the management of the\nschool, through holding office in student government associations,\n‘ in\nyielding obedience to the regulations made by these associations, and\nin a thousand other ways the boys and girls should be given opportunity\nto grow in the qualities of good citizenship.\nWhen it comes to a consideration of the part that is played by the\nhome, by the church, by the gang, the Boy Scouts, the Camp Fire Girls,\nand innumerable other groups and activities, we are entering upon an uncharted sea. We only know in a general way of the tremendous import\nof these factors in producing the citizen.\nAs I have said before, that\nwhich is done in the school may be largely undone by other factors in\nthe child’s environment, or it may be impossible for the school to undo\nthat which has been done in the home or by other factors in the child’s\nenvironment.\nWe must take cognizance of this life outside the school.\nWe must\nstudy it and come to a better understanding of the forces that play in the\neducation of the child.\nUltimately there must be a closer cooperation\nbetween the home and the school. We must also learn how to use the\ncommunal life to foster in the youth of the city or town or rural neighborhood the highest ideals of citizenship. “The movement for a more adequate program of adult education in America is most significant.\nA dynamic theory of education calls for the provision of educational opportunities for the individual throughout life. Certainly this whole field\nneeds to be studied by those who make the curriculum in the social studies.\nI shall now summarize briefly what I have said down to this point.\nEducation for citizenship is a process to which many agencies contribute.\nThe entire environment of the child is educating him for citizenship by\ngiving him mind-sets, habits, prejudices, attitudes, which will cling to\nhim throughout life. The part that the home. plays is extremely important.\nThe school, therefore, can be held only partly responsible for\nthe end result of this process of education for citizenship.\nLikewise, the school contributes in many ways to this end, two of which\nI have mentioned.\n‘Through its corporate life it does or should give the\nboys and girls practice in those activities that will develop in them the\n\n"}
{"page": 694, "printed_page": null, "text": "690\n\nINATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nqualities of the good citizen. ‘The contribution of the school in developing in the boys and girls ideals of good sportsmanship, habits of law\nobedience and of assuming one’s civic responsibilities, tolerance, a sense\nof justice, alertness to civic conditions, and other qualities that might be\nmentioned, is made not only through the social studies but through the\nlife of the school. When it comes to the social studies themselves, the\nschool must select subjectmatter and adopt methods of teaching in the\nlight of the qualities of the good citizen.\n‘To this end we are slowly\ncreating a technic, but have only made a beginning.\nI wish now to discuss very briefly a condition that has arisen in recent\nyears that vitally affects our program of education for citizenship. Every\ngeneration, no doubt, will face its big problems of education.\nWe face\na situation as regards the social sciences that constitutes one of the most\nfundamental problems of American democracy.\nWho shall make the\ncourse of study in the social sciences?\nShall it be made by legislative\nenactment?\nShall it be dictated by economic interests? Shall it be written by chauvinists, or by militarists, or by pacificists, or by modernists,\nor by fundamentalists, or by any other group in our society?\nMany\ngroups are attempting to influence the course of study in this field.\nSome very vocal members of societies that style themselves patriotic\nand have high standing in the land, men and women who ought to be\nexponents of true Americanism, who ought to recognize that in a dynamic,\nchanging society political institutions must be modified to meet changing\nconditions, would have us teach that the Constitution is so sacred that it\nmust not be touched or modified in any way whatever.\nEven some members of our most worthy hereditary patriotic societies seem to have their\nfaces turned entirely to the past.\nUnfortunately, some of these people would keep alive ancient animosities. “The truth cannot be told about the Revolutionary War, and\nthose who would tell the truth in history textbooks are outrageously\ncharged with disloyalty to our country. Apparently these narrow-minded\nbigots cannot understand that the historian may tell the truth about the\nRevolutionary War and yet believe in the cause for which the patriots\nof that period’ fought.\nThere are a few among us who look backward to old allegiances and\nwould keep alive even in America old national hatreds. ‘There are a few\nAmericans of Irish extraction who apparently can see nothing but evil\nin the British Empire and would have their extreme point of view written\ninto our textbooks, and there are jingoists who are so wrought up about\nthe Yellow Peril that they can only look at Japan and China through\nyellow glasses. It would be nothing short of a calamity if such schools\nof thought should be permitted to influence teaching in our schools. The\nmost important problems which America faces in the future are problems\n\nof foreign relations.\n\nWe\n\nare all nationalists; we are intensely loyal to\n\nour America.\nBut you and I know that the fate of civilization\nhangs on the cultivation of a better goodwill among nations.\n\nitself\n\n"}
{"page": 695, "printed_page": null, "text": "cae\n\nnee\n\nTHE DEPARTMENT OF SOCIAL STUDIES\nee\nee ee\n\n691\n\nWhen we come to domestic affairs we are confronted with a similar\ngroup of problems.\nIt is inevitable that each economic and social group\nshould have its peculiar slant on economic, social, and civic problems.\n‘The American Manufacturers Association has one point of view, organized\nlabor has another, the farmers have another.\nWe cannot avoid the disIn the discussion of these\ncussions of controversial issues in the schools.\nOur function is\nissues teachers must preserve a judicial point of view.\n\nnot to teach you what to think but rather to think. Above all, we should\nremember that all of these groups are composed of good Americans, Although we shall find among them extremely shortsighted radicals and\nreactionaries, it is very rarely that we find in America a person who believes in changing our political or economic order by violence.\nAnd yet the influence of these minority groups has been felt already\nto an extent that must give pause to the thoughtful citizen.\nWitness\nthe inquisitions into textbooks that have been conducted in New York\nand in other places by groups who would use the public schools not for\nthe teaching of truth but for propaganda of one kind or another.\nFinally, I must call your attention to the attempts to write the curriculum by legislative enactment.\nMiss Bessie Louise Pierce, Associate Professor of History, University of Iowa, in her excellent study “Public\nOpinion and the Teaching of History,” depicts in a vivid manner the\ngrowing tendency to legislate the curriculum, particularly in the field of\nhistory and government.\nSome of this legislation is not to be condemned.\nIt is general in character.\nIt sets up the broad objectives to be achieved\nin the schools.\nBut other proposals go into details as to how certain subjects shall be taught.\nFor example, last winter a bill was introduced\ninto the Colorado legislature requiring the teaching of the Constitution as\na separate and distinct subject thirty minutes each week in the seventh\nand eighth grades and one hour each week through the high schools and\n\ncolleges of the state. Such a schedule would cut right across the program\nof the school. To fit it into a scientifically planned course of study would\nbe impossible.\nThis bill was sponsored by the local bar association and in a general\nway by the American Bar Association, although we found that many of\nthe most intelligent lawyers of the community knew nothing of the\nprovisions of the measure, and when they were informed about it were\nstrongly opposed to it. The proponents of the measure were good citizens.\nThey did not know what we were doing to teach the Constitution. They\n‘They did not realize.\ndid not realize the absurdity of such a measure,\nthat if one group could secure the passage of a measure of this kind some\nother group holding exactly opposite views might in time secure similar\n\nlegislation. ‘They did not realize that in time, through such a process, the\ncurriculum would become crystallized and soon with the’ passage of years\nsadly out of date, and that those charged with the responsibility of the\nadministration of the schools and of the teaching of youth would find\n\ntheir hands tied.\n\n"}
{"page": 696, "printed_page": null, "text": "692\nnT\n\na\n\nNatTIONAL EpucATION ASSOCIATION\nRENAME OR SOROS\n\nIt should be\nWho, then, shall make the social studies curriculum?\nsciences\nsocial\nthe\nin\nand\neducation\nin\nspecialists\nand\nmade by the teachers\nthat\nmeans\nThat\nfields.\nthese\nin\nstudy\nto\nlives\ntheir\ndevoting\nare\nwho\nOur\nyou and I must measure up to our responsibilities in this respect.\nwork must be so broad, so soundly based on scholarship and on considerations of good citizenship, so excellent from a technical standpoint, that it\nwill command the respect of the public.\nAmerica faces no greater problem in the next generation than that of\ndeciding whether the schools shall be used for propaganda purposes or to\nThose who\nteach the truth about American history and institutions.\nwould use the schools for propaganda and who at the same time as good\ncitizens believe in American institutions and in the American spirit, are\nvery short-sighted indeed.\nA few years ago it looked as if this situation would become very acute.\nIt now appears that there is less hysteria and that if we teachers, students\nof education, and historians rise to the occasion we may lead the way in\nmaking a curriculum in the social studies that will contribute the utmost\nof which the school is capable to the perpetuation of the spirit of American\ninstitutions.\n\nTHE\n\nTEACHING\nREAD\n\nBAIN,\n\nOF SOCIAL SCIENCE\nHIGH SCHOOLS\n\nASSISTANT\n\nPROFESSOR\n\nWASHINGTON,\n\nOF\n\nIN\n\nSOCIOLOGY,\n\nSEATTLE,\n\nWASHINGTON\nUNIVERSITY\n\nOF\n\nWASH.\n\nA more complete investigation should be made of the actual preparation,\npedagogy, and objectives of the social science teachers, as a preliminary\nto a thoroughgoing definition of the aims of the social studies, of standards\nof training for teachers and methods of teaching.\nThis should be followed by a fundamental revision of the entire course\nof study but especially for the social sciences, and this revision should be\nfollowed up by a campaign for cooperation of the teachers, school authorities, and the community in carrying out the provisions of the new\nscheme.\nAlthough about 95 percent of the teachers of social science conform to\nthe law which requires a college degree for teaching in high schools, it is\nfound that over one-half have had comparatively little preparation in\ntheir particular subject. ‘The scholastic training for teaching civics and\nAmerican history, the only two social studies required by law, appears to\nbe especially defective.\nAbout 87 percent of the teachers belong to the Washington Education\nAssociation, 45 percent to the National Education Association, and 38\npercent to local organizations.\nMoreover, the periodical reading of the\nteachers seems to be quite professional, of high quality, and of considerable\nquantity.\n\n"}
{"page": 697, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SocIAL STUDIES\n\n693\n\nThe most common participation of the teacher in community work was\nSunday school teaching. ‘Twenty-five percent of the teachers engage in\nthis activity. Girls’ work, including scouts, camp fire, etc., was participated in by 12 percent; boys’ work, scouts, Hi-Y, etc., by 11 percent; and\nchurch work by 9 percent.\nThe principal obstacle to the teaching of the social studies appears to\nbe lack of library equipment.\nThis is followed by inadequate teaching\nforce and too many subjects. There was slight indication that patrons’\nfear of radical ideas being propagated by the social studies was operating\nto prevent the extension of such work.\n\nLEGISLATIVE\n\nREQUIREMENTS IN ELEMENTARY\nSCHOOL CIVICS\n\nE. D. RANDOLPH,\n\nPROFESSOR\n\nWASHINGTON,\n\nOF\n\nEDUCATION,\n\nSEATTLE,\n\nUNIVERSITY\n\nOF\n\nWASH.\n\nIn the last few years legislators, persuaded by organized societies representing the convictions of small minorities, have given the schools of many\nof the states certain specific topics for courses in civics and “citizenship,”—\nnamely, the study of the origin, sources, and principles of the constitution, and “the study of and devotion to American institutions and ideals.”\nThis phrasing seems to have emanated from the citizenship committee\nof the American Bar Association; and the legislative drive upon the teaching of the Constitution seems to have been fathered by the American Bar\nAssociation (with curious unconcern about some important American\nideals and institutions).\nThe prestige of this powerful organization has\nfurnished for the numerous patriotic societies the assurance needed for\nvigorous lobbying at state legislatures, with the result that most of the\nstates have enacted laws requiring the teaching of the Constitution in\nthe elementary schools. ‘These laws vary in character from the general\nand unobjectionable type to the highly specific and prescriptive type which\nignores the expert knowledge of teachers.\nIt is the latter type which the\nbar association now apparently favors.\nEveryone must be sympathetic with the bar association’s concern about\nthe quality of American citizenship, and about the importance of the\nstudy of American institutions and ideals. Everyone must concur in their\nbelief that the study of the Constitution (written and unwritten) is a\nvaluable part of such orientation for pupils old and able enough to engage in it.\nThere is serious doubt, however, whether the bar association is right\nin its insistence upon a separate course on the Constitution for elementary\nThis doubt becomes conviction when the details of the\nschool children.\nbar association’s idea of a proper elementary school course on the Constitution are examined.\n\n"}
{"page": 698, "printed_page": null, "text": "694\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nee\nEES\ned\nee\n\nIt is no exaggeration to say that it is such a course as is proper for a\n“he time allottments necessary\npolitical science major in the university.\nto make such a program effective could not be had without serious prejuAnd\ndice to other crucial courses in the elementary school curricula.\nno possible time allottment could make it largely effective with elementary\nschool children. ‘The curricula of normal schools would have to be substantially reshaped to prepare teachers of such a course for anything but\nperfunctory work.\nExtensive in-service education would have to be\ninaugurated for teachers already in the field.\nIf the bar association’s view of American needs in regard to knowledge\nof the genesis and development of the Constitution is a sound one they\nare right in insisting upon a separate course.\nBut they are assuredly\nwrong in their idea of the equipment necessary to pursue it. Their course\nbelongs in colleges and universities, primarily. At the lowest it might in\nparts be attacked in the senior year of high schools.\nIt is impracticable\nin the elementary school.\nTwo principles of selection of curriculum materials must always go\ntogether: (1) ‘What society needs” is doubtless the first one; but (2)\n“What little children can learn” will always limit it severely; and the\nequities of other subjects of study will continue to deserve consideration.\nAbout the first, the bar association may in most cases be a better judge\nthan most teachers.\nAbout the second, the professional teachers will in\nmost cases be better judges than the bar association.\nMay we rely upon the bar association’s sense of the nature of evidence\nto make them moderate their zeal for political science education to the\ncapacities of little children?\nIs it not our duty to appear as advocates of\nchildren, with a brief for what is attainable in the elementary school\nperiod and a statement of the equities of the other school subjects?\n\nSECRETARY'S\n\nMINUTES\n\nSeattle Meeting\nJoint Meeting with Faculty of Social Science of the University of Washington—\nThe meeting was held Tuesday, July 5, in Philosophy Hall, Room 233. It was\ncalled to order at 2:10 P. M. by'the presiding officer, Charles E. Martin, Dean of\nthe Faculty of Social Sciences, University of Washington.\nDr. Martin welcomed the audience—over three hundred in number—and then\ncalled on Edna H. Stone, Vicepresident of the National Council for the Social\nStudies, for remarks.\nMiss Stone conveyed the greetings sent by letters by J.\nMontgomery Gambrill, President of the Council, and Edgar Dawson, Secretary\nof the Council, who voiced their sincere regret that they were unable to attend\nthe convention.\nWalter S. Davis, State Senator, and Professor of Political Science, College of\nPuget Sound, Tacoma, gave an address on “Patriotism and the Constitution.”\nThen followed an analysis of “The Social Studies and Citizenship,” delivered\nby Jesse H. Newlon, Superintendent of Schools, Denver, Colorado.\n“Teaching the Social Science in Washington High Schools,” a study made by\n\n"}
{"page": 699, "printed_page": null, "text": "THE DEPARTMENT\n\nOF SocIAL STUDIES\n\neee\n\n695\n\neee\n\nRead Bain, Lecturer in Sociology, University of Washington, was read by a colleague of Mr. Bain, in the absence of the writer.\nEdgar Randolph, Professor of Education, University of Washington, then gave\nan address, “Requirements for the Social Studies in the Primary Schools.”\nIn all of these papers there was evidence that the writers were cognizant of\nthe importance and value of the social studies, and they thoughtfully and seriously\npresented views as to guidance and control.\nAfter announcing the session for the following day, Dr. Martin adjourned the\nmeeting.\nSecond Session, The Teacher as a Factor in Social Studies Teaching—This session, held July 6, in Philosophy Hall, Room 233, was called to order at 2:10 P. M.\nby Edna H. Stone, Vicepresident of the National Council.\nFollowing a word of welcome to the audience and the delivery of messages\nfrom Dr. Gambrill and Dr. Dawson, Miss Stone voiced the appreciation of the\nofficers of the worthy services. of the local committee and speakers.\nThen came the introduction of Frederick E. Bolton, Dean of the School of Education, University of Washington, who delivered an address on “The Teacher’s\nOpportunity Through the Social Studies.”\nNext came the address by Miss Crystal Harford, Assistant Supervisor of Social\nStudies, University High School, Oakland, California, on “The Teacher and the\nNeed of a Social Viewpoint Throughout the Social Studies.”\nMiss Harford had\nan illuminating collection of illustrative materials displayed.\nThe final address was given by Milton Bennion, Dean of the Department of\nEducation, University of Utah, whose subject. was “The Place of Ethics in a\nProgram of Teacher Training for the Social Studies.”\nA lively discussion of the three papers followed, many taking part.\nAs a result of a motion to the effect that the papers of both sessions be printed\nand made available for reading by ‘all interested, Miss Stone stated that certain\npublicity would come through the Proceedings of the National Education Association and that in the Historical Outlook doubtless at least part of the papers will\nbe printed.\nShe appointed ‘a committee, headed by Dean Martin, to look into the\nmatter still further.\n\nThere\n\nwas\n\nno\n\nelection\n\nof officers\n\nas those\n\nelected last February\n\nuntil next July, at which time regular election will take place.\nThe meeting was adjourned.\n\nare to serve\n\n"}
{"page": 700, "printed_page": null, "text": "7\nb\n\n2\n\nSiitheat\n\nshale\n\nOye\n\na\n\nahady\n\n‘ay\n\ni\n\nPal e\n\nks\n\n~\n\nv\n\ntam tf, rei vile i r 1 er\nad? , ati nh! ailnie\n\nws he ae Lf harwrie\n\n¥\n\nad\n\na\n\neves\n\nos ~\n\nhs itt\n\niets ted tye\n\npe\nf itean\nat\nTeo\n\n\"7 Nit\n\nwre\n\nberet gothaes\n\nley\n\n7.\n\nnthe yor\n\nA gt\n|\n\nWelt\n\nba\" Meahe\n\n2 Lf\n\n& oh ‘mnelige\n“s\n\n“goa\n\n.\n\nwetic\n\n.\n\nt\n\neee\nai bf e\n\nhe\n\n1 30\n\nta\n\n|\n\ni dani\n\ni\n\n-\n\nbist\n\n‘\n\n-\n\n‘es\n\ni\n\n4\n\nsvn,\n\nPests.\n\n- aE\n\nci onl aa\n\nf\n\n1”\n\nFP\n\n74\n\n{\n\nale\n\ne\n\nya\n\nPoe\n\n5\n\noT\n\n-\n\nig\n\noles\n\nTEs\nP\n\nx\n\n_\n\nae\n\nae\n\nz\n\nae\n\nhd\n\nmiesdep\n\n:\n\nor\n\n:\n\na’\n\nr\n\nShyer\n\nA\n\niy ade\n\naS\n\n4\n\nDalat tat\n\nitze Patel\n\n_ om only ag\nrs\npas\n\nMAME\n\n>\n\nvel dav\n\n\\ :\n\ns\n\n“@\n\n2\n\nA\n\neal!\n\nsoe\nae\n7\n%\n\ned\n\naie 7\n\noirhthe\nfein\nt\n-\n\noe\n\nse\n\n7\n\ne\n\nie\n\n.\n\n2\n\n«\n\nf\n\n*\n\na\n\n.:\n\nhe\n\n,\n\n¥\n\n~\n\niry\n\noo\ney\n\n‘\n\neu\nés\n\ninane\ns\n\nz\n\ni\n\n~\n\n.\n\nogy\n\n>\n\nere st”\n\n_~,\n\n"}
{"page": 701, "printed_page": null, "text": "The Department\n\nof Superintendence\n\n"}
{"page": 702, "printed_page": null, "text": "HE DEPARTMENT OF SUPERINTENDENCE—At the\nmeeting of the National Teachers’ Association in\nHarrisburg, Pa., 1865, the state and city superintendents present decided to form an organization, to\nbe composed exclusively of those engaged in supervisory work in the schools. This group decidedto\n\nmeetin Washington,D. C.,in February, 1866, at\nwhich time the work of organization was completed.\nThe new organization was called the National Association of School Superintendents. Nine states and\ntwenty cities were represented\nIn 1870, the National Association of School Superintendents merged into the National Education Association as a Department. Following a change in the\nBylaws of the Association, adopted in 1921, the Department was reorganized under a new constitution,\nwith a full-time secretary. It publishes a report of\nits annual meeting's, which appears also in the Association’s Proceedings, and a yearbook which is sent\nonly to members.\nThe officers of the Department for the year 1927-28\nare: President, Joseph M. Gwinn, Superintendent of\nSchools, San Francisco, Calif.; First Vicepresident,\n\nRandall J. Condon, Superintendent of Schools, Cincinnati, Ohio; Second Vicepresident, Frank D.\nBoynton, Superintendent of Schools, Ithaca, N. Y.;\n\nExzecutwe Secretary, 8. D. Shankland, 1201 16th\nSt. N. W. Washington, D. C.; Executive Committee:\n\nM. G. Clark, Superintendent of Schools, Sioux City,\nIowa; Norman\nR. Crozier, Superintendent\nof\nSchools, Dallas, Texas; EK. E. Lewis, Professor of\nSchool Administration,\nOhio\nState University,\nColumbus, Ohio; Frank M. Underwood, District\nSuperintendent of Schools, St. Louis, Mo. Facts relating to the establishment of this Department and\nthe record of meetings are found in earlier volumes\nof Proceedings as follows:\n1873 :244-271\n1874 :297\n1875 :291\n1877 :253-261\n1879 :223\n1880 :235-237\n1881 :252\n1882: 7-112\n1884 :281-292\n1885 :160-192\n\n1886 :335-353\n1887 :511-538\n1888 :515-547\n1889:613-617\n1890 :367-545\n1891:379-527\n1892 :559-745\n1894:252-592\n=1895:213-429\n1896:231-391\n\n1897:195-317\n= 1898:303-489\n1899 :251-380\n1900:183-297\n1901 :189-349\n1902:151-306\n1903 139-301\n1904:173-333\n=:1905:155-271\n1906: 29-215\n\n[ 698]\n\n— 1907:145-329\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\n1926: 663-838\n\n"}
{"page": 703, "printed_page": null, "text": "OPENING\nRANDALL\n\nJ. CONDON,\n\nOF\n\nTHE\n\nPRESIDENT\n\nEXHIBITS\nOF\n\nTHE\n\nDEPARTMENT\n\nOF\n\nSUPERINTENDENCE\n\nRANK BRUCE, presiding—Ladies and gentlemen: This is the formal\nkK opening of the Convention of the Department of Superintendence of\nthe National Education Association. ‘This monumental exhibit has\nbeen built for you. It is unfortunate that we cannot give you some appreciation of the time and effort that has been spent on the preparation of this\nwonderful exhibit. Dr. Condon will tell the story of the exhibit.\nOn behalf of the commercial exhibitors I want to thank the local committee and the officers of the Department of Superintendence for this unusual and very highly appreciated exhibit hall.\nIt is unfortunate that you cannot understand the professional service,\nthe professional background, which has preceded the planning and which\nis now expressed in these exhibits here today. Professional service is the\nkeynote of the commercial exhibit. In the past decade we have equipped\nthousands of schools of all kinds. We appreciate that in the next decade\nwe must equip thousands and thousands of schools for you. We sincerely\ntrust that as professional school men you will come more and more to the\ncommercial exhibitor with the idea that the commercial Sibites is with\nyou, rendering you a professional service.\nDr. Condon has sensed the significance of this idea in suggesting this\nopening meeting this afternoon.\nIt is the first time in the history of the\nDepartment of Superintendence that a president has come forward with a\nreal appreciation of the place and function of a technical exhibit of this\ncharacter. It is a privilege to present to you at this time President Randall\n\nJ. Condon of Cincinnati, who will formally open the Convention.\nPresident Randall J. Condon—Friends, I am pleased today to meet you\nhere on this Fifty-Seventh Anniversary of the founding of the Department\nof Superintendence of the National Education Association, and officially\nto say the word which brings this Convention into being. And yet this\nConvention has been in process of evolving for one year. From the time\nthe meeting adjourned at Washington last year the officers have been busy\nprojecting this meeting. We went to nine cities and the Executive Committee went to two or three others looking for an exhibit hall, among other\nthings, that should be worthy of the installing of an exhibit such as is in\nplace here today. When we came to Dallas and looked into this hall and\nsaw the stretch of it, 92,000 square feet of floor space, I said there was no\nother place where the Convention ought to be held in 1927 except in Dallas.\nThe Executive Committee agreed, for I said we could afford to be crowded\na little bit in the hotels if we could have plenty of space to exhibit the\nthings that make for educational welfare, the commercial, the technical,\nand the school product of America.\nI came again in October when the State Fair was in progress that I might\nsee that great exhibition and see whether it fully met my expectations.\n[ 699 ]\n\n"}
{"page": 704, "printed_page": null, "text": "700\nft\n\nes)\n\nNatTIONAL EpucaTION ASSOCIATION\neee\nAe\nAE\nREED\nee\n\nMr. Allan came down when the American Medical Association was\nin session and had its exhibit here. As we came into this hall and visioned\nit, it was as we see it today. Whether or not you are satisfied, we are, for\nit expresses the thing which we dreamed for you—plenty of space, with\nfine environment, with an opportunity for all the technical and educational\nexhibits to have free access, with plenty of circulation, a lounge where the\npeople might gather and converse and rest, and then beyond, the products\nof the school.\nWe see American school education at its best as it is being exhibited here\ntoday, and in all of the school houses of the land you will find some of these\nthings in process of development and in use by the children and the teachers\nof America.\nAs Mr. Bruce has said, for fifty-seven years this Department has been\nmeeting, and it has not occurred to anyone, or if it did occur it has not been\nput into operation, that this exhibit ought to be opened formally and dedicated to the cause of education. When I said I wanted the opportunity\nto open formally this great exhibit and to dedicate it to the welfare of education in America, and then I wanted to make clear that six days thou shalt\nlabor and on the seventh thou shalt rest from thy labors, I had in mind that\nthe exhibit closes its doors tonight, but they will open at 7 oclock on Monday morning, and from that time on we want the 10,000 superintendents\nand others who are in Dallas to circulate through these corridors, to look\ninto every exhibit that is on display, and to pass beyond and to see the\nexhibits that are installed there.\nGreat work and much expense has been involved in bringing together\nthis great exhibit. We have not assembled this exhibit primarily for the\npurpose of making money.\n“The Department of Superintendence is a\ngoing concern, we can meet our own bills and pay them from the income\nwe have. But we do believe that no meeting of the Department is as it\nshould be unless it brings together with the superintendents the men who\nsupply the material that makes it possible for the superintendents to give\neducation to the school children of America.\nWe are one, and from this\ntime forward, whether you are producing books or furniture or equipment\nor visual education or radio or what-not, you and the superintendents of the\ncountry are one in the process of working together to use this material to\nproduce finer and better citizens for America, and we join hands. with you\ntoday in this one common purpose and pledge ourselves that the doors of\nall the superintendents of this country shall be opened to those who make\ntextbooks and produce furniture that you may come in and tell them the\nthing that you have to produce and to sell that it may be better for the\nchildren. But we ask you in coming to leave outside anything except the\nmerits of your production. You shall always be welcome when you bring\nthat thing which calls to our attention the thing we ought to have based\nupon its merit, upon its use to the children. But the doors shall be forever\nbarred against any man or woman who attempts to influence the superintendents or teachers of this country by any unworthy means.\n\n"}
{"page": 705, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n701\n\nThis has been planned that you may have the opportunity of circulation.\nWhen we laid out all these avenues and within forty-eight hours every foot\nof space was taken either by long distance telephone or by telegraph or\nletter, then I said, “There is just one other thing that I want, and that is\nthe thing which shall give the idea of national unity, of patriotic citizenship motive, and I know where that thing is; it is in the Town Hall of\nI sent to Lexington and I said to the selectLexington, Massachusetts.”\nmen, ‘‘Will you let us have the flags that were flying on Lexington Common\nwhen you celebrated the One Hundred and Fiftieth Anniversary of the\nfirst battle for independence?”\nAnd the selectmen met, and they said,\nWe have had innumerable requests. They asked that they might\n“No.\nI\nhave our flags for the Sesquicentennial Celebration, and we refused.”\nrefused to take that no as final. I wrote to Mr. Allan to go from Washington to Lexington, and I sent this telegram to him:\nWe expect Lexington to be as patriotic\nin 1927 as she was in 1775.\n\nThen I said to him: “We must have flags from Lexington.\nGo to\nBoston and take Payson Smith with you to Lexington.\nPut it up to them\nas a patriotic duty.\nWe cannot have the kind of convention we have\nplanned without their flags.”\nThey are displayed along the walls here. Every state flag is represented,\nbeginning with the last states admitted, Arizona and New Mexico, and\ncoming down far beyond to our national flag flanked on either side with\nthe flags of the thirteen original states, Massachusetts on one side, Virginia on the other, to symbolize the fact that at Jamestown and at\nPlymouth was laid the foundation of our great country. We have gathered here, with these flags about us symbolizing not only the unity of all\nthe states into the one great flag of our country, but symbolizing the fact\nthat Lexington sends her choicest possessions to Dallas, that Massachusetts\nsends them to Texas, that New England sends them to this great gathering of the superintendents of the nation, to make clear that national unity\nand the ideals of the nation must be born in the hearts of the youth of\ntoday.\nWe gather, then, under these fine auspices, we gather under sunny skies\nand with peach blossoms all about us. When I sent the letter saying that\non Sunday we would ride through peach blossoms, some of you fellows\nwho live in the north said I must be stretching it. On the train coming\ndown, a man from Illinois said, “I guess you will be able to deliver your\nprogram, because it is in print, but I don’t have much stock in your peach\nblossoms.”\nAnd my heart was\nI said, “Wait until you cross the Texas border.”\nelad when I looked out of the window and actually saw the peach blossoms on the trees, for I was a little in doubt whether the cold draft from\nI said, “We will\nthe north wind might have kept them from developing.\ntake a chance on it, and I don’t believe Texas will disappoint us.” Texas\nhas not disappointed us; Dallas has not. The city and the state are here\n\n"}
{"page": 706, "printed_page": null, "text": "702\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nto welcome us into an environment of good will and cordial cooperation\nand hearty greetings that make it worthwhile for us to meet within the\nborders of this city.\nWe are here to open this Convention formally, and to say that this exhibit is yours to look at, to use, to buy, to produce. I don’t like to use the\nword that Mr. Bruce used; it comes better from him than from me; I\ndon’t like to use the term ‘‘commercial exhibit.”\nMr. Allan, you know,\nhas coined another one—‘“‘technical exhibit” and “school exhibit.” I have\nbeen trying for six months to find one expression which ties the two things\ntogether and I haven’t got it yet. But it is one from this end to the other\nend; there is no separation. In the lounge are the finest examples of school\narchitecture; beyond are the finest exhibits of schoolroom interiors; there\nis a model schoolroom showing not only how children’s vision may be\nsaved, but how it may be prevented from becoming defective.\nI have not\nthe slightest hesitation in saying that it is the finest exhibit of art products\napplied to life that has ever been assembled.\n“Then there are the finest\nprinting products from all over this country, with seventy-five cities from\nthirty states represented.\nWe are in the presence of a living exhibit, a piece of applied education,\na piece of education applied to useful ends. I believe that is about the only\nkind of education that amounts to much anyway.\nBack in Timothy II,\nthere is something like this: Ever learning, and never able to come to the\nknowledge of the truth. The reason so much of our learning is fruitless\nis because we never apply it to anything that is worth something.\nIf we\nsomehow find out how to apply the thing that we are learning to a useful\nend, it shall function in terms of character and citizenship.\nSome years ago I had a dream that I had been visiting the night school\nand I had been looking into the faces of something like a dozen or fifteen\ndifferent nationalities, and I thought somehow in my dream that it was my\nbusiness to help Americanize those people.\nIn my dream I thought the\nway one could do it was to give them a cheer as the college does when it\nurges its team to victory. I gave the word to them, and it came back in\nconfusion and discord, without any harmony of action, one voice against\nanother. I gave it again, and it came back a little clearer, but still very\nmuch confused. Still again | gave it, until by and by there came back to\nme the clear words that I arose that night and wrote on a slip of paper that\nI might not forget them. These were the words I gave: “Now all together, once again, each for the help of the other.”\nI would say to every one of the 200 exhibitors and to all who have a\npart in this great exhibit, in Americanization and in working for the good\nof the children of America that is the call which must ring in our hearts:\n“Now all together, once again, each for the help of the other.”\nThis Fifty-seventh Convention of the Department of Superintendence\nis officially opened.\n\n"}
{"page": 707, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n703\n\nTHE IDEALS OF THE NATION\nJUDGE\n\nWILLIAM\n\nH.\n\nATWELL,\n\nUNITED\n\nDALLAS,\n\nSTATES\n\nDISTRICT\n\nCOURT\n\nTEXAS\n\nThe dictionary advises us that the word “ideal” means existing in the\nimagination only, visionary, a mental conception.\nIdealism in art means\nthe elimination of or the adding to so that there may be an ideal object\nattained. An idealist is one who pursues an ideal, of course; he is the\nvisionary.\nIn thinking of the subject during the last day or two days, I have\nasked myself this question: Is it true that if all of the minds in America\nwere placed in a gigantic receptacle and shaken from side to side and up\nand down by some giant hand, there would appear upon the surface\neventually certain outstanding national ambitions, a composite of the American people?\nIs that true?\nA survey of America, of course, is more difficult than a survey of any\nother nation. England is inhabited by the English, France by the French,\nGermany by the Germans, Russia by the Russians, Japan by the Japanese,\nChina by the Chinese, but America is populated by all of these people\nI have named and by every other people on the globe, and they become\nAmericans, if at all, after having lived between our oceans and upon\nour rivers and in our forests and in our mountains and after having visioned\nto a little degree something of the great dream of our founders.\nSo, after all, the subject is fraught with great difficulty.\nBut there\nis a principle, my friends, in individual life that is invariable.\nWhether\nit holds good in national life I do not assert.\nI merely display it for\nyou and leave it to the individual judgment as to whether it is equally\ntrue there. That principle is the growth that comes in solitude. I ask\nyou to go with me in the full measure of that word and that phrase, the\ngrowth that comes in solitude. The heroic figures of history, the rugged\ncharacters, the great fellows who have towered above their associates in\nall generations have found their strength just there.. Gianthood is within\nus. The Scriptures tell us that the kingdom of God is within us. If\nso, the king is in his kingdom.\nHenry Knight Miller, in an impelling article called “Can we go alone?”\ntakes us into the mountains with the Savior and there in the very center\nof solitude, at the very heart of power, there comes the exclamation,\n“T and the Father are one.” It is then that history is unrolled; it is then\nthat destinies are made; it is then that the tents are moved forward into a\nnew initiative. This solitude is impervious to the attacks of those who are\noutside; ineffectual are they against it. Shifting sands are the foundation of the man who builds his life to be in harmony with the scoffs or\nthe congratulations of the world that is about him, because the world\nmay criticize in the morning and congratulate with the going down of\nthe evening sun.\n\n"}
{"page": 708, "printed_page": null, "text": "704\n\nNaTIONAL\n\nEpucaATion ASSOCIATION\n\nDewey, when he returned, as we all remember so well, from his great\nwork in the Far East, was received in his land as a conqueror, he was\nparaded and feted and congratulated and loved and honored throughout\nthe nation. A popular subscription was taken, and he was presented with\nLater he took unto himself a wife\na home in the capital of the nation.\nand he transferred this property to his new queen, and instantly, almost,\nthe people who had been at his feet were at his throat, so fickle is even\nthe popular opinion of a great nation like America.\nThis very strength that comes from solitude, however, is the strength\n\nthat sent Ulysses S. Grant tunneling beneath the embankment\n\nat Vicks-\n\nburg, charmed a Stonewall Jackson at the head of a matchless cavalry,\nfired the heart of Martin Luther as he stood in the Diet of Worms\nexclaiming, “Here I stand, God being my helper, I can do nothing else.”\nIt was the fire and the soul of George Washington that he found on his\nknees in the snows of a forest of the East, which carried almost naked\nsoldiers to glory and to victory. “That is what it was, I am sure, that sent\na praying Columbus to America in 1492, and I believe that is what it is.\nthat sends the great souls out from their loved ones, whether they come\ntrom Europe or from great distances, seeking after the victory that\ncalls to them as they come.\n“That is what inspired the heart and drove\nthe hand of the fathers in the Constitutional Convention at Philadelphia\nwhen they penned the preamble to our Constitution, saying: “We the\npeople of the United States, in order to form a more perfect Union,\nestablish justice, insure domestic tranquillity, provide. for the common\ndefense, promote the general welfare, and secure the blessings of liberty\nto ourselves and our posterity, do ordain and establish this Constitution\nfor the United States of America.”\nAy, also, perhaps it was the flowering of Washington’s great wisdom\nwhen he wrote in his farewell address for this same nation: ‘‘Keep clear\nof entangling alliances.” ‘The nation was literally going it alone; it had\ncut all the cables, shattered every tradition, formed a new sort of government, repudiated kings and emperors.\nHe said there should be no longer\nbirth by blood or rule by preference, no longer government monopoly or\ndistinction, but a new order of things when all men were equal and these\nequal men were to choose one of their number to rule for a limited time.\n\nLiterally the nation was going it alone and rapping on the knuckles any\nhand that was reached toward it.\nAgain, solitude had answered the statesmanship of the mountains, the\nfundamentals of the forests and the everlasting prairies, and had proven\nthe efficaciousness of that wisdom in the formation of an unknown government.\n\nOh how it does reach to us and call us this morning!\nHaving builded a new government, having erected a new mansion out\nof their own material, having founded their own architecture the like\nof which had never been known before, a new something that an hundred\n\n"}
{"page": 709, "printed_page": null, "text": ";\n\nTHE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n705\n\nand fifty years afterward is more glorious than it was at the hour of its\ncompletion, whose solidity is more astonishing through the centuries than\nit was then, the cynosure of all the eyes of all the statesmen of all the\nworld, they were then out of their virile wisdom to fashion simple faiths\nfor those who were to live in that mansion.\nFirst of all, it was to be a godly nation. Where that God was to sit,\nhow that God was to be worshipped, where that God was to rule was\nto be a matter for the individual citizen. That God was to have a crest\nexpressed on every coin; His name was to lisped by every witness in\nChristendom’s courts so far as this land was concerned. There was to be\npublic obeisance by every executive, whether of the state or of the nation,\nin covenant with that God before he could become such executive.\nOh,\nlet the discussion of no scientific accomplishment or no scientific discovery\nrob America of her God!\nThen there was to be in this new nation the solemnity of the family,\nof family life, one man for one woman, a monogamous civilization. All\nthe new-fangled theories and writers and doctrines that would suggest or\nwould substitute anything else are mere sounding brass and _tinkling\ncymbal.\nThe man was to hew and draw, and the woman was to sew\nand prepare and shed the glory of womanhood throughout the home,\nand the twain were to teach the little ones something of the God of America, something of the glory of honest toil, and make them love the warmth\nof the home in which they lived.\nAnd then this nation was to have schools, schools for the rich and\nschools for the poor, schools for the black and schools for the white, schools\nfor all creeds and all conditions, and these schools, like the religion, were\nto be without money and without price, and millions of children during\ncertain seasons of the year were to wend their way toward the schoolhouse where they were to receive from the emperor and empress who\npresided there great arms full of the common knowledge that should make\nthem foursquare men\n\nand foursquare women.\n\nSince the time when Betsy Ross sewed with her nimble fingers our\nfirst banner, since the time when the blue jacket and the red lining and\nthe white petticoat made the first starry banner, since the time when the\nfirst blood was shed upon land and upon sea, everyone who has had the opportunity to be an American citizen worth while has been proud to be\ncalled such and has gloried in the majesty of the institutions of his country. And that has been the fourth pillar in the great foundation of\nAmerican ideals. America has never sought to be known as the greatest\nnation in the world, the richest nation in the world, whose coffers were\nbursting with coin and gold; America has always loved her flag more\nthan\n\nshe has her dollars,\n\nthe strongest\n\narm\n\nAmerica\n\nand\n\nand the men\n\nwho\n\nhas had\n\nwere\n\nmore\n\nthe quickest\n\nheart\n\nand\n\nwilling to fight than\n\nhas any other nation in the world.\n\nToday,\n\nbig, magnanimous,\n\nstrong America\n\nis disappointed\n\nwhen\n\nshe\n\n"}
{"page": 710, "printed_page": null, "text": "706\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nhears from across the waters criticisms from the same lips that begged\nher to help them just a few years ago.\nThis, in short and in brief, is my conception of the ideals of America\nin composite: simple faith in God, a simple home life, a simple universal\nAn approxieducation, a simple immortal, everlasting love of country.\nmation of this simplicity will build anew, not only liberalizing the\nchurches and filling the need of the country, but filling the churches themselves with the people, rekindling the fires on the home hearth, filling our\nschools with school teachers who have a vision of their duty and its bigness\nrather than a desire to have position, and finally promoting the general\nwelfare of the country by diluting and decreasing the stream of 500,000\nprisoners who go every year to and from the American prisons.\nGod bless this God of America, if such a prayer is possible. God bless\nthe American home, God bless the American school and all those who\nrepresent that school here today.\nGod bless America with all of her\ngreatness from ocean to ocean and with all of her entrancing beauty.\nDoes America have ideals?\n\nTHE\n\nCONSTITUTION\n\nHERBERT WENIG, LOS ANGELES, CALIF., WINNER, INTERNATIONAL\nHIGH SCHOOL ORATORICAL TROPHY, 1926\nThere is a movement in our schools known as the National Oratorical\nContest which seeks to teach the necessity of maintaining that democracy\nwhich allows education and thought to flourish, and of teaching patriotism\nand citizen responsibility to the government.\n‘The field of education\nis daily becoming wider, and the teaching of patriotism and citizenship\nis just as important a part of the school curriculum as the proverbial\nthree R’s.\nBut the teacher must do more than teach; he must imbue\nthe student with a love of country. The year 1927 witnesses the fourth\nNational Oratorical Contest.\nThe first International Oratorical Contest was held in Washington on\nlast October 15. On that occasion five boys representing Great Britain,\nFrance, Mexico, Canada and the United States, speaking in different\ntongues, spoke on their respective governments and institutions.\nOn that\noccasion a bond of understanding and good will was formed.\nBut that\nwas but the beginning, but the basis. Rather do I prefer to look forward\nten years hence to another International Oratorical Contest, and there I\nbelieve you will see the true basis for the realization of that world ideal\nwhen race will live alongside of race, nation will help nation, and man\nlove man, when the war drums will roll no longer, and the battle flags\nwill remain unfurled in the Parliament of Man, the Federation of the\nWorld.\nMy oration today is the one which I delivered at the National Oratorical Contest in Washington on June 4, and which I delivered again\n\n"}
{"page": 711, "printed_page": null, "text": "THE\n\nat the International\n\nDEPARTMENT\n\nOratorical\n\nOF SUPERINTENDENCE\n\nContest in Washington\n\n707\n\non October\n\n15.\n\nFrom the beginning of recorded time, the force that has propelled\ncivilization onward has been man’s desire for freedom. When that desire\nfails, the nations must give up hope.\nBorn beneath the sunny skies of Greece, nurtured in England’s island\nempire, fostered in the United States by the men who had to write our\nConstitution, their greatest task was met by those men who in May, 1787,\nin the city of Philadelphia took up the task of consolidating and perpetuating our Constitution, for the crown and the consummation of freedom’s\nforward march was the American Constitution.\nLook with me at that group of men who in four months wrought out of\nthe chaos and the confusion of the Confederation a Constitution for all\ntime. Into that Constitution went the wisdom of Franklin, the majesty\nof Washington, the vision of Hamilton, and the legal learning of James\nMadison.\nIt had as its inspiration the dash and the vigor of the Minute\nMen at Lexington and Concord, the courage in the battery smoke of\nBunker Hill, the prayers at Valley Forge, and the patriotic sacrifice in the\nice and snow along the frozen Brandywine.\nFor the first time since governments had been instituted among men\nthat Constitution provided for a government whose base was in the\nbedrock of the God-given rights of the individual.\nFor the first time a\ngovernment had been formed which protected its citizens against the encroachments of class and arbitrary power. For the first time man’s desire\nfor freedom found complete fulfilment in the Constitution of the United\nStates.\nIn its check and balance system, safety is assured; in its presidential\nmessage and presidential veto, in its representative initiative and senatorial clarification, in its judicial review for constitutional violation, and\nfinally in its amendatory prerogative, the Constitution furnishes to the\nUnited States of America the greatest written guide for law making and\npotential progress ever devised by the human mind.\nAnd almost as a\npart of the covenant itself, incarnate and forever enshrined, a Bill of\nRights guarantees to the individual his life, liberty and property, undisturbed except by due process of law.\nOne hundred and thirty-eight years have passed since Washington took\n\nthe oath of office to uphold that Constitution; one hundred and thirtyeight years of constitutional blessing to America is the gift of the immortal\nmen of ’87.\nMy fellow countrymen, only an American, pne who knows our history,\ncan feel the sacred symbolism of that Constitution; only one whose ,soul\nis steeped in the spirit of the far-off days, when the old Meeting House\nin Philadelphia felt the throb of the great hearts of the Constitutional\nFathers can understand. What solemn obligation ours to teach those who\ncome amongst us from foreign shores and who often, all too often, come\nHere is our duty and here is\nto scoff because they do not understand.\nmust be enlightened, and\nknow\nnot\ndo\nwho\nthose\nfor\ntoo;\nour obligation,\n\n"}
{"page": 712, "printed_page": null, "text": "708\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthose who do not care must be taught to love our institutions and the\nConstitution by which they live. *And for those who come with hatred\nin their hearts, ladies and gentlemen, no words of mine could fully express the indignation which should rouse every true American heart to\nstand on guard as they did on Concord Bridge who gave to us our flag,\nour country, our Constitution.\nFor this sacred Constitution the soul of the great John Marshall still\nAt the foot of the storied statue of the\nspeaks to us from his tomb.\nimmortal Chief Justice, within the shadow of our Capitol’s dome, in\ngrateful remembrance the American people shall always kneel in devout\nrecognition of the vigor and vitality he wrote into our national document.\nFor this flag, for this country and this Constitution, Webster’s voice still\nreverberates in the old Senate Chamber.\nGrant fought before Vicksburg\nfor this Union and this Constitution; Lincoln wept. prayed, and died.\nThe flag, says Justice Holmes, is but a piece of bunting to one who\ninsists on prose.\nOh! but its red is our lifeblood, its stars our world,\nits blue our heaven. It owns our land at will; it throws away our lives.\n\nWithout the Constitution there would be no flag with its beautiful symbolism, there would be_no united country, no Supreme Court to safeguard\nour liberties.. Without the Constitution there would be no American\nRepublic founded upon equality, no justice founded upon law, there would\nbe no representation founded upon the ballots of a free people.\nWas\nthere ever a document like this?\nWas there ever such a challenge to’\nintelligent citizenship? Was there ever a martyrdom so sweet as death\nfor its perpetuity?\nThe past has given us this Constitution. Let us guard with hallowed\nhand our inheritance and transmit it to the generations yet to come, with\nno blot from our neglect and no blemish from our misdeeds.\nThe indifference which exists today toward our government institutions\n.must be replaced by a spirit of interest upon the part of an intelligent and\ncourageous citizenry. We must exercise that eternal vigilance which is\nthe price of liberty. If our Constitution is to remain a vital, living organism of government, if we are to hand down to posterity a constitution\nstronger and better because we have lived under it, you and I must stand\nsentinel at the gate of constitutional promise, guarding our education and\nour Constitution.\n\nFor there are real dangers appearing on the horizon.\n\nToday disturbing reports reach us of the activities of organizations seeking\nto teach the necessity for a new national constitution.\nWe are asked to\nthrow away our Constitution and to replace it with another made to satisfy\nthe personal and selfish desires of class.\nLadies and gentlemen, if ever such a call comes, may every true citizen\nset his face like flint against the change and with universal voice let us bring\nback the answer, Remove not the ancient. landmark which thy fathers have\nset!\nThe pages of this sacred document are fast crumbling away, but theit\nmeaning and their significance are carried in your hearts and in mine.\n\n"}
{"page": 713, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n709°\n\nbaptized by our fathers’ blood, consecrated by our mothers’ tears, dedicated\nto immortality by the sacrifice and prayers of a free people. May our Constitution stand, the sacred embodiment of the soul of the American people,\nthe charter of peace on earth, good will to-men.\n\nTHE BIRTHRIGHT\nSARAH\n\nLOUISE\n\nARNOLD,\n\nOF AMERICA’S\n\nNATIONAL\n\nPRESIDENT,\n\nCHILDREN\n\nGIRL\n\nSCOUTS,\n\nLINCOLN,\n\nMASS.\n\nWhen Helen Keller, blind, deaf, dumb, an imprisoned soul, found her\nteacher, she began to understand, and when that silent child began to ask\nquestions about the beginnings of things, about God and His message for\nher, they led her to Phillips Brooks, the great teacher. He talked with\nthe child and answered her questions, and when he had done she looked\nup into his face and said to her teacher with her finger language, “Ah, but\nthis I have always known. How did it come?”\nI shall bring to you a very simple message. As I have been thinking of\nit I have been seeing three pictures. The first is of that twin brother who\ncame back from the hunt laden with the toll of his hunting, tired, hungry,\nas he smelled the pottage that his brother who stayed at home had been\nserved. “Give me of your pottage,” he said, and the brother answered him,\n“What will you give? Your birthright?”\n“Anything,” answered Esau, and he gave his birthright for a mess of\npottage.\nThe story has followed down the years.\nHow can we help it today?\nMy answer is only a hint, and you will say when I am done, “Ah, that is\nwhat we have always known.”\nMy title really is “Safeguarding the Birthright of America’s Children.”\nHow can it be safeguarded?\nThe next picture which I want you to see is that of a small boy, the son\nof a professor in the West. The absent-minded father took the child with\nhim when he went into a book store, and after he had sought his wares at\nthe various counters he went home and left the boy. “The small lad, half\nfrightened, yet knowing what to do, went out into the street, and when he\nmet a policeman he said to him, “Mister Policeman, have you seen any man\nwalking around here without his little boy?” Let us hope he found his\nfather. That is where he belonged—with his great teacher.\nBut the third picture of which I shall be thinking as I speak my few\nparagraphs is that which I found in the Grand Canyon long ago. It was a\npicture of an Indian chief sitting at the door of his wigwam, if that is what\none calls the door, and prone on the sands before him was the Indian lad,\nlying flat, with his chin in his hands, and looking up into the face of his\nchief, who was safeguarding the birthright of the lad by telling him the\nstory of the tribe. How does it come?\nIn the heart of youth is that infinite longing, that urge, that asking of\nthe hungry heart, and we are told that it is the asking soul that shall receive, it is the seeking soul that shall find. In the heart of youth, as the\n\n"}
{"page": 714, "printed_page": null, "text": "710\n\nNATIONAL\n\nEpuCATION ASSOCIATION\n\ne\nee\nee eree\ne\nee\n\nblind and deaf and dumb Helen Keller proved, is heard that voice of God\nurging the child onward and forward to the thing that is to be, hungry,\nhow hungry to know.\nNext to that divine hunger is the hunger in your heart and mine to safeguard the youth in his search for his ideals and to insure his finding when\nhe seeks, and his hearing and receiving when he asks. Seek and ye shall\nfind. Ask and ye shall receive. How can we make the promise true to him?\nFirst and foremost let me say that there is no greater error into which\nwe can fall than to think of education in the terms merely of the school\nand to assume to ourselves the only part in this marvelous process which we\ncall education.\nSchooling is not the whole of it. All life is a climbing\ntoward understanding. We thank heaven that in the heart of youth has\nbeen placed that undying desire to know, that will enable him to be taught.\nIt is because of what he brings to the school that the school is able to give\nhim its most precious gift.\nI sat once as a pupil in the railway station at Springfield, Massachusetts.\nIt was during the war, when we were at work all times of the day and\nnight. The station was crowded, and there was a heavy storm outside. I\nheard the door bang, and I looked to see a young mother leading in a little\ngirl of four or five, beribboned, becurled, wet, dripping from head to toe.\nThe dear old Irish woman who had been teaching me, sitting beside me and\ntelling me what she had learned in life, handkerchief on her head and shawl\nover her shoulders, and a face beautiful with understanding, turned to me,\nlooked into my eyes and said, “You can’t learn ’em nothin’ because they\ndon’t want to know nothin’.” Ah, how I’ve loved it ever since.\nHeaven be praised for that urge in the heart of youth that wants to\nknow, that wants to be taught. If there is any miracle on the face of the\nearth it is when you and I help youth to want it more. That is the victory\nin our teaching.\nAlong with us in this adventure in understanding which we call education are those other great teachers of whom I want to say one word. The\nhome, ah, the indispensable one; the school, we have always had it and\nknown it; the church, we must maintain it; the task, do we ever give it its\ndue? Then the neighbor without whom we should never come into our\nown; and God’s out-of-doors. ‘These are all part and parcel of the birthright of America’s children, and you and I have done our work only when\nwe have helped to make the home better and have multiplied its teachings\nand redeemed its weaknesses, when we have enabled the neighbor to lend a\nhand and have understood the one who lives next door before trying to\nteach his children and his children’s children, and when we have bowed\nreverently with those who remember that era is in His heaven and is the\n\nlight of His world, and when we have toiled with those who work from\n\nsun to sun, almost, to earn the bread for their children, and when we\ntoo have been taught in God’s out-of-doors.\nIt was in Oregon when we had been having a week’s session of their\nstate teachers, 8000 of them, that we sang at the end of the session, “My\nCountry “Tis of Thee,” and all at once there came to me in the heart of\n\n"}
{"page": 715, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n#11\n\nthat great throng the consciousness that I had sung into the woods and\nrills and templed hills only those of New England, and there I was in the\nheart of the great Rockies, with their sky above and their earth below, and\nall at once I knew that that, too, was my country. As I have seen your\nbroad dome of sky and your far-reaching plains down here in the South,\nI have thought that I do not envy them to you, I share them with you,\nand I love my country more and sing into that hymn more because I know\nyour priceless treasures.\nAh, God’s out-of-doors must be the heritage of\nAmerica’s children.\nNow only a word as to each and to ourselves. We have done our part\nnot when we have graduated our boys and girls and counted their credits\nand given them all that the law requires. Ah, unless we know the heart\nand spirit of their homes we can never speak their language.\nIn a great city where my work for seven years was with the public\nschools, as I visited a teacher I saw a little waif come in from what we\ncalled the entry where the children’s cloaks were hung. ‘The teacher looked\ndown at her feet as the child slipped in late, and said, “Mary, you didn’t\ntake off your rubbers.”\nMary said, “No, mother told me not to.”\n“T don’t care what your mother said. Go out and take off your rubbers.”\nHow it hurt then and how it hurts now to think that any one of us\ncould forget that our highest duty to Mary is to help her to love and to\nunderstand the teachings of that home from which she comes.\nI hope that always and always as the days go on, those of us who administer and those of us who teach will realize the sacredness of the teaching of the home, the rightness of its traditions, and the hope of the country\nthat lies in our making it more gacred, more true, more intelligent, and\nmore and more the first and aways the best teacher of our youth.\nThen the school we deal with in passing is to take the neighbor who interprets life for us and leads us beyond this little circle in which we have\ngrown up.\nWhen I was a little girl and went berrying I went after huckleberries\nand blueberries growing low on the ground, and each and every one of\nus ran to the place where we thought the berries were thickest drew a\ncircle with a fat forefinger, and said, “This is my spot.” ‘That is the\nbeginning of understanding.\nAnother picture of our later growth is the prayer of the man who said,\n“Bless me and my wife, my son John and his wife, us four and no more.”\nIt we have good neighbors we grow to understand that no life can be\npure in its purpose and strong in its strife without them, and all life ought\nto be stronger and purer thereby. It is our neighbors who teach us; as we\ngo out more and more we discover that all of us are neighbors. ‘Texas will\nbe nothing less than a neighbor from this day on to Massachusetts and\n\nMaine and Oregon. How good for all of us that we walk abroad amongst\nour fellowmen and travel far and wide and find them all to be neighbors.\nAnd our\n\nteaching will fail, too, unless we\n\nunderstand\n\nfellowmen, those who work in the factory and in the field.\n\nthe work\n\nof our\n\n"}
{"page": 716, "printed_page": null, "text": "712\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\nRecently in Washington we had a very remarkable document written by\na man who looked into the heart of the farmer and looked into the heart\nof the shopmen and dared to say what he thought was right, seeing the\nwhole field, and remembering that everybody is there and climbing toward\nIf he tried to help us all to understand it was because he\nunderstanding.\nhimself is beginning to read the hearts of men more clearly than ever before,\nand is seeing what it means for men at their work to face the obstacles that\ntheir very work brings to them. Oh what long patience and what depth of\nunderstanding must come before we can half begin to understand the problems of toil. And beside that put this truth, which will always be a truth,\nthat there is no more sacred teacher given to humanity than toil itself. The\nchild is to be congratulated who has to do a genuine work that the world\nneeds and who is taught by his school to do that work better than it has\never been done before. Heaven bless the task and teach us as teachers to\ninterpret the task truly to the hearts of our children as a blessing and not\nas a curse, as an indispensable teacher without whom the words of our\nbooks are idle in the extreme.\nThen the blessing of the out-of-doors. Go back to your New Testament\nand read it again and take out of it every word that refers to God’s out-ofdoors, and then see how much you would understand of its teachings. “Behold the fowls of the air,” “‘Seedtime and harvest shall not fail,’’ on and on\nand on, and your thought goes back again and again and again to the thing\nthat helped you to understand.\nOut under the wide sky, or there in the\nshade of the woods, or sitting beside what would be with us a brown brook,\nbut not quite like your brown brook, bathing your feet in it and loving the\nwhisper of the leaves in the trees, you were being taught by God Himself,\nand there is no other teaching like that. :\nIf you were living in the heart of Massachusetts as I must be today,\nand if you were seeing the rural population dwindling and the children\nhurried into the towns to live, if you were seeing, as you would in New\nYork or Chicago, children playing in the canyons that we call streets,\nsitting on the curbstone in the crowd, then you would understand about the\nlittle lad who went out with his mother for a country week, sent out from\nthe city by wise-minded, charitable people, and who, as his mother came on\nthe hilltop with him, pulled her skirt and whispered to her, ‘Mother, the\nsky is round!” ‘The child had seen only an arc from the bottom of those\ndeep-walled streets of New York. Think what we have taken out of the\nlives of the children when we have defrauded them of this great birthright,\nthis one great tongue through which God speaks to the children of men.\nWhatever may happen down here, don’t build Dallas so high and so close\nthat your chidren will forget that the sky is round. —\nThat is all. It does not matter whether we say more or less. We are\npart and parcel of the teaching universe. We work with the home, with\nthe shop, with the country; we work with the fields and the winds and\nthe sky, and we are here helping to teach God’s truth.\n_ The method? I don’t dare to say to you, after many years, with heated\ndiscussion of method at almost every one of your meetings, that I have come\n\n"}
{"page": 717, "printed_page": null, "text": "Tue DEPARTMENT OF SUPERINTENDENCE\n\n713\n\nto think it doesn’t matter much how they come and go, still we are slowly,\nyes, slowly, climbing toward understanding. But the thing that does matter\nis that we ourselves are safeguarding the birthright of the children and\nanswering the askings of their hearts by living the lives that we long to\nhave them live, and that is the only answer.\nThrough purer and finer and sweeter and kinder homes, through honest\ntasks well done, through giving and maintaining always to them the sky\nthat is round and the air that is pure and the world that God made, not\nshutting them into the canyons that men make, then we shall help children\nto come into their birthright, we shall have sacredly guarded it, and that\ncannot be done except as we reverently guard in our own\ndeepest askings, those heaven-sent askings for our own souls.\n\nTHE KEY\nMRS.\n\nTHAT\nPERCY\n\nhearts those\n\nUNLOCKS THE DOOR\nSTANDING\n\nOF UNDER-\n\nV. PENNYBACKER,\n\nTEXAS\n\nAUSTIN,\n\nWe are today the most disliked nation on earth. This does not mean\nthat visitors from the United States are badly treated; this does not necessarily mean that we deserve unpopularity; but it is the truth, and thinking\npeople are willing to face the truth. Some of us say: ““We don’t care. We\nare absolutely independent of the rest of the world. It makes no difference\nto us what they think.” But is this true? You care and I care. It is only\nnatural that we should. We want to be on good terms with out neighbors\nin the communities where we live. We don’t ask flattery or fulsome\npraise, but we are human, which implies we like for others to feel kindly\ntowards us. In my home town of Austin for three years some man has\nbeen selected as the most worthy citizen. He has always been one who\nserved his fellow man, sharing all blessings that came his way; he has\nalways been a sympathetic neighbor—loved, trusted, respected by his community. Is the United States a sympathetic neighbor in the family of nations? Or are we standing outside the broad door that opens into the\nshining highway of understanding, down which we must all travel to bring\nlasting peace. The key to this door is sympathetic knowledge of other nations. You, the teachers of our Republic, are the forgers of this key.\nToday we must know real conditions in other lands. My judgments\nmay be wrong, but I beg you to share with me a few impressions formed in\n1925 and 1926.\nCome first to beautiful Salzburg, Austria.\nFrom the\nmoment of our arrival we were impressed by the friendliness of the people.\nIf one asked his way, at least five people answered.\nEverywhere we met\nsigns of poverty, signs of a kind of hopelessness, because no one can understand what is to become of Austria, since the great treaty did not leave her\nenough territory to support her cities.\nMax Reinhardt, whom we all\nadmire for the creation of The Miracle loves Salzburg: each summer, he\nspends weeks presenting there the choicest plays and most alluring music.\nDay after day we went, each day seeming to reach the climax.\n‘The\ndramatic artists of the German speaking world gave their services, for it\n\n"}
{"page": 718, "printed_page": null, "text": "714\neS\n\nNATIONAL\nSS\n\nEpuUCATION ASSOCIATION\nEES\n\nES\n\nSS\n\nSSS\n\nSS\n\nSS\n\nis considered an honor to serve under Reinhardt and to work out the vivid\ncreations of his art. The Austrians were unable to attend most of these\nperformances on account of their poverty, but this seemed to arouse no ill\nwill. It moved us deeply to see the adoration of even the rank and file for\nbeauty, harmony, and exquisite setting. ‘This was all the more remarkable,\nbecause down beneath the surface, they were sad. We saw many coming at\nmidday into the restaurants bringing their bit of bread and perhaps a slice\nof cheese, ordering only something to drink. ‘They fear cold and hunger.\nThe war is to them a horrible memory.\nGermany came next. Far back in 1909 we had spent a happy year in\nMunich. Now we heard that all South Germany was hostile to the United\nStates. We could not believe this because the Bavarians had been noted\nfor their friendliness and a certain sympathy of understanding, so we resolved to go back and see for ourselves.\nFair Munich impresses one as\nliving under a shadow, but her people are still kind.\nBuildings are\nneglected; there is no money to keep fresh the ornamental facades. The\ncomfortable pension where we were housed gave delightful rooms, with\nthree perfectly cooked meals, for two dollars per day. The landlady was\nstruggling to make ends meet, for ten of her eighteen rooms were vacant.\nTwo German friends asked us to dinner. We found that this was the\nsecond time since the war that they had entertained guests. “Their most\nbitter memories concerned the suffering endured by their grandchildren.\nOne little grandson will never be of normal strength because his mother\nwas undernourished before his birth, and he himself for a year and a half\nafterward. No baby of more than seven months in Germany was allowed\nmilk. ‘They described how the food blockade on England’s part crushed\nthem into deepest suffering ;how the morale of the German army was destroyed by letters from wives and mothers telling of the starvation of the\nchildren.\nGermany has passed through deep waters, but she has a more\nhopeful attitude than either France or England. She stabilized her mark,\nalthough this meant, literally, the destruction of the property of the middle\nclass. One can picture the feeling of those who had saved for old age, when\nthe investments made in governmental bonds so decreased in value that one\nhad left only bare existence where plenty had seemed assured.\nGermany\nkas now became partly accustomed to her republican form of government.\nThere is little strife in Germany between labor and capital. Most of the\npeople have work, though there is more unemployment than we realize.\nThe picture in France is more dark. The franc has no fixed value. The\nsmall moneyed people have loaned their government some twenty-five\nbillions of dollars. In order to stabilize the franc, in all probability, this\nmiddle class must be reduced from moderate comfort to poverty. A great\nFrenchman told me that he saw no possibility of the franc’s being stabilized\nat more than four cents, but even that would be better than the present\nuncertainty. Think what it means when one never knows in the morning\nwhat the unit of currency will be worth at twelve o’clock. France has no\nsettled leadership.\nIt is encouraging to note, however, that France and\nGermany are growing more and more to realize that they have much in\n\n"}
{"page": 719, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\nTS\n\ncommon, and that economically they must stand together. The French have\nwork; but France is grey today with despair. She knows that when her\nmoney does assume a fixed value her foreign trade will decrease and many\nwill be idle. I heard from many, many sides, ‘How cold we shall be this\nwinter because of England’s strike and our depleted currency!”\nEngland presents a still gloomier picture. To be sure, long ago she\nstabilized her pound sterling; but, to do that, she increased her domestic\ndebt until now her taxes are unbelievably enormous.\nLabor and capital\nare arrayed against each other. The coal strike, so long drawn out, sent\ndismay to all groups. Her unemployment problem more than two million\nwith nothing to do with the makeshift of the dole brings ten thousand\nterrors in its train. Long ago she gritted her teeth and without a murmur\nrefunded her war debt to us; and what terms did we grant her? Added\nto this, Great Britain’s critics rise on every side. Ireland is always ready\nwith an additional stab, and this summer several of the other nations of\nthe League never lost an opportunity to take a fling at the British Empire.\nIt is a sad, sad world in Europe today. If returning visitors, who perhaps stopped at hotels where they saw only other foreigners, tell you that\nthings seem quite as they were before the war, or that the people are happy\nand prosperous, I beg that you do some investigating on your own responsibility before accepting their verdict. ‘The people are literally obsessed\nwith terror of the cold and the uncertainty of food; war is to them a diabolical nightmare. While these conditions exist, they know that across the\nocean there is a great Republic rolling in wealth. It is hard to convince\nthem that any of us Americans must practice economy.\nThey read of our\nlavish living and then they think of what life has dealt out to them. You\nknow human nature well enough to realize that no one likes to have\nenormous prosperity come to a neighbor while hard trial and rigid poverty\nare his lot. “They admit that we have been most generous in our philanthropies.\nThey are willing to give us full credit for this, but they ask\nthemselves again and again, ‘“Why did the United States desert us in our\nhour of greatest need just after the war? When the American Republic\nhas all the money it needs and more than it needs, when it is the great\nmoney-lender of the world, why will she insist upon our paying the money\njoaned us to carry on the war, the goal of which was, as she herself said,\nto save civilization for the world?\n“When we borrowed to repair war\nwastes and ravages (which happily she was spared) what became of the\nmoney? Where did we spend it? Did it not go to increase her colossal\ntrade and thus add to her wealth?”\nI am not defending their opinion.\nI am only trying to show their side, for we must study questions from\nevery angle. More and more are other nations realizing that they must\ncome to an understanding one nation with the other.\nMore and more\ndo they despair of the United States in her aloofness being a helpful agent\n\nin bringing order out of chaos.\nLet us turn\n\nnow\n\nfrom\n\nthese more\n\nor less dark pictures to Beautiful\n\nGeneva, that each September opens wide her doors to the meeting of the\nCouncil and the Assembly of the League of Nations. One cannot linger\n\n"}
{"page": 720, "printed_page": null, "text": "716\nTee\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nin Geneva, one cannot enter even the Secretariat without being thrilled.\nI saw a\nIn the space of five minutes I heard nine different languages.\na\nNorway;\nand\nAfrica\nSouth\nfrom\npeople\nbetween\narranged\nconference\nluncheon set up between visitors from China and South American Countries;\neverywhere one saw people journeying down the road of understanding;\neverywhere one saw men and women meeting around a council table to\ntalk over amicably problems on which they differed. This has grown to be\ncalled “the atmosphere of Geneva.”\nThe great day in the Assembly of 1926 was that never-to-be-forgotten\nFriday, September 10. The sun shone as if glad to have a part in sucha\nday. Long before the time of meeting the Hall of the Reformation was\npacked from top to bottom.\nEven downstairs, where the elect of the\nearth are supposed to be, people were standing in the aisle, crowding everywhere; no one entered without a ticket.\nThe second gallery looked\nsuffocating, except for the press sections, and they were bad enough, while\nthe top was simply a seething mass of eager spectators gathered from the\nfour corners of the earth. Calmly, the President called for the report of\nche Committee on Credentials. The chairman stated that the Committee\nhad examined the credentials of the German Reich and found them to be\nperfect; whereupon, the President said “I now call upon the delegates of\nGermany to take their place among us.” A side door opened and in filed\nthe German delegation; the spot lights of the world flashed upon them;\nthere was unanimous and prolonged applause from the Assembly.\nAfter\na few words of welcome to the new delegates, the President said, “I now\ncall upon Herr Gustav Stresemann, first delegate of Germany, to address\nthe Assembly.\nHe is requested to mount the platform.” A moment more\nand there stood before us the representative of the German Reich. He is a\nman of good presence and excellent voice. He was logical, serene, dignified,\nfree from all bombast, all mock humility, blest, however, with no marked\ncharm of personality.\nHis was a most trying position, but he measured up to it, and the audience\nshowed a certain fine appreciation. He was wise enough to say nothing to\noffend, and thus disappointed those who were looking for trouble.\nHe\nindicated that “Germany would like to see the League of Nations stress\neconomic problems and hasten to remove barriers and to bridge over\nthe gulf separating different national economic systems.”\nGreat applause came at these words: ‘“The Divine Architect of the world\nhas not created mankind as a homogenous whole; he has made the nations\nof different races; he has given them their mother tongue as an expression\nof their spirit; he has given them countries with different characteristics as\ntheir homes. But it cannot be the purpose of the Divine world-order that\nmen should direct their supreme national energies against one another, thus\never thrusting back the general progress of civilization.\nHe will serve\nhumanity best who, firmly rooted in the faith of his own people, develops his\nmoral and intellectual gifts to their highest significance, thus overstepping\nhis own national boundaries and serving the whole of mankind.”\nHe\nclosed with ‘May the great destinies of the League of Nations be ful-\n\n"}
{"page": 721, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\nF1Z\n\nfilled on the basis of the lofty conceptions of peace, freedom, and unity.\nIt is the firm resolve of Germany to assist whole heartedly in that task.”\nAgain the President spoke: “I now call upon Monsieur Briand, first\ndelegate of France, to address the Assembly.”\nThen the crowd went wild. Few statesmen have received such an ovation. It was so spontaneous that you knew the man was tenderly beloved\nand fundamentally admired. The highest praise that can be paid is to say\nthat Monsieur Briand excelled himself.\nHe was a true orator, he had\nlogic, he had pathos, he had wit. What a blessing it is to be able to cause\nsmiles just after you have brought tears. You knew Briand meant what\nhe said. His whole body yielded itself to the deep emotion that stirred\nhis heart. He was alive to his finger-tips and his audience responded to\nevery motion.\nHe played upon us like a harp.\nHe did not hesitate to\nturn directly to the German delegates and speak to them as man to man.\nI wish my countrymen would read every word he said. ‘There is so much\nthat belongs to all of us. It is a great human document. Listen:\nGenerally speaking it is not the people themselves that are to blame for war,\nbut their leaders.\nLet us, therefore, make the leaders, and through them the\npeople, whom they direct, understand that it is in arbitration and the acceptance\nof the reign of law that hope lies for the future and for the peace of the World!\nThat is the spirit that inspires Germany, and I am very happy to be able to\nwelcome Germany here, This day it means no more mourning, no more suffering,\nnow\n\nthat we\n\nhave\n\naccepted\n\na judge\n\nand\n\nwill\n\nappeal to the law;\n\nwhen\n\nwe\n\nwant\n\nto settle our disputes, we will go before the courts like private individuals and\nwe will no longer regard rifles and cannons as our best arguments.\nIt is not only\nheroism on the battlefield that makes a country great, it becomes even greater if\nit can show patience and appeal to law rather than to force to protect its interests.\nWe need no further demonstration of heroism and no more does Germany.\nWe\nhave both shown heroism in the past; there is glory enough for both. We have\nhad enough of the glory of the battlefields to satisfy both countries. Let us now\nseek peace.\n\nIt is generally acknowledged that Briand’s speech has never been excelled in the history of the League and that Friday morning was a supreme\nmoment.\nWhile I was deeply touched by this whole scene, yet I was more profoundly moved by the effect that this Friday morning had upon the atmosphere of the Assembly.\nUp to that time, the delegates had been more or\nless depressed ;but out of the spirit of such noble eloquence hope was born;\ntrust took the place of distrust; delegates and visitors alike were lead from\nthe dark valleys to the mountain tops and caught there a glimpse of the\nPromised Land.\nThis meeting will go down in the annals of history not alone for the\nadmission of Germany into the League, but for two other great achievements: the Assembly voted to hold an Economic World Conference ; also\nto call a conference for the study of the beginning of limitation of armaments: these are decided steps toward bringing about understanding between the nations, which is only another way of saying towards the bringing of lasting peace.\n\n"}
{"page": 722, "printed_page": null, "text": "718\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\nTHE EVOLUTION OF A SUBSTITUTE FOR WAR, AND HOW\nAMERICA MAY SHARE IN IT WITHOUT BECOMING ENTANGLED IN EUROPEAN\nPOLITICAL AFFAIRS\nJOHN\n\nH.\n\nCLARKE,\n\nFORMER\n\nASSOCIATE\n\nSUPREME\n\nCOURT,\n\nJUSTICE\n\nCLEVELAND,\n\nOF\n\nTHE\n\nUNITED\n\nSTATES\n\nOHIO\n\nJust about 100 years ago, in 1818, when a case involving the atrocious\nmurder of a young girl was called for trial in the court of the King’s Bench\nin London, the defendant arose and addressing the judges said in substance, ‘I demand trial by battle.”” No such demand had been made in\na British court for three centuries, and the judges were amused at first,\nbut when they saw the man was in earnest they adjourned the hearing, and\nafter looking into the cases, announced that the case being what it was\nand the demand having been made in the form in which it had been made,\nthe defendant was entitled, under the laws of England, to trial by battle.\nThe battle was never fought because the prosecuting witness, the appellee,\nwas not as belligerent as the defendant and declined to fight, and so the\ncase was dismissed.\nThat was the last case in which trial by battle was allowed in any court\nin England, because the whole Empire was so shocked when it realized\nthat such a barbarous method of trial had been continued as a legal institution almost to the end of the first quarter of the nineteenth century that\nthe statute was promptly repealed.\nBut now, ladies and gentlemen, although this method of trial by battle\nhas not been in actual use for many centuries, I hope it will interest you\nfor me to describe it very briefly. During the last two or three hundred\nyears in which trial by battle was allowed, it was permitted only in certain\ncases of murder and in certain cases involving the ownership of land.\nWhenever it was allowed the case was set down for trial on a given day\nand on that day the judges, the court officers, the parties, and you may be\nsure a great crowd of spectators, adjourned to a near-by field to fight it\nout. ‘The parties were each given a staff or club and a leather shield, and\nthus armed they were ordered to fight to a conclusion.. If the man charged\nwith murder was able to beat down his adversary to the earth until he\ncried “enough,” or if not able to do that he was able to maintain the fight\nuntil in the evening when the stars came out, he was solemnly adjudged\nto be innocent, and if the man in possession of land was able to beat down\nthe claimant to the earth until he cried enough, or if not able to do that\nhe was able to maintain the fight until in the evening when the stars came\nout, he was solemnly adjudged to be the owner of the land.\nWomen had some rights in those days—even the right to trial by battle,\nbut since women in general are not so strong physically as men, provision\nwas made in the trial to compensate for this difference.\nThe man was\n\n"}
{"page": 723, "printed_page": null, "text": "THE DepaRTMENT OF SUPERINTENDENCE\n<i\ne\nSe\nt\nN\naed\n\n719\n\nburied in the earth up to his waist and his left hand was tied behind\nhis back, and then he was given a mace, which as I make out was a small\nclub. The woman was free as to her bodily movements, but she was\nnot given a club; but only a stone tied in a piece of cloth, or, as the\nold cases call it, a piece of “stuff,” for a weapon, and thus armed they\nfought.\nIt doesn’t take much imagination to see an athletic woman dancing\nabout a man buried up to his waist in the earth, avoiding his blows and\ntrying to get in a blow in her own behalf, but careful all the time to keep\nin condition to keep up the fight until in the evening when the stars should\ncome out and she would be declared innocent.\nNow how preposterous!\nHow utterly absurd! How irrational all this\nseems today as a method for determining whether a man was guilty of a\ncrime or whether or not he owned a piece of land.’ And yet this is precisely\nthe method to which thirty civilized nations resorted between 1914 and\n1919 for the purpose of determining where the justice, the right, and the\nrighteousness of the differences that had arisen between them lay. It\nis the amazing truth that Britain and France, Germany and Austria,\nassembled great armies on fields of battle and great navies upon the high\nseas for the purpose of fighting until one or the other should cry “enough”\nand thus determine where the right and the righteousness of dispute\nbetween them lay. Yet more amazing, if possible, is the fact that not one\nof those thirty nations would have permitted any two of its awn citizens\nto resort to this method for settling a dispute between themselves.\nIf\nthey had resorted to trial by battle they would have been arrested and\npunished for offending against the peace and dignity of the commonwealth. ‘Thus all of the civilized nations resorted to a method for settling\ntheir international disputes which resulted in the greatest slaughter known\nto human history, when not one of them would have permitted two of\nits own citizens to resort to the same method to settle a private quarrel.\nNow, ladies and gentlemen, we all know that the World War produced\na great many desperately unfortunate results, but it produced some good\nresults, also, and I think the very best result of the World War was\nthat it convinced not only the statesmen of many nations, but the peoples\nof many nations that resort to modern science has rendered war so destructive of life and property that unless our civilization shall find some\nmeans of making an end of war, the next war will very certainly make\nan end of our civilization.\nSince we are a people of short memories, I think it is worth while to\nask you to let me recall in a few words the evidence upon which this\nfateful conclusion was reached by all the nations in the world except\nRussia, Turkey and alas! our own United States.\nSeven million five hundred thousand of the youth of the world were\nkilled in battle during those four years of dreadful war; 5,500,000 more\nwere so desperately wounded that they died within a few days after the\nbattles, so that it is fair to say that the battle deaths of that war were\n\n"}
{"page": 724, "printed_page": null, "text": "720\n\nNatTIonaAL\n\nEDUCATION\n\nASSOCIATION\n\nOf course, it is impossible for the mind to grasp\n13,000,000 young men.\nIt\nmean, except when aided by illustration.\nnumbers\nwhat such great\nmay help us to realize what the slaughter of 13,000,000 young men\nmeans, to remember that the number is just about equal to the aggregate\npopulation of the cities of Boston, New York, Philadelphia, Pittsburgh,\nCleveland, Detroit, and Chicago as they were in 1920—the loss was as\ngreat as would have been the blotting out of all the men, women and\nchildren of all of those great cities. It was more than that, because the\naggregate of the census of those seven cities includes the old, the middle\naged and the young, but the 13,000,000 who died were all young men.\nall under twenty-five years of age, most of them under twenty, and all\nof them medically selected for the sacrifice.\nTwenty millions more were wounded, not mortally, but so seriously that\ndeath will be a happy release to many of them, come it soon or late.\nNever was there such slaughter in the history of the world before in the\nsame length of time.\nConsider for a moment the destruction of property.\n“The direct losses\nof property are estimated by the best authorities at $186,000,000,000; the\nindirect losses at $151,000,000,000, or $337,000,000,000 in all.\nThe\nmind cannot grasp such totals, but by comparison let me say that it is\nas great a destruction of property as if the United States, with all that\nwe possess, had been sunk to the bottom of the sea by an earthquake or\nother calamity.\nNever was there such destruction of property before in\nthe history of the world.\nThese are among the facts that convinced more than fifty nations\nthat unless our civilization can find some means of making an end of war,\nmodern war will make an end of our civilization.\nLet me now remind you, just in a word, of what the next war will\nbe if it is permitted to come. Military men all over the world are writing\nabout it, and this in barest outline is something of what they say.\nSubmarine boats have already become undersea men-of-war, with greatly\nincreased power and sailing radius and armament for destruction.\nI wonder how many of you saw the recent, picture of the latest British submarine as it appeared in the New York Times, a huge affair, carrying\ntwo\n\ngreat six-inch guns,\n\nand oil enough\n\nto drive her across\n\nthe Atlantic\n\nand back again without refueling. “Tanks have become land battleships\nto add to the horror of the struggle in the field. Airplanes of constantly\nincreasing power, sailing radius and armament for destruction are being\ndevised to carry death and destruction to the women and children remote\nfrom the battle front as certainly as to those in the trenches of the fields.\nBombs are already in use a hundred times more destructive than any\nused in the late war, and gases (some say they have already been devised,\nothers say they can be produced upon demand), so deadly that when compressed into small compass\n\nand dropped\n\nfrom the air or fired from long-\n\nrange guns, expanding by their own force, they will smother whole armies\nand cities in a single night.\n\n"}
{"page": 725, "printed_page": null, "text": "THe\n\nDeparRTMENT\n\nOF SUPERINTENDENCE\n\nVR\n\nFacts such as these have made the conviction general that the next war,\nif it be permitted to come, will inevitably make an end of our civilization.\nLet us now consider how all this has impressed the other nations, and\nwhat, if anything, they have been doing during the last eight years for\nthe purpose of avoiding the coming of another world war.\nThere can be no doubt at all that every representative of the victorious\nnations who went to Paris to formulate the treaty of peace, went there\nwith the express and implied instruction from his nation to do all\nin his power to devise some substitute for war, some rational substitute\nfor the irrational method of settling international disputes by trial by\nbattle. And so the very first thing they undertook to do was to frame a\nconstitution for a new institution to occupy an entirely new field, to\n‘This\naccomplish the entirely new purpose of making an end of war.\ninstitution they called the League of Nations, and the constitution of\nit they called the Covenant of the League of Nations.\nIt consists of\n26 short articles, the first 26 of the 440 articles of the Treaty of Peace.\nThe dominating provision of the constitution or Covenant of the\nLeague of Nations is the agreement upon the part of each nation not to\ngo to war with any other, until the subject of dispute shall first have\nbeen submitted to the Council of the League of Nations for investigation,\nuntil the Council shall have published a report recommending a basis for\nsettlement, and until three months shall have passed after the publication\nof that report.\nThis was a great advance upon anything that had gone before in\nthe history of the race.\nIt furnished not only the cooling off period of\nthe Bryan Peace Treaties, but it went further and thus provided that\nbefore any nation should go to war with any other member nation it should\nsubmit the dispute to the members of the Council of the League for\ninvestigation and report. “That is to say, they must come to a council-table\nwhere the parties would be confronted not only by their immediate adversaries, but where there would be many representatives of other nations\nwho would have no interest in the controversy except to find a just settlement of it and to prevent war.\nThere never was anything like this in the history of the world before—\na provision that before statesmen should break away in pride or anger\nand go to war, as they did in 1914, they must sit down at a council-table\nand discuss the subject with the representatives of eight nations, fourteen\nnow, and always of the great nations.\nIt was believed, and is still believed, that this will serve to prevent many\nBut please observe that if a nation submits to the required delay,\nwars.\nand investigation, it may still go to war if it chooses to do so over the\ndispute, that is to say, while the Covenant of the League has provisions\nfor preventing war, it still recognizes war, trial by battle, as one of the\nlegal methods under international law, for settling disputes between nations. That was as far as the statesmen of the world could be induced\n\n"}
{"page": 726, "printed_page": null, "text": "AZo\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\na\n\nto go in 1919, even in the shadow of the great war, for the purpose of\nsecuring world peace.\nNo men understood better than the men who framed that constitution\nor Covenant of the League of Nations that it would be necessary to\nsupplement it by other treaties defining more definitely than was possible\nin a constitution the circumstances which would amount to a violation of\nit, and how the various nations are to be notified when there has been\nsuch a violation that it is proper for them all to unite against the treatybreaking state, and various other provisions.\n‘They fully realized that\nthe general principles of the Covenant must be supplemented by treaties,\nfurther defining the rights and obligations and duties of the various nations. And further no one understood better than those statesmen who\ncarried the great nations to a successful issue of the war that permanent\npeace was impossible except with a reduction of armaments, and therefore,\nrealizing that permanent peace is impossible except national armaments be\nreduced to the lowest point consistent with national safety and with the\nenforcement by common action of international obligations, they direct\nthe Council to formulate a plan for the reduction of armaments.\nAnd\none of the first acts of the Council was to appoint a committee to devise\na plan for the reduction of armaments and to report it back to the nations\nfor discussion and acceptance or rejection.\nIt seemed a very simple thing (there seem to be many statesmen at\nWashington who still think it a very simple thing) to assemble the representatives of nations about a table and require each one to cut down its\narmament to a point which the others may think satisfactory to them,\nand thus cause the reduction which would make permanent peace possible.\nBut as soon as serious study began, it was found that it was one of the\nmost difficult problems to which statesmen had ever addressed themselves\n‘They made little progress throughout a whole year, although the committee\nwas made up of as able men as could be found in the world. Thereupon\na second committee was appointed, and the two cooperated for a year\nand a half, and finally concluded that the most promising prospect for\nreduction of armaments lay in a Treaty of Mutual Assistance, with\nvarious provisions which they outlined to the Assembly of the League\nof Nations.\nThe Assembly was so impressed by this proposal that they\ndirected the committees to put their views in the form of a treaty and to\nsend it to the various nations for discussion as soon as possible.\nThis was in September, 1923. The committees thereupon formulated a\nTreaty of Mutual Assistance and sent it to the nations, asking them to\nreturn their views of it promptly so that a report could be made to the\nnext meeting of the Assembly in the following September.\nBut long\nbefore September arrived it was apparent that sufficient nations would not\naccept the treaty to put it into operation or to give it any kind of value.\nThus it seemed as if all the study and effort of both of these committees\nhad failed utterly. ‘The League of Nations seemed to have come to an\nimpasse, and its critics, especially in the United States, declared: “The\n\n"}
{"page": 727, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n23\n\nLeague always was a visionary project, it is a thing contrived by dreamers\nand doctrinaires; and now it has failed, and must disintegrate and disappear.”\nBut the statesmen of the member nations realizing that they must\nfind some substitute for war, if they were to save their nations and\ncivilization from destruction, came together in September, 1924, accepting\nthis apparent failure not as a failure, but as a challenge.\nGreat Britain and France sent their prime ministers, and fourteen\nother nations sent their ministers of foreign affairs, all under instruction\nto do everything that was humanly possible to solve this fateful problem.\nYou remember how they debated for a week, and then referred the\nsubject to two committees with instructions to take into account all that\nhad been done and all that had been said and to report a plan for further\naction. “Lhe result was the Protocol for the Pacific Settlement of International Disputes.\nI like to think of the Covenant of the League of Nations as the first\nstage in the evolution or development of a substitute for war.\nAnd I\nwish to describe next the contents of this protocol which I like to think\nof as the second stage in the development of a substitute for war.\nAs\nI have said, the Covenant permitted nations, if they would submit to the\nrequired delay and discussion, to go to war for final settlement, but the\nvery first declaration of this Protocol was, “All aggressive war constitutes international crime.”\n‘There never was such a declaration as this\nmade before by responsible statesmen in authentic history. ‘Then it goes\nforward and pledges the signatories not to be guilty of such a crime under\nany circumstance and provides that all disputes shall be decided, not by\ntrial by battle, but by reference to the World Court if they are questions\nof a legal nature, and if not, then by arbitration for which elaborate provision is made.\nWithout going more into detail here is sufficient to show that this\nmovement toward world peace is simply the effort of the representatives\nof many civilized nations to carry forward into international affairs the\nprocess for settling differences which they have slowly developed through\nthe centuries and have long been using for the settlement of private affairs\nbetween their citizens.\nThis can fairly be described as an advance in\ncivilization, an advance away from trial by battle to the use of the\nprocesses for the settlement of disputes which civilization has slowly developed.\nThis Protocol was sent to the various nations for discussion, and it soon\nappeared that they were not sufficiently civilized to accept it—that sufhcient of them were not sufficiently civilized to rise to the level of its\ndeclarations. They said that it was too general in its terms and that its\nobligations were too indefinite, and with Britain in the lead they rejected it.\nThen, ladies and gentlemen, came the darkest hour to the friends of\nIt\npeace that had been seen since the day the Armistice was signed.\n\n"}
{"page": 728, "printed_page": null, "text": "724\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\nee\nON\n\nlooked for a time as if the ablest statesmen of all the civilized nations\nwere wholly unable to solve this problem involving the greatest scourge\nof the human race. Again the critics of the League all over the world\ndeclared that The League of Nations had failed, that there was nothing\nI often wonder if the\nfor it to do but to disintegrate and disappear.\nmen at Washington and the editors of the newspapers who oppose this\neffort which the many nations are making to establish The League of\nNations realize that it is the only attempt which is being made in all\nthis world to organize the world for peace. I wonder if they realize that\nif the League fails and disappears, the next generation of young men will\nstand defenselessly, awaiting the oncoming of another world war vastly\nmore destructive than the last one was, the moral, political, and social\neffects of which no man can measure.\nBut just when the heavens were darkest above us, there came a great\nlight from a direction from which it was least expected.\n“The Republic\nof Germany sent word to the Republic of France that it was ready to\nenter into an agreement not to invade or attack or make war upon France\nfor many years to come if France would likewise agree not to invade or\nattack or make war upon Germany.\n‘They said: We are willing also to\nagree that the boundaries between Germany and Belgium and Germany\nand France shall remain as settled in the Treaty of Versailles; and we\nare willing to have Britain and Italy join as guarantors of such a treaty.\nThat was on the ninth of February, 1925. You all remember how the\ncorrespondence between France and Germany and Belgium and England\nand then Poland and Czechoslovakia and Italy resulted in the meeting at\nLocarno on the fifth of October, 1925. There were present the representatives of Germany and France and Britain and Belgium and Italy, and\nlater of Poland and Czechoslovakia.\n“They were there to try to devise\nsome civilized method for settling disputes that might arise between their\nnations and thus save them from destruction. ‘The result was the Treaties\nof Locarno, and there are three principal ones.\nWhen I was in Cincinnati on last Armistice Day, three very bright\nnewspaper men called upon me and asked for the manuscript of the address\nI was to deliver at noon, and when I said I hadn’t any manuscript,\nthey asked me to outline for them what I intended to say.\nWhen I came to Locarno I said to them, ““Now you are bright young\nmen, your business is to keep abreast of the times and to know what is\ngoing on.\nI wish you would give me just what you know about the\ncontents of the Locarno Treaties, because I think they are the most\nimportant political instruments that have appeared in the world since\nthe Constitution of the United States, and perhaps since long before.”\nThe young men, looked at each other rather sheepishly and_ finally\nsaid, “Well, really we don’t know anything about them. We don’t know\nwhat they contain.\nWe know in a general way that the result of them\nwas that Germany was admitted to the League of Nations, but what they\ncontain we don’t know.”\n\n"}
{"page": 729, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n725\n\nOf course, you school teachers all know all about the contents of these\nTreaties, but I think it will promote what I have to say if I give you\njust the bare outline of their chief provisions.\nFirst, France and Germany agreed that the boundary lines between\nGermany and Belgium and Germany and France as prescribed by the\nPeace Treaties shall be inviolably maintained.\nNext they agree that the\nstipulations concerning the demilitarized zone east of the Rhine shall be\nobserved. ‘Then France agrees with Germany and Germany with France\nthat neither will in any case attack, invade or in any manner make war\nupon the other, but that having thus abolished the method of settling\ndifferences by trial by battle all disputes that may arise hereafter between\nthem shall be referred to a Commission of Conciliation, to a Board of\nArbitration or to the Council of the League of Nations for final settlement, and they finally agree to abide by the results whatever they may be.\nThis is the substance of the agreement between France and Germany in\nwhat is called the Locarno Treaty or Compact of Mutual Assistance.\nThen Great Britain and Italy sign, agreeing that if France shall attack\nGermany or Germany shall attack France in violation of the treaty,\nthey will at once go to the assistance of the nation which is assailed and\nwill lend all their power to bring to terms the treaty breaking state.\nNever before was a treaty going such lengths as this in civilized methods\nsigned by great nations capable of waging modern war.\nOf course, so\nlong as it is obeyed it makes an end of war between France and Germany,\nand it is to continue in force until the Council of the League shall have\nconcluded by a two-thirds vote that the League is strong enough to give\nthe protection which the Treaty gives, and for a year after such resolution\nis adopted.\nThere is in addition a treaty between Germany and Belgium, one\nbetween Germany and France, one between Germany and Poland, one\nbetween Germany and Czechoslovakia, providing the machinery for submitting all questions of every character to the various peaceful tribunals.\nHere, ladies and gentlemen, is one of those triumphs of civilization\nwhich have come at such long intervals in the history of this race.\nIt is\nthe deliberate effort of two great, warlike nations to substitute the processes of civilization for a savage system devised in savage times by savage\nmen as a method for settling international disputes.\nSuch are the Treaties of Locarno. Locarno is a little mountain village,\nbut it will be remembered as long in the annals of peace as ‘Thermopylae,\nWaterloo, and the River of the Marne are remembered in the annals of\n\nThat village will be described by historians, it will be sung by\nwar.\npoets for centuries, because there two great, warlike nations, age-long\nenemies, agreed in the presence of all mankind to substitute the processes\nof civilization for the processes of the savage in settling international\nThese treaties present such a revolutionary change in interdisputes.\n\n"}
{"page": 730, "printed_page": null, "text": "726\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nnational method that there are millions all over the world who believe\nthat they mark the breaking of the dawn of the day of universal peace in\nthe world. Nay, more, they hope that it marks the breaking of the dawn\nof the day of the complete triumph of Him who was called the Prince of\nPeace.\nThe adoption of these treaties constitutes what I like to think of as the\nthird stage in the development of a substitute for war.\nIt had been found\nthat a general Treaty of Mutual Assistance was not acceptable to a\nsufficient number of nations because its obligations were too general and\ntoo indefinite, but in these regional treaties it is now believed the solution\nof the great problem is to be found, and obviously a very few of them\ncould deal with all of the regions in which serious war is likely to originate.\nThe Locarno Treaties cover western Europe.\nOur four-power Pacific\nTreaty, signed by Japan, France, Great Britain and the United States,\ncan very readily be extended simply by providing that in addition to the\npresent provision, that before going to war the nations shall consult\ntogether to find some solution, they shall not go to war at all, but shall\nsubmit all question in dispute to some rational tribunal for decision.\nSuch a really slight advance upon the existing treaty would cover the possible war area of the Pacific for a long time to come.\nSome day Russia will wake up to the realities of her situation and it\nwill not be difficult to make a treaty that will cover eastern Europe and\nperhaps Asia as well.\nThus we have a right to hope that the day of general peace may not\nbe far off. But what part have our United States been taking in all\nthis? What part has our great country been taking in this fateful advance\nof the nations? Candor requires us to say that we have had no part in\nit at all. I heard Nicholas Murray Butler on the tenth of last January\nsay that our foreign policies have been such since the Armistice that\n“our great country is today a dangerous derelict, adrift on the high seas\nof international intercourse, and lying straight across the path of every\nship that sails laden with the precious cargo of international friendship\nand concord.”\nElihu Root said on the 28th of last December, that “the League of\nNations in the political field and the World Court in the judicial field\nhave rendered the best service in the cause of peace known to the history\nof civilization; incomparably the best.’”” And then he asked himself: ‘“What\nhave we done to assist in this great movement?”\nAnd he replied to his\nown question: “Nothing at all, no sympathy, no moral support, no brotherhood.”\n‘Yes, it is literally true, that this powerful, peace loving nation\nof ours is not only not aiding, but that it is actually and seriously obstructing this supreme effort which many nations are making to organize\nthe world for peace by substituting the processes of civilization for those\nof the savage in the settling of international disputes.\nIt may safely be assumed, I think, that ninety percent of the people of\n\n"}
{"page": 731, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\nTah\n\nthe United States are in favor of world peace, that ninety percent of the\npeople of every other nation of the world are likewise in favor of it, and\n\nthat we are all anxious to join in a civilized method for securing it.\n\nBut\n\nthe difficulty with the friends of peace is that they cannot agree among\nthemselves.\nWe see the end so clearly that each oné goes his own way\ntoward it, all overlooking the obstacles.\nI think also it must be admitted that in the United States a large part\nof our people have accepted the result of the elections of 1920 and 1924\nas settling for the present that our government must not enter the League\nof Nations as at present constituted on any terms, and while many of\nus think this not a fair interpretation of those elections, yet since two\n\nPresidents have said that it is, a large majority of our people believe it\nand will not for the present listen to further discussion of the League.\nFor this reason I wish to propose to you tonight some action on the part\ncf the United States—of you, and men and women like you, which will\nat least show that we are the friends of world peace and not the enemies\nof it. It is a very simple program consisting of three proposals which\nassuredly, if adopted, cannot entangle us in the political affair of Europe.\nFirst, I think the United States should stand by the World Court.\nI think we are bound by every consideration of national interest and of\nnational honor to stand by the World Court.\nOf national interest because no nation in the world has more contacts with other nations than we\nhave, and we are sure therefore to have many differences with them, and\nI agree with Secretary Hughes that the World Court is the best agency\nthat has yet been devised for settling the kind of disputes which fall within\nthe scope of its jurisdiction. And of national honor because for a genera- °\ntion we urged the other nations in every possible way to join us in\norganizing just such a court.\nFifty nations have accepted the World Court without any reservations\nat all. Our Senate accepted it with five reservations. The other nations\nhave said four of these reservations are all right and that they accept them\ncheerfully.\nWith respect to the fifth they say: We think that it was\nattached under a misapprehension on the part of the Senate. The Senate\nthought that in order to make a request upon the World Court for an\nadvisory opinion there must be a unanimous vote of the Council of the\n\nLeague of Nations, and therefore they added the reservation that the\nCourt shall not entertain a request for an advisory opinion touching any\nquestion in which the United States has or claims to have an interest,\nwithout its consent.\nThe other nations now say: If it shall turn out that a unanimous vote\nof the Council is necessary to asking for an advisory opinion, we agree\nthat the United States shall have the veto power as provided in its fifth\nreservation so that it shall be equal to the members\n\nof the Council;\n\nbut\n\nif it shall be decided eventually (it has never been decided yet) that a\nmajority is sufficient to request such an opinion, then we are willing that\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe United States’ vote against it shall have as much weight as the vote\nof any nation member of the Council or of the Assembly of the League.\nSuch acceptance would place us on a basis of perfect equality with respect\n\nto such opinions with the most important nations in the League or the\nworld, and I say that that is all that we as citizens of the United States\nshould ask for.\nBut the President at Kansas City said that unless the other nations\naccept our reservations just as written he will have nothing further to,\nI wish to say that I think, and there are many of\ndo with the Court.\npeace-loving men and women in this country who are with me, that we\nought to petition the President of the United States to send this subject\nback to the Senate with the recommendation that we enter the Court\nwith the modification of the fifth reservation which the other nations\npropose, or, that if he thinks that is not wise, that he should do as\nPresident Harding did, state the conditions which he thinks would fully\nprotect the interests of the United States, and insist upon further action by\nthe Senate.\nThere never has been a public question before the American people\nthat received such general support, such entirely non-partisan support, as\nthis World Court proposal of President Harding’s received from this\nwhole country.\nThe House of Representatives by a vote of 301 for to\n28 against urged the Senate to accept it, and the Senate by a vote of 76\nfor to 17 against did actually accept it, and for us now to desert the Court\nunder these circumstances is not only desertion, it is betrayal of an institution which five Presidents of our country urged the other nations to\n’ organize as an agency of peace. If we do not support it now, what must\nthey think of us? ‘They must think that in advocating such a court\nwe have had some ulterior, hidden motive, that we have been perfidious\nand false, in urging the other nations to join in the organization of it.\nSurely adhering to this Court of Justice cannot entangle us in European\nwars.\n:\nThe second proposal I think I can state best in this way.\nUnder the\nTreaties of Locarno, France and Germany have agreed not to make war\nupon each other under any circumstances, but to submit all disputes to\narbitration or the World Court. But if either of these nations in violation\nof its treaty should make war upon the other, the United States would\nbe in precisely the position it was in in 1914, under international law,\nand we should be perfectly free to trade with either of the nations which\nwould then be warring with each other, subject only to the rules of\ncontraband and the law of blockade.\nIt is recognized throughout all\nEurope that the chief menace to the success of the Locarno Treaties is\nthe danger that if such a war should be started the United States would\ninsist upon the right of its citizens to trade with the treaty breaking state.\nI do not believe that is true. I do not believe that any good American\ncitizen believes that our government would insist upon the right of our\n\n"}
{"page": 733, "printed_page": null, "text": "THe\n\nDeparTMENT\n\nOF SUPERINTENDENCE\n\n729\n\ncitizens to trade with the treaty breaking state, and I know that no\npolitical party would dare announce such a policy, but the trouble is the\nother nations believe it and it is not what the fact is, but what men believe\nto be the fact that determines the conduct of men and _nations.\nWhat can we do to correct this error which imperils the peace of the\nworld? A very simple program of action would correct it. If the President and Congress would declare by joint resolution or otherwise that\nit will never be the policy of the United States Government to insist on\nneutral trading rights for our citizens with the citizens of any nation\nwhich shall make aggressive war upon another with which it has entered\ninto a treaty agreeing to settle all disputes through the World Court, or\nby arbitration, it would serve to set us right with the world in this\ngrave matter.\nIt would prevent our being longer considered as a possible\nally, associate and friend of treaty breaking states. Again, assuredly such\naction could not entangle us with Europe, on the contrary it offers the\nbest possible prospect for keeping us out of any war which may be started\nin Europe by a treaty breaking state.\nI should like to see this great and influential body of educators petition\nthe President to take such action as this. Let him profit by the example\nof Monroe and call upon Congress to make such a declaration in favor\nof world peace and civilization. And finally I wish to urge all friends of\npeace to agitate in every way in their power in favor of compulsory arbitration of all disputes between nations, because once again, this is the civilized\nway of settling them. The concluding of a treaty of compulsory arbitration\nby our government may seem a long way off but not farther away than a\ntreaty of Locarno seemed to be only two years ago, and we should remember that it is reasonably certain that before very long several great nations\nare going to ask us to enter into just such a treaty of universal compulsory\narbitration.\nWhat answer can Washington make to such a request? If\nwe refuse, the world will say that in our pride of wealth and numbers we\nprefer war to civilization’s methods for dealing with our neighbors. Even\nthe United States cannot afford to take that position. We cannot afford\nto defy civilization. But if we acquiesce and accept such a treaty, we shall\nte trailing behind the other nations instead of leading them, as we should\non the way to universal peace.\nThis is a simple and unpretentious program, but we as a nation have\ndecided to accept a minor unpretentious place in the family of nations;\nwe have decided that we will not attempt to lead this great movement in\ncivilization.\nIndeed the day for our leading it is forever past, but it is\nnot too late for us to cease obstructing it, it is not too late for us in a\nmodest measure to share in it, and one reason why peace-loving men and\nwomen all over our country are urging such a program is the hope they\nhave that we may even yet do something at least toward taking our beloved country off the wrong side and putting it on the right side of the\ngreatest moral question of all the ages.\n\n"}
{"page": 734, "printed_page": null, "text": "NaTIONAL\n\n730\n\nTHE\nRAFAEL\n\nEpucATION\n\nASSOCIATION\n\nINTER-AMERICAN SIGNIFICANCE OF PORTO\nEDUCATIONAL PROGRAM\nW.\n\nRAMIREZ,\n\nPROFESSOR\nRIO\n\nOF\n\nPIEDRAS,\n\nHISTORY,\nPORTO\n\nUNIVERSITY\n\nOF\n\nRICO'S\n\nPORTO\n\nRICO,\n\nRICO\n\nIt is indeed to be regretted that the Honorable Miguel Guerra Mondragon, who was the man selected to come to this meeting, has not been\nable to do so on account of his presence being needed at the session of the\nlegislature. He occupies a very important position there. He is president\nof the finance committee, and some economic questions of great importance\nfor the future of the Island were to come up, and we believe that there\nis no other man in Porto Rico who can handle the situation as well as Mike,\nas we call him. So Mike had to stay.\nWe have in Spanish a proverb that says that the last monkey always\ngets drowned.\nMy name was the last one on the list, and I was the last\nmonkey and I got drowned.\nI am sorry that he has not been able to come, because I know he would\nhave given you a wonderful message. Mr. Guerra is quite an orator. He\nis the brother, as I am, of the two cultures, but he is a greater speaker and\nhe is a man who, due to his daily contact with public affairs, could have\ngiven you a much better message than the one this humble school teacher\nis going to bring to you this morning.\nTwenty-eight years ago, the Island of Porto Rico became a possession\nof the United States as a result of the Spanish-American War. On taking\ncharge of the government, the American authorities found that the educational facilities of that country were very poor.\n‘There were very few\nelementary schools. ‘The secondary school work was limited to the courses\noffered by the Provincial Institute and two or three other schools affiliated\nwith that institution. ‘The Island had no university and those persons who\nwanted advanced work had to attend the Universities of Buenos Aires,\nHavana, or those established in Spain.\nHaving found such a condition,\nthe American officials decided at once to give attention to the education of\nthe Porto Rican people with the purpose of preparing them to enjoy the\nprivileges and rights possessed by American citizens.\nAt the close of the military administration of the Island, Martin G.\nBrumbaugh of Pennsylvania was chosen by the President of the United\nStates to direct the educational work in Porto Rico.\nHe will always be\nremembered as the father of the school system of the Island, and his administration will always be considered as one of the best in the history of\nAmerican education in Porto Rico.\nSince then, the development of the school system constitutes one of the\ngreatest satisfactions, and the pride of all those Americans and Porto\n-Ricans who have worked hard and patiently in behalf of the childhood and\nyouth of the country. At present we have on the Island all types of educational institutions from the elementary grades to the professional schools\n\n"}
{"page": 735, "printed_page": null, "text": "THe\n\nDepaRTMENT-OF\n\nSUPERINTENDENCE\n\n731\n\nof the University. Our system serves 230,000 children out of the 400,000\nwho are of school age. The work is done in up-to-date buildings and is\ndirected by 4952 teachers, and we are proud to be able to say that illiteracy\nhas been reduced from eighty-five percent in 1898 to thirty-nine percent at\n\npresent.\nThe first steps taken for the organization of our school system were the\nestablishing of the elementary schools and the development of rural schools\nso much needed in the Island. Secondary education began in 1900 and at\npresent we have eighteen high schools, including the one at the University\nof Porto Rico, thirty-four continuation schools for the first two years otf\nsecondary work, and a few private institutions affiliated with the Department of Education.\nTo carry out all this program, the Insular Normal School was organized\nin 1899 for the purpose of preparing teachers. This school was the germ\nof the University which was established as such by act of the legislature\n\nin 1903.\nWe see, then, that both Americans and Porto Ricans realized early\nenough that the education developing in the country was a matter of vital\nimportance in order to bring about the necessary adjustment between the\nold ideals and principles inherited from a monarchical government and\nthose of.a free, democratic administration.\nThe United States had acquired by the Treaty of Paris the responsibility\nof solving at a future date the political status of Porto Rico. ‘The people\nof the Island realized that to live in union with America it was necessary\nto make a great effort and develop the educational system in order to prepare the growing generation for the performance of civic duties. Nobody\nfailed to do his part. The Island administration has cooperated from the\nvery beginning, appropriating large sums of money for the Department of\nEducation.\nAt present almost fifty percent of the budget of the Island\ngoes to education. ‘The American commissioners gave us their talent, their\npedagogical knowledge and their enthusiasm and inspiratioin.\nBut the problem was of such great magnitude that nothing could be done\nbut satisfy the needs of thousands of children who were hungry for an\neducation and to prepare as quickly as possible the teachers that were\n\nneeded to do the work.\nof the Department\n\nIf to these we add the changes in the personnel\n\nof Education\n\nand the attempt to adopt in Porto Rico\n\nthe plans and curricula of the states from which the commissioners came,\nit would be easy to understand why our system, in spite of its American\nnature, was far from being based on an educational program which would\nrespond not only to the future political needs of the Island, but to the\npurely local insular needs just as well.\nWhat was the problem to be solved? I believe I make no mistake when\nI state that the aim of the system until recent years was no other than the\nAmericanization of the country. On becoming a part of the United States,\nIt was\nit was logical to think of the preparation of the future citizens.\n\n"}
{"page": 736, "printed_page": null, "text": "732\n\nNATIONAL\n\nEpucaTion\n\nASSOCIATION\n\nalso logical to give special attention to the teaching of the new language,\nthe national language, in order to bring about a better understanding between the two peoples. But under the Foraker Act, we had become citizens\nof Porto Rico and not of the United States, and several notable statesmen\nhave repeated in the past as they still repeat time and again, that Porto\nRico will never become a state of the union, and the American officials\ndid not realize that with the introduction of the English language as a\nmeans of instruction for all subjects they were building the foundation\nof a system that was to be hybrid in nature and that in the course of time\nsuch a system would destroy something possessed by the Porto Rican people\nwhich later on was to be of vital importance for future relations between\nthe United States and Hispanic America.\nI refer to the Spanish culture of Porto Rico and the language that made\nthat culture.\nThis does not mean, however, that we are opposed to the\nteaching of English in our schools.\nNo, we want every child in Porto\nRico to become as fluent in the use of English as in the use of Spanish, but\nwhat we do desire is that the present method of teaching all subjects\nin English be abolished for economic reasons as well as cultural.\nAt that time, everybody saw the need of opening more and more schools,\nfor no one had the vision of the future.\nThey did not realize the importance that Porto Rico was to have as a participant in the work of interAmericanism.\nIt is obvious that education must primarily serve the needs\nof the people that are to be educated. “The new schools established on the\nIsland could very well have adapted the American plans and methods, but\nup to then they did not adapt them to the essential needs of the country.\nThis state of things took a turn with the arrival of the governor, the\nHonorable Horace M. Towner.\nThrough years of experience in his service as a Congressman and as Chairman of the Committee of Insular Affairs,\nhe went to the Island entirely familiarized with our problems and aspirations. He stated in his inauguration that Porto Rico is a permanent part\nof the United States, but he also stated that the political union of the two\ncountries does not mean the giving up of our ideals and of our traditions.\nAs did his predecessor, he became intensely interested in the educational\n\n_work of the Island, and he deserves great credit for his enthusiasm\n\nin\n\nfostering the advancement of our system of public education.\nTwo years ago, the University authorities succeeded in getting the legislature interested in appropriating the necessary funds for making an edu-\n\ncational survey of the Island.\n\n‘The educational leaders as well as the legis-\n\nlators thought that it was time to review the accomplishment of a quarter\nof a century in order to make proper plans for the future.\nThis survey\nwas to cover the entire system from the elementary school to every department of the University. The necessary legislation was passed and arrangements were made with the International Institute of the Teachers College\nto do the work.\n\nUnder the direction of Paul Monroe, a committee of distinguished edu-\n\n"}
{"page": 737, "printed_page": null, "text": "‘THE DEPARTMENT\n\nOF SUPERINTENDENCE\n\n733\n\ncators was formed. Among them was a former commissioner of education\nin the Island, Samuel McCune Lindsay. The accommodations made by\nthese gentlemen are new being carefully followed by the educational\nauthorities of the Island, and most of these accommodations will be accepted and the necessary changes made.\nIn order to carry out the new plan, the University, which is the apex\nof the system, will play an important role. For years it has been the only\nagency for the preparation of teachers, and also the only institution of\nhigher education.\nUp to 1923, the Commissioner of Education had served as the president.\nIn that year, the board of trustees, realizing the opportunity for the development, looking ahead to the solution of the problems that had appeared\ndue to the constant contact of an old civilization preaching traditions and\nideals and the new form of democratic institutions, took the next steps to\nengage the services of an educator who could direct the future work of the\nUniversity.\nThey were fortunate in getting the services of Thomas Eliot Benner,\nwho took charge of the chancellorship in 1924. He has the vision to make\nthe University of Porto Rico the great educational institution that it should\nbe, to carry on the work which cannot be done anywhere else.\nIn this respect I should like to quote a paragraph from the report of the\nsurvey committee:\nThe embodiment of the University, physical and intellectual, is a challenge.\nHere, if anywhere, those services that modern society has come to demand of its\ninstitutions of higher instruction and research are needed.\nIt is not implied\nthat the university can or should be the only agency by which the resources of\nscientific inquiry are brought to bear upon the problems of the community.\nMany\nother agencies, both governmental and private, have already engaged in the task\nand will continue to pursue it, but if the university visualizes its opportunity, if\nit attacks this task with energy and wisdom, if it succeeds in interpreting itself\n- to the people and in securing adequate support, it can render greater service to\nPorto Rico than any other social institution, public or unofhcial.\n\nThere is one further aspect of the university’s position that is worth noting at the outset, namely, its geographical position.\nIt is strategically\nplaced. This strategical location referred to in the report was discovered\nearly in the seventeenth century. At that time it was considered important\nfor commercial and defensive purposes.\nPorto Rico is the key to the relations between New Spain, now Mexico, and New Grenada, now Colombia, says an old official report. ‘This importance is now greater than\nbefore.\nPorto Rico has a great and novel duty to perform in the preparation of\nleaders who are to carry on the work of future progress and to solve all\nthose problems that now confront us. We realize that we possess something that is not found anywhere else, our Spanish culture, which, added\nto our ever-increasing knowledge and absorption of Anglo-Saxon culture,\nplaces us in an enviable position for the leading role we are to take in the\n\n"}
{"page": 738, "printed_page": null, "text": "734\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\npreservation of inter-American peace through inter-American understanding.\nSituated between the Americas, Porto Rico is getting ready to bring\nabout that common understanding. The two greatest languages are there\nspoken; the two greatest judiciary systems are there working together; and\nthe two greatest cultures are in constant contact. But we are not satisfied\nwith knowing that. We are establishing the necessary connections with\nother cultural centers that will help us in this wonderful labor. We are\nworking with the University of Madrid to develop the Spanish studies that\nwill help to keep intact the culture of the past. We are collaborating with\nColumbia University through our school of tropical medicine and with\nBoston University through our school of business administration.\nWe\nare engaging the services of the most talented men and women we can\nfind in this country to give to our youth the beauty and the value of AngloSaxon culture.\nPorto Rico has become the laboratory in which we are performing one\nof the most interesting experiments of the century.\nAfter 400 years of\nSpanish regime we became a part of this nation. Since 1898 there has been\na marvelous progress and a great achievement. We are satisfied with this\nprogress and are doing our best to continue it. But besides the satisfaction\nfor material conditions, we have the spiritual one brought about by the\nfreedom which we enjoy in our democratic government under the Stars and\nStripes.\nThis satisfaction and pride was clearly manifested at the time of the\nWorld War when we offered and gave this country the military services\nof thousands of young men. In that manner did we pay our debt of gratitude to this nation, and in paying it we gave the world the best proof of\nour deep desire to serve with our enthusiasm and with our love toward\nthe causes in behalf of humanity.\nThis desire to render service is our great inheritance from the past. From\nthe great men that Porto Rico has produced we learn this lesson. ‘They\nsacrificed themselves to bring about abolition of slavery; with their bloodshed and with their struggle and fighting, Porto Rico has separated church\nfrom state.\nSpanish America is looking at us with more care and interest than ever\nbefore.\nEvery time a mistake is made by our national statesmen, Porto\nRico appears in the articles of the Spanish-American press and in the\nspeeches of the orators of those countries in reference to the so-called imperialistic tendency of the United States. I can assure you as I can assure\n\nmy brothers in blood and culture in Spanish America that we have not lost\nthe faith and the confidence that we have in this great people that now rules\nour destiny.\nWe live in hope that the day will come when the men who really represent the true spirit of this nation will give us a form of government that\nwill satisfy everybody concerned. We have the conviction that the United\nStates does not desire a greater territorial expansion.\n\n"}
{"page": 739, "printed_page": null, "text": "THe\n\nDEparTMENT\n\nOF SUPERINTENDENCE\n\n735\n\nErrors or mistakes may be made from time to time by some of our statesmen ; they may, in diplomatic relations with Spanish America, create situations that only serve to increase the prejudice and hatred always caused by\nignorance, but fortunately these errors are not accepted by the sane citizens\nof this country. The good people of America know that they cannot afford\nto lose the love that all peoples in the world have felt for the great principles of justice and freedom and self-determination advocated in the early\ndays of the Republic.\nThe University of Porto Rico, conscious of this state of affairs, wishes\nto carry out her cultural functions and destroy the existing prejudices.\nOn our campus, insular and continental Americans are meeting daily in a\nspirit of good will and mutual understanding.\nNext year they will be\njoined by representatives of some of the Spanish-American countries.\nOur University is to prepare the future directors of public opinion from\nthe two points of view representing the two cultures found in the two\ncontinents.\nIts curriculum has as its purpose the formation of broadminded citizens, free from sentimentalism and from the exaggerated,\nerroneous, strictly national concept, men and women with an international\nmind, familiarized with all aspects of American life, American such as we\nunderstand the word, comprising all countries from north to south, citizens\nof America ready to work jointly in behalf of all nations.\nOur university has already begun to do this work.\nIts graduates are\nbeginning to scatter and to spread the new gospel of mutual understanding and good will. We have been, in the Republic of Colombia, in charge\nof agricultural work. We have been, in Panama, organizing the home economics department in the schools of the country.\n“The work done in our\nuniversity in the school of tropical medicine by the great Venezuelan\nscientist will bear more fruit than several speeches on Pan-Americanism.\nLet us retain the cultures of both nationalities. Let us redeem our own\nAmerican world through faith and truth. Let us be of service to one another.\nPerhaps that was the vision that Ferdinand the Catholic had in\n1511 when he gave the Island a flag, four red quarters, with a white cross.\nOn the heart of the cross a lamb rests on the Gospel, and around it the\niegend, ‘“Joannes est nomen ejus,” John is its name.\nWe are supposed\nto be the precursors of that future peace and happiness. When that flag\nwaves in the air, its arms stretch out toward both Americas, calling north\nand south to come together under the Lamb of God, guided by the Prince\nof the Holy Gospel, the greatest code or constitution the world has ever\nknown.\nThat this may come to be is our warmest desire, and we believe it is\nthe significance of our educational problem.\nAllow us, then, to add another round to the ladder toward this mutual\nunderstanding of all the peoples that live in America. We are all children\nof God. May He give us light.\n\n"}
{"page": 740, "printed_page": null, "text": "NATIONAL\n\n736\n\nEDUCATIONAL\n\nEDUCATION\n\nIDEALS AND\n\nASSOCIATION\n\nTHEIR\n\nACHIEVEMENT\n\nW. F. Bonn, State Superintendent of Public Instruction........++++++++++ee- Jackson, Miss.\nelse isles New Orleans, La.\nNicuoias Bauer, Superintendent of Schools.......++-++-+-++: oie\nWiti1am Joun Cooper, State Superintendent of Public Instruction.......- Sacramento, Calif.\n}\n;\nCincinnati\nof\nUniversity\nEducation,\nof\nLours A. Pecusrrrn, Dean of the College\nCincinnati, Ohio\nWis.\nMadison,\nseep eeeee eter\nTuomas W. Gostinc, Superintendent of Schools......+..++eee\nEpwin D. Srarsuck, in Charge Research Station in Character Education, University\ndit, Semele, THAIS erememetay ote’aletreMatiens Lotastie sheets Iowa City, Iowa\nae\nOETELO Wats cele oe a ee ee Se\nWiti1am H. Hotmes, Superintendent of Schools.......++-+esereeseeees Mount Vernon, RY.\nGrorce Howarp, Superintendent of Rowan County Schools.........+....+: Salisbury, N. C.\n\nW.\n\nF.\n\nBond,\n\nState\n\nSuperintendent\n\nof Public\n\nInstruction,\n\nJackson,\n\nMiss.—A few months after taking the oath of office, a public spirited and\ninfluential citizen requested the cooperation of the educational forces of\nthe state in getting before the people an important matter.\n“The support\nwas promised, but when I looked over my hand I found that we really had\nno organization and that, therefore, very little hélp could be given.\nThere were 82 county superintendents of education (one for each\ncounty), who had been trying to get together once in two years, but,\nas a matter of fact, a majority of them had never been together at one\ntime. There were about 8000 teachers with an enrolment of only 1500\nin the state association. In a few of the counties there were county teachers\n\nassociations meeting occasionally.\nFor every school there were at least\nthree trustees, but not many of them ever went to the schoolhouse.\nThe\nfirst ideal we set up for ourselves, therefore, was to have our forces so\norganized that those of us interested in good schools might work together as\na unit for any worthwhile cause, for we knew that an organized minority\nwould nearly always defeat an unorganized majority.\nWe began with the county superintendents. They were receiving small\nsalaries, with no allowance for travel. I didn’t have the heart to insist\non their attending a meeting and paying their own expenses. “Iwo hours at\na telephone were sufficient to get enough money pledged from the bankers\nof the state to pay the traveling expenses and hotel bills of the county\nsuperintendents for a two days’ meeting at the capital city. The result\nwas nearly a one hundred percent attendance, and a splendid organization\nformed.\nFor three years thereafter one enterprising banker gave us a\ncheck for two thousand dollars annually to pay the expenses of a meeting\nof these officials.\nIn addition to the annual meeting, we decided to hold district meetings\nof the county superintendents every spring in six different sections of the\nstate, so that more time might be given to a discussion of problems\npeculiar to any particular group of counties.\nAt these district and annual meetings of the county superintendents we\nhad no trouble in agreeing upon a progressive program for the following\nyear. Many of the superintendents, however, expressed a desire to have\nsome help in getting the program before the people of their respective\ncounties.\nIn Mississippi, as has been stated, every school has from three to five\ntrustees or board members elected generally by the patrons of the schools.\n\n"}
{"page": 741, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n737\n\nThese trustees are the leading citizens and most influential people in their\nrespective school districts. A plan was, therefore, agreed upon calling for\na meeting in every county at the county courthouse of all the trustees of\npublic schools in that particular county. At most of these meetings some\nmember of the state department of education was on the program.\nThe\ntrustees organized by electing a president and asking the county superintendent to serve as secretary.\nThese meetings proved very effective for\nthey were the means of spreading progressive ideas into every nook and\ncorner of every county in the state, not by teachers, but by the citizenship\ngenerally.\nSome of the trustees began to call for help to get the message across to\nthe people of their districts in good shape, and this led to an annual two\nweeks better school campaign in which members of the state department of\neducation, the faculties and officers of all the colleges, business men, doctors,\npoliticians, preachers and others, not only made speeches for better schools\nin the towns and cities but they went out into the highways and byways\nwith the message.\nm\nAbout this time that wonderfully helpful organization the Parent\nTeachers Association began to make itself felt and soon there was a local\norganization at most of the schools in the counties. About the same time\n\na great effort was made to increase membership in the state association of\nteachers and to organize in every county a live, wide-awake county teachers\nassociation. “The result was that in a few years the enrolment in the state\nassociation jumped from 1500 to 7000 paid up members with an all time\nsecretary, clerical help, and a splendid magazine published for nine months\nin the year.\nMeanwhile, in every county, county associations were organized with\npractically all the teachers enrolled.\nA country editor suggested that if we would send out weekly a short\nnews letter in reference to schools that the county papers would be glad\nto run it. “This was done with the result that not only the weekly papers\nbut the daily papers have carried our letters for the last six years. “The\ncounty superintendents are now required by law to meet in the state and\ndistrict conferences on the call of the state superintendent, and the trustees\nof all the schools in every county are required to meet at least once a year\non the call of their respective county superintendents.\nNew plans and policies are formulated early in the year by the state\ndepartment of education, discussed at the district meetings of the county\nsuperintendents in the spring, agreed upon finally at the annual meeting of\nthe county superintendents in the summer, put before the trustees of all\nthe schools in each county at the regular annual meeting of the trustees in\nthe various counties and carried to all the people of each school district\nthrough the Parent Teachers Association and by speakers during “Better\nSchool Week”’ in the fall.\nIn addition, the Mississippi Education Association, with nearly every\nteacher enrolled, cooperates in the program, which is in turn taken up by\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nthe county associations. In the meantime every week, in the county and\ndaily press of the state, the public reads a letter supplementing the general\nidea we are trying to get over to all the people for better schools. With\nthis organization any matter of importance may be carried to the home of\npractically every citizen in the state within a few days’ time.\nIt has a\npowerful influence; it has compelled the respect of the politician; it has\nserved as the basis of all our efforts for better things for the children and\nhas been largely responsible for the wonderful progress we have made\neducationally during the last few years.\nA few years ago practically all of our schools in the country were of\nthe one and two-teacher type. “This year eighty percent of our white\nrural children are enrolled in splendid consolidated or rural high schools,\n98,000 being transported daily to and from school.\nOur program now\ncalls for a high school education within reach of the home of every child.\nSuch advantages are being provided for all the children of the towns and\ncities and eighty percent of the white children of the rural districts.\nFrom 1920 to 1926 the number of graduates turned out annually from\ncur fully accredited four year high schools increased nearly five hundred\npercent.\nSchool terms have been lengthened and better trained teachers\nemployed. ‘The salaries of county superintendents of education have been\nmore than doubled within the last seven years. A large equalizing fund\nfor the benefit of the rural districts of the poorer counties has been provided; more than four hundred school districts have built teachers’ homes,\nwhich are furnished rent free to the teachers; and county agricultural\nhigh schools with boarding accommodations at cost are maintained in over\none-half the counties. “There is a widespread interest in behalf of better\nschools on every hand. In fact, this interest is so great that one of our\ncitizens has established a loan fund of one million dollars for the purpose\nof helping every worthy boy or girl in need of help to get a college education. Similar progress has been made proportionately with the schools for\nnegroes.\nWe have many other dreams that are coming true and ideals toward\nwhich we are working, but in all of our efforts we would be very much\nhandicapped were it not for our splendid organization, made up of the\nmen and women largely responsible for the educational welfare of our\nchildren, and ably assisted\nby a public-spirited, open-minded citizenship.\nNicholas Bauer, Superintendent of Schools, New Orleans, La-—Today,\nin New Orleans, America’s most interesting city, Mardi Gras is being\nobserved. Right now the streets are beginning to fill with maskers, and in\na short time the thoroughfares through which King Rex, and later tonight\nComus will parade with gorgeous floats, will be impassable.\nFlags and\nbunting are flying, bands are playing, public buildings and institutions\nare closed, commerce and industry are halted and all, young and old, enter\ninto the spirit of revelry. ‘Tradition has thus decreed and we of New\nOrleans obey tradition.\nFor one hundred years New Orleans has cele-\n\n"}
{"page": 743, "printed_page": null, "text": "THe DeparTMENtT OF SUPERINTENDENCE\n\n739\n\nbrated Mardi Gras. This observance, coupled with the knowledge that\nthe flavor of old France and the lure of sunny Spain may still be found in\ncur Vieux Carre, has given New Orleans the reputation generally held\nthat we are living in the glories of the past and that we are ultra-conservative.\n\nBut in the pregnant lap of the golden, shimmering crescent of the\nmighty Mississippi there is being re-born a new city, retaining its fascinating glamour of romantic antiquity and rivaling in progressiveness the great\nmetropolitan centers of our land. Even those, however, who profess to\nknow and to love us have not fully sensed the awakening of this new New\nOrleans, of its achievements despite apparently insurmountable initial obstacles. Take O. Henry, for instance, who lived among us and should\nhave known us, who, in speaking of the slogans of cities in one of his inimitable short stories, stated that the slogan of New York was “I do”; of\nChicago, “I will’; of Philadelphia, “I shall”; and of New Orleans, “I\n\nused to.” While that was meant in sarcasm, it is not such a bad slogan\nafter all, for I could apply that observation to every phase of our existence\ntoday in New Orleans and, show that the conditions that used to be no\nlonger are, but, confining myself to educational ideals and their achievement, let me say, using the O. Henry phrase, “‘we used to” rely on philanthropic bequests like that of John McDonough for the erection of public\nschools. “Today we have under way a building program that has within a\nfew years put millions of our taxpayers’ money into modern school buildings, and has as its ideal “A place for every child and every child in its\nplace in a modern schoolhouse.”\n“We used to” be content, apparently, in New Orleans with an elementary\neducation for our boys and girls—judging from the enrolment then in our\nhigh schools. ‘Today, in common with every other section of the country,\ncur high-school enrolment has made phenomenal increases, and we boastfully proclaim that, while the population of New Orleans during the past\nten years has increased fifteen percent, the enrolment of boys in the high\nschool has increased one hundred five percent.\n“We used to” follow the traditional curriculum with its memoriter and\ndrill lessons, stressing the three R’s as the be-all and the end-all of education. ‘Today we have a growing, living, developing course of study, the\nwork of our teachers and principals, who have kept in mind the presentday environment of the child, thereby providing, in addition to the three\nR’s, opportunities for recreational and group interests; for the inculcation\nof thrift; for the attainment of good health; for safety-first instruction;\nfor self-expression in drawing, music and dramatics; for training in business\nand industry; and for the inculcation of civic responsibilities. Such is the\nsubstance of our course of study, and, when we contrast that which “used\nto” exist in New Orleans, we know that we are moving forward in common with the progressive systems of the country toward the achievement\nof that ideal which seeks to develop higher moral character, sounder\nbodies, and keener and more wholesome interest in home and civic affairs.\n\n"}
{"page": 744, "printed_page": null, "text": "740\n\nNationa\n\nEpucatTion ASSOCIATION\n\nThe phase of this development of our course of study on which we are\nJust\npresently placing the greatest emphasis is on the health program.\nas in the other big cities of our country, we in New Orleans have much\nto do before we may feel that the problem of health teaching is being adequately handled, but when we contrast the abstract memorization and\ntechnical study of physiological and anatomical facts with the positive constructive efforts that we are making today to build up health, to correct\northopedic troubles, to preserve and conserve the sight of our pupils, and\nto stimulate the formation of right habits of daily living and right attitudes\ntoward individual and community health problems, we are proud of our\nachievement.\nFor years the medical department, the physical training\ndepartment, and the hygiene work of the schools were isolated entities.\nBut in September, 1925, we adopted, tentatively, a new hygiene course of\nstudy, prepared by expert teachers, which sought to link up the work of\nthese divisions.\nWe furnished to all the schools the stimulating text,\n“Health Training in the Schools,” published by the National Tuberculosis\nAssociation.\nThis year special teachers of health have been named experimentally in certain schools, thousands of children have been thoroughly\nexamined by the medical department and the physical results charted.\nDoctors, nurses, health teachers, principals, sewing and cooking teachers,\nphysical education instructors, social welfare workers, health organizations,\nmilk clubs—in a word, all contributing departments, workers and agencies,\nwithin and without the schools—are striving to coordinate their efforts\ntoward keeping the well children well and bringing children who are\nphysically weak up to the standard. While this specific work has been in\noperation but a short time, statistical data may be produced to show satisfactory results. But to give in detail this health service would transgress\nthe limit allowed me. We feel in New Orleans that, because the value of\ngood health is universally acknowledged, we are attempting to achieve an\neducational ideal that is intensely and practically worthwhile.\nIn interpreting my invitation to talk for ten minutes on ‘‘Educational\nIdeals and Their Achievement,” I have taken advantage of this opportunity\nto attempt to dissipate the general notion that New Orleans is entirely absorbed in its Mardi Gras and its historic past, and that it is a “City That\nCare Forgot,” as so frequently advertised.\nInstead, New Orleans stands\nas a brilliant representative of the progressive new South which is throwing\noff the deadening lethargy of years gone by. The active spirits who are in\nthe very front rank of this great awakening movement are the men and\nwomen sometimes hidden in the obscurity of the classroom, but who, because of the character of the work which they are doing for the youth of\nthe south, are entitled to the tribute uttered by our former distinguished\nAmbassador to the Court of St. James, Walter Hines Page:\n“Educational work,” says Mr. Page, “in the southern states is, therefore,\nsomething more than the teaching of youth; it is the building of a new\nsocial order.\n‘The far-reaching quality of the work that the energetic\neducators in the south are doing lifts them out of the ranks of mere school-\n\n"}
{"page": 745, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n741\n\nmasters and puts them on the level of constructive statesmen.\nThey are\nthe servants of democracy in a sense that no other public servants now are,\nfor they are the rebuilders of these old commonwealths.”’\nWilliam John Cooper, State Superintendent of Public Instruction, Sacramento, Calif—The school exists to provide stimuli for, and afford direction to, the development of children. ‘The chief concern of the teacher is\nchildren.\n‘The chief concern of the administrator is to have teaching take\nplace under the most favorable conditions. In small schools with carefully\nselected teachers there is little for administrators to do, but as soon as any\nschool grows beyond the point where its principal may know the pupils\npersonally or a city system has reached a size where one person, the superintendent, is unable to give immediate attention to all administrative details,\norganization becomes important and executive skill of high order is demanded.\n‘Two principles should govern the superintendent’s policies now. They\nare: First, keep the machinery of administration subordinate in importance\nto the teaching process. “Never forget that it exists to make good teaching\nand real learning (in its broadest sense) possible and effective.\nSecond,\nkeep the administration democratic; keep it in touch with those who are in\ndaily contact with those for whom the school exists, and let them help\ncreate and constantly rebuild the necessary administrative machinery.\nTo explain briefly a democratic organization to administer the school\naffairs of a city of 50,000 to 250,000 people is the purpose of this paper.\nThe organization discussed can all be set up by the superintendent or under\nhis leadership, since it is beside the question here to discuss the legally established governing directors—the board of education. The arrangement of\nthe groups is purely arbitrary, being here considered from the viewpoints\nof nearness to the superintendent and frequency of assembly.\nThe first group, immediately associated with the superintendent, should\nconsist of the assistant superintendents, the business manager, the executive\nsecretary, who directs the superintendent’s office work, and perhaps one or\ntwo directors or supervisors, who hold key places, such as the director of\nresearch or director of adult education.\n‘These should constitute a staff\nor superintendent’s council to consider carefully all plans and policies in\nIf the program is the result of such cooperative\nprocess of formulation.\nsuperintendent can affect in minor way only, the\nthe\nof\nef ort, the absence\nthe death or removal of the superintendent does\nand\nsystem\nthe\nof\nprogress\nfor the program is known to several persons.\nsystem,\nthe\nnot disorganize\nThis council should meet regularly once a week and in special session on\ncall.\nThe second group, in point of frequency of contact, consists of the principals and supervisors. “They are in close contact with the problems of the\nfiring line and may well meet in four different conferences,\n\nrequiring the\n\ntime of any member not in excess of two meetings per month and requiring\nthe attention of the superintendent\n\nor assistant superintendent\n\nat a given\n\n"}
{"page": 746, "printed_page": null, "text": "742\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\nhour on one day in each week. A plan which works well in the city of\nFresno and with minor changes also in San Diego is:\n1. A general conference of principals and supervisors on the second\nMonday in the calendar month. At this meeting general policies of the\nsystem are presented by the superintendent or by a member of the superintendent’s council, discussed in the light of their probable effect, modified\nif need be, ratified, and ways and means suggested for putting them into\noperation.\nIn this conference occurs discussion of proposed report cards,\nattendance blanks and many other necessary details concerned with school\nadministration.\n2. A conference of secondary school principals which concerns itself with\nsuch junior and senior high school problems as guidance, development or\nmodification of courses of study, organization of core curricula, extracurricular activities including athletics. In Fresno, this conference meets\nregularly the first Monday in the calendar month and usually holds\none or more special meetings to listen to reports from course of study committees.\nIn San Diego, the vice-principals are included in the conference\nmembership.\n3. The elementary principals likewise are organized into an elementary\nprincipals’ conference to consider tests and measurements, new types of\nexamination, course of study problems, supervision of teachers’ work, rating\nof teachers, teachers’ marks, etc.\nIn Fresno this organization, meeting\nregularly the third Monday in the month, has been a potent influence\ntoward professional study throughout the elementary grades.\n4. In Fresno, the supervisors of subject-matter meet in conference the\nfourth Monday of the month,\n‘They discuss teaching technics and problems connected with the supervisory act.\nIn San Diego, the visiting\nteacher and director of visual education also are members of this group.\nDemocratic administration will consider not only. the superintendent’s\nimmediate associates, and the principals and supervisors, but means will be\nfound for teacher participation also. ‘There are problems connected with\nsalary schedules, the teaching load, teaching day, tenure, professiona! attitude, social interests of teachers and the like, which require a clearinghouse. In many cities the teachers themselves have perfected a teachers’\nassociation. Often, however, such associations are class conscious in their\npurposes or are directed by self seeking teacher-politicians.\nConsequently,\nthey fail to give impersonal consideration to such professional problems as\nabove noted. In the city of Fresno is a city council of education, a federal\nbody consisting of delegates, at least one from each school and, in the\nlarger schools, one for every twenty-five teachers, or fraction thereof. To\nthis body is sent one delegate from each of the principals’ or supervisors’\nconferences noted above. In Fresno, this council has developed a remarkable esprit de corps in the entire teaching staff which commands the respect\nof the board of education and the citizens generally.\nAnother group of teachers, including a few principals, which has pecul-\n\n"}
{"page": 747, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n743\n\niar problems is that of the married women.\nIn both Fresno and San\nDiego, these married women have organized a council for the handling\nof the problems peculiar to themselves.\nAmong these problems are the\ncare of their own children of preschool age, requesting leave of absence\nduring the period of expectant motherhood and early infancy of the child,\nproblems of dress where the employment of the husband and wife make\npossible a standard of living higher than that of the average woman\nteacher, problems of reconciling home duties with school duties, etc. The\nmarried women’s council consists of one married woman teacher from\neach school, whose duty it is to discuss with incoming married women and\nnewly married women the code adopted by the council. The council meets\nonce a year to elect a president and secretary and occasionally for the\npurpose of bringing to bear social pressure on one of its members who\nhas failed to live up to the code fully.\nFinally, no city superintendent can afford to ignore the growing interest of intelligent laymen in school affairs. Nor is he fully realizing his\nopportunities if he neglects to develop and capitalize such latent ability.\nSome of this ability is used through parent teacher organizations. In California, these associations have led the way in providing playground and\nlunch facilities, in caring for undernourished and underprivileged children.\nBut far more can be done profitably in securing lay cooperation. In many\ncities, citizens and business men’s committees have been responsible for the\nfavorable result of bond and special tax elections.\nIn San Diego, the\nboard of education officially invited seventy-nine organizations, civic, business, labor, women’s, P. TI’. A., to send one official delegate each, to a\ncitizens’ meeting to discuss city school needs and problems.\nSeventy-five\nrepresentative citizens were present. ‘To these and the school board members, the superintendent presented results of a survey of school needs.\nEach delegate was asked to speak briefly. The net result was the decision\nthat a far larger bond issue should be asked than the school board had\ncontemplated and an executive committee of seven was appointed to\nadvise the board on school needs and cooperate in securing success at the\n\npolls.\nIn Fresno, after a similar committee of nine had been successful in\nsecuring a favorable poll at a bond election, the board of education appointed a ‘Committee on Standards,” which consisted of three leading\narchitects and building contractors, a mill man who represented the\nbuilding material men of the city, and an electrical man who represented\nFor this committee, the superintendent served\nthe chamber of commerce.\nThis committee\nas chairman, and the director of research as secretary.\nsurety bonds,\ncontracts,\ndeveloped a series of nine school building forms for\nof windows,\ntypes\non\ngeneral specifications, etc., and a set of standards\neconomy in\nfor\nmake\nonly\nnot\ndoors, mouldings, chalk troughs, which\n\nschoolhouse construction but add to efficiency.\n\nTypes of metal lath were\n\n"}
{"page": 748, "printed_page": null, "text": "744\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ncarefully studied and a standard specification for lath and plaster was\nwritten. A similar study was made for electric wiring and fixtures.\nDoubtless this discussion will bring to light other successful efforts to\nsecure lay participation in school administration for the possibilities are\nlimited only by the ability of men and women in a community and the\nresourcefulness of the superintendent in discovering and utilizing such\ntalents.\n\nThomas W. Gosling, Superintendent of Schools, Madison, Wis.—\nEach school system has its own local problems and its own distinctive opportunities for service. Nevertheless, each system is but a part of a great\n\nnational plan.\n\nIt succeeds or fails according to the measure in which it\n\nachieves the educational ideals of the nation as a whole.\nEqual opportunity for all, one of the most important planks in the\nnational platform of education, has been accepted as a guiding policy\nin Madison.\n‘This policy in its many ramifications includes the adult\ncitizens as well as the children in the schools.\nFor the children in the schools equal opportunity for all means that\nevery child shall have his own individual problems studied and his rights\nconserved.\nThe bright child and the dull child, the obedient and the\ndisobedient, the sick and the well are all entitled to a share in the interest\nand the skill of the teacher and of the supervisory and administrative\nstaff.\nIn order to accomplish this purpose a department of child guidance\nand special education has been established.\n“To this department are referred those cases which require more attention and time than the classroom teacher is able to give. Under the supervision of this department\nare the usual classes for subnormal children, for the deaf, for the crippled,\nand for those with speech defects. All of these types of work are well\nestablished and familiar in most cities and need no special comment here.\nThe distinctive contribution of the department of child guidance and\nspecial education in Madison lies in the consideration which it gives to\nthe pupils who fail in their studies or who are the behavior problems in the\nclassrooms.\nThe need of adjustments in the schools for the benefit of children is\nslowly gaining recognition.\nA child who fails with one teacher and in\none set of circumstances may succeed with another teacher and under\na differing environment.\nIt is the duty of the school organization to\nknow the children and their difficulties and to find for them a situation\nwhere success is possible.\nA happy illustration of the value of adjustment was afforded by a sympathetic principal who received from another\nschool a child whose nervous system was badly shattered by home conditions and by the teasing of his playmates.\nShe taught him muscular\ncoordination through play; made him a welcome member of a new group;\nand gave him courage for the long hard fight he had to make.\nModern psychology has thrown a new light upon behavior problems.\n\n"}
{"page": 749, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n745\n\nIt has taught school people to be slow to call a boy or a girl bad.\nIt\nhas taught us to look for the causes of maladjusted behavior and to seek\nto remove the causes rather than to apply punitive measures.\nWe have\nfound in Madison that many behavior cases lead back into the homes\nIt\nand. show that parents rather than the children are really at fault.\nis a sad fact long known but only recently comprehended that any kind\nof misbehavior by parents has a tendency to throw the child into a state\ncf mental instability and to render him unfit to cope with the baffling\nproblems which even children must meet. Our special department with its\nstaff of trained workers has been able to bring real relief into troubled\nsituations where only scientific knowledge coupled with human sympathy\ncan have any lasting effect.\nThe most valuable result of a determination to study the needs of\nindividual children has come in the regular classrooms.\nWhen teachers\nrealize the effects of their behavior upon the conduct of their pupils, they\nbecome more considerate and humane.\n‘The teacher who has been dis- couraging and sarcastic in her attitude learns that success does not attend\nher effort. She learns that other teachers follow other methods and under\nthe stress of social pressure she tends to change her own behavior to the\nadvantage of all. The problem of humanizing the behavior of teachers\ntowards their pupils is a very real problem of administration.\nIt is most\ndificult and acute in those parts of a school system where standards of\nscholarship are maintained at the expense of mental and physical health.\nIn some instances drastic measures are required in order to impress upon\nteachers the necessity of regarding the well-being of children as more\nimportant than the content of courses of study.\nMany failures in school are due to the inability to read with understanding.\nChildren of good and even of superior intelligence sometimes\nmake a wrong beginning in learning to read and find it difficult without\n\nspecial help to overcome the initial handicap. For such children there is\na reading clinic, where the disabilities are analyzed and remedial measures\nrecommended for the classroom teachers to carry out. “The rescue work\nperformed by the clinic through the application of scientific knowledge\n-enables some children to enter upon a new career of joyous success instead\nof defeat.\nThe clinic has demonstrated the unfairness of pronouncing\na child a hopeless failure in advance of a careful diagnosis of his difficulties\nand a patient attempt to remove them.\nChildren who have been exposed to tubercular contacts in the home,\nwho are much under weight, or who are otherwise much below par in\n\ntheir physical status do not have an equal chance with their more fortunate\nIn order that there may be equal opportunity for all, these\nfellows.\nchildren are placed in a school where their physical conditions may be\nobserved; where they may have ample opportunity for rest; and where\nwith suitable nutrition and the services of a skilled nurse they may be\nrestored to normal health or at least brought to such physical condition\n\n"}
{"page": 750, "printed_page": null, "text": "746\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nWithout this\nthat their power to resist disease is greatly augmented.\nalways\nwould\nchildren\nsome\nschools\nthe\nof\npart\nthe\nsupervising care on\nbe doomed to ill health and to failure.\nThe interest which Madison has in the education of its citizens is not\nlimited to those of the conventional school age. ‘Through its vocational\nschool with both day and evening classes for adults opportunity is given\nto all to make up the educational deficiencies of their earlier years or\nto pursue new lines of interest. In classes in sewing, cooking, millinery,\nin home decoration, in the study of furniture, in weaving, pottery, art\nmetal work, in the commercial branches, in machine shop practice, carpentry, electricity, printing, in political science, in transportation, and in\nother fields of study for which there is sufficient demand to form a class,\nadult citizens find the opportunity to master the learning or to acquire\nthe skill which most nearly meets their individual needs.\nThe liberal program which recognizes the fact that education is a lifelong process has found its most recent expression in the adoption of an |\nall-year municipal recreation program under the direction of the board of\neducation.\nPlay has long been recognized as the privilege and the right\nof youth—a necessity for normal mental and physical development.\nIf\nall play and recreation were to cease when the days of formal schooling\nare over our social life would soon become barren and wretched.\nA\nwise program of recreation does not seek to force all people into the same\nmold.\nThe physical activities connected with athletic sports not only\nin the summer but also in the winter offer many attractions. “The winter\nsports of skating, skiing, tobogganing, ice boating, and hockey make the\noutdoor life in winter just as attractive to many people as the outdoor life\nin summer is attractive to others. A complete program is not limited, however, to athletic sports.\nIt includes music and the drama, public discussion, and quieter games suitable to all ages. “There is good reason to\nexpect that a wholesome and comprehensive program of public recreation\nwill go far towards removing many of the excesses which arouse our\nindignation and disgust.\n\nOnly the limitations of time prevent the statement of other ideals and\nachievements.\nThe whole story of civic education, of health education,\nof religious education, and of education for superior children must be\nomitted. No one would say that a program of equal opportunity for all\nhas been achieved anywhere. It is, however, an ideal of American education—a goal towards which many school systems are striving.\nSome\nprogress has been made; some achievements pointing the way to further\nprogress have been accomplished.\nEdwin D. Starbuck, Director, Research Station in Character Education,\n\nUniversity of Iowa—The best thing about American education is its vibrant\nlife, its resourcefulness, its fertility. Ideals? They are as numerous as\nblackberries in midsummer.\nSome are riper and richer than others, like\n\n"}
{"page": 751, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n747\n\nsun-ripened fruits and savory nuts in the autumn.\nWhich shall we pick?\nI have chosen a nut—hard to crack, but richest of all, I think, in meat for\nthe sustenance of humanity, the ideal of attaining a science of character.\nIt is now a passion among psychologists to understand character or\npersonality and to discover how it grows.\nScores of the best minds are\nengaged in researches in this problem. ‘They have devised tools and technics as incisive as are those used in the most exact sciences. What is their\nideal? It is to lay bare the mechanisms of character and to know how they\nfunction, just as in the case of a plant or a stone or a star. The purpose\n\nis to be able to achieve character through training—a game as fascinating\nand perhaps quite as significant as to raise better grains in the field or\nflowers in the garden.\nTo understand character and how it grows, then, is the idea. That may\nseem too general. If we break it up and take it piecemeal, the specific objects or ideals may be classed for convenience under five headings:\n1. What is the moral life, not so much to define it as to analyze by controlled\nobjective methods the elements in human nature that constitute the so-called\nmoral attitudes towards the fundamental life situations.\n2. When,\n\nhow, and under what circumstances\n\ndo these attitudes arise and what\n\nin the child’s growth is their history?\n3. What is the diagnosis, prognosis, and prophylaxis of undesirable traits?\n4. What are the proper occupations and the best materials to be used in training\nand instruction?\n5. What are the best methods of administrating these occupations and materials,\nfor instance, whether by students clubs, by direct instruction, or what not?\n\nAre these ideals being accomplished? ‘The answer must be unqualifiedly\nin the affirmative. A single illustration or two of each of the five ideals\nenumerated will be sufficient. First, what is the moral life, that is, what\nis the setting in human nature of a clearly designated moral or immoral\ntrait? For example, lying. We used to write essays about that topic.\nNow we study it. W. E. Slaght has discovered by objective and unequivocal methods children throughout the grades who persistently tell falsehoods in order to gain a personal advantage.\nBy the use of many tests\nand social surveys fortified by a battery of laboratory experiments he has\ndemonstrated that, while the lying children have the same I. Q. as the\ntruth-tellers, are essentially like them in keenness of moral discrimination\nand in large numbers of skills and achievements, they are more imaginative,\nmuch more suggestible, of poorer motor control, less steady under distraction, are from the less proved homes, esthetically and financially con‘This\nsidered, and have been punished more at home for misdemeanors.\nstudy opens up several other researches on the causes and cure of lying.\nAnother instance of progress in the scientific analysis of the moral life\nHe has proved by objective tests and by the use of\nis that of Trow’s.\ncorrelations that there are no moral “traits” lurking in human beings such\nEach of these supposedly general\nas confidence or readiness of judgment.\ntraits or capacities is in reality specific, and depends for its functioning upon\n\n"}
{"page": 752, "printed_page": null, "text": "748\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\neeee ee\n———E—————E—\n\net\n\nparticular situations. This fact speaks eloquently for specificity in moral\ntraining. A luminous spot on the face of the earth is Terman’s study of\nthe factors of birth and training that determine the mentality of gifted\nchildren.\nSecond, what is the rise and growth, in the individual, of moral attitudes\nand of mental processes on which they depend?\nSince the challenging\nstudies of Galton and Thorndike on twins and of Rice on the spelling\ngrind, it has been progressively evident that certain streaks or strains of\npersonality depend upon nature rather than upon nurture.\nJust what\nspecific elements they are that issue forth by processes of “inner ripening”\nand which ones must await the arts of training are being studied objectively\nnow on the basis of controllable data. Whether native or acquired or a\nblend of both, at what ages do the various mental processes develop most\nrapidly? J. A. Gilbert was the first to trace several of these nascencias of\ngrowth. A more recent research is that of S. P. Franklin on the ability\nof children to comprehend the sayings and parables of Jesus. ‘This clean\nand conclusive study shows that there is rapid progress in comprehension\nonly from the years eleven to thirteen. “There is more advancement during these two years, the twelfth and the thirteenth, in the development of\nabstract notions of this sort than during all the years put together from\neight to sixteen. ‘This fact constitutes one of the solidest building stones\nfor the six-six educational structure, and suggests that we bear down a\nlittle harder during the junior high school on subjects involving insight and\nappreciation.\nHow should we handle the misdemeanors of school children?\nIn the\nancient days the imps and demons of the misconduct of youngsters were\nobjects of pedagogical wrath which vented itself alike on deed and doer.\nAll that has changed.\nNot only are the devils exorcised now in most\nschools but their nesting places and trysting places—the faulty imagination of pious teachers—are being annihilated.\nMorton Prince was able,\nby methods well tried and lawful, to dissociate the multiple personality\nof Miss Beauchamp and reintegrate even the flitting mind of the mischievous Sally into a normal selfhood. It is becoming progressively possible\nnow to assay out the tensions, suppressions, compensations and conditioned\nreflexes involved in the emotional disturbances of children and to restore\ntheir health and happiness.\nCopious instances are found in the writings\nof Morgan, Pfister, Mateer, Burtt, Healy, Jung, Freud, Adler, Wooley\nand Watson.\n‘These students and a score of others are making great inroads into a science of character.\n4. As to occupations and materials, what are the best mental\n\nfoods for\n\nmoral enrichment?\n‘This is a tremendously intricate and not altogether a\nbaffling problem. Shuttleworth in two studies has shown the determining\ninfluence of early environment. The scholastic success of college freshmen\nis influenced by the number of musical instruments, the number of magazines, the number of works of art in the home.\n\nReligious home influence,\n\n"}
{"page": 753, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n749\n\nas it now exists, seems not to be a factor. College sophomore men who\nhave been brought up quite religiously, cheat as often as do those with no\nreligious home training.\nAnother problem is this: How may we induce in our students if we elect\nto do so, a state of international-mindedness.\n‘The boldest of ventures in\nproviding the materials of character training is that of the preparation of a\nguide to character training literatures. This is being done by the Research\nStation in Character Education at the University of Iowa. All judgments\nas to the value and the placing of selections are subjected to the rigid\ndiscipline of scientific procedure.\n5. By what methods are we to reach the sympathies and influence the\nconduct of children? By precept? By example?\nBy preachments?\nBy\nreasoning with our children? By organizing them into clubs and societies?\nIt may take years to wrest a body of disciplined knowledge out of our\nignorance concerning these questions.\nBut we shall never arrive at the\nhouse of wisdom if we continue to travel the circuitous pathways of argumentation. ‘There are signs that we are beginning to cut across the barren\nwastes Of mere opinion in such matters.\nMay and Hartshorne have recently investigated, by objective tests of\nlying and deceit, the effect of certain direct methods of moral training in\nNew York City. They found three schools using the so-called x-method\n\nof moral instruction which included pupil self-rating and merit-marks of\npromotion for good conduct.\n“They discovered as control two comparable\nschools that use no method at all. Pupils who are subjected to definite\nethical discipline are at a disadvantage on almost every count. ‘They do\n\nactually cheat and deceive more consistently than do the average children.\nIt is becoming evident that we shall have to be artists instead of hammerand-tongs artisans if we are to influence the conduct of our youngsters.\nEnough has been said. We have been for ages feeling about and struggling in the darkness in this matter of character training. At the present\ntime the full light of a new day educationally is bursting upon us. We are\nnow in the beginning of a development in education comparable to that in\nhorticulture, medicine, and engineering when these great fields of human\ninterest learned to improve themselves with the aid of scientific insight.\nIt seems inevitable that in this new day the generalship of the captains of\neducation shall be wedded to the leadership of the investigators of personality. Researches are happening along many lines. Specialists in problems\nof personality are being trained. School systems and departments of education must speedily look toward incorporating into their program the work\nof these experts just as now they are employing to their advantage testers\nand measurers of skills and informations. A quarter century of insight into\na few principles of mechanics and laws of physics and chemistry is giving\nus the mastery of the earth and air.\n\n"}
{"page": 754, "printed_page": null, "text": "750\nee\n\na\n\nNATIONAL EDUCATION ASSOCIATION\na ee a ee\nae Se ne\n\nWe are clearly at the beginnings of a new conquest equally great and\nfar more significant, the power to grapple intelligently with the things of\nthe spirit. The centering of the entire school program in the problems\nof the cultivation of personality is easily the present outstanding problem\nof education.\nWilliam H. Holmes, Superintendent of Schools, Mount Vernon, N. Y.—\nSchool systems in general, stress organization and uniformity, and too\noften fail to stress the things that strengthen and develop personality on\nthe part of the individual teacher. In the final analysis, it is the personality\nof the individual classroom teacher that counts for most in the educative\nprocess. System and organization in school work, that do not tend to develop a more effective personality in the teacher, count for little.\n\nIn the schools of Mount Vernon we try to choose teachers with big and\nfine personalities, and then to present conditions, in the way of ideals and\nenvironment, that will cause these personalities to grow even bigger and\nfiner. We try to help teachers express and develop their personalities in\nthe following ways:\nBy giving them an environment and working conditions that will tend\nto make them contented in their work.\nClean and beautiful classrooms\nequipped with adequate apparatus and material, help to accomplish this\nend. We further try, so far as possible, to give the teacher the books and\nmaterial that she thinks she can work with best. “The exercise of judgment, even in these minor matters, tends to develop personality. This plan\ncosts more money, but in the end it pays large dividends in the way of\nbetter feeling and better results. “The teacher is also encouraged to express her own individuality in the decoration of her room, and, where there\nis movable furniture, in the arrangement of the furniture. The art teachers\nof the system are urged to cooperate in helping the individual teachers to\nmake their classrooms really attractive and inspiring places in which to\nwork.\nThe teachers of the several grades of the city have grade organizations\nwhich are self-governing and in which they discuss their own group problems. These grade organizations have much to do in making out courses\nof study for their grades. They also make recommendations in regard to\n\nmatters that are for the general good of the group as a whole. The grade\norganizations have done some fine work in outlining the course of study\nalong lines of major and minor objectives. One particularly fine piece of |\nwork by the second grade organization was that of making out a list of\nstories for the grade. ‘This work necessitated writing to many individuals\nand publishing houses, getting their permission to use copyrighted material,\nand the resulting story list with specimen stories is particularly helpful.\nTeachers are encouraged to do things in an original way.\nSupervisors\nand principals, in general, with a teacher who has the ability to do original\nwork, pursue the policy of “hands off,” their function being to help such a\n\n"}
{"page": 755, "printed_page": null, "text": ".\n\neee\n\neee\n\nTHE DEPARTMENT\nEME\n\nOF SUPERINTENDENCE\n\n751\n\nteacher achieve the piece of work she is trying to do. As a result, there\nare individual and original touches in a great many of the rooms throughout the system. This plan carries over to principals, with the idea that\neach building may express the individuality of both the teachers and the\nprincipal. After a very strong primary teacher had worked on an individual plan for some two years, achieving quite remarkable results, she\nwas given a suggestion by a supervisory officer for a possible modification\nfor the better.\nShe came back with the statement that this supervisory\nofficer should have given her the suggestion earlier in the experiment. He\nreplied that, had he done so, she would have probably worked out her experiment along his lines rather than along her own lines, and thus not been\nable to achieve the remarkable results that she had already achieved.\nTeachers are helped to express their personalities through the commendation that is given by the supervisory officers both to the individual\nteacher and in teachers’ meetings for work that has been well done, and\nsupervisory officers try to carry out consistently the plan of giving each\nteacher, who does any piece of work for the school system, credit for having\ndone that piece of work. Social approval and commendation is one of the\nbiggest incentives for personality growth and development.\nTeachers are helped to express their personalities by being given a chance\nto share in experiments that are carried on in the system. If a supervisory\nofficer has any plan that he wishes to work out, he usually goes to several\nteachers and asks them to try it out according to their own views and needs.\nAs a result the outcomes of the plan will be markedly different, thus producing in the end much better feeling throughout the system and much\nbetter results than would have been accomplished if the experiment had\nbeen presented for a tryout along definitely prescribed lines. One of the\nfinest tributes ever paid to our system was a tribute paid with no intention\nof giving praise on the part of the giver, who intended it as adverse\ncriticism.\nShe said, after visiting several of the schools of the city, that\nthey were nothing but big experiment stations. We felt proud to receive\nthis criticism.\nIt is only as school life and life in general is lived on an\nexperimental basis, with the idea that the problems confronting us day by\nday can be solved in new and better ways, that life becomes the really\njoyous adventure that it ought to be and that the personalities of the\nworkers are developed into the big, fine things that they ought to be. Such\nexperimental living is necessary in the schools if we are to develop teachers\nwith big and fine personalities, inspired and inspiring.\nLouis A. Pechstein, Dean of the College of Education, University of\nAn ideal is an idea\nCincinnati, Cincinnati, Ohio—What is an ideal?\nit inspires one into\nthat\nmagnetic,\nso\nstrong,\nso\npunch\na\npunch,\na\nwith\nactivity. An idea, yes, the head, but the punch—the heart.\nBe assured,\nWe have met in a great convention to talk about ideals.\nmen and women, if one’s heart does not want a world of moral idealism\n\none’s head will never make it so.\n\n"}
{"page": 756, "printed_page": null, "text": "752\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\nWhat are our ideals, our ideals for the training of teachers, for it is my\nhappy mission in life to have charge of a college of education, a college of\neducation a part both of a great municipal university and a great city school\nsystem, an organization in a community that believes that education is its\nmajor social enterprise, and believes that it is only through the life and\nintegrity and work of the best sort of teachers that the good of today can\nbe conserved and the character of our tomorrow made better.\nOur college of education, believing in the integrity of its mission, believing in education, and believing in the power and God-given mission of the\nAmerican public school teacher, founds its work upon four fundamental\nideals, not some subtle sentiment, some moral virtue existing way out there\nin the hypothetical beyond, but ideals retranslated into terms of conduct in\nways of behavior.\nFirst and foremost we hold that we must educate as well as train a\n\nteacher. It is only as we teach a teacher first to be, then to do, that she\nbecomes the type of teacher that the world needs; it is only as we teach\nher how life has been and what life is and what she can do to make it better\nthat we can give her that point of view, that basic knowledge of how to\nlive that will make her competent to go out and take the young child and\neducate him, namely, to take him as he is and make him over into what he\nshould be.\nNext, in educating a person, before we teach her to teach, we believe\nthat we must educate and train her on the job. We have a wonderful opportunity. The college of education is part and parcel of the city school\n\nsystem, and that makes it possible for us to establish and maintain that\nwhich we choose to call the cooperative ideal in education, not cooperation\nin the smug way that we all talk about, but a scientifically viewed cooperative ideal that says, we are properly training a teacher when we prepare\nher from the very beginning of her training period with the best practice\nof teaching on the one hand, side by side with the basic science underlying\nthat practice, the best work of the public school teacher, on the other\nhand, the university with its classrooms and its laboratories, science with\nits practice, all so interrelated, all so intercorrelated that the teacher seeing\nthe way it is done and seeing the scientific cause for doing it that way,\ngrows into the status of the expert. We use no model or practice school,\nbut the highest type of actual, practical city school teaching.\nOur third ideal, in addition to educating and training on the job is: earn\nwhile you learn. We believe that the laborer is worthy of his hire, and\njust as the apprentice in carpentry or bricklaying or the other skilled trades\nis paid for service rendered while he is traveling that course from the\namateur up to the master, in the same way we take our students in the\nfifth year of their college course and say to them: True, you are not yet\nthe expert; true, you have a year of expert supervised student teaching, but\nyou bring to this actual classroom that we are entrusting to you, vigor,\nvitality, youth, optimism, a belief in yourself and a belief in your mission\n\n"}
{"page": 757, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n753\n\nas a teacher, and these are of inestimable value to us, to the system of which\nyou are soon to be a final part, and while you are continuing to learn, and\nto learn through the doing, we pay you for service rendered.\nOur last ideal is to say to that teacher, and to force it into the very\nfiber of her being, respect your profession as well as yourself; cease to\napologize for being a teacher. We so organize our teaching work that our\nstandards quantitatively and qualitatively are not one whit less than for\nthe learned professions of law, of engineering, of commerce, and of the\nrest.\n\nFurthermore, we say to that teacher: It makes no difference whether\nyou are trained to be a kindergartner, a teacher of physical education, a\nhigh school teacher, a teacher of music, it takes the same time, the same\nenergy, the same application to become the best teacher possible. So when\nwe finally dismiss them, they go out to their jobs with a sense of realization\nthat they rate side by side with other members of their calling, even though\none may be teaching in the high school and the other in the elementary\nschool. More than that, their degree and their training and their efficiency\nboth as knowers and doers is exactly the same as that of the engineer, the\nlawyer.\nBut how are we able to do this? How are we able to develop teachers\nthrough a five-year university course?\nPlato, you know, tried to answer\nsome of his fundamental questions, he tried to look for the actual realization of his ideals, and he could think only of a Utopia, a city out there\nsomewhere which man could only look to and yearn for. We have a\nnear Utopia which makes our ideals not distant, but things of immediate\nrealization.\nGiven the college of education, part and parcel of a city school system,\ngiven that city school system committed to the task of training teachers\nas one of its major functions, if not its greatest function, given that social\nmind so keen to the realization of the necessity of highly trained teachers\nthat it is willing to demand five years of training before entrusting to that\nnew cadet the plastic material of a human soul, given that social consciousness willing to pay for expert training and for an end product that\nis of unusual type, that is literally Utopia brought to earth.\nThese are our ideals.\nWe believe in the mission of the American\nteacher, and we face the future with confidence in our ideals and with confidence in our belief that a better tomorrow rests on the profession that\nyou and I represent.\n\nGeorge Howard, Superintendent of Rowan County Schools, Salisbury,\nN. C.—About 50 years ago a pastor in a little southern town led his flock\nUnder his leadership a\nin the establishment of a home for orphans.\ncharter was drawn up which embodied, among other things, some revoluFor instance, it stated that this institution would retionary principles.\nAs startling as were some of\nceive children without legal commitment.\nfundamental phrase of the\nand\nfar-reaching\nmost\nthe\nthese innovations,\n\n"}
{"page": 758, "printed_page": null, "text": "754\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nwhole document is found in the setting forth of the purpose of the institution, or the policy that should determine its future. With a heart and soul\naflame, and a vision that was almost inspired, this purpose and policy were\nestablished in clear and unmistakable words, “This institution shall be\nrun for the benefit of the children that are in it.”\nA few short months ago the children that had gone out from this institution gathered from all parts to celebrate the fiftieth anniversary of the\nfounding of this home. ‘Their interest centered in the unveiling of a monument, a beautiful shaft of granite, erected by their own labors and\nsacrifices, to the man who placed the children above all else. And when\nthe veils were drawn aside there were only two words inscribed on the\nshaft and these were, ‘“The Child.”\nMany interests have made apparently strong claims to major consideration in determining educational policies. Personal interest, greed, selfishness, prejudice, and envy have pressed their claims persistently.\nPolitical\ninterests have toyed with schools, and the moneyed interests have yelled\n“taxes” until the cry of the child could not be heard above the uproar.\nThese claims have been weighed in the balance of enlightened public opinion, and have been found wanting. One after another of these false banners has been torn down and America today is marching as never before\nunder a banner upon which is inscribed in letters of gold, “The Child.”\nThe public schools move forward only when policies, purposes and administration are determined and tested by one criterion—‘“‘Is this for the benefit of the children?”\nA legislative commission in a progressive state unanimously finds “that\nthere is room for the state to do much to improve the organization and administration of its school system, to improve the quality of teaching and the\ncaliber of teachers, and to enrich the offering of its curriculum.\nIn studying the possibilities of making improvement in these respects the commission has come face to face with the fact that all of them are really conditioned on the lengthening of the minimum school term first.” And yet,\nseven of the twelve members of this commission turned a deaf ear to this\nurgent plea of childhood by saying “that there are two practical difficulties\nin the way of providing a minimum school term of eight months; namely,\nthe need for the labor of children of compulsory school age during a part\n\ncf the school.year, and the additional financial burden of the eight months\nterm.”\nA few patrons, realizing the meager high school opportunities offered\ntheir children in their small community, petitioned the county board of\n\neducation\n\nto provide\n\ntransportation\n\nfacilities\n\nfor the secondary\n\nschool\n\nstudents to an efficient, well equipped school just six miles distant.\nThe\ncommunity became agitated and those opposing such a scheme lost no time\nin bringing all the pressure possible upon the board to prevent them from\ncarrying out the request.\nMeetings were held, petitions were signed, and\ndelegations appeared before the board.\nEvery objection, real and imagi-\n\n"}
{"page": 759, "printed_page": null, "text": "THE\n\nnary, was offered.\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n¥55\n\nThe board considered the matter carefully and then\n\nasked, “Is this for the benefit of the children?”\n\nThere could be but one\n\nanswer. ‘The children won.\n.\nThe superintendent was meeting with the school committee for the election of teachers.\n“We have about decided,” the committee said, “to elect Miss Smith for\nprimary teacher.\nShe ain’t had so much schooling, but she’s had enough\nfor the lower grades. We have got to have an election for a new building\nsoon, and her father can kill it if he gets against it.”\n“But do you think Miss Smith will make a good teacher of children?”\nthe superintendent asked.\n“Well, she is a fine community worker, and helps a lot in our church—\nwhy, she will play the organ down there for us.”\n“But do you think she will be a good teacher ?”\n“Another thing about this. You know how hard it is to get anyone to\nboard the teacher. Well, of course, being right here at home, we won’t\nhave to worry about that.”\n“Everything that you say may be true,’ the superintendent replied,\n“and we need teachers who will take a lead in the worthwhile things in\nthe community, but she will have next winter a group of forty children\nand what she does with them is vastly more important that what she does\nin the community.\nThe selection of your teacher should never depend\nupon political pull, social prestige, or church affiliations, but only upon one\nconsideration, ‘Is the selection of this teacher for the benefit of the children?’”’\nThis committee had wisdom and judgment enough to select another\nteacher. Again the children won.\nA county board of education, in a most progressive county, was faced\nwith the responsibility of selecting a county superintendent.\n‘The leaders\nof the majority political party of the county lined up behind a man who\nhad no other qualification for the position except that he had been a good\nparty politician. The county board of education, themselves, were elected\nby this political party.\nEvery influence within the command of the pomany, was brought to bear upon the board\nwere\nthey\nand\nlitical leaders,\nPolitical appeals were offered, and sentiment was appealed\not education.\nto in order to force the election of a local man.\nThe board of education decided that this matter could only be determined\nin one way and that way was through the child. ‘They carried on a careful investigation and search for the man that they thought would, through\nhis leadership and ability, bring the most benefit to the children of the\ncounty. They found him as superintendent of a large city school system.\nThey brought him to the county and their wisdom has been justified in\nthe fact that this county today has one of the most outstanding school\n\nsystems in the nation.\nThe little two-room\n\nschoolhouse was crowded to overflowing.\n\nA meet-\n\n"}
{"page": 760, "printed_page": null, "text": "‘\n\n756\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe superintendent,\ning had been called in the interest of consolidation.\nfor a better opappeal\nan\nmade\nhad\nway\nconvincing\nand\nsimple\nin a clear,\n\nportunity for the boys and girls. He had shown clearly the advantages\nthat would be received by the cooperation of several school districts, and\nhad pointed out the advantages that could be expected in the way of better\nteachers, better organization, longer term, and larger interests. After this\nappeal the opportunity was given for questions and discussion. “The meeting grew hot. Many were the arguments advanced against it. High taxes,\ncost of transportation, inconvenience of bus riding, decrease in land values\nin the outlying districts, tearing up of communities, and every conceivable\nargument was made, but not a single argument could be advanced as to\nthe benefits to the children.\nI have been through some hotly contested fights for consolidation; I\nhave heard every argument advanced against consolidation that it is possible for the human brain to imagine; I have heard every reason under\nheaven given against consolidation; but I have never heard a valid argument against consolidation based upon the benefits to the children.\nThis then is the ideal of my administration, to administer the school\nsystem for the benefit of the children. “This to me means to offer to every\nchild the broadest, richest, and fullest curriculum that skill and scientific\nresearch can devise; to develop such skills that the boys and girls can obtain\neconomically those higher and better things which they are led, through\nthe school, to desire; to select leaders and teachers solely upon their ability\nto teach children, and make their lives brighter and fuller; to be able to\njudge and decide every question of administration, including the financial\nones, by one criterion—‘“Is this for the benefit of the children ?”\n\nAN APPRECIATION\n\nOF DR. WINSHIP\n\nPresident Condon—Now we come to one of the most delightful and\nmost appropriate hours of this convention.\nWe have been talking about\nideals, and about educational ideals and their achievements, and there\nis just one man in this country who has been going up and down the\nbreadth and length of the land preaching for more than a half century\nthe ideals that have fired the hearts of those of us who have been trying\nto put them into operation.\nTo Dr. Winship I owe more than to any other man.\nSometimes he\nhas commended and I have appreciated it; sometimes he has censured\nand I knew I deserved it. But whether censure or commendation, I\nhave always been grateful for the word that he has given. And to: you\ntoday, Dr. Winship, after forty years of active work, I want to pay\nmy personal tribute for what you have done for the cause of education in\nAmerica.\nI call upon Cora Wilson Stewart to say for all of us the thing that ough:\nto be said to the Dean of Education in America.\n\n"}
{"page": 761, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\ngor\n\nCora Wilson Stewart—\\I have just received a note from Dr. Winship\nwho has discovered why I am on this platform and considers me the\nchief culprit of this occasion.\nHe has written to me to make it short,\nto say almost nothing, or, to take some words from the flappers’ vocabu-\n\nlary, to make it snappy.\nIt is the only selfish thing I have ever known\nhim to do. In doing it he has not given consideration to the fact that\nyou demand something like an adequate expression, and he has had no\nsympathy\n\nat all for me\n\nin that greatest\n\nof all misery,\n\nthe pain of an\n\nundelivered speech. But having always bowed in obedience to his com:\nmands, I shall try to obey on this occasion, and then when I sit down you\nwill understand why I have said no more.\nIt is so seldom that the people of all the forty-eight states can unite\non any one question or can agree as to the merits of any one man, that it\nspeaks volumes of praise for a man when the teachers of all these states,\nwho are the best and truest representatives, can unite on one of their number whom they delight to honor, and can agree upon a plan as unique as\nthe one that we are consummating here today.\nIt is not in eloquent words or terms of high praise that the teachers\nof America plan to express their appreciation of Dr. Winship today. ‘In\nShakespeare’s Hamlet, Polonius gives this advice to his son, Laertes:\nThose friends thou hast, and their adoption tried,\nGrapple them to thy soul with hoops of steel.\n\nThe school people of America have in Dr. Winship a friend whose\nadoption has been tried, and they would link him to their souls with links\nof gold.\nThe teachers of the state of Pennsylvania who know him as well, perhaps, as do the teachers of any other state, after some investigation of\nhis private life a few years ago, decided that he would bear “watching.”\nSo, at a lively banquet of the state teachers association in Pennsylvania ;\n\nthey presented him with a beautiful gold watch; and when he looks at the\ntime, whether it be in the early morn or at high noon or in the twilight of\nevening or at the midnight hour, he is ever reminded of his loving friends,\nthe teachers of Pennsylvania.\nThe teachers of the other states would thus be often brought to mind.\nThey have had designed and made a special chain for Dr. Winship, in\nwhich each of the states has provided a link. There is no other like this\nchain, nor has there ever been in the world, just as there is no other and\nEach state has had its name plainly\nnever will be another Dr. Winship.\nand artistically engraved on the link that it has given, and when Dr. Winship reads the names of Maine and Washington, Texas and Kentucky, and\nthe other states, he will realize that back of these names is sentiment that\ncannot be engraved on a link or a page or even on a wall of great expanse.\n\"The teachers have seen\nThe fob is in the nature of a decoration.\nsoldiers return from war wearing many medals, and always the citation\nhas read “For going beyond the line of duty.” ‘They have also seen influ-\n\n"}
{"page": 762, "printed_page": null, "text": "758\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\n2\neee\na4) SS!\nAe\n6. “os 5\n\nential and wealthy citizens of this country return from foreign lands wearing decorations that had been bestowed by foreign governments for their\nparticipation through their wealth or personal efforts in rehabilitation of\nvillages, cities, and states.\nWe have many in our ranks who have gone beyond the line of duty;\nwe have one who has gone beyond the line of duty not once, but a thousand times, and is still going beyond the line of duty and we hope and\nbelieve he will continue to go beyond it for many years to come.\nWe would decorate him. This fob in a way attempts to symbolize Dr.\nWinship’s work. On it is pictured the nation that he loves and serves, for\ncunningly has Tiffany’s great artist, Mr. Barney, contrived to sketch on\nthis small surface the map of the United States. At its base is a lamp which\nthrows its light athwart the land, typifying the gospel light of education\nwhich Dr. Winship has carried from coast to coast. On the four sides are\nengraved four words, not new words at all, but old, old words, words\nthat have been often used in poetry, song and story, but never were\n\nthey so well or so worthily applied. Had you no intimation of the person\nwho was being considered today and had I but come before you and\nmentioned that these four words described a certain life, and asked you to\nguess the name, I know what your answer would have been.\n‘There\nis a game known as personalities or celebrities, a literary game.\nOne\nperson writes a brief description like this: An American with a big\nstick, mouth wide open, showing many teeth, and shouting the word\n“Delighted.”\nThe answer, of course, is Theodore Roosevelt.\nOr you.\nmay write: A stern and silent New Englander, office holder, who breaks\nhis sphinx-like silence occasionally to utter one word, “Economy.”\nAnd\nthe answer, of course, you have already guessed.\nWe can describe Dr. Winship in fewer words than this. If one appeared before you and said: A man whose life is characterized by four\nthings, good will, loyalty, service, appreciation, in resounding chorus would\ncome the answer—‘Dr. Winship.”\nHe is a great explorer; he has discovered more educational talent and\nbrought it to the light and service of our nation than has any other one\nman.\nSome of his diamonds in the rough are sitting polished and shining before me today, and some of them have been and will be scintillating\nthis week from this platform.\nHe is also a promoter. He has been the first to herald the news of educational projects, and by both his prophecy and his approval has insured\ntheir success.\nHe is the friend of woman; he, more than any other one\nman, has not only welcomed woman, but has ushered her to her rightful\nplace in the educational world, at the same time not forgetting the place\nand recognition due to man.\nHe has discovered the fountain of youth and the secret of perpetual\nmotion,\nIn years he grows backward, but in perpetual motion he goes\never forward and upward.\n\n"}
{"page": 763, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n759\n\nWe owe him much for his unfailing optimism, for his boundless enthusiasm, for his encouragement so unstintingly given, for his faith so\nfreely expressed, and for the inspiration which has sent us singing to\nour tasks,\nA national committee, of which Josephine Corliss Preston, state superintendent of public instruction of Washington, is chairman, and made\nup of members of distinguished educators from all over the nation, has\nacted as the medium through which the state teachers’ associations could\nmake this expression.\nOur congratulations and our thanks are due to\nMrs. Preston and her committee for their quiet and effective work.\nUnfortunately this chairman is absent today on the firing line, battling with a\nlegislature for education. It is by her request and the request of her committee that I appear to humbly beg Dr. Winship’s acceptance of our tribute.\nWe realize that we cannot honor him by words of praise or gifts of gold.\nHis own work has honored him beyond anything that we might do or say.\nIn attempting to recognize his worth we enrich our own lives most, for as\nJohn Drinkwater said in the closing lines of his immortal drama, ‘Abraham\nLincoln,”\nWhen we worship greatness passing by,\nWe ourselves are great.\n\n‘\n\nA. E. Winship—lIf I wanted to talk, I couldn’t. The one thing about\nthis event, more than anything else, that will stay with my memory is\nthe fact that I have had the privilege of knowing the states of the union\nin their educational activities probably better than any other man, and\nto have the links from these states and to have this map of the United\nStates simply endorses the fact that I place my Americanism above everything else. I thank you most sincerely.\n\nTHE PLACE\nSCHOOLS\nJOHN\n\nW.\n\nAND FUNCTION OF THE JUNIOR HIGH\nIN THE AMERICAN SCHOOL SYSTEM\nWITHERS,\n\nNEW\n\nYORK\n\nDEAN\n\nOF\n\nTHE\n\nUNIVERSITY,\n\nSCHOOL\nNEW\n\nOF\n\nYORK\n\nEDUCATION,\nCITY\n\nThe determination of the proper place and function of the junior high\nschool in the American school system is a problem whose solution will\nrequire thorough, comprehensive, and continuous study. Comprehensive,\nfor the reason that such a solution cannot be accomplished merely by a\nmore perfect and complete understanding of the junior high school as\nSuch information is desirable,\nwe have it today throughout the country.\nof course, and will serve a useful purpose but at best it can only tell us\nmore exactly what we have in the way of junior high schools, not what we\nought to have. The place which the junior high school should hold can\nbe determined only by studying it in relation to the general development\nof secondary education in which it has developed and of which it is now an\nintegral part.\n\n"}
{"page": 764, "printed_page": null, "text": "760\n\nSecondary\n\nNaTIONAL\n\neducation,\n\nEDUCATION\n\nas we\n\nASSOCIATION\n\nhave it today began\n\nabout 1890.\n\nPrior\n\nwas\nto that time the public high school no less than the private academy\nBulletin\nto\nAccording\ninstitution.\ny\nlittle more than a college preparator\n19 of the Series of 1926 of the Federal\n\nBureau\n\nof Education,\n\nthe total\n\nenrolment of the public high schools of the United States in 1890 was\nIn 1920, thirty years later according to the same authority,\n202,963.\nThis\nit was 2,199,387 and in 1924, four years later, it was 3,387,878.\nfurnished\neducation\nsecondary\npublic\nof\nmeans that for every 100 days\nat public expense to the boys and girls of the United States in 1890\nwe were furnishing 1086 such days in 1920 and 1672 such days in\nFrom 1890 to 1920 the growth in high school attendance was\n1924.\n14.3 times and from 1890 to 1924, 21 times as rapid as the growth of\nthe general population and for every year since 1920 the increased attendance in these schools has been greater than the total attendance in both\nthe public and private secondary schools in 1890.\nMerely to provide suitable new buildings and equipment to take care of this increased attendance\nhas required the expenditure of nearly twice as many dollars each year\nas were spent for all purposes on the elementary and secondary public\nschools combined in the year 1890.\nIn the midst of this remarkable development the junior high school\nappeared.\nWhy did it appear?\nAre the conditions which gave rise to\nit still present? What useful purpose was it intended to serve and is that\npurpose still with us and as important today as it was then?\nHave any\nchanges taken place in the elementary schools or the senior high schools\nor in education generally or in the community life for which education\nis provided that call for a modified conception of what the junior high\nschool ought to be or ought to do? If so we must determine what these\nchanges are and what readjustments they call for. The place and function of the junior high school evidently cannot be understood apart from\nan adequate and satisfactory understanding of the remarkable secondary\nschool movement to which it belongs and the movement itself cannot be\nunderstood apart from a study of the causes which have brought it about.\nWe need to examine these causes very carefully to determine their future\ninfluence.\n“Two questions at least will have to be answered.\nFirst, will\nthe secondary schools continue to grow at their present rate and secondly,\nare the educational problems that will have to be faced by them in the\nfuture likely to remain about what they are at the present time or will\nthey be essentially different?\nIf the first of these questions receives a negative answer it will be for\none or both of the following reasons, either that secondary school attendance is now approaching the point of saturation beyond which it will increase but little, if any, faster than the general population or else that\nthe causes of the present growth will decline in their influence or\ncease\nentirely to operate.\n\nA recent study by George S. Counts of 15 typical American cities\nshows that only 40 percent of the young people of high school age in\n\n"}
{"page": 765, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n761\n\nthe cities are enroled in school. ‘This indicates that although we are undoubtedly approaching the saturation point in high school education it\nis likely to be some considerable time before this point is actually reached.\nThe possibility of continued rapid growth in high school attendance\ntherefore remains.\nConsequently, we must look to the causes to see what a critical examination of them might indicate. The more important of these causes will be\nfound outside of the school system in the life and educational needs and\nconditions of the community itself. These causes are inherent in the\nvery nature of our civilization and are therefore certain to continue so\nlong as our civilization itself remains unchanged. I shall mention briefly\nbut four of these causes and indicate their bearing upon the place and\nfunction of the junior high school.\nThe first of these is the profound faith in science and scientific method\nwhich is characteristic of the present time and the determined effort to\nextend the bounds of tested knowledge in every possible direction.\nThis\nfaith has been abundantly justified by its results. At the close of the nineteenth century you will remember Alfred Russell Wallace, the great English scientist wrote a book which he called The Wonderful Century in\nwhich he reviewed the great achievements of all human history.\nOf\nthese achievements he found 39 which he considered to be of first rank\nimportance, 24 of which were found to belong to the nineteenth century\nalone and only 15 to all centuries prior to the nineteenth.\nIn the first\nquarter of the twentieth century this accelerated rate of discovery and\nachievement has been more than maintained.\nLittle wonder then that as\na people we believe in science and are anxious to further scientific investigation in every possible way.\nThe second great cause which is little less if not as significant as the\nfirst is the disposition characteristic of our time to put every true discovery to work immediately and effectively in every possible direction in\nwhich it may be of service to the people. We are not content to discover\ntruth, write it in a book and place it on the shelves of our libraries to be\nlooked at and admired, but new truths must somehow work for us or we\nare likely to attach but little value to them.\nThe third cause is a general tendency arising chiefly out of the influence\nof the operation of the first two toward emphasis upon specialization of\nfunction and of human effort. Ours is in fact an age of specialists and\nexperts of all kinds, real or otherwise.\nThe fourth cause is the profound faith of the people of the United\nStates in the value of popular education, in the solution of the increasingly\nnumerous and complex problems which are being thrust upon us chiefly\nas a result of the operation of the other three causes which I have mentioned. Ours is a rapidly changing civilization and the education that is\nbeing called for is not such as to meet statical conditions, but constantly\nand continuously changing conditions and needs. ‘The social inheritance\nin the way of tested knowledge has been enormously increased and the\n\n"}
{"page": 766, "printed_page": null, "text": "762\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\ndemand that this inheritance shall be fully utilized in the satisfaction of\nthe wants and enhancement of the values of life is constantly growing.\nThis inevitably calls for trained specialists of all kinds both to increase\nthe volume of tested truth and to insure its expert application.\nBut to\nincrease the volume of tested truth or to insure its proper and effective\napplication requires inevitably a much more extensive and thorough-going\ngeneral education as well as more refined and expert special education\nthan hitherto would have been considered quite sufficient.\nThe would-be scientist in any direction must thoroughly master the\naccumulated truth in his field of reasearch before he can be sure that any\nnew discovery that he makes is a real contribution to tested knowledge\nand the professionally trained expert who would apply the whole of\ntested knowledge in any special direction must also be equipped with a\nthorough and extensive general education as well as with the increasingly complicated and difficult technic which his profession or type of work\nrequires.\nConsequently, the number and variety of occupations calling\neither through practical demand or through specific legislation for at\nleast a high school education is vastly greater now than ever before and\nis also continuously increasing. “The result is that the present demand for\nyoung people who have had at least a high school education is really\nin excess of the supply. The inevitable conclusion is therefore that attendance in our public high schools will continue to increase and the problem\nof secondary education will be multiplied both in number and complexity.\nTurning now to consider what the history of secondary education during the past thirty-five years reveals in the way of the effort on the part of\nour profession itself to meet the situation, a number of interesting developments demand our attention.\n“The tendency already quite evident as far\nback as 1890 on the part of young people to crowd into the public high\nschools not simply to prepare themselves for college but for meeting the\nneeds of life in various other directions led to the establishment of the\nso-called cosmopolitan or comprehensive high school in which a number\nof courses were offered in the same institution of which preparation for\ncollege was but one. Consequently, the demand for increased education of\na diversified character coming from the communities outside the schools\nand the influence of academic traditions bearing down upon the high\nschools from the colleges above, presented conditions that had to be somehow effectively met.\nAn immediate effect was the appointment of commissions of various\nsorts to study the problem. One of the first and most important of these\nwas the Committee of Ten of the Council of Education of which President Eliot himself was chairman.\nThis Committee appointed in 1892\nmade its report in 1893 and for the first time called for a radical reorgan-\n\nization of elementary and secondary education recommending a six year\nhigh school and the substitution of the 6-6 for the 8-4 plan of organiza-\n\ntion. It was claimed by this Committee that four years were inadequate\nto enable the high schools to accomplish what was expected of them and\n\n"}
{"page": 767, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n763\n\nthat the last two years of the elementary schools under the old eight\nyear plan were largely wasted.\nThe Committee of the National Department of Secondary Schools appointed in 1895 to consider the problem\nof college entrance requirements came through with its final report in\n1899 with practically the same conclusions and recommendations.\nThe claim of many influential persons in elementary education that a\nsatisfactory elementary school course could not be completed in less than\neight years led to the request by the National Education Association that\nSuperintendent James M. Greenwood of Kansas City present at the Cincinnati meeting in 1903 evidence that the Kansas City elementary course\nof seven years was accomplishing in a satisfactory manner the work of\nelementary education.\nDr. Greenwood’s address it will be remembered,\nmade a profound impression and was influential in furthering the movement toward the establishment of a six year secondary school program.\nThe deliberations of the 15th, 16th, 17th and 18th annual conferences of\nthe University of Chicago with its affiliated schools also contributed largely\ntoward our present method of dealing with the problem of secondary\neducation.\nIn the first of these conferences John Dewey made a strong address\nadvocating the 6-6 plan of organization and in the second conference,\nPresident Harper announced for study and discussion the following theses:\n1. That the eighth year of the elementary school be transferred to the high\nschool,\n2. That the first two years of the customary college course should also be transferred to the high school.\n3. That the seven years of secondary education thus provided for should\nbe reduced to six, and\n4. That provision be made to permit brilliant students to complete the resulting\nsix years of secondary education in five.\n\nThe conferences which followed resulted essentially in the approval\nof the changes proposed by President Harper.\nFurther effort toward\nmeeting the situation was found in the appointment of the Committee on\nEconomy of Time by the National Council of Education.\nThis Committee headed by President Baker of the University of Colorado after\nseveral conferences and reports extending over a number of years made\nits final report in 1913 in which it was again strongly recommended that\nthe secondary school course should consist of six years extending from\nthe twelfth to the eighteenth year of age, that college education should\nbe completed by the twentieth year and that university and professional\neducation of students should be confined generally to the period from the\ntwentieth to the twenty-fourth year of age.\n\nPresjdent\n\nSuzzalo,\n\nwho\n\nwas\n\na member\n\nof that Committee,\n\nmade\n\na\n\nstrong appeal which had considerable influence on subsequent developments that the secondary school period should for effective administration\nbe divided into two equal parts providing for both a junior and senior\nhigh school. In the meantime the junior high school movement as a plan\nof organization and administration of secondary education was already\n\n"}
{"page": 768, "printed_page": null, "text": "764\n\nNatIonaL\n\nEpucation\n\nASSOCIATION\n\n—\n\nunder way, junior high school units having been established in Berkeley,\nCalifornia in 1909, Columbus, Ohio, 1910 and in Los Angeles in 1911.\nFrom that time forward the acceptance of the junior high school idea\nwas rapid and general and its fundamental purposes and objectives have\nbecome increasingly clear and more exactly defined.\nThe value of the contributions which the junior high school movement\nhas already made to American education can hardly be overestimated.\nWe have reached a time when it is absolutely necessary if this contribution is to be most effective that the place and functions of the junior high\nschool should be more clearly defined and practically respected and applied. Its very newness and consequent lack of crystalization and rigidity\nin any particular direction is not the least feature of its value and impor-\n\ntance. It offers a field for most fruitful results in further study and experimentation.\nIts exploratory and guidance functions must be preserved.\nThere is some danger even that the study of junior high school curricula\nby the curriculum committee of this Association may result in a tendency,\nthe country over, to standardize and institutionalize the recommendations of the Curriculum Commission.\nThe fact of the high authority by\nwhich these recommendations are made will almost inevitably increase\na tendency in this direction.\nIn closing, I desire to point out a feature of education which should be\nconstantly kept in mind by those who are exercising real leadership in\nthe further development of secondary as well as of elementary education.\n\nThere are two fundamental\n\nforms of learning which should be present\n\nall the way through and which have been characteristic of civilized life\nthroughout history.\nThe first of these may be called learning by participation, by the learner\nhimself taking part with others in the life processes which it is desirable\nthat he should master. “The other may be called formal or institutionalized learning.\nIts legitimate purpose is distinctly supplementary to the\nfirst. If the conditions of organized community life were practically uniform and stable so that the needs of tomorrow as well as those of today\ncould be satisfactorily anticipated, the whole problem of education would\nbe greatly simplified.\nMuch that the child would need to learn could\nbe secured very largely by the first method with the distinct advantage\nthat what is learned in that way has the advantage of directness and of\nadaptability because the method of learning naturally adjusts itself to\nthe changes that arise in the process itself that is being learned.\nIt\nwould also be comparatively easy to select out of the accumulated resources\nof human experience what the child is not likely to learn in this way,\nbut is reasonably certain to need in his later life and provide a special\ninstitution such as the school to guarantee to him this form of le&rning.\nIt is almost inevitably true of this second form of education, that because of its institutional character it will be conservative, standardized and\nfixed. To the extent that the conditions of life are changing rapidly and\nprofoundly it becomes increasingly difficult to know what should be pro-\n\n"}
{"page": 769, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n765\n\nvided through this institutionalized method of education for the reason\nthat it is more difficult to determine in advance what the learner will need\nto know for the use of his later life. In fact, it is because of the rapidly\nchanging civilization for which we must educate that the problems of\nall education and especially of secondary and higher education are so\ndificult at the present time. The difficulty’ is augmented also by influences\noutside of the school. At the time when because of the changing character\nand increasing complexity of life conditions for which our young people\nmust be prepared and when therefore economy alone would require that\nas much of this learning as possible should be by participation in the\nprocesses that are to be mastered, children are being required by law to\nkeep out of these processes and to devote their time through a compulsory\neducation period to the institutionalized form of learning provided for in\nthe schools.\n‘The only satisfactory way possible out of this dilemma is therefore by\nchanging the nature of the school itself so as to make the experiences which\nit provides for the children resemble as far as possible those of real life\nso that in school as well as out of it the child may learn by actual\nparticipation in the processes which in adult life it is desirable he should\nunderstand.\nOne of the finest features of the junior high school has been\nits purpose to combine as effectively as possible in the school as an institution these two forms of learning and the success with which it has thus\nfar in our best junior high schools accomplished this purpose.\nIt has\ntherefore not only contributed in large measure toward the solution of its\nown problems, but it has indicated a way in which educational institutions\nof all sorts must be reconstructed in order to meet effectively the new\ndemands that are being made upon them. I would therefore urge not only\nthat the junior high school shall be free for further contributions in this\ndirection, but that it shall be encouraged toward further scientific experimentation and study of the whole problem.\n\nTHE\nJESSE\n\nARTICULATION OF THE JUNIOR\nHIGH SCHOOL\nH.\n\nNEWLON,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nAND\n\nSENIOR\n\nDENVER,\n\nCOLO.\n\nThe articulation of the separate units of the American system of\nschools has long been a most vexatious problem.\nOne reason for the establishment of the junior high school was the\nfaulty articulation between the old eighth-grade elementary school and the\nIt was believed that the break was too abrupt,\nfour-year high school.\nand one of the greatest educational undertakings of the day was that of\nThe junior high school arose partly in response to\nbridging this gap.\nIn other ways\nIn many ways it has bridged the gap.\nthis situation.\nthe leading\nand\ntradition\nof\nthis new institution, free from the shackles\nother\nclearly\nmore\nrevealed\nor\ncreated\nstrings of conventionality, has\ndifficulties.\n\n"}
{"page": 770, "printed_page": null, "text": "766\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe junior high school has caught the imagination of the American\npeople, and undoubtedly is firmly established in our scheme of education.\nIt has demonstrated its worth, but it is still in the formative stage.\n‘The\nThe senior high school too is experiencing a metamorphosis.\nproblem is that of articulating a changing institution with a changing\ninstitution. But the rate of change has been more rapid in the elementary\nand junior high school than in the senior high school, and this constitutes\nperhaps the chief difficulty. The purpose of this paper will be to seek\nthe reason for the difference in rate of development in these two schools.\nRecently I asked a group of fifteen junior and senior high school principals to state briefly the problems of articulation which they had encountered.\nI shall not give you a detailed analysis of the replies, but\nshall indicate the seven leading problems as they see them.\n1. There is a lack of understanding on the part of the senior high school teacher\nof the objectives of the junior high school.\n2. The pupil too frequently finds a radical\n\nchange\n\nin teaching\n\nmethods\n\non\n\nentering the senior high school.\n3. The junior high school teachers do not understand that the senior high\nschool is faced with the demands of college entrance requirements, and that its\n\ncourse\nments.\n\nof study and\n\nprocedures\n\nare\n\ndictated\n\nto a large extent by these\n\nrequire-\n\n4. The senior high school does not make adequate provision for individual\ndifferences.\n5. The articulation of subjects that are continuous between the two schools is\nnecessary. ‘There is evidence that curriculum revision programs are reducing the\nirritation at this point. The chief obstacles encountered will be discussed later.\n6. The senior high school does not provide adequate guidance.\n7. The pupil activity program in the senior high school is less fully developed\nthan in the junior high school, with the result that pupils feel lost in the senior\n\nhigh school.\n\nOne thing stands out as distinctly as Pike’s Peak on a clear day from\nreading these replies, and that is that the greatest difficulties of articulation are found in the professional attitude or mind set of the senior high\nschool teacher and in our old friend college entrance requirements.\nIt is,\nthen, these two problems that I want to discuss briefly.\nFirst, let us\nconsider the senior high school teacher.\n‘The high school has old and\npowerful traditions. The service of many of the most influential teachers\ngoes back twenty or thirty years, and antedates to a large extent the\nscientific movement in education.\n‘The result is the old conflict between\nthe reactionary and the liberal, both within the senior high school and\nbetween the two schools.\n‘The prestige that the high school teacher\nhas always enjoyed is a factor of great importance.\nFor example, most\nhigh school teachers are reluctant to be transferred to junior high or\nelementary schools. Lest I be misunderstood, let me say now that I am\n\nnot talking about all teachers or about individuals.\n\nIn Denver,\n\nmany\n\nof the outstanding\n\nare\n\namong\n\nleaders,\n\njudged\n\nby any\n\nstandard,\n\nthe senior high school teachers, and for that matter some\ntraditionally minded, all things considered, must be ranked\n\nfound\n\nof the most\namong those\n\n"}
{"page": 771, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n767\n\nof greatest worth to the system.\nBut if we are to bring about a proper\narticulation of these two institutions and of other units of our American\nschool system, we have got to recognize the facts that are at the bottom of\nour problems.\n‘There is evidence that the leaders in the two schouls are\nbeginning to face conditions frankly and in a manner quite refreshing.\nFor example, a senior high school principal, in answer to my questions,\nrefers to “the problem of getting the senior high school teacher who is\nhandicapped by precedent and tradition to understand and accept the\njunior high school idea.”\nAnother senior high school principal refers to “the apparent inability\n\nof senior high school teachers to adapt themselves to meet new situations.”\nI quote more at length from a junior high school principal:\nThe type of instruction in junior high school is to a large extent designed\nto make an interest appeal to the pupil, and the matter presented is to a considerable degree for exploratory purposes.\nIt is difficult for the senior high schools\nto appreciate this method which is so different from their own.\nThey seem to\nfeel that much of the work is either play or a frittering of time because they have\nnot analyzed our methods and aims together.\nIn many cases they do not hesitate\nto make the pupils and through them the homes aware of their attitude.\n\nWho will deny that these statements could be made of conditions in\nalmost any city? Indeed, I believe conditions in Denver are much better\nthan the average.\n‘There is abundant evidence that the problems of\narticulation cannot be satisfactorily solved until there is a change of\nheart and outlook on the part of many senior high school teachers.\nIn setting up our curriculum revision program in Denver we appointed\nseparate committees for the senior and junior high schools, in order that\nthe junior high school teachers might present their points of view without\nbeing overawed by the greater prestige of the high school. We made no\nwiser decision in connection with the entire program.\n‘The junior high\nschool committees went enthusiastically and confidently ahead with their\nwork, and their point of view freely expressed proved invaluable.\n‘This\ncondition served as a great stimulus to some of the senior high school\ncommittees.\nThe result was in most instances cordial teamwork between\ncommittees, although in some cases the committees of the respective\nschools suffered much agony as they wrestled with their problems and\npredilections.\nBut the outcome has. been a steady increase in cooperation\nand good will between the two institutions.\nThe experiences just described only illustrate one of the most difficult\nproblems in secondary education: the struggle between those who would\ncling to old methods and procedures at all costs and those who believe that\nchanging social and economic conditions, the expansion of secondary school\nattendance, and the results of the scientific study of education demand\nchanges in methods sometimes drastic if the school is to meet the needs\nFrequently the reactionary and progressive are\nof a dynamic society.\nfound in the same person, the individual who sees the need of change but\nclings tenaciously to the old and adapts himself to new conditions only\nwith heroic mental anguish. ‘Oh well,” you say, “we find the conserva.\n\n"}
{"page": 772, "printed_page": null, "text": "768\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntive and the progressive in every institution.”\n‘True.\nBut conditions\nmake the struggle between the old and the new crucial in secondary\neducation today.\nHow can this difficulty of mind set be removed? ‘To me the necessities\nof the situation seem quite evident and should not be blinked.\n1, The younger teachers are bringing into the faculties of the high schools in\nmany instances a thorough professional training and a different professional outlook. As more of these younger teachers accede to positions of leadership, conditions will improve.\nA premium should be placed on initiative and leadership,\nwhether it is found in age or youth.\n2. But we cannot wait for replacement of personnel to solve these problems,\nand as a matter of fact such replacement will not in itself solve them.\nWhen\nall of us recognize the facts in the situation, we shall have taken the greatest\n\nstep forward.\n\nThe\n\nresult will be a more\n\ninsistent\n\ndemand\n\nfor increased\n\npro-\n\nfessional training for these teachers. “Teachers who have been effectively exposed\nto the study of the science and philosophy of education cannot be slaves to mere\ntradition.\n3. The college must take its share of the responsibility for existing conditions,\nMany college professors, who are interested in subject-matter and not in boys\nand girls, strive with the best of motives to indoctrinate their students with\ntheir own narrow notions of education and teaching, and frequently the minds\nof these young teachers are with difficulty opened to new viewpoints.\n\nThis brings us to our second point, the effect of college entrance\n\nre-\n\nquirements.\nWhen an attempt is made to change content and method, let us say in\nLatin; the first question that is raised is that of entrance requirements.\nIn recent years there has been a spectacular rush into the colleges, with\n\nthe result that in the secondary schools large numbers are selecting\ncourses solely with this goal in view. ‘This causes a crowding in college\npreparatory subjects, notwithstanding many boys and girls would like to\ntake courses in art, home economics, and other subjects that count only\nin a limited way towards college entrance.\n‘The situation is illustrated\nby a university with what are today liberal entrance requirements which\nprescribes.eleven units in the subjects of English, foreign language, mathematics, laboratory science, and history. Eleven units leave five that may\nbe distributed, as far as college entrance requirements are concerned,\namong all of the other subjects contained in the varied offerings of a\nmodern cosmopolitan high school.\nIt must be noted, also, that these\nrequirements reach into the junior high school; that pupils must begin to\nplan definitely for college entrance in the selection of courses in the\nninth year.\nThis means that the curriculum problem of the entire\nsecondary school system is affected.\nPresent tendencies are revealed in part by a recent investigation which\nshows a falling off in the country in the enrolment in home economics in\nthe senior high schools.\nIt is significant that the falling off in such\nsubjects as art, home economics, and music comes with the increase in the\nnumber preparing for college. The pupil who is preparing for college has\nhis curriculum largely made for him, and to date it is made without reference to his educational needs but only on the mere opinion of college\n\n"}
{"page": 773, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n769\n\nteachers and executives as to what these requirements should be—opinion\nbacked up by no stronger argument than that of a hallowed tradition.\nTradition may exert a good or a baleful influence. The mere fact that\na practice is traditional is certainly not in itself sufficient warrant for its\ncontinuance.\nOf even more serious import, in my opinion, is the effect that these\nrequirements have on the selection and organization of subject-matter.\nWhile the college tends less and less to prescribe content in such detail\nas formerly, yet the regulations are such and the hold of tradition is such\nas to stereotype rather effectively instruction in the older subjects.\nFor\nexample, most colleges prescribe for entrance one or two units of a laboratory science, and they expect that approximately one half of the time will\nbe devoted to laboratory work.\nSuch prescription, plus the hold that\ntradition and the opinion of college teachers have on the imaginations of\nhigh school teachers, renders next to impossible any thorough reconstruction of content and methods in science.\nSimilar conditions obtain more\nor less in other subjects. You may think that I am geting off my subject,\nbut this situation is the crux of the whole problem of articulation and of\ncurriculum making for the senior high school. “These requirements color\nthe thinking of teachers and complicate the problem of making a continuous program of secondary education designed solely in the interest of the\nindividuals and society. Nor does the presence of large numbers of pupils\nnot destined for college mean that the school can freely plan courses for\nthem. ‘The college entrance problem complicates the entire situation. “The\nsenior high school teacher then should not be too severely blamed for his\npeculiar mind set.\nThe proper articulation of the various units of our school system may\ncall for a further reorganization and regrouping of grades. For example,\na 6-4-4 system may replace the present 6-3-3 system. “The development of\njunior colleges may presage such a change with the addition of two more\nyears to the common schools. If teachers and executives should look with\nfavor on such a development, what difficulties would they first encounter? «\nThey would doubtless run straight into the college entrance requirement\nproblem and, the prejudices of teachers under the influence of the college\ntradition who cling to the old ways of doing things.\nThere are two points that I want to make this evening about college\nentrance requirements.\n“The first is to emphasize their effect on the attitude of the teacher, and the second is to state with all the vehemence of\nwhich I am capable that the time has come to subject these requirements\nto scientific examination.\nAs yet little has been done to determine experimentally what should be the policy as to admission to college. ‘The\nprescription of English, history, mathematics, science, and a foreign language is made on three assumptions: first, that these subjects afford a general discipline of the intellectual faculties that is necessary to equip the pupil\nto do college work; second, that their present content is necessary to give\n\n"}
{"page": 774, "printed_page": null, "text": "770\n\nNaTIONAL\n\nEpucarion\n\nASSOCIATION\n\nthe pupil the tools with which to do college work; and, third, that the\npresent college curriculum and methods are in every way satisfactory.\nAs to the first assumption, it is necessary only to state that the old\ndoctrine of formal discipline has long since been exploded.\nAs to the second, the answer is that if a pupil expects to take up the study\nof Latin in the college he should probably study Latin in the secondary\nschool, but if he does not expect to study Latin or mathematics in the\ncollege or university, why should he be required to take these subjects in\nthe senior high school merely for college entrance?\nIt has never been determined what facts need to be mastered in high\nschool to enable the pupil to take up the study of specific subjects in\ncollege. For example, it would probably be difficult to make a case for\nspending one or more years learning the facts needed to begin the study\n\nof a science in college courses. I believe in requiring the study of science\nin the high school, but on other grounds than those of college entrance.\nUnder present conditions, a fundamental reorganization of the secondary\nschool curriculum, such as is being attempted in some colleges through the\nintroduction of orientation courses and in other ways, would be next to\nimpossible.\nIt would indeed take a heroic administration to face the\npatrons of a school on such a program with the admission of their sons\nand daughters to college at stake.\nAs to the third assumption, it is evident that the time has come for a\nreconstruction of the college curriculum itself. The colleges admit that.\nThe thing that I am contending for is freedom to those responsible for\nthe administration of secondary schools to work out the curriculum for\nthese institutions solely with the needs of the pupils in view.\nI am not\ncondemning the study of mathematics, or Latin, or science, or history, as\nsuch. ‘They will be retained if the educational values which they present\nwarrant their retention.\nI am contending that these subjects should\nmeet the same tests that all other subjects have to meet.\nUnder the\npresent regime, they are not only favored subjects, but much of their\ncontent is of little value-to the individual.\nThe effect, then, on these\nsubjects themselves is bad, but I shall not go into this phase of the argument.\n\nThe professional outlook of the senior high school teacher, then, is\nexplained by a number of facts. He is to a large extent a victim of\ncircumstances. He is a victim of a sense of superiority that goes with the\ntraditional social prestige which has been attached to the position of teacher\nin a senior high school. He is the victim of the attitude of a majority of\ncollege and university professors who take a scornful attitude towards\nthe scientific study of education.\nFor example, we find men of science\nwho boast the open and scientific mind in their own fields but do not\nhestitate to express dogmatic opinions on subjects outside of their own\nfields, especially on subjects pertaining to secondary education.\nRecently\na great physicist, a man who has gained international distinction, has\nbeen talking in a very unscientific way about how high schools ought to\n\n"}
{"page": 775, "printed_page": null, "text": "YHE\n\nbe run in a western\n\nDEPARTMENT\n\nstate.\n\nOF SUPERINTENDENCE\n\nhil\n\nAnd finally, the high school teacher is the\n\nvictim of an archaic system of college entrance requirements.\nIt should be borne in mind that youth is at stake in all these matters;\nthat there should be a curriculum for every individual, comprehensive\nand well balanced, extending from the kindergarten through the high\nschool or university or professional school, as the case may be. Under\npresent conditions, youth is subjected sometimes to three educational\nregimes with little in common as regards objectives and methods, one in\nthe elementary and junior high schools, another in the senior high schools,\nand another in the college. If the public knew the price, this condition\nwould not be tolerated.\nThe time has come when those charged with\nthe administration of elementary and secondary education should demand\na removal of the restrictions which the dead hand of the past, in the form\nof traditional thinking and arbitrary prescription, places on the developBut in fairness we should be prepared\nment of the secondary schools.\nto offer constructive suggestions:as well as criticisms. Unfortunately, time\npermits only criticism this evening.\n\nAMERICAN\nHAROLD\n\nCULTURE AND\nTHE SCHOOL\nRUGG,\n\nLINCOLN\n\nTHE RECONSTRUCTION\nCURRICULUM\n\nSCHOOL,\n\nUNIVERSITY,\n\nTEACHERS\n\nNEW\n\nYORK\n\nCOLLEGE,\n\nOF\n\nCOLUMBIA\n\nCITY\n\nAs I came up to this platform after listening to those negro spirituals,\nHughes Mearns handed me a note, and it said this: “This powerful experience—didn’t it strike to your very roots? It is one of the phases of\ncreative education.\nYou don’t need any special teachers. You only need\npermission and the chance.”\nIt did strike to your very roots.\nI went last week into School 157 in New York City, walked into a fifth\ngrade, and heard twenty-five negro children singing “Go Down Moses.”\nThree days later, by an interesting coincidence I heard a thousand white\nschool teachers in the state of Pennsylvania sing, under the best regimental\nmaster that I have yet seen perform on the platform, “Go Down Moses.”\nThere are 11,000,000 of those negro children here in America with hundifference between two types of civilization and race, and provides us with\na very good point from which to take off in our discussion this evening.\nThere are 11,000,000 of those negro children\n\nhere in America\n\nwith hun-\n\ndreds of years of racial history behind them, a unified, organic group, like\nwhich there is no other in the world.\nFrance may approximate the organicness of that group as a national organism; parts of Russia may, China\nundoubtedly does, perhaps the Malays do, but our situation and Great\nBritain’s and that of the German Republic and Italy and the Balkan mosaic\nis utterly different. You and I have got to deal with it if we reckon with\nthe problem of American culture and of the school curriculum.\nGraham Wallas tells a story of an episode that happened in the Fabian\n\n"}
{"page": 776, "printed_page": null, "text": "NATIONAL\n\nWe\n\nEDUCATION\n\nASSOCIATION\n\nSociety when he was a young man and just invited to enter. He said he\nhad been sitting around on the fringes of that group listening to Bland and\nthe two Webbs and Bernard Shaw, and it had been a pretty intellectual\naffair. One evening, not having spoken before, in a lull in the debate (and\nthere were very rarely lulls in those days in those debates), he heard his\nmouth say, “Well, I feel—” when suddenly Bernard Shaw interrupted the\nproceedings, sprang out into the middle of the group, and with a characteristic Shavian gesture shrilled to that audience, “Listen!\nThe young\nman feels. I say he feels, hank heaven! I don’t care a damn what he\nthinks.”\nThat was an exaggeration from a man who both thought and felt. He\nthought with great clarity about the arts in England in 1890, 1900, and\n1910, and he felt with great depth about them, too.\nYesterday 700 of you people went to a meeting on creative education, and\nyesterday and today about an equal number went to a meeting on educational research; some very likely went to both. ‘The tragedy is that the\nptograms can’t represent both aspects of this problem.\nThere are schools in America in which the subjects of study which are\ncharacteristically found in the rank and file of schools are missing. “There\nare schools in which English composition is not taught, but in which the\nchildren write much. A fifth grade child in one of those schools wrote this\nlittle poem which is called “Spring and Summer”’:\nOn an evening soft with mist,\nThe moon shone on a silver brook,\nSummer came out from the shadowed glade,\nAnd spring came from the wood.\nSummer stepped across the brook,\nBut spring stood still.\nThey stayed together for one happy night,\nO the wonder of that night!\nNight had gone, and with it spring.\nDawn\n\nfound summer\n\nall alone.\n\nIn that school in 1921, a revolution occurred, a change in the atmosphere\nof the school, which produced in little children the capacity to say what\nwas on their minds. ‘The school had had a good deal of freedom and was\nknown as a progressive school, but children had not produced poetry,\nessay, or short story prior to that time. ‘Then a man came there, an artist\nteacher, and children began to write just as in other schools they began to\n\npaint, and they began to act and to dramatize and to speak well and simply\nand naively as children.\nI went\n\nthere in 1920\n\nas one\n\ninterested\n\nin science,\n\nand\n\nfound\n\nthe be-\n\nginnings of that transformation. There was a girl there in the school who\nwas a misfit, and her metamorphosis is typical. What happened?\nEmma\nwas sent to me as a bad girl, a girl of whom nothing was expected, and who\nwas messing up the machinery of the school.\nShe was sent to have an\nintelligence test.\nTt was said that Emma was writing ironic poems about her neighbors\n\n"}
{"page": 777, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n773\n\nand her teachers. I gave her an intelligence test. I found she had this\nthing that we call an I. Q. of 150. The mother was much comforted, and\ndisturbed. Emma went away from the examination.\nHow soon I don’t\nknow, but soon she turned in a poem which she had written about me. It\nwas called, “The Moron Turns; or, The Danger of Following the Philosopher who said, Know Things.” This is it:\nAt intelligence tests\nI am not at my best.\n\nThey are not my idea of a spree.\n‘They possess no attractions for me,\nThere is no fascination\nOr fervid elation\nIn slowly and patiently\nFilling the blanks that confront me\nThere are other better ways\nOf passing idle days\nThan eternally perusing\nHazily confusing,\nUltimately disillusioning\n\nin ranks.\n\nTests.\n\nAnd the rest? The things the tests show?\nI’d much rather not know.\n\nThen this teacher came, I say, and, as Cizek the Austrian artist, expressed\nit, took off the lid, and a thrilling, creative environment emerged in that\nschool and young people began to write what was on their minds—not all\nat once; only slowly did the products of these secret urges of the creative\nspirit break through the tradition of a regimented school environment.\nEmma became one of New York’s real humorists.\nAnd then Tom emerged, an adolescent, gawky boy, and only five years\nafter produced his first volume of verse.\nI wish I could read you some.\n! will read you two little parts of ‘“The Circus,” which first describes the\nparade and then the sideshow in these words:\nTremendous!\nStupendous!\n\nZaboo the giant,\nJose the magician,\nLion—\nDeath defiant.\nTen cents admission.\n\nAnd then after the menagerie comes the big show. William Rose Benet\nsaid at the New York Art Club, after hearing this poem read, that he knew\nit was art because it made the little hairs on the back of his neck stand up\nstraight.\nTroops of boisterous, strutting clowns,\nWith yellow cheeks and painted grins,\nA far cry from the lovesick frowns\nOf sad Pierrots and Harlequins.\nCareening through the polished paraphernalia,\nLike birds among the jungles of a dream,\n\nThe acrobats in glittering regalia\nDazzle life with their own sequins’ gleam.\n\n"}
{"page": 778, "printed_page": null, "text": "774\n\nNATIONAL\n\nASSOCIATION\n\nEDUCATION\n§\n\nThen bowing when their lauded act is ended,\nAnd tossing kisses, jaunty and so glib,\nI wonder if they have really comprehended,\n‘They have tickled death along his bony rib,\n\nI have time for one more, which will not be so representative as\n\na much\n\nlonger one of the vision and insight which childhood has. If you will give\nit a chance and if you will direct it and draw it out, it will express this.\nThis. poem is called “Heaven.”\nI went to church one day,\nAnd God sat by my side,\nAnd we laughed at the people\nWith their prayer books,\nSaying prayers to a God so far away.\n“Heaven is pearl-paved,” said the preacher,\n“And gold, and the angels sing\nHis praises on their harps.\nIt is there that you and I\n\nWill some day go.”\nAnd God laughed and said to me,\n“Heaven is a broad field\nAnd a brook.\nAnd the lean, scarred, beaten horse\nAnd the houseless cur\nAnd the hunted deer\n\nWill go there with me.\n\nThose were junior high school children.\nI know what you are thinking. You are thinking those are exceptional\nchildren. ‘They are, somewhat.\nYou are thinking that their average intelligence is much higher. It is somewhat higher than the rest of the schoo]\nand somewhat higher still than the rank and file of schools in America.\nBefore an artist teacher, however, took those children they did not create,\nthey did not produce, they had it but it was not allowed to come out, and\nmoreover it was not drawn out, it was not prepared for them.\nMearns did these things, and Nell Curtis and Jennie Hall, and all these\nother great teachers.\nHarper could teach Hebrew as though it were a\nseries of hair-breadth escapes.\nSometimes I think we reverse the order\nand teach hair-breadth escapes as though they were Hebrew.\nHow have\nthey done it? Some with a pointer, some with a brush, some at the machine, at the bench, some through words, some through the rhythm of the\nbody. How have they done it? How did these people in writing produce\nsuch results when hitherto these children had not been producers? They\nproduced a critical judgment on the part of those children; they produced\na desire and a capacity for enjoying writing, and they produced in those\nchildren the capacity to say what was on their minds.\nThey did it, not\nby repression, but by drawing out the capacities that were in those children. ‘They did it by illustration. Mearns read to those children much\nout loud; he let them get the rhythm and the author’s style; he threw in\ncomments; he drew out the best readers of the class, little by little, and\n\ngradually as the months went on and finally after two or three years went\n\n"}
{"page": 779, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n175\n\non, it was clear and evident that sweeping through that school was a new\nattitude toward this thing we call English, this thing we call composition,\nthis thing we call school.\nThose poems have a national significance far more important for us\nthan the mere local significance which they may appear to have. ‘They\nhave a significance far more important, also, to us here today than they\nappear to represent in the lives of individual children.\nWe in America have produced a school and an attitude toward education\nwhich is a clear rationalization of what has taken place in the occidental\nworld in the last 300 years. We have produced an attitude in education\nwhich completely inhibits the kind of result that I have referred to in the\ncase of Mearns and these other teachers. We have done it in part because\nwe reflect the time in which we are living. American life for 300 years\nhas moved in two parallel and fairly isolated channels, one economic, exploitive, mercenary.\n“Things are in the saddle, Emerson said in 1842;\nthings are in the saddle and ride mankind, Whitman said in 1859, and\nLouis Sullivan, trying to combat the artificial and imitative architecture\nof 1880 and 1900 in the middle west, said it again. William James saw\nthe trend and tried to combat it, tried to create in the field of philosophy\nand psychology a human understanding of the direction in which mankind\nwas moving.\nI say we have produced an economic zeitgeist in which the mind of man\nhas become of the lower order, the perceptual order.\nCraftsmanship has\ndisappeared ; labor has become automatic.\nPeople work for wages.\nMi£illions huddle together in cities. Population is multiplied at such enormous\nrates that now industrial nations are facing fundamental crises in their international affairs. Standardization of the processes of imagination and of\nthinking has taken place, and even our philosophers in our own day have\nrationalized their life with the slogans of efficiency: “It pays, it works,\nplay the game.”\n\nFrom Franklin to Edison, the American has been an inventor, saving\nlabor, cutting down distances, piling up dollars, saving time, but missing\nthe capacity to use it well.\nI say that the rhythm of life in America has constantly speeded up to the\npoint where independent thinking has been stamped upon and the understanding of the fine and the beatiful has been crushed.\nThe arts curriculum of the high school is in part responsible; and the\narts curriculum of the high school, including English and plastic arts and\nDoes the English curriculum\nthe dramatic arts, must be reconstructed.\nnow prepare children to understand American life? Does it prepare them\nin critical judgment of materials of reading which we have produced in\nIt does not. The\nDoes it prepare them to create?\nour own history?\nof literature\nschool\nhigh\nthe\nin\nprimarily\nup\nEnglish curriculum is made\nwas made\nand\nBritain,\nGreat\nin\nmade\nwas\nthat\nEngland,\nin\nmade\nthat was\nprior to 1860—Idylls of the King, Comus, II Penseroso, the Lady of the\nLake, as someone said “sitting comfortably in the school curriculum for\nseventy-five years.”\n\n"}
{"page": 780, "printed_page": null, "text": "776\n\nNATIONAL\n\nASSOCIATION\n\nEDUCATION\n\nI am talking about the feeling side of life\nDon’t misunderstand me.\nand the contribution of the school to it, but don’t misunderstand these\nreferences to creative artists and to creative education. ‘The creative artist\nis the best example of a disciplined man that we have today, not the imitative artist, but the true creative artist, painter, musician, actor, dramatist,\nnovelist, what-not. The creative artist, recognizing his problem in a great\nsweep of vision, then proceeds to school himself in the most rigorous applications and understanding of technic that you can imagine.\nThe American high school has got to launch itself into what someone\ncalled in a fascinating way the effort of reason and the adventure of beauty,\nand the two characteristics in that slogan sum up very well indeed the goal\nthat we must try to accomplish.\nI am emphasizing and have emphasized in my illustrations the need for\nproducing the means in the American school curriculum for training young\npeople in feeling. I would emphasize as much the fact that we must reconstruct our materials, the materials of our junior and senior high school\ncurriculum, to train children in independent thinking. It is not freedom,\nas some of the free schools maintain, that we want; it is not initiative; it is\nnot, on the other hand, control or discipline. It is freedom with control,\nand it is disciplined initiative.\nAmerica is at the end of her economic adolescence.\nShe is mature\neconomically.\nShe is at the beginning of her cultural adolescence.\n“The\nAmerican school curriculum has lagged decade by decade behind the growth\n\nof cultural life in America.\nCan the school produce color? I don’t know.\nCan it produce understanding? I don’t know. Can the school produce happiness? Not with\nthe regimented curriculum.\nIt can’t produce tolerance unless it sets up\nits material in such a fashion as to give tthe children constant practice from\nthe first grade to the twelfth in the confrontation of problems. It cannot\nproduce understanding unless it takes the children through episode and\ngraphic illustration directly to problems, conditions, modes of living in institutions of American life. And it cannot produce happiness unless it sets\nup an environment in the school by which each child in America, of the\n23,000,000, will be permitted to say what is on its mind; to create with its\nhands in metals, wood, on canvas, to paint, with the body in rhythmic\ndance, with music, with words oral and written.\nEvery child in America,\nI. Q. what it may be, can produce something, and your job and mine is to\nfind the way to let him do it.\n\nSOCIAL STUDIES AS THE CORE OF THE JUNIOR HIGH\nSCHOOL CURRICULUM\nCHARLES\n\nH. JUDD,\n\nDIRECTOR,\n\nSCHOOL\n\nCHICAGO,\n\nOF\n\nCHICAGO,\n\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nILL.\n\nThere is a phrase which, I venture to prophesy, will be heard in discussions of the curriculum much more frequently in the future than it has been\nin the past. “That is the phrase “grade placement.”\nThe meaning of this\n\n"}
{"page": 781, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\nITT\n\nphrase can easily be illustrated.\nWe all agree that at some time in the\npupil’s intellectual career he should be made acquainted with the geography\nof North America. We are not in agreement as to the point in the elementary school at which this subject should be taught. If we put the matter\nin the terms suggested we have to*say that the geography of North America\nis uncertain in its grade placement.\nIt is of the first importance for the practical school man to know where\nvarious items of instruction belong. ‘There is no special value in 2 discussion which merely urges in a vague general way that the schools teach\nthrift or.safety, or industry, or anything else. When the schools undertake any task they must undertake it at some time and under the supervision\nof some one who is responsible and able to perform that task. The virtuous\nhopes for a new and enriched curriculum will be realized only when the\nenriching items secure some definite placement in the grades or in the\nhigh school.\nThere are a great many considerations which must be taken into account\nwhen one is assigning a topic to a place in the curriculum.\n‘There is no\njustification for an exercise in the addition of fractions until after the pupil\nhas mastered the addition of whole numbers. The major consideration here\nseems to be the natural sequence of topics within the subject.\nSometimes subjects have to be postponed to one of the upper grades because there are not enough hours in the day to provide for them below.\nThis was a governing consideration in the early days of the American school\nwhen pupils attended school so few days in the year that they were engaged in the study of the most rudimentary subjects even in the last years\nof their attendance.\nHowever important sequences within subjects and limitations of early\ntraining may be, there is one consideration which is more influential than\nany other in determining grade placement, That is the maturity of pupils.\nThe teacher may desire to teach pupils science, but it has proved to be impossible to realize this desire until pupils attain a sufficient degree of maturity to make instruction in science feasible. “Teachers may think that\npupils should be given skill in some trade, but skill has to wait for maturity.\nThe student of educational psychology naturally tends to formulate the\nstatements which have just been made about the relation of maturity to\ngrade placement in some such terms as these. The curriculum is determined\nin its content by the world and its accumulated knowledge.\n‘The curriculum is determined in its arrangement by the psychology of the pupil.\nPupils in the first grade exhibit psychological traits wholly different from\nthose of fifth-graders or those of seventh-graders. “The selection of subjects\nto be taught will have to recognize these differences in psychological traits.\nWe are in a period of school history where attention to psychological\ntraits is possible and necessary to a degree which has never before been true.\nLet us illustrate this by repeating the statement made a moment ago. When\npupils were limited to few weeks of schooling each year the educational\n‘process was retarded. Pupils of twelve years of age and more were reading\nvery simple material because they had not mastered the mechanics of the art\n\n"}
{"page": 782, "printed_page": null, "text": "778\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nee\nse\n\nof reading. They were infants in the school arts at an age when they had\nbegun to exhibit the psychological traits of adolescence.\n\nWith the extension of school opportunities, psychological traits have come\nto be recognized more adequately. “Today we are far more concerned with\nthe psychological demands of each age than we ever were before.\n\nAnyone who studies carefully the junior high school will be convinced,\nI believe, that it is an outgrowth of the increasing attention to psychological\ntraits. \"I'o be sure, the administrative occasion for the rise of the junior\nhigh school in particular localities has frequently been some emergency in\nthe building program. Sometimes the junior high school has been organized\nto satisfy the desire of a superintendent who did not know what this institution was or ought to be, but did want to be in style. I have these\nmatters of building and conformity to fashion clearly in mind when I say\nthat the true and fundamental justifications for the junior high school are\npsychological.\nThe junior high school is a device for meeting twelve year old pupils\nwith a curriculum adopted to their special needs. “Chat superintendent who\nattempts to organize a junior high school and leaves the curriculum unchanged from that which was characteristic of the old-fashioned seventh\nand eighth grade is in need of light. The heart and center of the junior\nhigh school is the curriculum organized to meet psychological traits.\nI am advocating as vigorously as I can that the conventional program of\nstudies of the upper grades of the elementary school be deliberattely set\naside. I am advocating with equal vigor that the conventional program of\nthe ninth grade be put on the academic scrap heap. I have no hesitation in\nsaying that at the present time the full psychological rearrangement of the\njunior high school curriculum is jeopardized more by the attitude of high\nschools than by any other fact. High schools are so completely committed\nto ancient history, algebra, and freshman English that they will recognize\nnothing else as appropriate for fifteen year old pupils. High schools will\nhave to be waked up to a realization that the curriculums of the modern\nschool must fit the psychological traits of pupils.\nIn view of the conclusions which our argument has established, it is evident that a clear definition of the psychological traits of the pupil between\nthe ages of twelve and fifteen will determine the selection of material for\nthe junior high school curriculum. These traits are readily discoverable.\nThe pupil has been trained in language and reading; he has some familiarity\nwith number; he has acquired some information about the world and its\npeople through geography and the stories of history. He knows a little\nabout nature and he has gained fair control over his physical organism. He\nis on the threshold of the world which opens before him those opportunities\nwhich are to engage his attention and absorb his energy when he takes his\nplace as a member of productive society. He sees at first very vaguely but\nwith increasing clearness as the years pass that he is one of the world’s\nworkers. He looks forward to adult life with a kind of ambition that was\nimpossible to the primary child. He does not understand the intricacies of\n\n"}
{"page": 783, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n779\n\nindustry and commerce but he has a curiosity about society and the social\norder which is born of a desire to share in the world’s success.\nWhat should the school select from the store of the world’s knowledge\nto make up the curriculum for this period? Should it be grammar and\nreview of addition, subtraction, multiplication and division?\nShould the\nreading lessons be trivial stories and emasculated extracts from our national\nliterature? Should drawing deal with rigid geometrical patterns? Should\nthe spelling of long words and the repetition of the names of the products\nof the countries of the world be a part of the program?\nIt hardly seems believable in this age when we have learned to give\nheed to the psychological traits of pupils that anyone could have been satisfied with the curriculum which used to be administered in the junior high\nschool period. It seems equally unbelievable that there can long continue\nthe half-hearted reform which characterizes many schools of our own day.\nThere is one and only one legitimate type of curriculum for the junior\nhigh school, It is that type of curriculum which subordinates every other\nconsideration to the social training of pupils. Whatever the content of the\ncourses, their purpose and their interpretations should satisfy the eager interest which pupils of the junior high school age exhibit in the social order.\nThe meaning of these statements can be made more vivid by selecting\n«a few examples. Let us consider the oldest and best established of the social\nstudies, namely, history. “This ought not to be a series of dates and a\nchronicle of wars. ‘This should open up for the pupils the story of human\nprogress through the ages. It should tell how language has been evolved,\nhow industry has grown and been diversified. In short, it should be a history of civilization.\nA second illustration can be drawn from a field not ordinarily classified\nas a social science. At a number of centers a course is being developed in\nthe junior high school known as general language. There is no more\nromantic story in the world than the story of the migration of words.\nWords change their form because men slur over the sounds which compose\ntnem, and they change their meaning because the progress of nations calls\nfor the expression of broader meanings and more precise meanings.\n‘The\nstory of words will give children a new understanding of the nature of\nsocial cooperation.\nMathematics can be made into a social science.\n‘The Egyptians and\nGreeks were driven by the growing congestion of their communities to\ndefine with increasing precision the parcels of land which constituted their °\nmost substantial property. As a result they began to measure and triangulate. They learned how to deal with precision with irregular plots. They\nlearned how to start from an established point and determine boundaries\nwhich were far away. “They became so absorbed in defining and measur-\n\ning space that they developed one of the most elaborate sciences known to\nman. In our blindness we have overlooked the romantic period of geometry\nand have put into our schools nothing but the unsocial logic of later demonstrative geometry.\nThe junior high school can rescue mathematics, if\nit will see the social value of this science, from the formalism into which it\nhas fallen.\n\n"}
{"page": 784, "printed_page": null, "text": "780\n\nNaTIONAL\n\nEpuCcATION ASSOCIATION\n\nNatural science can be introduced as an achievement of men working\n‘The science of invention and the\ntogether for a conquest of the world.\ntake up with the greatest\nchildren\nwhich\nfields\nare\nindustry\nscience of\navidity. It is literally astonishing to see how dull the schools have been\nin not selecting the social aspects of natural sciences as the introductory\nchapters to the school curriculum in these subjects.\nI have not spoken of economics and sociology because these names have a\nsomewhat formidable sound and the subjects which go by these names are\nin so unorganized a state that it will be difficult to carry them down into\nthe lower school in any form which will command the respect of their\nauthorized representatives. ‘There can be no doubt, however, I feel sure,\nthat selected topics from economics and sociology belong to the junior\nhigh school.\nTake such a matter as the history and character of money.\nPupils are\ninterested to know about this instrument of social cooperation, but the\nschools of the past have been peculiarly barren in their treatment of money.\nThey have relegated it to a chapter in arithmetic made up of a table and a\nfew exercises in calculation.\nIn like fashion the schools have usually dealt with taxes and insurance as\ncases of percentage rather than as factors in the life of society.\nAs for sociology, why should pupils of the early adolescent age be left in\nignorance of the reasons why communities are banded together for the common good? Why should pupils of this age be ignorant of the various types\nof stratifications of society which characterize the different nations?\nThe examples which I have presented are all intended to show in a concrete way what are the possible types of material now at hand ready to\nsatisfy the social interests of junior high school pupils. I am fully aware\nof the difficulty of putting all this material in form for classroom use. I\nam quite aware that human nature in the teaching profession as well as\nelsewhere shrinks from the effort which is required to put through a retorm program. ‘This is the reason why so many junior high schools have\nbeen new organizations in name only. I realize as fully as anyone can, the\ntact that teachers are so absorbed in routine that they find it difficult to take\n\nnew material and put it in form for school use.\n\nThis difficulty has certainly\n\nbeen one of the important reasons why the curriculum of the junior high\nschool has been so slow in maturing.\nIt will require organized cooperation within the teaching profession to\nbring about in the fullest possible measure the reconstruction of the junior\nhigh school curriculum. ‘This is not the place to discuss in detail the machinery which must be set up in order to collect. and edit the material\nneeded.\nOur present purpose is merely to describe the curriculum in its\ncharacter and content in order to arrive at the principles of curriculum construction which will have to be followed by anyone who deals adequately\nwith the junior high school.\nFor the purposes of compacting into a single phrase the thesis of this\npaper, resort has been had in its title to a term borrowed from the Her-\n\nbartians.\n\nThe Herbartians assembled the teaching material of any given\n\n"}
{"page": 785, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n781\n\ngrade around one central subject which they called the core of the curriculum.\nFrom the examples which have been discussed in this paper it\nwill be seen that the idea expressed by the word core only approximates the\nidea here advocated.\nThe thesis of this paper is that in the junior high\nschool period there is a demand on the part of pupils for knowledge about\nthe world into which they are to enter when they grow up. Every subject\nwhich they study should be organized to satisfy this interest and the selection of subjects should be made with a view to bringing into the junior\nhigh school the best possible materials for illustrating and instilling the\nidea of social cooperation.\nThe junior high school becomes under this formula a highly significant\nunit in the school system—a unit distinctly different from the elementary\nschool. It is the gateway to a broad general education to be fully provided\nin the institutions above for those who can not go on into the higher institutions; it supplies a glimpse into the civilization of which the pupil is\nsoon to become an active part.\n\n4A FORUM ON FUNDAMENTAL PROBLEMS OF\nJUNIOR HIGH SCHOOL CURRICULUM\n\nTHE\n\nFrank W. Ballou, Superintendent of Schools, Washington, D. C—The\njunior high school has come into our system of public education because it\nis believed that it will serve an educational need which has not been\nadequately served by our former plan of school organization.\nWe have listened to four papers dealing with various aspects of the problems of the junior and senior high school curriculum.\n‘The first paper\nurged us to keep the junior high school in an experimental stage, to the end\nthat we should try out the organization to the further end that the school\nshould serve its real educational purpose.\nSuperintendent Newlon emphasized the importance of Piuihrainine continuity in our educational institutions, so that the progress of the child :\nfrom the beginning in the kindergarten through the senior high school\nshall be uninterrupted.\nMr. Rugg pleads for expression, opportunity for expression on the part\nof the child, and Dr. Judd urges that the curriculum shall be organized\nwith reference to the needs of the child in his various stages of progress.\nI review these papers in this very brief way by reference of word only,\nin order to remind you that in all of them there is this common idea that\nthe organization of the school system and the curriculum in each one of\nthese institutions shall be established with reference to the needs of the\nchildren.\nFrom my point of view, the junior high school should not be a glorified\nIt should be an institution\nelementary school, nor a young high school.\norganized for the purpose of serving the various educational social needs\nof the children of the age of junior high school children.\nThe curriculum, in my judgment, should be so organized as to serve a\n\n"}
{"page": 786, "printed_page": null, "text": "782\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ngreater variety of needs of the children as they have been made apparent,\nas they leave the elementary school of six grades. I want the junior high\nschool teachers in my junior high schools to be trained not only in the\nsubject-matter which they are to teach, but primarily in the needs of\nadolescent boys and girls, to the end that they shall be teachers, not of\nsubjects primarily, but of children.\nI want the junior high school so organized that there will be increasing\nattention given to the study needs of children, in order that they may\nacquire proper habits of study, independent study.\nIn the junior high\nschool their study should be under supervision more largely than it has\nbeen heretofore.\nIn the junior high school field, it seems to me that we should give\nrecognition to the fact that the children of this age should be acquiring\nhabits of independent study and independent thinking.\nI want the junior high school, in other words, to be adapted in its\norganization, in its educational program, and in its teaching to the needs of\nadolescent boys and girls in this stage of their progress through our school\nprogram of six years of elementary school, three years of junior high school\nand three years of senior high school.\nErnest Horn, State University of Iowa, Iowa City.—Since, after I\nam through, I am likely to be called a conservative, I should like to sketch\nvery briefly the experiences which lead up to the statement which I propose\nto make. A little over twenty years ago I was asked to become principal\nof the university elementary school at the State University of Missouri.\nI was told that I would have great freedom, in fact there were only four\nminor qualifications under which I should have to operate.\nOne of these\nwas that I should have no textbooks. The second was that I should have\nno daily program.\n‘The third was that there should be no furniture in\nthis school such as is ordinarily found in a school. The fourth one was that\nthere should be no school subjects.\nYou can see that under this plan, subject-matter divisions were rather\nthoroughly broken down. Since I had no course of study made in advance,\nthe condition, according to many of our modern educational philosophers,\nshould have been quite ideal. Certainly there should have been nothing\nwhich would have prevented me in any way from integrating the personality of the child.\nUnder the influence of Herbartianism, to which Professor Judd has\nreferred, and under the influence, also, of Professor Dewey and Dr. Parker,\nwe started at once with a unified curriculum.\nSince that time it has been\nmy pleasure to be principal or director of three additional schools of an\nexperimental nature, and the supervisor.of a fourth, making five in all.\nAs a result of those experiences, I have come to be somewhat hesitant about\nrecommending the breaking down of subject-matter divisions. ‘The burnt\nchild dreads the fire.\n\n"}
{"page": 787, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n783\n\nThe fact is that in order to break down these subjectmatter divisions,\nan amount of scientific study must be made which has nowhere nearly at\npresent been approached.\n‘The elements in this new curriculum must\nrespond to large and outstanding groups of values in life, the nature of\nwhich we do not adequately know at the present time. For that reason,\nI certainly should not, as a result of twenty years’ experience in experimental schools, advise any superintendent of schools to attempt to do away\nat present with subject-matter divisions.\nI say that because there is no such course of study at present which is\navailable, and it will take years to make one. I say it also because of the\nlack of satisfactory books, and because of the lack of trained teachers.\nI have found it exceedingly difficult, in my experience, to explain to\nparents why in these experimental schools arithmetic, reading, spelling, and\nwriting did not appear as subjects in the course of study.\nRather, it seems to me that the practical thing is to proceed as we have\nproceeded, with reorganization of the course of study by subjects. The\nsteps in rough outline are as follows: For each subject now in the curriculum, in what group of important situations in life is this subject needed?\nThen by analysis of those situations, one can determine the content and\nthe organization which shall give this vitality for which Dr. Judd so well\nplead before you.\nUseless material can then be eliminated, and needed\nmaterial be organized.\nAfter that is done, experiments may possibly be\nset up in the future to determine whether or not certain groupings are\npossible. For example, it may be possible to organize handwriting and\nspelling together, or handwriting, spelling, and composition into one; it\nmay be possible to subordinate geography somewhat to history; it may be\npossible to subordinate reading to the social sciences, or even, as has been\ndone, social sciences to reading.\nSuch a plan is a practical plan. Indeed, the progress which we have\nmade has been along those lines. We have already, as a result of curriculum making after this method, whole units of subject-matter for which\nwe now have courses of study and textbooks which adequately represent and\nreflect important situations in life outside the school.\nBy such means\nteachers readily adapt their past experiences to the new conditions.\nAll that I have attempted to say here is that I doubt very much at the\npresent time the wisdom of advising public school administrators to break\ndown subject-matter divisions. It causes too much of a disturbance, and\nwe have a long, long road to go before we have brought to the individual\nYears of research will be\nschool subjects that vitality which is needed.\ngood thing has been plead\nno\nand\naccomplished,\nbe\ncan\nthat\nbefore\nnecessary\nfor here tonight that cannot be accomplished with the present subject\nheadings if the content and the vitality are put in those headings.\nThe wonderful work described by Mr. Mearns, and with which I\n\n"}
{"page": 788, "printed_page": null, "text": "784\n\nNatTIioNnAL EpUCATION\n\nASSOCIATION\n\nfully agree because I have seen it, is quite possible under the headings of\ncomposition and under the headings of literature.\nUltimately we ought to have, as a result of our research, and particularly\nin experimental schools, set up especially for the purpose, a testing out after\nnecessary preparatory research has been done, of the idea of a completely\nIf we do this job of revitalizing our subjects as\nreorganized curriculum.\nthey stand, as it should be done, ultimately these two kinds of courses of\nstudy would be alike. Until that time I think it is not safe to prophesy\nthat even ultimately there will be the breaking down of these subjectmatter divisions. It is a possibility, but it certainly is not proved.\nH. B. Wilson, Superintendent of Schools, Berkeley, California.—Since\nI came to this platform this evening, I find that my mind has been working all the while in the field of contemporary educational history. I have\nbeen reminiscing. My mind goes back to the days when fewer than fifteen\nyears ago President Suzzallo, speaking as a member of the National Education Association Committee on Economy of Time, reporting for that\ncommittee in reference to the importance of finding ways, if possible, to\ndrop one year from the elementary curriculum, concluded his remarks by\nbringing in a recommendation and a motion to the effect that there should\nbe appointed a committee to discover what things might be eliminated from\nthe elementary course of study, to the end that through the elimination of\nthose things there might be discovered the possibility of shortening the\nyears necessary to complete the elementary curriculum in preparation for\nhigh school.\n‘That committee was directed by the resolutions to determine what things\nwere of such small value or so nearly of no value that they might just as\nwell be omitted.\nThat committee went about its work, but they discovered very readily\nthat the only way in which to determine what should be omitted was to\nfind out what should be retained. We have been at work upon that job\nall of the years since that time. In the course of those years, eight yearbooks have been published by the National Society for the Study of Educa-\n\ntion, touching that topic of the materials and the methods and the technics\nof organizing those materials into courses of study which ought to be the\nbasis of instruction in elementary and junior high schools:\nWhen that work began, we had not the studies in the field of spelling\nwhich are available at this time in those yearbooks, the studies that were\nproduced by Ayres, Jones, Buckingham, Horn, and others. We had not,\nwhen that work began, the work of Coffman and Jessup, of Mitchell, of\nMonroe, of Woody, of Wilson, and others, in the field of arithmetic; we\nhad not the work of Charters in the field of English and of languarge; we\nhad not the work of Bagley and Rugg and Horn and others in the field of\ntiie social sciences. All of those results have come to us since that time in\nthe form of yearbooks issued by the National Society for the Study: of\nEducation, and yearbooks issued by the Department of Superintendence.\n\n"}
{"page": 789, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n785\n\nNot only have we the materials which are in yearbooks, but we have those\nmaterials organized likewise through the cooperative effort of administrators and supervisors and teaching staffs in the form of courses of study,\nguiding and directing the work in the public schools of this country, such\nas were not to be found ten or twelve years ago. It happened to be a part\nof my business in 1910 to try to find the efforts that had been made up\nto that time to employ the efforts alongside of administrators, which might\nbe made by principals and by supervisors and by teachers to aid in the improvement of courses of study. There were but four or five illustrations of\nany type of effort in that direction. Since that time, think of the distance\nthat we have moved.\nLast year 300 school systems in the United States, in fact more than\n300, enrolled in a cooperative effort to improve the curriculum.\nThis\nyear I have no doubt that number has been increased.\nIt means that\nliterally thousands of teachers have been at work alongside of administrators and supervisors, studying the problems of how to bring those materials together in right order, illustrated by those technics of procedure and\nresults which have made effective teaching and effective results possible.\nI find in this brief review of what has been happening contemporarily,\nreason for encouragement.\nI find no ground for fundamental discouragement.\n“The fact that we know our problems, that we have defined them\nsomewhat, that we have a technic of investigation, that we have a technic\nof participation, means that there is larger hope for the future, and that\nthe progress of the future in the directions in which we now see difficulty\nand in which we have questions and problems, may reasonably be expected\nto be even greater, to be even more fundamental and more certain than in\nthe past. There is no ground for fundamental discouragement.\n‘There is\nreason for encouragement and for inspiration and for determination to do\nthe problems that we now see, which are not so difficult in view of the\nscholarship and the procedures available, as compared with ten or fifteen\nyears ago when by the Suzzalo resolution these efforts were set in motion.\nHerbert 8S. Weet, Superintendent of Schools, Rochester, N. Y—This\nhas been, to any person interested in the junior high school movement, an\nexceedingly valuable evening.\nI am going to comment very briefly upon\njust two things; First, the necessity of keeping alive in our minds the spirit\nof the junior high school as it has been given here tonight. I think back\ntwelve or thirteen years ago when we in Rochester were organizing our\njunior high school, and I see how vaguely we understood the purpose of the\njunior high school, and then I realize that if we could have had before that\nbeginning the kind of symposium that we have had here tonight, given by\nthese three men, Newlon, Judd, and Rugg, it would have been absolutely\ninvaluable to us and it would have saved us from a good many of the mistakes that we have made.\n\n"}
{"page": 790, "printed_page": null, "text": "786\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n—\n\nYou know they say that Mark Twain was at times profane, and that\nthat good wife of his thought that she could cure him by indulging in\nSo one morning she came into the\nsome of the same exercises herself.\nbreakfast room, and she started out precisely as she had at times heard\nMark himself start. And Mark, sensing the whole thing, looked up and\nwith a kindly smile on his face, said, “My dear, you have the words, but\nyou haven’t caught the tune.”\nThat holding to the spirit and sensing the spirit of the junior high\nschool is fundamental of all that we are going to do.\n\nI was very much interested in what Mr. Newlon had to say with reference to this matter of articulation. You remember he said that we started\nout with the junior high school with the notion that it was going to help\nus bridge the gap or articulate a little more closely, and that as a matter\nof fact it has developed more problems than it has solved.\nHe is absolutely right, and that is true because we did not have a perfectly clear\nnotion of what the junior high school should do. If we really catch the\nspirit of the junior high school, if we attempt to carry out that spirit along\nthe lines that have been suggested by the three men. to whom I referred,\nour problems in articulation are going to be very real and they are going\nto be very serious, but in the last analysis they are minor things and they\nare going to be worked out.\nThe second point I wish to make, and I am a little surprised that it has\nnot been referred to here tonight, is the relation or the contribution that\nthe six-year high school, as it is being worked out in some communities,\n\nmay make to this whole movement of articulation. We are watching the\nsix-year high school very closely in our own city and also in other communities.\n\nPurely as a result of local conditions, not because of anything that we\ndeliberately set out to do, we have in Rochester a six-year high school that\nstarted with the children of the seventh and eighth grades, .and we have\nsimply retained that group and carried them on through until at the end\nof this last semester the first group of the twelfth year children will graduate. There is an object lesson there in the matter of articulation in enabling our senior high school people to overcome that problem.\nAnd I want to say that they deserve our sincere respect, because in my\njudgment they are today facing the most difficult problem of any unit of\nthe school system. ‘There is an object lesson there that is to us exceedingly\nilluminating, and I think we are going to watch it as the years go on.\n\n"}
{"page": 791, "printed_page": null, "text": "THE\n\nAGAIN\nFRANK\n\nD.\n\nDEPARTMENT\n\nTHE\n\nBOYNTON,\n\nOPEN\n\nOF SUPERINTENDENCE\n\nDOOR\n\nSUPERINTENDENT\n\n787\n\nIN EDUCATION\nOF\n\nSCHOOLS,\n\nTPH ACASR Nany:\n\nSome of my hearers are aware that in discussing “Again the Open Door\nin Education” I am continuing an argument begun two years ago. As I\nhave said elsewhere, no ampler evidence could be desired of the large-mindedness of college administrators in general, of their readiness to face criticism without flinching, and of their desire to serve the public interest than\nthat afforded by the tone and tenor of the published reviews and personal\nletters, geographically fairly representative of the country, that have come\nout of the colleges as a result of that earlier discussion.\nSome of you may recall that at Cincinnati two years ago, I ventured to\npoint out frankly and with the openly expressed approval of this body,\ncertain shortcomings of the colleges viewed from the angle of the public\nschool administrator.\nJ said in effect that entrance requirements were in\ngeneral based on mere, tradition, sometimes even on personal idiosyncrasy;\nthat college courses were often determined by professorial interest with\nlittle consideration of student needs; that those chosen as worthy of college\ntraining were those who could disgorge most readily certain quantities of\nfact from an arbitrary list of studies; that the aid rendered freshmen was\nperfunctory and aimless; that the influence of college life was not infrequently corrupting and dissipating, an influence aided and abetted by the\nexample of some of the members of the faculty; that the academic mortality\nof freshmen was due more to poor teaching in college than to poor preparation; that college teachers were selected, promoted and rewarded not on\nthe basis of teaching ability but on the basis of research; that professional\ntraining for teaching was not only not required by the colleges but that it\nwas laughed at; that the individual professor was a law unto himself,\ndetermining his own courses, setting his own examinations, marking his\nown papers, and turning in his results from which there was no appeal;\nthat “residence” had become a fetish and an obstruction to educational\nprogress; that for the endowed college—endowed by public-spirited men\nfor public service out of funds built up out of excessive profits paid by the\npeople, and receiving tens of millions annually in tax exemptions—that for\nsuch an institution to regard itself as “private’’ would be humorous if it\nwere not pernicious; that the claim of overcrowding may or may not be\ntrue; and that only by a comprehensive survey by representatives of the\npublic interest of our institutions of higher learning as to plant capacity,\nequipment, funds, and faculty can this fact be scientifically determined.\nAfter two years of discussion, part of it oral, part through the agency\nof personal letters and magazine and newspaper articles, and much of it\n\nemanating from the colleges themselves, this “indictment,”\n\nif one wishes\n\nto call it by so harsh a name, stands generally acknowledged as a fair state-\n\n"}
{"page": 792, "printed_page": null, "text": "788\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nment of existing conditions. Here and there it has encountered resentment,\nof course. The president of Purdue University before the National Education Association in 1925 expressed surprise that this body should give\nits approval to such a picture of conditions; and after claiming for the\ncolleges the credit for all advances worth mentioning in the field of pure\nand applied science and art, never having heard of Burbank, Edison, Ford,\nBurroughs, and others, he pointed triumphantly as evidence that the colleges are meeting the needs of the hour to the fact that the number of\nstudents attending them has grown from 160,000 in 1900 to 600,000 in\n1925.\nUnfortunately and characteristically he saw but one side of the\npicture; for he failed to point out the further fact, without which his\nfigures have no significance, that this progress made by the colleges compasses only two fifths of that made by the high schools in the same period;\nand he offered no solution to the problem that faces this growing army of\nambitious youth knocking in vain at the closed doors of our colleges.\nThe plain fact is that the college is not meeting the situation and apparently has no plans for meeting it. If it sees at all the constantly and\nrapidly augmenting stream of elementary school pupils pouring into our\nhigh schools, there to come for four years under the tutelage of college\ngraduates, to pour out again keenly awake to the possibilities open to them\nthrough further training—if it sees this swelling stream at all, it seems\nto see in it only the opportunity of lightening its own task by a more\ndrastic selection of the finest specimens of a particular type of mental\nability, while it goes serenely on its way careless of and indifferent to the\nfate of other equally desirable types, who, judged by its standards, deserve\nno academic salvation. College plants, particularly in the east, are undergoing little or no expansion. No new colleges are being founded. Again\nand again my correspondents in New England and in the Middle Atlantic\nstates stress this fact. Out of the colleges comes no answer to the insistent\nauestion, “What shall be done with the overflow?”\n‘Selecting only from\nthe upper quartile” is the euphemism now applied to the process.\nBut\nwhen we ask what is to be done with the lower quartile where, not infrequently are to be found the real leaders—youths aglow with the vitality\nthat often finds expression outside of academic halls, sometimes to the\ndetriment of academic records, but in which one can read the assurance of\nfuture success, in answer to that question we hear only a great silence.\nThere is a doctrine that is fundamental in American education, and that\nis: that every child born in or adopted by this republic has the right to\nhave developed through education whatever of talent he may possess without reference to quantity, quality, or type of that talent, and that he should\nhave assured to him the opportunity to go as far as his ability and ambition\nwill permit. At the birth of the nation, the Fathers made clear their belief\nthat in education alone lay security for popular government; and the\nsubsequent history of education in this country has made this doctrine a\n\n"}
{"page": 793, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n789\n\npart of the fundamental faith of the nation.\nIn a wide correspondence\nfrom every one of the forty-eight states, I find no public educator dissenting from this principle.\nNor has this doctrine been held merely as a distant ideal, realizable, if\nat all, only in some dim utopian future. Steadily the nation has moved\ntoward its realization. At the time of the adoption of the Constitution\nthe maximum average length of the school life of the individual was eighty\ndays; in 1840, this average for the nation had risen to 208 days; and in\n1870 it had risen to 582 days; in 1890 to 770 days; and in 1920 the nation\nwas on a 1200-day basis or was about to enter on the seventh-grade level.\nBeginning as a private enterprise, under private direction and control,\neducation has gradually passed to the control of the people, and at each\nsucceeding level the ideal has been to make it free and universal. In the\ncase of the elementary school the ideal has been completely attained ; and in\nthe secondary school, nearly so. We are now facing the same problem at\nthe college level; and no solution of it will be accepted as adequate that\ndoes not assure to every worthy high school graduate, who has the ambition, his opportunity to prove by actual trial whether or not he can profit\nby higher training; and that does not assure further that the trial shall be\nmade under conditions which, by providing at least a modicum of human\nsympathy and encouragement, will aid him in orienting himself in his new\nNo worthy student, and it is only of him that\nand strange surroundings.\nI am speaking, goes to college to fail. If he is failing there is a cause;\nand it would seem as if just ordinary intelligence in a teacher, just comhim to ascertain\nmon interest in the success of a fellow being, would prompt\nand, if possible, remove the cause; and it is, indeed, a pleasure to record\nthat a beginning here and there has been made in the humanizing of college\n\n,\ncourses and administration.\nBut we are told that there are in college too many who cannot profit\nby it; that it is futile to burden the colleges further with unfit material.\nThat statement rests upon two assumptions which are herewith sharply\nchallenged. ‘he first is, that present methods of admission are the most\neffective that can be found for selecting the material that can profit by\nwhat the college has to offer. “The second is, that what the college has\nto offer exhausts the possibilities of higher training, and that the student\nwho cannot profit by it is of inferior mentality and should be denied higher\nIt is apparently quite true that there are in our\neducational opportunity.\nprofit by the courses offered; but there is no\ncannot\nwho\ncolleges many\ndoes not indicate a need for a change in the\nthis\nthat\nshow\nto\nevidence\ncourses of instruction rather than further\nin\nand\nadmission\nof\nmethods\n‘There is no scientific evidence available to deterexclusion of students.\nHere is a question\nmine whether the student or the college is at fault.\n\nthat challenges the best minds we have in the field of education.\n\nThe\n\n"}
{"page": 794, "printed_page": null, "text": "790\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ndemand for social efficiency has made over the elementary and secondary\nIt may be that we are\nIt will not hold the college sacrosanct.\nschool.\nat the breaking point with the traditional college.\nThe assertion that too many are going to college is without scientific\nIf it is an inference from the fact that some are now in colfoundation.\nlege who cannot profit by what the colleges offer, it is simply a nonsequitur. And if it emanates, as President Angell says it originally did,\nfrom those who are always looking for cheap labor and who see that\ncommodity dwindling before the extension of educational privilege, or from\nthose who believe that learning and culture are the prerogatives of a small\nintellectual or social aristocracy, having no contact with the gross affairs\nof practical life, interested in esthetic appreciation more than in a search\nfor truth and considering an academic degree as a mark of caste—in either\ncase it can be disregarded as being un-American and wholly alien to our\nnational ideals and purposes.\nLet iube understood that in Hiheaiiias ‘Again the Open Door in Education” I am not making a plea for the admission of the moron.\nNor am\nI asserting that all men are born intellectually equal and are, therefore,\nentitled to equal educational opportunity.\nLong before the psychologists\ntaught us to talk learnedly about chronological ages and I. Q.’s, the mental\ninequality of individuals was apparent to the most ordinary observer.\nI\nam quite aware of the fact that at every level of the educative process\nthere emerge some who have reached the limit of their capacity for education. But if our schools are doing their work effectively, we are safe in\nassuming that at each level the mental incompetents are being largely sifted\nout and that those who survive are mentally prepared for further training\nand, if they have a desire for it, should be given the chance to prove by\nactual trial whether they can profit by it. We do, as a matter of fact,\nproceed exactly on this assumption at each stage of the educative process\nuntil we reach the college level.\nNeither am I pleading for the same opportunity for all who survive the\nhigh school period. For some, scholarship along traditional lines will, of\ncourse, be an easy possibility. For others, only one or two years of additional training can be taken with profit. What I am asking is that those\nwho survive the high school and who desire further training shall have\nthe opportunity for one or more years in college with courses organized and\nmodernized and with definite study and guidance of the individual through\nhis underclass years. And I am urging that these courses have some sort of\ncoherence and unity, starting somewhere and tending toward some definite\ncbjective; and that those who are found incapable of advanced independent\nwork or who have no desire for it, be given, upon satisfactory completion\nof the one or two years of such higher training, some sort of certificate to\nthat effect and be dismissed with the goodwill of the institution. There\nis nothing sacred in the traditional four-year course leading to a degree and\n\n"}
{"page": 795, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n791\n\nee\n\n- the break with tradition here suggested can be made without detriment to\nsound scholarship.\nThe proposal to loose upon the colleges this rising tide of ambitious and\nworthy youth, is met by she statement that the colleges are now crowded\nand that the proposal is impossible.\n/Vhat constitutes a crowded college?\nIt is, perhaps not unlikely that the enormous and rapid development of\nour high schools still going on, has created a demand for higher training\nsomewhat in excess of the capacity of our present plant; but before it can\nbe known whether a given college is overcrowded, three facts must be\nscientifically determined.\nFirst, we must know what the maximum plant\ncapacity is, each room and laboratory working from 8:00 o’clock a.m. to\n5:00 o’clock p.m. on at least five days per week for not less than thirtyeight weeks; second, it must be determined what constitutes a reasonable\nstudent load for a college teacher; and third, what constitutes a reasonable\nteaching load per week.\nAs far as I have been able to discover, these\nfundamental questions have never been answered authoritatively ;and until\nthey are, the statement that our colleges are crowded is mere assumption.\nSome rather fragmentary studies of my own, however, made within the\n\nyear, in which I have had the assistance of some of the best men in education in college and out, have yielded interesting results. ‘““Crowded’’ colleges were selected for the study. It was found that in these institutions\nfrom a few to a score or more of rooms were vacant, and in many instances\nlocked, during the working hours.\nIn some of our colleges the notion still\nprevails that a classroom is the personal possession of a particular professor, with the result that these rooms are not yielding more than twenty\nto thirty percent efficiency. A classroom or a laboratory can work six or\nmore hours a day without being overworked. One such room accommodating forty students on a six-hour schedule would care for this number, each\nstudent taking fifteen hours’ work per week and reciting in classes of approximately forty students each; thirty such rooms would care for 2400\nstudents in small classes.\nThis would seem to support the contention\nmade in my Cincinnati address that large classes are a professorial conIf, in the colleges that have been studied, such use were made\nvenience.\nof the plant, the registration could be approximately doubled without the\nIf the plant inefficiency prevalent in our\naddition of a single classroom.\nschools, our surveyors would create a\npublic\nour\nin\nfound\ncolleges were\nrevolution.\nHere we\nWhat is a reasonable student load for the college teacher?\nnumber\nthe\nsets\nSnavely\nPresident\nopinion.\nof\nfind ourselves in the field\nand\ntwelve\nat\nit\nsets\nEducation\non\nCouncil\nAmerican\nat fifteen, and the\nIf\ncolleges.\n“crowded”\ncertain\nmentions\nSnavely\nPresident\none half.\nSnavely’s\nPresident\nto\nup\nload\nstudent\ntheir\nbring\nto\nwere\nthese colleges\nmeasure they would be able to register 4001 more students without inSimilar studies have been made of\ncreasing their plant or equipment.\n\n"}
{"page": 796, "printed_page": null, "text": "792\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIn these twentyseven colleges itt.\ntwentyseven colleges in three states.\nthe student load were placed at twelve and one half, they could accominodate 12,301 more students. ‘These studies, incomplete as they are, are\nsufficient to suggest that the “crowded” college may be an academic myth,\ntor in many colleges the student load drops below six.\nAnd what is a reasonable teaching load for a college teacher?\nThe\nAmerican Council on Education has set the standard at sixteen hours per\nweek. Again my studies, based upon direct correspondence with college\nprofessors themselves, go to show that this standard is far above actual\npractice. In many instances, the teaching load is less than fen hours per\nweek.\nIn public education we are looking for teachers who can teach\nsuccessfully large numbers, teachers who can inspire pupils to effort and\ninitiative rather than for drill masters for a few who are to be taught to\nabsorb knowledge rather than to think; and it has moreover never been\nproved that small classes result in higher scholarship. Jt will be difficult\nto convince the public that twelve and one half students per college teacher\nis an overload and that sixteen hours of teaching per week is overwork,\nand that to relieve such distressful conditions it is necessary to deny admission to aa increasingly large number of admittedly qualified candidates.\nBut are qualified candidates being denied admission to college in any\nconsiderable numbers?\nI am in possession of letters written since January 1, 1927, from schoolmen in fortyone states, which clearly establish\nthe fact that fully prepared students are being denied admission to college.\nI am also in possession of data furnished by the colleges since November 24,\n1926, wherein the fact is further established.\nSixtyseven colleges responded with the information asked; fiftyone of these admit that 15,196\ncandidates were denied admission in September, 1926. It is admitted that\nover one half of this number had met the full fifteen “Carnegie” units and\nthat a considerably larger number would have been able to do college\nwork.\nIt should be added that the above record was made almost entirely by the “endowed” colleges. Several colleges did not furnish data.\nSome of them frankly stated that they were not certain how the public\nwould accept the facts.\nAlumni are beginning to show an interest in this exclusion act even in\nthe case of the so-called “private” college.\nOne such college that has been\ntaking its students\n\nfrom the upper\n\nquartile and succeeding\n\nin graduating\n\nonly about fortyfive percent of its freshman class is having its trouble\nwith its alumni. A prominent alumnus of this college has furnished me\nwith a copy of a letter which he wrote asking for some justification of\nthe methods of instruction and the courses offered which resulted in such\nmortality among those who are supposedly the cream of the young men\nof the country.\nThis college denied admission to more than one half of\nits applicants and yet the student load is 9.5 per teacher.\nWhat is the solution? Signs are not lacking that the really constructive\nminds in the field of higher education are grappling with the problem.\n\n"}
{"page": 797, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n793\n\nAn entire paper could be filled with recent utterances of men who speak\nwith authority in the educational world, all tending to show that the\nstubborn wall of tradition that has so long blocked advance in higher\neducation is crumbling.\nOnly a few weeks ago, President Livingston\nFarrand of Cornell University was quoted in the press as saying:\nThe time is not far distant when the old traditional college will be lost, and we\nshall wonder\ntional lines.\n\nhow\n\nwe\n\never\n\nprepared\n\nfor the scholarship\n\nof the day along tradi-\n\nPresident Lotus D. Coffman of the University of Minnesota,\ncently said that an irrestible pressure is bringing about\n\nhas re-\n\na reorganization of the materials of instruction for freshmen, calculated to insure\n4 more systematic education through programs with definite objectives.\nThe vast\nmajority of students who enter college know what they are there for and are\nunwilling to drift about aimlessly in a sea of liberal subjects.\n\nDean Kent, of Northwestern\nThe\n\ntime has come\n\ndetermines\n\nthe type\n\nand its methods\n\nwhen\n\nwe\n\nof service\n\nUniversity, says:\n\nwill not have\nit purposes\n\ndone\n\nour\n\nduty until\n\nto render\n\nand\n\nreorganizes\n\neach\n\ncollege\n\nits courses\n\nof instruction to intelligently serve these purposes.\n\nPresident Hibben,\nto be admitted:\n\nof Princeton,\n\nsays concerning\n\nthe type of student\n\nWe ought to know, as far as it is humanly possible to determine, not only the\ntype of undergraduate but the type of man he is likely to be. If we find a boy\ndeficient in credits but who has in his favor a career of leadership, a record of\nbroad influence on his companions, an outlook on life that distinguishes him\nmorally, that kind of boy, despite academic shortage, is the kind of boy who\nshould be welcome at college.\n\nThe correspondence to which I have made reference teems with suggestion. From some of the colleges comes the plea for the founding of more\ncolleges.\nSome even suggest the junior college as a part of the public\nschool system.\nSchoolmen suggest the establishment of a state university\n\"in every state, and the extension of this principle in states where there\nalready is a state university. Ohio now has three state universities.\nIt is\nobvious, however, that hope for a solution rests with the extension of the\njunior college as a part of the state and municipal school system with a\nprobable reorganization of public education on the 6-4-4 plan. California\nand Missouri already have the junior college as an established part of the\npublic educational system, and the number of students registering in the\nfreshman class in the junior colleges of California last September equalled\nthe number registering in the freshman class of the standard colleges of\nthat state. With 163 junior colleges already established in the country,\nit may fairly be said that the junior college movement is well under way.\nSeveral state legislatures this winter are considering bills for the establishment of junior colleges as a part of the public educational system of their\nstates.\n\nJust what will be the reaction of the traditional college to the changing\n\neducational conditions remains to be seen.\n\nFrankly, little can be looked for\n\n"}
{"page": 798, "printed_page": null, "text": "NatioNnaL\n\n794\n\nEDUCATION\n\nASSOCIATION\n\nimmediately in the way of reorganization of courses and methods from\nwhat some schoolmen call the “Tutankhamen crowd still wedded to the\nSome go so far as to refer to\npast and stoutly defending its penates.”\nmoribund, and suggest that\nas\nion\norganizat\npresent college courses and\na solution be sought indethat\nand\nidols\nhis\nwith\nEphraim be let alone\nof the Phi Beta Kappa\nattitude\nreported\nThe\ncolleges.\npendent of the\nto give color to this\nseems\nago\nyears\nfew\na\nmeeting\nits\nat\nexpressed\nSociety\nThe press reported at that time that this society of liberal\nconclusion.\nculture had undertaken to raise one million dollars to fight the spread\nof vocational education, and the president at that time was quoted as\nsaying:\nIn the last century election to Phi Beta Kappa meant that the student had\nreached success along lines of study universally conceded as standard in higher\neducation.\nToday the tendency toward vocational education is so great that\nthere is urgent need for an active, coherent organization, both within the colleges\nand outside of them, of the forces that stand for liberal education.\nCan a better\ncenter be found for such an organization than is offered by Phi Beta Kappa?\nThe fraternity has reached an age and grown to a greatness which forbids it to\nrefuse the challenge that the present day brings to lovers of learning.\n\nGraduate as I am of a traditional arts college, and believing as I do in\nthat training for those who can profit by it, I must vigorously dissent from\nthe implication contained in this statement that scholarship is exclusively\nthe product of the arts college. Scholarship is just as possible in architecture or in engineering as in the humanities.\n“I‘he term needs and is receiving a new definition.\nIt is, indeed, a bit difficult to understand how the arts college, the original vocational school, which had its inception in need for training men for\na specific vocation, can logically take exception to vocational training. It\nis essentially an illiberal attitude, and it is with regret that I have to.\nadmit, after years of association with teachers from every type of higher\ninstitution, agricultural and other technical schools, as well as with liberal\narts colleges, that I know of no more illiberal men in the teaching profession than can be found in the liberal arts colleges, no more de-humanized\nteaching, no more complete lack of human interest, than is to be found\nin the classrooms of some of the teachers of the humanities.\nIn conclusion: Based upon my studies and correspondence I would\nsuggest the following as steps toward the solution to our present difficulties:\n1. A survey of present higher educational\ncapacity,\n\nendowment,\n\nand\n\nequipment,\n\ninstitutions to ascertain existing plant\n\ntogether\n\nwith\n\na scientific\n\ndetermination\n\nof\n\nwhat constitutes a reasonable student and teaching load for a college teacher.\n2. Provision by the state of adequate educational facilities from kindergarten\nthrough the university, including a system of junior colleges, with unbroken\nsequence of promotion for those found capable at each stage of profiting by more\nadvanced training.\n\n"}
{"page": 799, "printed_page": null, "text": "THE\n3. Provision\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\nof higher training for various\n\ntypes of mental\n\n795\nability with\n\na de-\n\ntermination on the part of individual colleges of the types of service they plan\nto render and selection of their students in accordance therewith.\n4. A reorganization of college courses with definite objectives for certain groups\nand supervision calculated to orient freshmen in their college work.\n5. The requirement by the colleges of demonstrated teaching ability as a\nrequisite for retention on the faculty, the recognition of high teaching ability as\nthe basis for professorial advancement, and the establishment of some system for\nthe improvement of college teaching in the freshman and sophomore years.\n\nEducation is the Bic Businzss of the nation.\nOfficered by a million\nteachers, the “grand army of the republic,” an army of 25,000,000 children is marching against the citadels of ignorance and superstition and\nrace hatred, upholding the traditions and defending the ideals of the republic—an army assembling from hill and dale, from city and village,\nfrom the farm, the workshop, the mine, from industry and commerce,\nfrom the homes of the rich and of the poor, with the blood of the Orient\nand of the Occident coursing through their veins; destined in each of the\nfortyeight states of this great American “league of nations” to become\ncitizens, not subjects; az army whose wellbeing places an obligation upon\nevery American to support to the limit the stronghold of our democracy,\nthe bulwark of our free institutions.\nGentlemen, this is not just one more paper to be added to the files of\nthis department.\n‘This is a crusade upon which we have entered, a crusade\nto be preached with increasing power until the people, laying hold of the\ndoors of the gate of the city of knowledge shall pluck them up and carry\nthem away, leaving free and unobstructed the pathway to the acropolis.\n\nGREETINGS\nSERGEANT\n\nALVIN\n\nC.\n\nYORK,\n\nFOUNDER\n\nYORK\n\nJAMESTOWN,\n\nTENN.\n\nINDUSTRIAL\n\nINSTITUTE,\n\nPresident Condon—Today is Independence Day in Texas. ‘They started\nsomething ninety-one years ago.\n‘They started the ideals of freedom and\nliberty and justice and independence of man on this soil of Texas.\nAnd\nwe are here from all sections of the country rejoicing with them in the\ncommon possession.\nI want to read to you the letter that William Barrett Travis sent out\nfrom the Alamo Mission when his little band of 182 Texans were surrounded by the Mexican army of rapidly increasing thousands.\nIt seems to me that we would be unworthy of ourselves if we did not\nhave read to us this morning this great historic American document.\nThere were 182 Texans, one of them Dave Crockett, another one Travis\nthe commander, within the walls of the Alamo Mission at San Antonio,\nsurrounded by the Mexican army, increasing in size, and ‘Travis wrote this\n\nletter:\n\n"}
{"page": 800, "printed_page": null, "text": "796\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nTo the People of Texas and to All Americans in the World, Fellow Citizens and\nCompatriots: I am besieged by a thousand or more of the Mexicans under Santa\n\nI have sustained a continuous bombardment and cannonade for twentyAna.\nThe enemy has demanded a surrender at\nfour hours and have not lost a man.\nI\ndiscretion, otherwise the garrison is to be put to the sword if the fort is taken.\nhave answered the demand with a cannon shot and our flag still proudly waves\nfrom the walls. I shall never surrender or retreat.\nI call to you in the name of liberty, of patriotism, and everything dear to the\nThe enemy is receivAmerican character te come to our aid with all dispatch.\ning reinforcements daily and will no doubt increase to three or four thousand: in\n\nfour or five days,\nIf this call is neglected, I am determined to sustain myself as long as possible\nand die like a soldier who never forgets what is due to his own honor and to\nthat of his country. Victory or death,\n\nI referred, I think, on Monday to the fact that from the ruins of the\nold Alamo in front of the capital at Austin, before it was burned in 1881,\nthere stood a monument and on it these immortal words: “Thermopylae\nhad her messenger of defeat, the Alamo had none. For every man of them\ndied refusing to surrender, but the cause for which they died lives.” “Today Texas and America rejoice in the independence of this great state that\nnow is a part of our nation.\n\nI have special pleasure in calling attention to this, for in the great\nWorld War there was enacted the same kind of heroism, and one of the\ngreatest heroes that came out of that war was a representative of the south,\nand I have brought him to the platform with me, today, Alvin York.\nInto the jaws of death rode the Six Hundred, and some of them remained and some came back, but Alvin York went into the jaws of death\nand he came out unwounded, and I would not mistake the great privilege\nwhich I covet of introducing him to this audience, but [ am to give the\nprivilege of doing that to a representative of this great state who has been\nthe Commander of the American Legion, and I am to ask Alvin Owsley\nto introduce to this gathering Alvin York.\nAlvin Owsley, Former Commander, American Legion—These are stirring days for the city of Dallas; they are impressive moments in the history\nof this nation. With the convening of the National Education Association,\non ‘the patriotic soil of ‘Texas in the hour of our celebration of our independence, you have invoked the eyes of the state, the eyes of the nation\nupon you, and in the city of Dallas you have builded the shrine of education, good citizenship, patriotism, and spiritual uplift.\nYou will recall that after the Battle of Marathon was fought, and the\nliberty of Greece was made sure, all of the generals spoke each of himself as the first man of honor, but the whole of them declared that Miltiades\nwas second. When the centuries rolled by and men were called in the\nname of liberty, of independence and of truth, when the mightiest conflict\nthe world had ever had to look upon had been finished, when the count\nwas made known to the world, all of the nations said, ‘“We have soldiers\n\nwho have taken second place, but the United States of America has the\n\n"}
{"page": 801, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n797\n\nson who has first place in war, in peace and in the hearts of the world.” «I\npresent him to you, patriot, teacher, citizen, Sergeant Alvin York, the\ngreatest hero of the greatest war of mankind.\nAlvin York—I was glad to hear the name of David Crockett spoken\nbecause that made me think of home. Perhaps this audience doesn’t know\nthat David Crockett and my grandfather were squirrel hunters together.\nAnd perhaps the audience didn’t know that the school that I am so interested in and the boys and girls I am trying to educate are in the same\ncounty and adjoining the county of David Crockett’s old home.\nDavid\nCrockett has a namesake in Fentress County, in the county he lived in, and\nhe has six or egiht of his descendants of the Crockett family in that\ncounty.\nThis morning I am going to say to you in the beginning that I know, or\nperhaps I think I know what you want to hear. Most everywhere I go I\nam requested to say something about the war or my war experience, and\nthat I have refrained from doing in many instances, and the reason is because we boys who had the experience don’t like to talk about the struggles\nof war.\nThis morning I have been asked by two or three different persons to give\njust a little bit about my war experience. But in the short period I have\nto talk and the other things I want to tell you, I can’t give you very much.\nI will give you this much: I will begin telling you about the morning that\na detachment of seventeen men were sent out to silence the machine guns,\nafter heavy loss had come to our company and our division.\nI happened\nto be one of those men sent out to silence the machine guns, who were sent\nin deadly fire into the front lines. We were sent around a little hill to open\nfire, as the orders said, on the flag of the enemy, and instead of stopping on\ntop of the hill we went back of the hill into a hollow which put us behind\nthe support line of the German troops, something like three-quarters of a\nmile from the American line back into the German territory. We didn’t\nknow we were behind the support line of the Germans and neither did the\nGermans know we were there.\nWhen we woke up to the fact that we had got behind the support line\nof the German troops, we realized immediately that we had something to\ndo or we would never be taken out of there alive. So we immediately\nopened fire from the rear on the support line and began to command the\nmajor in charge of the machine gun battalion to surrender his men. And\nhe immediately called fire from a line of machine guns which contained\nthirty-five machine guns on the hillside just above us, between us and the\nAmerican line. They opened fire and unfortunately killed or wounded all\nthe men that were in front of them but the one that stands before you\ntoday.\nAfter a severe battle of some little time I succeeded in getting hold of\n\nthe German major and gave a command to him like this: “If you don’t\nsurrender your men I will kill you first and then all the men you have.”\n\n"}
{"page": 802, "printed_page": null, "text": "798\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe German major said to me, “If you won’t kill any more men I will\nhave them surrender.”\nHe blew a little whistle and the men began to surrender. We had something like ninety prisoners in that hollow and back on the hill the guns were\nWe had yet the front line to go\nyet firing into the American troops.\nthrough with this mass of prisoners. I called to see if there were any more\nAmerican boys not killed or wounded.\nThere happened to be five of the\nboys to the extreme right who were not in front or not facing the machine\nguns who had not been shot. Those boys came when I commanded them to\ncome, and we marched these Germans in a column of twos up into the rear\nof the front line of machine guns that were firing into the American troops,\nand we got through thera in the same way we got the first group, by command and a 45 Colt at the back of the German’s head demanding that the\nofficer surrender or he be the first to die. So he surrendered the front line,\nand we went back into the American lines with 132 prisoners.\nI am not traveling about over the country just sightseeing or to tell war\nstories, but I am very much interested in America and in America’s children. The section of the country for which I am giving my time and my\nlife, and working for the educaton of mountain boys and girls is a section\nof the purest Anglo-Saxon American blood that I know of anywhere.\nIn\nthis section are the descendants of the old Revolutionary soldiers of years\nago. ‘They don’t know what foreign language means in this section, and\nthere isn’t a colored man in the section for which I am working. ‘They are\nall whites, they are the descendants, as I say, of the old Revolutionary\nsoldiers of years ago. ‘These boys and girls are back in the styx, so we\ncall it, in the mountain sections, and it has been estimated that about 219\ncounties are included in the mountainous sections of four different states.\nAlong the Tennessee and Kentucky line in the heart of the Cumberlands\nis a section where, according to the books, one-third of the population of\nboys and girls, American boys and girls, from six to sixteen cannot read\n\nand write. And in there is a typical bunch of mountaineers, bright-eyed\nboys and girls who are at the present time, many of them, barefooted; the\nparents are poor back in those hills; they haven’t the clothing to go to\nschool, many of them, and they haven’t the schools they should have.\nEver since my return from the war, since I was discharged from the army,\nI have been giving my time and my life to try to educate those boys\nand girls.\nI say many times that there are so many of our people throughout\nAmerica who don’t know our own country.\nI heard a superintendent\none time, who had been a superintendent of a county, make a speech, and\nhe said there were no barefoot boys and girls in that county, they all\nhad good clothing, and they were up to the standard of the average\ncounty in his state. At that time I knew that my wife and I had been\nfurnishing clothing to beautiful little girls ten and twelve and thirteen\nyears of age to go to Sunday school and school, and I knew that this\n\n"}
{"page": 803, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n799\n\nsuperintendent didn’t know what he was talking about.\nI will tell\nyou why. ‘The superintendent of the schools doesn’t visit the homes.\nI\nthink the teachers that are here will bear with me in that the superintendent doesn’t go back in the styx and in the rough and visit the homes.\nThey visit the school ;they see what is in school, they know what they are .\n\ndoing most of the time in school and part of the time they don’t, but back\nin the homes of the poor people on the mountainsides, in the log cabins,\nBack in those humble homes is where °\nyou never find the superintendent.\nthe boys and girls are needing help, back in those isolated parts is where\nwe need to go and bring those intelligent boys and girls to the front\nand give them an education.\nI have in my county at the present a temporary quarters which can\naccommodate only eighty students in high school. This past year I have\n’ turned down more than 150 applications of poor boys and girls who have\nregistered to the eighth grade from the elementary school and have applied\nfor a high school education.\n;\nMy mission in going over the country, ladies and gentlemen, is interesting the American people in those American boys and girls in the mountains, and I am trying to raise sufficient funds in my traveling to enable me\nto complete a building which is now under construction that will accommodate 400 boys and girls in that section and enable them to go to high\nschool next year.\nWe have a little pamphlet that I would to God every man here and\nevery woman here could get, so that you could see a picture of a boy\non this pamphlet, a real live boy living today and see what a bright\neyed, intelligent boy he is. “Though the knee of his pants is out and\nhe is barefooted, he is a sensible, an intelligent bright-eyed boy. His great\ngrandfather came down from Michigan as a captain in the cavalry in\nour great war.\n‘That is the kind of boy he is. He is up there in those\nhills, one of those poor boys who has had no chance for education; he\nhas had no opportunity, but he is seeking that opportunity at the present\ntime.\nIf I can be lucky enough to succeed in putting up the building\nwhich is now under construction which will cost about $125,000 to complete, and equip, I can take care of this boy along with hundreds of\nother boys this coming year instead of taking care of eighty.\nI want to say in conclusion that I wish that every lady and gentleman\nhere who is interested in education and who is interested in a spiritual education, could make a trip up into the section where I live and see that\nwonderful country, which I think is the greatest country in the world,\nunless it is Texas.\nI have some great pioneer friends who have come to Texas, who\nSo\nhelped to make Texas, and they were Houston and David Crockett.\n\nI have a great love for Texas.\nI want to say in closing that those boys and girls up there will wel‘There is a good car road now.\ncome you any time you want to come.\n\n"}
{"page": 804, "printed_page": null, "text": "800\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nWe have had a very hard time getting highways there but we have succeeded in getting a good highway at last. Any time that you come to this\nsection you will be welcome, and at any time that you can’t come and you\nwant to write us a letter and ask us about our institution, we will be glad\nto answer you and send you pamphlets or literature showing you what, we\nare doing, and telling you how we are getting along. Just address your\nletter to Alvin C. York, or to the Alvin C. York Industrial Institute at\nJamestown, Tennessee.\n\nSPIRITUALIZING\n\nTHE\n\nFACTS\n\nM. G. CLARK, SUPERINTENDENT OF SCHOOLS, SIOUX CITY, IOWA\nA great game of football was in progress. The score was a tie. The ~\nhome team had the ball on the one yard line and one minute to play.\n-Football histery for their college must be made.\n“The home fans, as a\nman, were all on their feet, shouting encouragement in football unison,\n‘We want a touchdown.”\nWhen high above the shout, a childish treble\nvoice piped out, “Daddy, I want peanuts.”\nAll over this broad land of ours, the educational game is on. With a\ngreat deal of enthusiasm various advocates of educational “isms” each believing its chosen eleven to be within the yard limit of the ultimate goal\nof educational practice, are standing and encouraging their team with their\n“ism” yells, “We want silent reading.”\n‘We want scientific spelling.”\n“We want diagnostic tests.” ‘We want the establishment of fact-norms.”\nThen altogether they rise upon their educational feet and unite in a great\nshout, ‘““We want the teaching and the testing and the diagnosis and the\nmastery of facts, facts, facts.”\nBut over and above the roar of this mass of educators, there comes\nback to listening ears the high childish treble of our young people—‘“We\nwant emotions—we want kicks—we want thrills—we want a life over\nand above the prosaic statement and mastery of facts—we want something\nthat shall motivate our activities and give direction to our energies. We\nwant life—we want life energized, life worthwhile, life that shall give to\nus an opportunity to mobilize our emotions and set free our energies upon\nsome worthwhile quest.’\nThe most splendid group of young people the world has ever seen are\nto be found today within our public schools.\nOnly effeminate men and\ndisappointed, aged maidens, are crying hopelessly that America is retrograding in its young human product.\nThe young people of today are beautiful in their physique; the flush\nof health is in their faces and their eyes. ‘They are splendid in their\nmentality and they are delightful in their poise and spiritual character.\nLike the youth of previous ages, however, they must take the world\nas they find it and through the experiences which it offers today, they\n\n"}
{"page": 805, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n801\n\nmust seek that life-balance which, if found, will give to them the poise of\nfine living, or, if not found, will leave them unorganized, disgruntled, and\nunsatisfied.\nOur social and economic world does not offer, in its present organization, those constructive and natural emotions that the earlier periods of\nthe world’s development presented.\nThe thrills of the days of discovery are\npast. “The emotions of the pioneer and the dangers of the hunt and of\nIndian warfare are over.\nThe spiritualizing problems of the days of\nconstructive patriotism, the days of Washington, of Hamilton, of Lincoln,\nare gone.\n‘The great emotions that possessed the heart of the nation\nduring the war and the years following the war are no longer felt. Our\nyoung people are left to seek for themselves as best as they can, for those\nemotional reactions which rightfully belong to them.\nSince they cannot find these thrills in their social or economic environment, or in some great patriotic call, they are naturally reaching out into\nevery avenue to find a substitute.\nWhat blame to them, if, finding nothing more worthwhile, they get their “kick” as they call it, out of jazz\nmusic, sensual dances, “petting” parties, emotional extravaganzas, and even\n“hip pocket” stimulants?\nSuch emotional reactions do not necessarily\nspell immorality, but rather do they indicate that within the normal hearts\nof our children there resides a great human desire for an emotional reaction\nthat the home life, the social environment and the education curriculum do\nnot furnish.\nA great question before us as educators, then, is—what\n\ncan our schools\n\nprovide to foster a constructive emotional life? How can the curriculum\nbe revised to give to our boys and girls a thrill that is both satisfying and\nuplifting? How can we blaze a path that shall lead to emotions as con\nstructive as those formally provided\n\nfor the pioneer?\n\nWhat\n\ncan we\n\ndo\n\nto bring them the “kick” that is found in conquering a kingdom of thought\nand reasoning?\nHow can constructive emotions be provided that shall fill\nand thrill and throb as did those of the days of chivalry, the days of disHow can we\ncovery, the days of conquest and the days of the pioneer?\n\nput to work the emotions of our children so as to give them the normal\npleasures of youth and yet train and hold them for the daily grind of\ncontinued days of service—the normal human life—and yet a life that shall\nprove satisfying because of the thrill of its significance?\nThe recent suicide of a dozen or more college students, is crying to the\neducators of America, “Life has nothing to offer us; we have experienced\nall its thrills; nothing is left; let us pass on.”\nHow can we stop this “burning out” of the lives of our eighteen year\nolds? What answer can we give to their cry?\nWe have taught facts; we have produced a generation of young people\nwho are encyclopedic in their knowledges, but we have not spiritualized\nOur young\nthose facts. We have not suggested their deeper meanings.\nlife itself.\nof\nsignificance\nreal\nthe\npeople have missed the everlasting values,\n\n"}
{"page": 806, "printed_page": null, "text": "802\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n0\n\nnn\n\nret\n\nOur facts stand organized into encyclopedic mind knowledges, ready to\nanswer at any moment the diagnostic test, but facts merely, as facts, do\nnot give significance, idealisms, and values to life.\nOur schools lack atmosphere—that intangible something that leads the\nchild to seek those eternal verities that function in ideals, that spiritualize\nthinking, that motivate actions and that ennoble life. Our college suicides\nhave failed to grasp, through the mere mastery of facts, that no life is\nsufficiently long to exhaust the worthwhileness of living. We need in our\neducational scheme a no less mastery of facts, but we need greater wisdom\nin teaching the spiritual significance of facts.\nBy spiritual significance we refer neither to the usual religious concept\nof the term nor to the ordinary idea of moral training.\nWe mean rather that deeper significance of fact-values, which, when\nput into action, gives us vision, understanding and guidance in our attempts to solve our daily problems.\nOut of a great wealth of educational material, the following values are\nselected for discussion in the belief that they need a more careful spiritual\nemphasis in our schools.\nThey constitute values that can well challenge\nthe best thought of our curriculum committees.\n“They are: The integration or spiritualizing of the community; the love of law; the idea of citizenship; the new significance of work and culture; and our service for the\n\nnext generation.\nThe atmosphere of our public schools should be that of a spiritualized\ncommunity.\nThe most significant social movement of recent years is to\nbe found in the growth of our civic clubs. ‘The Rotary club, the Kiwanis\nclub and other civic clubs are training their members to listen together,\nto think together, to discuss together, and to act independently but in\ncommunity harmony.\n‘Their membership is trained toward the establishment of a functioning community mind.\n‘They are trained to lay aside\nprejudices, to discard intolerances, and to do community teamwork.\nThe public school will never fulfill its function in our American democratic experiment, until it shall cause to sink deep into the hearts and minds\nof its pupils, the great democratic principle, “Thou shalt love thy neighbor.”\n‘There can be no democracy where this principle is not applied.\nOur schools are magnifying individualism. We magnify it in type of our\nrecitation; we magnify it in our system of marking and grading; we\nmagnify it in the methods of our classroom.\nMany are magnifying it\nthrough some form of individual teaching. These statements do not imply\nthat we need to minimize individual development. We would emphasize,\nrather, that we need to magnify to the individual the community he is\neducated to serve.\nThe front pages of our newspapers are filled with the history of individualistic wrecks; wrecks that sought individual supreme happiness at\nthe expense of their fellows.\n‘The welfare of a community depends upon\nthe desire and the effort of the individuals of that community to think and\nto act for the community good.\n\n"}
{"page": 807, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n803\n\nThe subordination of the individual to the good of the community is\nbut one-half the story. The joy of a community in the victories of its\nindividual members, however humble may be their station, are values that\nneed to be taught and practiced in every schoolroom.\nEvery classroom\nis a potential community, dependent upon the work of its individual members and the individuals of such a community will soon learn that the\nworthwhileness of their work is to be found in the larger communitygood.\nHere is where the public schools may do much to correct the personal liberty idea of the bootlegger and of his bootlegging patron. The\ntwo college-trained criminals of Chicago, of semi-recent notoriety, had\nnever learned the lesson of service to others. “They had no communityservice sense.\n“Their overdeveloped individualism demanded service, but\nnever sought to render it to others.\nTeamwork upon a football field is significant, but it is far more significant in a classroom, a community, a city, a state, or a nation.\nA half\nday’s visit in any school will reveal whether it possesses or whether it\nlacks the spiritual reaction of community teamwork.\nThe love of law is basic to the welfare of a community. We often hear\nit said, ““We need to inculcate a greater respect for law.”” We need, rather,\nto spiritualize law; to get so fundamental an understanding of law that\nit will take possession of our emotions and we will affirm that we love\nlaw. Nothing more fundamental can enter the training of the emotional\nlife of the child.\nUpon the love of law all lasting happiness depends.\nThis is a world of law and law is a manifestation of supreme love. Our\nvery being came into existence through law.\nOur physical growth and\nhealth are dependent upon law. So, too, our mental growth and spiritual\nlife are dependent upon law. Our food, the air we breathe, the water we\ndrink, come to us by law. ‘The sunshine of our day and the starlight\nof our rest-time, are manifestations of the infinite love that created the law\nof day and night. Every beat of our heart is a throb of law.\nLet us teach our children that law never punishes. Law always blesses.\nThe observance of law brings happiness; the non-observance of law brings\ncalamity.\nCalamity is nqt a punishment, it is the natural result of a\nfailure to maintain the harmony of laws.\nWhat a wonderful opportunity for the teacher of mathematics, who\ndaily teaches mathematical law, to spiritualize his facts! What a responsibility rests upon every science teacher to teach, with the details of\nscientific law, the deeper spiritual significance of all law! What a wonderful vision can be kept before the pupils of the history community, as\nthey relive the problems of the past centuries, and discover that the\ncauses for the cataclysms of people and of nations have been that they\nloved not the law but chose deliberately the paths of destruction.\nWhat shall we in America’s schools do about America’s problems—the\nrising tide of the criminal class—the non-observance of laws—the carelessness with which we toss back and forth our contempt for the laws of\n\n"}
{"page": 808, "printed_page": null, "text": "804\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nsociety? There is a tendency to a softness, not only in our courts, but\nalso in the discipline of our schools, that breeds a contempt of law rather\nthan a love of law. We cannot profess a love of law unless we acknowledge the justice with which its non-observance brings disorganization and\nLet us, likewise, insist that the non-observance of the ‘statutes\nsorrow.\nof our country, made and provided for the happiness of the individuals of\nthe community and the citizens of the nation, will bring us inevitably, some\njust calamity.\nThis offers to the teacher a great opportunity for spiritualizing her\nteaching facts. Perhaps no opportunity is oftener neglected. It is to be\nhoped that our curriculum committees may help us to establish through\nour schools a greater love for law.\nThe facts of citizenship need likewise to be spiritualized.\nThe spiritualized school-community will regard citizenship as its greatest community\nasset.\nThe spiritualization of citizenship includes at least four ideas:\nThe right of citizenship; the privilege of citizenship; the duty of citizenship; the love of citizenship.\nIn spiritualizing citizenship the history teacher will not fail to connote\nall that is included in the word “rights.” “The reliving, the rethinking,\nthe dramatization of the problems of early history, cannot fail to cause\nthe heart to warm and the emotional bleod to flow with greater rapidity.\nFor centuries, mankind had been struggling against mights and powers. A\nnew world was discovered, pioneered and wrested from those same powers,\nthat the rights of individual citizenship might be established and maintained for all future generations.\nThe right of citizenship is a sacred\nthing, dear to the heart of every American.\nWithout it mankind becomes\na peasantry, degraded, pauperized in body and soul; with it, mankind\nhas been dignified, purified, and ennobled and has created a new government of service for its citizens.\nLet us so teach and spiritualize citizenship that every child will thrill\nas he stands, uncovered, and proclaims to his fellows: “I am a citizen of\nno mean country—America—a great nation among all the nations of the\nworld! I have the rights of an American citizenship.”\nThe American public school has no greater function than to teach\nAmerican boys and girls that the right of citizenship is too sacred to be\nlightly forgotten or left to decay from disuse.\nThe privilege of citizenship is a far more sacred thing than the right of citizenship.\nThe test\nof American citizenship is not in the loud-mouthed bragging of rights;\nit is found, rather, in the pride and the alacrity with which we put this\ngreat prerogative, this American privilege, to daily use.\n\"Too often we\nrelegate this great privilege to our fellows. We are often too busy to be\nAmericans for an hour or a day.\nIt. should never again be said that\nless than 25 percent of American voters determine by their ballots who\nshall be the president of so great a people.\n\n"}
{"page": 809, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n805\n\nElection days should be great gala-days, emotionalized as days of service\nfor America.\n‘Thus, also, jury service proves our American peerage—\nthe privilege of American equality. On such days, and in such services,\nwe commemorate the sacrifice and sanctify the blood of all generations\nthat has been shed to guarantee our rights and our privileges.\nBut citizenship is something more than a right for which we would lay\ndown our lives, if necessary.\nIt is something more than a privilege that\npoints our high distinction as American citizens—we must teach that it is\na duty. Every loyal citizen of America holds himself ready for defensive\nservice at his country’s call. Such service, even to the sacrifice of life, is\nglorious. Every loyal American citizen holds himself ready, also, to perform the less applauded peace duties of citizenship, however sordid they\nmay appear and in whatever form such duty may call. To cast one’s vote\nis more than a right or a privilege—it is a duty. To serve upon a jury\nis more than a privilege—it is also a duty. To pay one’s taxes in the support of one’s government is a right, a privilege and also a duty. To neglect\nany of these duties should be held before our children as we held before\nthem the slackers in time of war.\nBut, above all, let us teach our children that citizenship in a country is\nsynonymous with love of country.\nLove of country is that emotional\nspirit that day by day seeks, because of love, the peace, the welfare, the\nhealth, and the prosperity of our nation.\nIt is love of country that subordinates self to the larger national good,\nthe happiness of all people.\nAmerica is an experiment in a new sort of national life. It has created\na new national standard.\nA survey of Europe and the older nationalities,\nreveals that the binding cord of their nationality is blood-kinship. France\nis French blood; Spain is Spanish blood; Norway is Norwegian blood;\nGermany is German blood; England is English blood; Japan is Japanese\nblood ;—but America is all bloods.\nWhat then constitutes the American\nnation?\nIt is not blood-kinship, but rather the kinship of ideals, the\nkinship of established rights.\nWhat is the binding cord of America’s\nnationality?\nIt is not her constitution, not her courts, not her wealth, but\nit is the heart service, the love of each American citizen for those ideals\n\nwhich he regards as more sacred than his own life or even the lives of his\nfamily. American citizenship is a citizenship of love.\nI name as my fourth and fifth values, the spiritualization of work and\nI name these together because they have so often been disof cultures.\nsociated as though they were essentially antagonistic values.\nIn our past thinking, labor has been too much thought of as uncultured.\nThe so-called educated group has too often associated labor with the\ncrudities of life. Labor has been regarded as unlettered and uncultured.\nThe democratization of education which has taken place during the past\nfifteen years is significant. It is significant in that it tends to bridge the\n\ngulf that has so long existed between labor on the one hand and education\n\n"}
{"page": 810, "printed_page": null, "text": "806\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nand culture on the other. We are rapidly becoming a nation of schooled\npeople. ‘The high school is taking the place formerly occupied by the\nIn\neighth grade. It is now a part of the “common” school education.\nanother decade the junior college will have become the new high school,\n‘Thus,\nand we will probably be discussing a 6-4-4 plan of organization.\nto all classes of people—laborer, artisan, clerk and whomso, is coming\nthis general education that makes common the cultures and that will ultimately enlarge our common understanding of life values.\nThere are certain spiritualized elements, however, that must go hand\nin hand with this growth in knowledge.\nAmong them is our love and\nrespect for work. Labor must be dignified and established as the peer of\nthe intellectual and the cultural occupations.\nLabor can no longer be\nregarded, as the crude occupation of necessity; the occupation of the\nuneducated.\nIt is being deliberately chosen by many of the educated\nand cultured. It already has been admitted to the halls of higher education. It will soon be found within the salons of culture.\nOur child labor laws have accomplished much for the social betterment of the child, but like all good things, the full significance of which\nwas not seen in the period of initiation, these laws have not been without\ntheir dangers.\nIn the new social order that has come as the result of\nthese laws and as a concomitant economic result, we have nothing at\npresent to take the place of the home chores of a generation ago.\nIf labor is to be spiritualized, then every child must develop within\nhis heart a love and respect for labor. Every child ought to have some\nduty to perform for the good of others. Let us emphasize the good. He\nshould have some real work that keeps him in touch, also, with the world’s\ngreat problems of necessity.\nHe should know from earliest years that\nthere are problems of necessity.\nDrudgery, work that breaks spirit and\nbreaks backs, will, of course, be excluded from the child’s curriculum, but\nthe spiritual value of work should be kept before every child through\nsome actual work participation. I am not speaking of Boy Scout activities.\nScouting\n\nis not work.\n\nI am\n\nspeaking,\n\nrather,\n\nof the direct\n\nassociation\n\nof youth with the economics of the world—the world’s production. How\nto accomplish this is one of the education problems of our generation, but\nwe may be certain it can and will be done. Its solution will spiritualize\nlabor and secure for it its proper place, in the social, economic, and cultural\nworld.\n;\nOn the other hand, cultures can no longer be regarded as the birth-\n\nright of wealth and leisure. The future of the American democracy has\nno place for the aristocracy of culture.\nCultures must contribute to the\nhappiness and welfare of cottage and of cabin.\nCulture must dignify\nlabor and make work attractive.\nRemarkable progress has already been\ntaken toward this end. The advent of the telephone, the automobile and\nhard roads, of the phonograph and radio, are already bringing culture\n\nto the more humble homes.\n\nWe can well believe that the days of a still\n\n"}
{"page": 811, "printed_page": null, "text": "Lue DepartrMENT\n\nOF SUPERINTENDENCE\n\n807\n\ngreater democratization of culture has just begun. The labor of America\nis already tasting its joys and its privileges.\nIt is a mooted question\nwhether,\n\nin the next\n\ndecade,\n\ncultures\n\nand an\n\nunderstanding\n\nof culture,\n\nwill not be found enshrined within the humble homes, with their longer\nhours of leisure and removal from the intoxications of urban turmoil,\nrather than in the more pretentious homes of wealth and of social dissipations.\nThe schools have their part to perform in this program.\nWithin the\nclassrooms are to be found, side by side, every type of American human.\nThe public schools are annihilating caste. It is for the schools to implant\nin the hearts of young America a respect, a love and a participation in the\nlabors of the world.\nIt is for the schools to enshrine within those same\nhearts a love for the beauties of life, the secrets of human happiness that\nonly music and art and nature and literature can impart.\nThis will\ndo much toward the spiritualization of labor and of culture.\nFinally, may I recommend that our schools assure our young people,\n“That the world is still at its morn.”\n‘There is a real danger that our\nchildren shall take it for granted through our teaching that the work\nof the world is finished, completed, that no challenge remains for their\nspirits to answer.\nWe need to get the message to them that the world\nhas but entered the kindergarten of human progress; that we have as\nyet but touched the shores of the great continents of human activity and\nthat their valleys of scientific and economic progress have yet to be explored and their mountain peaks of literature, art, music and philosophy\nhave yet to be scaled.\nHumanity has spent the most of its time attempting to live. It has come\nup through centuries of human quarreling; it has given much of its attention to human jealousies, to the establishment of means of defense and\noffense, to the building of false economic barriers between individuals\nand between nations.\nAs yet, it has had but little time and but little\ninclination to make real investigations into the earth’s resources, physical,\nmental and spiritual.\nThe great scientific mines of the world’s untold\nwealth await discovery and development.\n‘The best and the greatest in\nall human progress is before us.\nThe world flings a challenge to the\nvirility, the mentality, the spiritual insight of the youth of today.\nLet\nthe message ring out throughout our elementary schools, our junior\nschools, our high schools, our colleges and our universities, “The world\ntoday has need of you—what will you do for its betterment?\nUnborn\ngenerations of a million years are calling to you. What inheritance will\nyou leave them?”\nLet us tell our young people that only the elementary laws of science\nhave been discovered. What discovery shall we add? ‘The fundamentals\nof economic production, distribution and consumption remain yet to be\nThe\nWho will write them?\nwritten by some great world economist.\ngreat economic problems are becoming more and more intricate. What\n\n"}
{"page": 812, "printed_page": null, "text": "808\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nnew economic source of power; what new source of heat and light; what\nnew and greater method for the production of foods; what more economic\nand hygienic methods for consumption shall be discovered and made plain\nfor the children that are yet to be? What new applications of the principle, “Thou shalt love thy neighbor” may be worked out and applied\nto the physical, the economic and social world? How may new cooperative\nideals of life be made to enrich all humanity, individually, nationally and\ninternationally?\nHow may communities and states rid themselves of\ntheir present social incubus and breed a new generation that shall take\npossession of the earth—men and women, who, like the ideals of the\nAncient Greeks, shall rival the gods of Olympus?\nHow may manhood\nbe standardized as manhood, and how may womanhood be made to maintain its old ideals of regenerating purity and at the same time not lose\nits present freedoms and sex equalities?\nHow may nations become helpful neighbors rather than jealous, envious and antagonistic aggregations\nof armed enemies?\nI have but touched the hem of the garment of the subject assigned me.\nIts solution can come only through years of study and of school reorganization.\nOur rewritten curriculum will, of course, continue to deal with\nfacts, it will continue to teach facts, it will always provide ways for the\n\nmastery of facts. But some time in the future the keystone to the arch of\nour educational building will be found, not in mere facts, but in the\nspiritualization of those facts. At some time in the future our schools\nwill cease to be satisfied with testing for the encyclopaedic mind and\nwill seek, over and above all else, for those minds that are trained to function in the service of their neighbors, their community, their state, their\nnation and their world.\nFellow administrators—the great task of democratizing humanity is\nstill before us.\n)\n\nWHAT CAN RIGHTFULLY BE EXPECTED OF 4 PROGRAM\nOF CHARACTER GUIDANCE IN THE HIGH SCHOOL\nSUPPLEMENTING THAT OF THE CLASSROOM?\nTHYRSA\n\nW.\n\nAMOS,\n\nDEAN\n\nOF WOMEN,\n\nUNIVERSITY\n\nPITTSBURGH,\n\nPA.\n\nOF\n\nPITTSBURGH\n\nHow may we best teach the great host of young girls in our high\nschools “to do good for good is good to do”?\nHow may they know it,\nfeel it, and be assured of it? ‘There is no group so inspiring, so spontaneous, so responsive.\nHow arouse in them a desire to apply skill and\ntaste in making their own lives beautiful?\nHow show that of the “art\nof living the material is every man’s life?” How stimulate them to right\nuse of this material? This is a problem which challenges educators today\nas never before.\n\n"}
{"page": 813, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n809\n\nNineteen twenty-seven is not an accident. Conditions of today, whether\ngood or bad, are the sequences of one hundred fifty years of the preachment and practice of the social theory of liberty, fraternity, and equality.\nIn this period America has fought at least three wars for this ideal, thus\ndramatically fixing it upon the group and upon the individual.\nAt the\nsame time America has grown phenomenally in population, in wealth,\nin multiple opportunities for self and group expression, in scientific discovery, in new interpretations of religion, in invention, and in popular\neducation.\nAnd liberty has come to be interpreted among all too many\nas lack of restraint; equality, as lessening of social esteem; fraternity,\nas an expression of familiarity. As a consequence of the emphasis on the\ntheory and the loose construction given it, the age-old social controls of\nfear, hope of reward and social esteem, upon which the agencies of society\nhave relied for discipline, have broken down.\nYet little note has been\ntaken of this phenomenon.\nAnd today the situation alarms us. The task\nnow is to “set new guards for future security.”\nThough we have made great advance in scientific inquiry and knowledge,\nwe have somehow failed to make that knowledge useful and creative to\nthe individual in shaping her own life. Of what value, for instance, is\na verbose acquaintance with heredity unless the girl realizes how heredity\nhas shaped her, unless she seeks in perpetuating herself to do more than\nphysically reproduce her kind?\nShe must desire to add something to\nhuman excellence by expressing in her own life the ideals of that excellence.\nOr of what worth are debates upon environment unless the individual\nstudent knows how much environment has made or marred her individually and is awakened to the power that she personally possesses to change\nthe environment without and the environment within herself? She must\nknow that in herself heredity presents the possibilities of activity and that\nenvironment lays down the choices in which those possibilities may express\nthemselves.\nIn the past ages society has depended chiefly upon the ideals\nof religion and philosophy to stimulate good conduct.\n“Today we can\nadd to these the actual facts and ideals of science which, if rightly applied,\nwill make life a glorious quest. When the student learns this, she knows\nthat freedom is not a gift from heaven, but a state which man himself\ncreates.\nShe knows through actual experience that it is the power to\ncheck “‘instinctive and nonrational acts by intellectual and rational stimuli\nand to regulate behavior in the light of past experience.”\n(Conklin) She\nlearns that in the acquisition of this power she has trained her will. But\nunless she feels right about an action, however socially correct it may\nbe, it is not a true choice; it is merely a conformity. The emotions must\nbe trained also. If to right knowledge and the will to right choice, she\ncan add enjoyment of the power to repress negative conduct, she possesses\ntrue freedom, the only freedom by which she can make her life beautiful.\nHow can we give such a concept of freedom to the young high school\nLet us look at her. Is it fair for us to expect her to\ngirl of today?\n\n"}
{"page": 814, "printed_page": null, "text": "810\n\nNatTionAL\n\nEpucATION\n\nASSOCIATION\n\nshow the traite of character which only hard work, struggle and their\nconsequent chastening can bring to the individual when the home, the\n\nchurch and the school do all they can to make life easy for her. Curricula\nare so loosely constructed that she can evade hard or distasteful study and\nyet be graduated with honors; in the home her mother does all the hard\nwork to save her from soiled hands or stooped shoulders; and at church\nshe is more often entertained than challenged as to the deep meaning of\nlife. Her critics say that she needs mothering.\n‘That she has had. She\nneeds also inspirational leadership, leadership which will reveal the purpose back of life and inspire in her a wish to be a medium of its finest\nexpression.\nHave we any right to look for a highly developed sense of\nresponsibility when students pass from one teacher to another every hour\nin the day with objectives constantly changing like will-o’-the-wisps, and\nemphases varying in proportion to the segments into which her life is\ndivided?\nHer teachers too often have little interest in anything save\ntransmitting facts of their special studies. “They assume little responsibility\nfor character guidance or for emphasis on the wholeness of life. As a\nresult the high school girl is almost as confused as the little nine year\nold boy who was being introduced to the platoon system. All at sea, he\nsaid to his mother, “Why is everything different all of the time?”\nOr\nhow can she have a vision of fine womanhood, pride in her sex, or right\nideas of woman’s place, power and work unless her imagination be stirred\nto see it? Where is there even a home economics department which puts\nas much emphasis on this as on the making of a salad, the sewing of a\nseam, or the hanging of a drapery? If we want the young high school\ngirl to make artistic use of the material of her own life, to practice all\nthose virtues the sum of which is character, she must be provided with\nwise leaders to help her to see life steadily and see it whole and to find\nopportunities to practice the art of living.\nShe must be trained to be\na better mother, a better teacher than she herself has had if democratic\nideals are to persist.\nGoethe says that character is formed in the stream of the world.\nHow is the stream of her high school world making for character?\nAs\na rule the high school has a six hour working day. Of this time perhaps\ntwo and a half hours represents the maximum time in classroom instruction. In general the remaining three and a half hours are spent in supervised study, in study halls, in sports, or in other student activities. The\nattitude of educators toward this time is of vital importance.\nHigh\nschools must either make this time count educationally or they must\nrelease students to some other social agency to use it constructively.\nHow\nmuch loose thinking, how many careless habits, how much laziness, how\nmuch bad conduct, how much ignorance, how much failure can be traced\nto the wrong use of what is actually the greater part of the high school\nstudent’s working day? The nursery school methods of most supervised\nstudy, the deliberate murder of time in many study halls, the use of all\ntoo many clubs and societies for purely social entertainment, and other\n\n"}
{"page": 815, "printed_page": null, "text": "Tue\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n811\n\ndawdling, purposeless activity, cannot make strong characters, nor form\nbeautiful pattern habits. However defective the general curriculum for\nhigh schools may be deemed at the present time, so far as formal content\nis concerned, it cannot possibly present more challenging problems than that\nof the curriculum for the non-formal instruction time. ‘This period must\n\nbe made fruitful\nstrong character.\n\nfor intelligent thinking, for right conduct, and for\nAnd it can be made so if the extra-classroom life is\n\ndefinitely organized for social and character education with an administrative head and a staff of assistants to direct its curriculum.\nIn most high schools the direction of this life is placed upon academic\nteachers already carrying a full teaching program in the classroom. ‘They\nfeel obliged to take on the additional responsibility for various reasons.\nThe so-called popular teacher who plays up to student flattery and attention takes it on for vanity’s sake or as a barrage to classroom inefficiency.\nThe teacher who is a good saleswoman sees in club activities a chance\nof promotion or advance in salary.\nOld teachers who have outlived\ntheir classroom usefulness all too frequently take charge of the various\nhigh school clubs or student government associations because school boards\nand principals do not wish to retire them before pension day arrives. And\nthen a great number of fine teachers see educational value in the extraclassroom life and are willing to sacrifice their own health and leisure to\nassume leadership in it. Such chance or incidental direction of the extraclassroom life often causes petty jealousies among the members of the\nfaculty, detracts from the dignity of the extra-classroom program, and\ncertainly in many high schools does far more harm than good. ‘There is\nno greater evidence that the results in character of our present general\nsystem of high school education are unsatisfactory than the eagerness with\nwhich it is being discussed today. However conscious superintendents and\nprincipals may be of the educational values latent in this life; however\nwell outlined, however comprehensive the program to secure these values,\nunless a strong administrator puts it into effect, checks its progress, and is\nresponsible for its results, the entire current of the high school stream of\nlife is weakened.\nAnd so there should be in every high school a department charged with\nthe direction of the extra-classroom life of the school.\nOnly so can the\nschool hope to make the whole high school life a unit and the extra-classroom life significant. At the head of such a department for girls should\nbe a dean of girls. In authority and salary she should be an associate\nprincipal, but in name distinctly different. Dean of girls is a fortunate\nIt is administrative without suggesting participation in the duties\ntitle.\nIt is inclusive, implying larger duties than counsellor,\nprincipal.\nthe\nof\nadviser or social director, and dignified, honoring both the person who\nbears it and the program of activities it fosters.\nHowever significant the title, unless the woman who bears it possesses\na charming personality, a fine character and a trained mind, very little\n\ncan be accomplished.\n\nLeadership is indispensable, as is also poise and a\n\n"}
{"page": 816, "printed_page": null, "text": "812\n\nNatTIioNAL\n\nEpucaTION\n\nASSOCIATION\n\nAnd no less necessary is an ability to think and tu\nsense of humor.\nteach in terms of the wholeness of life, for a true dean of women is a\nShe must be grounded in philosophy, in sociology, in\ngreat teacher.\nbiology and in psychology so that their underlying principles are active\nShe\nforces in her own life, not topics for drawing room conversation.\nown\nher\nfeeds\nwhich\ninfinite,\nthe\nwith\ntouch\nsome\nmust have religion,\nShe must love life because she has made\nspirit and makes it contagious.\nlife love her, must reverence human life, must understand all that is\nmeant by human excellency. She must be willing to lay down her life in\ninfinite sacrifices of time, energy and rewards that youth may find the\nabundant life.\nSuch a woman knows the value of special training for the profession\nof dean of girls. This training includes successful teaching, special study\nand experience with extra-classroom life, courses which train for the\nwork of deans, and, if possible apprenticeship under a successful dean. A\npart of her training in psychology should include special courses in personnel methods. It is essential that the dean of girls command the highest\nadmiration and respect, and this can be done only when she is worthy\nof it. Failure to see the educational import of the extra-classroom life\nor ignorance of the qualifications for deans of girls has lead some high\nschool principals to appoint to this position and designate as deans, women\nwho are no more than matrons in public buildings, or at best practical\nnurses.\nThe girls and the public soon realize that, however fine these\nwomen are as persons, they are not administrators nor leaders, and\nrespond accordingly.\nIn other instances principals have appointed finely\ntrained women as deans, but have expected them to carry out single-handed\na program that calls for many assistants.\nWhat principal of a high school\nwould undertake alone the administration of the academic program of\nthe school?\nWhy expect a dean of girls to do her task without equipment\nor assistants?\nOr how many principals pay from their own salary the\nsalary of a stenographer as a successful dean in a well-known high school\nis now doing? How many principals or superintendents would be willing\nto have a peripatetic ofice?\nHow many men would do all the work of\na principal and be happy without the title and salary of principal?\nThe office of a dean of girls is of the greatest importance.\nIt adds\nat once permanancy to the position, increased dignity and authority to the\ndean herself, and importance to the extra-classroom life for girls. Around\nit are built up the finest associations, and through it the girls get a\nvision of solidarity or purposiveness in the life of women.\nIf this office\nis beautiful, if it is hospitable, if it is an appropriate setting for a true\ndean, from it will radiate'the most beautiful life. Every dean of girls\nmust have a secretary and as many assistants as is necessary to carry out\nthe program for the extra-curricular life.» This will depend upon the number of girls in the school and the breadth of the program necessary in the\nparticular high school. ‘The training, personality, culture and character\n\n"}
{"page": 817, "printed_page": null, "text": "‘THe DEPARTMENT\n\nOF SUPERINTENDENCE\n\n813\n\nof these assistants must be that of the finest teachers, and they should\nbe paid accordingly, for are they not as truly teachers as those who teach\ngeometry or English?\n“The dean ought in addition to her executive\nduties and public contacts, be her own chief personnel worker.\nHer\ntraining, her common sense and her experience of life should make her\nthe one to have the closest contact with the individual girl. This is\nof the utmost importance because the dean personally must give many\njudgments upon the girls, the accuracy and fairness of which may make\nor mar a girl’s whole life. Assistants can carry out the program for\nstudent activities, vocational guidance, student employment, social affairs,\nassemblies, social registration, discussion groups, and can do so with great\ninitiative, self-reliance and effectiveness.\nIn the organization of her department the dean of girls must keep\nclearly in mind the values she wishes to foster.\nHer great objective is\ncharacter and social guidance.\nShe wants also to give unity, stability,\nand constancy to the extra-classroom life not only through her own program, but also by coordinating all the high school interests of the girls.\nIf in addition to her own departmental meetings, the dean of girls meets\nregularly with those who have charge of any other work with the girls\nin the high school and makes clear her ideals and shows her desire to\ncooperate and increase the worth of all these interests, she will not only\nstrengthen her own program, but truly enrich and unify the whole high\nschool life of the girls. Such cooperation will safeguard overlapping of\neffort, the introduction of fads, eliminate many prejudices and jealousies\nand build up a stimulating atmosphere.\n“The department of the dean\nof girls, for instance, can be a strong stimulus to scholarship.\nIt often\ncan emphasize learning much more naturally than the classroom teachers\nsince the student is apt to consider the classroom emphasis more or less\nperfunctory. The dean of girls also can establish a significant relationship\nto the community.\nShe can represent to them the total interest of the girl\nas a teacher of Latin or history could not be expected to do. Her department can make studies of community environment and show its elevating\nor deteriorating effects upon character.\nHow many high school principals\nhave made studies of the character education qualities of all moving\npicture shows in the community in a given period and have worked with\ncommunity and managers of picture shows for their improvement!\nOr\nwhat studies have been made of beauty shops, candy kitchens or cheap\nrestaurants in the vicinity of the high school to see what effect these have\nupon the social and economic ideals of girls? Such studies are a part of\na dean of girls’ responsibility, are a part of her teaching.\nIt is not possible to discuss in any detail the specific kinds of work that\ncome in a department of a dean of girls for the problems are innumerable.\nThree outstanding aspects, however, may be mentioned because of their\ngreat educational value—experiments in fellowship, personal adjustments\nEach furnishes rich opportunity to carry out the\nand inspiration-stimuli.\n\n"}
{"page": 818, "printed_page": null, "text": "814\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nchallenge of Aristotle: “Make the virtues knowledges,” which ought to\nbe the basic principle for all extra-classroom life.\nThere is no more interesting fact in the life of 1927 than that men must\nlive together intimately.\nSince this is so, is it not exceedingly important\nthat girls have training for such living? ‘There is no better place to give\nthis training than in the extra-curricular activities because these activities\nIf they are to be valuable experiments in\nare natural and spontaneous.\ngroup living and to train for character, they must be carefully, though unobtrusively, guided. The very nature of extracurricular activities affords\nrich opportunity for the most natural expressions of imagination, initiative,\njudgment, executive ability, and gives adequate play to the spirit of\nfreedom so essential to true growth.\nIn making a club or student government organization a success the need for honor, cooperation, unselfishness, courage, leadership and loyalty becomes so apparent that it furnishes the most effective stimulus for their practice.\nIf at the same time\nthe student is helped to see steadily the purpose of the organization, to\nmaintain a high standard of performance, and to insure sincere enjoyment\nAnother\nin it, then the practice of the virtues makes them knowledges.\ndelightful thing in this part of the high school life is that youth learns\nthe value and joy of fellowship with maturity.\nAll too frequently students miss the joys of companionship with high-minded, gifted teachers\nand are thus deprived of one of the surest influences for beautiful character.\nJust as the student club can be made to be a true experiment in fellowship and at the same time to give pure enjoyment, so can the dance, tea\nor party have a larger meaning for the student than temporary amusement and recreation.\nShe must see in them an opportunity to show her\nappreciation of people, not a chance to display herself or her property.\nIt she realizes that she is honoring others, she has made active in her\nlife the true meaning of social esteem.\nShe sees then that good manners\nare not superficial adornments, but fundamental to fellowship.\nShe sees\nin ceremony and ritual a deeper purpose than pageant display. She begins\nto sense what the Oriental has so long emphasized, that character is the\nbinding law of life. Joinville, the French Chronicler of Louis IX and\nhis Crusades, tells how a strange woman appeared in the midst of the crusades one day.\nIn her right hand she carried a porringer of fire; in\nher left, a pitcher of water. With the one she proposed to burn paradise;\nwith the other to quench the fires of hell. Then, she said, man will be\ngood not for the joy of the reward of the one, nor from fear of the other.\nThe young women of today, like that mediaeval visionary, must learn to\ndo good for good is good to do.\nAnother important aspect of the work of a dean of girls is that of\nhelping the average individual to rid herself of certain habit or personality\nhandicaps.\nHere the initiative and responsibility rest chiefly upon the\ndean and her staff. The individual cannot see herself as others see her.\nShe must depend upon the correction of the group or some member of the\ngroup for guidance.\nThis is one of the obviously neglected phases in\n\n"}
{"page": 819, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n815\n\ncharacter education in the high school.\nOne sees the brilliant girl unpopular and missing opportunities for leadership because of cockiness or\noverconfidence which express themselves in tactless procedure, in intolerance, in thoughtless honor grabbing.\nHow rarely is this student given\nguidance? Or take the supersensitive, self-pitying, egotistical, shy, snobbish, forward, ubiquitous or sullen girls.\nHow often are they sympathetically shown methods for improvement, for establishing a right\n‘Today we pride ourselves\nattitude of mind or right emotional tone?\non having psychiatrists for the markedly abnormal, but how much greater\nthe responsibility to help the average, normal individual. Everyone has to\nsome degree negative aspects of character or personality. If the high school\nis training students for academic honors, should it not also train for\nhonors in personality and character?\nHow to awaken, quicken, or create in girls an impulse to make the most\nartistic use of the material of their lives is a third important phase of the\nwork of a dean of girls. Here the responsibility must be shared mutually\nby the girls and their dean.\n‘Theirs is the task of creating the spirit\nthat kindleth.\nThis can be done in many ways.\nPride in her sex can\nbe aroused by bringing before her in a series of talks the story of\nwoman’s contribution to culture.\nAll young girls need to know the\nstruggle and the price paid for the freedom in life which they richly\nenjoy.\nContact with women of achievement in their own community,\ntalks by women of national or international repute make profound impressions upon character and stimulate emulation.\nAssemblies for girls\nshould be a regular part of each year’s program, and each one should\ndeepen a girl’s consciousnessof woman’s place and power in society. If\nin addition there are voluntary discussion groups in which the girls can\nevaluate the present taste and skill used in their own living, the sources\nof inspiration are multiplied. Another great influence is found in beautiful\ntraditions.\nEvery dean of girls should foster such annual occasions as\nformal induction of freshman girls into high school life, recognition of\ngirls having high scholarship, pageants showing activities open to women,\ninstallation ceremonies for student officers, coronation of a senior queen and\nother events where the beauty of ritual and ceremony can create fine\nemotional tone.\nIf there is added the inspiration of praise when and\nwhere praise is due, both the girls and the dean will answer their own\nprayers.\nHowever great the need for this type of inspiration, there is a greater,\na more fundamental one. “The modern girl needs God.\nStarved spiritually, she needs\n\na religion\n\nthat\n\nin 1927\n\nwill give not\n\nonly peace\n\nand\n\nserenity, but confidence and power.\nIf she considers church attendance,\nritual and creeds old-fashioned, she must be challenged to test personally\nwhether “kinship between God and men be true.” What is citizenship\nin the universe? How exercised? What is life for? What does she wish\nfrom it? What give to it? If a dean of girls, herself knowing the\n\n"}
{"page": 820, "printed_page": null, "text": "816\n\nNatIoNAL\n\nEpucCATION ASSOCIATION\n\nkinship of God, can make those whom she teaches see that they seek life\n“where it is not and neglect to seek it where it is,’’ she will reveal the\nreal law of liberty. Every high school should have a meditation room\nwhere comfortable chairs, soft lights, beautiful pictures, lovely books,\nall summon the girl to think on the meaning of life. Here is the greatest\nincentive to noble conduct and fine character.\nNo matter how well developed or how adequate the direction of the\nlife of the girls, the finest results cannot be assured unless the atmosphere\nWhat the air is to the living\nof the school as a whole is uplifting.\nMan\ncrganism, the atmosphere of environment is to the spirit.\nbreathes it in as he does the air and takes on its quality. He cannot free\nBeauty is such\nhimself wholly from the influence of his surroundings.\na compelling influence that conduct seeks to harmonize itself with it, and\ndeference for things and gentleness of manner follow.\nAnd yet how\ndull, drab, and unsocial are many of our high school buildings.\nWhat\ninspiration is there in long, narrow, dark corridors, the walls of the\nin\nschoolrooms covered with unsightly blackboards, the chairs arranged\nstiff rows reminding one of a penal institution?\nIt is as if no one had\nthought of education as a socializing, beautifying, glorifying experience or\nadventure. One cannot estimate the result in increased regard for studies,\nfor instance, if classrooms were adorned, livable rooms with perhaps a\nfire place, an easy chair for the teacher, and furniture, hangings and\ndecorations in harmony with the subject taught.\nOr take high school\ncafeterias. How can we hope to teach girls the importance and charm of\nlovely manners when the school itself fosters boisterousness, clatter of\nIt is said that the\ndishes, nauseating odors, and bread line conduct?\ngreat social test today is the manner of partaking of food. How well are\nthe high schools today helping young people to meet that test? To strive\nfor beautiful atmosphere is no little portion of the work of a dean of girls.\nBeautiful environment, joyous fellowship in activities, inspirational guidance in personal problems and in spiritual and social ideals, right concepts\nof freedom, all these will develop a loyalty which is worthy of the name\nschool spirit. Devotion to high school ideals concretely expressed creates\na school spirit which has no need of brass bands to put it into action,\nfor cheer leaders to excite to absurd emotional expression, nor for state\ncontests to keep it alive. It is the moving current in the stream of the\nhigh school world, preserving true freedom and at the same time providing\na social control far stronger and more effective than fear and hope of\nreward have ever been. When high school girls have made it their own\nthey can answer with Antoninus.\nWhen asked, “What is thy art?” he\nreplied, “To be good.’\nAnd they can meet the challenge of Epictetus,\none of the noblest teachers of all times.\n“The works of God,” he said, “are endowed with motion, breath, powers\nof use and judgment.\nBeing then the work of such an artist will you\ndishonor him, especially when he hath not only formed you but given your\nguardianship to yourself?\nWill you not only be forgetful of this, but\n\n"}
{"page": 821, "printed_page": null, "text": "THe\n\nDeparTMENT\n\nOF SUPERINTENDENCE\n\n817\n\nmoreover, dishonor the trust?\nIf God had committed some orphan to\nyour charge would you have been thus careless of him? He has delivered\nyourself to your care and says, ‘I had no one fitter to be trusted than\nyou, preserve this person for me, such as he is by nature—modest, faithful,\nnoble, unterrified, dispassionate, tranquil.\nAnd_ will you not preserve\nhisa 22°\n\nHEALTH\nD. J. KELLY, SUPERINTENDENT\n\nEDUCATION\nOF SCHOOLS, BINGHAMTON, N. Y.\n\nA new day has dawned in the educational world. As evidence, many in\nsincerity and pride point to finer school buildings, an enriched curriculum\nand better trained teachers.\nOthers, in narrowness and perversity, criticize\nor condemn our newer educational program because of increased financial\nexpenditures due to more costly buildings, superfluous activities, and higher\nsalaried teachers.\nTo a third and more discerning group, it has been\ngiven to see that we are at last recognizing the real object of our educational\nthought and effort, the one designated by the Great Teacher himself when\nHe “‘took a little child and placed him in their midst.”\nEither through\ndivine intervertion or an expanded human intelligence, we whose only reason for professional existence is the child, are beginning to appreciate our\nfundamental obligation and to give him his rightful place in the sun.\nThe child himself is now the central figure in a clarified vision with a\nbroadened horizon and an improved perspective.\nWe can no longer be\nsatisfied to sit by in smug complacency, giving our children only a perfunctory drill in simplified mental gymnastics.\nWe have discovered that our\ntask is to train not the mind alone, but the man; and the man, not for himself alone, but for society.\nIn this great and divine undertaking of guiding\nthe child through a happy, healthy childhood into a worthy adult citizenship we should be sustained by the intelligent support and cooperation of the\nhome, the church, and the community—all established and ordained to\nshare with us the responsibility of this high endeavor.\nOur concern for this day, however, lies only in our own immediate\nfield—the school. In these schools which we claim are instituted and conducted for all the children of all the people, the general aim is citizenship—\na composite of several fitnesses which enable the child to meet effectively\nthe problems of life. “These fitnesses or objectives have been stated variously by educators. , There is one point upon which all who have given the\nmatter intelligent study agree; that is, upon the outstanding position of\nhealth among these fundamental objectives. Not only does it in itself rank\nfirst and foremost, but it is the foundation for all other efficiencies.\nHaving accepted this broader view of educational responsibility, most\nprogressive school systems have organized some formation for working\ntoward the health goal. It is indeed encouraging to note that, throughout\nthe country, wide-awake communities are carrying on with greater or less\nsuccess one or more lines of school health work.\nCursory observation, then,\nmight lead us to view the situation with satisfaction that school people\n\n"}
{"page": 822, "printed_page": null, "text": "818\n\nNatTIONAL\n\nEpucatTion\n\nASSOCIATION\n\ngenerally have aroused themselves from their state of lethargy, and, falling\ninto line with progress, have adopted the new order of things leading to\nvital efficiency. While every progressive step is just cause for gratification,\na thoughtful investigation of the developments in the field of school health,\nbrings us no great degree of assurance that comprehensive, steady, day-byday, telling health education has become a definite, integral part of the\nschool curriculum.\nTo the contrary, the inadequate, ineffectual program\nindicates confusion as to purpose and results to be attained.\nThrough the untiring effort of zealous, far-seeing exponents of health\neducation, tremendous gains have been made since the war period in\nputting this important subject in its place. Having profited by their pioneer work, what must we, as school administrators, do to round out,\nstandardize, and unify the various health activities into a duly recognized\nand adequately supported subject in the curriculum of all public elementary\nand secondary schools?\nA first essential to this attainment is a correct conception of the meaning of health. To many persons, health means simply freedom from disease; to others it means athletic prowess; still others hold the development\nof a fine physical body a life purpose. “These interpretations which set up\nmediocre standards of health frequently determine the breadth and scope\nof the program developed. As a result, we frequently find the so called\n“health programs” consisting of only one or two of such activities as\n“medical inspection,” school athletics, or gymnastic exercises. While each\nof these has its place in a rounded program, and while each, effectively\nemployed in an educational way, should make a valuable contribution to\nindividual health, any one such activity, however worthy in itself, should\nbe considered by the school administrator as only a starting-point for the\ndevelopment of a balanced program.\nDr. Jesse F. Williams’ well-known definition of health as “the quality\nof life that renders the individual fit to live most and to serve best,” gives\nus the broader and truer concept of health as something more than the\nsmooth performance of any bodily function and as something more even\nthan physical well being.\nWhile we may credit physical health with\nbeing fundamental, we certainly must acknowledge the need of mental\nand social power. As Dr. Williams expresses it, the test of body and mind\nis the test of “meeting the crises of life in such a way that a distinct\nadvance has been made either for the individual or for society, or both,”\nand the ultimate criterion of bodily and mental health attainment is that\nof conduct.\nIf ability to live most and to serve best is health, what is health education? Surely not a perfunctory “medical inspection” with no follow-up\nand no individual health instruction; surely not the traditional type of\nstudy of physiology, and just as surely it is not the sole project of developing a pennant-winning athletic team—the “‘safe bet” for the local sporting\nfraternity.\n\n"}
{"page": 823, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n819\n\nNot all children are born into this world with the same physical and\nmental heritage. As the elf said to the giant, “I’m just as big for me as\nyou are for you.” What is perfection for one is not for another.\nIndividual differences are great but not frequently should they limit the proportionate accomplishment of children in their struggle toward the goal\nof health and service. The capable and conscientious school superintendent must believe that every child is entitled to his greatest possible opportunity for normal growth and development.\nBelieving this, he will act\naccording to the faith that is in him thereby subscribing to a mighty\nundertaking.\nHis way may be impeded by seemingly insurmountable\nobstacles and innumerable problems will need to be solved all along the\ncourse but these difficulties are impotent to deter him who contemplates\n“the child in their midst.”\nHealth education, then, is giving each child his rightful opportunity for\nnormal growth and development—physically, intellectually, morally, and\nsocially.\nIt will develop that quality of life which will fit him to live\nmost abundantly and to render his best service. It must play a big part in\nproducing within him the highest attributes of citizenship—vital, vocational, avocational, civic, and ethical.\nThe development of an educational program in health will necessarily\nbe strongly affected by the type of community to be served, every system\nseizing first upon those special activities which will meet the most immediate needs of its own children.\nIf the foundation is well laid and if\na practical organization is built up, any school health activity can no doubt\nbe used as a nucleus for a rounded health education procedure.\nWe\nshall not go into details here as to the development of a program nor of\nthe organization necessary for making it effective. We shall aim, however,\nto point out some of its requirements and suggest a few of the administra-\n\ntive obligations connected therewith.\nInasmuch as a large percent of children are hampered by physical defects, school health service is a logical starting point in the consideration of\nessentials.\nPhysical defects must be discovered and, as far as possible,\nremedied through the cooperation of phyicians, nurses, dentists, oral\nhygienists, teachers, parents, and children.\n‘he special staff of physicians\nand nurses, who should be employed by the department of education,\nwill not only through examination and follow-up see that a high percent\nof remediable defects are corrected each year, but it will promote such\npublic health measures as vaccination against smallpox, immunization\n“Through health instruction,\nagainst diphtheria, and goiter prevention.\ninspections, and exclusions, communicable disease will be reduced to the\nThe school system offering clinical service to indigent children,\nminimum.\ntaking care of minor ailments and giving first aid to school accident cases,\nwill prevent many serious physical ailments and will greatly increase regu‘The medical staff will also check up the sanitary\nlar school attendance.\nconditions of school plants and raake such recommendations regarding\nthem as will promote the welfare of the children.\n\n"}
{"page": 824, "printed_page": null, "text": "820\n\nNATIONAL\n\nEpucaTIon\n\nASSOCIATION\n\nAs a natural outgrowth of school health service, the unfortunate and\nRealizing that, while not all\nheretofore neglected child is discovered.\nchildren are created equal all are entitled to equal opportunity, administrators will adopt modified programs for special schools such as the\ncrippled children’s, open air, sight saving and others for the physically\ndefective as well as classes for the mentally subnormal and backward. ‘The\nwell-organized health education division with a fairly adequate medical\nstaff sets standards for admission to such groups, examines all children\nassigned to them frequently and gives them careful supervision.\n‘The\nspecially trained teachers of these classes are closely associated with the\nhealth education staff.\nThe frequent examination of teachers by the home or school physician,\nfollowed by individual conferences with school health specialists regarding their particular health problems, gives teachers a personal health consciousness leading not only to physical and emotional conservation on their\npart but to better instruction, happier children and far happier school\nadministrators.\nSchool health service does for the child what he cannot do for himself;\nit brings about the correction of defects which hinder his normal growth\nand development; it protects him against disease, infection, and accident;\nit recommends for him the special educational privileges suited to his needs;\nand it surrounds him with the hygienic conditions and wholesome atmosphere conducive to his best progress. All this prepares him for the growth\nwhich will come only through his own activity.\nThis brings us to the\npositive side of health education—positive health teaching. It is our business next to bring to every child the opportunity for those activities\nthrough which he can develop and round out in all those directions recognized as being necessary to complete, abundant living.\nWe must bring within reach of all children and lead every child to\nparticipate in, according to his own ability, those big muscle activities\nwhich are valuable for the growth and development, not only of the\nbody, but of the mind and of the character.\n“The school program of\nphysical education should include free play, games, athletics, gymnastics,\ndancing, swimming, hiking and other such activities which promote growth,\nteach wholesome habits of exercise and lay the foundation for an ability\nin adult life to enjoy and profit by physical recreation.\nIt seems well\nhere to note the recommendation of the Health Education Committee\nreporting in the Fourth Yearbook of the Department of Superintendence\nto the effect that schools should further recognize and include in their\nphysical program “general life activities such as gardening, farming, housekeeping, if they are big-muscle activities and if they are healthful and\neducative.”\nHealth instruction in the modern school is far removed from the traditional formal study of physiology.\n‘The new health teaching is teeming\nwith\n\nvitality.\n\n“Through\n\nlearning the reasons\n\nfor the practice of definite\n\n"}
{"page": 825, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n821\n\nhealth habits, that is, approved health behavior, the elementary school\nchild builds up a body of knowledge of personal hygiene, with special\nemphasis upon nutrition as being fundamental to normal growth and\ndevelopment.\nThrough the junior high school, instruction in hygiene\nand nutrition should be continued as a part of the regular school program.\nIn the senior high school, where personal and community health may be\ntaught through the basic subjects, behavior must still be the test of\nknowledge.\nThis outlines briefly what may be considered a practicable school health\nprogram up to the point where, at the close of the year’s work, many\nmillions of children are turned over entirely to the home and community\nenvironment.\nFor two months or more during the summer, school authorities to all appearances renounce their obligation to childhood. While every\nthinking person acknowledges the leisure hour the danger hour, it is the\ncommon practice for schools to let-go of the child at the very moment\nwhen, with an unusual amount of time at his own disposal, he particularly\nneeds the leadership and guidance which will enable him to form the habit\nof spending his leisure time profitably rather than detrimentally.\nIt is\ndistinctly a function of the school to see that the thousands of children all\nover the land who are left partially or wholly to their own devices as\nfar as recreation is concerned, are given, during the long vacation, opportunity for joyous, healthful self-activity under skilled leadership. Summer\nplaygrounds with a full program of handwork, story-telling, dramatics,\nfolk-dancing, athletics, music, and clubs have a legitimate claim to their\nquota in the public education budget. “Their organization and supervision\nmay well be placed with the administrative director of health education and\ntheir program should in part be an extension of the various “regular”\nactivities of the health education division.\nTo sum up, we find the rounded health program to consist of (1) school\nhealth service, this term being used to cover all corrective and preventive\nmedical and dental work and supervision of the hygiene of the school plant;\n(2) the organization and supervision of special health schools; (3) individual and class instruction in hygiene and nutrition; (4) physical education; (5) summer playground activities; (6) teachers’ health supervision ;\nand (7) last, but not least, definite provision for training the teacher in\nservice to do intelligent and practical health teaching.\nSome may note the omission of mental hygiene to which I have not given\na distinct place in this resume. ‘This phase of education is to so great an\nextent the product of all appropriate, well-adapted school interests that it\nseems better to include it as a part of the various factors of positive health\nteaching than to make it a separate sub-unit. While mentally abnormal\ncases must be given clinical psychiatric study and treatment, our program\nof mental hygiene in the elementary and secondary schools should certainly\nin the main be one of prophylaxis.\n\n"}
{"page": 826, "printed_page": null, "text": "NATIONAL\n\n822\n\nSS\n\nEpucATION ASSOCIATION\n\nEE\n\nEE\n\nCOME\n\nINTO\n\nTHE\n\nee\n\nGARDEN\n\nHELEN FIELD FISCHER, LANDSCAPE DESIGNER, SHENANDOAH,\n\nIOWA\n\nI want you to come with me this morning, down the pathway of dreams\nI will open the gate with the magic words of\nto your mother’s garden.\nMargaret Widdimer’s poem, ““Che Garden” :\nThere were many flowers in my mother’s garden,\nSword-leaved gladiolus, taller far than I,\nSticky-leaved petunias, pink and purple-flaring,\nVelvet-painted pansies smiling at the sky;\nScentless portulacas crowded down the borders,\nWhite and scarlet-petaled, satin-rose and gold,\nClustered sweet alyssum, lacy-white and scented,\nSprays of gray-green lavender to keep till you were\n\nold;\n\nIn my mother’s garden were green-leaved hiding places,\nNooks between the lilacs—oh, a pleasant place to play!\nStill my heart can hide there, still my eyes can dream it,\nThough\n\nthe long years\n\nlie between\n\nand\n\nI am\n\nfar away;\n\nWhen the world is hard now, when the city’s clanging\nTires my ears and tires my heart and dust lies everywhere,\nI can dream the peace still of the soft wind’s shining\n\nI can be a child still and hide my heart from care.\nLord, if still that garden blossoms in the sunlight\nGrant that children laugh there now amid its green and gold,\nGrant that little hearts still hide its memoried sweetness,\nLocking one bright dream away for light when they are old!\n\nWhy do these words stir our hearts so deeply? Because they refer to\na lost kingdom. Probably an oil filling station stands where your mother’s\ngarden once stood and the flowers that “crowded down her borders” are\nnow imprisoned in formal beds in public parks.\nEven mother’s ‘‘house\nplants” have been banished by the gas range.\nFew of our modern children will ever understand that poem, and we\nread it with hungry hearts, for we are sick of artificialities and dizzy\nwith the rapid changes of our marvelous age. We long for the real and\nthe elemental.\nWe want to rest our souls with something that does not change: the\nsimple flower types of the roadside and of our mother’s garden; the old\nfragrance of lilacs and of wild grape blossoms in June; the feeling of soft\ngarden soil in spring. For with all of these blessed elemental things comes\nthe feeling of relaxation and nerve ease, the feeling of being at home.\nAnd this is the kingdom that every child should inherit by divine right.\nBut we have stolen it from him. We have gone mad with excitement\nover the wonderful, new mechanical toys of our generation and we have\ninsisted that our children share our madness. We have stolen from them\nevery contact with the beautifully elemental and now we stand aghast if\nthey try to find their way back to the realities of life, through avenues\nthat are unbeautifully elemental.\nPublished\n\nin full in the May,\n\n1927, issue of Journal of the National\n\nEducation\n\nAssociation.\n\n"}
{"page": 827, "printed_page": null, "text": "THE DEPARTMENT OF SUPERINTENDENCE\nOe\neeee\ne\n\nFUNDAMENTAL\n\nPRINCIPLES\n\nJAMES\n\nL.\n\nHUGHES,\n\nOF\n\nMODERN\n\nTORONTO,\n\n823\n\nEDUCATION\n\nCANADA\n\nAll true education is modern. All the books on education ever written\nmight be burned except those written by six leaders: Froebel and Pestalozzi\nin Europe, and Henry Barnard, Horace Mann, William T. Harris, and\nSusan E. Blow, of the United States, and we would still have left all\nthat is regarded as vital by the leading educators of the twentieth century.\nAll these truly great independent revealers of new educational light were\ncontemporaries of mine, except Pestalozzi, who died twenty-one years\nbefore I came.\nPestalozzi and Froebel gave the world the transcendent\nmodern ideals in regard to the development of every element of power of\neach child in its physical, intellectual, and spiritual life. Barnard and\nMann gave the world all that is valued regarding the organization and\ndevelopment of free national educational systems, and the establishment\nof normal schools, and other training agencies to give teachers professional\nas well as academic training.\nHarris and Miss Blow were the supreme\ninterpreters of the real meaning of the philosophy of Pestalozzi and\nFroebel.\nI was the adopted son of Henry Barnard during the last ten years of\nhis long life. He wrote the first national school law ever written, when\nhe was twenty-six years old, and in doing so gave the greatest gift to the\nworld that America ever gave. He started the first national school in the\nworld, the first township association of teachers, the first county association, and the first state association.\nHe was the direct cause of the\nestablishment of a national school system in the first ten states of the\nUnited States to adopt them, and he was the first Commissioner of Education in the Untied States.\nModern education does not accept the opinion of a Greek gentleman\nwho said about two thousand years ago that “knowledge is power.” ‘The\nacceptance of that statement prevented the recognition of a true ideal of\nwhat education should really mean for nearly nineteen centuries.\nPestalozzi said the true educational aim should be the development of “power,\nskill, and character,” and he did not mean catechism character.\n‘The\nmain treatment of knowledge in the schools of the world until recently\nwas cramming it in to the memories of the pupils, and then pumping it\nout at examinations.\nModern education claims that knowledge should\nbe applied as it is revealed by teachers or discovered by the pupils themselves. Education meant through the long centuries memorizing facts\nand solving problems supplied by the teachers.\nModern leaders know that\nchildren should be problem finders, not merely problem solvers. Problem\nfinding is infinitely more productive in the development of vital minds\nthan problem solving. Every child who is not defective has natural power\nto be a problem finder,\nThe great fundamental law of modern education is that every child\nhas one power greater than any other power, and that the complete de-\n\n"}
{"page": 828, "printed_page": null, "text": "NATIONAL EpuCATION ASSOCIATION\n824\nee\nwe\n\nNo\nvelopment of that power must become the chief aim of all teachers.\nto\nhim\nmeant\nGod\nwhat\nhumanity\nchild can ever do for himself or for\nis\npower\ncentral\nThis\ndeveloped.\nbeen\nhas\npower\ndo, unless his special\nI regard selfhood as a word that more\ncommonly called individuality.\ndefinitely suggests the true meaning of the new ideal. It is the highest\nimage of God in each person. Each child in a class has a different element\n‘That element is his inof the universal power as his supreme power.\ndividuality or selfhood.\nThe kindling of a child’s special power must become the chief aim of\neducation. ‘Kindle’ should be the most important word in every teacher’s\nNo child can learn properly, unless he is interested in what\nvocabulary.\nhe is trying to learn, and he cannot be truly interested unless his highest\nAn illustration will make my meaning clearer\npower has been kindled.\nthan an hour’s reasoning could do. I received an appointment on the staff\nof the training department of the normal school of ‘Toronto on my twentyfirst birthday, sixty years ago. A pupil in my grade, the lowest primary, was\nMy predecessor told\nnine years old. He had been four years in the class.\nme he was a hopeless dunce, who could not learn anything.\nMen called\nchildren mean names sixty years ago. For six weeks I believed what my\npredecessor said. I had never had a lesson in drawing, but I soon decided\nthat the old-fashioned mechanical method of teaching drawing was of little\nuse in art, and of no use in developing original power in boys. I planned\nto develop boys instead of training them to copy pictures.\nI thought I\nI told my boys that I would\nwould try to teach the boys designing.\ncome at eight o’clock twice a week to give them a new kind of drawing.\nI had only one boy the first morning, and he was the dunce. The others\nHowever,\nI did not wonder.\nevidently were not interested in drawing.\nMy apparatus consisted\n1 called the shy boy to a front desk and began.\nof a thin board nine inches square on which I had drawn a small square\nat the center, four small tacks, and four small leaves.\nI fastened one of\nthe leaves at a corner of the little square, and said ‘Ed, can you take a\nleaf and a tack and fasten the leaf at the corner opposite to the one I fastened, with the same part turned to the corner, and at the same distance\ntrom the corner?” I never saw his face light up before, but he smiled and\nsaid, “I think so,” and did it well.\n“Now fasten the other leaves at the\nother corners.” He did, and saw he had made a balanced form of beauty.\nI said, “draw in your blank book what you have made.”\nI drew on the\nblackboard another element of design and asked him to put it at the center\nof each side of his first picture. He did it enthusiastically.\nI said, “Good\nboy, Ed, that is fine.”\nMy hand was lovingly on his shoulder when I\n\nspoke, and I believe I was the first man that ever put his hand decently\non his shoulder.\nWe made rapid progress till the end of the hour.\nOne\nounce of appreciation is worth a ton of-criticism in kindling a soul.\nI had, without planning to do so, kindled Ed at the center of his power.\nHe was a new boy. In two months he was the best boy in the class in\ndrawing, and in subiects related to it. He might have had the best teachers\n\n"}
{"page": 829, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n825\n\nof literature in the world trying to teach him literature to the present\ntime without being kindled. He was promoted with me as I was advanced\nfrom grade to grade. Within a year from the time he left school from\nthe highest grade he had a larger salary as a boy in an architect’s office\nthan I had as head of the only model school in Ontario. When the city\nof Toronto decided in 1899 to erect the finest city hall in America in a\ncity of the same population, all Canadian architects were invited to compete, and a strong committee of United States and Canadian architects\nwas appointed to select the finest design.\nMy dunce won the $5000 prize.\nHe ranks still as one of Canada’s great architects.\nModern education teaches that even in the same family, children are not\nalike in their selfhood.\nAll the children cannot be kindled by the same\nsubjects.\nEvery child should be free to develop his own selfhood by his\nown selfactivity.\nIn all operative work of school and home each child\nshould be independent. All may be instructed to produce the same article,\nbut in its construction and decoration, each child should be taught to be\noriginal. “The same subject should not be assigned for a test in composition or art. Each individual should choose his subject.\nBy far the most developing work of the schools is the operative work—\n. vot carried out by following detailed instructions from the teachers—but\nby following the original plans and ideals of pupils themselves.\n‘True,\nself-activity is the supreme process of human development.\nOnly a small\npercentage of teachers yet understand that a self-active child must receive\nhis own visions, and try to achieve them by his own plans.\nWhen the “learning” ideal absolutely dominated the school sixty years\nago a few who began to see more clearly gave the world the motto “Children learn by doing.” “The motto of modern thought is “Children grow by\ndoing intellectually and spiritually.” As a whole, ninety percent of school\ntime is set apart to knowledge storing and ten percent or less to develop-\n\ning the powers of the children. The time will come, when more than half\nthe school time will be given to operative processes that will be directed\nmainly by the child’s own mind.\n‘True education must be from within\nworking out not as conducted yet in most schools from without working in.\nModern education believes that the most important power of a child\nis its achieving power, because it is the only power that gives value to all\nthe other powers.\nThe first day a child creeps it manifests its three most\nproductive tendencies; the tendency to do, the tendency to make its own\nplans, and the tendency to achieve its own plans. Ninety-five percent of\n\ncivilized humanity had greater tendency to do, to plan, and to achieve,\nwhen they were a year old than they had when they left school. This\ndeplorable condition is the result of bad training in the homes and schools.\nBoth in the training they get, and the loss of the training they do not get,\nchildren are robbed of their basic powers, of their mentality, and their\nsoulhood.\nThe love of doing, planning, and achieving are the bases of all growth\ntowards the divine; and all progress made from barbarism to our partially\n\n"}
{"page": 830, "printed_page": null, "text": "826\n\nNATIONAL\n\nEpucaTION ASSOCIATION\n\ndeveloped civilization has been made by the few of each generation who\nrecognized great visions, planned their achievement, and achieved them.\nLet us contrast the old training with the new. ‘The chief words in the\nold training were don’t, stop, and quit, all negative. The new training\nis positive. The old training tried to stop badness; the new training tries\nto develop goodness.\n“Train a child in the way he should go,” is a favorite text all my lifetime,\nbut I never heard a preacher who recognized the profound philosophy of\nthese words. He and go are the vital words of this text. The text clearly\nsuggests that all children should be goers. God meant all children to be\ngoers and doers. The old training made them donters, and stoppers, and\nquitters. Men often write about the great importance of initiative, who\nall their lives have been preventing the development of initiative and\noriginality and achieving power of their pupils through all their teaching\nyears; not merely failing to develop these great natural powers, but absolutely destroying them so far as unwise negative training can destroy the\nelements of the child’s greatest powers.\nOne of the supreme powers of humanity is self-control.\nWhat does\nself-control mean even yet? It means power to keep away from evil. Our\nfinest book on child training takes as an example a man who used to be~\na drunkard, but now has such splendid self-control that although the\nsaloon is a great temptation, he can walk past it without going in. “True\nself-control is not keeping away from evil, I might keep away not only\nfrom the saloon, but from every form of evil and be no more use to God\nand humanity than if I had been a grasshopper.\nIf I have true self-control\nas required by modern thinkers, I have such control over my powers that\nI can achieve the purposes God expects me to achieve.\nKeeping away\nfrom evil is merely negative control and therefore it is weak and unproductive.\n‘\nWhat does responsibility mean in the minds of the great majority of the\npeople? I heard scores of sermons that taught me I was responsible for\nthe bad things I did. That is negative responsibilty without any real\nvitality. ‘The modern basis for teaching responsibility is, that I am responsible for the achievement of the good things that I have power to\nachieve.\nModern thought teaches that no man can truly represent God unless he\nhas strong faith in himself.\nThe old training taught even in the churches\nthat faith in myself was sinful. A favorite text was, “We are poor unworthy worms of the dust.” I never cared for wormy Christians, Marmion was sent by the King of England as ambassador to Scotland to settle\na matter that was causing trouble between the two countries.\nWhen an\nagreement was reached, Marmion and his troop were guests of the King\nof Scotland till he got into England, so he was sent to the border chieftain\nDouglas to be entertained.\nDouglas despised Marmion, but he received\nhim in his castle, and treated him courteously as the guest of his King.\n\n"}
{"page": 831, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n827\n\n»On the morning of his departure Marmion thanked Douglas as an English gentleman should and held out his hand to shake the hand of his host,\nbut Douglas drew back his hand and said:\nMy castles are my king's alone\nFrom turret to foundation-stone,\nThe hand of Douglas is his own,\n\nAnd\n\nnever\n\nshall in friendly grasp\n\nThe\n\nhand\n\nof such\n\nas Marmion\n\nclasp.\n\nThat would have daunted most men, but Marmion stood squarely up,\nand said, “I’m not here as Marmion, I am here as the representative of my\nKing,”\nHe who does England’s message here\nAlthough the meanest in her state\nMay well, proud Angus, be thy mate.\n\nWe are not here as individuals; we are here as representatives of our\nKing, and we have no right to mourn and call ourselves worms. God never _\npromised to do anything we ought to do.\nWhen the old trainers spoke of self-consciousness they meant only a\nconsciousness of weakness.\nModern education tries to make every child\nconscious of its best power.\n“That consciousness is the true basis of faith\nin themselves. “The most universal weakness of humanity is lack of faith\nin their own powers individually. ‘This lack of faith is the result of the\nnegative training of the past. One of the greatest aims of modern education is to develop a profound faith in each man and woman.\n\nFear has been through the ages the most blighting evil in the lives of\nchildren. ‘The tragedies of the past that stirred me most were the brutal\nfloggings of God’s little ones to fill their souls with fear. “The most dreadful result was not the pain, but the weakening of the characters of the\nchildren.\nFill the souls of the children with faith in themselves, not with\nfear. Coercion never kindled a soul, but it has dwarfed millions of millions.\nIt is a negative agency, and therefore evil. Modern education substitutes comradeship for coercion.\nEven God himself was used, and still is used to terrify children. The\nfrightful and blasphemous misrepresentations were until recently almost\nuniversal, and it was impossible with such negative training to grow up\nwith a true conception of God.\nAn eight-year-old boy in Boston was making more noise than his mother\nliked, so she said to him in the high falsetto voice, “God will be very angry\nwith you, if you make so much noise.”\nThe boy replied, ““O, well! He’s\nalways getting mad about something.”\nIrreverent! yes, but the boy was\nnot to blame for his irreverence.\nA Sunday school superintendent in Toronto and his little daughter ten\nyears old were on their way to the Sunday school one beautiful May afternoon.\n‘The flowers were blooming, the birds were singing, and the girl’s\n\nsoul overflowed with joy.\n\nShe said to her father, “Father, would not the\n\nworld be a nice place to live ‘in, if it were not for God and the policemen.”\n\n"}
{"page": 832, "printed_page": null, "text": "NatTIoNAL EDUCATION ASSOCIATION\n828\na\na a\na\nw\nce\nA little girl living near Toronto had an unmarried aunt, her mother’s\nsister. Her aunt was old enough to have been married years ago. There\nare two kinds of unmarried ladies of uncertain age. When you look at the\nWhen\nfirst kind you naturally say, “I wonder why she never married.”\nglad\njust\nare\nyou\nthat;\nof\nthink\nnever\nyou\nkind,\nother\nthe\nat\nyou look\nthat some man escaped. I said that once in Virginia, and after my lecture\nan old gentleman came to me and said: “‘I classify old maids as you do, but\nThe first kind I call ‘the Lord’s salt,’ and\nI describe them differently.\nthe second kind ‘the devil’s pepper.’””\nThe aunt of four-year-old Helen\nwas a D. P. auntie.\nShe said to Helen’s mother on Sunday morning,\n“You go with your husband to church, and I will take care of Helen.”\nHelen had begun to attend a kindergarten, and she began to sing one of\nthe character-developing songs she had learned. Her D. P. aunt was horrified to hear the happy child singing anything but hymns on the Sabbath\nday, so she said the most outrageous thing ever said to a child with a D. P.\nlook and tone, ‘““God won’t love you, if you do that.” Helen smiled and\nreplied, ‘““O, well, Moses will.” Even a D. P. auntie cannot darken all\nthe light in a sweet young soul.\nWhat a pity it is that for a thousand years unmarried D. P. aunties knew\nso much more about training children than their loving mothers did!\n\nTHE\nHENRY\n\nTURNER\n\nBOILING\n\nBAILEY,\n\nPOINT\n\nDIRECTOR,\n\nIN EDUCATION\n\nCLEVELAND\n\nSCHOOL\n\nOF ART,\n\nCLEVELAND\n\nOHIO\n\nI beg of you to think with me for a moment about a very common substance which we call water, because I believe it has a lesson for us all.\nIf we had known water only at a temperature below 32 degrees, we would\nhave known it as a solid, as ice, and I suppose there is very little difference\nin that solid, no matter how low the temperature goes, and very little\nchange in that solid no matter how. the temperature rises until you come\nto that critical point, 33 degrees. At 33 degrees a physical miracle occurs,\na miracle not predicted at all by the substance known to the human mind\nbelow that temperature. At 33 degrees the solid suddenly becomes liquid.\nNow that liquid which we call water remains a liquid, no matter how\nmuch the temperature rises, until it comes to another point in its history\n\nwhere a second miracle occurs, again a miracle of which nothing is pre.\ndicted in the history of water below that. You may raise the temperature\nto 100 degrees; you may raise it to 150 degrees, to 200 degrees, and it is\nstill water, but the moment you raise it above 212 the water disappears\nThe thing blows up and you have an invisible substance that we call steam.\nIce is useful. You can skate on it; you can have ice boats on it; you\ncan drive sleighs over it, or even automobiles over it. It is valuable to\npreserve things. Food will not degenerate quite so rapidly if it is kept on\nice. Ice is useful also to prevent germination. Things don’t grow very\nmuch when surrounded by ice. When you come to water you have a\n\n"}
{"page": 833, "printed_page": null, "text": "Tue\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n829\n\ngreater range of usefulness.\n‘This liquid is an accommodating substance.\nIt is usable for all sorts of purposes.\nIt is good for irrigation to make\nthings grow; it is good to bear loads of various kinds in transportation of\nvarious sort; it is good to dilute things that need to be diluted. It makes\npossible the beauty of a landscape.\nIt makes possible rainbows to glorify\nthe sky, to say nothing of the clouds. Water is a useful substance.\nBut there are those who would say that water is not so useful as steam.\nFor when you have this vapor of water, this invisible something that is hot,\nthat is of high potency, that causes explosions of power, you have the\ngreatest factor in the development of civilization up to the time that\nelectricity was introduced.\nIt is astonishingly powerful; there is no limit\nto what steam can do.\nNow, the reason I have called your attention to that is because of its\nrelation to education. When I began teaching I believed everything that\nI saw in books. I have outgrown that. I was led to believe that if we\nstart a child in the kindergarten and educate him properly, when he gets\ninto the primary school he will know more than he knew in the kinder\ngarten and if we educate him properly from grade to grade his ascent in\nefficiency is represented by an inclined plane that goes straight up, beginning\nin the kindergarten and going to the primary school and the grammar\nschool and the high school and the college and the university and that all\nthe time he is increasing in efficiency and in value to his fellows in the\nworld. I don’t believe that at all. I think that at first a child is illiterate.\nI think that illiteracy is a menace to civilization. You all believe it; I am\nsimply rehearsing what you already know.\nIlliteracy gives us stolid people in which no growth is possible, people\nwho are wonderfully well adapted to the preservation of old habits and\nwornout ideals and old theories and old traditions.\nIlliterate people will\npreserve those endlessly. But they are simiply passive. Illiterate people are\nthe ideal basis for all forms of imperialism to ride on, and we have no use\nin a democracy for illiterate people.\nThe first function of the school is to raise the temperature of children\nfrom the ice level of illiteracy to the fluid level of education, of literacy,\nbecause when children learn to read they have come into a new power. Old\nthings have passed away and all things have become new. One who teaches\na child to read works a miracle.\n‘Think of all the factors involved in\nbringing the gray matter of a new brain to'interpret crooked, black marks\non paper into shining thoughts that bring laughter and tears. “The day a\nchild learns to read, as I said, old things have passed away and all things\nhave become new. The ice age is doomed.\nSooner or later the desolating\nglaciers become the Mississippi and the St. Lawrence, forests and farms,\ntowns and parks, homes and gardens, books and pictures, music and poetry,\nand the peaceful prayers of thanksgiving to God, are possible.\nBut all that is not enough. If literacy is the objective in primary schools,\nNew subjects added to the\nliberty is the objective in secondary schools.\ncurriculum, more intensive training, specialists and what not, are but means\n\n"}
{"page": 834, "printed_page": null, "text": "830\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nand methods for raising the spiritual temperature to the boiling point, and\nare inefficient unless they do just that. All are the tests and standards of\nefficiency. All sliding scales and mid-year promotions are but convenient\ndevices for measuring the temperature of the water that is being heated.\nThey are all useless when the temperature passes the boiling point.\nWhat do they amount to in the presence of a liberated human spirit, a\nColumbus, an Elder Brewster, a Franklin, a Luther, a St. Gaudens, an\nEdison, a Burbank, a Henry Ford?\nWhat do you suppose all our tests\nwould amount to in measuring human spirits like those? To any other\nmortal spirit, no matter how humble, who has passed the boiling point,\nwho has steamed, who has kindled, as our good friend said this morning,\nwho has expanded, who has come to a realization of himself as a free,\nself-acting individual, created in the image of God, all those things amount\nto nothing in the presence of that miracle. It is no small task to volatilize\nthe common water of our democracy as it flows through our grammar and\nhigh school rooms, to say nothing of the lukewarm water that pours into\ncollege halls. The best equipment in the world, free textbooks and supplies,\nscientific methods, standardization, college degrees, university credits, cannot do it. Only teachers of flame with enthusiasm and love can do it.\nNow, how that is to be done, I am not going to give theories about. I\nam going to give you two or three illustrations which show that it can be\ndone.\nI knew years ago a little primary teacher in an ungraded school whose\nname was Carrie Leonard. I was visiting her school with the superintendent, William C. Bates, now passed on to his reward. As we were leaving,\none of the children came and spoke to Miss Leonard.\nShe turned to Superintendent Bates and said, “The children want to know if you can stay a\nlittle while to hear Frank McMenemy play his violin.”\nSuperintendent Bates smiled and said, ‘“‘Of course.”\nWe took our seats, and this little lame Irish boy limped down the aisle\nand went to a closet door.\n(Oh, how I remember that closet door in the\nfirst school I attended. It was the place where the teacher kept the things\nshe had stolen from us.) He went into that closet and came out with his\nviolin. He stood in front of us, tuned his violin, and then played as only a\nnative born musician can play.\nI watched the children, the way they\nsettled back into their seats and smiled and eyed the visitors. They knew\nwhat Frank would do to us, and when he finished we all applauded and I\nlooked at Superintendent Bates and there were tears in his eyes and he\nturned to the teacher and said, “That is wonderful!\ngenius in the school?”\n\nHave you any other\n\nThe teacher said, ‘““Mary, wouldn’t you like to sing for our visitors ?”\nMary arose and made a little curtsey and said, “I’d love to.”\n(We\nhad individual singing in the school I attended. We all took a part in it.)\nMary came out, stood before us without the slightest embarrassment and\nsang as a bird sings in the morning, marvelously.\nWhen she finished |\nsaid to the teacher, “Have you anybody else who practices the arts?”\n\n"}
{"page": 835, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n831\n\nShe said, “Louis, wouldn’t you like to draw for Mr. Bailey?” And this\nlittle French boy jumped up-and said “Sure,” and he grabbed a piece of\ncrayon and drew a prancing horse on the blackboard as full of life as\nanything I ever saw.\nThe teacher turned to me and said, ““Now you know why I always have\ngood marks in my drawing. I know how to teach, and Louis knows how\nto draw.\nI teach Louis the lesson and Louis demonstrates and all the\nchildren follow.”\nThe teacher said, “Jack, wouldn’t you like to tell these people a comic\nstory?” This little boy smiled and came forward and told that old story\nabout the bootblack in London who trained his dog to soil his feet in the\ngutter and then come out and soil the shoes of the passers-by to make\nbusiness for his master.\nHe told it capitally.\nBates turned to Miss Leonard and said behind his hand, ‘“‘What is\nPeter’s specialty?” Peter was one of these slim fellows who at fifteen was\nsix feet and an inch tall. You find those occasionally in school.\nMiss Leonard said, “Oh, Peter is our specialist in height. Peter, it is\ngetting a little warm here, would you open the window?”\n‘This boy began\nto go up, up, and reached the top of the window and pulled down the\nsash. ‘The teacher said, ‘The children\nare very proud of Peter; there is\nnothing in the room that he can’t reach.”\nThe superintendent said to Miss Leonard, “You have extraordinary\nchildren here.”\nShe made this remark that I have never forgotten: “Every pupil in my\n- room is a specialist.”\nI think I have time to tell you about the man I take off my hat to,\nStephen A. Snow. I had an awfully good time in school. You know, I\nhave enjoyed living tremendously from the first moment that I remember,\nand in the high school we had the best time ever.\nIt came along toward the end of the course and graduation approached.\nIt was the first graduation the school had ever had. And Mr. Snow announced one time that we were going to have the first graduation and were\ngoing to have a real one and he said, ‘“‘We are going to select a valedictorian,\nand we are going to have a salutatorian and we are going to have a historian,” and he went on and outlined this program for the graduation and\nI said to myself, ‘“Well, I guess I will be valedictorian.\nI don’t see any\nreason why I shouldn’t. I might as well buckle down and win that honor.”\nSo I studied a little harder and sure enough I went out and became\nvaledictorian.\nMr. Snow came to me and said, “I think the topic of the essay, the\noration you are to give in connection with the valedictory, had better be\n“The Influence of Steam in Civilization.”\nI began to read in the encyclopedia and I hunted up all the facts I could\nfind and I wrote my essay on “The Influence of Steam in Civilization.”\nFinally the time came for the rehearsal. I went onto the platform with\n\n"}
{"page": 836, "printed_page": null, "text": "832\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nmy other classmates seated down there in front and Mr. Snow, and I gave\nmy oration. I had committed it to memory perfectly and I felt very proud\nof myself. And as I came down off the platform Stephen Snow met me,\ntook my hand and looked me in the eye and said, “Henry, I expected some-\n\nthing better than that from you.”\nI couldn’t\nWell, I never was so surprised in my life or so humiliated.\nWhat\nforget it. It was with me day and night. “What did he mean?\ndid he mean?” I shall never forget how unhappy I was for the next week.\nI shall never forget the night when I couldn’t sleep for thinking of it. 1\nshall never forget ten o’clock that night when suddenly a whole new\nprogram for that oration came into my mind, something to be spoken, not to\nbe written, and I got up out of bed with my brother Fred lying there sound\nasleep and wrote until four o'clock in the morning. ‘That thing just poured\nout on the paper.\nAnd then I slept and when my mother called me by\nquoting poetry to me as she used to in the morning and I awoke and saw\nI lay in bed a moment and began that\nthe sun, I said, “Well, I wonder.”\nnew oration and I could say it straight through. It came so from my heart,\nso vitally out of me, that I knew it.\nI went to school that day. We were going to have a rehearsal that night.\nIt was Wednesday night, with graduation Friday.\nI said to Mr. Snow,\n“T have been thinking about what you said and I have a new oration.”\n“Why, it is too late.”\n“No,” I said, “I know the old one anyhow. Let’s just try the new one.”\nHe said, “Well, all right.”\nOh, I am not boasting, God forbid, but I shall never forget that moment\nwhen my classmates had their eyes fastened on me and Snow sat there with\nthe tears running down his face as I gave that oration, and when at last I\nwas through he rushed up on the platform and took both hands and said,\n‘Henry, thank God, you have come alive at last.”\nDon’t give them up. Hold on to the Jast minute the way Stephen Snow\ndid with me, because the most important thing you can do in the world is to\nraise all the material, all the water that runs through your mill, to the\nboiling point.\nHow are you going to do that? I think there is only one way and that\nis the way the Chinese potter did who threw himself into the furnace.\nThat is the only way.\nUnless you are alive, unless you are enthusiastic,\nunless you are a free spirit thinking for yourself and not running your\nschool according to the electric clock, there is no hope. But if you are free\nand active yourself, then there is some hope. Only a dynamic spirit begets\nfree dynamic spirits. The sine qua non of an efficient public school system\nis an efhcient public school teacher, that is all, a free spirit with a passion\nfor souls.\nOh, for a hundred thousand of them right now to develop in this generation the power necessary to beat our guns into farming tools, our monopolies\ninto profitsharing guilds, our rivalries into cooperative service, to destroy\n\n"}
{"page": 837, "printed_page": null, "text": "\\\n’\n\nTHE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n833\n\nour slums, beautify our cities, banish graft, clean up the newspapers, develop the moving picture in the right direction, Christianize our churches,\nbring in everlasting peace and the federation of the world.\nThe passive\nexcellencies of water can never achieve the greatest industrial results.\nNothing but the active high power of superheated steam can do it. Nothing\nbut a democracy of free spirits, dynamic and unafraid in self-forgetful\ncooperation for the common good, can realize the divinely inspired visions\nof humanity.\nOh, let’s not look at the wrong thing. Let’s not look at a penny so near\nthe eye that we can’t see the dollar over there; let’s not set our eyes on the\nthings that are temporal, including the sheets with all the tabulations, I. Q.,\nand all the rest.\nLet’s not forget that there is something beyond that,\ndeeper and finer and higher, and all go back to our great teacher, our\ngreat American teacher. Can rulers or tutors educate the semi-god whom\nwe await?\nHe must be musical, tremulous, impressional,\nAlive to gentle influence of landscape and of sky,\nAnd tender to the spirit touch of man’s or maiden’s eye.\nBut to his native center, fast shall the future fuse the past,\nAnd the world’s flowing face in his own mold recast.\n\nThat is Emerson’s marching order to us public school\nrealizing the ideal future of this democracy.\n\nAN\n\nUNDERSTANDING\nEMILY\n\nGRIFFITH,\n\nCITIZENSHIP\nEDUCATION\n\nPRINCIPAL,\n\nOPPORTUNITY\n\nteachers\n\nTHROUGH\nSCHOOL,\n\nDENVER,\n\nfor\n\nADULT\nCOLO.\n\nThe only excuse I have for being on a program of superintendents and\nprincipals would be that I have been having a big experience, friends, in the\nlast eleven years, and I do want to tell you about it, and I do want to go\nright into it just as fast as I can because twenty minutes is a short time to\ntalk of an experience of eleven years.\nEleven years ago we started in Denver, Colorado, a school. We said the\nfirst thing, ““We will: just have this school and there will be no entrance\nrequirements.” Aren’t you tickled over that? It seems to me that is quite\na prophecy, that we would have no entrance requirements, no one would\n‘There would be no such\never say, “Did you finish the eighth grade?”\nquestion. Why, I put my desk right at the very front door so that there\nwouldn’t be anybody that even looked hungry to come in that I wouldn’t\nYou\nlet in. I just thought one time of the story of Abraham Lincoln.\nknow he was sitting in the pew in church and a puzzled looking man came\nup the aisle, an old man (and you know there are so many puzzled\nlooking people who come into my school) and lots of people just let the old\nman go along and didn’t say very much to him, but Abraham Lincoln, the\nPresident at that time, walked down the aisle and touched the old fellow\nAnd that is what\non the elbow and said, “(Come in and sit with me.”\n\n"}
{"page": 838, "printed_page": null, "text": "f\n\n834\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nI am trying so hard to do with these thousands of people. Last year 9000\npuzzled people walked past me in the front door of the school, each one\ntrying to find something, that up until that time he had lost.\n\n' Then we said there would be no age limit. You could come all the way\nfrom sixteen to seventy-five. We did that just to try to make it as free and\neasy as we could for them to get in. We didn’t want a single barrier to\nkeep this person who had come back for his second chance to get something\nwhich he all his life had longed for, from getting it, so there wouldn’t be\none thing in his way to keep him out.\nThen we said to him, ““You can come in and stay just as long as you want\nto during the day. You don’* have to stay all day nor one hour nor two\nhours, just as few hours as you please; you can come in any hour and on\nthe blackboard right there it says ‘You can enter any time you want to.\nGo right to your classrooms: we know you try to be on time.’”\nIt is a\nhard place for a nervous teacher, an awfully hard place for one who is used\nto having her classes all come in at one time and all go out at another time.\nBut in that school they come just whenever they can get there, and some\nof them only come for two weeks.\nI know just before I left, a girl ran up the steps and said, “Oh, you are\nnot going away, are you, because I have to learn buttonholes before six\no’clock tonivht if I am going to hold the job in the tailoring place where I\nam working.” ‘That was a very immediate need. I often see the immediate\nneed for things. I went into a place the other day where a girl back of a\ncounter said, “Come in, Miss Griffith, just a minute. You know I worked\nfractions in arithmetic, but now that the lace has to be sold by fractions\ntomorrow, I am just afraid of it,” and a man rushes in and says, “I must\nmark my goods above cost tomorrow, and how long will it take me to do\nthat?” Oh, that is such a vital thing. You know I would hardly trust\nanybody with that. Only very few people could give that man the thing\nhe wanted just at that minute. Then besides I have had the young persons\nwho have stayed seven years with me and finished sometimes not only the\nfundamentals of an education, that for some reason went by in the younger\ndays, but also a full four-year high school course, so they could still go on\nat the ages of twenty-seven, twenty-eight and thirty. I saw forty of them\ngraduate last year from a full four-year high school course.\n‘This year\nthere will be 150 of them go out, who wanted something later on in life\nand the business world taught them that they must have it.\nWe let them take what they want.\nYou know Arthur Dear, from\nColumbia University told me one time when he visited us that he thought\nwe represented cafeteria in education.\nHere is the thing spread out, now\ncome along, take what you want. You know it isn’t quite as good a meal\nas you might get at one of your splendid hotels, not quite as good a meal as\nyou get in your high school, folks, but it is a filling meal, that kind of\neducation that gets them by in the day’s work; it makes a happier look\ncome into their eyes; it gives them the thing that they have been longing\n\n"}
{"page": 839, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n835\n\nfor. I am glad it is cafeteria. But I tell you what I do with the plate\nthat comes along. If they have not asked for the bread on that plate, which\nis the fundamentals of the thing that I know they ought to have before\nthey go out into the world, I put that bread on there in a few days. I sce\nthe boy who thinks he needs to be an auto mechanic, but I tell the teacher\ndown there, “Don’t you neglect a little arithmetic for that boy. Have him\nwrite some letters; have him do some big things; put the names of some\ngood books on the board that he ought to read.”\nAs I said to a boy one day, “Here is your eighth grade certificate. You\ndon’t know how you got it.”\nHe said, “‘I never expected to hold that in my hand,” but he had finished\nit, and he finished it at odd times as he went along.\nWho comes to such a school? I went down your streets this morning\njust to look your folks over.\nI went down the streets of Seattle and\nSpokane not long ago. If I should put a piece in the paper that I am here\nto talk with people ‘who want to go on with an education or want to learn\na trade or want to be a little better than the trade they are in, this auditorium wouldn’t hold them tomorrow night, the place would be so full.\nI went to a city not long ago and somebody said, ‘“The opportunity lady\nis here in town to give people their second chance,” and do you know, I\ncould hardly get along the street and my hotel room was besieged with\nyoung people and older people and all sorts of people who wanted this thing,\nwhich sometimes we make awfully hard, it seems to me, for them to get.\nI am sorry about this. I wanted to talk to you about it this time, but\n\neverybody else has talked about it, but I do want to say to you it isn’t\nalways poverty that keeps the young people out of school or makes them\ncome back to get the thing which they should have gotten at ten or eleven\nyears of age. A visitor went into a school not long ago and visited in a\nroom of physics. The visitor went in with the superintendent. ‘There was\na nice little teacher there, a product of a good normal school, but a girl\nShe didn’t know people very well; she\nwith not much training outside.\nfellow stood up. He had one of\nyoung\nA\nyet.\nenough\nlong\nlived\nhadn’t\nthose suits of clothes on that made him look as if he had been caught in the\nHe was making a recitation and the\nrain; he looked like that all over.\nmuch as to say, “I am awfully sorry\nas\neyes\nher\nin\nlook\nthat\nteacher had\nyou came in.” The boy looked that\nwhen\nfeet\nhis\non\nbe\nto\nhe happened\nway too and made a miserable recitation to the teacher who was listening,\nand fo the principal I suppose, too, and the teacher said, “You know, that\nis the usual run of his recitations.” Young John threw himself down in\n\nhis seat finally with that look on his face that I have seen behind bars,\nand that look that I see in the eye sometimes of the man of thirty who tells\nme he couldn’t go on in school, but just for the fun of the thing and just\non\nbecause there were some flappers in the room who sort of looked down\nwere\nand\nhim\nJohn and looked at him as though they didn’t believe in\n\n"}
{"page": 840, "printed_page": null, "text": "836\n\nNationaL\n\nEpucation ASSOCIATION\n\nhalf making fun of what he said, just for fun I said to the principal when\nwe got out in the hall, “Don’t mind me, but I am going back a minute.”\nI said to John when I went back into the room, “Now, to this young\nman down here I just wanted to say that I am afraid the class didn’t get\nthe big point he made,” and I just happened to notice one big point he did\nmake. “That was a big point, young man, where did you find it? I don’t\nthink you found that in a book, did you?”\nThe class all commenced to look at him as though they thought, “Well,\nmaybe there is something to John.”\nJohn straightened up as much as his clothes would let him, and he said,\n“T didn’t get that out of a book; I got that out of a machine shop.”\nI said, “Would you mind tonight looking up a little bit more and as |\nam going to the train in the morning, could you meet me out in the front\nof the building?’\nI wish you could have seen the difference; I saw the\nhungry look come in his eye. I saw that look come to him which I see in\nthe eyes of thousands of people who have been misunderstood all the days\nof their schooling, the look I didn’t want to. see, folks, but it is the look\nthat I wish all teachers might recognize; it is the look that we after having\na great deal of experience see and know. ‘The great teachers may have this,\ntoo, at night time when they think sometimes with a little sorrow in their\nhearts what the day brought, but I can tell’on every person who comes to\nme at school the mark of a great teacher if they have ever met a great\nteacher in their lives. “They have the great desire to go on, the desire\nto be something, but the thing that I regret is that so many people come\nleaden-eyed, dreamless, without any ambition, ambition having never been\naroused in them to do the big thing which I know they are capable of\ndoing.\nI like to see the untrained worker with but a very little knowledge who\ncomes in by the hundreds and gets to love the job that he is doing in the\ndaytime because he understands it, who says to me, ‘“Tomorrow will be a\ndifferent day. I can show the boss how to read that blueprint tomorrow.”\nAnd he goes out with a big aim in his life, and a different look, a citizen,\na happier citizen because he knows what he is going to do,\nI don’t like the wrong attitude that so many people get toward us, the\nattitude that says I cannot do it. I think I know sometimes where this\nattitude comes.\nI tried it and I wish you would try it. In rooms where\npupils have had a great setback, I tried to have the people get up and\nrecite if they ever did recite, and I had the others look for all the good\nthings they said, and report on all the good that was in that recitation, and\nnobody said a word about anything that was wrong in that recitation except\nthe teacher at the close of the recitation.\nYou know it is a fine thing\nto get to looking for good things in people.\nIt is a fine thing for you\nto look for the good things in me while I am talking to you now. Try it\non your wife; try it on your husband; try it on your children,\nItvisva\nfine thing; it is a big game; try it on the children in the school.\n\n"}
{"page": 841, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n837\n\nThen here comes the woman with a little baby. Your community chest\nis taking care of her. I love to see her come in my schoolroom and go up\nte a beauty parlor or a millinery room. I am supposed to talk on the things\nDo you know of anything that\nwhich are to lead to better citizenship.\nmakes a school look more like a home than to have a baby cab and a baby\nLast year we\nI have had hundreds of them.\nin it and a mother studying?\nsent 175 women out to make their own way in the world, and at least fifty\nI would say that those\nof them were being helped by the city of Denver.\npeople grow into more understanding citizens.\nThen here is another thing. We have a nice employment bureau there.\nI really think I have done something for the citizens of Denver in employment. I send a boy out after I have trained him and I immediately call up\nthe president of a concern and I say, “I have just sent a boy into your employment. Last week I heard you make a speech at a club on ‘We Build.’\nNow I am sending you a boy I have been building for about two years, and\nI want your firm to take him and build him the other way.” He is a pretty\nbrave man to send him back to me.\nHe wouldn’t dare let that boy go\nunless he gave him every bit of consideration, because the next time I went\nto a big club meeting, a luncheon club at noon, I might say something about\nit, don’t you know?\nI told a story about a man one time and a fellow in the audience turned\nwhite while I was talking. I made up my mind I would watch him. I\ntold about a girl I sent out as a stenographer and she was a poor one. I did\nthe best I could do with her, but she didn’t stay long enough. I sent her out\nto a man and he sent her back, and I could hardly get her to work for\nthree weeks again, she was so discouraged.\nWhen I spoke where this man\nwas the next time, I said, “I wish you wouldn’t send my people back\nuntil you say something good about them.\nYou could have said to her,\n‘You are a good speller, you look the part,’ or something like that.” And\nthen I said, “I could have told when she came around the corner that\nsomething nice had happened to her and she would have come in and said\nto me, ‘I can do it, I know I can do it. He says I can spell, and it is only\na little while until I can do the other.” It makes so much difference. I\nplead with you don’t send people away without hope in what they can do.\nThen when I see somebody come into my place and they have been there\nnight after night and night after night, I call up the employer and I say,\n“Did you know you had a man that has been coming here for two years?\nDid you know you had anybody with that much pep in your place of\nbusiness ?”’\nAnd he says, ‘Well, I didn’t know it. I would like to see one of my men\nthat can work like that.”\nThen I say, “Well, he is here; you had better come down, I will tell\nyou what I will do; I will give you his name and if you are going to make\npromotions don’t you think he would be a pretty good fellow to promote?”\nAnd in two or three nights a nice, hard working man, maybe with should-\n\n"}
{"page": 842, "printed_page": null, "text": "838\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nee\n\ners a little bent by the long winters of hard work, will stop at the desk and\nI got the promotion I have been\nsay, “Something nice happened yesterday.\nfor me to do; such a great\nthing\nlittle\na\nSuch\nyears.”\ntwo\nfor\nfor\nwaiting\nbig thing in the life of the person.\nFolks, don’t know so little about your people! Know them as well as\nyou would a bug that you were going to find out and classify, anyhow.\nI wouldn’t try\nDon’t let them go unless you know something about them,\nto find out about a bug that lives up in the Rocky Mountains and I wanted\nto know about it, unless I knew where it slept and what it was eating and\nsomething about it, would you? No, but I will tell you, I have gotten\nthis plan, when a man sits down or a child sits down at my desk about\nthe first thing I look at is his feet. I watch the walk to see if he is hungry\nand I wonder where he sleeps. ‘Those are the things I think of first. I\nsaw a school dentist plugging up a little child’s teeth one time.\nIt had\na swollen face, and the bottoms of its feet were so wet and soaked that the\nwater was running out of its shoes.\nI said to him, “I think you are starting at the wrong end like so many people do. You just start at the wrong\nend of the thing. Why don’t you fix his shoes and then his teeth will take\ncare of themselves.” He said, “I am a dentist.”\nThen a little girl came to me. I have worked with her and she is going\nto be a stenographer, but, oh, my. She just doesn’t look the part yet. She\nhasn’t any good hat, her finger nails are dark, and her dress is terrible.\nShe isn’t a wholesome person. Do you know, Denver wouldn’t let me send\nanybody out like that now because I talk so much about it. ‘They say,\n“You send her ‘over to us; we have got a bathroom in the bottom of the\nschool now and we have got lots of business dresses.”\nThere are lots of\nstores that will take my people and dress them up. What is the use of\ngetting somebody all ready for a thing and then fall down at the last\nminute?\nWhat is the use of getting boys through the eighth grade, getting\nthem all ready for high school and then not connect them up with a job\nand let them drift through the streets of your city not knowing where they\n\nare going?\nI say any school should get its eighth grade boys ready on Friday night,\nthe school should know where they are going Monday morning, and the\nsame with the high school students. ‘The greatest waste that I know in\nthe resources of Colorado or any other state is the time between a boy’s\nleaving school and connecting up with his job. Whose business is it to get\nthe boy connected up with his work if it is not our business?\nI should like to talk with you about doing indvidual things for people.\nThe one thing that has made Opportunity School the institution it is, is\nbecause we have looked upon each person that came as an individual.\nMy\n\nlittle boy came in on his two crutches and said to me after being with\nme\na year, “My hip has turned out, Miss Griffith, to be a tubercular hip and I\nmust go to Roumania; I am being deported.” The great United\nStates\n\n"}
{"page": 843, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n839\n\nof America deported the little boy and he said, “I dare not take any money\nwith me and I am to be put off in the winter time wherever the boat\nhappens to stop.” It is a pretty hard thing to be individual with that boy,\nto make him a real individual, but I will tell you how I did it and it turned\nout so nicely.\nI knew the immigration bureau wouldn’t look in the pads on his leg, so\nI put about $100 that friends gave me into those pads. Everybody wanted\nto help the boy. I sent him to a big store and they clothed him with nice\nwarm stuff and the last thing I did was put five letters on him. I wrote\na whole lot of letters and put them all over him, addressing them to a commissioner of education, to some preacher, to some college boy. He was\ngone about eight months before I heard of him and I was afraid he had\ndied in the cold country.\nJust before I left to come here I got this letter\nfrom a Harvard boy. He said, “I thought you would like to know that I\nmet your boy on the boat with a note which said “To some college man,’\nand I want to tell you a lot of us got interested in him. Did you know\nyour boy can speak five or six different languages and that we put him in a\nhotel and he is coming on fine? He wanted us to get the word through to\nvou that he is still alive and coming on splendidly.”\nI think there is an individual thing in every person; it is the big thing\nto know the real need of that person, and you say you can’t supply it?\nWell, now out of 9000 people a year I haven’t found one that some way or\nanother could not be helped in our city.\nThen I like to think of the foreigners who come to us. They just need\na friend even more than they need English, and the illiterate woman who\ntakes her book and says, “Oh, I can read,” and the world of books is opening\nup to her, is a wonderful case, but more than that, the foreign people who\ncome to me are like the little Italian girl that I sent out to camp last\nsummer.\nShe said, “I never used to look at your moon. I always thought\nabout the moon in Italy; I never listened to your birds sing, I always\nthought of the birds in Italy.” But last summer in camp she said, “I saw\n‘your moon with a little American girl and now it is my moon, and your\nstars are my stars because I saw them through her eyes, and I did hear the\nnight call of your birds because a little American sat with me.”\nSo, when the lights go out at night and you have been there since halfpast seven in the morning, and you see them pass you at the desk at night,\nand the boy with the blueprint he has made goes by and he feels happy,\nand the little woman goes by who has worked all day and is learning a\ntrade, and the young American goes by with his wheel as the lights commence to go out, you do see in the looks of the eyes of these people that\nthere is something that is coming into their lives, a bigger and a broader\nand a fuller understanding. Each one is becoming an understanding citizen\n\nof the United States.\n\n"}
{"page": 844, "printed_page": null, "text": "840\n\nen\n\nTHE\n\nM.\n\nNATIONAL\nie pil\n\nEDUCATION ASSOCIATION\nPSS ES SSE Se\nRN\n\nLOWEST FOURTH: THEIR EDUCATIONAL,\nCIVIC, AND VOCATIONAL WELFARE\n\nEDITH\n\nCAMPBELL,\n\nDIRECTOR,\n\nVOCATION\n\nBUREAU,\n\nSOCIAL,\n\nCINCINNATI\n\nPUBLIC\n\nSCHOOLS\n\nIt is unnecessary to tell you how deeply I regret that Mrs. Woolley is\nThose of you who have heard\nnot able to be with you this morning.\ny clear, illuminating\nincomparabl\nher, realize all that you are missing—her\ninterested, but\ndeeply\nonly\nnot\nis\nshe\npresentation of a subject in which\nwho have not\nyou\nof\nThose\nspeak.\nto\nable\non which she is singularly\nof patient\nyears\nHer\nprivilege.\nthat\nhave\nday\nsome\nhope,\nI\nheard her will,\nthe child,\nng\nof\nunderstandi\nwise\nher\nand\nknowledge,\nprofound\nher\nresearch,\ngive to her words unquestioned authority.\nWe have recently published a volume by Mrs. Woolley which presents\n‘her findings concerning the child who leaves school for work at an early\nage. \"This study gives the history of the establishment of the Vocation\nBureau in the Cincinnati schools; and presents the results of an investigation, covering the history of several hundred children who went to work\nand of a control group, for comparison, of children who remained in\nschool. In the main, my presentation is based on this study.\nWe began the investigation in 1911, with F. B. Dyer as Superintendent,\ncompleting the work during Dr. Condon’s administration—thus enjoying\nthe encouragement and assistance of two singularly wise and effective\nsuperintendents.\nDuring this period more than 700 working children\nwere tested annually for five years, their social and industrial histories\nobtained, and a similar group of school children examined.\nThroughout the investigation the school child showed superiority. But\nthis very superiority throws a greater responsibility upon the school system\nfor the child in the working group, in the lowest fourth, who needs even\nmore than the school child careful guidance and supervision. The reason\nis given by Mrs. Woolley:\nIt is true that the majority of children\n\nwho\n\nleave\n\nschool\n\nunder\n\nsixteen\n\nare\n\nthe mentally inferior group, and failure in school is a more compelling motive\nthan economic pressure in sending them into industry.\nBut the conclusion to\nwhich this points is that our school system must be reorganized, not that these\nchildren should be allowed to work.\nIf the school, as at present constituted, has\nnothing to offer this large group of children between fourteen and sixteen\nwho\ncannot profit by the usual academic work, then it must introduce a new type\nof\neducation that will give them something of value.\nInferior children mature\nlater than do normal and superior children, and it is doubly important to protect\nthem from undue strain and responsibilities during this period of their most rapid\nphysical and mental growth.\nNo educator really believes that allowing the\ninferior children to leave school, after the required number of years of academic\nfailure, is a good educational policy. It has been allowed to go on merely\nbecause\nthe school has not known how to meet the situation.\n\n"}
{"page": 845, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n841\n\nThe school is challenged by the fact that retardation, not economic\nstatus, is a prime factor in causing a child to leave school for work. We\nin the public school system have complacently accepted the theory that\npoverty for which we were not responsible sent children to work.\nWe\nhave not considered the success or failure of the working child after he\nleft the schoolroom, our responsibility.\nNow we find through facts not\ntheories, that we are just as responsible for this child until he is mature,\nas we are for the child who stays in school, completing high school. ‘These\nare the factors, given by Mrs. Woolley in the order of their importance,\nwhich cause children to leave school:\n1. Level of ability of the child\n2. Parental attitude and family ideals\n3. Health\n4. Industrial or economic status of the family\n\nWhen these findings were published, the National Association of Manufacturers gave out extensive reviews of Mrs. Woolley’s book.\nThey\nclaimed that here were irrefutable arguments against stringent child labor\nlaws; that the child evidently needed industry even more than industry\nneeded the child. If retardation, inferior ability, caused the child to leave\nschool, of what advantage was the school to the child? And we must\nadmit the logic of this accusation.\nWe have also to admit that we have\nwrongly stressed wage-earning increment in its relation to educational\nstatus. We have unconsciously taken from the business world its standard of success in dollars and cents.\nEducational values cannot thus be\nmeasured or even rewarded.\n‘The rewards for education, in Mrs. Woolley’s opinion, must be presented to the children, not in false promises\nof a higher wage but in terms of a “rich reward in the pleasure of performance.”\nShe has thus specifically replied to the manufacturers:\nThe manufacturers regard the child primarily as a wage-earning unit.\nTo\nthe educator he is very much more than that. His ability to earn a living is but\na small part of his preparation for life and one that for children of limited\nmental capacity.requires little or no training.\nIt is ability to live harmoniously,\nto be a good member of a family, to take his enjoyment wholesomely, to contribute\nto community progress, that requires the training.\nHerein lies the real function\nof education.\nIf education has failed up to this time to accomplish this result for\nsome group the remedy is not doing away with education.\nIt is in making it\nmore efficient.\nOne thing is obvious.\nWith this new and individualized education that seeks\nto adapt the school program to the varied capacities of school chldren, the task\n\nof education will become more complex, and its cost will become greater. As far\nas the child destined for work is concerned, it implies a longer period of supervision\nand cooperation on the part of the school before the young worker is thrown\ncompletely on his own resources.\n\nHere we have described in concrete terms the task of the school in meeting the educational, social, civic, and vocational needs of the lowest fourth.\nAnd why does industry not lend us a hand in attempting such a difficult\ntask? Instead of issuing propaganda against child labor and compulsory\n\n"}
{"page": 846, "printed_page": null, "text": "842\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nee\n\neducation laws, industry could be of invaluable assistance. ‘The dilemma\nof the school consists in the fact that the children whose future work is\nwithout educational content are the very ones who cannot keep up to\nthe standards of traditional school work. ‘They are incapable of doing the\nolder type of school work normally and they need no preparation for the\nAs yet, the dilemma has been in no way met\ntechnic of wage-earning.\nby the school. Even toward a routine job, “the attitude of the child”\nAnd industry could place its untold facilities at the\ncan be changed.\nfor accomplishing such a result. By careful occuschools,\ndisposal of the\npational analysis; by assisting communities in giving more resources to the\nchild who enters a routine job; by raising the standards for working hours\nand conditions; by innumerable contacts with educational procedures; by\ndiscovering why ability among beginners is so rarely recognized, industry\ncould help to develop a constructive program for solving this educational\nproblem.\nWe have found that a more varied vocational program for the child,\nwithin the school is needed.\nMay I venture to disagree with a recent\nspeaker who insisted that no dull, or retarded children should be permitted\nto enter vocational classes. It is just as much the duty and responsibility\nof a vocational teacher paid from federal funds to care for a dull child,\nas it is the responsibility of the already overburdened principal.\nThe\nFederal Board for Vocational Education has rendered an inestimable servyice in lifting from trade education the stigma which formerly was placed\nupon such training. But most unfortunately the requirements laid down\nby this board prevent the admission to vocational and cooperative classes\nof children who have not reached seventh and eighth grade requirements.\nLocal boards of education are not supplying funds to establish classes for\nchildren of fifth and sixth grade status who are in sore need of vocational\nand cooperative opportunities.\n“These children are not all defective, and\nmany of them are retarded because of maladjustment to courses in which\nthey are not interested and in which they cannot succeed. ‘The psychologist,\nagain and again, after patient and accurate analysis of the child’s needs,\nfinds no school facility to carry out the well formed advice for the child’s\neducation.\nThe federal board should not be permitted to develop its high standard\nfor vocational education, at the tragic expense of the child who cannot\nmeet an arbitrary grade requirement.\nIt is through such machinery for\nthe retarded as well as for the superior child that the school must assume\nits share of legislative procedure.\nThe fifth and sixth grade child who\nwill enter industry at fourteen and sixteen years of age has just as strong\na claim on school expenditure and supervision as the child who goes through\nhigh school.\n:\nIn attempting to meet the needs of this group of children, the schools\nshould have more facilities for individual diagnosis. The mental as well\nas the physical condition should be taken into consideration.\nCareful attention should be given to a cumulative record card which should be made\n\n"}
{"page": 847, "printed_page": null, "text": "THE DEPARTMENT OF SUPERINTENDENCE\nar\na\n\n+\n\n$43\n\na basis for all vocational guidance and training. The social environment\nof the child should be given to the teacher through the trained social experience of a visiting teacher. And a most important element in an individual diagnosis is the home.\nWe recall that our second factor which influences the child to leave\nschool is parental attitude, the atmosphere of the home.\nMrs. Woolley\nstates:\n\nThe entire matter of home atmosphere and whether it tends to promote the\nnormal mental life of the child and to stimulate in him an appreciation of education\nand a desire to obtain it, is of vital importance.\nA family atmosphere which is\ntorn by dissentions between the parents, or a broken home caused by separation\nof the parents, creates in the child a state of mental distraction and eventually\na discouragement which prevents the school progress of which he might otherwise be capable. In other instances, although the family atmosphere is normally\nharmonious, the parental ideals of education may be very limited.\nThe child is\n\nbrought up with the ideal of immediate wage-earning rather than with that of\nremaining in school.\nAt present the school. is very lacking in a technic for relating its problems to |\nthe home.\nTheoretically the school is an adjunct to the home, created for the\npurpose of assisting parents in the task of bringing up children, and yet only too\noften the education of the home and that of the school are conducted quite independently of one another. Something of the technic of social case work, as developed\nby the social worker, must be taken over by the school in its investigation of\nthe extra-schoolroom conditions which are interfering with school progress.\nThe\nvisiting teacher is the pioneer who is blazing the trail in method, but her lead\nmust draw after it a host of followers before the general need is met.\nAs far as machinery is concerned, the attendance department of the school holds\nthe strategic position. ‘The difficulty with our present attendance officers is that\nthey have the traditions of the police officer rather than those of the social worker.\nTheir function has been in the past merely to arrest and haul into school truant\nchildren. The attendance officer of the future should have the function now being\nperformed by the visiting teacher: that of diagnosing the conditions of home and\nneighborhood which are interfering with school progress and of doing what can\nbe done to correct such conditions.\nTo fulfil these functions more officers would\nbe required, and the standards of training and preparation would have to be made\nmore rigid and different in kind. When the attendance departments of the schools\nare transformed into departments of social diagnosis and treatment, the school\nwill be equipped to deal with a phase of education which is at present sadly\nneglected.\nOne must of course concede that what the school can do to better home conditions\nand raise the level of home ideals is limited, but no other agency in the community has the same opportunity to come in contact with all the homes of the\nThe visiting teacher has amply demoncommunity in an educational capacity.\nstrated how such a function assumed by the school may result in better educational\n\nprogress for the child.\norganization\n\ndiagnosis\n\nat hand\n\nProbably no addition which could be made to our school\n\nbring\n\nand treatment.\n\ndevelopments\nare\n\nwould\n\nlarger\n\nWe\n\nmay\n\nreturns\n\nof public school education.\ncan\n\nthe psyschological\n\nthat\n\nthan\n\nlook forward\n\nof\n\na department\n\nto it as one\n\nof social\n\nof the next great\n\nNot until the means of social diagnosis\n\nlaboratory\n\nof the school\n\nfunction\n\nIn the matter of our third factor, health, the importance\n\nadequately.\n\nis so obvious\n\nthat we may only stress the need for physical diagnosis and constant care.\nThe fourth factor, the economic status of the family of the working\nchild, brings to light many interesting facts. While the percentage is small\n\n"}
{"page": 848, "printed_page": null, "text": "844\nNATIONAL EDUCATION ASSOCIATION\nDee\nee\nOt\n\nof those who go to work, driven by poverty, we must not lose sight of the\n“heroic sacrifices on the part of the family” to keep many children in\nschool. Scholarships for the purpose of keeping the superior child in school\nare rapidly increasing in a number of cities. In Cincinnati $6000 given\nannually by the Community Chest has been increased through individual\ngifts to $10,000. This experiment has yielded splendid results. It has\nenabled the child of superior ability to overcome the “terrific disadvantage”\nWe now have conunder which he labors when deprived of education.\nclusive proof that through this assistance, these children will make contributions to their community in its artistic, civic, and industrial ideals. “The\nschools and the community can thus provide for the child thwarted by\neconomic status. Thus we can assist the child of superior ability. But\nfor all the children, not only according to mental ability, but according\nto the demands and rights of personality, we must find a way for service.\nDr. Condon has well said that we dislike the phrase of “lowest fourth.”\nHe has also placed the standard for this convention’s program in terms\nof character, citizenship, ideals, which he has many times said to me, could\nonly be completely realized through facing with the child life’s experience\nand reality, the day’s work. ‘The school has too long thought in terms of\nits “highest fourth.” Preparation for college must not overshadow preparation for life toward which the very heart and soul of the public school\n\nsystem—the lowest fourth—blazes the path.\nUntil very recently the school has not even felt a sense of responsibility\nwith regard to the children who drop out early. ‘The general attitude\ntoward them was that if they could not profit by the education offered\nthem, that was their fault and the school was in no way responsible. Leaying school was the only possible outcome.\n‘The whole system has been\ndominated by a desire to prepare children for the next higher educational\nlevel. The efforts of the elementary school have been centered upon\npreparing children for high school and those of the high school on preparing children for college. Doubtless preparation for more education is\none entirely legitimate and exceedingly important purpose of the school,\nbut when it dominates education to such an extent that nothing adequate\nis accomplished in preparation for living for almost half of the school\npopulation, the tendency needs to be curbed. Now that scientific methods\nhave made it possible to determine fairly early in a school career which\nchildren will be able to profit by prolonged training of the academic type\nand which ones are sure to be limited in accomplishment, there is still less\nexcuse for merely selecting the superior and rejecting the inferior.\nNo educator really believes that allowing the inferior children to leave\nschool, after the required number of years of academic failure, is a good\neducational policy.\nIt has been allowed to go on merely because the\nschool has not known how to meet the situation. Now that specific vocational training seems to be eliminated, the school is in a still more difficult\nposition. It must try to find out how best to fit children of limited mental\n\n"}
{"page": 849, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n845\n\nability for a life in which wage-earning will take the form of monotonous\nlabor. Let me suggest two elements in a solution of the problem. The\nfirst consists in the attempt to change the attitude of the child toward, and\nhis type of interest in, his job. The second consists in more stress on\npreparation for a wise use of leisure time.\nShall we follow these children with wise guidance and supervision?\nShall we study more thoroughly the singularly illuminating lights thrown\nby adult education on our elementary education?\nIt is possible to give\nthese children resources for well-being and happiness; it is possible to give\nthem a right attitude and interest in their job—whether it is skilled or\nunskilled.\nThe school is equal to the task. We reply to industry that\nwe are just as concerned as the employer is, in teaching the child the lifegiving necessity of work. We are not encouraging idleness. We are attempting to imbue the child with a spirit, an attitude for work, which\nwill be an enduring, life long satisfaction—not a task rebelliously performed. We dare not send forth our lowest fourth unguided and confused.\nIf we do the soul of our school system will surely die, for a great philosopher warns us: “Learning does not liberate men\n. . . when their\nsouls are cowed or perplexed.”\n\nEDUCATION\nWILLIAM\n\nP. HAPGOOD,\n\nAND\n\nPRESIDENT,\n\nTHE\n\nINDIANAPOLIS,\n\nEMPLOYMENT\nCOLUMBIA\n\nCONSERVE\n\nCOMPANY,\n\nINDIANA\n\nI came here with some hesitation because I have felt for a good many\nyears that those educators with whom I have come in contact over the\ncountry, whether in the grade schools or the high schools or the colleges,\nhave neither a comprehension nor a very deep interest in that part of industry which seems to me to be at the center. But after listening to Miss\nCampbell I have changed my mind. I was particularly impressed by something she said toward the latter part of her address. She said we must find\nsome other standard for the value of an education than income. It seems\nto me that the most necessary thing for you educators to learn, or let me\nchange the phrase, it seems to me the most necessary thing for you to come\n\nto a conclusion about is the meaning of industry, what industry is for.\nWhether the worker is made for industry or industry for the worker, we\nall know that long ago a very wise man said, ‘““Man is not made for the\nSabbath.”\n\nIt seems to me it is quite as true as that, that man\n\nis not made\n\nfor industry, and yet can we seriously say here today, those of us who are\nin contact with industry and know its goal, that man is not made for industry?\nWe all know the goal; we all know the measure of success in\nindustry. The goal of industry is profits, and the success of industry is\nbased upon the balance sheet. I am speaking now with complete accuracy.\nI don’t mean to say there are not exceptions. But if you teachers believe in\n\nthat, if you believe that is what industry is for, that the worker is merely\n\n"}
{"page": 850, "printed_page": null, "text": "846\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\na cog in the industrial machine by means of which our material welfare will\nbe increased, if you believe in that, then I see no likelihood of your being\nable to think through and help through a different social order.\nThose teachers with whom I have come in contact seem to me not much\nconcerned with the structure of society, but chiefly concerned with their\nplace in that structure. If you are chiefly concerned not with the structure\nof society but with your place and the child’s place in it, ] repeat that I\ndo not see how you can contribute very much toward a change in industry.\nMy experience with regard to industrial problems, more particularly the\neducational side of industry, dates back in its intimate relations to approximately eleven years ago, when the governing of the company with\nwhich I was connected at that time and still am, was turned over to the\nworkers.\nWhen we began that experiment, they were told, although of\ncourse they didn’t believe it in all its details, that they were to have as\nquickly as they wanted it absolute control; they were to decide not only\ntheir working hours and their incomes, but they were to legislate all the\n‘laws which concerned that industry, and that no laws which concerned the\nUnited States Steel Company or any of the other large corporations of the\nUnited States are in essence different from those which concern a small\ncompany like the Columbia Conserve Company.\nThey thought, and I believe there are not many men or women in the\nUnited States who do not think, that the chief problems of industry are\nwages and hours. They thought that in the beginning, and they naturally\nconcerned themselves chiefly with wages and hours.\nBut as my consideration of industry in its relation to society more and\nmore matured (after my graduation from college) I came in 1917 to\nbelieve that the tragedy of industry was not the tragedy of long hours and\nlow income, but lack of a creative environment, lack of an environment\nwhich stimulated the workers.\nMany of us believed, and probably for many of us it is true, that the\nchief value in life is material things, but that is not true with all, and I\nhope it is not true with a great majority.\nFor those for whom it is not\ntrue, the tragedy of industry is its mechanization, beginning with approximately 100 years ago when there was the industrial revolution and the\nbeginning of the machine age.\nBelieving that to be the tragedy of industry, it seemed to me that our goal, the goal of this experiment we were\ntrying in Indianapolis, was not the goal mainly of raising the economic\nstatus of the workers, but the goal of so educating them that they could\nrelate their industrial life to the outside world. They could get permanent values, inspiring values, creative values out of their work life.\nIt\nseemed to me that the only way to do that was to bring them into conference, bring them into the machinery of management.\nLong ago I had what is called an education. I went through the schools,\nand I went through college. But I can say quite truthfully that the education I have had in the last ten years, sitting in intimate relationship with\na group of very ordinary people, so far as their educational background\n\n"}
{"page": 851, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n847\n\nis concerned, is far superior to the education I had preceding that period\nwhich is almost negligible as compared to the education I have gotten\nsince then. All that period furnished me was merely a tool by means\nof which I came to better understanding of the difficulties, the desires, the\nhopes, the fears, the ignorance and the inhibitions of people who didn’t\nhave the same kind of tools.\nAs far as appreciation and being inspired by what seemed to me to be\nthe genuine values in life, my education began almost with the period\nof 1917.\nMiss Campbell has talked about the lowest fourth.\nI don’t know exactly what that means, and I agree with her I don’t like the word “lowest’’\nattached to any human being, but during the last ten years, we have been\ndealing with a group of people whose educational background did not\naverage the fourth grade.\nI can say with accuracy that ten years ago we did not average the third\ngrade. ‘There were a few who had gone beyond that. Many of that same\ngroup of sixty people are still with us, and many others have come. I have\nwatched the development of that early group, I have been impressed with\nthe distance they have gone, not only in a greater mastery of the technical\nfeatures of their work, but in a greater mastery of the meaning of industry,\nof its relations to society in general, of the real values in life.\nI have already said that I have felt that same progress myself.\nIn\norder that you may understand a little better what I have already said,\n1 want to repeat that our experiment up to date has concerned itself with\ngiving an opportunity to a group of people to govern themselves.\nWe\nbelieve that by the process of doing a thing we get a better education than\nby the process of receiving suggestions and precepts from others. So this\ngroup of people have been doing not only the things that I spoke of in\nthe beginning, the determination of their own working day, the length\nof it, and what they got for it, but they have chosen their own leaders,\ntheir manager, their superintendents, their assistant superintendents, their\nforemen and their forewomen.\n‘They have decided on sales policies, problems of finance, problems of production and problems of distribution.\nThose are the difficult problems in industry.\nAs they struggled with\nthese problems it must be obvious to you as teachers that the effect upon\n“The direction which I have althem has been tremendous in two ways.\nready spoken of, that of making them technicians, making them better\nmasters of the difficulties of production and distribution and finance also\nbrought them into that most difficult of all fields of life, the problem of\nhow to get along together in a state of freedom.\nIt isn’t particularly difficult in a state of autocracy to avoid serious\nquarrels, because the autocrat when confronted with what seems to him to\nbe a dangerous person or a dangerous group of people, who are fault-\n\n"}
{"page": 852, "printed_page": null, "text": "NationaL EpucaTIon ASSOCIATION\n\n848\n\nfinders, who are pulling away does not find it difficult to apply the autocratic remedy, to discharge that person, metaphorically to behead him. It\nis not difficult in government or in industry to do that, but it is difficult\nwhen you bring a group of people into complete freedom to avoid anarchy,\nto avoid an excess of freedom by which freedom itself will die in order\nto get a group of people to live together, when no man has the right of\nI might say that with us long ago we\ncapital punishment over another.\nin our company could discharge\nindividual\nno\nwhere\nposition\nthe\nreached\nAll\nanother, where no individual in our company could engage another.\nthat is done by the action of the group itself. Of course when that situation arrives, and the man in the ranks knows that his foreman or his\nsuperintendent has not the power of discharge, it is likely to be misinterpreted, it is likely to be abused.\nWe have now reached the most critical period in our whole experiment,\njust as democracy and government is reaching its critical period.\nCan\nwe learn to live together?\nReferring to the matter of the lowest fourth again, I am not sure that\nthe lowest fourth is the most difficult group of people for industry to deal\nwith, whether they be adults or whether they be minors, if we want to\nadvance industry toward a fraternity, toward an equality. In fact I feel\nat times quite to the contrary—that the most difficult people we have\ntoday in our organization or in organizations similarly conducted, is that\ngroup of people who call themselves educated, who believe that an education\nis a tool by means of which we want to climb out of the class in which we\nare to a class more economically safe and in a higher so-called social position.\nMy chief criticism of the school system, whether it be in grade school\nor high school or college, is that we teach just that about education, that\nwe teach that education is not a tool by means of which we serve, but a\ntool by means of which we gain. I hear it on all hands, spoken by parents,\nspoken by their children, spoken by teachers.\nWhat do we go to college\nfor is the question. When I go about the country, as I have occasion to\ndo at times, and speak before groups of students, in Harvard or Yale or\nPrinceton or Michigan or Wisconsin or wherever it may be, and make an\nappeal to students with this thing we call a higher education, to get into\nindustry and to use that tool as not the means of exploiting those who\nhaven’t it, but a means of assisting those who haven’t it, what reply do I\nget? From 999 students out of 1000, it is ‘“What have I an education\nfor?”\nI don’t know how you feel with respect to what an education is for.\nI have tried to make my attitude clear. My belief in education is that it\n\nis a liability and notan asset unless education is used in the sense in which\nHees wrote to Garibaldi, when Garibaldi, sick and despairing in prison\nfelt that al! the work he had done for Italy was lost:\nBassi wrote to\nGaribaldi in these words: “Measure your life by loss and not by gain,\nnot by the wine drunk, but by the wine poured forth.”\nAnd\n\nJesus said it in simpler words:\n\nshall be your servant.”\n\n“He who will be first among\n\nyou\n\n"}
{"page": 853, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\nTHE FACE AT OUR\nFRANCIS\n\nG. BLAIR,\n\nPRESIDENT,\n\nSUPERINTENDENT\n\nOF\n\nNATIONAL\n\nPUBLIC\n\n849\n\nWINDOW\nEDUCATION\n\nINSTRUCTION,\n\nASSOCIATION,\n\nSPRINGFIEED,\n\nSTATE\n\nILL.\n\nIt was in the year 1816 that Lord Byron and Mr. and Mrs. Shelley\nwere summering in the Alps. It proved to be a very wet, rainy summer,\nand many days they had to spend indoors, and one day they were given\nover to telling ghost stories. After they had run out of them in the afternoon Lord Byron and Mr. Shelley began to discuss evolution, as it had been\nworked out at that time by Erasmus Darwin, the father of Charles Darwin,\nand as the evening wore on and they were talking about how things beautiful and lovely had come out of the ferment and stew of things, Mrs.\nShelley became weary and began to excuse herself, but as she started up the\nstairs Lord Byron turned to her and said, “Now, Mrs. Shelley, tomorrow\npromises to be another rainy day and we want to have another ghost story.\nYou must come down with a ghost story of your own.”\nMrs. Shelley in her book tells that she did not wish to do it and so she\ntold Lord Byron that she couldn’t write a ghost story.\nHe said, “What!\nYou, the daughter of the greatest literary personages\nthat England has ever produced, can’t write a ghost story! You must.”\nMrs. Shelley said, “I went to my room; I threw myself upon the bed,\nand there between waking and sleeping I had what some people would call\na presentiment. I saw a wan, worn student kneeling upon the floor of his\nlaboratory and looking out through a window and there on the outside\nwas a great monster that he had created in his laboratory. ‘This monster,\nwith a terrible leer and frown upon his face, said to the student in his\nexpression, ‘Here I am, just as you have made me in your laboratory.\nCome out and show me how I can live a happy life.’ ”\nMrs. Shelley wrote it out in brief and when Mr. Shelley came to the\nroom and read it he had her write it out in greater extension, and the next\nday when they read it at the fireside Lord Byron had her write it out in\ngreater extension, and out of it came the great work of “Frankenstein.”\nI read it some ten years ago; I read that story of how this man Frankenstein, a gentleman of Geneva, when he had a son born, conceived that this\nson must master a scientific education.\nIt was about the time of Tennyson’s first “Locksley Hall,’ when everybody thought that to master the\nworld you must master science.\nSo Frankenstein conceived for his son\nVictor a great scientific education, but Victor was enamored of imaginary\nthings; he had studied Albertus Magnus and various other imaginary\nthings, and finally the father got somewhat out of temper with his boy,\nand when at seventeen years of age, Victor came to his father to ask if he\nmight marry his cousin Elizabeth, the father said, “No, there will be no\nmarrying until my program for you has been carried out. You must go\nto the great German University and there you must immerse yourself in\nscientific lore.’ Victor went and when he came to the German University\nand they asked him what he had read preparatory to coming in and he told\n\n"}
{"page": 854, "printed_page": null, "text": "NATIONAL\n\n850\nrN\n\neee\n\nEDUCATION\n\nASSOCIATION\n\nee\n\nthem, they said with a smile, “Better were your mind vacant than to come\nhere with it filled with these old women’s tales.”” And it stung him to the\nheart and he there highly resolved that never again should father or teacher\nhave the right to reprimand him because of his lack of scientific zeal.\nThey soon set him\nHe threw himself into it with a reckless abandon.\nin a separate room and finally the teachers were writing to his father, “So\nfar as your son showing an apathy toward scientific learning, he has discovered within himself a zeal that frightens us and we have given him a\nseparate room.” And there, Victor Frankenstein working away came upon\nthat great problem that has puzzled every great scholar, “What will it\nprofit me if I solve all questions and cannot tell whence comes life?” And\nhe set to work getting human tissues, building them ‘together, preserving\nthem by a process which to Mrs. Shelley must have been a prophecy, but\nwhich I think has been perfected scientifically.\nHe articulated them together in a huge monster in human form, and then as the day drew near\nwhen he was to inject the chemicals and turn on the magnetic batteries, this\nboy with fasting and sleeplessness was all atremble.\nHe finally injected\nthe chemicals, turned on the magnetic battery and the great muscles began\nto contract, the eyelids began to twitch, and finally it stood on its feet, and\nso overcome with fasting and the vigils, Victor Frankenstein fell upon the\nfloor of his laboratory.\nIn the morning the cool breezes coming through his window awoke him\nand he looked out to see this monster that upon the streets had been set\nupon by the men, had been struck with great clubs until his face was bleeding, and as he stood before the window with that terrible leer on his face,\nsaid, “Now you have made me what I am; come out and show me how to\nlive a happy life; come out and show me how to relate myself to others.”\nVictor Frankenstein was so overcome that he went into a sort of deliri'um. Months passed by and when he came to himself a note from the\nfather said, “Victor, come home.\nWe have waited long for your homecoming. Many times have we prepared, but now you come home to a sad\nreception, for your little brother, William, whom you left, flaxen-haired\nand beautiful, is now dead and dead under the most peculiar circumstances.\nThe maid had taken him forth to play and when the little lad wearied\nhimself and had laid down under the shade of a tree and had gone to sleep,\nthe maid left him. When she came back she found him dead, dead with\ngreat black fingerprints on his throat.”\nVictor set out, thinking that he knew what had put the fingerprints on\nthe throat of his little brother William.\nWhen he came within the environs of Geneva a great storm was on.\nHe saw a huge form moving from\ntree to tree. When he got in he found the maid arrested.\nUnder that\npeculiar psychological law that we know little about, she had confessed\n\nthat she killed the child.\n\nVictor knew she had not, but he was not willing\n\nto confess his responsibility for turning loose this monster.\nThen the\nfather came to him and said, “Now, Victor all my plans have gone awry,\n\n"}
{"page": 855, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\ntos\n\nI am a broken, old man, I would see my grandchild on my knee, I would\nsee you and Elizabeth married.”\nVictor said, “No, it is I now who counsel delay. I must have one more\nyear to pursue and complete my studies.”\nWith that year he set out to find this monster and kill him. He met\nhim in a cave in the Alps Mountains and when Victor would have fallen\nupon him to kill him, this monster, having acquired the power of speech,\n’ said, “Hold until you have heard my story, then when you have heard it\ntake this life if you will.”\nThen he told briefly how that night after he had been created in the\nlaboratory, how he walked out upon the streets and saw other forms, like\nunto his, a great ill-defined emotion within him said, “I want to-go, I want\nto know these people,’ but when he came near to them they struck him\nwith staves; they hit him with bricks and he fled, bleeding to the forest.\n\nHe said, “I slept by day and traveled by night. Presently I came to these\nmountains, and one day I looked down on this cottage of the shepherd and\nI watched him and in the early morning I saw the shepherd come forth\nwith his staff to lead his flocks on the mountain; I saw another about his\nsize, dressed differently, come out to bid him goodbye; I saw little ones\ncome out and climb up on his legs and on his shoulders.\nI said, ‘What\nmanner of man is this that when he goes forth to his work in the morning\n\ngoes forth with blessings and benedictions?\n\nI must know more about him.’\n\n“And I went and digged a hole by the side of the cabin, and in the daytime I looked in and I saw the shepherd come in and his wife and children\ngathered around him.\nI saw the shepherd open a great book and I saw\nhim talk from that book and then the book was closed; I saw them get\nupon their knees and I saw an old one with the stopped eyes look toward the\nridge pole of the cabin and speak to something way off there.\nI watched\nevery word; I attached the words together, and as days went by I soon\nbegan to see the meaning of the words, and one day when they were on\ntheir knees I heard this old one with the stopped eyes say to that thing way\nabove the ridgepole, ‘A famine is in the land; we are hungry; the children\nhave been without meat. Oh, bring us meat.’\n“Then,” said this monster, “for the first time I felt a real stir within\nmy heart. Someone had asked for help. And that night I hunted far and\nwide. I slew a deer; I brought it back and laid it upon the porch of the\n‘The shepherd awoke; he came out on the porch\ncabin and then I waited.\nand found the deer and brought it in. ‘Then the mother and the children\nand the old one came out and all fell upon their knees and lifted their faces\nto the ridge pole and thanked that thing way beyond the roof for having\n\nbrought the meat.\n\n“Then for the first time I felt a real thrill of joy that\n\nI had heard a call and I had gone out and helped to make people happy.\n“But one day I had a great urge to go in and talk. I wanted to speak\nto someone, and when the shepherd and his children were gone and just\nthe old one with the stopped eyes remained, I made bold to go in. When\n\n1 got in my muscles were in a spasm and I was all nervous, but finally I\n\nA\n\n"}
{"page": 856, "printed_page": null, "text": "852\naT\n\nNATIONAL EpucATION ASSOCIATION\nRee\nnmr ern oo a\npanadaanen\n\nspoke, and the full meaning of my words fell on the ear of the old one, and,\njoy unspeakable, I heard the voice of another human, and responded, and\nfinally my muscles relaxed and I sat in the chair, and for a few brief\nmoments I felt that exquisite joy that comes when one human relates himself to another in words, one speaking and the other hearing, but presently\nI heard voices outside, and my muscular spasm came back. I leaped to the\ndoor and there was the daughter of the shepherd. She screamed and said,\n‘A monster, a monster! A frightful monster.’ And the shepherd struck °\nme with his staff and the son threw a stone and the dogs bit at my heels.\nI fled to the forest, my blood hot and my temper bitter, and I highly resolved that I would go back and burn and destroy, but the rain falling\nupon me cooled my blood and sweetened my temper and I said, ‘I am not\nlike others; I must go back and try.’\n“I went back and crawled into the hole by the cottage. When I looked\nin the morning the cottage was empty.\nNo one came.\nFinally two peasants passing by said, ‘Ihe shepherd and his wife and the children have\ngone, never to return.\n“They have seen a strange face about here, and a\nstrange form, and they have gone.’\n‘Then when I found that every effort of mine to find friendship, love\nand comradeship failed, I determined that I would find him who had created me to this life of misery and I would take away his life, and I went\nto Geneva. When I came within the environs of Geneva one day, lying\nin the edge of the forest I saw a beautiful young woman bring forth a more\nbeautiful little child, flaxen-haired.\nI watched him as he played. When\nhe went to sleep under the trees and she went away I said to myself, ‘I\nhave made a mistake; I have been trying to relate myself to old ones.\nHere\nis a little one. I will take him and he shall come to know me and I to\nknow him and my life will become beautiful and large and full of meaning.’ I leaped forth and grabbed this little one in my arms and as I pressed\nhis little, soft, velvety form to mine, I felt a thrill throughout my whole\nbody such as I had never had before, and when I looked in his little face and\npressed it against mine I knew more than I had ever known before what\nit meant to live, but when he opened his little eyes a terrible look came upon\nhis face and he put his little nails on my cheek and said, ‘Put me down, or\nmy father, Monsieur Frankenstein, of Geneva, will punish thee.’\n“When I heard that name and knew it was he who created me to this\nlife of misery, my fingers settled upon his throat and for one ecstatic\nmoment I felt the joy of taking away life of him who bore the name of\nthe man who had created me to this life of misery.”\nIt was ten years ago that I read the story and you will agree that Mrs.\nShelley has told a ghost story. It has a shiver in it, but as I read it as a\nfather and as a teacher, these things came to my mind which I think cannot fail to be of interest to everyone, that in the laboratories of the home,\nthe church and the school and the community, we are creating the men and\nthe women of tomorrow who are going to come back to our window and\nlook in upon us, either with the frown and the leer of malediction upon their\n\n"}
{"page": 857, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n853\n\nfaces or with the smile of blessing and good will for what we have done,\nand fortunately for us in our attempt to reconstruct a better generation\nwe don’t have to rob the graveyards as Victor Frankenstein did. Over the\ngreat biologic precipice, these people are coming into the world in God’s\noldfashioned way, articulate of body, ready to be built up into strong,\nvirile men and women through the process of developing certain sets of\nrelationships.\nThe first set of relationships that we must develop if we are to have\nhappy faces look through our windows, are biologic relationships.\nSome\nof the unhappy faces that have come to my laboratory were men and\nwomen whose stomachs were burned out, whose nerves were shot to pieces,\nwhose nerves were fagged. ‘They came to say, “See what you have done\nin the home ; see what you have done in the community ;see what you have\ndone to me.\nMy physical body all shot to pieces, I have come to let you\nhave a farewell look at me.”\nThe great lamented President Emeritus of Harvard, Charles Eliot, had\nit right when he said three-fourths of a happy life depends upon a sound,\nhealthy body or a stomach that can digest and assimilate, a skin that scintillates and responds to the touch of the air and water and sunshine, a\nnervous system that really scintillates with joy at its contacts in the world,\nand I have come to believe that we must do everything we can to see\nthat every child that comes into the world shall have its tree of life hung\nwith a healthful body and that we must surround him with all the conditions that we can so that he will come to our window with a smile of blessing upon us for what we have done to make his biologic life as happy as\npossible.\nAnother set of relations we must develop are the emotional.\nI don’t\nknow how it has been with you, but some of the most unhappy faces that\nhave come to my window have been men and women whose emotional life\nhas been swept by a storm.\nIt has never been rightly directed.\n“They have\nnever learned how to love the things that are lovable, and to hate only the\nthings that are to be hated. In the schools we are given over mainly to\nthat part of the soul that we call the intelligence.\nI am told that when\nyou see an iceberg out in the ocean they will point it out and say that is an\niceberg. You look at it but what you really see is only one-eighth of the\niceberg. Seven-eighths of it are down under the water.\nYou see the little\nglistening part up here caught by the sun, but down under the water are\nseven-eighths of it caught by the mighty tides of the ocean. In our education systems, especially in the home and the church and in the school I\nthink as well, we must reckon with this great submerged seven-eighths\nof the human mind, these great’ emotions out of which the ideals are\nformed.\nTake the matter of love and hate. We can’t touch it over much in our\nschools, but every one of these boys is going to be gripped and shaken tremendously one day. I have seen my own boys, if I can be spared a personal\nreference, as I put them to bed. ‘The happiest hour in the home was that\n\n"}
{"page": 858, "printed_page": null, "text": "854\n\nNatTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nbedtime hour when the little fellows had put on their bedclothes and were\nready to go to bed and after the pillow fight they would stretch out on the\nbed and then when I would go away I would say, “There you are, boys,\nbetween clean sheets.\nOh, how safe you feel, but one day, my lads, the\ngreat master human passion is going to strike you and when it comes God\ngrant that it will come like a great refining fire, that you will play the game\nlike a good sportsman, that you will play it honestly and fairly and squarely,\nand when this master passion comes to strike you that you will be taller\nand better for the way you meet the situation.”\nHow feeble and impotent we are in the home, in the church, in the\nschool, and in the community in directing our boys and our girls along\nthese fundamental lines. But, oh, if we can conspire together so as to\nrightly direct the emotional life of children, so that they shall be sanely\nemotional, so that they shall love the things that are lovable, how many\nmore happy faces will come back to our window!\nI do not wish to neglect the intellectual relationships. I think some of\nthe unhappiest faces I have seen have been great, huge physical forms with\na vast deal of emotion in their lives, but who could not think, Down in\nthe St. Louis station just a few months ago as I came through there I\nsaw a man with a large family, a white man evidently from the mountains,\nHe had a large amount of luggage and he was going out to the gate to find\nwhat train to take and he couldn’t read his ticket and he couldn’t find the\ngate. He went up to one of the colored boys with a red cap to help\nhim find the gate. I looked at this man’s face. “There was a sadness on it.\nOh, the great doors that had never been opened simply because he could\nnot see through a word and unnderstand its meaning.\nI have come to believe with all the joy out on the football ground, with\nall the joy in our athletics, that the greatest joy in our public school system\ntoday is the joy that comes when a boy has got the intellectual power, the\ngrip to grip a paragraph and squeeze out the truth. ‘The greatest joys I\nthink are not in the rah-rah’s, but when a man is able to think God’s thought\nafter Him and rejoice with exceeding great joy.\nI once, on a Sabbath evening, went into a laboratory meeting in Chicago.\nA man had just made a speech and the people were using language that\nschoolmasters are not accustomed to hear even on a week day. I thought\nI had got into the wrong place, and I was going to leave when I saw a\nman about six rows of seats from the platform vault right over those seats\nand up onto the platform and he turned and said, “Sit down, sit down,\nevery one of you sit down. ‘This man has lied to you and I want you to\nsit there until I show you he has lied to you.” I don’t know whether the\nman ever had an eighth grade diploma, but I never in ten minutes of my\nlife have seen a man with sheer force of intellect put the two-edged sword\n\nof thought and intelligence into a breath of sophistry more cleanly than he\ndid, and it cam -to me then as never before that in this great republic we\nare simply building upon sand if we cannot train men and women to see\n\n"}
{"page": 859, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n855\n\nthrough the sophistry of the mountebank; and as long as we train our\ncitizens so they can think straight, I am not afraid of this great republic.\nBut another set of relations: if we are going to have citizens happy to\ncome to our windows, we have got to train the imagination.\nOn those\nblessed teachers, those blessed mothers and fathers in church or state or\nwherever they may be, that are unloosing the wings of children’s imagination, rests a lot. I can remember as a boy about twelve years of age I\ncame to look for the first time on a print of ““The Man With a Hoe.” I\nlooked at it and my mother had spoken about how sad a face he had. I\nOn a farm in southern Illinois\nsaid, “Of course, I know why he is sad.”\nI used to have to go out with a hoe and hoe the cockleburs out of the corn\nand out of the garden and I always hated it. I never went with any joy\nto it, and I said, “I know why he is sad; he has got a hoe and somebody is\nsending him out to hoe the corn or whatever it may be.”\nBut I came in later years to know that it was not because he had a hoe.\nWhy, a man with a hoe ought to be the happiest man on earth. He goes\nout into the blue sky, into the pure air, and touches the earth and gets the\ntang of the new turned earth in his nostrils. No, he is not sad because he\nhas a hoe, but because no one has ever unloosed the wings of the imagination. He is as provincial as the hitching post to which he ties his horse;\nhe is as unfeeling and unimaginative as the clod on which his feet tread,\nand I can more and more give my blessing to the teacher who not only unlimbers the powers of the intellect, but who also unloosens the wings of\n‘magination.\nI do not know how many of you have ever heard Henry C. Bunner’s\nlines that he calls “One, Two, Three.”\nIt was\n\nan old, old, old, old lady\n\nAnd a boy that was half past three,\nAnd the way that they played together\nWas beautiful to see.\nShe couldn’t go romping and jumping,\nAnd the boy, no more could he;\nFor he was a thin little fellow,\n\nWith a thin little twisted knee.\nThey sat in the yellow sunlight,\nOut under the maple tree,\nAnd the game that they played I’ll tetll you,\nJust as it was told to me.\nIt was hide-and-go-seek they were playing.\nThough you’d never have known it to be—\nWith an old, old, old, old lady\nAnd a boy with a twisted knee.\n\nThe boy would bend his face down\nOn his little sound right knee.\nAnd he guessed where she was hiding\nIn guesses One, Two, Three.\n\n"}
{"page": 860, "printed_page": null, "text": "856\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThen she covered her face with her fingers,\nThat were wrinkled and white and wee,\nAnd she guessed where the boy was hiding,\nWith a One and a Two and a Three.\n\nAnd they never had stirred from their places\n\nRight under the maple tree—\nThis old, old, old, old lady\nAnd the boy with the lame little. knee—\nThis dear, dear, dear old lady\nAnd the boy who was half-past three.\n\nLadies and gentlemen, only a real teacher can impart to a crippled\nboy and a decrepit old grandmother the power to translate a little spot\nunder a maple tree into a playground, that doesn’t cost the taxpayers a\nsingle dollar in excess, the great playground of the imagination that gives\nthem the wings of the morning and makes them cosmopolitan so they can\nfly to the uttermost parts of the earth.\nAnother set of relations we must develop are the relations of play. I\nhave come up in my part of this country under the old fetish of work. We\nbelieved in work, everything was work, hard work. I have come in my own\nlifetime to see what I think is the danger of the enthronement of work as\na great national god, and I have come to believe that the happy faces that\nwe want to see at our window require a little different treatment.\nI have\nscen them come to my window, prematurely old men and women, and they\nsay not in their own voice, “I never had a day of play in my life; I never\nknew what it was to give myself with a reckless abandon to the recreative\npower of play. Teach me how to play.” All my blessing will be on the\nhome, the church, the school and the community that are trying to induce\nour children, our men and our women, to go out and play, to rejoice, and\nthe play that does not stop at the eighth grade, play that goes right on with\nthe man and the woman.\nAnd when we find a man and woman with\ngray in their hair, who yet can play, who have the happy faculty of abandoning their work and playing, we shall have happy faces at our windows.\nAnother thing. I am convinced that we are going to have unhappy faces\nat our windows until every man and woman finds a work that he or she\ncan do and do with a certain kind of joy. I know these guidance people\n(I do not want to cast any reflection upon them), these vocational guidance people; they have a cocksureness among them that I can’t understand.\ni don’t understand how they can be so certain about it. When my boys\nwere young, every day they knew just exactly what they were going to be.\nOne day they wanted to be the conductor on the train, the next day they\ndecided they would rather be a motorman.\n‘They wanted to be a baseball\npitcher today, tomorrow they wanted to be a catcher. One day when one\nwas about eighteen years of age he came home from college and Sadak\nwonder what I am going to be. Won’t you sit down and talk to me about\nwhat I am going to be?”\nIf you ever have a child of yours come to you and ask what you want\nhim to be, if ever you are going to have a serious thought you are going to\nsay as his father, “I don’t want to hang about his neck the millstone of a\npiece of work the doing of which will make him smaller every day that he\ndoes it, I want to get a bit of work for him which is work for the worker,\n\n"}
{"page": 861, "printed_page": null, "text": "Tue\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n857\n\nwhich shall build him up.” But I have found out this, and I think this is\nthe reason vocational guidance hits it as often as it does. I reached the\nconclusion that the average boy or girl with the average ability can do any\none of ten or fifteen things, one just about as well as he would do the\nother, and if you get him on any one of those and create within him the\nartistic point of view he will rejoice in his work.\nOnce I was way down in Brookville, Indiana, on the river, in a week’s\ninstitute. I was sitting in the lobby of the hotel and I saw a man coming\nin with a market basket and some powdered soap. He began to wash the\nwindow on the cigar stand. I watched him. Then he turned to me and\nsaid in broken English, ‘‘Do you like to see a beautiful, clean glass?”\nI said, “I am interested in the way you are doing it.”\nHe said, “If you want to see a beautiful, clean glass I pray of you do not\njook until I have finished.”\nAfterward he stepped aside just as Michelangelo or Raphael stepped\naside from the great work that had leaped from their fingers and said,\n‘Now, sir, if you would see a beautiful, clean glass, come and look.” And\nI saw a glass that was not only clean but that was iridescent.\nWith that kind of egotism that we grant to a real artist, he said, “Oh,\nI have all the work that I can do, all the fine ladies of Brookville will\nhave no one but me wash their windows.”\nYou didn’t have to hitch a\ntour-horse team to him to drag him out of his bed. Every day he went\nforth to his work the way he would if it were the work of an artist.\nUpon the lakes in Michigan I discovered a man by the name of Clineham, and he came down to help build a bird bath and build it in stone.\nHe stayed there six days and when I came to make out a check for him he\nsaid in all sincerity, ““My good friend, I don’t like to take one dollar from\nyou. Look, I have had eight days of beautiful play here with you and your\nboys, beautiful play in making this beautiful bird bath, play, play all the\ntime. Oh, I love my work, it is play all the time.” I believed. I didn’t\nadvise him to allow his artistic sentiment to go so far as to refuse the check\nfor the work. I do believe there is a whole lot of the income that doesn’t\nget into the check.\nI believe that we have got to develop in the home and the church and the\ncommunity and the state a certain kind of social relationship if we are\ngoing to have happy faces at our windows. ‘This great monster in the cave\non the Alps Mountain said to Victor Frankenstein, “Companionship I\nmust have; if you will create for me a companion I will go to the Amazon\nand I will lose myself forever in the forest of the Amazon, but companionship I must have.”\nAh, ladies and gentlemen, the most solitary, the most solemn, the most\nserious faces that I have ever seen at my window have been those of men\nand women who have never achieved the capacity for friendship, for comradeship, who walk along the road in the midst of thousands, lonesome, not\nknowing companionship or comradeship, and I have come to believe that\nevery man, every woman, has a right to companionship of the right kind,\nI count no man’s life a failure who has ever come to know the meaning of\n\nfather, of mother, no man’s life has ever been a failure who has come to\n\n"}
{"page": 862, "printed_page": null, "text": "858\n\nkh\n\nee\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nknow the meaning of work, no man’s life is a failure who has come to know\nthe meaning of son or daughter or brother or sister, and no man has got a\nright to come to my window and look through with a frown on his face\nwho has come to know the meaning of a friend, real and true, that he can\nLife is not a failure, it is not a\ndepend upon, that will stand by him.\nfriend who will stand by\nsolitary\none\nhollow mockery as long as we have\nin which we work\nlaboratories\nthese\nall\nin\nthat\nbelieve\nto\nus, and I come\nwe must have regard to developing as much as we can through literature,\nthrough all the influences that we have that spirit which makes a man a\ncomrade, and I shall not try to hold my friends on the ground that they\nare perfect, if I do I shall fail. That old proverb that ‘No chain is\nstronger than its weakest link” is true so long as it is applied to a chain\nand you are pulling on the end links, but when applied to human character\nit is as false as any lie ever uttered.\nHuman character is as strong as its greatest virtue and I shall select. and\nhold my friends, if I want to be happy and a good comrade, not in terms\nof their littleness, not in terms of their faults, but in terms of their great\nvirtues.\nThe last set of relations, and I have no authority to speak on it, but the\nolder I grow the more I believe that there have got to be relationships not\nonly with the life that is but a hope that reaches beyond. You may not be\nconcerned with it, but some of the most unhappy faces that I have seen\ncome to my window have been men and women who have done fairly well\nin this world but there is a haunting look like the hyena on their faces, a\nrestive look, and they never come to have a philosophy of life; they don’t\nsee that “Through the ages one increasing purpose runs, and the thoughts\nof men are widened with the process of the sun.”\nI have come to believe, I don’t care what religion a man gives his faith\nto, if it satisfies him that is all right to me, and I am even ready to go\nout and take the hand of the honest doubter if he can’t see through the\nfog and the mist; I will take him by the hand and call him my brother if\nhe is honest and cannot believe, but I do feel the older I grow that every\nman and woman needs a kind of philosophy that leads beyond the mere\nshifting currents of this life, and I would like finally to have my faith\npinned to something like this, where the poet says:\nThe soul secure in its existence\nSmiles at the drawn dagger\nAnd defies its point;\nThe stars shall fade away,\nThe sun himself grow dim with age,\nAnd nature sink in years,\nBut Thou shalt flourish in immortal youth,\nUnhurt amid the wars of elements,\nThe wreck of matter and the crash of worlds.\n\nLadies and gentlemen,\n\nas parents, as teachers, as workers in this great\n\nfield, this great laboratory of humanity, if once in a while we can lift our\nshades and look out and see the happy faces of men and women whose\n\n"}
{"page": 863, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n859\n\nbodily health makes them happy, if we can look out and see them sweet\nand wholesome in their emotional life, loving good pictures, loving good\nmusic, loving the things that are worthwhile, if we can look out and see\nthem as they grip a paragraph and squeeze the idea out of it, as they listen\nto some talk and get the idea, if we can look out and see them in their\nimagination taking the wings of the morning and flying to the uttermost\nparts of the earth, if we can look out and see them happy at their play,\nhappy in their work, happy in their homes, happy in their church relationships, happy in their comradeship on the great way, and if it might come\nto us to look out and see them with a face lit by that transcendent hope\nthat goes over and aboye all others, if we might see them. with that, I think\nwe could congratulate ourselves that in the laboratories of the home, the\nchurch, the school and the community, we have done our part to bring\nback to look through our windows the faces of happy children and of\nlappy men and women.\n\nMUSIC\n\nAND\n\nTHE\n\nSACRED\n\nSEVEN\n\nW, F. WEBSTER, SUPERINTENDANT OF SCHOOLS, MINNEAPOLIS, MINNESOTA\nSome years ago a party of wise men, more than three and not all from the\neast, came together and after due deliberation announced to an expectant\nworld the seven objectives of education. Whether the number seven was\nchosen because of educators’ eternal fight against the seven deadly sins, or\nwhether, as seems more likely, this sacred number was selected because they\nsaw the lamp of knowledge flower into a seven-branched candle-stick, they\nhave never disclosed. It may be that some day the number will be enlarged\nto meet new delinquencies of men, or to celebrate new advances in education. Or we may reduce it to a single formula as announced by our educational philospher, Dewey: “‘to achieve a life of rich significance.” Somehow\nthis statement has always sounded complete to me. But the number seven\nhas stuck, and we talk of health, fundamental skills, worthy home membership, vocation, citizenship, worthy use of leisure, and ethical character.\nIf\nthis bare skeleton should be clothed with soft palpitating flesh, it would look\nlike this:\nThere shall come forth from our schools a people enjoying\nabundant health, trained to keen intelligence, finding confidently their\nplaces in the world’s work, dwelling in happy homes, exercising wisely the\nobligations of loyal citizens, using worthily their leisure time, and guided\n\nby high principles in all their daily contracts with their fellows. This is a\nglorious ideal, a consummation calling for high endeavor.\nNow, where shall music be found, and where is the place of harmony\namong the sacred seven? Some of us can remember way back when music\nwas not included in any school course of study. It would do for girls, who\nhoped some day to play variations on “Listen to the Mocking Bird” or\nSigel’s March for four hands. Very few persons attempted to sing, except those who belonged to a church choir. The Saturday night rehearsal\n\nwas a serious matter, and ears were more efficient than eyes in learning the\n\n"}
{"page": 864, "printed_page": null, "text": "NATIONAL\n\n860\n\nEDUCATION\n\nASSOCIATION\n\nSS\n\ni\n\nas\n\nIn those days a boy who ventured to sing\ntune and its adjacent parts.\nmight as well wear dresses and be done with it. He would, however, be\npermitted to play in a band, and would be tolerated by an abandoned\nsegment of the social circle if he could fiddle ‘““The Devil’s Dream” or\nStill, that boy was dangerously wicked and\n“The Irish Washerwoman.”\nto be avoided by all well-bred children with white hands and clean collars.\nThat was fifty years ago. Fortunately things have changed. The maid\nof song no longer has to stand outside and beg admission to any circle. She\nis the most welcome of the sacred muses; and Terpsichore may now bring\nas her companions Calliope, Melpomene, and Euterpe. As soon omit history from a course of study today as music, and woe to the superintendent\nwho slights either. Both are elements contributing to a life of rich significance.\nMuch as I love music, much as I believe it should have a large place in\nany school, I cannot say that it makes an equal contribution to each of the\nseven objectives. I might repeat the ancient confession of the base drummer.\nwho had cured his consumption by joining the band. And I might ‘assert\nwith confidence that all little boys who feel their waist lines while they\nsing, know that they are using the whole of their lungs, and will never have\nto fight a battle with the White Plague. But such an assertion would be\neven more far-fetched and ludicrous than some others I have heard of, in\nwhich educators have sought to give certain procedures an honorable\nparentage.\nAnd I shall not urge too far the place of music in making a good citizen,\nexcept by indirection. I know the dynamic force of the shrilling fife and\nthrobbing drum.\nHardly a youth can resist the call to arms; and his feet\nmust beat with measured tread as the boys march down the street.\nNations rise to ecstasies of enthusiasm at the intoning of their great hymns,\nand armies sweep forward to victory or to death. This religious fervor was\nborn years earlier, when, in the schoolrooms of childhood, they stood together and sang, ““My Country, ’tis of thee; then reached forward children’s hands and reverently repeated, “I pledge allegiance to the flag of the\n\nUnited States.”\nsecret\n\nforce which\n\nThe hymns of this nation, our national airs, they are a\nruns\n\nthrough\n\nall its parts, even\n\nto the islands of the\n\nsea, uniting us all into one people, undivided and indivisible, America, the\nbeautiful.\nMen rarely realize the place music has achieved in the business of the\nworld.\nI am told that today it takes third place among the professions.\nAnd this statement is not intended to include those who publish, manufacture, and sell musical merchandise; it includes only those who are engaged in producing music for pay. Had any boy or girl said fifty years ago\nthat he or she had chosen music as a profession, that youth would have\nbeen a subject for paternal disquietude. As well expect to earn a living by\nfishing as by fiddling. Old King Cole might need his fiddlers three, but\nmost communities could use but one, and it was a seasonal occupation even\n\nfor the one,\n\n"}
{"page": 865, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n861\n\nToday in Minneapolis, with its population of 435,000, there is a vast\nhost earning money with their musical skill, in our great symphony orchestra,\nand many smaller orchestras in our show and picture houses, dinner\norchestras, dance orchestras, radio orchestras; singers in theaters and\nchurches, teachers of music, seven hundred thirty of them, altogether thousands, more than the lawyers, than the doctors, the dentists, the school\n‘The apprentices for the practice of music are taught in our\nteachers.\nschools; and many step right out from school into very attractive places—\nattractive if only earnings are considered, but delightful, too, because here\nmen may do what they like best to do.\nFor some reason music was not included among the fundamental skills.\nThe honored trilogy is too sacred to be lightly profaned by a trivial subject.\nBorn of good New England stock, reading, writing, and ’rithmetic were\nearly accepted as worthy a position in good society; but what contribution\ncould music make to the immortal three?\nIt could not increase a bank\naccount and had a doubtful place in the worship of God. For either worthy\nobject it was yet a hazard; our elders played safe and found no place for\nmusic. Yet it will be interesting for a few minutes to consider the help\nmusic brings to the ruling three. Many persons have never suspected that\nmusic had any contribution to make to this powerful triumvirate.\nThere was a time when some of us foolish classicists believed in the\ntransfer of training, and it needed no courage to affirm that the study of\nGreek, Latin, and mathematics had made some contribution to the powers\nof the giants of elder days. ‘Then there came along a group of iconoclasts,\nand our idols fell down with a crash. There was no such thing as formal\ndiscipline or transfer of training.\nA boy might by a rapid elimination\n\nclassify a Latin word as a noun in the ablative of means, but that ability\nwould give him no help in classifying a fraction as improper or placing a\nbird in the hawk family. Some enthusiasts went so far as to infer that a\n\ngirl might be very neat in caring for her hands but would not wash the\ndinner dishes any better for that. Sometimes the correlation was negative;\nand the implication was that she who washes dishes best must ever have\nsoiled hands. However, the noise of that battle has died away; and though\nthe explanation of how transfer occurs has not been settled to the satisfaction of the belligerents, the fact that it does occur in greater or smaller\ndegree has been accepted by most persons. And the principle which is now\nmost invoked to explain transfer is that when activities have in them similar\nelements, they make mutual contributions to power.\nAnd what has this to do with music? Just this: many of the activities\nof the mind in learning to sing are the same as those used in learning to\nMay I briefly speak of the technic used in teaching music? All\nread.\n\nOne of their principal activities is singing.\nchildren go to kindergarten.\nThey love it; and they learn many beautiful songs. They organize, too,\ntheir children’s orchestras; to older people these little players give much\npleasure, but for themselves, the performers, they are real orchestras and the\n\nsource of unbounded joy.\n\nThrough the first grade they sing along, gather-\n\n"}
{"page": 866, "printed_page": null, "text": "862\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nee\n\ning a large repertoire of lovely melodies, and gaining a real appreciation\nof sweet tones and swinging rhythm. And so into the second grade they\ncome singing. By this time certain “pattern songs” are just as familiar\nIn exactly the same way\nas “The Little Red Hen’ or “Mother Goose.”\nas words and phrases are learned as signs of objects and actions, black\nnotes in certain places stand for the tones they have been singing. Only\nfifteen minutes a day are given to study of music in the beginning and this\ngains only five minutes in the next four years. It is easier to learn to read\nmusic than to read words; in the modern way both are good fun.\nIn another way the study of music assists children to read words. It is\nnot so long since a child read new stories-much as if pronouncing words in\na spelling lesson. ‘Today he is taught to see groups of words together, and\nhe says them together in phrases or even sentences. In modern music teaching, too, he is compelled to see ahead and sing phrases. The class never\nstops; it keeps going. \"There must be the same eye span in music as in\nliterature.\nTo stop to pronounce single words or to sing individual tones\nis as ruinous to good reading as to good singing. Oh, surely there aré hard\nwords as there are hard intervals; but in both cases the pupils can generally dig them out. Power is gained in both by doing it themselves; weakness is confirmed when a teacher does it for them.\nAs early as the second grade children sing alone. A teacher might just\nas well assume that each pupil knows the multiplication table when a class\nchants it in unison, as to assume that each individual can sing a line when\nall together can do it. Independence and sureness can be gained only by\nindividual singing; and independence is essential to part singing and instrumental playing.\nIn the fifth grade two-part music is taken up, and\nschool orchestras begin to appear in this and the grade following. All the\nway along children become accustomed to hear their own voices; there is no\nmore consciousness of self-singing than of self-speaking.\nTimid mousies\ndisappear; natural children, unconscious at school as at home, sing and\nspeak without hesitation and without fear.\nMusic for a short period each day is study, not recreation.\nThe mind\nmust be bent to its task. “The power to shut out all the world beside, and\nattend to the present task, is not ephemeral; it persists.\nMemory is developed ;not alone memory of musical phrases, but when on the fourth time\nthrough a new piece books are closed, and both words and music of simple\nmelodies are repeated, shall we say there is no gain in ability to hold in\nmemory fragaments of loveliness, whether of tone or of words?\nWhat I have been trying to say for the last four minutes is that music\nworked with, not played with, makes a real contribution to mental strength.\nFear of self is cast far away and independence is established; and instead\nof opening a path flower bordered and perfumed leading toward sentimental\nweakness, music is offering an exercise of unrecognized importance leading\non to intellectual power.\nThe instructor in harmony in our high schools took all the pupils in the\nmusic course for two years, seven hundred of them, and an equal number\n\n"}
{"page": 867, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n863\n\nof pupils as they came in other courses. The music students had eighteen\npercent of all marks “A” and three percent of all marks “F.” The other\ngroup ran ten percent “‘A’s” and seven percent “F’s.” I know that this\ndoes not completely establish the value of music training, but it corroborates\nthe judgment of the sage of Cambridge, Charles W. Eliot, who said that\n“Music is the best mind trainer on the list.” And the judgment of Gladstone: “Music is one of the most forcible instruments for training, for\narousing and governing the mind and spirit of man.”\nWhere shall music be found? and where is her place in education? A\nlovely maiden, serving unobserved and without mention is music, to build\nup a mind with power, concentered on its task, freed from trembling fear,\nachieving a life of rich significance.\nAnd yet as surely as man thinking is not the whole man, so surely have\nwe mentioned but a fraction of the function of music.\nMusic makes its\ngreatest contribution to a life of rich significance not through training\nthe intellect, but through refining the soul of man. And to refine the soul,\nit must come frequently under the lovely spell of music. Music is not so\nmuch a thing to be explained and talked about, as a thing to be exposed to.\nMan loves not because he knows; man loves because he has been exposed to\nbeauty, whether it be a simple flower, a lovely woman, a haunting melody.\nAnd as the object of his love is beautiful, so his soul assumes the beauty it\nlooks upon. We break the bleak walls of our schoolrooms with beautiful\npictures, we read from school books the world’s rich literature, we sing\nthe great songs of all nations. And under the magic spell of words, of\ncolor, of tone, the souls of children reach out and up into regions of beauty,\nand at each excursion into this bright realm they bring back rich treasures\nthat can never be taken away.\nMen are truly what they are in their leisure time.\nDuring the day\nforty-five million of us leave our homes to be slaves, not unwilling slaves,\nto duty. In field or shop, in the street or school, each assumes his place\n\namong the ranks of those who toil. His commander may be a superintendent or it may be his job. He is not free. But when labor is past, the day\ndeepens into night, and the lights of the city begin to gleam, most men\nare free. What do they do? ‘Then they tell what manner of man they\nare. Lovers of light or lovers of darkness?\nSchools are answering this\nquestion. One out of ten in some of our high schools is in our orchestras\n(not by compulsion, but by choice) ; two out of three are singing in great\nchoruses. We believe that just as surely as the number of youth upon th\ntennis courts and golf links is increasing because of the new joy found in\ngymnasiums and on athletic fields, so certainly the number found playing\nand singing just for pleasure is growing to a host. Mother at the piano\nand, beside her, brother or sister with violin or saxophone, is the surest\nprotection against a wasted life I know.\nIn my boyhood I saw others\nspend their evenings at the livery stable; but a cornet, a piano, and a flute\ncalled Gib and Jennie and me away from smut and nastiness td beauty and\n\nsweetness.\n\nAnd millions in thousands of little homes are tonight having a\n\n"}
{"page": 868, "printed_page": null, "text": "864\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nAnd as youth grows to manhood and new\ngood time, safe with music.\nhomes are set up, musical instruments are as necessary as dishpans and\nbrooms. Little children come into these homes of beauty, and they can know\nfathers and mothers because some still live at home; and these young lives\n\nare moulded by the music they hear. A fine form of insurance against\nThose are trying days when\nmoral bankruptcy is a musical instrument.\n\nsister plays her scales and brother sobs on a saxophone; but the noise of\nit is not so distressing as the voice of the police matron announcing that\nson or daughter is at the station. Which premium will men pay and what\nannuity have they purchased?\nWorthy home membership is one of the\nsacred seven; and no study of budgets and calories brings so sure a contribution to a life of rich significance in the home as does the gentle power\nof music.\n\nAll are truly grateful for the change in character of the music offered in\ntheaters and to radio audiences. “The finest artists in the world sing to us\nand play for us, and homes become places of joy to millions every evening.\nLoveliness is surely winning against ugliness and vulgarity. Yet better\nthough the music be, in the indiscriminate mixture of bad and good, progress\nof the unlearned toward an appreciation of beauty and refinement must\nbe accelerated by the schools. Appreciation of what is good and disgust\nfor what is common must be one objective. Only good music should be\nfound in our books; but even among the good there is a choice.\n“The\nheart of a child is true, and his preference is seldom wrong.\nAnd these\nfiner things of his choice should be sung over and over. They hecome the\ntouchstones by which all other music is tested and the child becomes an\nunerring critic. It would be very difficult for any of us older ones to tell\nwhat good music is; we do not define, we just know and love.\nAnd while we love a miracle is wrought. One day I went to one of our\nhigh schools. I was taken around behind the stage, and stood in the wings.\nThe room was dark, except for the lights on two music racks and a piano\nlamp. ‘Two girls and a boy were playing a charming trio. No other persons were on the stage. No one seemed in charge, and yet not one of the\ntwo thousand students moved or made a sound. ‘The spell of beauty was\nover them, and behavior was as lovely as the music.\n\"This could never\nhave been, had they been soused in jazz; but beauty begets refinement, and\nrefinement is the mother of self-control.\nBut be ye doers of the word, not hearers only; then you shall know the\ntruth. We have been thrilled by the singing here tonight.\nWe are to\nhear an orchestra of artists chosen from all the states, woven into a nation’s\nchorus! that single thought lifts us to a passion for country. But what we\nhearers feel is but a spark beside the glow of emotion which fires the souls\nof these boys and girls. And day after day in the great high schools of this\nnation youth is carried away on wings of song to nobler ambitions and\ndesires. At Christmas time through the corridors of our schools, children\ngo singing. On every national holiday, millions of boys and girls sing their\ndevotion to country.\nOrchestras of one hundred pieces, with balanced\n\n"}
{"page": 869, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n865\n\nchoirs, interpret the greatest compositions of every nation.\nAs they play\nand as they sing, each feels the emotion of the whole swaying group, com-\n\nbined and amplified in self. His whole body creeps and trembles, as the\n‘great chorus sweeps forward to its triumphant hymn of joy. To listen\nto a great symphony lifts the hearer above the muck and mire of earth;\nbut to be a part of a great orchestra or chorus carries each performer far\ninto heaven’s heights. Appreciation comes to its complete flower in par-\n\nticipation.\nAnd while he performs, whether singing in chorus or playing in the\norchestra, something beyond appreciation of music slowly enters his mind—\nhe alone is not making this music. It is a cooperative matter.\nWe name\nalways the lesson of cooperation, when we speak of the value of athletics.\nHe is a poor captain indeed who gives all his plays to a friend or to himself.\nNor should the backfield attribute the success of the team entirely to their\nplunging prowess.\nIt is the line that makes possible their progress; it is\nthe submission of the individual for the good of the whole that brings\nvictory. Better than athletics is music for establishing the subordination\nof each to all. Piccolo must join the trombone, clarinet must assist the\nviolin, else the great symphony cannot be performed.\nNor shall brass beat\ndown wood winds, or drums overpower the strings, but all together, in\nintelligent submission to the leader, make up the trembling harmony. Solos\nmust sometimes be sung, but how barren when unsupported by chorus or\norchestra. Among our people there must be leaders, peaks rising above the\nlevel plains; yet we should never forget that democracy swings forward\nonly when supported by the deep diapason of all humanity.\nRecently I heard of a wise father who said to each son as he left home\nfor college, “Son, I know what you will do when you are alone, and I\nhave no fear. But what will you do in a crowd?”\nNo individual could\nsteal away his judgment, but the crowd!\nShall we forever resign all the\n\npowerful influences of masses to the kingdom of darkness?\n\nSchools should\n\nsing their school songs, their national songs, their great religious hymns,\nthe finest music of all nations.\nIn America, the benevolent, all peoples\nof the earth have come together, bringing with them the noblest expressions\nof their race. In this strange land how they are thrilled by some familiar\nstrain from Rossini, Sibelius, Grieg, Chopin, Brahms, Franck.\nPietro and\nErick, Francois and Johann, Jack and Pavlov forget traditions.\nIn the\ngreat school chorus, the world melts into one, one singing. What we long\n\nfor, that we are for one transcendent moment,\n\nnor shall we ever forget.\n\nThe intangibles are the realities; the things which are not seen, they are\neternal. And as surely as man has builded a machine which amplifies an\ninfinitesimal whisper until it fills millions of homes, there will float mysteriously from deep down in infinite space some day another angel’s song of\npeace and brotherhood, wrought into sweeping unison by the power of\nmusic, a world singing. Where shall music be found? and where is the\nplace of sweet harmony? Everywhere; for man will call for her, wherever\nhe strives to achieve a life of rich significance.\n\n"}
{"page": 870, "printed_page": null, "text": "DEPARTMENT\n\nOF SUPERINTENDENCE\n\nDALLAS, TEXAS, FEBRUARY 26-MARCH 3, 1927\nOFFICERS\nPresident, Ranpatt, J. Conpon, Superintendent of Schools..........+--.+++- Cincinnati, Ohio\nFirst Vice-president, Frank W. BauLou, Superintendent of Schools...... Washington, D. C3\nSecond Vice-President, Davin A. Warp, Superintendent of Schools.......... Wilmmgton, Del.\nExecutive Secretary, SuzRwoop D. SHANKLAND....1201 16th Street, N. W., Washington, D, C.\n\nEXECUTIVE COMMITTEE\nFrank D. Boynton, Superintendent of Schools (term expires 1927).........- . Ithaca, Mar¥.\nM. G. Ciarx, Superintendent of Schools (term expires 1928)..........+... Sioux City, Iowa ,\nNorman R. Crozier, Superintendent of Schools (term expires 1929)........... Dallas, Texas\nE. E. Lewis, Professor of School Administration, Ohio Staté University (term expires 1930) —\nColumbus, Ohio\n\nSECRETARY'S\n\nMINUTES\n\nFebruary 26\n\nThe fifty-seventh annual meeting of the Department of Superintendence\nopened Saturday afternoon, February 26, 1927, at 2:00 o’clock with a\nformal program opening the exhibits at the Fair Park Exhibit Hall.\nFrank Bruce, American School Board Journal, Milwaukee, Wisconsin,\npresided, and President Randall J. Condon delivered the opening address.\nFebruary 27\n\nThe annual Vesper Service was held Sunday afternoon, February 27, at\n3:30 o’clock in McFarlin Auditormm, Southern Methodist University.\nThis was followed Sunday evening with an organ recital by Palmer\nChristian of Ann Arbor, Mich. All other general sessions of the Department were held in the Fair Park Auditorium.\nFebruary 28\n\nAfter the convention had been called to order Monday morning, Norman\nR. Crozier, superintendent of schools, Dallas, Texas, presented a gavel\nto President Randall J. Condon.\nThe president announced the appointment of the Committee on Resolutions and the Board of Tellers.\nHe\nstated that the general theme of the convention was Ideals, Character,\nCitizenship, and National Unity.\nMarch\n\nAt the business session on Tuesday\n\npresented by Edwin\n\nC. Broome,\n\n1\n\nmorning,\n\nchairman,\n\ncommittee\n\nreports were\n\nfor the Commission\n\non the\n\nCurriculum; Herbert S. Weet, chairman, for the Committee on the\nArticulation of the Units of the American School System; Charles H.\nJudd, chairman, for the Committee on Materials of Instruction; George\nWheeler for the Auditing Committee; E. E. Lewis for the Executive\nCommittee.\n\n[866]\n\n"}
{"page": 871, "printed_page": null, "text": "THe\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n867\n\nNominations for officers were made as follows: For President, M. G.\nClark, superintendent of schools, Sioux City, Iowa, and J. M. Gwinn,\nsuperintendent of schools, San Francisco, California.\nFor second vicepresident, Frank D. Boynton, superintendent of schools, Ithaca, New York,\nand D. E. Wiedman, superintendent of schools, Bellingham, Washington.\nFor member of the Executive Committee for four years, Frank M. Underwood, district superintendent of schools, St. Louis, Missouri, and David\nA. Ward, superintendent of schools, Wilmington, Delaware.\nFrank D. Boynton, superintendent of schools, Ithaca, New York, called\nattention to the proposal made at the Washington Convention one year\nago, that Article 3 of the 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\nany active or associate member\n\nupon the payment\n\nof $25 in advance.\n\nOn motion of Mr. Boynton, the amendment was adopted.\nMarch\n\n2\n\nChairman M. E. Pearson presented the report of the Board of Tellers\nwhich was as follows:\nDallas,\n\nTexas,\n\nMarch\n\n2, 1927\n\nTo Randall J. Condon, President of the Department of Superintendence, National\nEducation Association.\nWe hereby certify that the election of officers for the Department of Superintendence held this day was conducted in accordance with the Constitution and\nby-laws and that the following persons were elected to the offices named:\nPresident: J. M. Gwinn, superintendent of schools, San Francisco, California.\nSecond Vice-president: Frank D. Boynton, superintendent of schools, Ithaca,\nNew York.\n:\nMember of Executive Committee for four years: Frank M. Underwood, district\nsuperintendent of schools, St. Louis, Missouri.\nRespectfully submitted,\nM. E. Pearson,\n\nChairman\n\nM. H. Moore\nFrep S, SHEPHERD\nE. C, FisHer\nJ. A. Koontz\nE. E. Lewis\nMarch\n\n3\n\nAt the morning session, on motion of Superintendent M. G. Clark of\nSioux City, the election of Superintendent J. M. Gwinn as president of\nMr. Clark was appointed to\nthe Department was made unanimous.\nIn response to words of greeting from\nescort Mr. Gwinn to the stage.\nPresident Condon, Mr. Gwinn replied in part as follows:\nI appreciate very much\n\nthe high honor that has come\n\nto me,\n\nand I feel that as\n\nwe look forward in the year ahead, we shall find many great problems confronting\nSome of these problems will be\nthe schools of America which need our attention.\n\nmore apparent to you than to me, and I am inviting you now\nsuggestions in reference to the program of our future work.\n\nto send to me\n\nany\n\n"}
{"page": 872, "printed_page": null, "text": "NaTIONAL\n\n868\n\nEpucaTIOoN ASSOCIATION\n\nI wish to say that I feel it was more the desire of the members of the Department to keep Mr. Clark on the Executive Committee another year than to have me\nas President that caused a few more of you to vote for me than for Mr. Clark,\nbecause had you made Mr. Clark the President you would have lost his services\non the Executive Committee, and by making me the President you retain his\nservices on the Executive Committee, so that the Department will have the\nI appreciate very much\ncounsel, the advice and the wisdom that he can give.\nhis generosity, and I thank you for your support and pledge my best endeavor to\nmake the program\n\nnext year as good as can be made.\n\nAt the afternoon session, committee reports were presented by Frank\nW. Ballou, chairman, for the Commission on Economy and Efficiency in\nthe Business Administration of School Systems; William M. Davidson,\nchairman, for the Legislative Commission; Richard O. Stoops, chairman,\nfor the Committee on Uniform Records and Reports.\nAt the conclusion of the address by Frank D. Boynton on “Again the\nOpen Door in Education,” it was voted to request the Research Division\nof the National Education Association to prepare a study on the problems\npresented in the address.\ntae\nThe report of the Committee on Resolutions was presented by J. M.\nGwinn, superintendent of schools, San Francisco, California. One member\nrecorded his vote against Section 7 of the report. The other sections were\nadopted unanimously. The final business meeting then adjourned.\n\nRESOLUTIONS OF THE DEPARTMENT\nSUPERINTENDENCE\nAdopted\n\nCOMMITTEE\n\nMarch\n\nOF\n\n3, 1927\n\nON RESOLUTIONS\n\nPHILANDER P. Cxiaxton, Chairman, Superintendent of .Schools................-. Tulsa, Okla.\nMay TruMpeER, State Superintendent of Public Instruction.................. Helena, Mont.\nTsaac O. WiINsSLow, Superintendent of Schools.............\n.Providence, R. I.\n\nJ: G,. (Corrrecotm, Superintendent of Schoolseemrtere-/-<\nelle\n..-Columbus, Ohio\nLink, Lex arn, Principal, Maryland State: Normal Schoolecn\ncease\niebieie Towson, Md.\nLouis P. BENEZET, Superintendents ot Schools...\n..- 46+ «nese\ns+\ne Manchester, N. H.\nSut M. Powers, Superintendent of Shelby County Schools................ Memphis, Tenn.\nJj. M. Gwinn, Supexintendent of WSchoolsa-ianc\n«sci cleiers eetecreteere\nekeeee San Francisco, Calif.\nC. H. Garwoop, Superintendent of ‘Schools .¢ vic adecene oe gee sncecisns\nem oeHarrisburg, Pa.\n\n1. The Department of Superintendence of the National Education Association of the United States, assembled in its fifty-seventh annual convention, reaffirms its faith in American democracy and in the free American\npublic school, which makes possible the continuance of that democracy and\ngives to the great body of American people the power to readjust themselves to ever-changing conditions of industrial, social and civic life, to\ncreate new standards for new conditions, to preserve their inalienable\nrights of life, liberty and the pursuit of happiness, and to obtain for them-\n\nselves ever larger measures of freedom and spiritual wealth.\nIt would\nwarn against any tendency toward the return to that limited form of education which has for its purpose only, or mainly, the formation of habits\nthat fit for specific conditions and duties in a static society rather than for\nintelligent and courageous participation in the great adventure of life in\nfreedom and democracy.\n\n"}
{"page": 873, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n869\n\nWe hold with the patriotic president of Texas, Mirabeau B. Lamar, that\na “cultivated mind is the guardian genius of democracy, and while guided\nand controlled by virtue, is the noblest attribute of man.\nIt is the only\ndictator that freemen acknowledge and the only security that freemen\ndesire.”\n2. We recognize the equal right of all children, regardless of wealth,\nsocial position, native ability, and all other conditions, to full and free\nopportunity for the kind and degree of education which will insure their\nbest and fullest individual development, and fit them most perfectly for\nthe duties and responsibilities of individual, social, civic, and spiritual life.\nTherefore, we commend the increasing efforts of boards of education and\nadministrative officials to adapt school organization, courses of study and\nmethods of teaching to the varying needs of children. We recommend and\nurge the hearty support, financial and otherwise, of the scientific research\nwhose aim is to discover the means by which teachers and administrative\nofficers may determine more readily and accurately the educational possibilities and needs of individual children.\nWe also welcome the widespread interest in the readjustment of courses\nof study in schools of all grades to meet more perfectly the abilities and\ninterests of children and the demands of society; and, both for economy\nand efficiency, would recommend the closest possible cooperation of the\nvarious agencies at work at the task of curriculum making.\n3. Policies of administration, forms of organization and courses of\nstudy all depend for their results on the life-giving work of teachers in the\nclassroom. We urge, therefore, that in the employment of teachers only\ntheir fitness for the position sought be considered, that teachers be given\nlarge freedom in their work, and that such salaries be paid them as will\nmake possible the achievement of the highest standards of personality, educational preparation and professional skill.\nSuperior teaching service\nshould be rewarded by proper recognition and salary to the end that teachers may be placed and retained in those positions where they can render\ntheir highest and best service.\n4. The enlarged program of education demanded by the present and the\nfuture is necessarily more costly than the programs of earlier years. But\nwe would call attention to the fact that right education of all the people\nhas a direct relation to material wealth.\nIt is through the vision, scientific\nknowledge, technical skill, and business ability produced by such education\nthat the resources of the country are developed and potential wealth turned\ninto actual wealth. No people ever became poorer by thus preparing themselves for the effective use of their capital of time, energy, resources, and\nmoney. It is very largely because of our generous expenditures for education that our unprecedented wealth and wealth-producing power have been\ngained. We would, therefore, urge the adequate support of all sound and\nwell-considered programs of public education as investments sure of satisfactory financial returns as well as of the more important returns in good\ncitizenship and in cultural and spiritual wealth.\niran!\n\n"}
{"page": 874, "printed_page": null, "text": "870\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nmay net lack essential opportunity for education that will enable them to\nlive and serve as well as those who are fortunate enough to be reared in\nwealthier communities, we repeat our former recommendation that a large\nportion of the support of schools be assumed by the larger units of county\nand state. That taxation for education may be more evenly and justly\ndistributed, we recommend careful study of the principles of taxation and\nthe progressive adoption of modern, equitable, and scientific methods of obtaining revenues for the support of schools.\n6. We recognize that under our form of government responsibility for\nthe support and administration of education rests with the states. In order\nthat they may more fully and effectively meet this responsibility, state and\ncounty school administration should be kept free from partisan and factional politics. We believe this can be accomplished best through rightly\nconstituted state and county boards of education with administrative\nofficials selected by and responsible to these boards. ‘The wisdom and effectiveness of this policy have been demonstrated in city school administration.\nWe recommend its adoption in all school administrative units,\nwhether state, county or other units.\n7. The development of our American program of education is dependent\nupon the contribution made by the several states and localities which make\nup the nation.\nThe federal government has long accepted the responsibility for conducting inquiries and disseminating information in support\n\nof the programs which are controlled and administered locally. We believe\nthat further progress in education throughout the nation is dependent upon\nscientific inquiry which should be conducted by the national government\nand the results of which should be made available to all who work in education. We believe that this most important function can be best carried\nout by the establishment of a Department of Education, with a Secretary in\nthe President’s Cabinet. We pledge our aggressive support to the CurtisReed Bill, which is now before Congress and which provides for the establishment of a Department of Education and for the more adequate support\nof scientific research in education under the direction of a Secretary of\nEducation.\n8. We recognize the great service which the United States Bureau of\nEducation, with meager financial support, renders the cause of education\nin so many fields. Until some better agency for this service has been established by Congress, we urge such appropriations for this Bureau as will\nenable it to perform effectively the great and important functions for which\nit was created,\n9. We commend the work of the Commission on the Curriculum and\nparticularly the Yearbook on the Junior High School as a conspicuous\nexample of a type of cooperative professional service that we are glad to\nsee our profession rendering to its members and to public education.\n10. ‘Realizing that interruptions of the work of the pupils in pursuit of\nthe regularly constituted courses of study greatly interfere with the cumulating efficiency arising from continuity of effort, we therefore look with\n\ngreat disfavor upon all attempts by outside agencies to exploit the pupils\n\n"}
{"page": 875, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF SUPERINTENDENCE\n\n871\n\nthrough the introduction into the program of the schools of materials and\nactivities not organically related to the regularly constituted courses of\nstudy and the legitimate purposes of the schools.\n11. We heartily commend the cooperative national, state and local observance of American Education Week as a means of snalating and uniting the interests of pupils, teachers and parents in the advancement and\nsupport of public education throughout the nation.\n\n12. We would record our full appreciation of the fine musical programs\nand art exhibits in connection with this convention.\n‘They are good evidence that we are rightly coming to regard music, art, and other similar\nsubjects as fundamental in the education of American children. We recommend that they be given everywhere equal consideration and support with\nother basic subjects.\n13. As a further means of securing to country children opportunities\nof education more nearly equal to those of city children, we recommend\nthe extension of the policy of well-planned continuous programs of school\nconsolidation.\n14. We reiterate our approval of all just and effective legislation to\nprevent the exploitation of children for commercial profit, and to make\npossible their full participation in all the opportunities offered for their\neducation.\n15. From time to time university presidents, school superintendents and\nother educational executives are called upon to take a stand for what they\nknow to be right and necessary for education in the face of hostile political\nand partisan activity. We commend the members of our profession who\nhave had the courage to undergo this sacrifice, convinced that public opinion, through their efforts, will ultimately realize the necessity for protecting against every selfish interest those who are working for the youth of\nthe nation and for the fundamental principles and policies of public education.\n16. Finally we recommend and urge that a worthwhile health program\nbe carried on throughout the country, emphasizing in particular personal\nhygiene and the evil effects of narcotics and alcoholic beverages, that character building be recognized as a fundamental objective in all parts of the\nschool program to the end that the youth of the land shall be strengthened\nin all moral and spiritual values; that respect for law and order and a\nsense of personal civic responsibility be encouraged in all schools; and that\na happy and helpful attitude of tolerance be inculcated to the end that\nAmerican youth shall be imbued with the spirit of worldwide brotherhood,\npeace and progress.\n17. To the state of Texas, to the Governor, to the city of Dallas and its\ncitizens, to the schools, their officials, their feathers and their pupils, to the\nchurches, to the public press, and to the many organizations that have\ngiven ‘of their best efforts in our behalf, we render cordial thanks for the\ndelightful hospitality and efficient management that have made this fifty-\n\nseventh annual meeting of the Department of Superintendence a notable\nsuccess,\n\n"}
{"page": 876, "printed_page": null, "text": "aes\n\noon\n\na\n\nWika)\n¢\n\n;\n\ney\n\n*) oat\n\n,\n\nAitHig! Jp at“dalam breeta\n~aet baw, Gri ra Laatapeta oacaeeats\n\n_ Aone\n\n‘\n\nsei nett ines\nhen deelhails\n\nad\n\n\"\n\nae\n\npat\n\nCen\n\ndnt\n\nesi wae\n‘\n:\n1 ive\n\nré\n\npeer\n\neraie —\n\nae dL\n\nwey\na\n\nets. laaiae “a aus opal ord Mak wir x0\n~iva hou eit ald\n\nya\n\nvailbtante\n\ngate\n\naida (sonar swan nid\nying s\n\nSen\n\nediei\n\nwrnd\\ ie aniiadu baa\n\nny Jug! sword pega\n\nroa\n\nond: hal\n\neuro TIOgTP\n\na\n\nA\n\nCwt\n\nithe\n\nAhageternow ous\n\nbye\n\n*\n\nwianitras\n\n‘saagin\n\ngedaan\n\nae\n\nfill!\n\nsata\n\nay i.\n\noi\n\nwy\n\nwie lyyaqosi i}. vo\n\nlouie. Ly emnazmeta, hat\n\n‘i\n\nic ne deyile\n\n9 ya\n\non, aorta! sigad prignaits wa\nvine ot hng, dihony {utero\nThald.o79},,\n\nhenge 2a aumengeval\n\n(eteph\n\nvem\n\nah aintbait vi dourlz, .atesbiven\nae\n\niG ae\n\nTh\n\nb nik t\n\nnilsi,atie :\n\nlncia}lcey, slitposh, i, eyed afl fi Genin\n\nofl, oe\n\nwg aT\n\nit}; soda?\n\nTigo QUA. JA) bean\nIagig TOR ieee\n\nlt,\n\n’\n\neae\n\n;\n\nahente. ghia\n\novha mssegane altars\n\n7\n\nces\n\nochyelms\n\nLive eanaife, xiayl Ly (oeae\n\nio Muay edt. map emilee a8 a ee pay!1 centeatats, sleehlive wien Je\nae ao\n\nibs ai dogoksileg, heat waladipnvaa: leacomusppuadi sada ei.\n»\n\nwinCo oncory_\n\nand Wald\n\ngears\n\nj\n\nmrt Sond.“Grlcortaglidheealt uke é Tmt pgs, brea, Piacente ae joo.\nRACKET, thy ltven, ai, USAT\nUialy? mh) dUedgen4 oo hea\n\nath,\n\niuly, say gogn vee giletcols hin apvaien by.2oMe Its sly bes nsinyll\nof? bp eppid te ig Seitaies. |Leora ebiu ik ole oeirgjoeten\neet canibittd -dpe\n* bere witniais7\n\n20 Ny:da,hicait 3\nany ao Thuy, pile Vitlsytine sods an ivterrygohy\n\n7\n\nB byte wobte baw: val\n\nwt Yasser\n\nnit bins salyosy Ln a\n\nLeagan pi ‘geqbrad pilicamengeys sie dikogieeg ip. pay\n\n{eit\n\nbas\n\nsila Aa\n\nbate, Mie\n\ndaa Jrozd, ehiwhiroy i\n:\n\nba 5xou!'o# dra thaige: bax. Sinoheddeot\n\nath Ay ep in fu\n\ndhiniisey Mildied. fae\n\ncount\n\ntale ons ipilidsixse ot flerte shay: pee\n\n:\n\ni\n\nthe\n\nio\n\nnot\n\n0\n\nBeh\n\nble a\n\nio\nies\n\nti. br rie §Mov\n\ntio-alt af watebar } odd ii5 wereaTt!Fadtiteady od? Rita\n\n503 gt eliqua reds\n\nbop\n\neet tigel?\n\nrvast ued Maps! weg\n\nut), Tey) emty ct\nds\nohn.\n(\n\nnore ail\n\nelaine vitae tloorlye, odd coh\nBs Lprihe ar!\n\nDikeiyery vtinda\n\ni\n\nengistaic\nteat\n\nJo, Wabiiges ay Maden nay obllenbth, herr Ee wig\nwvede q ea) ey couse Teed vba Nuiinsieond dutta\n\noobhistanape\n\nAe\n\n0\n\nnies\n\nawly ce yoitoom dsr\n\nNE Seea\n\n"}
{"page": 877, "printed_page": null, "text": "The Department\nAmerican\n\nof Teachers\n\nColleges\n\nof Teachers\n\nColleges\n\nAssociation\n\n"}
{"page": 878, "printed_page": null, "text": "HE DEPARTMENT OF TEACHERS COLLEGES takes the\nplace of the Department of Normal Schools,\nwhich was formed at the Cleveland meeting,\nAugust 19, 1870, by a reorganization of the American\nNormal School Association, which had been organized\nin 1858. See Proceedings, 1870:176; 1906:524. In\n1924 it was voted to appoint a committee to discuss the\npossibility of combining with the American Association of Teachers Colleges. See Proceedings, 1924 :614.\nIn 1925 the combination was effected.\nIt was arranged that the National Education Association\nwould take over the publications of the American\nAssociation of Teachers Colleges, including its vearbook, in 1926.\nThe officers of this Department for the year 1927-28\nare: President, Dwight B. Waldo, President, Western\nState Normal School, Kalamazoo, Mich.; First Vicepresident, Victor L. Roy, President, Louisiana State\nNormal College, Natchitoches, La.; Second Vicepresident, C. L. Phelps, President, State Teachers College,\nSanta Barbara, Calif.; Third Vicepresident, T. T.\nAllen, President, State Normal School, Hast Stroudsburg, Pa.; Secretary-Treasurer, W. P. Morgan, President, Western State Teachers College, Macomb, Ill.\n1870: 1- 88\n1873:164-199\n1874 :214-254\n1875 :138-153\n1876:157-211\n1877 :139-174\n1879::113-135\n1880:176-193\n1881:199-218\n1882 :173-181\n1884 :236-258\n\n1885:223-248\n1886:389-423\n1887:467-604\n1888:465-515\n1889:557-613\n—1890:717-759\n1891:709-741\n1892:407-435\n1894:819-871\n1895:672-718\n\n1896:642-666\n1897:709-736\n1898:728-757\n1899 :835-904\n1900:480-491\n1901 :635-646\n1902:529-649\n1903:539-595\n1904:567-593\n1905:517-557\n\n874\n\n1906:707-711\n1907:739-759\n1908:703-739\n1909:547-597\n1910:563-595\n1911:695-709\n1912:809-897\n1913:523-553\n1914:497-565\n1915:763-815\n\n1917: 383-417\n1918: 209-235\n1919: 221-259\n1920: 237-263\n1921: 515\n1922:1063-1085\n1923: 737-744\n1924: 613-637\n1925: 863\n1926: 838-947\n\n"}
{"page": 879, "printed_page": null, "text": "MINUTES OF THE MEETING OF THE AMERICAN ASSOCIATION OF TEACHERS COLLEGES AT DALLAS,\nTEXAS, FEBRUARY 24 AND 25, 1927\nProgram\nFripay AFTERNOON—2:00\n\nOcLock\n\nNew Curricula for the Teacher-Training Colleges of Pennsylvania, J. Linwoop EIsENBERG, Principal of State Normal School, Slippery Rock,\nPennsylvania.\nDiscussion—G, H. Back, President of Washington State Normal School,\nEllensburg, Washington; W. J. BANKEs, Dean of College of Education, Municipal University, Akron, Ohio.\nContent of Subject-Matter in College Courses for Students Preparing tu\n‘Teach in the Secondary Schools as Influenced by the Curricula in the\nSecondary Schools, A. LinscHerp, President of East Central State\nTeachers College, Ada, Oklahoma.\nDiscussion—RoBeErt J. WRIGHT, President of East Carolina Teachers College, Greenville, North Carolina; C. L. PHexps, President of State\nTeachers College of Santa Barbara, Santa Barbara, California.\nDiagnostic and Remedial Requirements by the Department of Education\nfor Entrants to Teachers Colleges in Ohio, WaAtTER SCRIBNER\nGutter, Teachers College, Miami University, Oxford, Ohio.\nReports—\na. Secretary-Treasurer W. P. Morcan, Macomb, Illinois.\nb. American Council of Social Studies, H. B. Wittiams, Bowling\nGreen, Ohio,\n\nThe first session was called to order Friday afternoon at 2:10 and the\nmeeting was opened by prayer by Dean Minnich, president.\nAbout 100\nwere present at this time and the program as printed above was given, with\nthe exception of the response by President Wright, of the Teachers College\nat Greenville, North Carolina, whose place was filled by Professor Henderson, of the faculty of that institution. President Phelps, of Santa Barbara.\nwas ill and was not able to take part in the discussion.\nFripay Eveninc—6;30\nBANQUET\n\nPRoGRAM—PALM\n\nP. M.\nGARDEN\n\nGuests of the Association—Francis G. Blair and Randall J. Condon\nMusic—by Department of Music, North Texas\nDenton, Texas, R. L. Marquis, President.\n\nState Teachers\n\nCollege,\n\nPresident’s Address—The American Association—Need—Unanimity—\nSolidarity, H. C. Minnicu, Dean of Teachers College of Miami\nUniversity, Oxford, Ohio.\n875\n\n"}
{"page": 880, "printed_page": null, "text": "876\n\nNaTIONAL\n\nEpucATION\n\nASSOCIATION\n\nUnique Opportunities of Professional Schools, W. S. Gray, Dean of School\nof Education, University of Chicago.\nSelection and Training of Persons for Appointment to Positions on the\nAdministrational and Instructional Staffs of Normal Schools and\nTeachers Colleges, AMBROosE L. SUHRIE, Professor of Teachers College and Normal School Education, School of Education, New York\nUniversity.\nSuggestions Relative to the Declaration of Achievements and Services of\nthe American Association of Teachers Colleges, BRucE R. PAYNE,\nPresident of George Peabody College for Teachers, Nashville, Tennessee.\nReports—\na. Committee on Cooperation with Bureau of Education, J. A. H.\nKeiru, Indiana, Pennsylvania.\nb. Committee on Subvention for Research Work in Teachers College,\nD. B. Wa.po, Kalamazoo, Michigan.\nThe report of the secretary-treasurer was approved and a committee\ncomposed of the president, secretary and L. N. Hines, of Terre Haute,\nIndiana; Homer E. Cooper, of the state normal school of Richmond,\nKentucky, and George E. Martin, of Kearney, Nebraska, was appointed to\nreport on the recommendations of the secretary at the Saturday morning\nmeeting.\nA motion carried that the secretary send a telegram to John A. H. Keith\nexpressing the congratulations of the Association on his election to the State\nSuperintendency of Pennsylvania. Just before the session closed President\nMarquis, of Denton, Texas, invited all members of the Association to take\nan automobile ride to Fort Worth and Denton on Sunday, February 27,\nstarting at 9:00 oclock and returning at 6:00. 106 members took the trip.\nThe Friday evening meeting began on time and was carried out according to the program, which is printed above.\nSuperintendent Blair of Illinois, was unable to attend the entire session\n\nand excused himself early. Superintendent Condon, of Arizona, was unable to be present at the beginning, but came later. Joy Elmer Morgan,\nEditor of the Journal of the National Education Association, was\npresent and responded when introduced to the Association. President John\nA. H. Keith was unable to be present, but sent his report. It will appear in\nthe yearbook.\nFollowing this D. B. Waldo made his report of the committee of subvention for research work in teachers colleges. It will appear in the yearbook.\nFollowing his report the motion was made and carried that the\ncommittee be continued.\n\n"}
{"page": 881, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\nSATURDAY\n\nMorninc—9:00\n\nOcLocKk\n\n877\n\nThe Report of the Committee on Standards and Surveys, E. S. EvENDEN,\nProfessor of Education, Teachers College, Columbia University, New\nYork, Presiding.\nTraining and Status of the Training-School Teachers, Nopte Ler Garrtson, Director of Elementary Education, State Normal College, Ypsilanti, Michigan.\nPresent Practices and Standards in Financial Accounting for Normal\nSchools and Teachers Colleges, G. W. Frasirr, President of Colorado\nState Teachers College, Greeley, Colorado.\nReport of Committee on American Council on Education, E. L. HenpRICKS, President of Central Missouri State Teachers College, Warrensburg, Missouri.\nSaturday morning’s session met as scheduled and the program as printed\nabove was presented with the exception of President Frasier’s address,\nwhich was omitted because of his absence. However a proposed study of\nteachers college libraries was presented by George W. Rosenlof, of the\nTeachers College of the University of Nebraska.\nAfter Dr. Garrison’s paper was presented a motion was made and carried\nto have it mimeographed and mailed to the members.\nEarl Rugg, of Greeley, Colorado, discussed a report that he is going to\npropose on standards in use in the teachers colleges. “This appears in the\nYearbook.\nA committee on declaration of achievements and services of the teachers\ncolleges in the American Association was provided and appointed as\n\nfollows:\n\nChairman,\n\nBruce\n\nPayne, of Peabody College,\n\nNashville,\n\nTen-\n\nnessee; additional members, E. L. Hendricks, of Warrensburg, Missouri;\nJ. L. Jarman, of Farmville, Virginia; J. G. Riggs, of Oswego, New York,\nand G. H. Black, of Ellensburg, Washington.\nA committee on nominations, composed of G. H. Black, of Ellensburg,\nWashington; R. Elliot, of Chadron, Nebraska, and R. L. Marquis, of\nDenton, Texas, was appointed.\nSATURDAY\n\nAFTERNOON—2:00\n\nOcLock\n\nThe Teaching Profession, Leadership and Responsibility, GrorcE F. Arps,\nDean of the College of Education, Ohio State University, Columbus,\nOhio.\nThe Washington Tentative Standards, H. A. Brown, President of State\nNormal School, Oshkosh, Wisconsin, Presiding.\nReport of the Committee on Accrediting and Classification, H. W. RockWELL, Principal of Normal School, Buffalo, New York., Presiding.\nElection of Officers\nUnfinished Business\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nNATIONAL\n\nEpuUCATION ASSOCIATION\n\nPresident George Martin of Kearney, Nebraska, chairman of a special\ncommittee to report on the secretary-treasurer’s recommendations, reported\nas follows: I recommend that the following institutions be dropped from\nthe membership for non-payment of dues: Albion, Idaho; Hyannis, Massachusetts; Fredonia, New York; and that the request of the following\ninstitutions to be dropped from membership be allowed: Danbury, Connecticut ;Worcester, Massachusetts; and Clemson Agricultural College at\nAlso that the teachers college at\nClemson College, South Carolina.\nFresno, California, be refused reinstatement, although it: has paid its dues\nfor 1926-27, unless it pay the dues for the two preceding years, and that\nthe fee accepted for the current year be returned unless the back dues are\npaid. It was also recommended that the secretary-treasurer be requested to\nnotify by registered letter with return cards on December 1 of each year all\ndelinquent members of the Association and report to the Association all\nthat have not removed this delinquency by January 1, following.\nIt was\nfurther recommended that the member institutions be requested to pay\none-half a year’s dues, $2.50, to satisfy their dues up to January 1, 1928,\nand that thereafter the year for collecting their dues be from January 1\nto December 31. It was further recommended that the secretary-treasurer\nbe authorized to send each member institution one copy of the yearbook\nannually. All of the recommendations were approved by a vote of the\nAssociation.\n‘The program was then given, as printed on the preceding\npage.\nPresident H. A. Brown, of Oshkosh, Wisconsin, and Principal H. W.\nRockwell, of Buffalo, New York, were absent. Dr. Evenden, of Teachers\nCollege, Columbia University, presided during the discussion of the Washington tentative standards and introduced Marion E. McDonald, of\nTeachers College, Columbia University, who gave an address on “A Critical Study of Psychology in Teachers Colleges and Normal Schools.”\nPresident Charles McKenny, of Ypsilanti, Michigan, read Principal Rockwell’s paper.\nThe nominating committee then presented the following nominations:\nPresident Dwight B. Waldo, State Normal School, Kalamazoo, Michigan,\nPresident; President Victor L. Roy, Natchitoches, Louisiana, First VicePresident; President C. L. Phelps, of Santa Barbara, California, Second\nVice-President ;President 1. T. Allen, of East Stroudsburg, Pennsylvania,\nThird Vice-President; E. S$. Evenden, Teachers College, Columbia University, New York City, member of committee on standards and surveys;\nShelton Phelps, of Peabody College, Nashville, ‘Tennessee, and Noble L.\nGarrison, of Ypsilanti, Michigan, delegates to the American Council on\nHducation ;President Charles McKenny, of Ypsilanti, Michigan, chairman\nof the committee on accrediting and classification; President Bruce R.\nPayne, of George Peabody College, Nashville, Tennessee, representative to\ncooperate with the United States Commissioner of Education; President\nH. B. Williams, of Bowling Green, Ohio, member of the board of directors\n\n"}
{"page": 883, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n879\n\nof National Council for the Social Studies; Dean W. J. Banks, of Akron,\nOhio, H. G. Bennett, of Durant, Oklahoma, and U. S. Conn, of Wayne,\nNebraska, committee on subvention for research.\nThe report of the committee was unanimously adopted.\nDuring the report of the committee on standards and surveys Dr.\nEvenden presented the following standard:\nLiving Conditions of Students\nA. Each teachers college shall make definite provisions to insure for its students\nliving conditions which provide proper safeguards for health, morals, and mental\nefficiency and shall promote a responsible type of citizenship and leadership on the.\npart of individuals.\nB. When dormitories are maintained these shall be of safe construction, shall\nbe kept in wholesome sanitary condition, and shall be under responsible supervision.\n\nAfter considerable discussion these standards were adopted. Dr. Evenden\nthen proposed the following revision of section 14 in the former standards,\n\nto be known as No. 15:\nXV.\n\nClassification of Colleges\n\nA. Any teachers college which completely meets these requirements shall be\ndesignated as a Class A College, provided that until September, 1929, it may fail\nto meet three of these standards; until September, 1930, it may fail to meet two\nof them and until September, 1931, it may fail to meet one of them, and nevertheless be given the rating of a Class A College provided, however, that it shall\nalways meet the definition set up for a teachers college in I of these standards.\n(Any subdivision of a numbered section indicated by a letter shall be regarded\nas a standard except where it is a recommendation only).\nB. Any teachers college which fails to conform to not more than two of these\nstandards shall be designated as a Class B College provided that until September,\n1929, it may fail to meet five of these standards, until September, 1930, it may\nfail to meet four of them and until September, 1931, it may fail to meet three of\nthem and nevertheless be given the rating of a Class B College.\nC. Any teachers college which fails to conform to Standards VA, VB, VIA,\n\nVIIA,\n\nVIIC,\n\nVIID,\n\nVIIE,\n\nVIIG\n\nand\n\nVIIIA\n\nshall\n\nbe designated\n\nas\n\na Class\n\nC\n\nCollege.\n\nAfter some discussion these were adopted. It was then agreed that the\nfirst new standard should be called Roman IX and that each of the other\nstandards in the former set should be moved up one number.\nA motion to amend Article 7, Section D, to require 180 hours of practice\nteaching lost. A motion was then made that the committee on accrediting\nand classification report to each institution this year the particular standard\nwhich it fails to meet. “This motion carried.\nPresident Felmley of Normal Illinois made a motion that the matter of\ndealing with teachers of fifteen years or more of successful service who\nfall below the minimum standards be referred to the committee with a\nrequest that some plan be devised whereby such teachers may not be penalized by the standards. The motion carried.\n\n"}
{"page": 884, "printed_page": null, "text": "880\n\nNaTIONAL EpucaTION\n\nASSOCIATION\n\nPresident A. J. Matthews, of Tempe, Arizona, moved that such institutions as extended an invitation to be inspected by the committee on\naccrediting and classification have such inspection, to be given by the\ncommittee or its agents and that the expense be borne by the institution.\nA motion of President L. N. Hines, of Terre Haute, Indiana, that\ncopies of the corrected standards be sent to the institutions passed.\nAfter the newly, elected president had been introduced and expressed\nhimself in fitting remarks the meeting adjourned.\nSATURDAY\n\nEveniInGc—8:00\n\nP. M.\n\nJoint Meeting with State Departments of Education\nS. M. N. Marrs, President of the Section of State Departments of\nEducation, Austin, Texas, and\nH. C. Minnicu, President of the American Association of Teachers\nColleges, Presiding.\nTopic—Judicious Control of Teacher-Training by State Departments of\nEducation.\nJ. M. McConne\ntt, Commissioner of Education, St. Paul, Minnesota.\nBENJAMIN J. Burris, President of the Ball Teachers College, Muncie, Indiana.\nDiscussion—\nJ. C. Morrison, Assistant Commissioner for Elementary Education,\nAlbany, New York.\nW. F. Bonn, State Superintendent of Public Instruction, Jackson,\nMississippi.\nM. P. SHAwKEY, President of Marshall College, Huntington, West\nVirginia.\nA. J. MatrHews, President of Tempe Normal School, Tempe, Ari-\n\nzona.\nLester 8. Ivins, Kent State Teachers College, Kent, Ohio.\nThe joint meeting Saturday evening was carried out as printed above and\nthe two addresses were given, one by J. M. McConnell, Commissioner of\nEducation of St. Paul, Minnesota, and the other by B. J. Burris, of Teachers College, Muncie, Indiana. ‘They are printed in the yearbook.\nMr.\nMcConnell was unable to be present, but his address was read.\n\n"}
{"page": 885, "printed_page": null, "text": "SEE\n\nnee\n\nDEPARTMENT OF TEACHERS\nSt a a ca\n\nSTANDARDS\n\nFOR ACCREDITING\n\nCOLLEGES\nRN i\n\nTEACHERS\n\nADOPTED AT WASHINGTON, D. C., FEBRUARY 26, 1926.\nTEXAS, FEBRUARY 26, 1927\n\n881\n\nCOLLEGES\n\nREVISED AT DALLAS,\n\nI. Definition of a Teachers College\n\nA. A teachers college, within the meaning of these standards, is a state,\nmunicipal or incorporated private institution, or an independent unit of a\nrecognized college or university, which has at least one four-year unified\ncurriculum; which is devoted exclusively to the preparation of teachers:\nwhich has legal authority to grant a standard bachelor’s degree; which has\ngranted and continues to grant such degree; and which requires for admission the completion of a standard four-year secondary school curriculum,\nor 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 not\nhave legal authority to grant a standard bachelor’s degree; or which has a\ncurriculum four years in length, but has not granted and does not grant a\nbachelor’s degree, shall be designated as a normal school or a junior teachers\ncollege.\nC. Normal schools and junior teachers colleges shall conform to the\nsame standards as teachers colleges except as hereinafter specifically indicated.\n\nII. Requirements\n\nfor Admission\n\nA. The quantative requirements of admission to a teachers college\naccredited by this Association shall be at least fifteen units of secondary\nschool work, or the equivalent.\n‘These units must represent work done\nin a secondary school approved by the state department of public instruction of the state in which the college is located, and must conform\nto 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-five years of age may be admitted to a\nteachers 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.\n\nIf the state department of public instruction maintains no accredited list\nof secondary schools or publishes no definitions of secondary school units,\nthose of a regularly recognized accrediting agency shall be used.\nB. Equivalence for entrance or secondary school work shall be determined\nonly by regularly scheduled written examinations, which shall be ot such\n\n"}
{"page": 886, "printed_page": null, "text": "882\n\nNATIONAL EpucATION ASSOCIATION\n\ncharacter as to satisfy the committee on admissions of the college that the\napplicant 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 teaching in the training school.\nIII. Standards\n\nfor Graduation\n\nA. The quantative requirement for graduation shall be the completion\nof at least one hundred twenty semester hours of credit, or the equivalent\nin term hours, quarter hours, points, majors or courses.\nB. The requirement for graduation for a normal school or junior teachers\ncollege with a two-year curriculum shall be at least sixty semester hours or\nthe equivalent; and for a normal school or junior teachers college with a\nthree-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.\n\nB. In the training school there shall be at least one training-school\nteacher for every eighteen college students, each of whom does ninety clock\nhours 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\nevidenced by possession of a bachelor’s degree or equivalent training.\nSix\nyears after the date on which these standards take effect, the minimum\nscholastic requirement for all new training-school teachers shall be the same\nas for teachers in the college department.\nTeachers 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 president of the college submits a statement of their training and experience\nand files with the Committee on Accrediting and Classification a declaration that such members of the faculty are rendering service in their own\nteaching and in the supervision of student teaching which is of a superior\nquality as judged by the standards of the best public-school systems in the\nstate in which the teachers college is located.\n\nDuring this period of six years this declaration must be made annually\nand shall be based upon actual inspection of the teacher’s work.\n\nB. The minimum scholastic requirement for members of the faculty who\ngive instruction in the college department shall be graduation from a college\nof recognized standing and additional training which shall include at least\none year of study in their respective fields of teaching in a recognized\n\n"}
{"page": 887, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n883\n\ngraduate school, or equivalent, and presumably possession of the master’s\ndegree. Members of the faculty who have served in their respective positions for not less than five years, and who do not meet this requirement,\nmay be regarded as having done so for six years after the date on which\nthese standards take effect, provided that the president of the college submits a statement of their training and experience and files a declaration\nthat such members of the faculty are giving satisfactory instruction of\n\ncollege 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\nof the faculty.\nC. It is desirable that members of the faculty of the teachers college\nshould possess training of a distinctly professional quality, which represents\nat least three years of study beyond the bachelor’s degree, in a recognized\ngraduate school, or corresponding professional or technological training.\nThe effort of a teachers college to maintain a faculty of higher scholarly\nequipment than is required by the minimum standard, shall be held to constitute a strong presumption that superior work is being done. The proportion of members of the faculty which should be on the different levels\nof training above the first degree shall be subjected to immediate investigation.\n\nVI. Teaching Load of Faculty\nThe following teaching loads shall be the maximum\n\nfor a teachers col-\n\nlege 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 education, and one to three quarters 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 of\nobservation, demonstration, and supervised teaching on the part of students.\n\nThe use of an urban or rural school system, under sufficient control and\nsupervision of the college to permit carrying out the educational policy of\n_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\ninterests of the children in the training school.\nC. No teacher in the training school, who is also responsible for a regular\namount of supervision of student teaching, shall be required to have charge\nof more than forty children at any one time.\nD. The minimum amount of student teaching required of every graduate\nof a teachers college shall be ninety hours of supervised teaching.\n\n"}
{"page": 888, "printed_page": null, "text": "884\ntire\n\nNATIONAL EpucATION ASSOCIATION\nSEs en\nrrerinn sree bree pis = (EEE\n\nE. For every eighteen college students to be given ninety hours of student\nteaching, there shall be a minimum group of thirty children, either in the\ncampus training school or in affiliated urban or rural schools under the\nsupervision of the teaching college.\nF. No training-school teacher shall supervise, in a year, the entire student\nteaching or more than eighteen college students, each of whom does ninety\nhours of student teaching, or an equivalent number of student teachers.\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\nis contemplated by these standards must be used, and which is not capable\nof effective 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.\nSuch 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\nor by other members of the faculty.\n\nVIII. Organization of the Curriculum\nA. The curriculum of the teachers’ college must recognize definite requirements as regards sequences of courses.\nSenior college courses must\nnot be open to freshmen who have not. taken the prerequisites for these\ncourses.\nPrograms consisting mainly of freshmen and sophomore courses\ncarrying full credit shall not be available for students in the junior and\nsenior years.\nCoherent and progressive lines of study, leading to specific\nachievement within definite fields, must be a characteristic of the college\ncurriculum.\nEach teachers college must, therefore, adopt an organization of its\ncurricula which will provide in the junior and senior years a sufficient\nnumber of advanced courses which require elementary courses as prerequisites, so that at least one-half of the work of a student in the junior\nand senior years shall consist of advanced courses open only to juniors and\nseniors.\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\nof advanced courses to which freshmen are not admitted.\n\nIX. Living Conditions of Students\nA. Each teachers college shall make definite provisions to insure for its\nstudents living conditions which provide proper safeguards for health\nmorals, and mental efficiency and shall promote a responsible type\ne\ncitizenship and leadership on the part of individuals,\n\n"}
{"page": 889, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n885\n\nB. When dormitories are maintained these shall be of safe construction,\nshall be kept in wholesome, sanitary condition, and shall be under responsible supervision.\n\nX. Library, Laboratory and Shop Equipment\nA. Each teachers college shall have a live, well-distributed and professionally administered library bearing specifically upon the subjects\ntaught. At least fifteen thousand volumes, exclusive of public documents,\nare recommended as a minimum.\nB. Each teachers college with less than five hundred students should\nhave a definite annual appropriation for the purchase of new reference\nbooks and current periodicals, amounting to at least $2500.\n‘Teachers\ncolleges with five hundred to one thousand students should have a definite\nannual appropriation amounting to at least five dollars per student registered. ‘Teachers colleges with larger enrolments should have an amount\nequal to at least four dollars per student.\nThe foregoing is to be regarded as a recommendation rather than a requirement.\nC. Each teachers college shall be provided with laboratory equipment\nsufficient for instructional purposes for each course offered.\nD. Each teachers college must be provided with suitable shops and shop\nequipment for instructional purposes for each course offered, including\ngymnasiums for physical education; commercial equipment for courses in\ncommerce; suitable kitchens, dining-rooms and laboratories for household\narts and adequate farm buildings and demonstration farms for work in\nagriculture.\n\nXI. Location,\n\nConstruction\n\nand\n\nSanitary\n\nCondition\n\nof Buildings\n\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\nbe such as to insure hygienic conditions for students and teachers.\n\nXII. 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 grounds for dropping a teachers college from the accredited\nlist. Fifteen percent of the enrolment of a teachers college should be\nin the junior 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\n"}
{"page": 890, "printed_page": null, "text": "886\n\nNATIONAL EpUCATION ASSOCIATION\n\nXIII. Financial Support\napA. Each state or municipal teachers college must have an annual\nattainand\nquality,\nsize,\nthe\nof\nfaculty\na\nprovide\nto\nsufficient\nion\npropriat\nments 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\nor insufficiency in material resources shall be accepted as a strong presumption of unsatisfactory educational conditions.\nB. If the teachers college is a private incorporated institution, it must\nhave a minimum annual income of $50,000 for its teachers college program, one-half of which shall be from sources other than payments by\nstudents; and an additional annual income of $10,000 for each one\nhundred students above two hundred, one-half of which shall be from\nsources other than payments by students.\nIf such teachers college is not\ntax-supported, it shall possess a productive endowment of $500,000, and\nan additional endowment of $50,000 for each additional one hundred\nstudents above two hundred.\n\nXIV.\n\nGeneral Requirements\n\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 teachers college,\nshall be factors in determining eligibility for 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\nXV.\n\nClassification of Colleges\n\nA. Any teachers college which completely meets these requirements\nshall be designated as a Class A College, provided that until September,\n1929, it may fail to meet three of these standards; until September, 1930,\nit may fail to meet two of them and until September, 1931, it may fail\nto meet one of them, and nevertheless be given the rating of a Class A\nCollege, provided, however, that it shall always meet the definition set\nup for a teachers college in I of these standards.\n(Any subdivision of a\nnumbered section indicated by a letter shall be regarded as a standard\nexcept where it is a recommendation only.)\nB. Any teachers college which fails to conform to not\nmore than two\nof these standards shall be designated as a Class B College\nprovided that\nuntil September, 1929, it may fail to meet five of these\nstandards, until\nSeptember, 1930, it may fail to meet four of them and\nuntil September,\n\n"}
{"page": 891, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n887\n\n1931, it may fail to meet three of them and nevertheless be given the\nrating of a Class B College.\nC. Any teachers college which fails to conform\n\nVIA, VITA, VIIC, VIID, VIIE,\ndesignated as a Class C Golleset\nXVI.\n\nVIIF,\n\nto Standards VA, VB,\n\nVIIG\n\nand VIIIA\n\nAccrediting and Classification of Teachers\n\nshall be\n\nColleges\n\nA. For the purpose of administering these standards, a committee of five\nmembers, known as the Committee on Accrediting and Classification, is\nhereby created, one member of which shall be elected annually by the\nAssociation for a term of five years.\n(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, when-\n\never authorized and appointed by the Association, shall be the secretary\nand the executive officer of the Committee on Accrediting and Classification.\nC. Each teachers college accredited under these standards shall file an-\n\nnually 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\n\nlater than the date of the annual meeting of the Association\n\nin 1928,\n\nthe Committee on Accrediting and Classification shall prepare an accredited and classified list of teachers colleges on the basis of information\ncontained in 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 wash it deems such inspection\nnecessary.\nF. The Committee on Standards and ciysuaad shall have power to\nappoint any commissions for investigation of any problems concerning\nstandards which it deems necessary and. desirable.\n\nTHE AMERICAN ASSOCIATION OF TEACHERS\nCOLLEGES—NEED—UNANIMITY—SOLIDARITY\nH.\n\nC. MINNICH,\n\nPRESIDENT\n\nCOLLEGE,\n\nMIAMI\n\nOF\n\nTHE\n\nASSOCIATION,\n\nUNIVERSITY,\n\nDEAN\n\nOXFORD,\n\nOF TEACHERS\n\nOHIO\n\nIn another fortnight, March eleven, organized teacher training in\nAmerica will have reached its one hundred and fourth milestone, and\nl’école normale, from which we received our early statutory name, is but\nlittle older.\nTeacher preparation has proceeded in America under two types of\ninstitutional organization. In one type the curricula were organized, controlled and taught by a faculty in an institution with a single function,\nnamely—the preparation of teachers for the public schools, and in the\n\n"}
{"page": 892, "printed_page": null, "text": "888\n\nNATIONAL EpuUCATION ASSOCIATION\n\ncnn\n\nother type the function of preparing teachers was assigned to a section\nof the faculty, in an educational institution, whose major interests and\nobjectives lay entirely outside of the field of teacher-preparation, and\nwhose general faculty organized, controlled and taught the curricula,\nexcept those courses known as pedagogical.\nSamuel Reed Hall founded the first type in Concord, Vermont, in 1833,\nand conducted it through a period of seven years most successfully. This\ntype was adopted in Massachusetts in 1839 by the establishment of the\nstate normal school, at Lexington, and for sixty years was the chief exponent of teacher training in this country.\nThis same Samuel Reed Hall conducted for another seven-year period,\nfollowing his seven years in the Concord school, training classes in\nPhillips Academy, as a section of that Academy, known as the teachers\nseminary.\nSo that the founder of normal schools in America does not\nseem to have committed himself solely to either type; at least he experimented in both types.\nThese two types of organization have persisted through the century in\nvarying forms in accord with the development and changes in the organization of American educational institutions; and today we have 292 of the\nformer and 588 of the latter. Of the former 196 are state supported; 29\nare supported by cities; and 67 are private and receive no support from\nstate or municipality.\nOf the 588 colleges and universities that prepare teachers for the public\nschools, 118 confer degrees in education.\nOf these at least 50 percent\nhave well organized colleges of education within the universities.\nFiftysix are supported by state or municipality.\nFour hundred and seventy\ncolleges and universities today are preparing teachers with work organized under departments of education, or under departments of philosophy\nor sociology.\nI need but make a brief historical statement to account for the situation\nabove. When the teacher-training school was transferred from the continent to America, the dominant idea was the preparation of the elemensix are supported by state or municipality.\nFour hundred and seventy\nmal school of preparing only the elementary teacher became a fixed policy\nin some of the states. In the middle-west where the more populous small\nschool districts began to stretch up the elementary school into secondary\nfield the normal schools in this section, pari passu expanded their scope of\ncurricula, laboratories, etc., and from 1865 to 1900 teacher-training in the\nstates was practically all carried on in single-purpose type of institutions.\nWith the new emphasis upon secondary education, and its inspection by\nthe scate universities and the state departments of education, the demand\nfor trained teachers in the secondary school became insistent.\nIn 1908\nPresident Van Hise read a paper before the National Association of State\n\nUniversity Presidents, urging trained teachers for the high schools, with\n20 to 30 hours of professional work.\nThe normal schools of the middle-west began to add subjectmatter\n\n"}
{"page": 893, "printed_page": null, "text": "5 Se er\n\nDEPARTMENT OF TEACHERS COLLEGES\nET)\nin\nRE\nSee\n\n889\n\ncourses to meet the demand that teachers in high schools should have four\nyears of education beyond the high school. The colleges began to add\nprofessional courses to meet the demand that all high-school teachers must\nbe trained for the work.\nThe single-purpose schools already possessed facilities for student-teaching, or practice teaching.\n‘These they expanded to meet the standards\nwhich were fast becoming fixed. Normal schools grew at once into teachers colleges.\nThe 118 colleges of education and well organized departments of education in colleges and universities, organized and increased practice facilities.\nThese two classes are doing standard types of training for all needs\ndemanded in the public schools.\nFurther differentiations must be made,\nhowever, by these schools in curricula organization to meet the needs of\nthe specialization in subjects which are developing in the high schools,\nas well as further differentiation in curricula for the preparation for the\nnew types of elementary school organization.\nStandards—Standard educational opportunity for every child has become the school policy in at least 40 states, by practically all state departments of education, by educational and welfare workers throughout\nthe republic—it has become a universal program.\nGeneral assemblies and legislatures have voted appropriations far in\nthe millions to aid school districts unable to provide standard educational\nopportunities for children.\nEvery study in the last ten years reveals a great diversity of levels of\neducational opportunity.\nSections of underprivileged children exist in\nevery state, and in many states wide expanses.\nIlliteracy still stalks\nabroad in the land; and we realize that 6 percent illiteracy in a country\nof narrow majorities is a threat and menace to our institutions.\nMuch\nhas been done to remove these inequalities in the quantitative field; housing, school equipment, length of school year, etc. Our greatest problem\nnow is the standardization of the qualititative phases of public schools.\nThis is our task—this greatest of all social endeavor falls upon us.\nThe legislatures remove inequalities of schoolrooms, of lengths of school\nterm, of payment of salaries, of transportation of children, but only the\n\nteacher-training institutions can guarantee standard instruction, standard\nteaching, uniform levels of intellectual and spiritual contacts.\nThree distinct essentials occur to me:\n(1) That no student shall be allowed to enter the teacher-training\nwork who is not of standard intelligence. We may not get the greatest\nintellects; they may wish to enter fields where advantage is greater, and\nthe spectacular a little more likely; but we must be protected against the\nborderline type—we will get a good percent of great minds.\n(2) That the training-school shall have an opportunity, throughout the\ncollege life of the student, to bring him into a full appreciation and\n\nsympathy of the great public service upon which he is about to enter.\nOnly those who will prepare for teaching as a career may be permitted\n\n"}
{"page": 894, "printed_page": null, "text": "890 -\n\nNATIONAL EpuCATION ASSOCIATION\n\nto receive the approval of the college and recognition of the state upon\nentering this sacred work.\n‘This policy might reduce the intellectual\nlevel of the class of beginning teachers, but it will heighten the intellectual\nlevel of the whole staff, and will step-up the devotion of teachers, and\nthe efficiency of instruction a hundred fold.\n(3) That every student who chooses to enter upon the work of teaching shall have the opportunity of a standard preparation.\nNothing educationally is so raggedly and unevenly done as the preparation of teachers.\nUnless every teacher in the states shall have a standard preparation for\nhis work, equal educational opportunity for every child is a mockery and\nnational jest—unworthy of a great people.\nThe 470 colleges in the United States that are preparing teachers, prin-\n\ncipally for the academic subjects in the high schools, have, in the main,\ncalled well prepared men to teach the formal professional subjects, such\nas psychology, principles of education, school administration, etc. In a\nstudy of 94 of the smaller colleges of the North Central Association, the\n205 professors of education held degrees as follows:\nQDIDEIT.\nHS. RR Ree eee Ph.D\n$5 6 ornrgory Tobchanehon pang sackeageke epaeroe dsaoe M.A.\nce OOS\ncrore aiomiciqa gic oor 6Bachelors\n[OE eee\n\nSee\n\neae\n\nCOSI\n\nBAS OE No degree\n\nHowever, 205 professors of education in 94 colleges are too few men to\ngive scholarship instruction in the several fields of education.\n“The average\nwas two to the college and the largest number was five.\nA cursory study of these colleges indicates that the subjectmatter taken\nby the students in these colleges preparing to teach in the schools is taught\nby an underprepared teaching staff, and the instruction is given on a pure\nscholarship basis. In the laboratory facilities for student teaching, these\nsmaller colleges are doing not only little, but poorly, in the main,\nI have\nknown practice teaching in these schools to consist of a few (27) recitations, in which the class was comprised of one sub-freshman student who\nwas cramming to pass the college entrance requirement in beginning\nalgebra. While this is an individual instance, I insist it is not altogether\na typical of the small general college endeavor.\nWe need an added cry\nthroughout the land—not only a trained teacher for every school, but a\nstandard-trained teacher for every school.\nWherever a training school is not spending about 20 percent of its\nbudget on facilities for practice teaching, it is not doing standard training,\nand the students of that college are underprivileged.\nOne more idea! A few years ago I made a number of visits among\nthe l’école normale of France. When I asked the minister of education to\ngive me so many permits to visit the various types of normal schools, he\nreplied, “there are no different types, they are all alike.’\nI later found\nthis literally true down to beds in barracks, desk chairs and penholders\nfor the rectors.\n‘The painting of the buildings was all of the same color.\nOne cries out, “What deadly uniformity!” yet, under the greatest test\n\n"}
{"page": 895, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n891\n/\n\nto which a civilization can be put, war, the French did not acquit themselves ignominiously.\nI have just tabulated 386 colleges and universities that are preparing\nsecondary teachers, and find that they are offering 160 titles in education\n\ncourses.\n“hese, of course, are exact verbal readings and are not to be\ntaken too seriously, but that we lack uniformity in our required offerings\nfor the preparation of teachers for identical positions remains painfully\nobvious to any student of teacher preparation.\nThe professional training is not ‘controlled by the specific needs of\n“trainee,” as some daring writer has called this student,\nWhat is true\nof the inaptness of much of the professional training is more sorrowfully\ntrue of the subjectmatter.\nDr. Buckingham in his most illuminating study on “Supply and Demand in Teacher-Training’ shows that in Ohio we are just preparing\nteachers, with little regard of the demand.\nIn a single instance, in one\nyear we prepared 248 teachers of chemistry—95 of these were called to\nteach chemistry.\nIt is quite common for a graduate of a general college,\nwithout a day of practice teaching, to teach first grade in an elementary\nschool. We are suffering in this field of education from an attack of\nmalignant initiativitis. Thus far we have been as one crying in the\nwilderness—“‘Another cometh after me, whose shoe latchets I am not\n\nworthy to unloose.”’\nEither this, or we must ourselves consolidate all\nthe forces in teacher-training to establish the high way.\n‘Teacher-training\nmust not have so many compartments,\nAll of us are striving to produce\nteachers of high quality, no matter what section of schools they may enter.\nOnly a unity of forces will make it possible for us to secure for America\na standard trained teacher for every school.\nMarvellous as the development of teacher-training in America has\nbeen, we now must move together into the field of better guarantees to\nevery school that every child shall have quality instruction as well as\nquantity facilities; unanimity and solidarity among the best forces can\nachieve it.\n\nUNIQUE\n\nOPPORTUNITIES\n\nOF\n\nTEACHERS\n\nCOLLEGES\n\nWILLIAM S. GRAY, DEAN, SCHOOL OF EDUCATION, UNIVERSITY OF CHICAGO,\nCHICAGO, ILL.\nTeacher-training institutions of collegiate rank, or higher, are of relatively recent origin.\nSchools and colleges of education in state universities and in private institutions are the product of the last quarter of a\ncentury, with very few exceptions.\nFour-year teachers colleges have\n‘The phenomenal growth of\ndeveloped largely within the last decade.\nthese schools and colleges, both in number and in the scope of their activities, has come at a time when public education, general academic education, and professional training are being studied critically and modified\nThe very forces which now challenge the practices of the\nradically.\n\n"}
{"page": 896, "printed_page": null, "text": "892\n\nNATIONAL\n\nEpucATION ASSOCIATION\n\npast have created the demand for and made possible the establishment of new\nand broader types of professional schools. A few examples will serve\nto illustrate the nature and variety of these opportunities.\nThe Twenty-Sixth Yearbook of the National Society for the Study of\nEducation describes clearly the gap which has existed for decades between\nthe curriculum of our public schools and American life. In the judgment\nof the committee that prepared the report, the greatest hope for improvement in our national life lies in the development of a new and dynamic\ncurriculum. “A curriculum which deals in a rich, vivid manner with\nthe modes of living of people all over the world—a curriculum which will\nset forth the crucial facts about the community in which pupils live; one\nwhich will interpret for them the chief features of the basic resources and\nindustries upon which their lives depend—a curriculum which will enable\npupils to visualize the problems set up by human migration; one which\nwill provide them with an opportunity to study and think critically about\nthe form of democratic government under which they are living, and to.\ncompare it with the forms of government of other people. A curriculum\nwhich will not only inform, but will constantly have as its ideal the\ndevelopment of an attitude of sympathetic tolerance and of critical openmindedness—a curriculum which deals courageously and intelligently with\nthe issues of modern life and which utilizes in their study the cultural\nand industrial as well as the political history of their development—a\ncurriculum consisting of a carefully graded organization of problems and\nexercises, one which recognizes the need for definite and systematic practice upon socially valuable skills.”\nThe statements which have been quoted describe only a few characteristics of the reorganized curriculum that is needed in America today. Some\nof us may not agree with all the features of the proposed program; to\nothers it may sound visionary. We are all agreed, however, that an\nimproved and enriched curriculum is needed for boys and girls in elementary and secondary schools.\nHerein lies not only an opportunity but\na responsibility of teacher-training institutions.\nIn the present emergency,\nthere is need not only of aiding in the development of new and vital\nmaterials of instruction but also of giving to prospective teachers a clear\nvigorous understanding of American life and of training them to interpret\nit to children. The attainment of these goals will require radical enrichment of teacher-training curricula based on the clearest vision and keenest\nthinking that professional schools command.\nCurrent criticisms of academic education likewise suggest opportunities\nfor creative work.\nIn recent discussions of junior college education, the\nneed of a radical reorganization of the aim and content of the first two\nyears of a college course has been vigorously described.\nInstead of introducing students to intensive studies of particular fields of knowledge,\nthe need today is for a type of training that rounds out and completes\ntheir general education and gives them a broad, sympathetic and appreciative understanding of the world in which they live. This view of the\n\n"}
{"page": 897, "printed_page": null, "text": "DEPARTMENT OF TEACHERS COLLEGES\n893\nne\na\nEL\nit\naiete deanna\n\nfunction of the junior college years takes on unusual professional significance when we recall the fact that teachers of broad culture are needed\nwho have a clear understanding of American life which they can interpret\nintelligently to their pupils. An examination of the four-year curricula\nof teachers colleges shows that some\n\nprogress has been made in enriching\n\nthe curriculum of the first two years in the direction indicated. These\ninstitutions have a unique opportunity to set enviable standards.\nMany\n‘They are\nof them are organizing for the first time a four-year program.\nunhampered by established departments which insist on following traditional practices. They are free to introduce types of courses which will\ndevelop teachers of broad vision, wide human sympathies, and an understanding of modern life such as we have rarely had in the past. In\naccomplishing these aims they will not only contribute to the professional\ntraining of teachers, but they will aid materially in the solution of one\nof the very important problems in collegiate education.\nThe third example which I shall give is taken from the sacred precincts\nof professional training in the technical sense of the term. An examination of the programs announced for the Dallas meeting of this and other\norganizations shows that courses in education are the object of vigorous\nconstructive criticism. [he unsatisfactory status of these courses may\nbe attributed, in part at least, to their mode of evolution.\nDeveloping, as\nthey did, in departments other than education, much content was included\nwhich has relatively little value.in training teachers.\nFurthermore, socalled vested interests developed which tended to perpetuate traditional\ntypes of content.\nAs the problems of teaching changed from decade to\ndecade, the plan was adopted of adding new courses rather than modifying established ones.\n‘This practice has continued until scores of elementary courses are now given in some institutions.\nUnfortunately, the\nscope of these courses is often determined more largely by time allotments\nand the logical implications of given problems than by a critical study\nof the needs of teachers in specific fields.\nIn order to secure an adequate grasp of professional problems, students\nare often required to take a relatively large number of courses in education. ‘This is done frequently at the sacrifice of an adequate understanding of American life and thorough preparation in subjects to be taught.\n\nFurthermore, these courses are often elected by the students in any order\nthey choose.\nConsequently there is little or no progressive mastery of the\nfield and there are numerous duplications.\nAn open-minded, critical\nstudy of these facts leads to the conviction that a thorough reorganization is\nneeded of the content and sequence of strictly professional courses.\nUhe\nstudy of the problems that are involved offers a vigorous challenge today\nbecause the fundamental principles of curriculum construction at the\nprofessional level are themselves matters of honest controversy and scientific inquiry. ‘The demand for the reorganization of professional courses\nmakes possible the development of curricula which are more vital and\npractical.\n\n"}
{"page": 898, "printed_page": null, "text": "894\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThe discussion thus far exemplifies the fact that current criticisms of\npublic education, of academic education, and of professional training\nsuggest unique opportunities for teachers colleges, as well as for other\ntypes of teacher-training institutions.\nScores of examples could be given\nillustrating a very wide variety of opportunities which the natural course\nof events has brought to our doors.\n‘The serious problem which we now\nface relates to the means which may be used in meeting these obligations\neffectively.\nIn my judgment, there are three which have high potential\nand immediate practical value.\nIn the first place, we should utilize to a\nmaximum degree all of the vision, wisdom, experience and judgment which\nthe members of our faculties possess.\nIn the second place, we should rely\nchiefly on the science of education as a technic in the study and investigation of problems.\nIn the third place, we should make use of the science\nof education as a body of content wherever it has contributions to offer.\nIn the part of this report that follows I shall present briefly a few examples which illustrate the application of these means to typical problems.\nLet us consider first the problem of reorganizing a series of courses in\neducation which will provide an adequate introduction to the professional\nproblems of teachers.\n‘The first step in any program of reorganization\nis to provide agencies charged with the responsibility of carrying forward\nessential constructive activities.\nFor example, in the institution with\nwhich I am associated, we are making a critical study at present of a\nseries of courses in education for prospective high school teachers who\nhave had no teaching experience.\nWe found it necessary early in this\nstudy to appoint a committee, the members of which represented more or\nless divergent views concerning the nature and content of such courses.\nThe program of one member of the committee has been so arranged that\nhe is free to devote much time and energy for two or more years to detailed, constructive work. As the work of the committee went forward, it\nbecame apparent that additional committees were necessary to deal with\nparticular problems, such as the relation between the general courses in\neducation and the special methods courses.\nFinally, it has been necessary\nto go frequently to the faculty as a whole for direction, guidance, and such\nwisdom as it could contribute.\nIn other words, whereas special agencies\nmust be provided for intensive work, the faculty as a whole must be placed\non an actively cooperating basis, if we are to profit to a maximum extent\nfrom its vision, wisdom, experience, and judgment.\nA second problem which must be studied in reorganizing elementary\ncourses in education relates to the types of curricula which an institution\nshould organize and administer.\n‘This step is necessary before decisions\ncan be reached concerning the nature, number, and variety of courses that\nare necessary.\nInasmuch as the need for trained teachers and school\nofficers varies in different sections of the country, teacher-training institutions should not all conform to a single type.\nState institutions can probably define their functions best through cooperative studies of the needs\nof the state as a whole as well as of the local areas served.\nInvestigations\n\n"}
{"page": 899, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n895\n\nsimilar to the survey of the needs of the Michigan state normal schools\nand of the supply and demand for teachers in Ohio illustrate desirable\nsteps in this connection.\nA third problem, to which little attention has been given in the past,\nrelates to personal and professional traits and characteristics which are\ndesirable on the part of students who go into particular types of service.\nIn order to make studies of these matters as they relate to prospective\nhigh school teachers, the committee of our faculty, to which I referred\nearlier, trained interviewers and arranged conferences with all members\nof our staff. ‘The specific questions asked by the interviewers follow:\n“If you were selecting a teacher for a high school of which you were\n“In your opinion, what\nprincipal, what qualities would you look for?”\ncharacteristics should this institution seek to develop in students who\n‘Think of the best and the poorest\nare to become high school teachers?”\nhigh school teacher you have known. Describe each.”\nA preliminary summary of the responses of the faculty to these questions\nrevealed two important facts. ‘The first is that there are wide differences\nof opinion concerning the academic and professional training that is\nessential and the personal characteristics and traits that are desirable.\nThese differences suggest a number of problems which are now being considered both by the committee and the faculty as a whole.\nThe second\nfact is that the members of the staff consider the development of certain\npersonal traits, attitudes and characteristics a very essential step in the\ntraining of teachers.\n“The emphasis given to such matters in their reports\nwas far greater than that ordinarily given in professional courses.\n“This\nspecific problem has been referred to a special committee which is to\nstudy this study more thoroughly and to develop ways and means of promoting the development of essential traits and attitudes both in regular\ncourse work and through such supplementary agencies as may be provided.\n‘The fact which should be emphasized at this point is that progress\nalmost invariably results from the systematic objective study of specific\nproblems.\nA fourth problem relates to the methods of determining valid principles\non which the content of professional courses should be selected.\n‘This is\na critical problem today as shown by the fact that these very principles\nare themselves matters of honest controversy and scientific research,\nA\nsurvey of the literature shows that many recommendations have been made.\nFor example, one group of educators maintains that the content of professional courses should be derived deductively from general aims, objectives, and principles.\n“The curriculum builder, according to this view,\nstarts with statements in their most general form, and through analysis\ndetermines the methods which the classroom teacher should use. On the\nother hand, a second group urges that we begin with the activities of\nteachers, and through a process of induction derive the aims, objectives,\nand principles which determine good classroom procedure.\nIn the fact\n\n"}
{"page": 900, "printed_page": null, "text": "896\neen SS\n\nNATIONAL EpucaATION ASSOCIATION\neee\nae Fe ee\n\nof conflicting recommendations, such as these, what procedure should a\ncommittee or faculty adopt?\nIn my judgment a plan\nThere is no single answer to this question.\nI referred earlier is\nwhich\nto\nsimilar to that adopted by the committee\nrecommendaconflicting\nvarious\nfaced\nit\nWhen\nboth valid and suggestive.\ntions it immediately planned three steps, namely, a critical analysis of the\nimplications of each recommendation, a series of comparative studies relating to principles, objectives, and activities, and a number of classroom\nThe first relates\nTime will permit only two examples.\nexperiments.\ntexts in educaelementary\nin\nmaterials\nthe\nof\nto the study of the adequacy\ntion which have been developed largely through the analysis and application of general aims, objectives, and principles.\nThe topics found in six so-called introductory texts in education were\nanalyzed and classified. Opposite to them on sheets of paper were listed\nrelated items in the activities list of the commonwealth teacher-training\nstudy.\nSimilar comparative studies were made of the items in the\nactivities list and the important facts, principles, and objectives which\n‘appear in current texts in methods, tests, and measurements, educational\npsychology, history of education, and classroom management.\n‘The results of these studies showed clearly that much material in these books\nis so remotely related to classroom problems that it has little or no place\nat least in an introductory series of courses.\nMany of the items in the\nactivities list are not justified by existing aims, objectives or principles.\nIt was on the other hand found that the activities list contained a wealth\nof material which could be used to distinct advantage in enriching and\nconcreting some of the discussions in the texts. “The additional fact was\nnoted that certain important activities of teachers, such as the development of appreciations, are inadequately discussed in the texts examined.\nAfter detailed studies of the data collected, it was concluded that each\nsource of information has its advantages and limitations.\nBoth are essential at present, the one to give direction and concreteness to a given unit\nand the other to aid in deriving all of the essential facts and principles\nnecessary to an understanding of the problems that teachers encounter.\nA second example relates to a classroom experiment to determine the\nwisdom of introducing topics through a study of specific cases as compared\nwith an initial presentation of basic principles and facts. The results\nshowed that neither plan should be used exclusively.\nFor example, in\nconsidering\n\nmatters\n\nof discipline,\n\nthe class made\n\na splendid\n\nanalysis\n\nof\n\nimportant issues on the basis of actual cases, and formulated a comprehensive set of principles on which to base decisions. ‘They were able\nto do this because of their wide experience and observation, and through\nthe use of good common sense. When they attempted to deal with a\nunit on problem solving in the same way they were unsuccessful.\nAfter\ntwo days of more or less futile effort, the keener members of the class\nconcluded that they were not prepared to solve specific problems in this\n\n"}
{"page": 901, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n897\n\nfield intelligently. “They suggested, furthermore, that they should first\nstudy systematically important facts concerning the general nature of\nthinking and the various processes that are involved.\nAfter they had\nmade a somewhat careful study of these matters for a few days, they\nwere able to deal with specific problems quickly and intelligently. The\ntentative conclusions of these experiments are of little consequence in this\ndiscussion.\n‘The important fact which merits emphasis is that critical\nanalysis, scientific inquiry, and experimentation must enter more and more\nlargely into the study and solution of the instructional problems of teachertraining institutions.\nThere are hundreds of unsolved problems that are urgently in need\nof thorough study. If the potential capacity of teacher-training institutions could be put immediately on a war-time basis, unprecedential progress\ncould be made in their solution.\nReference has already been made to the fact that wide use should be\nmade of the science of education as a body of content in the study of professional problems and in the reorganization of courses.\nWith your permission, I shall present an example from the field of\nreading.\nFor many decades, reading was taught in American schools by\nthe A-B-C method.\nAs early as 1838, Horace Mann made a vigorous\nattack on current methods of instruction, pointing out the fact that children did not understand the words which they pronounced.\nHe urged\nthat the teaching of reading should begin with words, because they are\nthe elements which have meaning.\nIn this connection he was urging the\nnecessity of basing education on correct psychological analysis. During\nthe latter part of the 19th century, and the first quarter of the 20th\ncentury, reading has been studied in great detail. “Through the use of\nclassroom and laboratory measurements a distinction was uncovered which\n\nhas proved of great significance, namely, the distinction between oral and\nsilent reading. ‘The differences between these two types of reading have\nbeen studied both in psychological laboratories and in classrooms.\nAs a\nresult, there has come into existence a body of scientific principles and a\nbody of principles of practice which can be described as belonging to a special\nscience. What has been said with regard to reading may be said equally well :\nwith regard to other school subjects and phases of professional work. ‘There\nis rapidly developing a science of administration, a science of supervision,\nand a science of teaching reading, spelling, and mathematics.\n‘The science\nof education as a content may, therefore, be drawn upon heavily in the\nreorganization of professional training and in the solution of professional\nproblems.\nTeacher-training institutions have not only the opportunity of enriching\nprofessional courses with scientific content, but, what is more important,\nthe very interesting opportunity of contributing to the development of that\nIt has been my privilege during the past three years to sumcontent.\nmarize more than 600 scientific studies in the field of reading.\nIt is both\n\n"}
{"page": 902, "printed_page": null, "text": "NaTIONAL\n\n898\n\nEpuCATION\n\nASSOCIATION\n\nan interesting and a significant fact that a large majority of these studies\nDisregarding the work done\nhave been made by public school workers.\nin five or six centers, very few contributions have come from teachertraining institutions. \"Those who have been summarizing studies in other\nIn my judgment steps should be taken at once\nfields report similar facts.\nto organize more agencies in all of our professional schools which will\nbe concerned chiefly with the development of bodies of scientific materials\non which both the validity and the practical value of courses for teachers\ndepend.\nIn conclusion, I wish to emphasize again the ‘ohh that education has\nbeen passing through a period of rapid development and transformation.\nThe very forces which nave brought about these changes have created\nunique opportunities for teacher-training institutions.\n“These opportunities are as broad as the field of education itself. “They relate not only to\nthe problems peculiar to teacher-training institutions, but they include also\nthe vital issues of elementary, secondary, collegiate, and university education. In the study and solution of these problems there are at least three\nimportant sources of help, namely, the vision, wisdom, experience, and\njudgment of the members of our profession which should be drawn upon\nheavily at every step of progress; the methods of science which should be\nour chief reliance in the study and solution of our problems; and the\nscience of education as a content which should be used whenever possible\nin increasing the validity and practical value of instructions at every level.\nI know it is a matter of gratification to all in our profession to see that\nvery rapid progress is being made today in the solution of professional\nproblems.\nI believe, confidentially, that if the potential capacity of all\nteacher-training institutions can be used to a reasonable extent in the\nscientific study of important problems, we face a period of unparalleled\nprogress in the attainment of high professional standards.\n\nTHE\n\nSELECTION AND TRAINING OF THE INSTRUCTIONAL STAFFS OF NORMAL SCHOOLS AND\nee CEACH ERS COLLEGES\n\nAMBROSE\n‘\n\nL. SUHRIE, SCHOOL OF EDUCATION,\nNEW YORK CITY\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nThere are upwards of 750,000 teachers, supervisors and administrative\nofficers in charge of the educational program of the more than 22,000,000\n\nchildren in the public schools of our country.\nTo find young men and young women of good health, of fine intellectual\ncapacity, of high moral purpose; to train them for entrance upon the professional service of these millions of school children and to keep them alive\nand growing professionally so long as they remain in this service is at once\nthe incomparably difficult task and the high privilege of the American\nteachers college.\n\nNo other type of professional school has had committed\n\n"}
{"page": 903, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n899\n\nto it so great a responsibility; no other educational institution has ever\nhad presented to it so challenging an opportunity.\nTo one who has had the privilege as I have had in recent years of visiting scores of these institutions, of addressing their students, of conferring\nwith their faculties, of studying first hand their educational programs, of\nbecoming saturated with the spirit of their service there comes in due time\nthe certain conviction that they occupy a position of strategic advantage\nin the further development of the program of American education.\nThe American teachers college, with meager financial resources and inadequate equipment, understaffed and overworked, is, in spite of all these handicaps, steadily gaining in prestige and growing in favor among thoughtful\nmen and women everywhere. ‘This institution is the most democratic of all\nour schools and colleges of every type. It has with increasing definiteness\nand certainty placed its primary emphasis on meeting the most fundamental\nneed in American democracy and in American life generally, namely, the\nneed in every classroom in the public schools of the nation for a competent\nteacher, a leader of children, a foreman who can create worthy jdeals, right\nattitudes, and permanent life interests, who can help them to find worthwhile work to do, who knows how to promote cooperation and to develop\nthe team spirit, who, as an expert workman himself, is able to direct the\nefforts of others to successful achievement.\nIt is at once apparent that with such a philosophy of education and such\na program of service, the teachers college has need, above all others, to\nhave on its administrative and instructional staffs men and women of well\nseasoned personal integrity, of the highest professional character, of unquestioned loyalty to the public service, men and women whose steadfast devotion to the task of social reconstruction and betterment through the ministry\nof teaching becomes a source of life-long inspiration to future teachers now\nunder their instruction, and exerts a powerful and stabilizing influence\nupon all who have already entered upon teaching or other educational\n\nservice.\nYes, the glory of the teachers college has ever been and must ever be in\nits faculty. In every great teacher college of the future the members of\nthe faculty will be chosen because they have made full and adequate preliminary preparation to teach in such an institution, because they can teach\nwell and because they love to teach teachers. They will be retained in\nthe service because they teach progressively better from year to year, because\nthey exemplify to each other and to their students the possibility of continuous professional, intellectual and spiritual growth, because they can\nteach by what they are and by what they do and not merely by what they\nsay, because they have dynamic as distinct from mere traditional academic\nscholarship, because they are free from pedantry and pretense of every\nkind; because they are agreeable, companionable, human—in a word—\nable and willing and happy to work in the spirit of comradeship with\nyoung people who have come together to educate themselves and each\n\n"}
{"page": 904, "printed_page": null, "text": "900\nee\n\nee\n\nNATIONAL EpucaTION ASSOCIATION\na\n\nIt is obvious\nother with such help as they can get from good teachers.\neach of our\nin\nstaff\na\nsuch\nof\nent\nthat the selection and proper developm\nthe first\nof\nproblem\na\nis\nns\ninstitutio\nraining\nseveral hundred teacher-t\nthat\ncarried\nhas\nwho\nus\namong\nwoman\nor\nman\na\nisn’t\n‘There\nmagnitude.\nresponsibility for a period of years in any one of these institutions, large\nor small, who has not many times each year said to himself, almost in\nBecause I have carried that redespair, “Who is fit for these things?”’\nI may perhaps be pardoned\nagain.\nit\nundertake\nto\nsoon\nsponsibility and am\nFor the sake of\nfor assuming the right to speak to you as a colleague.\ndirectness I may have to be a bit didactic, and for the sake of brevity, perhaps a bit dogmatic. And if I fare no better at your hands after I am\nthrough than I sometimes do with my graduate students who are getting\nready for administrative service in teacher-training institutions, I may\nregret that I have not spoken less dogmatically and more briefly.\nMay I raise, then, some questions and attempt to answer them without\nprimary reference to their serial order?\n1. What, is the most satisfactory type of professional training and\nexperience a person might secure as a preliminary preparation for entrance\nupon service in a teachers college?\n2. Where are persons who have made such preliminary preparation to\nbe found in adequate numbers?\n3. What are the inducements which must be offered?\n4. Specifically what policies should be adopted to provide for continuous\nprofessional growth through advanced training and otherwise of persons\nwho have entered upon this service?\nIn setting up a staff in our best medical schools great emphasis has been\nplaced upon the policy of choosing professors for most of the courses—and\nfor all of the strictly professional courses—who have had actual experience\nin the practice of their several specialties. Except in those pure sciences\nwhich are basal to medicine as an applied science, graduates of academic\ninstitutions, no matter how high their standing may be, are not acceptable\nas instructors and for obvious reasons.\nIn the best of our law schools the more important—that is the strictly\nprofessional courses—are given by persons who have had years of experience in actual practice as attorneys or counsellors-at-law, and only courses\nof a more general nature are given acceptably by persons whose training\nhas been’ limited to non-professional graduate school work and who are\nwithout actual experience in the practice of law.\nA very different policy has prevailed in professional schools for teachers.\nToo large a precentage of our staff members have, in the past, been without a satisfactory background of practical field experience in public education. And, too, a considerable proportion of those who have had such\nexperience have joined the forces of the teachers colleges only after their\ndays of real professional usefulness were almost over. Perhaps the practical reason for the wide prevalence of this policy is not far to seek.\nUntil\ncomparatively recently there were not to be found in any great numbers\n\n"}
{"page": 905, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n901\n\nin the elementary schools those who had a sufficiently broad background of\ngeneral education and fundamental professional training to warrant their\nappointment to a teachers college staff.\nThis situation, however, has\nchanged in recent years and is now changing with great rapidity. There\nare increasing numbers of able men and women, more particularly the\nlatter, serving as teachers, supervisors or principals in elementary schools\nin towns of intermediate size, as well as in larger cities, who have gone\nas far as the master’s degree in some good university school of education\nor who, on receiving reasonable assurance of suitable appointments in due\n‘time in a teachers college, would take the necessary steps to do so.\n\nOne of the ablest teachers college executives I have known\n\nhas been\n\npursuing the following plan in recruiting for his vacancies: He secures\nthe active cooperation of superintendents, supervisors, and principals in finding those teachers and officers now in service in the public schools who with\nadditional training and an enrichment of experience would seem to be acceptable and available for appointment when vacancies occur or additional staff\nmembers are required.\n‘Then he sends out, as occasion offers, a number\nof the trusted members of his faculty to make an inspection and check up\non their efficiency, their professional spirit, their health, their personal interests, their general availability. If a sufficient number of the reports are\ndistinctly favorable in any one case he personally visits the teacher in question or sends the dean of instruction or the director of training to do so.\nIf his personal impressions or those of his official representatives are\nfavorable, he proposes an agreement to this effect with the person concerned; that, if she will, in summer terms or during a period of continuous study for a year or more, make specific preparation for a particular\ntype of service in the teachers college he will appoint her to the faculty\non the completion of such preparation or as soon thereafter as a suitable\nvacancy may occur.\nThis plan has worked especially well in filling the\nnumerous vacancies occurring in the staff of the demonstration and training\ndepartments.\nThere is no longer any good reason, under ordinary circumstances, for appointing teachers to vacancies in these departments, without the assurance that they will spend at least a summer term in making\nspecific and technical preparation for this important and highly specialized\ntype of service. The teachers college president who sends a hurry up call\nto a university appointment bureau or to a commercial teachers agency for\n\n5 or 7 or 11 demonstration and so-called “critic” teachers is more likely\nto have his requisitions filled by those who are in urgent need of employment than by persons who are professionally competent to render the\nIt is possible to anticipate, within reasonable limits, the\nservice required.\n\nannual turnover in this important branch of the service and to get ready\n\nfor it by sending a proper quota of carefully selected persons, for at least\n\nas much as a summer term, to a school of education offering the right type\nof specific courses\n\nin preparation.\n\nOr\n\nif conditions\n\nare unfavorable\n\nto\n\nsuch a plan, one or more courses can be set up at the institution itself\nfor the further and specific training of such recruits to the college staff.\n\n"}
{"page": 906, "printed_page": null, "text": "902\n\nNatTIONAL EpUCATION ASSOCIATION\n\nIn the case of any of the more important positions in the major subjectmatter departments a large percentage of the vacancies can be definitely\n\nanticipated, sometimes a year or two years or even three years in advance,\nIn such cases younger members of the department or persons outside of\n\nthe institution should be encouraged to get ready by advanced study and\nspecific training.\nOn visiting a teachers college recently, I was taken by the president\ninto a class taught by a very unusual man who was just beginning his work\nin the institution. The president was obviously as proud of his appointment as I was delighted with what I saw of this man’s work. On leaving\n“Find him, find\nthe room I asked: “Where did you find this teacher?”\nhim,” said he, “why you just can’t find that kind of teacher. You have to\nmake them. It took me almost ten years to make this one. When one of\nmy field supervisors first called my attention to him he was in the stage of\nBut\nHe was a bundle of possibilities, nothing more.\ncrude beginnings.\nI became interested in him. I was permitted to counsel with him. He acted\non my advice. He began planning. Later on he entered upon a course of\ndefinite training leading to normal school service in such a department as\nthis. He actually spent six years getting ready for this particular position.\nIn the course of that time he taught a total of four years in two of the\nbest school systems in our state and attended three different university\nschools of education for a total of two years and five summer terms.\nHe\nwas successful in his teaching and in his university study, principally I\nthink, because he had a very definite objective in mind. I took great care\nto give him the best advice and he took equal pains never to disappoint me.\nYes, he was made for this position. He and I and a half dozen different\ninstitutions joined hands in making him for the position.”\nI am well aware that it isn’t always possible to fill important vacancies\nthat way, but to the extent that an executive can anticipate even in a general way the important needs that are likely to arise two or three or five\nyears ahead, he has the opportunity to determine the kind of training to be\nacquired by future appointees. This, it would seem, is far more important\nin many respects than the amount of training, in spite of the fact that\nthere are many teachers college executives who seem for the present to prefer\nhigh academic degrees even when coupled with low professional “efficiency,\nto low academic degress accompanied by superb professional performance.\nIn his efforts to recruit a competent faculty the president of a teachers\ncollege should secure, on one hand, the active cooperation of the overhead\nstaff of the public school systems in the service area of his school and far\n\nbeyond its borders in locating suitable talent and, on the other hand, he\nmust secure the active interest and cooperation of a limited number of the\nbest graduate schools of education in providing for their advanced and\nspecific training. He need not then depend exclusively upon either home\ntalent or upon the imported variety. He will be able to secure recruits\nwho, in most instances, are familiar with the school needs in the service\narea of the college and have also had sufficient university training in their\n\n"}
{"page": 907, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n903\n\nspecified fields to be in no sense circumscribed in their outlook on the teachertraining problems of the state and nation.\nAnd now a word concerning the conditions of service most favorable to\ncontinuous professional growth.\nA normal school or teachers college\nshould not be a monastic retreat for those who have gotten tired of the\ntoil and turmoil of the public school system and wish to withdraw from\nthe scene of educational conflict. Teachers in these institutions must not\nbe allowed to retreat from the world of practical school affairs and. become top-heavy with untried theory.\n‘This educational philosophy must\nbe kept sane and workable. ‘To this end they should be engaged throughout the year in professional studies centering about the problems of one or\nother of the faculty’ committees in the school itself or out in some public\nschool system. Each teacher should conduct at least one conference course\neach year with teachers in service. ‘This will tend to bring him into close\ncontact with the actual school problems of the field. It will help him to\nkeep his feet anchored to terra firma. It will serve to give point and purpose to such visits as his time will permit him to make into public schoolsk—\nand they should be many.\nIn course of time he will, by such contacts,\ncome to have an extraordinary range of experience and will be much in\ndemand for group conferences on all sorts of problems of teaching and\nmanagement associated with his department or field of service.\nAll this will help him to avoid the folly of trying to keep his theory\nand his practice in two separate air-tight compartments, as is the custom\namong many university professors (including not a few professors of education and psychology).\nHe will have no Grand Canyon separating the\nwork in his college classes from that of the demonstration and training\ndepartments. He will understand that the distinguishing characteristic of\na good professional school for teachers is the fact that its students and\nits faculty as well, study their present and future professional problems in\nthe laboratory setting in which they actually occur, namely, in the demonstration training and experimental schools connected with the college and\nout in the public schools of the district.\nYou will remember the distinction which the school boy, on one occasion,\nmade between a professor and a teacher. “A professor,” said he, “is one\nwho professes, but a teacher is one who really teaches.” We must select\nand appoint only such persons as have actually demonstrated that they are\ngood teachers, and then we must set up a program for them which will\nnot allow them to degenerate into mere “professors.”\nWe do not need\nmen and women in our teachers colleges to invent perpetual motion machines that won’t run.\nWe need teachers in the subjectmatter departments, in education and in psychology who are both able and willing to\ngo into the classrooms of the demonstration school and exemplify their\ntheories in practice. There is no other way by which a sound educational\nphilosophy can be rationalized or efficient practice made explicit to young\npeople who are getting ready to teach.\nThere came together on the campus of George Peabody College for\n\n"}
{"page": 908, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n904\na\neeS\nI\nee\nE\nON\n\nTeachers in Nashville, this week, a group of notable educational leaders\nto do honor to that distinguished teacher of teachers, who at the ripe age of\nthree score years and ten, and. after the completion of 50 years of almost\nunequaled educational service, is still recognized on the campus of that college and elsewhere throughout the land, as one of the most superb teachers\nof children among the scores of illustrious men and women in the teachers\nCharles A. McMurray has found a life long\ncolleges of America.\nincentive to advanced and continuous study and productive educational\nresearch, not in philosophizing in the quiet of his study about that mythical\ncharacter known to psychologists as “the child,” but by gaining an increasingly intimate first-hand contact in the classrooms of his laboratory schools\nwith the boys and girls whom he has personally taught in the presence of\nthose whom he has been training as teachers and supervisors of instruction.\nHe has not been a “‘professor” of education. He has not been a lecturer on\nmethod.\nHe has been an exemplar of the successful application of principles of teaching in actual classroom practice, and in doing so he has developed a type of dynamic scholarships which in its breadth and inclusiveness stands out in magnificent contrast to the traditional academic variety\nof scholarship which has been the pride of the subjectmatter professors\nin our teachers colleges.\nThere are two administrative policies affecting the selection and development of the instructional staff of the teachers college still widely\nprevalent, which are chiefly responsible for the failure of many of these\ninstitutions to become in fact, as in name, teacher colleges.\nFirst let me say that so long as we fill our vacancies from among those\nwho have been trained primarily or exclusively in academic colleges, where\nreally good teaching is comparatively rare, or from graduate schools of\nresearch, which are not in the least concerned about good teaching, or even\nfrom university schools of education which do not maintain a system of\nlaboratory schools for demonstration, training and experimentation in teaching and management, we need not hope for much substantial progress in\nthe professionalization of the service of our teachers colleges.\nAnd then let me add that even though we should fill our vacancies only\nfrom among those who have a good professional viewpoint and a master’s\ntechnic in education, gained from years of successful professional experience, we must not expect them to hold their professional status or to go\nto higher levels of professional service unless we are willing and able:\n1. To send them to the field weekly (or at least\nhand contact with the public schools and their work.\n\nvery\n\nfrequently),\n\nfor first\n\n2. To give them opportunity to participate in the formation of major institutional policies and programs of service.\n3. To enlist their cooperation in making and progressively remaking the curricula.\n4. To secure their active participation with their associates and their students\nin\n\ncommittee\n\nservice.\n\n5. To make provision for travel and advanced\n\nstudy while in service.\n\n"}
{"page": 909, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n905\n\nThese are the substantial inducements we must offer, if we would enlist\nin teacher training work the services of those who are most promising,\nand if we would keep those who have entered upon this service alive and\ngrowing so long as they are engaged in it.\nTime will not permit a development of my thought in connection with\nmore than one of these five points, and for obvious reasons that must be\n\nthe last.\nOne may find individual teachers colleges which have long maintained\nan entente cordiale with the public schools of their respective service areas.\nOne may find individual institutions in increasing numbers so democratic\nin their spirit and so well unified in their organization that all their major\ninstitutional policies and programs of service represent the collective wisdom of practically the entire staff of administrative and instructional officers.\nOne may find individual teachers colleges, not a few, in which the members of the institutional staff participate as fully and as freely in the actual\nconstruction and reconstruction of their institutional curricula as the members of a good university seminar in curricular study might be expected\nand permitted to do in the setting up of an ideal program of study for a\nhypothetical teachers college in the state of Osceola.\nOne may find here and there a considerable number of individual institutions with very well conceived and efficient committee organizations.\nSome of them have worked out the problem of joint student-family participation in the setting up of policies and programs and in their harmonious\nadministration.\nIn all of these lines the teachers college executive who wishes to provide for his teachers a maximum of opportunity for continuous growth in\nservice may find excellent models in many places for study and imitation.\nIt is, however, a safe statement to make that nowhere has adequate provision been made for travel and advanced study off the campus while in\nservice or on leave of absence.\nOn the theory, I suppose, that young people should be trained for teaching in an environment as far removed as possible from the world, the flesh\nand the devil, that is, from the wickedness in high places in our larger\ncities, many of our teacher training institutions have been located in isolated communities, often thoroughly provincial in character.\nInstructors\nin such institutions if not free to get away under some proper administrative arrangement during summer terms, or for one-quarter, at least, in\neach calendar year, for travel, for advanced study in larger centers or for\nteaching service in other institutions with all that such experiences and\nsuch contacts offer of stimulation and professional help, are in great danger\nof lapsing in a few years into a state of intellectual coma.\n‘The salary\nschedule and other administrative regulations covering their employment\nand service should, therefore, be such as to encourage all efforts on the\npart of individual teachers to multiply the number and variety of worthwhile professional contacts off the campus as well as on it.\n\n"}
{"page": 910, "printed_page": null, "text": "906\n\nNATIONAL EDUCATION ASSOCIATION\n\npei\n\neS\n\nThere is probably no other type of educational workers to whom the\ngrant of the sabbatical leave on full pay would be so easy to justify as\nYet such proto the instructor in a normal school or teachers college.\nvisions are comparatively rare.\nThere is probably no other type of instructor in all our colleges and\nprofessional schools to whom the grant of subventions or fellowships for\nadvanced study equal in value to their regular salaries could be so easily\njustified on grounds of public welfare as to the promising young married\nmen in our normal schools and teachers colleges, and yet such grants are\nprovided, so far as I know, by only one foundation.\n‘These grants are\nlimited in number and are available in institutions in one section of the\ncountry only.\nThe amount of money that is being expended at the present time in\nsetting up faculties for the specific training of administrative officers\nand of professors and teachers for our normal schools and_ teachers\ncolleges is almost negligible. Only three or four of our great universities\nhave been able to make even a beginning on a program of distinctive professional service to the more than 10,000 administrative officers and members of instructional staffs in our public teacher-training institutions. ‘The\ncall for funds to carry on and to enlarge this service constitutes the most\nstrategic opportunity that has yet been presented to educational philanthropy. The most urgent educational need of the country today is for a\ngreat Normal Superieur or several of them (1) to conduct research on\nteacher-training problems; (2) to get up standards in the professional education of teachers; (3) to offer much practical and direct help to the\nseveral hundred public teacher-training institutions in the United States,\nand (4) to furnish inspiration and leadership in the movement to provide\na competent, professionally trained teacher for every classroom in the\nnation. Such an institution might be the legitimate outgrowth of one or\nthe other of our best university graduate schools of education.\nIt should\nbe staffed by a group of the ablest, the most versatile and broadly experienced men and women who have served the cause of public education in\nthe ranks—as teachers, principals, supervisors, and administrators in public\nschool systems and in publicly supported teacher-training colleges.\nThey\nshould be reinforced by a corps of research specialists of the first rank.\nAdequate funds should be provided (1) to maintain a junior teachers college, and possibly a senior teachers college, splendidly equipped for demonstration and experimental purposes, and (2) to provide full maintenance\nfellowships for graduate study for at least one staff member from each of\nthe public teacher-training colleges of the United States, and (3) to bear\nthe expenses of a highly organized and adequately staffed research bureau\nfor the service of normal schools and teachers colleges. Such an institution, or better still, one or more in the east, one in the south, one in the\nupper Mississippi valley and one on the Pacific coast could set the Pror\n\n"}
{"page": 911, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n907\n\nfession of teaching forward in ten years by a longer span of progress than\nhas been covered in the past century.\nMay I repeat: The opportunity\nto finance such a program of service constitutes the most strategic opportunity that has yet been presented to educational philanthropy.\nAnd may\nI add that, in my judgment, no other call upon this body, the American\nAssociation of Teachers Colleges, is so imperative as the call for an adequate interpretation to the educational statesmen and philanthropists of\nour time of the need for funds to provide for this work and service, so\nessential to all further progress in the development of a great profession\nof teaching.\n\nREPORT\nJOHN\n\nA.\n\nOF THE COMMITTEE ON COOPERATION\nTHE BUREAU OF EDUCATION\nH.\n\nKEITH,\n\nSTATE\n\nSUPERINTENDENT\n\nHARRISBURG,\n\nOF\n\nPUBLIC\n\nWITH\n\nINSTRUCTION\n\nPENNSYLVANIA\n\nYour committee of one has discussed various matters with the United\nStates Commissioner of Education; generally, those that relate to the\nstatistical side of gathering information regarding the normal schools and\nteachers colleges.\nI have also conferred personally and by letter with\nDoctor Phillips, the statistician of the Bureau of Education.\nIt has been\nmy pleasure to inclose with Doctor Phillips’ request for statistical information, a personal letter urging all who receive the request to furnish information properly.\nI think it is safe to say that, as a result of the continuation of this policy\nfor the past three or four years, we are getting in the office of the Commissioner of Education more complete and more reliable statistical information than we have had in the decade immediately preceding the beginning\nof this cooperative effort.\nThe real report, which I do not have to make, is measured accurately\n\nby the response which the members of the American Association of ‘Teachers\nColleges have made to the request of the United States Bureau of Education for information of various kinds.\n\nREPORT OF COMMITTEE ON SUBVENTION FOR\nRESEARCH WORK IN TEACHERS COLLEGES\nD. B. WALDO,\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nKALAMAZOO,\n\nMICHIGAN\n\nYour committee has endeavored to find a means to finance a study of\nnormal schools and teachers colleges of the country in accordance with an\noutline which has been prepared by your committee and submitted to various individuals for criticism and suggestions, the main features of the proposed study being as follows:\n1, The present preparation of the public school teachers of the several states.\n2. The length of service of public school teachers in different types of schools\nin the several states,\n\n"}
{"page": 912, "printed_page": null, "text": "NATIONAL EpucCATION ASSOCIATION\n908\nel TS e\nS\nenced\n\nee\n\n3. The increase in the number of public schools per year, in the several states.\n4. The present facilities (public and private) for the preparation of different\ntypes of teachers in the several states.\n5. The relation of preparation to length of servcie.\n6. The steps that should be taken in the several states to assure “a well-qualified\nand relatively permanent teacher for every public school position” therein.\n\nWe have not been able as yet to secure any assurance of sufficient funds\nto carry forward such a study. We have the pledged cooperation of the\nResearch Division of the National Education Association and also that of\nthe office of the United States Commissioner of Education. What we need\nis a grant of a sufficient amount of money to set up this study and to secure\nthe use of such forms and reports in the several states as will hereafter\nsupply us with current information relative to this problem.\nYour committee has felt that the standardization of normal schools by\nany outside agency would at the present time be unwise, and we have therefore worked out a plan for standardization examinations and inspections\nwhich is submitted separately for your approval.\nIt is the thought of the committee that this committee, or a similar one,\nshould be continued, with the hope that some way may a found to carry\nforward the study proposed.\n’\n\nREPORT OF COMMITTEE ON STANDARDS AND SURVEYS\nOF AMERICAN ASSOCIATION OF TEACHERS COLLEGES\nE.\n\nS.\n\nEVENDEN,\n\nTEACHERS\nNEW\n\nYORK\n\nCOLLEGE,\nCITY,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCHAIRMAN\n\nLast year at the Washington meeting the American Association of\nTeachers Colleges adopted as tentative standards those reported by your\ncommittee on standards and surveys.\nAt the time the committee made\nthis report it realized that the proposed standards did not present ideals\nand that some of them were more or less arbitrarily chosen as representing\nthe better existing practices and the standards which had been rather\ngenerally agreed upon as desirable by those responsible for directing the\nwork of the teachers colleges. ‘The committee realized that many of these\nstandards would need to be revised, most of them upward and some\ndownward, as we learn more about the work of preparing teachers and\ncan substitute the results of carefully controlled investigations for the\njudgment of our leaders no matter how sincerely formed those judgments\nmay be.\nThe committee also realized that even chough many of these standards\nwould need to be revised that their acceptance as present goals would\nhelp many of the schools to improve their present standards and also make\npossible some helpful and stimulating comparisons.\n‘They would also\n\n"}
{"page": 913, "printed_page": null, "text": "DEPARTMENT OF TEACHERS COLLEGES\nEE\neee\nee\n\n909\neee\n\nfurnish material for a more forceful presentation of teachers college\nprograms to state legislatures.\nThe realization that many of the standards would need revision is the\nreason why the suggestion was made at the meeting last year that your\ncommittee on standards and surveys for several years to come should give\nits time and efforts to the further study of some of the more controversial\nIn this way it was hoped that this committee could\nof the standards.\nfurnish the Association with more accurate descriptions of present practices and with any experimental evidence it could secure bearing on these\ndebated issues and thereby assist the presidents and faculties of our teachers\ncolleges in making more accurate decisions whenever any of the tentative\nstandards are to be revised. It is earnestly recommended that your Association or your committee on accrediting should refer questioned standards\nor parts of standards to the committee on standards and surveys and that\nthis committee become an investigating and research clearing-house for\n\"The committee, or its members or others under its\nthe Association.\nguidance, could conduct a number of comprehensive studies on these\ndebated questions and present the results before the Association was asked\nto vote upon a revision.\nFor the present year the committee on standards and surveys chose,\nfrom among the standards, the four which seemed most in need of immediate study and also which are least satisfactory as at present stated, as\nthe special fields to be investigated. ‘The four topics were: (1) the\nacademic and professional training of the faculty members of teachers colleges; (2) the training and service load of critic or supervising teachers in\nthe practice schools; (3) the needed changes in the financial records for these\nschools, and (4) the desirable standards for the libraries.\nUnfortunately, some unavoidable circumstances have prevented the\ncompletion of three of these. Shelton Phelps, of Peabody College for\nTeachers, was asked by the committee to plan an exhaustive study of the\ntraining of teachers college faculties, but due to some unavoidable delays\noutside of his control, he was not permitted to put his request for data\nbefore you in time to do the great amount of tabulation necessary before\nthis date.\nIt was thought better to postpone the study and present it to\nyou in outline form at this meeting in order that you may have a better\nunderstanding of the study and its importance.\nIt is evident from the outline of the study as presented to you by Dr.\nPhelps that its completion will furnish this association with much very\nvaluable data, without which you are unable to make any intelligent\n‘The plan of making\nmoves in the revision of Section V of the standards.\nthe study from actual transcripts of work taken and grades obtained by\nthe members of teachers college faculties will make possible a number of\nstudies of the relationship between training and successful teaching in\n\n"}
{"page": 914, "printed_page": null, "text": "910\n\nNATIONAL EDUCATION ASSOCIATION\n\nteachers colleges which are not now possible. Studies have been made\nconcerning the total amounts of academic and professional preparation,\nbut no extensive study has been made of the kind of preparation secured.\nThis is the phase of the problem that Dr. Phelps’ study will stress.\nThe second study to remain incompleted is the one on the teachers\ncollege library. Clyde Hill, of the school of education at Yale, undertook\nto have that study made but the poor health of the man who undertook\nit caused its abandonment.\nIn the meantime, the committee on standards\nand surveys has been able to interest George W. Rosenlof in this important problem, and he is planning to make such a study. He can make\nit very much more valuable to this Association if you are willing to have\nyour librarian cooperate with him. A brief outline of the study he proposes to make has been distributed to you, and if it is your wish to have\nthis study continue under the direction of your committee on standards\nand surveys it will be pleased to receive any suggestions from you concerning the scope of the study.\n\nA Proposed Study of the Teachers College Libraries\nTo\nTeachers\n\n‘THE PROBLEM\n\nBe Made\nCollege,\n\nBy George\nUniversity\n\nW.\n\nRosenlof\n\nof Nebraska,\n\nLincoln\n\nSTATED.\n\nIt is the purpose of this study to\na. Discover the’ present status of teachers college libraries as to the number\nand classification of books and periodicals.\nb, Propose upon the basis of these findings certain standards governing a teachers’ college library and\nc. Suggest certain means\n\nSOURCES\n\nwhereby\n\nthese standards\n\nmight be attained.\n\nOF DATA.\n\n1. A detailed data blank covering:\na. The number of books and periodicals and their classification.\nb. Types of indexes and readers’ guides and librarian’s aids.\nc. Records of accessions of books and periodicals.\nd. Library personnel,\ne . Policies concerning selection of books, range of such, selection and the manner\nof selection.\n\nf. Policies regarding duplication of books.\ng. Adequacy of support for purchase of books and periodicals.\nh. Nature of training-school library and children’s library.\ni. Textbook exhibit rooms.\n\n2. Check lists of certain periodicals and professional books.\n3. Catalog study to determine student enralments, curricula offerings\nand faculty personnel and the relation of these to the library facilities.\n4. Existing studies of libraries bearing any relation to this proposed\nstudy.\n\n"}
{"page": 915, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n911\n\n5. Personal visits to selected typical teachers colleges to supplement the\ninformation detailed under items 1, 2, and 3.\nPROCEDURE.\n\nData blanks will be sent to all colleges selected for this study calling\nfor information as indicated above. An analysis, evaluation and statistical\ntreatment of all facts will be made to get a picture of the whole situation.\nThis data will be treated objectively and subjectively in order to make\ncertain proposals of standards to be accepted by teachers colleges.\nMeans\nfor attaining these standards will be further suggested.\nDue to the splendid cooperation of the members of this Association we\nare able to present some of the results of one of the studies planned for\nthis meeting.\nNoble Lee Garrison, of the state teachers college at Ypsilanti, had some of the significant findings of his study of the training\nand status of training school teachers mailed to you from the president’s\noffice and is prepared to present some of his other findings from this\nstudy at this time.\nIn the light of Professor Garrison’s results, as well\nas those obtained by L. B. McMullen in his study of the service load of\ntraining teachers, you are now in a much better position than ever before\nto study your standards governing the work of the training schools and\nrevise them in a way to make this most important element in a teacher\ntraining institution more efficient.\nDue to the inability of President G. W. Frasier, of Colorado State\nTeachers College of Greeley, Colorado, to attend this meeting, your\ncommittee is unable to report on the fourth of the proposed topics.\nIt is,\nhowever, very fortunate in securing from Earle U. Rugg, head of the\ndepartment of education of the Colorado State Teachers College, a report\non the findings of the commonwealth fund study of social sciences in\nteachers colleges that bear upon the standards of admission and graduation\nrequirements in those schools.\nDr. Rugg’s report, which appears on page\n84 makes it very evident that there is an unnecessary, wasteful, and confusing lack of uniformity in both terminology and practice. It is earnestly\nhoped that after the adoption of the standards by the Association that\na real effort will be made to make catalogs and other announcements conform to the standards adopted.\nIn this connection it is interesting to mention the results of a series\nof studies that are being made this year under the direction of ‘Thomas\nAlexander and W. C. Bagley by the students in the major course in\nnormal school education at Teachers College, Columbia University.\nThese studies include an intensive study from 1926 catalogs of normal\nschools and teachers colleges of the courses offered in the various subjects\nand the contents of those courses as indicated by the catalog descriptions.\nThe same confusing diversity is shown in all of these fields. One sample\nIn the report\nwill indicate the need for more attention to this problem.\npresented by\nas\npsychology,\nof\nstudy\nthe\nmade\nthat\nof the committee\nMarian E. MacDonald, it was shown that in 155 state normal schools\n\n"}
{"page": 916, "printed_page": null, "text": "912\n\nNaTIONAL EpucaTION ASSOCIATION\n\nand teachers colleges there were 897 courses in psychology with 182 different titles. In child study there were 93 courses with 18 different\ntitles, and in abnormal psychology there were 25 courses with 11 different\ntitles.\n\nThis study showed also a very wide overlapping of topics between\n\nthe different courses.\nMany topics, such as “Original Nature,” “Individual Differences,” ‘Transfer of Training,” “Emotions,” and “Imagination” occur in four or more of the principal fields of psychology.\nIt would seem from these studies and from other investigations of this\nproblem, one of the recent and thorough studies of this problem was made\nby Dean Crabbe, of the state teachers college at Bowling Green, Kentucky,\nand appears in the Peabody Contributions to Education, that our teachers\ncolleges are at present supporting a wasteful variety of courses.\nAs we\nknow more specifically the tasks to be done by a teacher in a certain position, there will be less reason for wide ranges of electives.\nIt will be\nmore accurately known what each course has to contribute to the successful\n\ncompletion of those tasks, and the length and contents of the course will\nbe determined by the time it takes to make those contributions.\nAt\npresent, however, the great variety of titles is certain to produce one or\nall of the following undesirable results:\n1. It will cause numerous complications in the administration of our teachers\ncolleges in such matters as preparing programs for students, transferring students,\naccrediting institutions, arranging daily schedules, and providing for a maximum\nuse of the classrooms.\nAll of these are expensive in administrative time and\n\nmoney.\n2. It will tend to promote the development of new courses with slightly changed\ntitles and contents which make but slight contributions to a better adaptation of\nthe school’s offerings to the individual’s needs. This duplication or multiplication\nof courses will result in competition for students with its inevitable uneven groupings and expensive small classes.\n3. It will also tend to strengthen departmental groupings and thereby hinder if\nit does not prevent, the better coordination between subject-matter fields which is\nessential if all the courses are to be made professional in their treatment.\n\nIs it not time to have a serious attempt, sponsored by this Association,\nto agree upon the titles for courses and the principal items to be included\nin each course for at least a minimum core of the courses needed for the\nprofessional preparation of teachers for the public schools?\nSuch a core\nwould at present leave a wide range of electives and would not need to\nprovide too specifically for differentiation between groups of teachers,\nsince in most cases the necessary differences would be provided for by the\nselection of different material under the same general topics.\nIt is my\nopinion that if such a minimum group of subjects could be agreed upon\nby the Association and the courses in these fields reduced or combined\nto conform to them that the teachers colleges of this country would\nmaterially increase their efficiency and still find that there was more than\nenough freedom for all the institutional and departmental individuality\nneed to adapt the work offered to the peculiar needs of any community\nor any particular group of students.\n\n"}
{"page": 917, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n913\n\nTHE TREND TOWARD STANDARDIZATION IN TEACHERS\nCOLLEGES\nEARLE\n\nU.\n\nRUGG,\n\nHEAD\n\nSTATE\n\nOF\n\nTHE\n\nTEACHERS\n\nDEPARTMENT\n\nCOLLEGE,\n\nOF\n\nGREELEY,\n\nEDUCATION,\n\nCOLORADO\n\nCOLORADO\n\nThe evidence that I shall report this morning is to be taken from the\nrecent study of the professional preparation of teachers of social studies in\nteachers colleges and normal schools. Doubtless many of you will recall\nthe preliminary report on this study made to you at the Cincinnati meeting\nin 1925 by N. H. Dearborn, at that time educational assistant of the\ncommonwealth fund and in charge of the investigation by a committee? of\nthis Foundation.\nFollowing Dr. Dearborn’s appointment to the New\nYork State Department of Education it was impossible for him to complete the report, and in August, 1926, I was asked to prepare the data\ngathered for publication.\nIn view of the unavoidable absence at this meeting of some of the\nspeakers who were to report for the Committee on Standards and Surveys\nI was asked last night by Dr. Evenden, chairman of the committee, to\nreport to you some of the facts in our study that relate to the proposed\nstandards of this association.\nI shall confine my remarks to the evidence\nwe have gathered concerning entrance, residence, graduation, and certification requirements and to a general interpretation of the status of\nthe curriculum in teachers colleges. While this report is primarily concerned with the preparation of teachers of the social studies, nevertheless,\nthe committee did attempt to ascertain the facts concerning the general\nrequirements of training all teachers, irrespective of their choice of majors.\nHence I wish you would think of the facts discovered concerning entrance,\ngraduation, certification, and the like as data that will perhaps throw some\nlight upon the present status of teacher-training in teachers colleges and\nnormal schools.\nI have been much interested in the discussions of this association concerning standards.\n“The recent expansion and transformation of teachertraining institutions have raised many problems.\nA further complication\nis the fact that there are diverse functions apparent in the institutions represented in this association and consequently different points of view\nconcerning the proper activities of teacher-training institutions. “The hopeful sign, however, is that those responsible for the programs of teachers\ncolleges and normal schools are becoming critical of present theory and\npractice and are endeavoring to set up standards or objectives toward which\ninstitutions should\n1The\n\ncommittee\n\nstrive.\n\nconsists\n\nof:\n\nR.\n\nD.\n\nCalkins,\n\nProfessor\n\nof\n\nGeography,\n\nMt.\n\nPleasant\n\nNormal\n\nSchool, Michigan; N. H. Dearborn, Chief of the Division of ‘Teacher nea and Certification, New York State Department of Education; J. M. Gambrill, Professor of the Teaching of\nHistory, Teachers College, Columbia University; Ernest Horn, Professor of Education, State\nUniversity\n\nof Iowa;\n\nHarold\n\nCollege, and R. M. Tryon,\n\nRugg,\n\nProfessor\n\nEducational\n\nPsychologist,\n\nof the Teaching\n\nThe\n\nof History,\n\nLincoln\n\nUniversity\n\nSchool\n\nof Teachers\n\nof Chicago.\n\n"}
{"page": 918, "printed_page": null, "text": "TABLE I~SHOWING THE REQUIREMENTS FOR ADMISSION TO\nTEACHER TRAINING INSTITUTIONS IN 710 CURRICULA OF\nTHROUGHOUT\nINSTITUTIONS\nTRAINING\nTEACHER\nTHE\nTHE COUNTRY\n,\nKaw\n\nTotal\n\nRequirements For Entrance\nThe word accredited is used for any of the following:\nApproved\nAccepted\n\nCommissioned\nStandard\nFirst Grade\nRecognized\nStandard First Class\nFirst Class\nGraduate of aecredited shicit, SCHOOla. «sc. .- soot er element eecher se tereraren _ 282\nf\nss\nHy\n“Fe LGMUNItSI\nZh TG. SMS Rone.\nao\n19\n$\nUR Vea ell\nans Sen eOo let Sr oe OURO OO TR Doe See Seon,\n42\nin\nth SECOND ALY MSCOOON acest rete cciclodo alaisvss: 3,01hateicuerafemelons yeiaTeret COE eae\n6\nClass A\nGraduate of accredited high school or equivalent\n§\n\nSs\n\nsf\n\noe\n\n4\n\nos\n\n‘\n\n16) Units\n\neee\n\n93\n\n%\naa\nSchool of equiValenit:\nserene are erat cece crete artes\nHf\nSS Becondaryolt\nTi\nATM ed siege hada t teeiak cab otate\n15,,Unitsjaccrediteds high school eiae.spia yee eien to leteee aeremn ery ait\nCpe\ns\ne\n‘OF CQuUIV allel bpcetcuuataccictraliiacaetr\necient\nStee\na\nt\neo MdeSonated “ak acyermvenace\nele aste sitet\n15\nbe\nris\n“t\n‘s2(2.. unitse Soex, Ses) angnasva\n.seiceheeiaeis\n1S\ns\nve\nse (A 2UNIt =SOC SCs) sterists <eoapneaerertere\n15°;\n\n“secondary\n\nschool\n\noa. acannon\neen ieee\niene neck eieeaerts\n\n15 7) Scmrbigh#schoolisworki or) equivalents\ntists cL Micme:- te. Pdsldhenta\n15,\n.“\nhigh-school; Age 16,, good health and morals........2...5...16 Units: accredited “high schoolmaster\ntera. eran ie ear\n1693.4\nst\n“Hor Cquivaleht Gt. SAR.\nee. oe)\nGraduate, of. accredited high school}, Age 16...\n4 $0\n2 oe 0+ + obese\nmenighsschool<Girlss15.5 Boy cel omen int cient\nee aera\nss\nTIE\n$19\nGood “healthtl.t0.20Uit.\nBINOW, RCA, 2.\nK\nsett\nbey pGoodshealth gand «moralsa.\nmiqac spaces\neeaccredited ehighaschool awblavaplanonemn\nacer eeeee\n£\n\nS\n\na\n\ns\n\neer Permission’\n\n3\n\nS\n\nte\n\nre\n\n©\n\nGood\n\n“health,\n\nOf ELTes.-4\n\nsing)” play.aameeee -\n\nsh ne oe\n\nMy\n\n4\n\ni\"\n\nie\n\n“,\n\n, Good,\n\nhealth\n\nand) morals.¢......-\n\nean\n14\n39\n4\n7\n2\n10\n\n3\n3\n18\n9\n5\n22\n12\n1\n\n2\n\n4\nxi\n.\nSe\nOIng aird, 4plA yanmar\neee\n*\ni\nf\na\nSounAgesl6nsseniatl.\neee aaa. §\ns\ns\n;\nse\n“Resident, of New Jersey.......-...\n6\nR\n&\n4\nSee UDICSEOOCTEOUL Tor meee mrantenattet nm 1d\ns\ne\nif\nGS\nHow\n6iyr Good healthee.. Jaak 02.\n8\nHigh) Scheel graduatesm16 yry.Good health wo). s.csacuru.ueetooe\neee,\n6\nY\n2\nte\nCCRTSGaCond emiCentli Calc att\ntet an ey eee\n1\n4\nHy\n\nrs\nss\n\nor those with County Certificate................\nDi geCquivalentionuA\nrey Cer iit, Meeereee\namenue ore\n\n4\n2\n\n4\n%\n\na\nrs\n“\ni\n\nWy\n*\n\nandes health eicertilicatesasos\ntase\nene awash one\nGood’ *hé#lth™and morals?Gige, SEHIOn BOE 2\n\n12\n1\n\n“\n\n“\n\n“cc\n\nAge\n\nHigh\n\nschool!\n\ngraduation,\n\nse\n\ntf\n\neg\n\n“\n\n“\n\n“\n\nGrad.\na“\n\nof Accredited\n“ce\n\n“\n\n16\n\nPlay piano...2--.\n1]\nhealth\nand Good ‘Teating\nee\nSM\n\nH. S. or Equiv.,\n“\n\n“\n\n“\n\nity\n\nAge\n\neee\nosetia\n\nte,\noes OO\n\neer\neee\n\n16\n\nAge 16, Health and\nGood health Se\n\nMorals....\nee\n\na\n\na ery\n\n1\n4\n1\n5\n4\n8\n3\n\n"}
{"page": 919, "printed_page": null, "text": "DEPARTMENT\n\nTentative\n\nstandards\n\nOF TEACHERS\n\nare necessary.\n\nCOLLEGES\n\n915\n\nBut they should\n\nbe based\n\nupon\n\nevidence of present practice and possible trends and developments.\nThe\nevidence I shall report rests chiefly upon analyses of catalogs of approximately 180 teachers colleges and normal schools. While I am aware of\nthe danger of interpretations based largely upon “paper” requirements yet\nI am convinced that certain tentative conclusions are justified. ‘There is,\nof course, serious need for further study of the problems raised.\n\nEvidence\n\nConcerning Entrance\n\nRequirements\n\nOne of the first general problems studied in our investigation was\nentrance requirements.\nIn the past, particularly in many of our normal\nschools, entrance requirements did not necessarily imply the completion of\nthe present fifteen units of secondary work in an accredited high school.\nSecondary and college work were so intermixed that it was difficult to\ndistinguish the two. ‘Today, if our data from catalog analyses are correct,\nteachers colleges and normal schools demand that students show evidence\nof having completed the work of a four-year high school.\nTABLE I—SHOWING THE REQUIREMENTS FOR ADMISSION TO\nTEACHER\nTRAINING\nINSTITUTIONS\nIN 710 CURRICULA\nOF\nTHE\nTEACHER\nTRAINING\nINSTITUTIONS\nTHROUGHOUT\nTHE\n\nCOUNTRY—Continued\n\nGrad. of Accredited\n\nH. S. or Equiv., Good\n\nhealth and morals\n\nGrad. Accredited Sec. Sch., 2 units Soc. Sci\nea\nlassi\n“\nGood health and Morals\nS\nHigh School, First grade certificate\nAdvanced diploma from Normal\nGraduate Colleges and Normals\nGraduate Colleges and Universities\nCompletion Elementary Rural course or equivalent\nHigh school education\n4 years Collegiate credit\n\nWhile the completion of secondary work is implied in all the institutions under review the statements of entrance requirements (55 of them)\nIn the first place, there are many\nvary apparently in two respects.\nphrases used to define secondary work such as accredited, class A, and the\nnumber of units equivalent to four years of high school work—fifteen or\nsixteen. In the second place additional qualifications are imposed such as\ngood health, minimum age, morals, and musical ability.’\n1An unpublished study by F. X. Karrer, on file. in the Department of Normal School AdUniversity, of 141 teachers colleges and normal\nCollege, Columbia\nTeachers\nministration,\ncertificate\nschools shows that 39 require evidence of good moral character, 35 require a health\nfor\n\nentrance,\n\nthe candidate\nhis training.\n\n64\n\nprescribe\n\na minimum\n\nto sign a pledge\n\nto teach,\n\nage\n\nor\n\nrequirement—range\n\nfailing\n\nto do®so\n\n13\n\nto\n\nto refund\n\n18\n\nyears—and\n\nto the state\n\n40\n\nrequire\n\nthe\n\ncost\n\nof\n\n"}
{"page": 920, "printed_page": null, "text": "916\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\na\nee\nSe\nee\n\nThe one vague point concerning entrance requirements, at least in my\nown interpretation, is the fact that in 117 frequencies of 710 curricula\nunder review in the 180 teachers colleges and normal schools the phrase\nThe real implications of this phrase are appar“or equivalent” is used.\nIt may permit many exceptions to the requireclear.\nently not entirely\nIt seemingly permits conditional enment of standard secondary work.\ntrance, exemption on the basis of tests and the like. Yet the tentative\nstandards of this association also sanction the use of the phrase. “Equivalence for entrance units of secondary school work shall be determined only\nby regularly scheduled written examinations, which shall be of such\ncharacter as to satisfy the committee on admissions of the college that the\napplicant is fully prepared to do college work as hereinafter defined.”*\nApparently as far as catalog statements of entrance requirements are\nconcerned and aside from an acceptance of “equivalent” work, teachers\ncolleges and normal schools are insisting upon the prerequisite of satisfactory completion of secondary work. To me this is distinct evidence of\nstandardization, at least as to the amount of secondary work, concerning\none basic criterion of professional work—namely, that all professional\nwork and training of teachers shall be collegiate in rank.\nAs to any\npossible overlapping in the character of college work and secondary work\none cannot state. In the light of the findings of Koos in his study of the\njunior college’—and perhaps to be found in much of the first two years of\nall college work including that of teacher-training institutions—it is perhaps doubtful that such work is entirely collegiate in character, even\n\nthough rated as such in terms of amount of education prior to entrance to\ncollege. I merely wish to call attention to the need of qualitative studies\nas well as quantitative studies.\nEvidence Concerning Residence and Graduation Requirements\nThe second type of data I wish to discuss, will, I believe, throw some\nlight upon the amount of work needed by prospective teachers.\nProfessional schools today generally demand at least four years or 120 semester\n\nhours of college work. But teacher-training institutions, as we shall point\nout subsequently, as yet have not the legal protection in certification to\ndemand this minimum; in fact, for elementary teaching two years of college\nwork is even today apparently an ideal. ‘This association recognizes this\ncondition in its own standards.\nAfter stating the standard for a teachers\ncollege to be the completion of 120 semester hours of credit, it recognizes\nthe institutions with two-year and three-year curricula as normal schools\nor “junior teachers colleges.” While no data were gathered on the relative proportion of students in four and less than four-year curricula, it is\nmy conviction as a result of studying the related evidence of certification,\n1Section B, TI. Standards for Accrediting Teachers\nColleges,\nAmerican\nAssociation\nof\nColleges.\nTeachers\nss\n§\n‘\n®\n=\nie\n2 Koos, L. V. The Junior College. Research Publications of the University of Minnesota\nEducation Series, No. 5, 2 vols.\nUniversity of Minnesota, Minneapolis, Minnesota, 1924.\n:\n\n"}
{"page": 921, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n917\n\netc., that even today the majority of students in training for teaching\nactivity are candidates for curricula of less than four years in length.\nThe arts college—an institution that apparently furnishes most secondary\nteachers today—does tend to obtain the minimum professional qualitative\nstandard of 120 semester hours. This standard is largely attained because\nof the activities of accrediting associations composed of representatives of\nboth the secondary schools and the colleges, and because the arts college\ndoes not offer any certificate or degree short of the completion of four\nyears of work. ‘Teachers colleges which only in recent years have undertaken to conform to maximum standards of certification and thereby to\nmake their students eligible for appointment to secondary positions in\naccredited four-year high schools are apparently also demanding four years\nof college training.\nThere are, however, several obstacles yet to be overcome before adequate interpretation can be made of what constitutes residence standards.\n\nIn the first place there is a variety of terms used for recording scholastic\ncredits. Accounting for residence work is chaotic. “Twenty-one different\nterms were found in use in the 180 institutions under review. With such\nterms as credits, college hours, periods, term hours, semester hours, credit\nhours, and the like in use, it is difficult to generalize concerning any standard amount of work required for any particular type of curriculum such\nas kindergarten-primary, intermediate, grammar grades, etc.\nFurthermore, there is considerable variety in the number of terms in an academic\nyear, the titles and number of weeks. “The majority of these institutions\nhave either two or three terms. “The weeks in a semester range from 15\nto 21 and in a quarter from 10 to 14.\nWhile it is perhaps too much to expect teachers colleges and normal\nschools to reach unanimous agreement upon the type of term to follow and\nthe number of weeks in such a term, it is evident, nevertheless, that an\ninvestigation should be made of what constitutes proper accounting for\nresidence work.\nSecondary institutions have been so standardized with\nattendant values to all officers of administration undertaking to satisfy\nthemselves concerning the secondary credits of a student.\nIn view of frequent transfers and the increasing number of students who continue their\nprofessional work even up to graduate levels some standardization in\naccounting for credits would make the proper interpretation of residence\nwork more tangible to all who have occasion to examine the transcripts of\nthe students—officers in other colleges to which a student may transfer, in\nstate departments who issue certificates and to superintendents and school\nboards who employ teachers.\nThe next phase of the general teachertraining problem with which our study dealt pertains to certificates issued\nupon the completion of various curricula.\n1In my own\nthe students are\n\ninstitution, Colorado State\ncandidates for the two-year\n\nTeachers College, approximately\nlife certificate of Colorado,\n\nthree-fourths\n\nof\n\n"}
{"page": 922, "printed_page": null, "text": "918\n\nNATIONAL\n\nEpucaTION\n\nASSOCIATION\n\nTABLE II—SHOWING THE NUMBER AND NAMES OF CERTIFICATES, DIPLOMAS, LICENSES AND DEGREES OFFERED UPON\nIN TERMS\nTHE COMPLETION\nOF DIFFERENT\nCURRICULA\nOF LENGTH AND KIND\nCertificates\n\nTotal\n\n3 Permanent\n¢\nGy\n\nTotal\nAdvanced\nAdvanced Rural\nAdvanced Rural State\nCertificate\nCertificate to Teach\n\nCertificate Valid for 4 yrs.\nCertificate of qualifications as\nKdg.-Prim. Teacher\nCertificate of Graduation\n\npf\nOne\nae\n\n“A”\n“B”\n\nState\n\nProfessional Elem.\nElem. Professional\n\nCollege Elem.—valid\nElementary\n\nfor\n\n2\n\n“\n\nyrs.\n\nCollege\nSchool Spec. Teachers’\n\nys\n8\nij\n\nSchool B Teachers’\nFirst Class\nRural\n\nvalid for 2 yrs.\nTeachers’\n\nElementary valid for 4 yrs.\nPy\nProfessional\nFirst Grade\n“\n\n“\n\ncS\n\nState\n\n“cc\n\nCounty Elementary\n\nGrammar\n\nGrade,\n\nClass\n\nfor\n\nFirst\n\n2 Kindergarten\n2 Kindergarten-Primary Teachers’\n1 Kindergarten-Primary Proficiency\n4\n\nLife\nLife Elementary State\nLimited, valid for 3 yrs.\nLimited Normal School\nNormal School\nNormal Professional\ni\n—valid for 5 yrs.\n“\nSchool Elementary\nOne\n\nYear\n\nRe\nHt\nOO\nNIN\nHD\nP\nWePermanent\n\nState\n\n“cc\n\nAdvanced\n3-year\n\nTotal\n\nKindergarten-Primary\n\n“\n\n“\n\nDiploma\nNye “\n, one-year.\nics\nof graduation\n“\ngood for 1 yr. in Wisc,\nElementary\nElementary School Teachers’\nGraduate Normal School\nGeneral Professional\nJunior College\nKindergarten-Primary Teachers’\nLife\nnN\nRE\nNDNUNWDA\neKLicentiates\nOe\n\ndo\n\n6 yrs.\n\nHigh School Teachers’\nHigh School Certificate —\nClass—valid for 2 yrs.\n2 Junior\n\n“\n\nDiplomas\ni)i)\n\nB\n\nSchool Life\nSchool Teachers’—yalid\n\n“cc\n\nClass A\nKindergarten\nTeachers’, Class A\neR\nND\npee\n3 nts, valid for 2 yrs.\n\nNormal School\nRural\nFour year Kindergarten\ni\n“Elementary\n“\n“\nHigh School\nGeneral Elementary State\nTeachers’\nGraded School\nHigh\nWORN\nBH\nWONAN\nRB\nNORM\nNWR\nRN\nHE High\nNEN\nRDN\n\nNormal\nFive-year Elementary\nSpecial Teachers’\npar: Second\nGrade Professional\n“Professional, 2 yrs.\nShort Course Teachers’\n“Equivalent\n“cc\nNormal Course\nTwo-year State\nTeachers’ Life\nRHE\nKHOR\nDo\nHO\nNR\nONK\nee\nOe\nemTemporary\nHigh\nSchool—First\nClass\nTwo-year Diploma Course\n“\n\n‘\n\nes\n\nState\n\nElementary\nNormal School\nHigh School\nPrimary, Class B\nProbationary State\nProfessional Elementary\nRegents’\nRural School\n\n_\n\nClass\nClass\n\nNormal\n\nTotal\n\n22 Normal\n32 Normal School\n4 Normal School Elementary\n2 Non-Professional\n1 One-year\n1 State\n2 Standard Normal\n1 Special\n4 Special, in Elem. Education\n0 Two-year\n1 Teachers’\n2 Teachers’ College\n\n"}
{"page": 923, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n919\n\nTABLE II—SHOWING THE NUMBER AND NAMES OF CERTIFICATES, DIPLOMAS, LICENSES AND DEGREES OFFERED UPON\nTHE COMPLETION\nOF DIFFERENT\nCURRICULA\nIN TERMS\nOF LENGTH AND KIND—Continued\nTotal\n\nTotal\n\nLicenses\n1 First\n\nGrade\n\n1 First\n\nClass\n\n1 Degree\n\nElem.\n\n4 Intermediate\n3 Life\n\nor\n\nTeachers’\n\nGrade\n\nSchool\n\nTeachers’\n\nOAD Eee\n\n12 A. B. in. Education\n\nGrade\n\nProfessional\n\nCounty\n\n1 General\n\nElem.\n\n1 Institute\n\nDiploma\n\nCert.\n\nCert.\n\n1 Kindergarten License\n\nS,\n\ngarten\n\n11 B. S. in Education\n\nElem.\n\nCert.\n\nand\n\nDegree\n\nand\n\nNormal\n\nand Kinder-\n\nCertificate\n\n3 Life Cert. and Special Proficiency\n\nJeBe Pd:\n\nCert.\n\n6 Bachelors’\n\nDegree\n\n1 Life Cert. and Special Junior High\n\nDi.\nCombinations\n\nGiven\n\n1 Life Cert. and Proficiency Kindergarten Cert.\n\nFirst Class Pro-\n\n4 Normal\n\n8 Ed. B.\n\n1M.\n\nand\n\nProfessional\n\nCertificate\n\nProfessional\n\n21 A. B. or B. S.\n\nSB:\n\nHigh\n\nand Co. H. S. Cert.\n\nDegrees\n2\n\nand Normal\n\nCertificate\n1 Elem. Diploma\n1 First\n\n11 Temporary License or Diploma\n\nPermanent\n\nCertificate\n\n2 Diploma\n\nGrammar\n\n1 Primary Teachers’—First Grade\n2 Rural\n\nand\n\nSchool\n\nCert.\n\n3 A. B. in Ed.\n\nand\n\nfessional Certificate\n1 A. B. in Ed. and Life\n\nCertificate\n\n1 A. B. and\n\n4-year\n\n1 A. B. and\n\nPermanent\n\nH. S.\n\n1 A. B. or\n\nB.\n\nFirst\n\nHigh\n\nHigh\n\nS. and\n\nSchool\n\n1 Advanced\n\nDiploma\n\nSchool\n\nGrade\n2 Normal\n\nGrade\n\nLicense\n\n3-year\n\nDiploma\n\nand\n\nLicense\n\n1 B. S. in Ed. and Life Professional\nCertificate\n\nH. S. Cert.\n\nCert.\n2 B. S. and Prof. Collegiate\n2 B. S. in Ed. and Life Cert.\n3 Diploma and State Cert.\n3 Diploma and Life Cert.\n2 Diploma and Standard Cert.\n\nand Permanent\n\nElem.\n\n3 Diploma and State Provisional\nCertificate\n1 Diploma and Intermediate\nGClass)“BY\n1 Diploma and State License\n\nand First\n\nCertificate\n2 Diploma and\n\n1 Diploma and\nClass —B7\n\nGrade\n\nand\n\nDiploma\n\nProfessional\n\n2 One-year\n\nDiploma\n\nGrade\n\nCertificate\n\nFirst\n\nand Nor-\n\nCertificate\nand_\n\nFirst\n\nand Life Certificate\n\n1 Permanent\nKindergarten\nand A. B.\n\nCert.\n\n2 State Cert. and Life Diploma\nDiploma\n\nnent Elem.\n\nand\n\nCertificate\n\nPerma-\n\n1 Special Diploma with State Teach;\ner’s Cert. “B”\n2 Teachers’ Diploma and State Elementary Certificate\nand _ Life\nDiploma\n1 Three-year\n\nElementary\n1 Teachers’\n\nCertificate\n\nDiploma\n\nCertificate\nSchool\n\n2 Sophomore\n\n2 B. S. and Permanent\n\n1 Diploma\n\nmal\n1 Pd. M.\n\n4 B. S. in Ed. and State Life High\nSchool Certificate\n\n3 Diploma\n\nSchool\n\nGrade Certificate\n2 Normal School Diploma and Third\n\nCertificate\n\nDiploma\n\nand_\n\nSpecial\n\nCertificate\n\nCert.\n\n1 60-hour Diploma and Life Cert.\n2 90-hour Diploma and Life Cert.\n1 120-hour Diploma and Life Certificate and B. S. in Ed.\n\nElem.\n\n1 190-hour Diploma and Life Certifi-\n\nStandard Cert.\nGrade Certificate\n\ncate\n116 No statement\n—\n710 Total\n\n,\nof what\n\nis granted\n\nAgain may I call attention to the fact that the possession of a bachelor’s\ndegree from a standard college (implying the satisfactory completion of\nsome definitely organized four-year curriculum) is recognized and tangible\n\n"}
{"page": 924, "printed_page": null, "text": "NATIONAL\n\n920\n\nEDUCATION ASSOCIATION\n\nevidence of the residence work of the holder of the degree. It is evidence\nof the amount and, in part at least, of the character of the collegiate training received.\nWhen we turn to the evidence (Table II) of residence work set forth\nin some certificate testifying to the satisfactory completion of some particular. curriculum in a teachers college or normal school, we find not one\ndefinite type of certificate but a tremendous variety of certificates.\nAs\nTable II shows, there are over 160 kjnds of certificates, diplomas, licenses,\nand degrees; at least different in name if not in character. With but thirteen exceptions and even those with relatively low frequencies, no particular kind of certificate, diploma, or license is found in more than ten of the\nWhile many imply\n710 curricula under review in our investigation.\nequivalent work, yet the limits of imagination surely have been strained in\nthis amazing variety of terminology.\n\nGeneral Curriculum Practices\nConnected closely to the problem of residence is the character of the\nresidence work. We have thus far emphasized the trends toward standardizing all professional work by insisting that it be collegiate in rank\nand that in amount it should represent four years of college work with a\ntangible recognized degree testifying to the satisfactory completion of a\ngiven curriculum.\nThe trend in professional schools is clearly to select the subjectmatter\nto be taught in terms of the material needed by the student in his chosen\n\nprofession. In other words, the training of the student must be professional in character in addition to being collegiate in rank. In our investigation we tabulated all of the required subjectmatter prescribed in teachers colleges and normal schools.\nTABLE III—PERCENT OF SUBJECTMATTER THAT TEACHERS\nCOLLEGES\nREQUIRE\nIN\nVARIOUS\nCURRICULA—KINDERGARTEN, PRIMARY, INTERMEDIATE, ETC.—AND IN LENGTH\nOF CURRICULA.\n(SUMMARY TABLE)\n\nAll subjects required\n\nIndustrial Arts\n\nForeign Language\nDomestic Arts\nElectives\n\n1 year\n\n2 year\n\n3 year\n\n4 year\n\ngraduates| graduates] graduates] graduates\n\nAverage\n\n"}
{"page": 925, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS\n\nCOLLEGES\n\n921\n\nTable III shows several important practices concerning required materials. At present there is an assumption that the professional training of a\nteacher is to be obtained through courses in education and phychology and\nthrough so-called methods courses.\n‘The remainder of the required work\nof the student is apparently general cultural materials, organized with\nlittle reference to their value to a prospective teacher either as to content\nshe will teach or as to background materials for her subsequent teaching\nactivity. One notes a progressive decrease in the amount of strictly professional materials dealing with education and psychology as subjects from\none-year to four-year curricula, though even for the four-year curriculum,\neducation and phychology constitute nearly one-fourth of the total amount\nof work prescribed... Furthermore, it was found that in the work in the\nsocial studies (and in all likelihood in other subjects) the materials were\npredominantly\nnon-professionalized.\nThe courses listed as methods\ncourses and presumably emphasizing the professional treatment of subjectmatter constitute but 17.2 percent of the courses investigated. ‘This slight\nemphasis to professional treatment of subjectmatter is confirmed by a personal study of the courses in 26 representative teachers colleges and normal\nschools.\nIn this personal consultation with instructors in these 26 institutions it was discovered that the instructors claimed to professionalize\ntheir materials in but 22.46 percent of the courses in these institutions.\nThis confirmation apparently means that aside from methods courses, there\nis as yet little trend toward making required materials in fields aside from\neducation\nand psychology professional in character.\nTable III does not set forth the detailed materials required; it but gives\nus proportionate emphasis to the types of subjectmatter required: English,\nsocial studies, science, and the like. We note that material classified as\nTABLE IV.—SUMMARY\nOF THE NUMBER\nAND PERCENT\nOF\nDIFFERENT TITLES OF COURSES IN THE SOCIAL STUDIES\nA. As found in analysis of catalogs of 184 | B. As found in 26 teachers colleges personteachers colleges and normal schools\n\nparal\n\nI. History\nII. Geography\nIII. Sociology\nIV. Economics\nWensocial science: ..cei\nVI. Civics\nGrand’total.:......\n\nally investigated\n\nPercent\n\n,\n:\n:\n:\n:\n.\n\neit\n\n. History\n. Geography\nMISOCIOlOg Yantai\n. Economics\nPOOCIAL OClENCes\n. Civi\n\nseth ole\ntam his\n\nGrand total........\n\n92\n50\n21\n16\n0\n25\n204\n\nPercent\n\n"}
{"page": 926, "printed_page": null, "text": "922\n\nNATIONAL\n\nEpucaTIoNn ASSOCIATION\nes\n\nEnglish and social comprise one-fourth of the total required materials and\none-third of the non-professional materials, those materials not classified as\neducation and psychology.\nWhile this investigation deals in detail only with the social studies the\nconclusions concerning required social studies should be noted in order to\nset in relief certain features of present training in a typical content field.\nIt is apparently agreed that the character of the work offered prospecWhat the criteria for determining\ntive teachers should be standardized.\nthe required materials should be are not as yet clear. But there is a decided\ntrend in recent discussions of the problem to set up the activities of the\nteacher—the duties and difficulties of teaching and the actual materials\nshe elects to teach—as the chief factor determining what the required\ncourses she should take.\nThe evidence’ gathered in this investigation\nshows literally but slight agreement in the courses offered, not to mention\nthose required. A high degree of specialization is evident, for in this investigation of the courses offered in the social studies 1529 different titles\nof courses were found in catalog analyses of 180 institutions, and 204\ndifferent titles were found: in the 26 institutions personally studied.\nTable IV shows the percent of different titles? in the respective social\nstudies. A comparison of different titles in percents of the respective social\nstudies offered present parallel evidence on the variety of titles, for example, in the former study one notes that 5.06 percent of the different\ntitles were those dealing with history content and in the latter study 45.4\npercent dealt with history content.\nNot only should the content of the curriculum in a teachers college be\nprofessionalized, that is, taught in the light of the needs of prospective\nteachers for this material in their subsequent teaching activity, but the\ncourses offered must include above all and primarily the actual materials\nthat prospective majors in any field will need. The materials can easily\nbe determined by analysis of progressive public school practice. While it\nis a further obligation of teachers colleges to train prospective teachers to\nbecome critical of the public school curriculum so that they as teachers in\nservice will be equipped to participate in adaptations of the curriculum to\nchanging contemporary needs, yet the fundamental demand is to train\nteachers to teach in terms of what may be called progressive public school\npractice. It is my conviction that such practice is the chief criterion for\ndetermining the materials to be taught in a teachers college. The method\nof presenting these materials is fundamentally to professionalize them; that\nis, to teach this content involved as material collegiate in rank, to teach the\nobjectives of such materials, methods of teaching them and the underlying\n1 Two types of evidence were gathered: (1) Analyses of requirements\nproximately 180 teachers colleges and normal schools, and (2) personal\npractices in 26 representative teacher-training institutions.\n\nin the catalogs\n\nof ap-\n\nstudy of the\n:\n? The actual lists of different titles embrace many pages and hence it is possible to but summarize the percents of different titles in the various social studies—history, geography, civics,\neconomics, and sociology.\nintensive\n\n"}
{"page": 927, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS. COLLEGES\n\n923\n\npsychology of them, evaluation in terms of tests and that supplementary\nliterature which will tend to equip the prospective teacher with “margins”\nand broad “backgrounds” beyond the actual materials embraced in the\npublic school course of study. If the character of the courses in the social\nstudies, analyzed in our investigation, is a sample of other content fields\nthere is a decided demand for reorganization of professionalized subjectmatter fields.\nOne further condition evident in Table III (percent of subjectmatter\nrequired in various curricula) that demands comment pertains to electives.\nOne notes a rather high prescription in the one and two-year curricula—\nover 80 percent.\nBut in contrast almost 40 percent of the work for the\nfour-year curricula in the institutions under review is elective.\nClearly\nsomething is wrong in a professional institution when almost two fifths of\nthe work is left to student choice—to chance selection and whim of the\nstudent. ‘The entire implication of prolonged professional work such as is\nfound in medicine and law is that several years of training, collegiate in\nrank and professional in character, is essential to the proper education of\na prospective lawyer or doctor. And the work is highly prescribed. One\ntrend toward standardization is toward increased prescription in terms of\ndifferentiated courses.\nThe obstacles found in blanket certification and\nvariety of teaching activities for beginners in the field must be taken into\naccount.\nDifferentiation while desirable must not go to an extreme that\nfails to equip teachers for actual conditions of supply and demand in the\nfield.\nConfronted with the fact that much of the present residence, preservice\ntraining is elective and non-professionalized it is apparently clear that\nserious attention should be given to the matter of standardization of the\ncurriculum.\nIt is my conviction that concern for mere sequence of work,\nhowever important that may be, is at best decidedly insufficient to provide\nfor standard curricula for various types of teaching activity.\nWe have\npointed out that there is literally no agreement—in fact virtual chaos—\nin residence courses offered in one important content field. In all likelihood\nthere exists similar chaos in other content fields. Clearly there is need for\nstudies which will tend to promote at least those desirable measures of\nuniformity in curricular prescription ascertained from analysis of public\nschool practices to be essential in equipping teachers for specific types of\nteaching activity.\n\nCertification Practices\nAlthough not actually a part of our study of the general administrative\npractices of teachers colleges and normal schools there is one feature of °\nteacher training—certification—that is closely related to the general practices of teachers colleges in training teachers. While certification is a state\nfunction, teacher-training institutions can in reality rise no higher in their\nattempt to standardize their training than the standards of certification set\n\n"}
{"page": 928, "printed_page": null, "text": "NATIONAL\n\n924\n\nEpucATION\n\nASSOCIATION\n\nby state law. It is apparently a consensus of judgment that any profession\nAt present a\nmust be protected from unqualified and untrained persons.\nteaching via\nof\nranks\nthe\nentered\nconsiderable proportion of teachers have\nthan via\nexaminations,\nteachers’\n“passing”\nother channels, particularly by\nng\nthe training offered in teacher-traini\ninstitutions.’\nAND\nREQUIREMENTS—MINIMUM\nTABLE V.—CERTIFICATION\nHIGHEST GRADE—ELEMENTARY AND HIGH SCHOOL\nElementary Teachers\n\nLowest grade?\nCertificate\nhigh school training | professional training\n\nHighest grade\ncertificate college\ntraining (above H.S.)\n\n12 weeks\n2 years\n\n2 years’\n2 years\n2 years\n4 years\n2 years\n2 years\n2 years\n2 years\n2 years\n2 years\n\n30 sem. hrs.\n12 sem. hrs.\n\nNew Jersey\n\nE\n\n12 weeks\n\nNew Mexico\n\n3 years\nNormal train. in H. S,\n4 years\n2 years\n2 years\n2 years\n\nPennsylvania\nRhode Island........\nSouth Carolina\n\n2 years\n2 years\n\nVirginia\n\ns\n\n2 years\n2 years\n2 years\n1 year\n\nWashington\nWest Virginia\nWisconsin\n\n:\n\n.\n\nhrs.\n\n2 years\n2 years\n\n130 sem. hrs. after July, 1925.\n\n7H. S. graduation and 12 sem. hrs. after Sept., 1925.\n330 sem. hrs. after Sept., 1925.\n4Since Jan. 1, 1924.\n5 Two years beginning Sept. 1, 1927.\n\n1 As late as 1918 it was estimated that one sixth of the teaching\nnot\n\nattended\n\nschool\n\nbeyond\n\nthe\n\nhigh\n\nschool,\n\nstaff in the United\n“\n\nStates h\nSai\n\n"}
{"page": 929, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n925\n\nTable V shows certification requirements in about 30 states.t The important feature to note is the minimum requirements for certification. Of\n24 states with data available concerning elementary teachers only, only ten\n(about 40 percent) apparently require as much academic school training\nas that represented by the completion of high school work.\nAbout 40\npercent of the states under review also fail to require professional courses.\nHigh School Teachers\n\nMaxim um\n\nProf.\n\n‘Princ.\neduc.\n\ncoll. gr.\n\n| Meth.\nteach.\n\nMaryland\nMichigan\nMinnesota\nMissouri\n\nNew Jersey...\nNew Mexico...\nNorth Dakota.\n\nPennsylvania\nRhode Island..\nSouth Carolina\nSouth Dakota.\n\nWashington\nWest Virginia.\nWisconsin\n\nThe minimum state certification requirements for high school teachers are\nOf the 29 states with data available the average amount\nequally deficient.\nschool work is slightly less than two years.\nhigh\nabove\nof training\n1The\n\nstudy\n\nevidence\n\nby\n\nTeachers\n\nE.\n\nfor\n\nthis\n\nsection\n\nI. F.. Williams,\n\nCollege,\n\nColumbia\n\non\n\non\n\ncertification\n\nfile in the\n\nUniversity.\n\nis based\n\nDepartment\n\nchiefly\n\nof\n\nupon\n\nNormal\n\na\n\nrecent\n\nSchool\n\nunpublished\n\nAdministration,\n\n"}
{"page": 930, "printed_page": null, "text": "926\n\nIAIN\n\nUE\n\nASSOCIATION\nNatTioNALaEpucATION\na\neee te\n\nii\n\na\n\nte\n\nRequirements for maximum grade certificates implying fulfillment of\nhighest legal requirements for teaching for elementary teachers show on\nan average slightly more than two years of college work (but not necessarily in a professional teacher-training course). Only four states permit less\nthan two years of college work, but only three demand more than two* years\nAll states require four years of college work for the\nof college work.\nhighest form of state certificate, but Table V shows little agreement concerning even strictly professional courses (those in education and psychology) demanded of high school teachers.\nIt should be reiterated that the minimum requirements for certification\nare of great significance because under conditions of salary and tenure\nteaching activity for a preponderant proportion of our present corps of\nteachers is not a life career but of relatively short duration.\nUnder these\nconditions most prospective teachers will not tend to fulfill more than\nminimum\n\nrequirements.\n\nMost teacher-training institutions are created and maintained by the\nstate. If their work is worthy of support, their product—trained teachers—must be protected by proper legal requirements.\nNot only is protection needed by the institutions employing them but by the children of the\nland who have the right, with education a crucial contemporary asset, to\nthe best teachers that can be produced.\n‘Teacher-training institutions\nshould assume responsibility not only for internal standards that will tend\nto insure properly trained teachers but also should equally assume leadership in a campaign to insure that only adequately trained teachers be certified to local communities.\n\nConclusions\n1. The data under review apparently show that teachers colleges and\nnormal schools now with the exception of the “loophole” of “equivalent\nwork” uniformly imply that students applying for entrance into these\nteacher-training institutions must show evidence of having completed satisfactorily the work of a four-year high school. But there is yet a variety\nof terminology for expressing entrance standards for graduation from high\nschool. Furthermore various additional qualifications are demanded.\n2. The evidence concerning residence work is less specific and hence it\nis difficult to generalize concerning it. The terms and weeks in the terms\nvary considerably and no standard comparable to the secondary unit is\napparent in accounting for residence work. ‘The quantitative requirement\nof 120 semester hours—now a standard for a degree in the arts college—\nis apparently met in teachers colleges and normal schools by but a small\nnumber\n\nof the students\n\nbecause\n\ncertificates,\n\neven\n\nfor life, are\n\nissued\n\nfor\n\ntwo and three year curricula.\nWhile no detailed study was made, it is\nprobable that residence work is further complicated by practices yet prevalent in accepting extension work in the form of correspondence and field\ncourses in partial fulfillment of residence work.\nIt should be noted again that this maximum\nrequirement—two\nyears—for elementary\nteachers of college training is but half of the minimum amount of college training demanded\nof other professions.\n\n"}
{"page": 931, "printed_page": null, "text": "DEPARTMENT OF TEACHERS COLLEGES\nee\nne\nee\ne\n\n927\n\n3. Evidence of satisfactory completion of a given curriculum is decidedly\nvague.\nOver 160 different forms of certificates, licenses, diplomas, and\ndegrees are issued by the teachers colleges and normal schools under review. ‘There is little tangible evidence from these certificates comparable\nto the bachelor’s degree from an arts college, of what training a student\nhas had. While the variety may be due in part to lack of uniformity in\nterminology and in kinds of certificates, diplomas, and licenses issued by\nthe state, yet it is apparent that some measure of uniformity is desirable\nin the matter of the certificate of record of a prospective teacher.\n4. The evidence concerning curriculum standards is equally unsatisfactory. The standard of this association is principally concerned with\nproper sequence of the teachers college curriculum.\nYet the data of the\nstudy under review show a tremendous variety in the courses offered even\nin one field, and little evidence of requiring subjectmatter either in terms\nof the materials taught in public schools or of professionalizing adequately\nthese materials.\nIn a professional school this treatment of subjectmatter\nmust be clearly different from the treatment of subjectmatter in arts colleges. In the latter the chief outcomes are to be found in the personal\nsatisfactions and cultural education of the student himself; in the former\nbesides enriching the personal equipment of the student there is the tremendous responsibility of insuring that the student when he engages in\nteaching children knows what and how to teach of the materials he elects\nto major in as a student. Clearly there is need for detailed investigations\nof the proper organization of the teachers college curriculum.\n5. Certification, while not a direct function of teacher-training institutions, is inextricably bound up with the activities of teachers colleges and\nnormal schools.\nIf such institutions are to standardize their activities,\nclearly their products must be protected by adequate certification requirements.\nIt is my conviction that the crux of the problem of proper teacher\ntraining is to be found in adequate certification laws. Hence teachers colleges and normal schools as state teacher-training institutions must assume\nleadership in setting up not only internal standards but also must educate the\nstate to prescribe the adequate external standards of certification.\nStandards or goals are crucial to progress in any movement.\nPsychology\ntells us that theoretically there is no limit to improvement of any mental\nor physical function.\nThere is vast room for improvement in teacher\ntraining.\nFact finding is the prerequisite to ascertaining deficiencies.\nCertain deficiencies and standards or objectives have been pointed out\nin this discussion.\nWe are thus made conscious of the deficiencies and\nthe standards; where we are and where we should attempt to go. Other\nfact-finding surveys are being undertaken.\nDetailed knowledge of what\nis needed and the spirit of real professional zeal for making teaching com-\n\nparable to other professions should tend to make us realize adequate standards for teacher training. The problems of public education in contemporary\n\nlife are such that only properly qualified and trained teachers should be\n\n"}
{"page": 932, "printed_page": null, "text": "NATIONAL\n\n928\n\nEpUCATION\n\nASSOCIATION\n\nentrusted with the task of teaching children to do better the things they\nare going to do anyway, and might do if given consciously directed training in the great educative agency today—the school. The public are disposed to support liberally prolonged, free, tax-supported education because they believe it pays. It is our obligation to show the people that we\nare attempting to produce the best trained teachers that objective study of\nthe problem enables us to produce. If we do our part it is my conviction\nthat we shall get all the legal, financial, and moral support necessary to\naccomplish our objectives.\n\nREPORT\n\nE.\n\nL.\n\nOF\n\nCOMMITTEE ON AMERICAN\nEDUCATION\n\nHENDRICKS,\n\nPRESIDENT,\n\nTEACHERS\n\nSTATE\n\nCOUNCIL\n\nCOLLEGE,\n\nON\n\nWARRENSBURG,\n\nMISSOURI\n\nA regular meeting of the Executive Committee of the American Council\non Education was held on January 8, 1927, at 10 A. M., in the College\nParlor of Barnard College, New York City.\n1. Reports were presented as follows:\nThe\n\nbank\n\nbalances\n\nas\n\nof December\n\n31, 1926,\n\nwere,\n\nfor\n\naccount, $6,702; for the International fund, $10,430.\nNew members have been added since the last meeting\nConstituent—The American Management Association.\n\nInstitutional—Lehigh\n\nUniversity,\n\nLewis\n\nInstitute\n\nand\n\nthe\n\nCouncil’s\n\ngeneral\n\nas follows:\n\nthe University\n\nof Wash-\n\nington (Seattle).\nThe following firms have been invited to become industrial members:\nBausch and Lomb Optical Company, Eastman Kodak Company, Gleason\nWorks, Dennison Manufacturing Company, Henry L. Doherty and Company.\n\nGear\n\nThe cooperative experiment with psychological tests for college freshmen\nshows the following development: 47,000 copies of the 1924 test were\n\npurchased by 121 institutions; in 1925, 197 institutions purchased 72,000\ncopies of the test; up to December 31, 1926, 161 institutions have purchased over 60,000 copies of the test. The first year a subsidy of $4000\nfrom the Commonwealth Fund was necessary to finance the enterprise.\nDuring the second year the additional subsidy required was only $1000.\nThe experiment is self-supporting this year.\nThe handbook of American Universities is nearly ready for the printer.\nAll 403 institutions on the Council’s accredited list have been invited to\nsend in the required data. All but 7 have either sent it in or promised to\n\ndo so.\n\nTwo\n\nhundred\n\nand forty of these reports have been edited and\n\nturned in to the printer and it is expected that all will be in the hands of\nthe printer by February 1, and that the volume will be ready for distribution before the close of the academic year in June.\n\n"}
{"page": 933, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n929\n\nThe 7 fellowships granted by the Committee on Foreign Travel and\nStudy have been awarded and the students are at work abroad.\nThis\ncommittee has agreed that the preliminary experiments have shown the\nplan to be practical and desiring to continue this work has agreed to the\nCouncil’s suggestion that hereafter it be administered by the Institute of\nInternational Education, in accordance with the basic agreement between\nthe Institute and the Council.\n2. Budgets for the year 1927 were presented from the Canadian and the\nUnited States Committees on the Modern Foreign Language Study.\nAfter discussion,\nIt was voted that the budgets of the Committees on the Modern Foreign\nLanguage Study be approved and the director instructed to make payments\nin accordance therewith.\nIt was reported that the work of these committees is nearing completion.\nThe first two volumes of the report of the United States Committee have\nalready gone to press. Arrangements have been made whereby every institutional member of the Council will receive a complete set of these reports\nas issued.\n3. The question whether the executive committee desires to suggest further studies to follow the foreign language study was raised and it was the\nsense of the committee that similar studies, either in English or science,\nwould be most valuable.\n4. A letter from the United States Commissioner of Education was\npresented inviting the Council to participate in the Pan-Pacific Conference\non Education, Rehabilitation, Reclamation, and Recreation, called by the\nPresident of the United States in conformity with a joint resolution of\nCongress, to be held at Honolulu, Hawaii, during the week of April 11-16,\n1927. After discussion,\nIt was voted that the invitation of the United States Commissioner of\n\nEducation to be represented at the Pan-Pacific Conference in Hawaii during the week of April 11-16, 1927, be accepted and that the director be\ninstructed to make suitable arrangements for the proper representation of\nthe Council at the Conference.\n5. A letter from John M. Clapp was presented together with a document explaining the project of organizing a Bureau of Language Research\nunder the auspices of the Council of Teachers of English for the purpose\nof promoting research in the teaching of English and the improvement of\nEnglish instruction.\nThe letter invited the American Council on Education to appoint a representative on the Board of Directors of the proposed\nbureau, which would remain under the general supervision of the Council\nof Teachers of English. It was proposed to secure a grant of $20,000 to\noperate this bureau as a clearing-house for research and experiments\nin the\npredocuments\nthe\nof\nstudy\nthe\nand\ndiscussion\nAfter\nEnglish.\nteaching of\nsented,\n\n"}
{"page": 934, "printed_page": null, "text": "930\n\nNATIONAL EpuCATION ASSOCIATION\n\nIt was voted that the Council express to the Council of Teachers of English its appreciation of the invitation but that, because of the intricate\norganization of the American Council on Education, the executive committee considers it wise to adhere to its established policy of not establishing formal relations of this sort with other organizations.\n6. The director reported that he is proceeding slowly with regard to\ninviting industrial organizations to become members ‘of the Council in\norder to insure that there shall be as little duplication of effort and confusion of organization as possible.\nIt was voted that it is the sense of the executive committee that the proposed type of cooperation with the United States Chamber of Commerce\nshould be encouraged and the director is authorized to continue the development of the project along the lines outlined.\n7. It was reported that the National Education Association has reorganized its Legislative Commission and is inviting active cooperation of the\nstate teachers association in educating public opinion to the meaning and\nimportance of the bill to create a Department of Education in the federal\ngovernment.\nFew people seem to realize that the present pending bill, the\nCurtis-Reed, is very different from the earlier bills in that it provides only\nfor an adequate federal office for gathering information and disseminating\nit, and not for federal subsidies to public education.\n‘There is no chance\nfor congressional action on the bill at this short session, and the colleges\nare certainly interested in the development of an adequate fact-finding\nfederal office in view of the rapidly developing scientific experimentation\nand the consequent need of more comprehensive data than local organizations can secure. Without record vote, it was the sense of the meeting\nthat the Council should keep in close touch with this development and inform the colleges of the progress and development of plans to create a more\nadequate federal education office.\n8. The Committee on Personnel Methods reported that President L. B.\nHopkins has completed his study of personnel procedure in 14 universities\nand this has been printed as the supplement to the Educational Record for\nOctober, 1926.\nAlready this report is attracting wide attention.\nThe\ncommittee also reported that it has invited each of the 14 institutions\nthat cooperated in the Hopkins study to contribute a written report on that\nphase of personnel work in which each is particularly expert. These monographs will appear in the Educational Record as they are produced.\nThe committee has agreed that the most useful continuation of the enterprise consists in supplying colleges with record cards, forms for securing\nvocational information, achievement test blanks, and other such instruments with which to work locally on the personnel problem.\nThe committee has, therefore, formulated a plan for the development of such tools\nby expert committees, following the technic involved in handling the psychological examination for college freshmen, and is seeking funds for initiation and development of the work until it becomes self-supporting.\n\n"}
{"page": 935, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES:\n\n931\n\n9. A telegram from the secretary of the Association of American University Professors was presented in which that association urged the Council to cooperate with other organizations in combating the attack on freedom of teaching manifested in the introduction of bills in state legislatures\nprohibiting teaching evolution in public schools.\nIt was the sense of the\nmeeting that the Council should cooperate in any effort that seemed wise\nand constructive, and\nIt was voted that the director be instructed to Rat with the Association of American University Professors, the National Research Council,\nScience Service, the National Education Association, and others interested,\nand report at the next meeting.\n10. For the information of the committee there was presented a tentative plan for reorganizing the administration of international educational relations, prepared by a subcommittee of the Committee on the\nAmerican University Union, and involving transfer of greater responsibility in this matter to the Institute of International Education. ‘This report will receive the attention of the Union Committee at the February\nmeeting and will come to the executive committee for action in due course.\n11. Jt was voted that the next regular meeting of the Executive Committee be held on March 12, the placeto be determined by the Chairman\nand the Director.\nThe meeting adjourned to March 12.\n\nTHE\nGEORGE\n\nTEACHING\n\n“PROFESSION,” LEADERSHIP\nRESPONSIBILITY\n\nF. ARPS,\n\nOF\n\nDEAN\n\nTHE\n\nUNIVERSITY,\n\nCOLLEGE\n\nOF\n\nCOLUMBUS,\n\nEDUCATION,\n\nOHIO\n\nAND\nSTATE\n\nOHIO\n\nDr. Ernst Jackh, erudite German scholar, publicist, and diplomat, in\nreviewing European political, industrial, and educational problems to a\nsmall group, successfully interpreted every interrogation in terms of most\nsurprising optimism.\nNo problem however acute, no distress however\ngreat escaped his sublimating process. The sublimity of it all challenged\nour admiration.\nOne doubting Thomas ventured to disturb the general\nserenity by the suggestion that European traditions and deep-seated racial\nanimosities do not seem to support a rainbow of such perfect clearness. Instantly Dr. Jackh replied that no synthetic social program is possible, no\nconstructive work of proportion in any field is likely unless the imagination operates in an atmosphere of hope and optimism. Define hope as confident expectation tinctured with determination, not vacuous pietism, and\noptimism as well founded ; in fact, not blind, and the universal validity of\nOn no other printhe Jackhsian principle of service is easily admitted.\nciple could Germany so readily rehabilitate herself in the eyes of an antagonistic world.\n\n"}
{"page": 936, "printed_page": null, "text": "932\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nIn the foregoing, I perceive, rightly or wrongly, many factors applicable\nNotwithstanding the\nto the nation-wide condition of public education.\nprevailing reverence and enthusiasm for universal education, and the apparent, if not economically real, progress of the past several decades, there\nis unmistakable evidence of blind optimism and pietistic hope in our lay\nThese qualities are likewise discernible, by and large, in\nintelligensia.\nour educational leadership both in so-called higher and lower education.\nSo blind and so optimistic is the sublime indifference of certain lay and\nprofessional minds as to suggest on their part a belief, conscious or unconThis indifference cannot be a matter of\nscious, in a special providence.\nstudied intention since it is evident that our present form of social structure and organization is, for the most part, directly dependent upon universal education.\nThe pedestaled, self-made individual, so-called, is presented as evidence\nof the ineffectualness of organized systematic education.\nSuch cases act as\na sedative to popular support and lend credence to the theory of: Divine\nintervention.\n‘The greatest narcotizing influence, on the other hand, consists in the utter ineffectualness of certain adults who as promising children\nhave been afforded the advantages of popular education.\nHere providential assistance is singularly lacking, while pietistic hope and blind optimism are futile yet bloom perennially in the bosoms of our educational\nleaders.\nIn these circumstances, supported by an indefinite number of\nsimilar circumstances, the “teaching profession” must continue to carry\nquotation marks.\nWhat are some of these additional circumstances?\nIn 1926 there came\nto my attention a printed circular carrying the official approval of the\nhighest certificating officer of the state, announcing a Chautauqua form of\nteacher-training program to be held in a grove some miles distant from the\ncollege campus.\nThe proposal was in the nature of extension service, the\nchief attraction being the environment surrounding the pursuit of professional courses in education.\n‘The prospective novitiate, ever mindful of\nAmerican thoroughness, views the announcement as an opportunity to pursue knowledge, not as the late E. Benjamin Andrews would say, “with\nunremitting assiduity,’ but through languid absorption by painless paths\nsheltered with noble oaks, gently swaying pines and the murmuring hemlocks. Ye gods and pietistic educators:\n“That such a perpetration, such a\ntravesty, such a farce, is still possible! The Commissioner sat upon the\nproposal, thus ruining what promised to be a candied morsel of teachertraining experimentation.\nRecently there came to my attention a very valuable statistical study of\nthe training requirements for entrance to the teaching profession in the\nvarious states of the union. One state holds the children—a part of them—\nin such esteem and worth as to license 4000 teachers without high-school\n\n"}
{"page": 937, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n»\n\n933\n\ntraining. Eighth-grade training presumably is required. The Good Book\nhas something to say about the blind leading the blind and the consequences\nthereof.\nI leave to others endowed with greater gastronomic possibilities\nthe task of assimilating this condition under the rubric of hope and\noptimism.\nThe county normal school up our way, with its faculty of one, is still\ndispensing professional wisdom to the educational neophyte. ‘The quantity\nand quality of professional knowledge resident in one B. A. or B. S., or\npossible, A. M., is tangible evidence that pansophian erudition, while no\nlonger regarded as possible in the accepted professions or even in a major\nsubject in one of the accepted professions, is healthily flourishing in the protession of teaching.\nHere psychology, general and educational, history of\neducation, school administration, and principles of education emanate from\na single fountain of wisdom.\nOptimism, yes; hope, yes; but let them not\nbe incorrigibly assinine. Even the Jackhsian radiant principle of interpretation would find difficulty in absorbing such dismal matters.\nThese low standards of preparation cannot be rationalized although defence reactions are always and everywhere in evidence.\nBut what shall we say of the two-year standard of preparation for the\nelementary school teacher?\nIn Ohio all state-supported teacher colleges\nexcept one maintain a two-year teacher-training curriculum for the elementary schools. What shall we say? What ought we to say? What\nwill we say? Abolition at the earliest feasible date is the answer to the\n“ought” question.\nThe “will” question I cannot answer.\nThe “shall”\nquestion lies in the lap of the rank and file of the profession. Abolition\ncould be attained by the united action of thirty, more or less, educational\nleaders of the state, assuming the head of the school system of the state is\none of the thirty.\nNot until the school master sets his house in order may we expect the\nmuch desired social recognition and improvement in economic status. It is\nprobably true that teaching, by and large, has received professional, social\nand economic recognition as rapidly as the teachers have made themselves\nworthy. ‘This places the responsibility squarely up to the leaders of education. The public has, as a rule, never completely failed.to support an enlightened educational program; it has faltered and occasionally hesitated\nand then only by reason of the absence of competent leadership. I repeat,\nthe responsibility lies with us and fundamentally nowhere else.\nIt is related that Augeas, King of Elis, possessed a stable of 3000 oxen\nand that for a period of 30 years the stable had not been cleaned. Moral:\nPedagogue make thyself worthy in thine own and in thy neighbor's eyes.\n\nThe Holy Grail is at thy door.\nSomeone has facetiously divided American history into three passing\nstages: First, the passing of the Indians, second, the passing of the buffalo,\nand third, the passing of the buck.\nSo long as educational leadership\n\n"}
{"page": 938, "printed_page": null, "text": "934\n\nNATIONAL\n\nEDUCATION ASSOCIATION\n\nremains in the third stage so long will the teacher remain outside the\npale of social recognition and in the position of suppliant to the public\nalmoner. A profession as well as an individual, in the long run, establishes\nits own place in the social order. The cartooned school marm is a reflection of the profession’s thought about itself.\nWhat applies to the profession of teaching at the present hour applied\nnot more than three decades ago to the profession of medicine.\nFortunately, it can be conclusively shown that the Hercules which cleansed the\nAugean stables of medicine was none other than medical leadership found\nwithin the profession itself.\nWithin my memory and within the memory of most of my listeners the\nvarious states of the Union, by negligent legislation or by an attitude of\ntolerant indifference, suffered to exist in the practice of medicine an intolerable condition which has no parallel in any other profession except that\nof teaching.\nThe annals of this sordid history are a record of human\nmisery, credulity, and superstition at the hands of quacks, charlatans, impostors, and mountebanks.\nSince their inflictions were individual and their sins not infrequently interred with the deceased, these medicinal leeches thrived in the nefarious\npractices. Mass protest thus remained inarticulate.\nFrom this condition\nthe people were delivered not through the collective wisdom of the people\nhut through the intelligent support of a modern Moses by means of private\nbeneficence properly conditioned.\nToday the degree, doctor of medicine,\nhas acquired a significance in our foremost centers of medical training\nequivalent to the highest academic degree attainable—the doctorate of\nphilosophy. The profession of medicine is, therefore, prepared to serve\nhumanity with properly trained physicians, not by reason of an insistent\npublic but by reason, for the greater part, of insistent, courageous leadership found within the profession itself. The public is not expected to\ninitiate standards of excellence in any profession, for it is imponderable,\noften inarticulate, complacent and not infrequently remains indifferent to\nexcellence even in the cultivation of its own children. Indeed, the favored\nchild of democracy is mediocrity.\nIn speaking of recent advances and reforms in medicine, Dr. Henry S.\nWilliams! makes the following significant statements:\nThe reform has been effected entirely from within the medical profession.\nNew standards have been imposed that have resulted in the closing of more than\nhalf the medical schools that were in existence in 1900.\nThen there were 160\nsuch schools; in 1926 there were but 79.\nThe number of medical graduates\ndecreased from 5214 in 1900 to 3962 in 1926.\nBut more than 60 percent of the\nnewest contingent of graduates were holders of baccalaureate degrees, and no\none is now eligible to matriculate in a medical school of standing without having\n\nat least two years of preliminary\nThe medical\nan interneship,\n1 World’s\n\nWork,\n\ncourse\nwhich\n\ncollege training.\n\nexplicitly covers four years; extended to the fifth year by\nis everywhere usual, amd which in twelve colleges is pre-\n\nYolume\n\n53, p. 418—1927,\n\n"}
{"page": 939, "printed_page": null, "text": "DEPARTMENT\nrequisite\n\nto\n\ngraduation,\n\npractice of medicine.\n\nand\n\nOF TEACHERS\n\nin twelve\n\nstates\n\nCOLLEGES\nprerequisite\n\n935\nto\n\nregistration\n\nfor\n\nThe profession of teaching, if it may in any real sense be so designated,\nat its present level of development, is strongly suggestive of the lowest\nperiod of inferiority in the history of medical education. Only in respect\nto motive, integrity of intention and unselfish devotion have the devotees\nof the art of instruction maintained ascendancy over all other professions\nsave, perhaps, that of the clergy. Good intentions, however, may reside in\ncongenitally dull brains. When little or no professional training is given\nthis native mental slowness the youth is confronted with dullness in its\nThe social consequences of committing the\npristine state of ignorance.\nyouth to such tutelage are probably more fatal, socially, than medical\nIn the latter case we have burial of errors; in the former\ncharlatanism.\ncase perpetuation of errors to unborn generations yet to come.\nIf these\ntragedies in the form of neural scars and abrasions were as visible\nthrough the skull as is apparent the scar of a razor slash, it is easily conceivable that the lay intelligensia would move with incredible swiftness in\nraising the standard of the teaching profession above all other professions,\nexcepting none. It is further conceivable that some of us would forthwith\nbe without our present means of livelihood and that the best brains of the\nnation would be conscripted for service in the nation’s first and foremost\nbusiness,\nThe teaching profession finds in its ranks the equivalent of the earlier\nmedical undesirables in the form of the grossly incompetent, the temporary\nsojourner—as transients and casuals and the political incumbent.\n‘This\nregrettable condition is to a curable extent the responsibility of the profession itself.\nProposed standards of preparation for entrants to the\nprofession, with or without the retroactive clause, are studiously avoided\nsave by a negligible minority whose courage probably rests in the securityof easy fulfilment.\nThe lack of leadership exhibited by school administrators and those engaged in the training of teachers and found in\npronouncements of educational programs is not readily penetrated.\nIt is\nscarcely admissible that the democratization of the profession has tetanized\nadministrative intitiative or otherwise contributed to the general inertia.\nWhatever may be the reason for the existing unenviable, unattractive, poopooh status of the profession the remedy as well as the cause are to be\nfound in the profession itself and nowhere else.\nIn view of the above, the following suggestions are submitted to the\nend that we may make the profession of teaching worthy of the things\nwe are asking rather than continue conditions which have already received public recognition equivalent, perhaps, to their worth.\nFirst: That educational leadership follow the illustrious example of\nNot until\nmedicine and turn its attention inward rather than outward.\nmedical leadership set its house in order did the public accord that measure\nof respect, economic and social, which the profession demanded and which\n\n"}
{"page": 940, "printed_page": null, "text": "936\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nit now receives. Until the profession of teaching passes through a similar\nperiod of serious introspection, construction and reconstruction, it hasn’t\na sound leg to stand on and should accept its lot with fortitude since the\nUntil the remedy is applied\nremedy lies within the profession itself.\nteaching will remain, as it should, lowest in the scale of professions.\nMoreover, the profession should discontinue the army game and accept\nthe inhospitable fact that society has failed to credit, socially and economically, an educational program in excess of its true, intrinsic worth.\n‘This\nhas been the case in the past and there is no reason to believe that it will\nbe otherwise in the future.\nSecond: Resolve the divergencies of indefinite variety existing among the\nheads of teacher-training agencies into a unitary standard of teacherIn such a standard number should be subordinated to quality,\ntraining.\nas was the case in medicine. If a shortage results as a consequence of such\nemphasis, the responsibility is clearly that of the public—those who possess\nthe children and those who do not but who must share in the structure of\nsociety. The derivation of such a standard will run afoul of inter-institutional rivalries and perhaps the rank and file who needlessly fear insecurity.\nThe proper solvent for the former is mutual understanding which has\nnever failed save in the presence of ignorance.\nSuch understanding is not\na produce of one conference, but many, over an extended period of time.\nMoreover, nothing would so assuredly underwrite institutional growth as\na standard of professional training comparable to medicine.\nNothing\nwould contribute, over a series of years, so effectively in raising the level\nof instructional competency in the institutions themselves.\nAll this will involve a much larger investment in education on the\npart of the public.\nToo frequently educational leaders have needlessly\ndoubted public support by confusing a loudly protesting minority with a\nsilent but conclusive majority. Fathers and mothers believe in their children and by and large may be depended upon to support opportunities for\n\nthem. I insist, however, that educational leadership should concern itself\nwith its rightful function, namely the educational program, while the\npublic’s responsibility is the interpretation and support of such a program.\nThe division of responsibility is exceedingly definite and clear.\nHistory\nshows that the lack of a program and not the lack of public support has\nbeen the great retarding factor in professionalizing education.\nThis\nmeans the lack of vision, imagination, and courage to face an audible\nminority composed either of those who educate their children at private\nexpense and who are without social vision or those who readily increase\ntheir chewing gum or tobacco bill but who stumble and murmur over a\nsimilar increase in their education bill. I repeat, it is the concern of the\nmajority to defend educational advancement, and I repeat that this is not\npossible in the absence of a program to defend.\nThird: No profession can be so designated that harbors within its ranks\ntransients and casuals in such numbers as to cause an annual turnover of 20\n\n"}
{"page": 941, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n937\n\nor 25 percent of its membership.\nThe infiltration of undesirables is possible because of the size of the meshes through which applicants for teaching\nnow pass and because of the lack of discrimination on the part of the\nDecrease the size of the meshes and a much finer\nemploying public.\nThe degree\nquality of applicants will pass through the entrance sieve.\nof turnover in a profession is a fair measure of the status of that profession.\nThe state superintendent of public instruction, the heads of teachertraining agencies and the top public school superintendents constitute the\n\nkey to the situation in any state.\nFourth: One of the most disquieting and at the same time emotionalistic\nquestions relates to the over feminization of the profession.\n‘The most\nardent feminist would, I think, admit that 16 and 84 percent men and\nwomen respectively in the profession is entirely out of harmony with the\nbest interest of boys and girls. I hold this to be a self-evident psychological\ntruth. What is not self-evident or even remotely evident is the remedy.\nEducational immortality awaits the mind, man or woman, who possesses\nthe wisdom to point the way. ‘That the solution lies within the profession\nitself is clear.\n“That cooperation between the teachers of both sexes is\nimperative is equally clear. Antagonism here places the youngster between\nthe upper and lower millstone and inadvertently places the cross of our\ndifferences upon him. Any movement operating on any other principle than\nequal\n\nremuneration\n\nfor equal\n\ntraining\n\nand\n\ninstructional\n\nskill should\n\nbe\n\nopposed with vigor and decision by women.\nAs a matter of cold candor\nand dispassionate consideration, the suggested solution should properly\nemanate from the best feminine thought in the profession, since any\ninitiation arising in other quarters would be regarded with disfavor if not\nsuspicion.\nUnfortunately, there is some ground for suspicion.\nA suggested salary «differential in favor of the men and in disregard of the principle of equal recognition, social and economic for equal competency lends\ndistinctive color to well authenticated suspicion. A differential salary scale\non such a principle runs counter not only to the first rudiments of elemental justice but is shattered completely when viewed in the open daylight of\nfeminine self-respect.\nThis is a problem for the teaching profession to solve and is referred to\nhere in support of my earlier stated contention that educational leadership\nshould for the ensuing decade turn its attention inward rather than outward as did the profession of medicine. ‘There is a very definite correlation between professional recognition, social and economic, and public\nAny attempt to coerce the public will meet with complete\nrecognition.\nSo far as\nfailure as the profession ought long since to have learned.\neducation is concerned, Lincoln was wrong—you can’t fool the people at\n\nany time.\nFifth: In Ohio we still have the county normal school and the twoyear short course curriculum for the training of elementary school teach-\n\n"}
{"page": 942, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n\n938\n\nLess than thirty educational leaders in the commonwealth could\ners.\nNo attempt so far as I am aware has been made to\neffect the remedy.\nenact legislation covering a period of ten or more years, the cardinal\nfeatures of which would be the gradual elimination, without retroactive\nclauses, of inexcusably brief periods of training. Four years of standard\ncollegiate training should constitute the irreducible period of training for\nentrance to any schoolroom in America.\nMoreover, no teacher should be\npermitted by law to teach the subjects for which he or she has not been\nspecifically prepared.\nStatistical studies bearing on this deplorable aspect\nof the profession are periodically appearing but to no effect. “The educational leaders have tolerated this situation with naive complacency constitutes one of the most serious indictments against them. ‘The medical profession faced similar issues courageously and successfully.\nIn summary it may be said, (a) that the teaching game is not a profession, (b) that its present unenviable position, socially and economically, is\nalmost entirely due to the character of the leadership found within the\nprofession itself, (c) that the public is as a rule without a progressive\neducational program to consider and support because no such program is\nforthcoming from the teachers themselves, (d) that the support of the\nteaching profession by the public is proportional to the intrinsic merits\nof the prevailing standards of preparation, (e) that the profession at\npresent has no case against the public, (f) that not until the teachers themselves change their linen, wash their hands and in all fundamental ways\nimprove their professional adornment, as the physicians have done, is it\nethically, professionally, economically or socially wise or just to expect\nproper recognition, and (g) finally, that we should cease in our attempt\nto sell educational goods of low standard for a price far in excess of their\nknown value. In other words let us refrain from belaboring the public\nand for a period of ten years turn attention inward, or until such a time\nwhen each member of the teaching profession may point with pride and\nconfidence to a standard of training that is unassailable. Until then let us\nbear our lot with uncomplaining fortitude and with equal fortitude make\nourselyes worthy of ourselves and therefore worthy of the highest social and\neconomic recognition.\n\nREPORT\n\nOF\n\nH. W. ROCKWELL,\n\nTHE\n\nCOMMITTEE ON ACCREDITING\nCLASSIFICATION\n\nPRINCIPAL\n\nNORMAL\n\nSCHOOL,\n\nBUFFALO,\n\nAND\n\nN. Y., CHAIRMAN\n\nAfter the adoption of “Standards for Accrediting Teachers Colleges”\nat Washington, D. C. on February 20, 1926, a committee was elected\nfor the purpose of administering these standards.\n‘This committee was\nknown as the Committee on Accrediting and Classification and five members were elected for terms of 1, 2, 3, 4 and 5 years respectively, the\nmember being elected for five years serving as chairman for one year.\nThe adopted standards under XVC specify that “Each teachers college\n\n"}
{"page": 943, "printed_page": null, "text": "DEPARTMENT\nSSS\n\nOF TEACHERS\nee\n\nCOLLEGES\n\nee\n\neee\n\n939\n\naccredited under these standards shall file annually with the Committee\non Accrediting and Classification, a report on a blank provided for that\npurpose by the committee.”\nIn accordance with this specific direction, it\nwas voted at a meeting of the above named committee held in Washington\ndirectly following the meeting of the association, that a questionnaire\nshould be prepared based directly on the standards adopted. Accordingly,\nin November, 1926, such questionnaire was sent to approximately 150\nmembers of the association with the request that they be returned to the\nchairman of the committee not later than January 1, 1927, and the information contained therein be submitted as of December 1, 1926. A second\nrequest was sent to most of the delinquent institutions late in January with\nthe hope that by February first the forms received would approximate\na unanimous response. Up to February 5th, 113 were received and examined\nand since that date 15 have been received too late for consideration by the\ncommittee.\nThe standards under XVD also stipulate as follows: ‘These standards\nshall go into effect on September 1, 1927. Not later than the date of the\nannual meeting of the association in 1928, the Committee on Accrediting\nand Classification shall prepare an accredited and classified list of teachers\ncolleges on the basis of information contained in the reports submitted to\nthe committee by the colleges.” It is evident, therefore, that not until a\nyear hence can the Committee on Accrediting and Classification prepare\nan official accredited and classified list of teachers colleges based on these\nstandards.\nIt was considered advisable, however, to send out this questionnaire a year in advance of the compilation of such list in order to secure\nin a tentative way some indication of the adaptability of these standards\nand of the effectiveness of the organization which has been set up for\nenforcing them.\n‘These questionnaires have been studied very carefully,\na process which has required hours of work because approximately 5000\nitems of information have been scanned, but the tentative classification\nwhich has resulted therefrom will not be announced until February, 1928.\nIn only a few instances was opposition to the questionnaire made because\nof lack of clarity. The questionnaire was based directly on the standards\nand those who\n\nexpressed\n\ncriticism of the former\n\nwere\n\nas a rule a little\n\nvague regarding the provisions of the latter. “There was the widest variation shown in the personal interest and pride displayed by the officials filling out the questionnaire. About 45 separate and distinct questions were\nasked, a few more or less depending on the type of the institution. ‘The\nmajority of the executives displayed the most painstaking and meticulous\ncare in answering every question accurately and frequently in considerable\ndetail. On the other hand, many executives neglected from one to forty\nOne executive representing one of our largest institutions anquestions.\nswered several questions and referred us to his printed report for additional\ninformation not even deigning to refer the matter to some subordinate who\nmight have possessed adequate knowledge of the situation to give us the\ninformation desired. ‘To recapitulate briefly.\n\n"}
{"page": 944, "printed_page": null, "text": "940\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nSection I—The definition of a teachers college bringing out the distinction between a teachers college and a junior teachers college was answered\nin every instance.\nSection II]—Referring to requirements\nhigh standard of admission requirements\n\nfor admission revealed a very\nusually approved by adequate\nstandardizing agencies with a rather remarkably small admission of students on condition.\nUnder this section our standards specifically forbade\nthe acceptance of previous experience in teaching for entrance or for credit\ntoward graduation.\nIn not more than three states is this practice permitted and only in such instances is previous experience accepted toward\ngraduation in lieu of a portion of the requirement in practice teaching.\nStandards for graduation in semester hours, term hours, and quarter\nhours were in practically every instance adequate.\nUnder the size of faculty, the ratio of students to faculty in college departments showed the widest range, varying from one faculty member\nto thirty students, up to one faculty member for six students.\nThe number of student teachers assigned during the year to each teacher\nin the training school is apparently a rock on which many institutions\nmight expect to meet disaster if these standards were rigidly enforced.\nThe number assigned at one time is frequently so large as to prevent anything like adequate practice teaching opportunities.\n“Iwelve institutions\ndesignate as many as 15 student teachers to a critic at one time and several\nrun this figure up to 25. In a certain section of the country, the philosophy\nof education which has determined this procedure seems to place a very\nlow valuation on practice teaching requirements, although the committee\n\nbelieves that the training school is the laboratory of the institution and\nwithout it even the traditional name normal school, forerunner of the\nteachers college, loses its fundamental and historical significance.\nUnder Section V, the preparation of the faculty shows the widest variation. In 89 institutions training school teachers are selected on the basis\nof a bachelor’s degree. “[‘wenty-one institutions accept less than a bachelor’s degree as a faculty qualification for the training school. In 79 institutions members of the faculty who give instruction in the college department are selected on the basis of a minimum requirement of a master’s\ndegree. In 31 institutions they do not maintain the A. M. as a minimum\nfaculty requirement for the college department.\nIt is interesting to note that the following results appear in scanning\nthe question as to how many members of a college faculty possess training\nof a distinctly professional quality representing at least three years of study\nbeyond the bachelor’s degree in any recognized graduate school. In other\nwords, Ph. D. degrees are represented on various faculties as follows:\nIn 19 institutions no Ph. D. degrees\nIn 43 institutions from 1 to 5 Ph. D. degrees\nIn 26 institutions from 5 to 10 Ph. D. degrees\nIn 22 institutions 10 or more Ph. D. degrees\nOnly three questionnaires failed to give information\n\nunder this section,\n\n"}
{"page": 945, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n941\n\nUnder the section referring to teaching load of faculty, it is interesting\nto note that practically all institutions submitting a questionnaire show\nremarkable unanimity in their judgment that sixteen clock hours constitute\na proper teaching load for their faculty members in general subjects. In\nshop and laboratory and in physical education, there is considerable variation although the majority of institutions are still well within the requireWhile the Committee on Standards stipulated a maximum of\nment.\ntwelve clock hours per week in English composition, the majority of the\ninstitutions submitting questionnaires show a maximum in excess of this.\nUnder Section VII every institution with one or two exceptions affirms\nthe maintenance of a training school or of affiliated urban or rural schools\nfor student teaching purposes which seem to meet this essential requirement for the training of teachers.\nIn five institutions the number of children enroled in the training\nschool is below the standard of thirty children for every eighteen college\nstudents who do ninety hours of practice teaching during the school year.\nWhile the committee recommended that at least 2/5 of the teaching in\nthe training school be done by the regular teacher or by other faculty members with about 3/5 done by student teachers, about 1/3 of the institutions\n\nfailed to meet this recommendation.\nIt should be noted, however, that\nthis proposal is only a recommendation and not a required standard.\nIn general, curricula seem to be so organized that senior college courses\nare not open to freshmen, and in almost every instance one half of the\nwork in the junior and senior years consists of advanced courses open only\nto juniors and seniors.\nIt is fortunate that the recommendation concerning libraries was a\nrecommendation only and not a requirement.\nYou will recall that the\ncommittee on standards expresses the opinion that the library of a teachers\ncollege should contain at least 15,000 volumes and that institutions having\nless than 500 students should make an annual appropriation for new\nreference books and periodicals amounting to at least $2500.\nIn institutions numbering between 500 and 1000 students, five dollars per student\nshould be expended on the library and in institutions registering over\n1000 students, four dollars per student should be so spent.\nIn only 32\ninstances was this recommendation met, which fact brings one to the inevitable conclusion that this recommendation is excessive and it should\nbe modified after the committee on standards has further considered current practice and determined by proper survey methods what should constitute adequate library equipment.\nQuestions referring to adequate laboratory and shop equipment were\nusually answered favorably, but these questions have very little value because it is well nigh impossible\n\nfor any central\n\ncommittee\n\nto specify just\n\nwhat should constitute adequate equipment, and it is accordingly easy for\nany executive to be over optimistic regarding the adequacy of his own\nequipment.\n\n"}
{"page": 946, "printed_page": null, "text": "NATIONAL\n\n942\n\nEpuCATION\n\nASSOCIATION\n\nOnly one of the many executives answering these questionnaires was\nwilling to admit that the construction and sanitary condition of his buildings were faulty and unsatisfactory.\nNone of the institutions failed to meet the requirement of a minimum\nessential of 200 registered students, although in this respect the questionnaire was faulty in that it did not specify that this registration referred to\nregistration of the regular session and was not inclusive of the summer\nsession.\nIn only twelve cases did the proportion of students of college grade\nregistered in the third and fourth years fall below the recommended 15\npercent, although nine were silent on this point.\nFinancial expenditures of teachers colleges show the widest variation.\n4 institutions\n\nspent less than $50,000\n\n16 institutions spent between $50,000 and $100,000.\n39 institutions spent between $100,000 and $200,000\n26 institutions spent between $200,000 and $300,000\n13 institutions spent between $300,000 and $500,000\n6 institutions spent between $500,000 and $1,000,000\n1 institution spent over $1,000,000\nThe median is not far from $150,000\n\nYou will recall that the standards stipulate that a college may fail to\nmeet three requirements and still be classed as an “‘A”’ institution; that a\ncollege may fail to meet five requirements and still be classed as a “B”\ninstitution; that a college failing to conform to the standards having to\ndo with preparation of faculty, teaching load, training school and student\nteachers, and organization of the curriculum will be designated as a class\n“C” college. I have examined 113 questionnaires making a rough tentative marking and have discovered that 92 institutions have sent in reports\nindicating a standing of “A” and only 14 institutions can be designated\nas ““B” under these requirements with none rated as “‘C’’ colleges. Seven\nwere so incomplete as to defy rating. Fifteen more questionnaires have\nbeen received since the report was closed.\nYour committee is in agreement with the essential features of the standards which were bequeathed to it by the committee on standards a year\nago, but the quantitative plan for marking these standards and rating institutions is faulty in the extreme as judged by the very unfavorable distribution of marks to which I have just referred. We feel sure that it is\nnot the intention of this organization to compile and enforce standards in\nsuch a manner as to give to 81.4 percent of our institutions the highest\npossible rating. If any member of our faculties displayed such a poor distribution of ratings in marking his students, most of us would be glad to\ndispense with his services. Your committee feels, therefore, that before\nan accredited and classified list of teachers colleges is presented on the\nbasis of reports submitted, an entirely new plan of rating should be formulated.\n\n"}
{"page": 947, "printed_page": null, "text": "DEPARTMENT\n\nOF ‘TEACHERS\n\nCOLLEGES\n\n943\n\nIf the standards as adopted a year ago are to remain in force, they should\nstand at some specific future date as requirements and not as recommendations. To allow the inclusion of too many recommendations will dilute\nand emasculate the whole body of standards and the plan of enforcing\nstandards falls to the ground and forfeits respect.\nWe are not so sure that it is wise to proceed with immediate standardization. Why hasten to standardize and crystallize institutions which are\nbidding for popular support of a new movement which has come to its\npresent realization only within the last decade. In this general movement\nof transforming normal schools into teachers colleges, can we be absolutely\nsure that our present practices can be reduced to fixed standards?\nHave\nwe had sufficient time to demonstrate the efficiency and feasibility of these\nstandards? May we not be accused of unseemly haste, of premature determination of values—in short, of an unscientific attitude in working out\ndesirable educational practices?\nUntil we have had time for experimentation and testing, how are we to\ndetermine whether our four-year product demands or justifies these standards.\nStudies undertaken by the Commonwealth Fund recently show\nsuch a wide variation of practice in developing teacher-training curricula\nthat it seems necessary, to say the least, to give this matter further study\nbefore we reach ill-formed conclusions.\nSome curricula are excessively\nprofessionalized and others are unduly liberalized.\nSome require 30 or\n40 hours of practice teaching and others require five hundred.\nSome institutions accept high school graduates with successful teaching experience\nas faculty members and others insist on an appreciable number of instructors with Ph.D. degrees. May we not properly raise the question as\nto whether it is quite time to standardize?\nWe believe that if further studies of the aims, curricula, faculty preparation and general equipment of teachers colleges were undertaken by some\nagency outside of this organization, we could attain data on which we\nmight safely proceed within a few years to formulate and enforce standards in such manner as to fully command the respect of the public.\nThe standards already set up relate chiefly to matters of formal organization and to equipment.\n‘These are but the sheltering framework of the\nreally vital features of a teachers college. The curriculum and spirit are\nthe heart of the whole matter and on these essentials the formulated\nstandards are all but silent. We do not yet have sufficient data to clearly\ndefine our aims or sufficient knowledge of curricula to know what we most\nneed in curricular procedure to accomplish our aims.\nIn 1908 the medical schools of this country represented the widest range\nof quality and efficiency. The Carnegie Foundation interested itself in\nthis problem to the extent of conducting a very comprehensive investigation\nunder the leadership of Dr. Flexner and published its findings.\nAs a\nresult of this study, the American Medical Association was placed in a\nposition where it could properly classify the medical schools of the country\nand adequately enforce the standards which the study recommended.\n\n"}
{"page": 948, "printed_page": null, "text": "NationaL\n\nO44\n\nEpucaTION\n\nASSOCIATION\n\nMore recently the American Library Association has enlisted the cooperation of the Carnegie Foundation and its last report indicates that it will\nemerge from its present effort better qualified to command the respect of\nthe public because of its more adequate enforcement of professional service in libraries.\nYour committee believes that the Carnegie Foundation might be induced\nto interest itself in our problem. The chairman of this committee went to\nNew York recently for the specific purpose of discussing the matter in\ninformal conversation with one of the representatives of the Carnegie\nFoundation.\nAt least an interest in the problem was evidenced and we\nbelieve that if this organization vested its representative with authority to\nenlist the support of the Carnegie Corporation, it might possibly meet with\nsuccess.\nYour committee further recommends that since the work of the standardizing committee whether with or without the cooperation of some other\nbody, is so exacting and so detailed, it should have some paid assistance\nprovided the treasury will admit of such an arrangement.\nIf our funds\ndo not permit such expenditure, then we believe that the question of raising\nthe membership dues of this organization should be considered.\nSuch a\ncomparative study cannot be undertaken with any reasonable hope for its\nsuccess without adequate funds.\nIf the next chairman of this committee\nwere a teachers college executive with a research bureau or a group of\ngraduate students who could render assistance, at his disposal the work\nwould be greatly facilitated without undue additional expense.\nUnless\nsome such agency as the Carnegie Foundation sees fit to assist financially\nin this undertaking, funds must also be provided for financing the work of\ninspection wherever needed.\nIn conclusion may I add that the committee has during the entire year\nbeen in correspondence with the chairman of the committee for the study\nof teachers colleges of the American Association of University Women.\nThere is at present an evident disposition in this organization to accept\ngraduates of four-year teachers colleges for membership.\nThe board of\ndirectors of the American Association of University Women has asked the\ncommittee for the study of teachers colleges to continue its comparative\nstudy of the minimum requirements set up by the American Association\nof Teachers Colleges and to recommend what modifications, if any, might\nbe made in the requirements of the American Association of University\nWomen, if such institutions are given recognition.\n\nJUDICIOUS\nJ. M.\n\nCONTROL OF TEACHER-TRAINING\nDEPARTMENTS OF EDUCATION\n\nMCCONNELL,\n\nSTATE\n\nCOMMISSIONER\n\nOF\n\nEDUCATION\n\nFOR\n\nBY STATE\nMINNESOTA\n\nSince I represent on this program those whose work is to administer\npublic education, it is to be understood that my presentations are, in all\ninstances, from the point of view of the administrator.\nHence, I am not\n\n"}
{"page": 949, "printed_page": null, "text": "DEPARTMENT\n\nOF TEACHERS\n\nCOLLEGES\n\n945\n\nconcerned with the professional questions of teacher training, except insofar\nas they present administrative considerations.\nObviously, the first question involved in the discussion of this subject\nis what control of teacher training the state department possesses and how\nit is now exercised.\nIn order to secure an answer to this twofold question, and in keeping\nwith the accepted practice in this era of research, I inflicted on my fellow\ncommissioners and superintendents a questionnaire, including ten questions.\nThey were gracious in their responses, even beyond my expectations, and I\nhad replies from all but six state departments.\nSince the laws and developed practices of the different states vary greatly\neven when accepting the same general principles, it becomes necessary to\ninterpret liberally in analyzing the answers.\nThe first question asked was whether the state department is in charge\nof, and therefore directs and controls, all or part of the teacher training\ninstitutions, such as the college of education, state normal schools, training\ndepartments in high schools, etc.\nTo this question, mineteen departments said yes; but of these three\nlimited their answers.\nSeventeen said no; and of these two limited their\nanswers.\nFive answered that they controlled indirectly.\nThe second question was what the legal or working relationship between\nthe state department and such governing authority is, if the direct control\nindicated in No. | does not exist and these training institutions are directed\nby a separate board.\nTo this question, five departments answered none, and thirteen indicated\nthat they exercised some control indirectly through membership on the\ngoverning board.\nThe third question was whether the diploma issued becomes automatically, without action by the state department, a legal certificate to teach,\nor whether a certificate is issued by the department on the basis of such\ndiploma, whatever the relationship as suggested in either No. 1 or No. 2.\nSixteen answered that the diploma constitutes a certificate, although two\nof them indicated limitations.\n“I‘wenty-five stated that the diploma does\nnot constitute a certificate.\nThe fourth question was to what extent and in what manner the tate\ndepartment controls the renewal of certificates issued in No. 3.\nThirty-two departments have full or partial control, two have none, and\nsix indicated statutory provisions which were not fully described.\nThe fifth question was whether the state department has authority and\nestablishes training requirements for teachers in service as a condition for\ncertificate renewal.\nTo this, thirty replied in the affirmative; four said no; and six indicated\nstatutory provisions which were not described.\nThe sixth question was whether the department has authority to indicate\n\nthe courses or subjects in which teachers shall be trained for the different\nkinds of work for which they are certified.\n\n"}
{"page": 950, "printed_page": null, "text": "946\n\nNatTIoNAL EpucATION\n\nASSOCIATION\n\nee\n\nTwenty-nine said yes; two, partly; three, no; and three stated that they\nexercise such control indirectly.\nThe seventh question asked whether the state department has authority\nto indicate the class of school in which a certain type of certificate shall be\nvalid, e. g., in elementary, secondary, or supervisory positions.\nThirty reported that they have such power; two, partly; four, that they\ndo not; and three, that the matter is statutory.\nThe eighth question asked whether the department has power to fix\nexperience requirements for certain teachers in different types of positions\nas superintendents or principals in different types of schools.\nThe replies indicated that sixteen departments exercise such power; that\ntwo do so in part; and that seventeen do not; while one indicated statutory\nprovisions.\nThe ninth question asked the relation of state departments to teacher\ntraining in private institutions and the certification of their graduates.\nThe replies indicated that thirty-eight departments certify the graduates\nof these schools on some accrediting basis and that two do not.\nThe tenth and last question asked the state department’s policy relative\nto the certification of teachers trained in institutions, public or private,\nof other states.\nForty replies indicated that corresponding credit is given on such credentials and a certificate issued, and but one answer was 20.\nSeveral significant conclusions are to be drawn from these findings:\n1. The state department in something more than a third of the states is in charge\nof the teacher training institutions and therefore directs the training of teachers\nand standardizes their qualifications.\nAlso, as many more exercise a measure\nof control through membership on governing boards.\n2. In perhaps two-thirds of the states a diploma from a state normal school\nbecomes automatically a certificate to teach, In the others, probably an increasing\nnumber, certification is a function of the state department.\n3. In two-thirds of the states the renewal of certificates is a function of the\nstate department.\nAlso, in about the same number the department establishes\ntraining requirements for teachers in service.\n\n4, About two-thirds of the state departments to some extent at least specify the\ncourses in which teachers shall be trained for the kinds of work for which they\nare certified.\nAlso, about the same proportion fix the class of school in which\nRiven types of certificates shall be valid. Likewise, in more than a third of the\nstates the state department exacts experience requirements for certain classes of\npositions.\n5. In all but two states the certification of teachers trained in private schools\nis vested in the state department.\n6. In all but one state reporting, the work done in training institutions of other\nstates is accepted by state departments as a basis for certification.\n7. The present status has been reached through a long process of development.\n\nThe public schools in most states were local in their inception. It came\nabout, therefore, that local authority preceded state authority and teaching\nstandards, as well as the administration of the schools, was largely in the\nhands of county and district officials. In one state at least, if my information is correct, there is yet no state standardization of teachers, except in\n\n"}
{"page": 951, "printed_page": null, "text": "DEPARTMENT\n\nOF [TEACHERS\n\nCOLLEGES\n\n947\n\ncertain limited classes of schools.\nIn many states there is still a large\nmeasure of local certification, though the trend is strongly toward state\nstandardization.\n\"The means to this end vary widely, including various\nforms of state subsidy as well as direct legal provision.\nState departments of education with anything like their present functions came much later in most states than did the normal schools. Usually\nsome kind of inter-relationship of administration was established, but in\nthe main, the diploma of the normal school became a state certificate with\nno direct control by the state department. While in some states this relation continues unchanged, yet in many it is evident that forces are at work\nto bring about a new and more consistent plan.\nPredominant among these is the growing recognition of the state’s function in school support and administration. Making due regard for desirable\nlocal autonomy, we are now developing state systems of public education\ndirected by well organized and highly efficient state departments of education. ‘This situation has come about not so much on the initiative of the\ndepartments themselves as through the demands that are made on them for\nservice.\nState departments commonly fix standards for school buildings and\nequipment, library and textbooks. ‘They furnish courses of study, the use\nof which may or may not be mandatory.\nIn some measure at least they\nset standards for admission and graduation and likewise, as one of their\nmost important duties, they set standards for teachers in the several classes\nof schools and in the several subjects.\nIn general, within legal limitations, it is the function of the department\nof education to administer the public school system of the state.\nWhen\n\ntraining institutions are cooperative in their attitude and train teachers\nin harmony with the program that has been established, direct control may\nnot be material. Yet it is apparent that the trend is and should be toward\nstate department administration of teacher training as well as the other\nfeatures of the state’s educational affairs.\n\nWith the assumption, therefore, that the department’s policy will govern\nthe course of teacher training, whatever the methods, we are to consider\nwhat constitutes judicious control.\nNo process of teacher training can produce good teachers unless admission standards are well established and well maintained.\nOur public\nschools, including our public high schools and universities, are to educate\nall the people. Therefore, every citizen has an equal claim to the opporBut teacher-training institutions\ntunities they offer for his own advantage.\nof training teachers for the\nthat\nare maintained for a specific purpose,\nand scholastic qualipersonal\nwhose\nthose\nonly\npublic schools. Therefore,\nas teachers ought\nservice\nin\nstate\nthe\nto\nreturn\nties give promise of adequate\nbe so disshould\nrequirements\nadmission\nend,\nthis\nTo\nto be admitted.\nthey may\nthough\nstudents,\nindifferent\nor\ninferior\nreject\nto\ncriminating as\ngraduation.\nschool\nhigh\nthrough\nqualified\ntechnically\nbe\nappear to\n\n"}
{"page": 952, "printed_page": null, "text": "948\n\nNaTIONAL\n\nEpuUCATION ASSOCIATION\n\nSchools are classified and their courses in general established by the state\nIf the work done is to be purposeful, teacher\ndepartment or by law.\nspecific in order to meet the demands which the\nrelatively\nbe\ntraining must\neconomy for the state and not fair to the\npoor\nis\nIt\npresent.\nschools\nteachers to train many more than are needed or to train along such general\nlines as not to qualify for the actual work to be done.\nThe elementary\nfield, for example, is well defined as to subjectmatter and extent, and only\nthose who have been trained specifically for the work which it contains\nshould be licensed to teach in it.\nThe high school field calls for subject specialization and cannot be well\nserved otherwise. State departments, if they are permitted to do so under\ntheir laws, should grant certificates limited to the teaching of certain\nsubjects for which teachers are especially trained.\nIt is obvious, however,\nthat the lines should not be drawn so closely as to embarrass the small\nschools whose teachers must cover a wider range of subjects than the larger.\nThe renewal of certificates is clearly a function of the state department,\nhowever they may have been issued. ‘The older and still common practice\nof renewal by the training institution is unsound in principle and confusing in practice.\nThe state department is in the best position to know\nwhether the teacher has taught successfully and, therefore, on what terms\nand to what extent her license to teach should be extended.\nApparently the world has always moved and doubtless it will continue\nto do so. We must, therefore, in our training of teachers anticipate change\nrather than stability. It is doubtful whether the training process should\never be stamped as complete in any instance.\nThe common practice of\nissuing a life certificate after a probationary period of say two years, however comforting it may be to the individual, is, I think, unsound.\nWhat\nprogressive teachers do voluntarily to keep themselves abreast of the times,\nothers should be compelled to do. At least, a certificate should become\ninactive when the holder ceases to teach for a period of years and should\nbe revived only when evidence of further study is presented.\nThe training of teachers for the public schools is clearly a function of the\nstate. If private institutions seek to engage in the work of teacher training, their courses, at least their professional courses, should be approved by\nthe state department.\nIt is needless to say that courses should not be\naccepted which do not make ample‘provision for professional training and\n\nthe general content of which does not give the teacher a suitable basis for\nthe work he is to teach.\nHowever amiable may be the conception of universal standards for\nteachers in the several states, we are still far from its realization.\nThe\nquestions involved are practical, rather than theoretical.\nIt is manifestly\nimpossible that the laws of all of our forty-eight states should be uniform\nin their control of education, nor for that matter is it desirable that they\nshould be. Generally, I think, the policy of state departments is fair and\nliberal in the matter of admitting teachers from other states.\nIt is not\n\n"}
{"page": 953, "printed_page": null, "text": "ee\n\nDEPARTMENT OF TEACHERS COLLEGES\neee\nWOMEN Rey\nes\neek\n\n949\n\nconceivable that any state would wish to isolate itself educationally from\nits neighbors. There are, however, the best of reasons why a state department should exact as high standards and the same type of training from\nteachers who come from outside as it sets up or accepts from its own training institutions. In fact, if it fails to do so, it is derelict in its duty to its\nown schools.\nStandards throughout the country are more uniform in teacher-training\ninstitutions than in state departments.\nHence, diplomas from recognized\ntraining institutions, when supported by a memorandum showing the\ncourses taken generally furnish a better basis of evaluation than a certificate issued by a state department.\n¥\nIt seems probable, therefore, that uniformity of teacher-training standards in the different states is more likely to come through the harmonizing of courses in training institutions than through any attempt at uniformity of laws or agreement among state departments.\nFinally, we have to emphasize the important and determining factor of\nenforcement.\nOne cannot avoid the conclusion that there exists in this\nfield as in others much laxity of enforcement which leads often to wide\ndiscrepancy between the provisions which appear on paper and the conditions which actually exist. It is not too much to say that the real measure\nof a state department’s efficiency is its habit of consistent enforcement of\nthe regulations which it sets up or which are assigned to it by law. ‘This\nis the final test of administration which, in the long run, will determine\nthe judicious control of teacher training and all other matters relating\nthereto.\nMembership\nSchool ;\nNormal\nAlabama—Florence,\nState\nSchool ; Troy,\nLivingston, State Normal\nState Normal School.\nArizona—Flagstaff,\nNorthern\nArizona\nNormal School; Tempe, Tempe State Teachers\nCollege.\nArkansas—Conway,\nArkansas State Teachers\nCollege.\nCalifornia— Arcata, Humboldt State Teachers\nCollege; San Diego, State Teachers College;\nSan Francisco, State Teachers College; San\nJosé, State Teachers College;\nSanta Bar\nbara, State Teachers College.\nColorado—Greeley,\nColorado\nState Teachers\nCollege; Gunnison, Western State College\nof Colorado.\nConnecticut—New\nBritain,\nState\nNormal\nSchool; New Haven, State Normal School;\nWillimantic, State Normal School.\nGeorgia—Athens, State Normal School; Milledgeville, Georgia State College for Women;\nValdosta,\nGeorgia\nState Woman’s\nCollege.\nTerritorial\nNormal\nand\nHawaii—Honolulu,\nTraining School.\nIdaho—Lewiston, State Normal School.\nIllinois—Carbondale,\nSouthern Illinois State\nNormal\nUniversity;\nCharleston,\nEastern\n\nIllinois State Teachers College; Chicago,\nCollege of Education, University of Chicago;\nDe Kalb, Northern\nIllinois State\nTeachers College; Macomb, Western Illinois\n\nList—1927\nState Teachers\nCollege;\nNormal,\nIllinois\nState Normal University.\nIndiana—Muncie, The Ball Teachers College;\nTerre Haute, Indiana State Normal School.\nIowa—Cedar\nFalls, State Teachers\nCollege.\nKansas—Emporia,\nKansas\nState\nTeachers\nCollege; Hays, Kansas State Teachers College;\nPittsburg,\nKansas\nState\nTeachers\nCollege.\nKentucky—Bowling\nGreen,\nWest\nKentucky\nState Teachers College and Normal School;\nLouisville,\nLouisville\nNormal\nSchool;\nMorehead, Kentucky State Normal School;\nMurray, State Normal School; Richmond,\nEast Kentucky\nState Normal\nSchool and\n\nTeachers College,\nLouisiana— Natchitoches,\nLouisiana\nState\nNormal College.\nMaine—Farmington,\nState\nNormal\nSchool;\nGorham, State Normal School.\nMaryland—Frostburg,\nState Normal School;\nTowson, Maryland State Normal School.\nMassachusetts—Boston,\nTeachers\nCollege of\nthe City of Boston;\nBridgewater,\nState\nNormal\nSchool;\nFramingham,\nState Normal School; Salem, State Normal School.\n\nMichigan—Kalamazoo, Western\nSchool; Marquette, Northern\nSchool;\nNormal\nNormal\n\nState Normal\nState Normal\nMt.\nPleasant,\nCentral\nMichigan\nSchool; Ypsilanti, Michigan State\nCollege.\n\n"}
{"page": 954, "printed_page": null, "text": "950\n\nwo\n\nNATIONAL\n\nee\n\nMinnesota—Bemidji,\n\nBemidji\n\nEDUCATION\n\nTeachers\n\nCol-\n\nlege; Duluth, State Teachers College; Mankato,\nState Teachers\nCollege;\nMoorhead,\nState Teachers College;\nSt. Cloud, State\nTeachers College; Winona, State Teachers\nCollege.\n\nMississippi—Hattiesburg,\n\nState Teachers\n\nCol-\n\nlege,\n\nMissouri—Cape\nGirardeau,\nSoutheast\nMissouri State Teachers College; Kansas City,\nTeachers College, Kansas City; Kirksville,\nNortheast Missouri State Teachers College;\nMaryville, Northwest Missouri State Teachers College;\nSt. Louis, Harris Teachers\nCollege;\nSpringfield,\nSouthwest\nMissouri\nState Teachers College; Warrensburg, Central Missouri State Teachers College.\nNebraska—Chadron,\nNebraska State Normal\nSchool\nand\nTeachers\nCollege;\nKearney,\nNebraska State Normal School and Teachers College; Peru, Nebraska State Normal\nSchool and Teachers College; Wayne, Nebraska State Normal School and Teachers\nCollege.\nNew\nHampshire—Keene,\nState\nNormal\nSchool; Plymouth, State Normal School.\nNew Jersey—tTrenton,\nState Normal School.\nNew Mexico—East Las Vegas, New Mexico\nNormal\nUniversity;\nSilver\nCity,\nNew\n\nMexico\n\nState Teachers\n\nASSOCIATION\n\nee\n\nCollege.\n\nNew York—Albany, State College for Teachers; Brockport, State Normal School; Buffalo, State\nNormal\nSchool;\nNew\nPaltz,\n\nState Normal\nSchool;\nNew\nYork\nCity,\nTeachers College of Columbia University ;\nOswego,\nState\nNormal\nand _ Training\nSchool.\nNorth\nCarolina—Boone,\nAppalachian\nState\nNormal School; Greenville, East Carolina\nTeachers College.\nNorth\nDakota—Dickinson,\nState\nNormal\nSchool; Ellendale, State Normal and Industrial\nSchool;\nMayville,\nState\nNormal\nSchool; Valley City, State Teachers\nCollege; Minot, State Teachers College.\nOhio—Akron,\nUniversity of Akron Teachers\nCollege;\nAthens,\nCollege\nof Education,\n\nOhio\nUniversity;\nBowling\nGreen,\nState\nNormal College; Cincinnati, College of Education, University of Cincinnati; Cleveland,\nJunior\nTeachers\nCollege\nof\nCleveland,\nSchool of Education; Senior Teachers College of Cleveland,\nSchool of Education;\nKent,\nState\nNormal\nCollege;\nOxford,\nTeachers College of Miami University.\nOklahoma—Ada,\nEast Central State Teachers\nCollege;\nAlva,\nNorthwestern\nState\n\neee\n\nee\n\nTeachers\nCollege;\nDurant,\nSoutheastern\nState Teachers\nCollege; Edmond,\nCentral\n\nState Teachers\n\nCollege;\n\nTahlequah,\n\nNorth-\n\neastern State Teachers\nCollege;\nWeatherford, Southwestern State Teachers College.\nOregon—Monmouth, Oregon Normal School.\nPennsylvania— Bloomsburg, Bloomsburg State\nNormal School; Clarion, Clarion State Normal School; E. Stroudsburg, East Stroudsburg State Normal School; Kutztown, Keystone State Normal School; Indiana, State\nNormal\nSchool;\nSlippery Rock,\nSlippery\nRock State Normal School.\n\nRhode\n\nlege\n\nSouth\n\nIsland—Providence,\nof Education.\n\nCarolina—Rock\n\nRhode\n\nHill,\n\nIsland\n\nCol-\n\nWinthrop\n\nCol-\n\nlege.\n;\nSouth\nDakota—Aberdeen,\nNorthern\nNormal\nand Industrial\nSchool;\nMadison,\nEastern\nState Normal School; Spearfish, Spearfish\nNormal School; Springfield, Southern State\nNormal School.\nTennessee—Johnson\nCity,\nEast\nTennessee\nState Teachers College; Nashville, George\nPeabody College for Teachers.\nTexas—Alpine, Sul Ross State Teachers College; Canyon, West Texas State Teachers\nCollege;\nCommerce,\nEast\nTexas\nState\nTeachers\nCollege;\nDenton,\nNorth\nTexas\n\nState Teachers College; El Paso, Junior\nCollege, City of El Paso; Huntsville, Sam\nHouston\nState Teachers\nCollege;\nNacogdoches, Stephen F. Austin State Teachers\nCollege;\nSan\nMarcos,\nSouthwest\nTexas\nState Teachers College.\n\nUtah—Salt Lake\nCity, School of Education\nin University of Utah.\nVirginia—East Radford, State Teachers College;\nFarmville,\nState Teachers\nCollege;\nFredericksburg,\nState\nTeachers\nCollege;\nHarrisonburg,\nState Teachers\nCollege.\nWashington—Bellingham,\nWashington\nState\nNormal School; Cheney, Washington State\nNormal\nSchool;\nEllensburg,\nWashington\nState Normal School.\n\nWest\n\nVirginia—Athens,\n\nConcord\n\nState\n\nNor-\n\nmal\nSchool;\nFairmont,\nState\nNormal\nSchool;\nHuntington,\nMarshall\nCollege;\nShepherdstown,\nShepherd\nCollege\nState\nNormal School; West Liberty, West Liberty State Normal School.\nWisconsin—Eau Claire, State Normal School;\nLa Crosse, State Normal\nSchool;\nMeno-\n\nmonie,\nNormal\nSchool;\nSchool;\n\nStout\nInstitute;\nOshkosh,\nState\nSchool; River Falls, State Normal\nStevens\nPoint,\nState\nNormal\nWhitewater, State Normal School:\n\n"}
{"page": 955, "printed_page": null, "text": "The Department of Visual Instruction\n\n"}
{"page": 956, "printed_page": null, "text": "HE DEPARTMENT OF VISUAL INSTRUCTION Was Organized at the Oakland-San Francisco meeting\nin July, 1923. See Proceedings, 1923:85-A.\nThe officers of this Department for the year 192728 are: President, Anna V. Dorris, Instructor, State\nTeachers College, San Francisco, Calif.; Vicepresident, Charles Roach, Director, Visual Instruction,\n1240 S. Main, Los Angeles, Calif.; Secretary-treasurer, Dudley Grant Hays, Director of Visual Instruction, 460 S. State, Chicago, Ill.; Hxecutive Committee, Carrie Brown, Director of Visual Instruction,\nPublic Schools, Portland, Ore.; Ernest L. Crandall, Director of Lectures and Visual Instruction,\nPublic Schools, 500 Fifth Ave., New York City. This\nFacts\nDepartment meets once each year, in June.\nrelating to the establishment of this Department and\nthe record of meetings are found in earlier volumes\nof Proceedings as follows:\n1923 :85-A\n\n1924 :963-985\n\n1925 :864-871\n\n[952]\n\n1926 :947-963\n\n"}
{"page": 957, "printed_page": null, "text": "GREETINGS\nERNEST\n\nL. CRANDALL,\n_\n\nDIRECTOR\n\nPUBLIC\n\nOF\n\nLECTURES\n\nSCHOOLS,\n\nNEW\n\nAND\n\nYORK\n\nVISUAL\n\nINSTRUCTION,\n\nCITY\n\n[’ HAS been the thought of the program committee that this year we\nshould turn our attention exclusively to the motion picture, and that we\nshould consider it in its dual capacity as a teaching tool in the hands of\nthe instructor and as a powerful and inescapable factor in the life of the\nchild. As a teaching tool, or an agency of instruction, the motion picture\nhas been widely discussed and has also been the object of considerable\nexperimentation.\n[hat experimentation has taken two forms.\nIn various\nschool systems trained educators have made continuous and systematic use\nof the motion picture in the actual process of instruction, and have coupled\nthat use with careful observation, having in mind the conscious aim of\nappraising the place of the film in the teaching process.\nIn that sense\nwe have been experimenting intensively in New York throughout the past\nseven years.\nBut there have also been carefully conducted experiments,\non a scientific basis.\nThe essential point about all these experiments is that every one of them\nhas shown conclusively that the motion picture is an effective instrument\nfor teaching purposes, that observation is trained, imagination stimulated,\nexpression enriched, and even retention improved by its use.\nStrange to\nsay, however, there still remain those who question the right of the film\nto a place in our scheme of instruction.\nI am not among those who\nregard the motion picture as the “end all” and “be all” in visual instruction,\nbut I have no patience with those whose devotion to the slide and the still\npicture generally blinds them to the possibilities of the film. ‘To me there\nis neither appropriateness nor common sense in comparing the two.\n“They\nare utterly unlike in their psychological approach, and each has a separate\nand a definite function to perform in the teaching process.\nTo omit the\nfilm altogether from our teaching, however, is like leaving the verbs out\nof our language.\nWe can still talk if we do this, but those who listen will\ncertainly obtain a truncated impression of our ideas.\nIt is the same with\nthe film. We can teach without it, but the children will certainly miss it.\nThey will miss it because, as hereinbefore intimated, it has become a power-\n\nful and inescapable factor in their daily life. ‘There is no use denying\nthe facts—the film is with us as an intimate of our every day existence\nfrom the cradle to the grave.\nOur children are going to learn through\nthe film whether we wish it or not; therefore, we may as well take hold\nof the situation and put the motion picture to the best possible use by\nutilizing it in our formal instruction.\nAs a factor in the life of the youth of our country, the motion picture\nhas by no means been adequately considered or appraised, at least among\neducators.\nIt is gratifying to note that at least a beginning has been made\n\n[953]\n\n"}
{"page": 958, "printed_page": null, "text": "954\n\nNATIONAL EpuCATION ASSOCIATION\n\ni\n\nHere and there universities are beginning to recognize\nin this direction.\nthe film as a suitable object of study. One of the most subtle and one\nof the most effective modes of expression that mankind has evolved, it\ncertainly deserves to take its place beside the drama and the plastic arts as\na worthy object of study.\nI think it is not too much to say that no single phenomenon in modern\nlife has acquired so potent or so wide-spread a sphere of influence as the~\nmotion picture. There are, aside from the application of electricity, only\ntwo or three instrumentalities which have proven man’s supreme aids in\nForemost among these are the microscope and\nhis conquest of nature.\nExtending the range of the latter to photographing and\nthe camera.\ndepicting on a gigantic scale and with actual motion, everything in nature,\n\nbig and little, including the infinitesimal and invisible features of microscopic life, we have an agency that comes as near to magic as it is humanly\nNothing in human history has so contributed\npossible for one to conceive.\nto the expanding of the horizon of the average man as the motion picture.\nIt opens to him the secrets of the frozen fastnesses of the north; it paints\nfor him the tropical jungles of the equator; it transports him to the islands\nof the seas where he wanders amid strange places and peoples, bringing\nback an intimate knowledge not only of the manners and customs of the\npeople themselves, but of flora and fauna, of beast and bird and reptile, and\nof their habitat.\nIt admits him to the sanctum sanctorum of the scientist, and permits\nhim to peer over the latter’s shoulder and revel in the wonders under his\nmicroscope.\nFor him it follows the lancet of the surgeon, preserving a\nrecord of difficult operations as a guide for future generations.\nIt counts\nthe corpuscles of the blood and surprises and transfixes the crystal as it\nrises like Venus from its bath in the chemical solution.\nIt gathers for him\nthe news of history in the making from the four corners of the earth and\nretraces for him epochs and eras in the evolution of the race; and in\npageantry and mimicry it relives with him all the great episodes of song\nand story.\nIgnore it in our teaching?\nWe might as well ignore nature itself, forget\nhistory, spurn literature, and condemn art, for it partakes of the elements\n\nof all of these.\nThe business of the educative process is to guide the education of each\nchild. It should be such as to make available to each child the largest\nmeasure of achievement which is possible to him.\nIt should operate so\nfundamentally and so definitely, in light of child nature, as to make the\neducation of each child certain, thorough, and fundamental.\nThe results\nachieved should be arrived at with the greatest possible economy on the\npart of the school and the child.\nThere are three large aspects to the educative process.\nIn the first\n\nplace, the child must be properly environed from the standpoint of educa-\n\n"}
{"page": 959, "printed_page": null, "text": "THE DEPARTMENT\n\nOF VISUAL INSTRUCTION\n\n955\n\ntion, in order that the stimuli and inspirations which are brought to bear\nupon him may be calculated to start the process from which we may expect\nan individual who is efficient socially.\nIn the second place, upon the basis\nof the raw material brought in through stimuli and inspirations, the child\nmust go to work with the object of understanding, interpreting, and mastering for himself and his growth the values inherent in this stimuli.\nIn\nthe third place, expression should follow in order that interpretation and\nmastery may be deepened by the act of expression and also that the child’s\naccomplishment may be revealed both to himself and to his teacher.\nThe first contribution of visual aids to the educative process is in the\nrich, interesting, varied stimuli which may be brought through the various\nvisual aids.\nIn fact, all visual aids are applied, technically speaking, as\nstimuli, even though their need of them and the help they afford may\nnot be realized until the step of mastery or expression is in process of being\n\ntaken.\n\nWhen\n\nthe discovery comes that additional data or information is\n\nneeded to insure thorough mastery or satisfactory expression, then the\nvisual materials that may bring the needed help are employed as stimuli\nto enrich and enlarge the body of data as a basis for more adequate interpretation or expression.\nEach visual aid is, therefore, of use in each step of the educative process.\nEach is also of value in the development and teaching of practically any\nsubject.\nSome aids, of course, are of larger use totally in certain subjects\nthan in others.\n\nCLASSROOM\nTHOMAS\n\nE.\n\nFINEGAN,\n\nEDUCATION\n\nFILMS\n\nDIRECTOR,\n\nROCHESTER,\n\nN.\n\nEASTMAN\n\nKODAK\n\nCOMPANY\n\nY.\n\nA few weeks ago the president of this meeting requested me to speak this\nafternoon on the subject of “Classroom Films.’\n‘The term ‘Classroom\nFilms” has a speciai and definite meaning.\n‘This type of film should represent exactly what its name implies, that is, film for use in a classroom.\nA classroom is a room set apart for the instruction of groups or classes of\nstudents.\nA classroom film for use in a public school should therefore be\na film which is specifically, definitely, and scientifically related to and coordinated with the instruction given by a teacher to her class in the classroom.\nThe first important question to settle in dealing with this problem of\nmotion pictures as a feature of visual instruction is the place which this\ntype of film is to occupy in the visual education program.\nA correct conclusion may be reached on this question by determining what the real\nfunction of a classroom.\nfilm is.\nThere has been much loose talk in recent years about the results which\nit is possible to achieve through the use of motion pictures.\nIt has been\nfreely stated that the film might be substituted for textbooks, and to a\n\n"}
{"page": 960, "printed_page": null, "text": "NaTIONAL EDUCATION ASSOCIATION\n956\nee\n\nlarge extent for the teacher. This is not the purpose of the film, and no\none should be deceived about the real purpose for which the film is adapted\nto the extent of having an idea of this kind in mind. The film cannot\n\nbe substituted for the text; neither can it be substituted for the teacher.\nThe film should not be substituted for the still picture where the still\npicture will serve the classroom as well as the motion picture. The terminology of this agency should determine very largely the type of picture\nA motion picture suggests the idea of\nwhich should be represented.\nmotion, something in action. This is exactly what classroom films should\nThe motion picture should not be used in classroom work for\nrepresent.\nthose subjects which may be better presented through the still pictures\nsuch as lantern slides, stereoscopes, photographs, and other pictures—the\nuse of which has already become general in the schools and are serving\na distinct field of visual education.\nThose having in mind the best interests of visual education will do much\nharm to this branch of education service if they attempt to substitute the\nmotion picture for those subjects considered in the classroom which may be\nrepresented to greater advantage by still pictures.\nIf this policy is not\nadopted in any program which is inaugurated, the accomplishments which\nmay be achieved through visual education will be seriously handicapped\nand delayed.\nI wish to repeat, therefore, that the motion picture should\nnot be regarded in any sense as a substitute for the visual aids which have\nfound their place in the schools; nor should there be any thought of the\nsubstitution of such pictures for the textbooks or for the teacher.\nThe real purpose of the motion picture in the classroom is to give concisely, but comprehensively, a clear idea of those subjects related to the\nactivities of life which are considered in the regular daily work of the\nschools and which can be best represented through pictures in action.\nThe interests of visual education in this country have received: important\nservice from many large industrial organizations.\nSuch corporations as\nthe United States Steel Company, the General Electric Company, the\nInternational Harvester Company, the Ford Motor Company, many of\nthe great railroad corporations, and a number of other leading industrial\norganizations of the country have prepared films representing their special\ninterests.\n“These pictures have been used in school work.\nSome of the\ndepartments and bureaus of the federal government, such as the Department\nof the Interior, the Department of Agriculture, the Bureau of Mines, and\n\nthe Bureau of Health Service have made films which have not only provided material for visual education for the schools of the country when it\nwas not otherwise obtainable, but which have stimulated a growing and\nvital interest in the subject.\nThese films, however, were not made specifically. for the schools.\nThey\nwere made to give the country at large information about the respective\ninterests which they portrayed.\nWhile they were not made for classroom\nwork, they have been used to advantage in many of the schools of the\ncountry because of the bearing which they have had upon some phases\n\n"}
{"page": 961, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VISUAL\n\nINSTRUCTION\n\n957\n\nof life which are treated in modern school curriculums.\nThese films have\nnot only been useful to the schools, but they have pointed the way to the\nlarger service that might be rendered education in the country if films\nwere prepared expressly upon sound pedagogical principles for classroom\nuse.\n[hey probably could not be improved for the purposes for which\nthey were made, but a byproduct of this kind for use in the schools is not\nproviding the scientific material for visual service to which the schools are\nentitled.\nIf the purpose of the film is to clarify and to clinch the fundamental of\na subject which is presented to a group of children in the classroom, the film\nused for such purpose should be made by those who have not only a broad\nknowledge of the subject presented, but who know its relation to the school\ncurriculum, who possess a knowledge of the intellectual capacity of the\nchildren, and who have a knowledge of correct methods of procedure in the\nclassroom.\nFilms for classroom use, therefore, should be made by teachers\nof liberal education and an experience of real achievement in the schools.\n\nSome day scenarios for films will be obtained as manuscripts for textbooks\nare now generally obtained by publishers.\nIt is as important that films\nused for classroom work should be prepared by those who have as broad\nand scientific knowledge of their field, and the methods and practices of\nthe classroom in presenting such work, as the person who prepares the\nmaterial for a textbook.\nThe best scientific knowledge of classroom work\nwhich we possess today should be applied to our methods of visualization\nand to the preparation of visual material.\nThere are practical and economic questions which must be considered\nif a sound and adequate program of classroom films is to be developed.\nMost important of all is the necessity of providing classrooms with films\nwhich are made from safety stock or slow burning material.\n‘The introduction of films in classroom services means that large numbers of these\nwill ultimately be used and will be stored in school buildings.\nProvision\nfor storing will be made, of course, by building fireproof vaults.\nEven\nthen, many films used in the schools will be on desks, in projecting machines, etc., in rooms where there are children.\nEvery precaution should\nbe taken to safeguard the children from possible fire hazards and to protect\nthe school property.\n“Che 16 mm. films are all made from the safety stock,\nand insofar as possible the films used in the schools should offer the protection afforded by those made on acetate or slow burning stock.\nAnother important question is that of cost.\nIf films are to be used\ngenerally in the school they must be produced at a much lower cost than\nnow prevails.\nI do not mean that “cheap” films should be made.\nHigh\nstandards of technic must be maintained, and at the same time films produced which may be made available to schools at prices which the school\nauthorities may feel justified in paying. A 16 mm. film of 400 feet is the\nequivalent of 1000 feet of standard film.\nIn the cost of material, therefore, we get a reduction of approximately 80 percent at the very outset.\nPictures may be taken on the standard size and reduced to the 16 mm.\nThe reduction process gives sharper lines, and therefore a better picture.\n\n"}
{"page": 962, "printed_page": null, "text": "958\n\nNATIONAL\n\nEpUCATION ASSOCIATION\n\nee\nee\n\nThe 16 mm. film will produce a picture 5 x 6 feet which is ample for\n‘The wide use of this size film furnishes ample proof\nclassroom work.\nI think there is no dispute on this point.\nin support of this statement.\nIf the film is for classroom work, the 16 mm. will serve the purpose of the\nclass equally as well, and even better in many particulars, than the standard\nfilm. From the standpoint, therefore, of service, from the vitally important viewpoint of safety to the children, and from the standpoint of\neconomy, the 16 mm. film should be used in making classroom films.\nWe are all accustomed to saying that visual education renders a vital\nservice in classroom work.\nWe may all feel that this is true.\nWe are\nnot, however, justified in making the large expenditure for this service\nin the schools which is required unless we have conclusive proof of its\n\nvalue. Are films an effective agency in classroom work?\nCan a teacher\nachieve better results by the use of the film than she can without it? Do\nthe increased results in the classroom justify the expenditures required for\nthe use of films? Are the accomplishments in education increased by the\nuse of the films?\nDo the children get clearer ideas, more lasting impressions, and a larger vision of the subject under consideration by the use\nof the film than without it? Here again are not only practical questions,\nbut here are vital, scientific, and professional questions to be determined.\nThe evidence should be convincing.\n‘The results obtained should prove\nso conclusively the effectiveness and advantages of the films that the public\ngenerally wi:l appreciate such service, and school authorities will feel justified in supplying it. It is the obligation of those who have faith in the\nfilm, who are believers in its usefulness, and who are convinced of its\nefficiency, to demonstrate beyond question that the film is capable of and\nmay render this very important service.\nYou all know that I represent the Eastman Kodak Company.\nFurthermore, you appreciate, I take it, that the invitation to me to speak at this\ntime was extended because I am associated with an enterprise in classroom\nfilms now being conducted by that company.\nI have no hesitation under\nthese conditions to speak briefly of it.\n.\nThe Eastman Kodak Company is making fifty films, thirty in geography,\nfifteen in general science, and five in health.\nThe geography films will be\nlimited to the United States and to the fifth and sixth grades of school\nwork. ‘The general science and health films will be limited to the junior\nhigh school division. The scenarios upon which these films are based are\nbeing prepared by practical teachers, teachers of university training and of\nlarge experience in school work in their respective fields. These teachers\nhave worked in groups.\nFor instance, three of such teachers in geography\nhave prepared geography scenarios.\n‘They first met with our staff to\ndiscuss in general the subjects on which films were to be made.\nGeneral\nprinciples to be followed were agreed upon.\n‘The members of this group\nthen prepared their first draft of a scenario.\nA conference followed in\nwhich the work was criticized and conclusions were reached as to how it\ncould be improved.\nA new draft was prepared and another conference\n\n"}
{"page": 963, "printed_page": null, "text": "THE DeparTMENT\n\nOF VISUAL\n\nINSTRUCTION\n\n959\n\nfollowed.\nThis procedure was continued until an agreement was reached\non the final form and substance of each scenario.\nMany of them passed\nthrough nine different revisions before they were in acceptable form.\n‘The scenarios are then subjected to a critical examination by two of the\nleading experts of the country.\nWe have selected for this critical service\nFrank N. Freeman, of the School of Education, The University of Chicago,\nand Ben D. Wood, of Columbia University.\n‘These experts examine these\nscenarios from a psychological and scientific standpoint.\nIf they find\ndefects, a discussion follows with our staff and an agreement is reached on\nthe modifications which are to be made.\nA teacher’s guide will be prepared for each film. ‘This guide will contain\na statement of the area or material covered in the teaching unit to which\nthe film is related.\nIt will contain general suggestions to the teacher of\nthe relation of the film to the subject and of the general and specific use\nthat is to be made of the film. ‘The film, of course, will be used at the\ntime when the subject to which it relates occurs in the curriculum and is\nregularly reached in the classroom work. There is to be no interference\nwith the regular order of the school work.\nTests will be made, under recognized professional procedure, by leading\nexperts in the country, whose work and experience have given them the\nconfidence of the teaching profession, to determine whether or not such\nfilms are an effective agency in classroom work and will justify expenditures\nto make them available to the schools.\n“These experiments, which will\ncover the entire year, will be conducted in the following twelve cities:\nNew\n\nChicago,\n\nYork\n\nIll.;\n\nCity;\n\nNewton,\n\nDenver,\n\nColo.;\n\nSan Diego, Calif.; Kansas\n\nMass.;\n\nWinston-Salem,\n\nAtlanta,\n\nCity, Mo.;\n\nGa.;\n\nLincoln,\n\nN.\n\nC.;\n\nRochester,\n\nNebr.;\n\nOakland,\n\nN.\n\nY.;\n\nCalif.;\n\nDetroit, Mich.\n\nA room in each of four buildings has been set apart in each of these\ncities. [he experiments will be carried on, therefore, in forty-eight different classes.\nEach of these rooms will be equipped with a projection machine, shades,\nscreens, etc., and the films will be supplied as rapidly as they are completed\nafter September first next. “The entire expense in conducting this enterprise, including the compensation to experts making the tests and other\nservices, as well as the equipment of the rooms and the cost of producing\nthe films, will be borne by the Eastman Kodak Company.\n‘The company\nannounced at the outset that it would neither sell nor rent these films during the experimental period.\nIf, at the close of the experiments, professional teachers announce that\nthe results are satisfactory, that the film is an efficient agency in classroom\nwork and the cost is such that school boards may feel justified in supplying their schools with this type of equipment, the Eastman Kodak Company will proceed with the development of a film library adequate to the\nneeds of the educational institutions of the country from the kindergarten\nthrough the public school system and on through the colleges and universities.\n\n"}
{"page": 964, "printed_page": null, "text": "NATIONAL\n\n960\n\nTHE\nANNA\n\nEDUCATION ASSOCIATION\n\nPEDAGOGICAL POSSIBILITIES OF MASS\nTION WITH MOTION PICTURES\nV. DORRIS,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nSAN\n\nINSTRUC-\n\nFRANCISCO,\n\nCALIF.\n\nSince there may be a few in the audience who are just becoming interested in this new problem in education, I should like, first, to emphasize\nthe fact that visual instruction, as interpreted in the educational field today,\ninvolves many types of visual experiences, such as taking pupils on excursions to gain first-hand information, the use of flat pictures, exhibits, maps,\nglobes, graphic and pictorial charts, the stereograph with its third dimension,\nthe stereoptican slide, the film slide, and lastly, the motion picture with its\nappealing quality of motion which so captivates us all.\nAlthough the motion picture is the main theme for discussion in these\nmeetings, I should like to have you bear in mind that each visual aid mentioned renders a specific service in the teaching process.\nIn developing\ncertain problems in teaching the various subjects of the curriculum, often\nseveral types of visual materials may be used very effectively before satisfactory understanding can be brought about.\nI will endeavor to illustrate\nthis broader use of visual materials as I proceed in this discussion.\nSince the motion picture possesses that realistic quality of motion, it is\nthe nearest approach to first-hand information, and is therefore capable\nof bringing a greater degree of satisfaction than any other visual aid.\nThe development of the motion picture is one of the greatest achievements of modern times.\nIt surpasses all other pictures in educational\npossibilities.\nIts great value is largely due to its power to communicate\ndefinite information to all types of peoples alike, literate or illiterate.\nIt\nmatters not what the nationality or language may be, the pictured illustration of motherhood, of scenic beauties, of processes and activities convey\nthe same meaning to all minds the world over.\nBut the motion picture as an educational factor is still in its infancy.\nIt was first presented to the world less than 30 years ago, and yet it has\nbecome the most powerful influence in society today.\nIt is utilized by\nthe commercial and industrial world as the most effective means of advertising, it has monopolized the theater, it has invaded the church, the school,\nand the home.\nEducators and the “intelligent public’ have begun to study\nthis modern invention in a new light and are recognizing its great educational possibilities for both old and young.\n‘They not only see it as the\nmost effective universal educator the race has ever known, but they also\nrecognize that due to its complexity and newness it must be studied most\ncarefully and extensively in order to determine how best to ‘use it as a\nmeans of conveying knowledge to young children.\nThere are two definite reasons why educators should give serious consideration to the motion picture as an important factor in public school\neducation.\nLirst: Motion pictures have already found a prominent place\nin many educational institutions, and their influence is growing daily with\n\n"}
{"page": 965, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VISUAL\n\nINSTRUCTION\n\n961\n\nunprecedented rapidity. “They are with us permanently, and every thinking educator acknowledges their tremendous latent possibilities for both\nclassroom and for larger group or mass instruction.\nThousands of dollars\nare being expended every year by hundreds of schools all over the country\nfor motion picture equipment.\nAre these public school funds being spent\nwisely?\nIn a few cases, yes; in many cases, it is doubtful.\nSecond: ‘The misuse and abuse of the motion picture in many public\nschools seems not only serious but dangerous to educational growth.\nThis\nconstant misuse must be attributed largely to a lack of knowledge of fundamental principles governing modern pedagogy and overenthusiasm regarding the possibilities of this new and novel device.\nThe prevailing custom in many systems of circuiting among schools\nmotion pictures which have been chosen by some individual or group because they were decmed of educational value from an adult standpoint\nseems not only contrary to good pedagogy but an actual waste of time\nand money.\nIt is not unique, but rather seems to be a common custom in various\nparts of the country, to find a time allotment for visual instruction set\napart as if it were a separate subject on the daily program.\nUsually the\nlessons are given in the auditorium.\nAnd here I have found great masses\nof children from all grades, or several grades at least, actually being entertained, in a sense, by one, two, or more motion pictures which are supposed\nto contain valuable information, from an adult point of view, that children\nought to know.\nOccasionally I have found that reels have been substituted for the ones booked on account of some difficulty at the distributing\ncenter, and as a result often inappropriate and quite embarrassing experiences are unintentionally exposed on the screen.\nHowever, this involves a dificult problem, and for the most part films\nare carefully previewed and contain excellent educational information and\nwould be of tremendous value if they only could be used at the psychological\ntime in the teaching process to help solve problems and meet real needs of\ndefinite groups of boys and girls. But I cannot see the wisdom of requiring or even permitting boys who are wholeheartedly interested in the problem of transportation through the Panama Canal and the operation of those\ngreat locks, for instance, dropping that interest to pass with many others\nto the auditorium to be exposed to a wonderful picture of the “Monarch\nButterfly” or “Picking Cotton in the Southern States.” ‘These boys are\nnot interested in butterflies or the cotton industry, and probably never\nhave been, so naturally genuine interest is lacking and we are encouraging\nhabits of divided attention and reducing visual instruction to the level\nof entertainment, especially where there is not follow-up work afterwards\n\nin the classroom.\n:\nTrue, the pictured experience might have been so gripping and fascinating that it may have stimulated a new unforeseen interest among some or\n‘The time may not have been wasted exactly, but was it spent to the\nmany.\n\n"}
{"page": 966, "printed_page": null, "text": "962\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nHow much more vital and helpful to those particular\nbest advantage?\nboys if their specific needs and interests could have been met at this time\nand they could have had the experience of seeing a few colored slids or a\ngood motion picture of the Panama Canal in their own room or even in\nthe auditorium if necessary, but where they could be alone with their\nproblem and teacher, where that intimate informal contact could not be\nIn\ninterfered with by the presence of others with such varied interests.\nare\nquestions\nsuch a natural situation readiness is there, interest is keen,\nasked, important points emphasized, and every puzzling problem may be\nsolved and even new problems may be discovered that will necessitate more\nstudy and research on the part of each individual, and it may even necessitate viewing the same slides or film again before complete satisfaction is\ngained.\nThe great danger from an unwise or too extensive use of visual aids is\nthat the experiences essential to real growth and power shall not be provided for in the teaching situation.\nWe cannot expose children, or even\nadults, to pictures, be they ever so appealing and captivating, and delude\nourselves into thinking that such exposures and superficial contacts will\nprovide fundamental and lasting results.\nPsychologically, we know this is contrary to all laws of learning. While\nstimulating educative situations is the first concern in the educative process,\nthe second concern is effortful response involving prolonged attention.\nGenuine interest guarantees attention and opens the way for educative\nopportunities and possibilities. But whether the educative environment\nwith its rich stimuli and impressions produces any fundamental educative\neffects depends on the intensity of the appeal and concentration of attention,\nwhich must be deep enough and prolonged enough to call forth reflective\nthought and reasoning.\n‘Through this sustained interest, which demands\neffortful thinking on the part of each individual, there may be kindled a\nburning desire to know more and a longing to do and achieve until perfect\nsatisfaction is accomplished.\nWith suitable encouragement and guidance this results in meaningful\nactivity and effortful work, accompanied with a certain degree of struggle\nand trying such as may be necessary to achieve the goal. This brings us\nto the third step in the learning process.\nIn order that fundamental learning may finally take place and deep and lasting impressions be made, individuals must be allowed to express themselves and constantly make use\nof knowledge gained.\nIn other words, when knowledge actually functions\nin daily living, life is truly enriched and growth and power are acquired.\nOne of the great dangers which confronts this movement of visual instruction in the public schools is this confusion of entertainment with careful learning.\nIt is regretable that too frequently attempts are made to\nuse such appealing visual devices as a substitute for, rather than as supplementary to, the oral and written method of gaining knowledge.\n\n"}
{"page": 967, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VISUAL\n\nINSTRUCTION\n\n963\n\nSuch a powerful educational means as the motion picture must find\nits legitimate place in our educational system.\nWhen such modern devices are common and necessary in the home and\nbusiness world, and have actually become a part of life itself, the school\nas a social institution cannot content itself with using obsolete methods\nand antiquated equipment and expect to gain any degree of efficiency in\ntraining boys and girls to meet problems of current life.\nEducators in general are primarily interested in the motion picture as\nan aid to classroom teaching, but there is a legitimate place in the public\nschool for mass instruction with the motion picture.\nDue to the size and definiteness of the screen picture, it matters not\nwhether it is being viewed by 20 or 200 individuals.\nWhether any actual\nlearning takes place depends entirely upon the preparation and attitudes of\nmind of the individuals themselves.\nThere are many subjects that are of general interest to children of\ndifferent ages.\nCertain lessons in natural science, health, safety first,\ncurrent events, and the like can be taught to large groups as well as to a\nfew individuals, providing the lessons are well planned and the procedure\nis such that actual learning is provided for. Some schools have been carrying on most effective work along this line.\n‘There are many instructive programs that can be planned, not only for\nthe elementary schools but for the junior high and senior high schools as\nwell.\nFilm lessons on current events, natural science, or a study of the\ngreat benefactors of our nation, such as Washington, Lincoln, Roosevelt,\nEdison, and others, are worthwhile.\n‘There are excellent motion pictures\non the market today concerning such subjects and these are being used by\nmany schools.\nSuch film lessons insure a far deeper impression on the\nminds of children than any story from the printed page can possibly make.\nThe film brings the students into the very presence of the great benefactors themselves so that they both see and feel deeply as the life story\nis picturized on the screen.\nIn conclusion, may I emphasize again that the possibilities for mass\ninstruction with the motion picture are great indeed, providing: that the\nsubjectmatter is well chosen and adapted to the mental level of the pupils;\nthat the pupils have a background for understanding and appreciating the\n‘content of the film; and that ample opportunity is given for discussing and\n\nusing the knowledge gained after the film has been shown.\nSo today we must look upon the motion picture as one of the outstanding\ninventions of modern times, and it must be reckoned with as one of the\ngreatest educative forces of contemporary life. It is ours to use as we will,\nbut it is new, complex, and as yet far from ideal for ordinary classroom\nuse, but it is the duty of every educator to study it and exert every effort\nto help perfect the film to meet the public school needs.\nPerfection takes\ntime, energy, and money.\nProducers and manufacturers need encouragement rather than criticism, thus it is a cooperative piece of work.\n\n"}
{"page": 968, "printed_page": null, "text": "NationaL\n\n964\n\nMOTION\nCOLONEL\nMOTION\n\nJASON\n\nEpucaTion\n\nASSOCIATION\n\nTO\n\nPICTURES IN THEIR RELATION\nSCHOOL CHILD\nS. JOY,\n\nPICTURE\n\nDIRECTOR,\n\nPRODUCERS\n\nAND\n\nPUBLIC\n\nRELATIONS\n\nDISTRIBUTORS\n\nOF\n\nIN\n\nTHE\n\nHOLLYWOOD,\n\nAMERICA,\n\nINC.\n\nThe motion picture today is catering to the American family. That\ndoesn’t mean that every picture is to be made entirely suitable for the\n12-vear-old child, but it does mean that the motion picture industry is\ndetermined that the prevalent type of book and play about which you\nperhaps know too much already does not become the prevalent type of\nphotoplay.\nIt was this determination—a determination to establish and maintain the highest possible moral and artistic standards of motion pictures—\nand to put the motion picture to as many uses for the public good as\npossible that the Motion Picture Producers and Distributors came into\nbeing five years ago, with Will Hays as its president.\nThe industry has been concerned for some time now in finding out\nexactly what the effect of pictures is—on behavior, as an educator, and as\na force for good.\nFortunately, the department of psychology of Columbia University was\nsimilarly minded and, on its own initiative, is now carrying on an extensive study, the first tentative findings of which may be presented to you.\nMen of much training are engaged in the study, and their findings are\nimmensely interesting.\nOne of the questions asked was: How many children go to the movies\nand how often do they go? (Quoting from the tentative report, signed by\nR. S$. Woodworth for the Columbia group:\nA public school in one of the poorer sections of New York City was selected\nfor investigation.\nThe teachers in this school were asked informally how frequently their children attended the movies, and the reply was often to the effect\nthat “they all go every day.” Then the children, about 1750 in all, were asked how\nmany times each had attended in the preceding two weeks.\nThe results were\nastounding to the teachers of these children, for the average attendance per child\nwas only 1.15 times per week.\nIn August, 1926, we made what seemed a fairly adequate sampling of motion\npicture audiences in New York City. Twelve theaters were selected of varied\nlocations: two in the main theater districts of Manhattan; five in more local\ntheater districts, in Harlem, on Lexington Avenue near 42nd Street, two in Brooklyn, and one in Newark; four in residential districts of Manhattan and the Bronx;\nand one in a suburban village (Mamaroneck).\nThe total attendance at each of\nthese theaters was counted on three full days by one or two enumerators, who\nwere allowed to sit near the entrance with slips for checking all who entered.\nEach person who entered the theater was checked according to sex, and as belonging (by inspection) in one of the following age groups: under 4 years, 4-7,\n8-12, 13-16, above 20. ‘The enumerators were selected and trained for accurate\nwork, and their totals for each day, checked against the box office, indicated\na high degree of accuracy.\nThe counts were made at each theater on Monday,\nWednesday, and Saturday of one week.\nThe total attendance checked was over\n\n"}
{"page": 969, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VISUAL\n\nINSTRUCTION\n\n965\n\nooo\nees\n—\n\n150,000\n\npersons.\n\nIn each\n\nof the theaters\n\nthe\n\nmajority,\n\nand\n\nusually\n\nthe\n\ngreat\n\nmajority, of persons in attendance were judged to be over 20 years of age, and\nthe next largest age group was from 17 to 20. A brief indication of the results\ncan be gleaned from the following proportions obtained for children under 17:\nIn the Manhattan theater district the proportion was\n3.4\nIn the more local theater districts “\n¢\nmx\n7.4\nIn residential urban districts\na\n“\n“8.0\nIn the suburban village\nP\na\n“ 31.8\n\npercent\npercent\n\npercent\n\npercent\n\nThe general run of urban picture houses is probably well represented by the\nnine remaining theaters, with a total attendance for the three days of 97,000, of\nwhich total about 8 percent were under 17 years of age.\nAs an approach, though not a very close one at first, to the problem of the\ninfluence of motion pictures upon children’s behavior, we have sought to ascertain\nwhat and how much of the material presented is perceived, understood, and remembered by children of different ages, as well as by adults.\nQuite possible, for\nexample, a sex situation which would make quite an impression upon an adult\nwould pass over the child’s head.\nAll that we can certainly learn from our results at the present moment is that\nchildren under 12 years of age certainly fail to get a large share of the events\nof a picture which appear essential to the story from the adult point of view.\nWith still younger children, this fact often comes out very amusingly when in-\n\nquiries are made as to what a child liked in a given picture.\npart of the story is missed\n\nOften the absorbing\n\naltogether.\n\nApropos of this study is a similar study made at the Horace Mann High\nSchool and reported by Mary Allen Abbott, instructor in photoplay composition, Columbia University Home Study. ‘The questionnaire was presented to the boys and girls of Horace Mann High School a week after\nChristman recess, a period of more or less movie going.\n“The answers\nshowed that 11 percent of the boys and 13 percent of the girls did not go\nto the movies at all during the Christmas holidays. ‘The other children\nwent on an average of 3 times during that period.\nA number of pictures were listed and the students were asked to select\nthe ones they like best. I shall read you the first ten selections made by\nthe boys: Beau Geste, The Big Parade, Old Ironsides, Ben Hur, The Better ‘Ole, The Winning of Barbara Worth, Variety, The Four Horsemen\nof the Apocalypse, The Scarlet Letter, The Sea Beast. The first ten liked\nby the girls were: The Big Parade, Ben Hur, Beau Geste, Old Ironsides,\nThe Vanishing American, The Scarlet Letter, The Better ’Ole, The Winning of Barbara Worth, Stella Dallas, Brown of Harvard.\nThe comments, according to Miss Abbott, showed that the boys and girls\nall look for action, plot, and suspense in a screen showing.\nMost of the\nreasons which both boys and girls gave for disliking Grass were that it\n“Jacked plot”; there was in each case a comment “too educational”; and\none girl gave this curious objection to Nanook—“‘lack of stars.”\n\nThe girls of Horace Mann High School have, or at least express, a\ngreater sensitiveness to ethical questions; they like to have their sympathies\nappealed to and their good taste not offended.\n‘They also prefer the\nheroine of romance to the comedian. ‘The boys show more knowledge of\n\n"}
{"page": 970, "printed_page": null, "text": "NaTIONAL EpucaTION ASSOCIATION\n966\ne\nee\n\nthe problems of filming; they are more inclined than the girls to consider\neach film on its merits as a production.\nThe similarities are as striking as the differences. The general standing is high for story, acting, and setting for both the boys and girls. Both\nare sensitive to pictorial effects. Both are impatient of over-exaggeration\nwhether in the detail of the story or in the expressing of emotions. In fact,\ntheir standards for judging a film seem to be much like those of cultivated\nadults with one striking exception—the comments on Grass and Nanook\nas well as the comments on the films liked show a consistent like for plot\nwith action.\nAmong the boys particularly are some very good screen critics. Whatever may be said against the habit of movie going, these Horace Mann\nHigh School pupils seem to have used the movies as a school of dramatic\ncritics, and to have formulated for themselves standards and an interesting\n:\nbody of opinion.\nGoing further to draw from a psychological study of pictures written by\nDr. Carl Lashley and Dr. John B. Watson for the United States Interdepartmental Social Hygiene Board in which a reaction to the specific\npicture, Fit to Win, was noted, this interesting observation is made in\nthe summary:\nNo lasting effects upon behavior were found. The retention tests show that the\nmain facts were remembered very well for periods up to five months, but there is\nno indication that behavior is modified significantly. Interest dies out rapidly and\nthe picture seems to be forgotten as quickly as the average motion picture devised\nsolely for amusement.\n\nYoung people, according to James E. West, Chief Scout Executive for\nthe Boy Scouts of America, wants thrills and action. ‘These are perfectly\nnormal cravings and should be and must be satisfied. The right sort of\nmotion pictures provide the right sort of thrills and the right sort of action.\nYou have seen children at motion picture theatres laughing and skipping\nand squealing and exchanging what they consider repartee. You have seen\nthem sitting on the edge of their seats watching the actual motion on the\nscreen. ‘Those children are getting facts and information which they are\nstoring up. Geography becomes a panorama and history a series of thrilling stories. Science is a veritable wonderland.\nBoys especially want to know how “things” are made, what makes a\nwatch go. They are natural tinkerers. The moving picture camera explains many things to him and his interest is sustained while his information is increased.\nMore and more pictures are being used to teach athletics. The slow\nmotion films allow for every detail of action in a game of tennis or a football match or in running, jumping, or diving. Interest in natural sciences\nis likewise stimulated and under the camera’s eye chemical reactions, bird\nlife, animals in their natural habitats, rock formations, all phenomena of\nnature are revealed to the budding mind of the child.\n\n"}
{"page": 971, "printed_page": null, "text": "THE DEPARTMENT\n\nOF VISUAL\n\nINSTRUCTION\n\n967\n\nEven more important is the effect of motion pictures on assimilation of\ncurrent history. Hardly a news event of importance in the world today\ntakes place without having a news reel camera focussed upon it. The\ninauguration of the presidents, the war, the signing of peace, the flight of\nLindbergh, all of these things are captured and held for the child to see\nand share in. Through them the child lives in a dozen worlds at once.\nMrs. Clara Tree Major, director of the Children’s Saturday Morning\nTheatre, spoke recently of what the motion picture can mean to smaller\nchildren. She spoke of the part pictures play in giving children a knowledge of other children, the part they play in giving children a knowledge\nof birds and plants, and then the part the pictures play in giving children\nfairyland.\nAny workers with children know how important it is to, keep them\nenthusiastic.\nChildren must go from one enthusiasm to another.\n‘They\nbecome hero worshippers.\nAnd the screen gives them heroes to worship.\nNot long ago, a group of school boys were asked to name the greatest ten\nmen in history.\n“Iwo of the ten named were popular motion picture\nactors, and one of them stood above Napoleon, long an idol of boyhood.\nThe heroes on the screen, let it be remembered, always defend the weak,\ndefeat the villains and triumph in the end through the exercise of manly\nvirtues.\nThe motion picture in turning to the “classics” for its story material,\nhas told so entertainingly the stories involved that hundreds and thousands\nof people have been sent to their books to find out if such a story is really\nwritten there. ‘To the surprise and surely to the joy of these aroused minds,\nthe classics have been revealed in entirely new lights. For the first time\npeople have begun to look on them as real books and to realize that just\nbecause the dust of a few centuries has gathered on the covers there is no\nreason why the contents shouldn’t be fresh and palatable. Once convinced\nthat the term ‘“‘classic” is complimentary and not an opprobrium, the\nreader is admitted to a new realm of reading through which he may browse\nwith infinite relish for the rest of his days.\nThe habitual reading of fine books has come heretofore from the intellectual, if not from the social or financial, aristocracy; but within the past\ndecade the habit of reading has reached through the upper strata and has\nbecome a universal necessity where formerly it was a luxury.\nThis growing intimacy between the motion picture and the book has\nmet with general although not universal approval. There have been those\nwho feared that many people would “take their reading out in looking,”\nbut those same people no doubt feared that the phonograph would mean\nthe abolition of orchestras and that the free library would spell the doom\nof booksellers.\nThe New Jersey Library Association tells graphically the story of the\nincrease in reading due to films. Productions for the screen, it was said,\n\n"}
{"page": 972, "printed_page": null, "text": "NaTIONAL EpUCATION\n968\na\na\n\nASSOCIATION\neS\n\nsuggest new lines of thought, stimulate interest in new nations, and bring\ninto prominence and favor many of the classics. Hence a desire for reading\nis increased.\nMore books were borrowed for study last year in New Jersey, according\nto the report, than ever before, the number lent showing an increase of\n34,000 over that of the preceding year. And the demand was for a higher\nstandard of book than formerly, too, and the greatest demand was for\nhistorical novels. ‘Many of the old standard works have been brought\nback into favor and prominence,” the report read.\nBooks on the shelves of libraries make it possible for men to attain a certain amount of knowledge and information by hard work and application. But the moving picture presented as an amusement, will in a few\nyears make it impossible for any average man or woman to remain ignorant.\nIn recent months, there has been a decided tendency on the part of educational institutions to “take up the movies.’’ Columbia University, Harvard, several of the western universities, and many high schools have\ndeveloped plans whereby instruction in motion picture technology, motion\npicture business methods, and motion picture appreciation has become a\nregular feature of the curriculums.\nColumbia University, for instance, has under consideration now a plan\nwhereby a school of motion picture technology would be established at\nwhich instruction would be given.in chemistry, architecture, photography,\njournalism, and kindred subjects pertinent to motion picture production and\ndistribution.\nBoth Nicholas Murray Butler, president of Columbia, and\nMr. Hays have appointed committees to consider the matter further.\nHarvard has already established motion pictures as a part of the curriculum in the graduate school of business administration.\nIn the last few\nmonths a series of lectures on the various departments of the industry were\ndelivered by representative men of the industry, beginning with Mr. Hays.\nThree reasons assigned by the Harvard business school for such a course\nare that there is a growing need and opportunity for trained business men\nin the motion picture industry; that influence of films in this country and\nelsewhere is too great to be overlooked ;and that the motion picture industry\nserves as an illustration of an industry which has grown so rapidly that all\nstages of its commercial development may be clearly traced.\nGoing still farther, and in an even more important direction we feel,\nHarvard University has established a library and archive of films in the\nDepartment of Fine Arts. Reading from the announcement made by the\nHarvard authorities two months ago:\nIn the belief that the achievements in motion pictures deserve recognition as\npart of the cultural development of the country and must be considered\nin any\nserious historical and technical study of the art, the Department of Fine\nArts of\nHarvard University, in association with the Fogg Museum and the University\n\nlibrary, plans to establish immediately a library and archive of films.\n\n"}
{"page": 973, "printed_page": null, "text": "THE\n\nse SoBe\nWith\n\nDEPARTMENT\nea\n\nthe cooperation\n\nof Will\n\nOF VISUAL\nee\n\nH. Hays,\n\nINSTRUCTION\nee\n\nPresident\n\nof the Motion\n\nPicture\n\n969\nPro-\n\nducers and Distributors of America, Inc., and of the producers themselves this\ncollection will be formed to serve the double purpose of recording the evolution\nof the moving picture from its beginning to the present day, and of selecting\n\nannually those films which are deemed worthy of preservation as works of art.\nIt is hoped that it will be possible to use as criterion of choice the harmonious\n\nsynthesis of pictorial, narrative, dramatic, and histrionic qualities. ‘The collection\nwill undoubtedly be augmented eventually by the addition of cinematographic\nliterature.\nThe purpose is not to cover the field contemplated by the archive in\nWashington for preservation of historical and current event films.\nIn order to constitute and operate this archive a committee of the Harvard\nFaculty, acting as a jury of award, after gathering from all available sources representative films of highest quality of the past, will select in January of each year\nthe films of the preceding twelve months which, in its judgment, should be included in a library of this character.\nThe announcement of its selections will be\nmade public on March 1st of each year.\nThe enterprise contemplates also an\nannual or semi-annual formal presentation before members of the university and\n\ntheir guests of the chosen films.\n\nSECRETARY'S\n\nMINUTES\n\nSeattle Meeting\nThe two sessions of the department were\naccordance with the following schedule:\nGENERAL\n\nSUBJECT\n\nheld\n\nat the Garfield\n\nHigh\n\nSchool\n\nin\n\nFOR DISCUSSION\n\nThe Motion Picture in the Life of the Child\nFirst Session—Wednesday,\n\nJuly 6th, 2 P. M.\n\nGREETINGS TO THE DELEGATES\nErnest L, Crandall, President.\nTHE Morion\n\nPicrure\n\nAs A FACTOR\n\nIN THE\n\nDEVELOPMENT\n\nOF YOUTH\n\nProf. Arthur R. Lovejoy, of the University of Washington.\nCLASSROOM FILMS\nDr. Thomas E. Finegan,\n\nformerly\n\nSupt. of Public Instruction\n\nof the State of\n\nPennsylvania.\nFirmM—Tuirty YEARS IN Morion PICTURES\nDepicting the development of the motion picture in all its phases, shown fot\nthe first time on the Pacific Coast, through the courtesy of Motion Picture\nProducers and Distributors of America.\n\nSecond\nPEDAGOGICAL\n\nAnna\nGAINS\n\nPossiBILirres\n\nOF\n\nMass\n\nIN EDUCATIVE\n\nPROCESS\n\nFROM\n\nJuly 7th, 2 P. M.\n\nINSTRUCTION\n\nV. Dorris, State Teachers\n\nH. B. Wilson,\n\nTHE\n\nSession—Thursday,\n\nWITH\n\nMotion\n\nPIcTuRES\n\nCollege, San Francisco, California.\n\nUSING\n\nVISUAL\n\nSupt. of Schools, Berkeley,\n\nAIDS\n\nCalifornia.\n\nPRODUCER AND THE PUBLIC\nCol. Jason S. Joy, Director of Public Relations, of the Motion\nducers and Distributors of America, Hollywood, California.\n\nReports\n\nof Committees—Election\n\nof Officers\n\nFirMs—THE VISION\nPrize film in colors based on Sir John Millais’ famous\n\nCLIMATE\nNew\n\nFox-hour\n\nstudy and other educational\n\nreels.\n\n4\npicture,\n\nPicture\n\nPro-\n\n"}
{"page": 974, "printed_page": null, "text": "970\n\nNaTIONAL\n\nEpUCATION ASSOCIATION\n\nUnder Reports of Committees, the following matters were disposed of. The\ncommittee on the listing of educational films, A. G. Balcom, Newark, Chairman,\nreported that it would shortly have ready for publication an authoritative list\nof material, all generally available throughout the country, and all thoroughly\ntested by classroom application.\nThe executive committee was authorized to seek\n\npublication of this material in the Journal of the National Education Association,\nand, failing that, to adopt such means of publication as it deemed expedient. The\nCommittee on Foreign Relations, Olive M. Jones, New York City, Chairman,\nported that a group meeting on visual instruction has been arranged for\n\nrethe\n\nToronto meeting of the World Federation of Education Associations and was\nauthorized to work for organized and systematic contacts with work and progress\nin this field in other countries. The report of the committee of the revision of the\nconstitution, held over from last session in accordance with the constitution, was\ntabled.\nThe following officers were elected for the ensuing year: President, Mrs. Anna\nV. Dorris, State Teachers College, San Francisco, Calif.; Vicepresident, Charles\nRoach, Director of Visual Instruction, Los Angeles, Calif.; Secretary-Treasurer,\nDudley Grant Hayes, Director of Visual Instruction, Chicago, Ill.; Member of\nExecutive Committee, Miss Carrie Brown, Director of Visual Instruction, Portland,\nOregon; Ernest L. Crandall, Director of Visual Instruction, New York City.\n\n"}
{"page": 975, "printed_page": null, "text": "The Department of Vocational Education\n\n"}
{"page": 976, "printed_page": null, "text": "HE DEPARTMENT OF VOCATIONAL EDUCATION Was\norganized as the industrial section at Minneapolis, Minn., 1875.\nSee Proceedings 1875:100.\nThe name was changed in 1890 to the Department\nof Industrial and Manual Training.\nSee Proceedings 1890:758.\nIn 1899 the name was changed\nto\nthe Department of Manual Training. See Proceedings 1899:556.\nIn 1914 the name was changed to\nthe Department of Vocational Training and Practical Arts. See Proceedings 1914:565. 'This Department cooperates with the National Vocational Guidance Association and with the National Society for\nVocational Education.\nThe officers of this Department for the year 192728 are: President, R. O. Small, Director of Vocational Education, State Board of Vocational Education, Boston, Mass.; Vicepresident, O. D. Adams,\nState Supervisor of Trade and Industrial Education,\nSalem, Oreg.; Secretary, J. EH. Painter, Director of\nManual Arts Education, Public Schools, Minneap-\n\nolis, Minn. Facts relating to the establishment of\nthis Department and the record of meetings are to\nbe found in earlier volumes of Proceedings, as follows:\n\n1914 :565-625\n\n1917:431-473\n\n- 1915:815-847\n1916:461-517\n\n— 1918:249-271\n=:1919:271-281\n\n1920:269\n\n1923 :1025-1043 1925 :872-913\n\n1921:851-858\n1924:987-1015\n1922:1465-1483\n\n[972]\n\n1926:963-996\n\n"}
{"page": 977, "printed_page": null, "text": "A VOCATIONAL AND PRACTICAL ARTS EDUCATION\nPROGRAM FROM THE STANDPOINT OF THE\nCITY VOCATIONAL DIRECTOR\nO.\n\nH.\n\nDAY,\n\nDIRECTOR\n\nOF\n\nPUBLIC\n\n[ formulating\n\nVOCATIONAL\nSCHOOLS,\n\nany program\n\nEDUCATION\nKANSAS\n\nof vocational\n\nCITY,\n\nAND\n\nPRACTICAL\n\nARTS,\n\nMO.\n\nand practical\n\narts education\n\nit is first necessary that the outstanding characteristics of the city be\nA studied. It is always a mistake for our city to merely copy the program\nof another, because there are no two where existing conditions are alike.\nOur school district has a population of 483,000, scattered over a rather\nwide area.\nFrom a commercial and industrial viewpoint, Kansas City\nwould be classed as a center of distribution.\nIt is true that we have\na number of rather large industries, either in our city or across the state\nline in Kansas City, Kansas, drawing largely on our citizens for their workers. Among these industries you will find large packing plants, the second\nlargest stockyards in the world, soap factories, steel tank factories, sash\nand door factories, elevators, flour mills, and a number of large printing\nestablishments.\nHowever, Kansas City is largely noted for her wholesale\nand jobbing business. Our city is commonly referred to as ““The Gateway\nto the West,” because a number of the transcontinental and western railroads pass through our station, and form a system of distribution to the\nwest and southwest territory.\nFrom the above very brief description it is easily evident that our population spreads itself over a great many occupations, and that no one industry\nis dominant as in some cities, where steel or some such product is the controlling factor.\nKansas City is growing at a very rapid rate, hence the\nbuilding industries are very prominent, and in view of the fact that it is a\nvery large center of distribution, the commercial and clerical pursuits occupy a prominent position.\nOur school system begins its activities in the kindergartens, which are\noperated as a unit of the public schools, and proceeds through the grade,\nhigh, and trade schools, offering in addition two years of junior college\nwork and three years of teachers’ college work. “The work of the elementary schools is completed in seven years, and it might be said that our\nschools are organized on the six, two, three-year plan: In other words, we\nhave six years of elementary work, two years of junior high school work\n(composed of the last year of the elementary school and the first year of\nthe high school), and three years of senior high school work.\nNot all of\nour children are passing through our junior high schools, because of inability to house them, hence we have some seven-year elementary schools\nfrom which children graduate and pass on to four-year high schools, while\nin other cases six years are spent in the elementary schools, two years in a\n\njunior high school, and three years in a senior high school.\n\n[973]\n\n"}
{"page": 978, "printed_page": null, "text": "974\n\nNatioNaL\n\nEpucaTIon\n\nASSOCIATION\n\nThe Department of Vocational Education and Practical Arts is a unit\ncomposed of all practical activities for both boys and girls. ‘This department is in charge of a director working under the direct supervision of the\nsuperintendent of schools. In this department we have all of the shop work\nin all schools, the drafting, the trade work, part-time work, evening work,\nand home economics.\n‘The big objective of the department is to develop\na correlated, coordinated program of practical education so that each child\nmay find something of interest and worth in the instruction offered. We\nhave supervisors in charge of the various branches of this work, but they\nare constantly reminded that their phase of the work is a part of the\nlarge city-wide program, and that all activities must fit smoothly into it.\nIn the time allotted for this discussion\n\nit will be impossible to go into\n\nany considerable detail about all our activities, hence, with your permission,\nI shall limit myself to a discussion that will omit most of the work for\nwomen and girls.\nOur work in the day school for men and boys is divided into four major\ndivisions, namely: elementary schools, junior high schools, senior high\nschools, trade schools. The practical arts work in the elementary grades\ncovers four principal subjects. It opens in the sixth grade and covers the\nelements of mechanical drawing, woodwork, aviation (or miniature aircraft construction) and nature study. “The drawing is given during the first\nten weeks of each year, and is limited largely to simple freehand sketching\nand lettering to teach the boys the elements of orthographic projection and\nplan reading. ‘The instruction in woodwork is of quite the usual type in\nwhich fundamental woodworking tool processes are taught by means of\nrather simple projects. “The work in aviation is new with us here, and was\nintroduced with two principal objectives, the first of which was to assisc in\ndeveloping an air consciousness among our coming citizens, because we\nbelieve that aircraft and its use for commercial and industrial purposes is\nonly in its infancy. In the second place we wish to stimulate interest in the\n\nmanual arts and to rid it to a certain extent of the charge of being stiff\nand rigid. We are attaining both objectives in quite a satisfactory manner.\nWe employed an instructor and are sending him about the city as a sort\nof itinerant teacher. He goes into a school and stays there just long enough\nto carry the classes through the fundamentals of miniature aircraft construction and flying. After he leaves, the work is carried on by the regular\nmanual arts instructor.\nIn this connection we are planning a city-wide\ntournament to be held in the spring which will further stimulate interest.\nOur nature study activity hinges about a program of school gardens and\nschool and home beautification. We have a central school garden composed\nof approximately thirty acres on which we raise shrubbery, flowers, vegetables, and small fruit. This garden becomes the supply laboratory for\nour city schools, then wherever possible each individual school operates a\nschool garden\n\nfor instructional\n\npurposes.\n\n‘The products\n\nof these various\n\ngardens are used in our school cafeterias or sold on the open market.\n\n"}
{"page": 979, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n975\n\nWe believe that our entire program of practical arts in the elementary\nschools must appeal to quite a large extent to the play instinct in our boys\nand girls. We further believe that these courses must be made flexible and\nattractive, if they are to function as they should.\nOur junior high school industrial arts program for boys is organized on\nthe multiple experience shop plan, with vocational and educational guidance\nas its major objective. It is our desire that the students in the junior high\nschool shall study occupations and workers.\nWe want them to become\nacquainted not only with the work, but with the workers themselves. We\ntry to make use of the fact that children of junior high school age are by\nvery nature experimentally minded.\n‘They wish to try out a great many\nthings. “They crave experience; they fret under restraint, and they are constantly shifting from one interest to another.\n‘To meet these and many\nother conditions that exist in the minds of the average junior high school\nchild, we have organized our industrial arts program around four major\ngroups of activities, namely: the graphic arts, the building trades, the\nmetal trades, and the cabinet trades. Industrial arts is a required subject\nin the seventh grade in the junior high schools, and each child is rotated in\nten-week periods through the four major divisions. In each of these major\ndivisions he comes in contact with four or five type trades or occupations,\nfor example: in the metal trades shop we show him something of the machine trades, the forging and heat treating trades, sheet metal work, auto\nmechanics, and electricity. And so it is in each of the four groups.\nIn\nthese shops skill and finished product are incidental objectives.\nWe try\nto interest the boy in learning about the trade or occupation itself, together\nwith those occupations that branch out of it, and we also encourage him to\nstudy the work to ascertain its requirements and rewards.\nWe wish this\ninformation to be broad in its scope.\nIn other words, we trust that this\nwork will start the boy to making a study of the world’s activities in which\nhe must later find a place.\nWe do not emphasize nor minimize any\noccupation or group of occupations. We want him to feel that all work is\nworthwhile and dignified just insofar as he takes worth and dignity to it;\nand we further try to bring to him a conception of the worth of definite\ntraining for each occupation.\nIn order to carry out our major objective of studying materials and their\napplication to industry and industrial life, we have four major types of\nactivity in our senior high schools.\nOur drafting courses are proceeding\nvery much as in the past, except that we are coordinating the instruction\nin drafting from the elementary schools through the junior and senior high\nschools, and are eliminating so far as possible duplication of effort. We\nalso believe that in many cases the drafting instruction in the high schools\nhas been of college grade and not sufficient attention has been given to\nthorough instruction in those principles and practices which should normally\nenter a high school drafting course.\nOur instruction in woodwork is being reorganized so that we now have\ngeneral woodworking shops and courses. It is the purpose of these courses\n\n"}
{"page": 980, "printed_page": null, "text": "976\n\nNatTioNaL\n\nEpucaTIoNn\n\nASSOCIATION\n\nto study woods, their geography, characteristics, and methods of manuHence, we do not unduly\nfacture, and their application in industry.\nconstruction, but we\ncabinet\nas\nsuch\nwoodwork\nof\nemphasize any one phase\nrather draw attention to the various uses to which wood is put. We do\nsome cabinet work, some pattern work, and some carpentry, or any other\nactivity which will assist in showing the boy the real worth and place of\nwood and its allied materials in industry. Wherever possible we use group\nprojects and do our work on.a\nfairly large scale.\nOur third type of activity in the senior high school is the. general metal\nshop, the major objectives and methods of work being largely the same as\nfor the woodworking shop, except that we use the automobile to a large\nextent as the teaching medium because it involves in its construction practically every common industrial metal. We do not teach automobile repair\nand maintenance excépt as a part of the instruction in metal work.\nThe other principal type of shop in our high schools is devoted to printing,\n‘and is equipped, as most school print shops are, with job presses, a cylinder\npress, type stands, composing tables, and the like. In these shops we print\nour school papers and do other types of- printing, not with the idea of\ntraining printers, for we know that few of our students will ever become\nprinters, but with the purpose:of teaching them to become intelligent purchasers of printing and to appreciate that printingis an art and a very important factor in preserving and communicating the ideas of men and\nwomen.\n'\nWe are looking forward to still another type of shop which we shall call\na power shop. It is our intention that this shop shall be for power what\nthe metal shop is for metal. In it we will show how power is generated,\ntransmitted, stored, and used.\nThis brief description of our senior high school shops will give you an\nidea of what we are doing and what we are hoping to do in the future.\nWe recognize several types of students in the senior high schools who must\nbe served. ‘There is the boy who is preparing for college, the boy who is\npreparing to go out as a junior technician without college training. There\nis the boy on the fence who needs further vocational and educational\nguidance, and last, but by no means least, there is a boy who is merely\nattending high school because father and mother tell him to, and there is\nnothing else for him to do; he must be interested and instructed and not\nallowed to drift.\nWe believe that the only satisfactory way to train boys and girls to work\nis to have them work on real jobs with a standard of proficiency, both in\nquality and quantity, comparable to that which they will meet when they\nenter the craft. .Following out this thought our trade schools believe that\nthe statement made in the Smith-Hughes Law which says ‘“‘the instruction\nshall be on a useful and productive basis” is sound, and we are carrying it\ninto practical application. In these schools the students do not make products or projects for themselves which ‘they may take home, but they do\n\n"}
{"page": 981, "printed_page": null, "text": "THE DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n977\n\nwork on a productive basis for the board of education. We build our own\nbuildings with the students, make our own furniture, repair our own electrical machinery, and a wide variety of other work, so that in each trade\nthe students are working on products, the worth of which they know and\nwhich they may see put into actual use.\nThus, we do large quantities of work, and while it is true that we do\neffect some considerable saving of money for the school district, yet this is\nnot the objective. We know that following this plan when our boys and\ngirls apply for entrance into the world of work that they have training\nwhich they can sell. They are accustomed to having their work measured\n~ as it will be measured by their employers, hence their transition from school\nlife to work life is not a shock, but is a very gradual process for them.\nWhile they are on productive work our students receive pay, so that we\nhave a right to demand high-grade work and to hold them to the other\nstandards ordinarily required. Our payroll last summer at this one school\nalone was running approximately $2500 per week.\nDuring the winter\ntime the boys are paid only for overtime work, or in other words, the\ntime spent on production outside of the regular school hours.\nI am sure you will appreciate that this is a very meager description of\nour method of instruction in the trade schools. Students applying for entrance into them must be elementary school graduates or better. We have\na great many students coming into our trade schools from the high schools,\nand we are encouraging the high-school graduates to enter the trade school\nfor post-graduate work in concentrated trade instruction.\nWe have two\ngood classes composed of such high-school graduates.\nWe are constantly working to link this instruction in the trade schools\nto industry. Our students are being accepted by the employers, in fact, we\nare unable to fill the requests for help that come to us. We are now\noffering instruction in about twenty trades, and hope to add to this number\nas time goes on.\nIn addition to the allday instruction in the trade schools, we are developing part-time instruction in several lines. Last fall our compulsory\npart-time continuation school was absorbed in our trade schools, so that our\npart-time students might have the benefit of a broader scope of educational\nopportunity.\nWe have another part-time activity which is rather unique and very\nmuch worthwhile, and that is a maids’ training school, the objective of\nwhich is to offer trade extension training to maids in service. “This schooi\npossesses every essential characteristic of a successful vocational school. In\nthe first place the applicants for entrance into the school are very carefully\nexamined.\nThey must furnish references as to their moral standing and\nmust present evidence of willingness to abide by the rules and regulations\nof the school. ‘They are then taken into the school and given instruction\nIn the meanwhile the instructor is watching for\nin a very practical way.\nopportunities for placement, and this part of the work has developed to\n\n"}
{"page": 982, "printed_page": null, "text": "NATIONAL\n\n978\n\nEpuCATION\n\nASSOCIATION\n\nsuch extent that many of the best homes in Kansas City requiring the services of maids will not accept a girl unless she comes from our maids’ training school upon the recommendation of the teacher in charge. When the\ngirl is thus placed the activity of the school does not cease, but she is supervised in her employment and is drawn back into the school weekly for\nfurther instruction. She is made to know that the success of her work and\nher instruction are very closely allied. This school is serving about 175\nmaids per year, and this year we have opened another branch of this service\nin connection with our evening schools.\nOur evening school work is organized along the lines as suggested in the\nSmith-Hughes Law, and is for the benefit of people working at various\ntrades and occupations.\nOur classes are conducted by thoroughly competent tradesmen, a number of whom are not on our regular day staff. Many\nof the classes meet in places outside of the school building, in fact, we\npromote this practice for a number of reasons which are obvious.\nAnother activity which I shall merely mention in passing is the vocational program in connection with our parental homes.\n‘These are institutions in which wards of the juvenile court are housed and trained. ‘They\nare located in the country and are complete institutions within themselves.\nIn these schools each child is taught to work. The children do practically\nall of the work of the home and the farms, such as care of the stock, the\ncare of the garden and farm tracts, construction, repair, and maintenance\n\nof the buildings, etc. Just at this time we have under construction at one\nof these homes a large building to be used as a laundry, cannery, and\nstorehouse.\n“The building is of reinforced concrete to the first floor, and\nframe and stucco above. All of the work is being done by the boys. This\nis only typical of the kinds of projects undertaken.\n\nA\n\nVOCATIONAL\nAND. PRACTICAL\nARTS\nEDUCATION\nPROGRAM FROMTHE\nVIEWPOINT OF THEsGi aim\nSUPERINTENDENT\nOF SCHOOLS\nO. H.\n\nHUGHEY,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nEL\n\nPASO,\n\nTEXAS\n\nAlmost any city school superintendent is faced with the following facts\nabout school conditions in his city.\nMany boys and girls are dropping out of school as soon as the law permits or earlier.\n(a) They may need to go to work, or (b) they may prefer\nto go to work, or (c) they may prefer to avoid both school and employment, or (d) though willing to go to school they or the curriculum are\nmisfits with each other. “This misfitting may be due to physical causes,\nsuch as physical defects or overage and a growth that makes association\nwith younger children disagreeable, or to mental causes such as a retarded\nor one sided development of their minds, or to moral causes such as an\nunsocial disposition or a nature in some. way antagonistic to school routine\nor organization.\nAlso, (e) there are pupils whose school career is handicapped or ruined by forces outside of themselves, as parents who refuse co-\n\n"}
{"page": 983, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n979\n\noperation with the school or so hamper their child’s school growth that\nhe quits in discouragement.\nAs a consequence of these facts facing-a superintendent he sees his school\n\nsystem rendering incomplete service to his city. Assume that he views his\nschool system as a community agency established to cooperate with -the\nhome in the rearing of children in order that the coming generation may be\nan improvement on the present one both by conserving all that is worthy\nin human progress so far, and adding whatever good can be added. Then\nhe will see that the regular course from kindergarten through high school\nand college is by no means all that is needed by the children of this city, even\nthough he adds a variety of irregular school activities, such as extra-curricular diversions, new subjects in the course of study, deans of girls, vocational\ncounsellors, etc. Still he is faced with a serious wastage of human life\nBy the hundreds and thousands his boys and\nfrom the public schools.\nIn desperation he\ngirls in their teens fall away from his school system.\ngets money spent for new equipment, he cajoles by citing money figures on\nthe value of a high school education, he encourages athletics and social\ndiversions, all with the view of making school attendance more attractive\nand the period of attendance longer for each boy and girl. Still they drop\nHe has failed to bridge the gap between going to school\nout of school.\nand earning a living.\nFundamentally the trouble is with the point of view. School is preparation for life and by itself being life it is of course a better preparation.\nWe do not attack this life-preparation view as the main thing for the\nmajority of pupils or for all pupils for a majority of their school years. We\nuphold the theory and the ideal involved in regarding regular school\nwork as aiming at a fuller life, at culture, at civic improvement, at character, at morals and manners, at development of talents and latent capacities, etc. But back in the minds of most boys and girls and deep in their\nhearts is the specific problem ‘How shall I earn a living?” ‘To many it\ntakes the more definite form, “Can I get a job when I quit school?” Getting ready to live a life is a big thing, a most important thing, but the\nmajority of us must also earn a living. Somewhere about the age of 14\nor 16 or 18 comes the parting of the ways. “The academic school follows\none route, the vocational school the other.\nThe college graduate sitting on a park bench may have ranged through\nevery field of human knowledge and may be capable of enjoying life at\nits fullest, but if he has treated this business of earning a living as an\nincidental matter, a sort of nuisance of a mercenary nature, he is liable to\nsit there without a coin in his pocket with which to buy a sandwich. The\nilliterate mechanic or truck driver sitting beside him may envy him his\neducation and may be willing to trade places with him, but he has a calling\nand, though uneducated, he knows how to get his meals and his next pair of\nshoes because he put earning a living as the essential matter and an education as incidental. Both are wrong and it is very probable that the errors\nof both are connected with our educational system.\nWe possibly over-\n\n"}
{"page": 984, "printed_page": null, "text": "980\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\neducated the first man without anchoring him to a training that would\nprovide a livelihood.\nWe simply shed the second man from our schools\nand provided him no training for a livelihood when it became evident that\nhe was not “taking”? an education as we call it.\nNow is there not a more comprehensive policy that will avoid such mistakes and wastage from our public schools? Can’t we take a larger grasp\nof this problem and consider it as much our duty to guide and help toward\nproviding intelligent well-trained wage earners at a trade as to guide and\nhelp toward white collar jobs and providing human society with the highly\neducated, who are often only parasites, and whose attitude toward earning\na living is too frequently only the finding a way to “pull down” as much\nsalary as possible?\nWhy is it right to train lawyers, and doctors, and engineers, etc., at public expense and not train electricians, printers, mechanics, and other wage\nearners at public expense? Our former policy of devoting public funds to\ntraining for the professions rather than for the trades is certainly not now\ndue to a need for more members of professions. We may need better doctors, lawyers, etc., but we need just as badly better plumbers and better\nfarmers and better craftsmen and better industrial workers.\nAnd\nwhen quantity is considered there is more evidence of overcrowding\nthe professions than the trades. Fundamentally, it is hard to see the justice of using public funds to favor one line of livelihood over the other.\nFurthermore, such favoritism tends to imply falsely a greater respectability\nin one calling than in another.\nAfter listening to the talk of higher educators about education for leadership and for living a life, etc., one must\nreflect that it is of equal importance that carpenters and firemen be both\nproficient in their trades and competent as citizens and members of society.\nLeadership and big lives have a habit anyway of preferring hands that\nhave known a callous and eyes that have looked steadily at material things,\nat tools and machinery, at brick and steel, at wheat and cattle, at things\nas well as ideas.\nThe fault I find with many educators in this, that while they recognize\nthe need of meeting the requirements of pupils who tend to drop out of\nschool and take up a vocation, they avoid facing the complete facts or\nthe full situation.\nThey throw a sop to the boy anxious to get to earning\nhis living by installing, as a sort of appendage to the work of a regular\nschool, some insipid so-called industrial courses.\nSuch special school work\nis sometimes regarded as a nuisance, and academic teachers tilt their noses\nat it and whisper to a boy, “Oh, you don’t want to take that course.”\nSometimes such work is regarded as “show-off stuff” for visitors, and\npretty products made by the hands of pupils are displayed.\nFor that matter we have trade schools in this country which really hold\nthemselves apart and aloof from the trades of their city. They have their\nmachinery and blueprints and their trade teachers, but there is a gap still\nbetween the boy and the job. They say, “Oh, yes, we prepare the boys\n\n"}
{"page": 985, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n981\n\nand turn them out and let the various trades ‘draw’ them into the actual\nwork if they really want to follow the trade. We don’t deal with employers and unions, we turn out the boys here and proceed with the next\nbatch.\n“Their employment will take care of itself, and we can’t be concerned with what becomes of them.”\nAll this sort of thing is the sham\nand the dry rot of vocational education.\n.. Now, it will be admitted that all vocations cannot be trained for in\nyocational schools.\nNumerous human callings or occupations, perhaps\nthe majority of them at present, are of such nature that it is not practicable\nfor group instruction or the best trade school methods to prepare adequately for them.\nPersonality is the main basis for qualifying for some\ncallings, plain muscular endowment is the main factor in qualifying for\nother lines of work.\nAfter allowing for certain limitations in the practicability of trade school training, there is still a large field for vocational\neducation especially in industrial lines, but also in agricultural lines and\nin homemaking lines.\nWe might lay down the proposition that public schools should undertake\nto meet the need of the rising generation for vocational education where\n(a) there is a sufficient commercial or practical demand for skilled or\ntrained workers, and when (b) the nature of the work trained for is\nsuch that group instruction and training is practicable or economically\neffective, and when (c) the nature of the vocation is such that a substantial\ncourse of training is necessary for proficiency.\nFinally, in order to be honest with ourselves in facing facts we should\nnot emasculate trade education by failing to “follow through,” as the\nphrase goes in golf. The problem cannot be handled in a dilettante way.\nAcademic education may be dehumanized to a certain extent and still\nsucceed, but vocational education must retain the human factors always.\nTo those pondering on the problem of successful public trade school operation, I would, as a school superintendent, use the rough saying of the\nwestern cow man, “Let the hair go with the hide,” and my meaning is\nclear from the following injunctions about the proper attitude to vocational\n\neducation:\n1. The trade employment situation or needs in a city must be surveyed and\nmust be intimately known to the director of your trade school.\nAnd don’t give\ntraining in a trade unless it is well represented in your city or its vicinity, and\nunless it is a substantial, worthy vocation.\n2. When you admit a boy or girl to a class for training for trade investigate\nenough to believe (a) that he has a good prospect manually and physically to\nbecome a creditable craftsman at that trade, (b) that he has the mental capacity\nto give him a prospect of success at that trade, and (c) that he has the moral\n\nequipment and general habits and environment that point to success in that trade.\n\nDon’t take an evident, cake-eating, jazz hound who might be a success as a saxophone player and try to put him through the grind of becoming a mechanic in\n\nsome line. Of course\nchances as possible.\n\nall judgment\n\nin such matters\n\nis fallible, but take\n\nas few\n\n"}
{"page": 986, "printed_page": null, "text": "NaTIONAL\n\n982\n\nEpuCATION\n\nASSOCIATION\n\n3. After undertaking to teach a boy a trade assume the responsibility of placing\nhim in employment in that trade, then at the right time place him in the right\njob to begin with and follow him up, and if he gets fired take him back in school\nand try him again. However, you want a record of having very, very few of\nyour products be dismissed from employment for incompetency.\n4. Use as much as possible the part time plan of getting boys into employment,\n\nthat is, for example, the plan of alternate weeks in school shops and in employers’\nshops.\n5. Rate a teacher by his success in placing his pupils in proper employment and\nseeing that they make good there, by the number he places as well as by the\n\nquality of his product, by his keeping intimately in touch with employers of his\ntrade labor, and by his good name among men who follow his trade, his fellow\ncraftsmen.\n6. Use as teachers only those who are well seasoned themselves in following\ntheir trade in regular conditions\n\nof trade employment.\n\n7. When a trade calls for overalls let the teacher wear them in his’ instruction\nwork with boys. If, when he is employed to teach a trade, he regards himself\nas a “teacher” rather than as the same craftsman he was before, and proceeds\nto have the boys make toys, and refuses contact with trade workers in the city,\nand shuns “production” jobs that connect his boys with actual trade conditions,\nand does not keep up his union card, and otherwise becomes scholastic, theoretical,\netc., fire him\n\nand\n\ndo it as quickly\n\nas possible.\n\n8. Don't bother about report cards to parents and the school routine that is\ncharacteristic of academic school work, but let the director and the teacher get\nreport cards from employers on the boys they have placed.\n‘The teachers in a\nreal trade school are at the receiving end of the report cards, not at the giving end.\n9. Don’t get mixed up with the local academic school work, by being enticed\ninto “counting credits” for your trade school boys as part of a high school education. Don’t accept from academic state departments of education and academic\nhigh school principals “credits’’ for trade school work.\nAvoid such _blandish-\n\nments as you would the songs of a siren. If ydur boys occasionally want to\ntransfer back to some stage of the graded school system and give up their trade\ntraining, wish them well if they insist on the transfer, but leave their academic\nranking to the school to which they go and don't get tangled in a rating of your\nwork with academic work.\nThe boy in regular school work is on one road, the\ntrade school boy is on another.\nYou are teaching him English as helpful in his\ntrade and in a general practical education, so don't try to lay your trade school\nEnglish alongside the study of Ivanhoe and Silas Marner and the college entrance\nclassics.\nThey are all right in their place, your English is all right in your place.\nIt is the same way with arithmetic, civics, etc., in the trade school.\nKeep related\nwork what it should be for your purpose, don’t try to imitate the academic\ncurriculum.\n10. Remember that your boys and girls are with you to prepare to earn a living\nSee that each pupil\nat a chosen trade.\nDon’t tolerate idlers, liars, and thieves.\nlooks constantly toward obtaining and holding as good a place in his trade as\nhe can and that he expects to grow in that trade.\nEncourage boys who leave you\nto return to the evening trade school where they will be with others who are\n\nimproving their education while working during the\nand the machinist may continue the study of drafting,\n\nday. The carpentry boy\nof estimating, accounting,\netc., as well as such courses as Spanish, commercial law, etc.\nOnly in these ways\nwill you gain the esteem of employers and the respect and cooperation of trade\nworkers.\n\nFinally have the faith in your work that you are producing the salt of\nthe earth from the boys in your charge.\nBe assured that the boys from\nyour print shop, your machine shop, your electrical shop, your auto me-\n\nchanics, your carpentry shop, etc., are among\n\nthe earth’s producers and\n\n"}
{"page": 987, "printed_page": null, "text": "THe\n\nDepartMENT\n\nOF VocATIONAL\n\nEDUCATION\n\n983\n\ncan hold up their heads among all the rah, rah college boys; the fraternity\nchaps, and the bachelor’s degree parasites that form a serious percentage\nof the thousands now being ground out from our so-called institutions of\nhigher learning.\nAnd remember that trade schools are not experiments or\nventures attached to, academic school systems, they are substantial, enduring\nindependent, separately organized parts of public school work.\nBy this\npolicy will the trades rank with professions. ‘Thus will America have\ngood citizens.\nThus will our country have leaders from its trade schools.\n\n4A VOCATIONAL AND PRACTICAL ARTS EDUCATION PROGRAM FROM THE VIEWPOINT OF A DEPUTY\nSTATE SUPERINTENDENT OF PUBLIC\nINSTRUCTION\nL. H.\n\nDENNIS,\n\nDEPUTY\n\nSTATE\n\nSUPERINTENDENT\nHARRISBURG,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nPA.\n\nThe development of a program of public education, in part or as a\nwhole, must be predicated, not upon enthusiastic interests in educational\nprocesses and methods, but rather must it be based upon economic, social,\nand educational needs of the great majority of youth scattered throughout\nthe entire confines of a commonwealth.\nIt is easily possible to successfully\npromote and sporadically establish almost any type of educational activity.\nAn educational enterprise can hardly lay just claim to any measure of success, however, unless it meets a real need and its benefits are available to\nthe majority of the group it ought to serve.\nGranting for the moment the soundness and effectiveness of vocational\nand practical arts education, such a program can hardly be called successful\nuntil it is available for the great majority of our youth rather than for the\nrelatively few, widely scattered groups now fortunate enough to enjoy its\nadvantages. Practically every state in America has made substantial progress in the development of an agricultural education program, the advantages of which are available to the farm youth of the respective states. “The\ngreat state of Texas, in which this meeting is held, has made a distinct\ncontribution in this field. ‘There is grave danger that those in positions of\nadministrative responsibility, following the lines of least resistance, will,\nperhaps unconsciously, become satisfied with a partial rather than a complete program.\nWith most of our rural communities as yet without the\nbenefits of agricultural education facilities, our duty and responsibility is\nclear in spite of administrative, financial, and other difficulties in the way.\nThe situation is substantially the same with respect to practical arts, industrial education, and home economics education.\nWe dare not be satisfied with a few outstanding examples here and there. If vocational education under public auspices is justifiable, then we must proceed with\ndirectness and dispatch to make it available wherever it is needed and not\nlimit it to those few centers where local conditions make it relatively easy\n\nto establish.\n\n"}
{"page": 988, "printed_page": null, "text": "984\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nI appreciate fully the many fundamental and organic difficulties with\nwhich we are confronted, as well as the fact that many of these difficulties\nare inherent in the general plan of public education and not by any means\npeculiar to the field of practical arts or vocational education. This, howIt merely\never, in no sense relieves us of our responsibility in the matter.\nadded\nan\nas\nserve\nshould\nand\ndifficulties\ns\nour\ncomplicate\nand\nto\nadds\nchallenge to our initiative and perseverance.\nTo be more specific, practically all of our splendid practical arts opportunities are limited to the more populous communities. Even in the larger\ncities you will find certain sections of the city enjoying practical arts\neducation advantages and other sections of the same city devoid of such\nThe real problem of public education in America from\nopportunities.\nthe standpoint of administrative difficulty is the small or medium sized\ncommunity. Here ideals generally are relatively higher than in the average\ncity. The desire for modern educational opportunities is present but the\nfinancial and other administrative difficulties seem almost insurmountable.\nAnd there are a thousand of these communities to one large industrial\nAs yet we have done almost nothing for these communities in the\ncenter.\nway of practical arts and vocational education.\nIt should be remembered\nthat taken collectively the youth in these communities represents a substantial portion of our total youth population and the group therefore is\nentitled to more consideration, financially and otherwise, than we have yet\ngiven to this phase of our problem.\nI am a believer in local participation in school affairs. However, when\nmere participation in control or decentralization of authority shuts the\ndoor of educational opportunity it is time to give serious consideration to\na more practical and modern method of conducting our educational affairs.\nThis situation, | am convinced, is fundamental in the development of\npractical arts and vocational education.\nWhile it is true that very satis-\n\nfactory results are being achieved through the medium of the general shop\nor multiple activity shop in the smaller communities, little or nothing has\nbeen worked out in the way of vocational training.\nThis situation makes it necessary for us to face the problem of county,\nsection, or state control and direction of industrial education.\n“Transportation of commuters for considerable distances due to many forms of improved transportation is also a factor. We have long since come to the\nrealization that the public schools of a community are not training the\nfuture citizens of their own community alone, but are training the citizens\nof a large and complex civilization.\nModes of living, methods of earning\na living, and the ready means of transportation have increased the field of\nfuture usefulness and service of the men and women of tomorrow.\n‘This\nmeans that the educational efforts of a town dare not be limited alone to\npreparation for or improvement in the occupational opportunities prevail-\n\ning within the town. This situation has not been adequately met in our\nprogram of industrial education in most communities.\nIn those sections\nof the country where many industrial centers are relatively near each other,\n\n"}
{"page": 989, "printed_page": null, "text": "oA\n\nA\n\nTHE DEPARTMENT\nee\nee\n\nOF VocATIONAL\neer\n\nEDUCATION\neae\n\n985\nors\n\nserious thought should be given to the administration of industrial education cooperatively by the various districts or some educational machinery\nshould be devised, perhaps under state control, to meet the situation.\nWe\nhave found it profitable and efficient in big business to combine and conWe will find it economically sound to\nsolidate various smaller interests.\nfollow the same general practice in working out some of our educational\nproblems.\n‘This is particularly true of industrial education.\nEducation in and for a democracy does not involve educating everyone\nin the same way, at the same time, under the same conditions, for the same\nlife activity.\nIt has taken us some time to arrive at this conclusion as\nwe are suffering from the limitations of attempted mass-education.\nWe\nshall eventually find it impossible to Fordize educational machinery and\nmethods.\nA college education has proved to be a blessing for many.\nBut the\nmany thousands who drop out of high school and college and even a large\nnumber of those who complete their college courses would have been\nmore safely and more adequately oriented to life and prepared for its\nopportunities had they received definite and specific training expenditures\nand personal sacrifices involved.\nThere is no merit in just being in high school or college. Our whole\nscheme of secondary and collegiate education is sadly in need of clear\ndefinition of aims and objectives.\nUnless a boy knows why he is in\nhigh school and is working with some definite aim in mind, his future\nwould be better protected by his working at some suitable occupation.\nEducational objectives of the high school and college will become more\nclearly defined and the educational practices thereof modified to meet\nspecific occupational adjustments or these now popular public institutions\nwill fall under their own weight.\nWe are spending millions of dollars for the erection of public high\nschools. In spite of this fact more than half of the youth of this country\nbetween the ages of fourteen and eighteen have no contacts with high\nschool.\nThe vast majority in high school fall out sideways instead of\nemerging at the top.\nWe cannot expect to spend the necessary more\nmillions from our public treasury in order to reach the majority of our\nyouth now unserved.\n‘The solution lies in a modification of the prevailing\nmethods.\nWe must make it possible for large numbers of our youth to\nattend high school on a part-time basis, at least half time being made\navailable for occupational opportunities.\nThe time spent in school should\nbe devoted to whatever interests will serve the individual best. “The mere\nfollowing of a rigid curriculum is deadening to the spirit and ambition.\nBut let the youth spend his energies on those activities which interest him\nand meet his need and the spirit is quickened, ideals illumined, and the\nyouth stabilized at a critical period.\nTrade education must be so organized and so conducted as to merit the\nrespect of the trade it serves.\nIt must be on a sound economic basis. But\n\n"}
{"page": 990, "printed_page": null, "text": "986\n\nNaTIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nthe interests of the worker rather than the need of the trade dominate our\nLet education for democracy be\nvocational education aims and methods.\nan effort to assist the individual, to help him make his vocational adjustA\nment and to give him occupational training where and when needed.\nchance to study and work, to earn and learn is the opportunity that thousands have wished for, not knowing it. The responsibility for the development of the opportunities and possibilities of part-time education lies\nsquarely on the shoulders of those charged with the practical arts and\nvocational education phases of our public school program.\nA new emphasis is needed in public education.\nEach and every secondary\nschool activity should give our youth an added and clearer glimpse into\nlife’s activities and opportunities.\nPrejudice against work must be broken\ndown.\nOur youth must be made to realize that work is the open door to\nsuccess; that work is an opportunity offering adventure, achievement, satisfaction, and returns limited only by the individual’s keen vision, energy,\nand perseverance.\n“The high school lad and the university student would\nboth find themselves more quickly and more effectively prepared for occupational efficiency and more definitely on the road to successful living if\neach was privileged to enjoy individual development through a combination process of work and study rather than to find it necessary to pursue\nthe prevailing method of all study and isolation from work opportunities.\nIn an earlier part of this paper I have stated that the aims and objectives\nof the high school must be more carefully thought out. The same is true\nof practical arts instruction.\nAn inspection of the high schools of almost\nany state will show a great variation in equipment, methods, and time\nallotment of practical arts instruction.\nIn some high schools the equipment is so elaborate that one wonders if the cost of the same can be justified\nin terms of use and results.\nThe same variation prevails in-the amount of time allotted to this\ninstruction.\n“he one period a week almost indicates a toleration rather\nthan a desire for it or belief in it on the part of those administratively\nresponsible.\nIn the schools of extensive equipment a generous portion of\ntime usually is devoted to practical arts until one becomes suspicious that\nan attempt is being made to incorporate into the college preparatory curriculum some of the attractive features of vocational education.\nPerhaps\nthis accounts in some measure for the slowness with which vocational education is being developed in some places.\nOur chief comment on this\nsituation is to the effect that we can not afford to devitalize and vitiate\nreal vocational education merely to furnish holding power to a college\npreparatory course. Clear cut objectives and methods in accordance with\nthe same is the solution.\nOur junior high school program teems with objectives involving try out\ncourses,\n\nguidance,\n\nand\n\noccupational\n\nchoices.\n\nThis\n\nis a distinct\n\nforward\n\nstep in educational practice.\nThe inference is carried that the junior\nhigh school period will determine occupational choice. We shall continue\n\n"}
{"page": 991, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VocaTIONAL\n\nEDUCATION\n\n987\n\nto find in practice however that vocational adjustment will be an important\nproblem and purpose throughout the senior high school.\n‘This process of\noccupational adjustment must be practical and actual rather than theoretical\nand philosophical.\nMuch of this is nebulous as yet as far as actual results\nfor the majority are recorded.\nIt is an important function of the junior\nand senior high schools, however, and practical arts and vocational education are the opportunities through which it is made practically effective.\n\nTHE\nC.\n\nL.\n\nPART A VOCATIONAL AND PRACTICAL ARTS\nEDUCATION SHOULD PLAY IN INDUSTRY\n\nBAILEY,\n\nEDUCATIONAL\n\nCOMMITTEE\n\nOF\n\nTHE\n\nDIRECTOR,\n\nSHEET\n\nMETAL\n\nUNITED\n\nSTATES,\n\nPITTSBURGH,\n\nTRADE\n\nEXTENSION\nPA.\n\nLet us consider a typical industrial city with a population of over onequarter of a million people. From the statistics compiled by the Chamber\nof Commerce of that city, 214 percent of the population are classified as\nprofessional men; 17 percent are engaged in the manufacturing industries,\nwhile the industries themselves pay 55 percent of the taxes.\nLet us interpret these figures.\nThe curriculum of the present day schools provides the foundation of\neducation for the child on the basis of his completion of the high school\ncourse.\nFrom here, 96 percent of those students enter the business world,\nwhile 4 percent pass on to college. Again, the elimination reduces that\n4 percent to 2 percent upon completion of the prescribed course.\n“The\neducational facilities are based upon the culture for the + percent who pay\nlittle in taxes, while the 96 percent, or the wage: earners—the producers,\naccept what is offered by industry because the latter pays the bulk of the\ntaxes.\n\nWhat are the existing conditions in industry?—The wage earner, by\neconomic conditions, is beyond that period in life to devote his time to\nvocational work, nor does the average worker have the mental requirements\nfor much concentrated work.\nHe is, however, anxious to receive more\ncompensation, but has nothing to return for it in the way of higher quality\nof workmanship or increased volume of production.\n.\nWhat of the children of these wage earners?—Theirs is the problem\nthat challenges the vocational educators of the country, for the success,\nprosperity, and economic existence of the nation is based upon productive\ncapacity.\nlo train them and to educate them to become self-thinkers so\nas to be flexible in adapting themselves for several trades rather than a\nmere mechanical human being for one operation, that should be the aim\nof our vocational education in industry.\nHow can we best bring this all about?—It has been reported that there\nare about twelve million workers in the manufacturing industries, who\nproduce just about one-third of their full work capacity in their present\nA common desire of parents is to have their children\nstage of education.\n\nenjoy an easier life than they themselves experience.\n\nEducating them for\n\n"}
{"page": 992, "printed_page": null, "text": "988\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nSo schools,\nwhite collar jobs has seemed the way to fulfill that desire.\nhave\ninstitutions\neducational\nbusiness colleges, and the so-called higher\nwith\npossessed\npeople\nyoung\nof\narmy\ng\never-increasin\nbeen turning out an\nthe idea that an education carries with it an exemption from physical toil.\nThis is a false basis.\nAs stated before there are twelve million workers in the manufacturing\nindustries today and not more than one-third of them are returning full\nvalue in production.\n‘This comparison challenges the attention of educators to prepare men for industrial pursuits so that the latent power of\ntwo-thirds of the wage earners’ capacity can be developed.\nWhat is the result of trained workers?—It is true that the employer\nwill reap some of the advantage in larger output at lower cost but so, too,\nanything which improves the employees’ skill and productiveness also\ngives the employee higher wages, steadier employment, and greater opportunities.\nThe public (of which both worker and employer are a part)\nwill be the gainer through an increase in national efficiency and a better\nrelationship between capital and labor. Anything which improves the\nquality of labor will have a direct effect upon the citizenship of the\ncountry.\nThe vocational teacher of today has a wonder field in which to work\nand I wonder sometimes if he is doing all he should to fit the boys he trains\nfor industry.—Is he truly preparing the boys in his classes for what they\nwill find when they do get out in industry?\nIs he preparing them to\nbecome self-thinkers so as to be flexible in adapting themselves for several\ntrades rather than a mere mechanical human being for one operation.\nWhen a business man wishes to build a mansion, or buy a machine for\nhis factory, when he wishes to purchase automobiles or advertising, he is\ndeeply concerned in drawing up carefully the specifications; the descriptions of what he is going to get for his money.\nIf his specifications are\ncarefully drawn, he can feel sure that not only does he know what he\nwants, but that he is in a fair way of getting what he desires.\nIf his\nspecifications are badly drawn, he is not sure that he will find himself in\npossession of what he has in mind.\nWe all desire that the students we graduate shall be successful in the\ntrade or profession they enter.\nIt then behooves us to acquaint ourselves\nwith all the things our students should know in that particular trade or\nprofession, satisfy ourselves that he knows the rudiments at least, for it\nis the foundation which holds the building and our specifications must\nshow a substantial foundation.\nConcrete makes a good foundation for\na building, if properly mixed, but it has to be well mixed—and so does the\n\nfoundation on which we must build the future of our boys and girls.\nMany of you here today are interested more\n\nperhaps in general educa-\n\ntion than you are in vocational education as such or as I like to term it\npreparing men for industry, but that, as a matter of fact is what we are\nall doing because the United States is the greatest industrial country in\n\n"}
{"page": 993, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n989\n\nthe world today and the foundation on which this country stands is industry. What do I mean by industry?\nModern industry exemplifies\nthe creative genius of man.\nHe has built machinery and invented devices\nby which he controls the lightning and utilizes the thunder.\nIn many\nparts of our country the sky is black with smoke of factories and the nights\nlurid with flame. The skyline in some of our large cities at night reminds\nI like to sing the praise of things accomplished,\nus of Dante’s “Inferno.”’\nthe praise of industry. For ages past, we have sung the glory of war and\nidealized the colossal murderers of history. Why should the children in\nour schools be taught to memorize the dates of bloody wars and the lives\nIs it not mistaken patriotism and a carricature of\nof great warriors?\nhistory?\n‘The fame and progress of our nation is not built upon its\nsuccess on the battlefield, but upon its inventive and creative genius, the\nlife and spirit of its people.\nShould there not be in every school an industrial roll of honor?\nThe\nworld owes more to the Dutchman Coster who invented printing press\nthan to Napoleon, the emperor; to Sir Humphrey Davy who invented\nthe safety lamp than to the Duke of Marlboro; more to Bell, Fulton,\nEdison, Steinmetz, and Marconi than to the commanders of the world’s\nwars.\nWhen Sir James Simpson discovered the use of chloroform as an\nanesthetic, he did more for humanity than Wellington at the Battle of\nWaterloo.\nIf the United States of America is to grow in strength, wealth, and\nspirit; if it is to maintain its position as the leading nation of the world,\nif it is to continue to exist at all as a national entity, then industry, the\nfoundation stone on which it was erected, on which it has grown and\nprospered, on which it stands today, and on which it must stand for\nall time to come, must expand, must prosper, and must demand and\nmerit the respect and admiration of the whole civilized world.\nAnd\nby industry, I do not mean organizations of capital or manufacturing\nplants or farms.\nI mean the exercise of those faculties, both mental and\nphysical, with which mankind has been endowed, for the existence, the\ncomfort, and the improvement of the human race.\n\nA\n\nVOCATIONAL\nAND\nPRACTICAL\nARTS\nEDUCATION\nPROGRAM FROM THE POINT OF VIEW OF A DEAN OF\nA STATE SUPPORTED COLLEGE OF EDUCATION\n\nWILLIAM\n\nS.\n\nTAYLOR,\n\nDEAN,\n\nCOLLEGE\n\nKENTUCKY,\n\nOF\n\nEDUCATION,\n\nLEXINGTON,\n\nUNIVERSITY\n\nOF\n\nKY.\n\nFor many years America has accepted as a part of its educational\nThose in charge\nphilosophy the equalization of educational opportunity.\nof the administration of public education have not been able to work out\na program that will bring about this ideal. Gradually, however, we are\nmore nearly approaching it. But the equalization of educational opportunity means more to some of us than it does to others. It means, first\n\n"}
{"page": 994, "printed_page": null, "text": "990\n\nNATIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nof all, that every child has a right to be well-born, to be reared in a good\nhome, to have a chance to acquire a rich spiritual background, to attend a\nschool that has as long a term, as competent a teacher, as good equipment, as modern a building, as sanitary conditions, and as adequate playgrounds as any other child.\n:\nIt means more than that. It means that every child shall have an equal\nchance to a choice of occupations regardless of birth, wealth, environment,\nor occupation of parentage. It means that the child of the poorest farmer,\nor the child of the most poorly paid industrial worker shall have the same\nchance to choose his occupation as the child of the prosperous business or\nprofessional man.\nIt means that the child shall not only have a right to\nchoice of occupations but that the curriculum shall be constructed to be\nof the largest possible assistance in helping him to discover what he can do\nbest and in preparing him for his chosen vocation or profession.\nBut, you say, this is impossible; that it would bankrupt America to\nprovide an educational program that would make this possible. Granted.\nBut in a democracy we are constantly striving to approximate unattainable\nideals.\nAnd, while we cannot reach this ideal, if we hold it before us,\nsurely we shall come much nearer to it than if we never attempted to\nreach it.\nSome of our better city school systems are so working out their public\nschool programs that every child has a chance to study a small number\nof occupations at first hand; every child has an opportunity for a certain\namount of exploration into some of life’s callings; and every child has a\nchance to prepare, more or less, for-one of the vocations of life. But the\nbest that has yet been provided is totally inadequate.\nIf a young man or\na young woman lives in a city of less than 25,000 and is interested in\ncertain of life’s occupations he must enter them poorly prepared or must\nbe financially able to pay for the training in a larger city where there\nare enough people interested to justify the cost of instruction.\nThis is particularly true in the field of commercial education.\nPrivate\nenterprise saw an opportunity here and America today is dotted with more\nthan one thousand private commercial schools that came into existence\nonly because public education failed to provide for American youth the\neducation necessary to success in their chosen field endeavor.\nIt looks as if child labor legislation will, ultimately, make sixteen years\nthe minimum age for obtaining a work permit.\nIn many states it is\nsixteen now unless the pupil has completed the eighth grade.\n‘This is\ngenerally accepted today as desirable legislation.\nThere is another point\nof view quite worth consideration here.\nWe are all agreed that it is\nalways desirable to keep children in school just as long as they can profit\nfrom it. But the curriculum of the average school ceases to interest certain\nchildren long before they are sixteen.\n-Overage and retarded children\nin the sixth, seventh, and eighth grades are frequently less well off in a\ntype of academic work too difficult for them and wholly uninteresting to\n\n"}
{"page": 995, "printed_page": null, "text": "t\n\nTHE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n991\n\nthem than they would be at work at a job adapted to their mental and\nphysical development.\nThe first obligation of a program of practical arts and vocational education is to assist young men and young women who must drop out of\nschool and go to work.\nIt is that group of young people from 14 to 18\nyears of age who must go to work that should concern us most. While we\nare serving them we should also be attempting to help all young men and\nyoung women to choose the type of work in life in which they can serve\nwith most profit to themselves and to society.\nThe problem of choosing a vocation in life is one of the most difficult\nquestions that any young man has to face. It is not an easy thing to\ndetermine which of the many occupations and professions in life one will\nenjoy most, and the one in which he will render his best service.\nAfter all, the individual usually renders his best service when he is\nhappiest in his work. We work hardest at those things we enjoy most;\nand, other things being equal, success is almost wholly dependent upon\nthe amount of energy intelligently expended.\nMany young men, finding it difficult to make a choice of a vocation,\ndrift through life with no definite goal in mind.\nThey cannot do their\nbest work under these conditions. An individual can do his best work only\nwhen he has a definite goal toward which he is working.\n‘There is always\nlost motion when there is no specific objective ahead to guide our efforts.\nThere is a minimum of lost motion when all of education is purposive and\nis leading toward a specific end.\nA program of practical arts education is of inestimable value in assisting\nyoung men and young women in their choice of occupation.\nBut to be\nof most service it must provide for actual participating experience in a\nlimited number of occupations in which the pupil thinks he is interested,\nor for similar experience in shops and laboratories provided in the school,\nor both. I say a limited number of occupations because life is too short\nand the cost is too great to permit of a wide sampling.\n‘There are more\nthan 3000 occupations in the idustrial field alone, not to mention the\noccupations in the fields of commerce, agriculture, and home economics,\nthe other three large vocational fields. Experience in an occupation is\nvaluable to the boy or girl who is trying to measure his interests and\naptitudes against the actual requirements and working conditions of such\noccupations.\nHe may find in a very short time that certain occupations\nmake no appeal whatever to him. ‘This is important in that it will prevent\nhim from wasting time in them later.\n\nIt is the function of practical arts education, then, to help the boy or\ngirl “to determine whether his interest and bent are toward this or that\nfield of economic activity including the professions.”\n‘The sooner an\nindividual decides upon his life calling the sooner there is an impelling\n\nmotive in his work.\nHappy is the man whose youthful ambitions may\nIt is a tragedy for any man to choose a\nstill be pursued in his old age.\n\n"}
{"page": 996, "printed_page": null, "text": "4\n\n992\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nvocation in which he will lose interest before his days of service have ended.\nIn choosing a vocation, then, its permanence should be a first considera“There cannot\ntion. Children should have this brought before them.\nbe a permanent interest or maximum of service where an individual must\nIt is real life, real work, real objectives,\nlearn a new job every few years.\ncan keep young and virile the heart of\nalone\nthat\ninterests\nand permanent\nman.\nThere is another difficulty about guidance through practical arts education and that is the rapidity with which a young man is called upon to\nchange his job. If through his sampling the boy finds a job that he can\ndo well and in which he is happy when he goes to work his guidance\nprogram has served a useful purpose.\nIf it can help him into a line of\nwork where he can find opportunities for growth and for advancement—\nwhere he can find permanency, it has served a still larger purpose.\nWe\nhave a right to expect much from practical arts education, but we must\nnot expect it to guide every young man or young woman who goes through\nits doors into lines of permanent interest.\nWhen an individual has made a choice of an occupation it is the obligation of a democracy to give him the largest possible amount of help, consistent with the good of society, in becoming proficient in that occupation.\nYou hear much today about the exorbitant cost of vocational education,\nbut the great part of this criticism comes from a group of people who talk\nmore than they think. We have done less in America for the people who\nhave to drop out of school and go to work than for any other group.\nWe\ndo not hesitate to spend huge sums for all kinds of liberal and professional\neducation but we complain bitterly when we are requested to support our\ncontinuation and trade schools. As noted previously, public schools paid\nso little attention to the whole field of commercial education that hundreds\nof private commercial schools sprang up in America.\nThese schools are\noperated for gain and charge a tuition rate that compels great sacrifices\non the part of many of those attending.\n“The commercial schools are in\nlarge part doing the work that the public schools should be doing.\nI am\nnot condemning them.\nI am commending then for doing what our public\nschools failed to do.\nI think most people are fairly well agreed that vocational education\nshould be built upon the best foundation in general education that is possible for the individual.\nThis is today a fairly well accepted bit of educational philosophy.\nWe are not so well agreed on the length of course\nnecessary to efficient training. To some of us there is still too large a\ntendency to mix general and vocational education.\nPersonally, I am inclined to think that the all day schools in agriculture and in industrial\neducation are the least effective programs that we have in these fields. The\ninterest is less, the assurance of entry upon the occupation after leaving\nschool is uncertain, and the whole program of smaller vocational value\nthan that of the evening and part-time schools.\n\n"}
{"page": 997, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n993\n\nIf practical arts and vocational education are to have a fair chance to\nserve their purposes there must be a larger rather than a smaller amount\nof funds available for work in these fields. These funds, in my opinion,\nshould not be raised wholly from local taxation. They should be provided\nin large part from the state and national treasuries. I am not at all concerned about state or federal domination of education.\nI have worked\nunder the federal vocational education act since it became a law and I\nhave had nothing but helpful cooperation from those charged with its\nI should like to see funds available for the equalization\nadministration.\nof educational opportunity to the end that youth may have a better basis\nfor a choice of occupations and that all persons desiring education for occupational efficiency shall have it within reach.\nAll this involves one further thing. America must not allow either its\nyouth or its adult population to waste time or public funds pursuing\ncourses of training that cannot result in anything but lost time and wasted\nmoney.\nI saw one young man kept in a state normal school for a period\nof five years and he never passed one semester’s work successfully.\nHe\nmanaged to get into a dental college and was there five more years before\nhe was told that he could not expect to be granted a diploma.\nIt is not\nfair to the individual or to the public to allow a person to take the training\nleading to any vocation when that individual is unfitted mentally or otherwise to succeed in that occupation.\n\n:\n\nA study of the records of 4739 high school seniors recently completed\nby Jesse E. Adams of the University of Kentucky shows that these pupils\nhad failed 926 times in their high school work.\nThe highest number of\nfailures recorded in any one subject in the group of schools in which the\nvocational subjects were taught was algebra 1, this subject being responsible for 30 percent of all the failures in these schools.\nEnglish followed\nwith 17.8 percent, history with 12.5 percent and Latin I, with 14.1 percent.\nIf we base the number of failures on the number of persons who\nstudied the subject Latin holds second place in the ranking.\nGeometry\naccounts for 15 percent of all failures which occur above the first year.\nThe data gathered indicate that Latin, algebra, and geometry are responsible for about 63 percent of all failures in the small high schools in\nKentucky in which vocational work is taught.\nIt may be interesting to you to know that 61.8 percent of all failures\nreported in these schools occurred in the first year, 28.3 percent in the\nsecond, 9.6 percent in the third and only .3 percent in the fourth year.\nThe decreasing percentage of failures cannot be due to a more select group\nof pupils since all failures recorded are by pupils still in high school.\nThere were very few failures in the vocational subjects. ‘This, I think,\nmay be attributed to the fact that these subjects challenge the interest of\npupils to a larger degree than do the subjects that are farther removed\nfrom life activities.\n\n"}
{"page": 998, "printed_page": null, "text": "994\n\nNatIonAL\n\nEpucaTION\n\nASSOCIATION\n\nIn the high schools in which no vocational work was offered 2555 pupils\nreturned the questionnaires.\nIn this group there were 955 failures reported. As in the other group the largest number of failures is in algebra\n1, with 229 or 23.9 percent of the failures.\nLatin is a close second with\n222, or 23.2 percent of the failures. English and history follow next with\n13.3 percent and 10.5 percent respectively.\nLatin, algebra, and geometry\nare responsible for 60 percent of all failures in these schools.\nOf the 995\n\nfailures 64 percent occurred in the first year, 255.7 percent in the second,\n10 percent in the third and .3 percent in the fourth year.\nI am not opposed to the teaching of any subject in our public. school\nprogram.\nBut there are too many people taking such subjects as algebra\nand Latin just to have it said that they ‘“‘took” them. Many people registered in these subjects are not taking them by any means. ‘Too frequently\nthe subject takes the pupil.\nFrom my point of view, then, we need funds to provide for a larger\nprogram in practical arts and vocational education.\nWe need closer cooperation with business and industry to provide for more adequate participation and a more satisfactory program of training; we need a philosophy\nthat will bring about a larger interest in the program of practical arts and\nvocational education; and we need more careful research to determine .the\nvalues of all school subjects being acquired of that great army of children\nin our public schools today.\n\nSOME\n\nASSETS\n\nANTHONY\n\nM.\n\nIN\n\nPART-TIME\nSCHOOL\nTION—ABSTRACT\n\nGOLDBERGER,\n\nPRINCIPAL,\n\nPITTSBURGH,\n\nADMINISTRA-\n\nCONTINUATION\n\nSCHOOL\n\nPA.\n\nEducators have gotten into the habit of thinking that something less\nthan ordinary good performance is to be expected of part time schools\nbecause of what they are likely to term “inherent difficulties” in its organization and administration.\nBut the fact is that compensating for difficulties due to such factors as\nirregularity of entrance and shortness of the school week are other factors\npeculiar to the part time school, which make up for the difficulties. Among\nthese are:\nThe part-time school may teach anything, and in any way it thinks will\nbenefit the pupil, regardless of how far it departs from the traditional\nschool practice.\nIt has no college entrance requirements or high school\nentrance requirements or in fact any imposed requirements which it must\nprepare its pupils to meet.\nIt has a student body which, by reason of the\nfact that it is actually in the midst of the real problems of adult life, has\ncome to appreciate the need for certain types of instruction in a way that\n\neven college students have not. The constant addition and loss of pupils\ncompels an acceptance by teachers of the necessity for individual instruction. The same condition, supplying as it does a constant stream of new\n\n"}
{"page": 999, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n995\n\npupils, makes possible a use of productive project work in shops wherein\neducational progression from the simple to the difficult can be maintained as\nit cannot be in a class whose enrolment remains static for a semester or\nmore.\nMoreover, it is not an absolutely established fact that 30 hours of good\ninstruction are necessarily more valuable than 8 hours of good instruction\nplus many hours of opportunity to apply the instruction.\n\nVOCATIONAL EDUCATION—AN ESSENTIAL PART\nSTATE PROGRAM OF EDUCATION\nR.\n\nO.\n\nSMALL,\n\nDIRECTOR\n\nOF\n\nVOCATIONAL\n\nEDUCATION,\n\nVOCATIONAL\n\nEDUCATION,\n\nBOSTON,\n\nSTATE\n\nOF\n\nBOARD\n\nA\nFOR\n\nMASS.\n\nEducation for a democracy—In a scheme of education devised for the\nchildren of a representative democracy, 95 percent of whom will be called\nupon to earn their own living in some gainful occupation and all of whom\nare expected to exercise broad civic privileges, work and work habits coupled\nwith a high degree of intelligent appreciation of the finer things in life\nare essential elements.\nTheir education should involve training in both\nappreciation and vocational phases of life. “These opportunities free from\nselfish predetermination should be assured them.\nIn our eagerness not to deprive youth of their birthright of culture and\nappreciation, we must not rob them of that other birthright—knowledge\nand training which enables them to earn a living.\n\nOf what\n\ndoes a democracy\n\nconsist?\n\nLet us look at a typical cross-\n\nsection of democracy: this city. Let us examine it, having in mind as\nwe do so the needs of this democracy and the preparation for meeting these\nneeds through training our young workers.\nWe need professional men and women.\nYes! You are all committed\nto the proposal that we should train for the professions.\nBut we do not\nneed them in large numbers.\nIt would not be well for us if all were in\nthe professions.\nTraining for the professions we call professional education.\nThe business and commercial life of a democracy, the trading-in and\nselling, the exchanging and accounting for our products, must be attended\nto. It must be given careful attention.\nWe no longer think of securing\nthe corps of workers in this field without affording them an opportunity\nto secure training. We have accepted commercial education as necessary.\nBut what of the producers of the finished articles of our industrial\nworld, the skilled worker and artisan?\nDemocracy cannot survive without him or her. What are we doing to train the young worker for advantageous entrance to the skilled trades?\nRelatively very little. This\nis one of the greatest needs of democracy.\nWe should train our young\nworkers.\nThe nation, the state, or the city that does not have skilled\nworkers is dependent upon other outside sources for its finished products.\n\n"}
{"page": 1000, "printed_page": null, "text": "996\n\nNaTioNnaL\n\nEpucATION\n\nASSOCIATION\n\nThe training for placement in the productive industries we call industrial\neducation and it is a phase of education which must be more fully developed.\nIt must be fed and clothed and sheltered.\nBut democracy needs more.\nto a large extent its shelter, come from\nand\nraiment\nIts food supply, its\nthe soil. Somewhere, and by someone, crops, the raw material from\nIt\nwhich these needs are met, must be planted, cultivated, and harvested.\njust must be done.\nWe call the enterprise farming and those engaged\nin it farmers: or do you prefer agriculture and agriculturalists? Organized\ntraining for this undertaking we call agricultural education.\nIn our cross-sectioning of democracy we have found a need for professional, commercial, industrial, and agricultural service—and we have .\nproposed training for our youth to meet these needs. But a greater need\nin a democracy than any yet named remains to be mentioned.\nA democracy\nmay not survive save as the homes are preserved intact. As an occupation, homemaking (for the man or the woman) is the most important\npursuit mankind engages in.\nFor the woman and the mother in the home, homemaking is the combination of multiple trades and callings—the most important ‘‘profession”\nin the world.\nIn its most complete development it embraces the essentials of fifty other occupations.\nIt is a very natural division of labor which gives woman charge of the\nhome.\nWhile it is a division no man wishes to bind her to with chains,\nit is a division she herself will never willingly give up. Where economic\nconditions do not force her to outside productive labor, woman willingly\nand to the great good of society as a whole, confines herself to conserving\nat home what the husband makes in his employment.\nBut some women must seek employment in industry. While woman’s\nstatus will never be solved by confining her to the home, neither will it be\nsolved by using her to beat down the labor market.\nIn industry the\nwoman worker should replace the man and not displace him.\nThe\nwoman worker should supplement the man and not supplant him and\nmarriage will unquestionably ever be a barrier to woman’s entry into the\nhigher positions in industry.\nOur problem and our social duty is to prepare women for both industry\nand homemaking, and the school work organized to train for successful\nand effective homemaking is called househeld arts education.\nSince preserving the home is the greatest need of democracy this is the most important form of vocational education.\nThe opportunity should be afforded for all of this training in full-time,\npart-time, and evening school classes.\nIn the programs organized for the\nvocational all-day school work definite assignment for instruction in citizenship, hygiene, and in general improvement courses should occupy at least one\nquarter of the time.\nThe social and economic significance of such a program of education\nIs Important.\n\n"}
{"page": 1001, "printed_page": null, "text": "THE DEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n997\n\nFrom a social standpoint it is the one way to reach and secure an equitable education for all the youth of our democracy. It will conserve the\nhuman resources of the nation and ensure the workers their measure of\nleisure time. Properly organized it will educate them to use their leisure\nadvantageously.\nFrom an economic standpoint it is the way by which we may hold and\nincrease our commercial and industrial prestige. “Through shortening the\nperiod and effort of learning greater skill will be directed into business,\n\nmore and better goods will be produced at less cost and the competition\n\nforced upon us by other nations will operate to our advantage.\nwise we cannot maintain our leadership against our competitors.\n\nTHE\n\nVIEWPOINT OF A SUPERVISOR OF TRADE\nINDUSTRIAL EDUCATION TOWARD\nVOCATIONAL EDUCATION\n\nOther-\n\nAND\n\nO. D. ADAMS, SUPERVISOR OF TRADE AND INDUSTRIAL EDUCATION,\nSALEM, ORE.\nVocational Education is any form of education the purpose of which\nwould be to fit an individual for useful employment.\nWith this definition in mind the attitude of a trade and industrial supervisor must be governed by the recognition that his work is a part of a big\nmovement to pursue effectively recognized, profitable employments.\nA supervisor must understand and know the types of schools best\nadapted to the community in question.\nHe must organize his time to the\nbest advantage.\nAt the present time it is a common practice among state\nsupervisors to organize a type of education known as foreman classes, and\nto teach foremen in industry to be able to lead their own groups in conference discussion.\nQuite often the administrator of the local school system has a very different idea of vocational\n\neducation\n\nthan the supervisor,\n\nand it is quite necessary for the two of them to get together on some\ncommon ground before attempting to organize a definite program procedure.\nThe supervisor must also bear in mind that there are three major types\nof vocational education as conducted under the Federal Board for Vocational Education: Agriculture, home economics, and trades and industries. ‘The agricultural group deals with decentralized communities, more\nalong individualistic lines; the trade and industrial supervisor deals with\ncollective organizations and must work with groups. He deals with a collective and not an individualistic community.\n\nThe supervisor of trades and industries has been criticized for standing\nalone and forcing his ideas on the people. ‘This may be brought about\nby the strict discipline of industry and its effect upon him. ‘The old trade\n\nunion idea, of course, was to force their opinion at any cost, and there are\nsome traces of this influence left in trade organizations today. ‘The apprenticeship program is particularly representative of this phase of the old\n\n"}
{"page": 1002, "printed_page": null, "text": "998\n\nroa\n\need\n\nNATIONAL\n\nae ee\n\nASSOCIATION\n\nEpucaTION\nee\n\na\n\nSSS\n\ntrade union idea, where a boy must serve, regardless of ability, his required number of years as an apprentice before receiving journeyman’s\nIn case of mass production the period of apprenticeship may be\nwages.\n‘The modern tendency is toward specialization.\ncut down.\nTrade and industrial education is preparing people to enter employment\nThe supervisor must understand that he has\nin trades and industries.\na certain obligation toward those children who have not had the advantages of an education, and must promote the part-time continuation school.\nHe will recognize that the entire vocational program must be one of cooperation, not only with industry, with trade unions, and with other\norganized bodies, but with the school people as well, and must work toward the end of turning out good tradesmen, and not civil engineers.\n\nMANUAL\n\nBENJAMIN\n\nARTS AND THEIR RELATION\nTO ANY\nTIONAL EDUCATIONAL PROGRAM\nJOHNSON,\n\nBRANCH,\n\nSPECIALIST\n\nUNIVERSITY\n\nOF\n\nIN\n\nVOCATIONAL\n\nCALIFORNIA,\n\nLOS\n\nEDUCATION,\nANGELES,\n\nVOCA-\n\nSOUTHERN\n\nCALIF.\n\nIt is a temptation, which must be resisted, to glance back in the past\nand trace the development of the manual arts to their present almost\nuniversal adoption in nearly every junior and secondary program in the\ncountry; but time will not permit, and the limitations of my topic do not\nrequire it. It will be sufficient to call attention to the fact that the manual\narts found their way into the school system because of their claims for\n\npracticality and for teaching the fundamentals of the trades.\nVocational education, on the other hand, has comparatively recently\nclaimed public attention because it was found that manual arts, however\nvaluable they are in the school curriculum, were not adequately equipping\nthe youths in our public schools for advantageous entrance into occupations and employment.\nIt cannot be determined here to what extent this\nseeming failure can be charged to the manual arts and those responsible\nfor organizing this work in the schools; and how much to the fact that\nthe large number of youths who are leaving the schools and entering upon\nemployment do so before they have an opportunity to receive any of the\nvocational benefits, except of the most elemental sort, that the manual arts\nare supposed to contribute.\nThe emphasis given to vocational education dates from the enactment\nof the Smith-Hughes law in 1917.\nBy its provisions the federal government contributes to the states certain funds for the promotion of vocational\neducation of less than college grade for youths and adults who desire\ntraining which will give them advantageous entrance into an occupation;\nor, if already employed, will give them training which will lead to promotion in that occupation.\nAt the time the Smith-Hughes law went into effect and the work of the\nfederal board, established by this act, was inaugurated the belief was wide-\n\n"}
{"page": 1003, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n999\n\nspread that the manual arts courses and departments in the high schools\nof the country were the logical places for the setting. up of vocational\ncourses that meet with the provisions of this act. The result was that\neast and west the first attempt to set up a vocational program in a community was by some modification of the existing manual arts program.\nThis was usually done by changing the school program to suit the time\nrequirements named in the act: i. e., giving half of the school day to\npractical shop activities and the remainder of the day to the high school\ncurriculum usually found in cosmopolitan high schools, with an attempt\nto have certain courses in mathematics, science, and drawing related in\nsome way to shop activities. Vocational education was thus looked upon\nas another subject which the public was demanding should be included in\nan already overcrowded high school curriculum.\nSince vocational education was supposed to be primarily for those youths who could not stay in\nschool; who\n\nwere\n\nkept in school against their will; or who\n\nfound\n\nno in-\n\nterest or satisfaction in the other courses, they were transferred to these\nso-called vocational courses as a last resort before the school authorities\nwere relieved of their presence by their taking matters into their own hands\nand leaving the school for some job.\nThe above was the natural procedure on the part of those responsible\nfor secondary education.\nBoys and girls who could not make the grade\nin the longer established courses were naturally transferred to the only\nother place the principal of the school had—the industrial arts department—\nand, since federal money could be had by changing the hours on the high\nschool schedule, why not do this, and call the erstwhile industrial arts\ncourse a vocational course.\nWhen it was pointed out that vocational\neducation was not a new subject to be placed in the school curriculum, but\nwas a program whereby boys and girls who needed a new adjustment in\ntheir training could get it, and it would lead to their being placed advantageously in some profitable employment, the objection was raised that\nthe purpose of the high school was to train for citizenship and to give a\ngood education to every youth.\nIt was also claimed that such a vocational program was narrowing in its effect and would deprive those who\ntook it from graduation from the high school; and, still greater calamity,\nit would not equip them for entering the university.\nWhich habit is of\nthe most value, the habit of failure in school or the habit of success on\na good job?\nIn the early days of the promotion of the vocational program set up\nby the Federal Board for Vocational Education, criticism was frequently\nmade that it failed in not providing for the promotion of some form of\nThe policies set forth for the realization of the\nprevocational education.\nact clearly stated that vocational education was for those who, having\nchosen an occupation, desired training that would give advantageous entrance into an occupation or advancement in a vocation in which they\nThe act and this ruling excluded prevocational\nwere already employed.\neducation from securing reimbursement intended solely for vocational educa-\n\n"}
{"page": 1004, "printed_page": null, "text": "1000\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\ntion. It did, however, lay upon the states the responsibility for determining in some way who are the individuals needing vocational training, what\nare their interests, capacities, tastes, and aptitudes; how genuine is their\ndesire to realize the choice they have made—in other words, what reason\nhave we to believe that such and such groups of youths, having chosen a\ncertain line of vocational training, could really enter upon the occupation\nand successfully hold a job in it. This is a valid claim, for it is clearly evident that vocational training for anyone cannot be given until the individual has in some way discovered his fitness for it and his interest.\nIn other words, there is always in the experience of every one in entering\nupon any employment, a period of selfdiscovery in which he determines\nwhether this is the job he wants to tie to. It is natural to presume that\nthe public schools should in some way seek to supply this need, especially\nfor that large army of boys and girls who are leaving the school before\ncompleting the regular courses, and we now believe this sort of an experience is also necessary for every youth.\nI am well aware of the high values, other than vocational, that the\nmanual arts have in our educational program.\nI am well aware also that\nthere is no possibility, because no one desires it, to do away with any of\nthe manual arts programs that are successfully carried on in our school\nsystems; especially so when they are properly taught by teachers who are\nadequately trained and have had the right experience for their work.\nThe relation, then of the manual arts to vocational education is one of\nprevocational education.\nI use the term in its several applications.\nIn its\nearly use it applied to a kind of training that could be given to boys, mostly\nfrom among the poor, who needed some training that would prepare them\nin a way to enter upon a certain trade. It was restricted to some five or six\nof the dominant trades and only in the industrial field. Later the term\nwas broadened in its conception to include all experiences in the form of\ninformation, instruction, and sometimes, but not often, placing on the job,\nwhich are given to an individual to help him make intelligent choice of an\noccupation.\n“Occupational discovery” is another name for the same term\nand it is now widely accepted as the meaning of prevocational education\nin our junior high schools. ‘There is a third use of the term “‘prevocational”’\nand it is upon this ground, I think, that it has its most valid reason for\nbeing a part of the general educational program: That is, that all, or any,\nactivities through which a youth may be passed are not only to discover for\nhim his possible occupational interest, but are to give him an appreciation\nof the work-a-day world from the lowliest occupation to the highest profession.\n\nIf the manual arts are to realize this last objective and serve as prevocational education in this manifold meaning; and if they are also to\ncontribute as “occupational finding” so necessary in the setting up of any\nvocational educational program, it will be necessary for those responsible\nfor the industrial arts to get this vision more clearly fixed in mind and\n\n"}
{"page": 1005, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n1001\n\norganize their programs for work with such an objective in view.\nThe\nindustrial arts as they are generally conceived throughout the country are\naltogether too narrow to serve as prevocational courses for the boys in\nwood-working, metal work, auto mechanics, and electricity with perhaps\na course in mechanical drawing and printing.\nFor the girls they: offer\nsome form of home-making course with some applied art or arts and crafts.\nCommercial and agricultural courses are too little made use of. If these\nsubjects were taught as illustrating, and introductory to, the great industrial groups they represent there would still be much to be desired if prevocational work is to be a responsibility of the schools as a means of\ndiscovering occupational interests as a basis for some vocational and\nUnfortunately these subjects are dealt with almost\neducational guidance.\nentirely from their trade and technical requirements.\nIn my judgment the part-time school again has the best opportunity for\nrealizing such a program.\nWe know that thousands of boys and girls are\nleaving school and getting all sorts of jobs. They are not doing this\nefficiently and industry and business are paying the overhead cost for this\ninefhicient adjustment. I believe it is conceivable that an educational program can be worked out whereby all of these various jobs and occupations\nopen to youth can, under proper supervision, and coordination on the part\nof the school organization, be made to contribute a prevocational experience\nas valuable, if not more valuable than the prevocational experiences carried\n\non under the school roof.\nAnother element which is too often overlooked in the organization of\nour manual arts activities is the one of developing right relationships which\nmust be maintained as an essential element in every job. A statement was\nmade recently to the effect that in a survey of some 5000 discharges of\nemployees the cause in 64 percent of them was due to various forms of\nsocial maladjustment.\nIn other words, it was not because these people\nlacked skill and knowledge necessary to do the work of the job in which\nthey were employed, but beceause they were unable to get along with one\nanother or with the boss, or because they were tardy or lazy or had other\nhabits which interfered with the carrying out of the skills and knowledge\n\nwhich they possessed. I am satisfied that in the manual arts, as well as in\nthe vocational educational work, far more can be done to inculcate something of these ideals, as well as habits in connection with the work which\neverybody must do. My ideal, then, is that training for work to be accomplished only by training through work.\nIn the same way I believe training\nfor life is by means of living now rather than preparing to live some time\nin the future. I believe the manual arts are surely destined to fill a much\nlarger place and a much more worthwhile place in our educational program\nthan has yet been conceived by those responsible for them.\n\n"}
{"page": 1006, "printed_page": null, "text": "HOME\n\nECONOMICS\n\nADELAIDE\n\nS.\n\nFEDERAL\n\nEpUCATION\n\nNatTIONAL\n\n1002\n\nBAYLOR,\n\nBOARD\n\nFOR\n\nASSOCIATION\n\nEDUCATION\n\nCHIEF,\n\nHOME\n\nVOCATIONAL\n\nTOMORROW\n\nFOR\n\nECONOMICS\n\nEDUCATION\n\nSERVICE,\n\nEDUCATION,\n\nWASHINGTON,\n\nD.\n\nC.\n\nThe morrow must be anticipated in terms of the present. “The trends of\ntoday are the index to the happenings of tomorrow.\nWhat direction is\nhome economic education taking at the present time that will probably\ncontinue through tomorrow?\nWhat have been the changes in point of\nview and procedure in the last decade that may be accepted as authoritative\nsigns for the morrow?\nAmong the trends in home economics education\ntoday that may safely be regarded as signs of the morrow are the following:\n1. Emphasis\n\nof the synthetic method\n\nof approach—TYoday\n\nthe entire life of the\n\nhome is used as a basis for home economics instruction.\nThe tendency to isolate\nthe various responsibilities of the home makers and teach them one by one has been\nsuperseded by that of stressing their inter-relationships in the maintenance of the\n\nentire home and family life. When the program of home economic education was\nstarted over a quarter of a century ago, the founders undoubtedly had in mind the\nserious need of the aid of the school in training girls and women for the important\nvocation of home economics. Already the home was undergoing great transformation in the lessening of production through invention of machinery and other aids\nwhich carried it from the home into places and conditions where it could be-conducted on a large scale.\nIn the years that followed, the attempt to better understand each individual\nresponsibility led to such complete differentiation that the family and home were\nlost sight of, and each field was studied, as it were, for its own sake. With the\norganization of a program of vocational education in home economics, this point\nof view changed as interest centered on the vocation of home making.\nIn home economics education of tomorrow, the home and family life will be the\nobjective and only such instruction pursued as will tend toward the improvement\nof the home life. In this larger study of home life, men and boys will be trained\nas well as women and girls, especially in the large economic and social problems\nof the home.\n2. The contributions of the laymen must be utilized in the program of home\neconomics education.\nA. Home economics teachers are no longer satisfied to outline theoretical courses\nof study or to develop programs of instruction from the angle of the school alone,\nbut are seeking advice from the lay people—women and girls, men and boys—as to\nwhat should constitute a functioning home economics program and what are the\nresponsibilities of the home maker and the family group for which special training\nis needed, that the school can most effectively supply.\n3. The people are recognizing that the public school plant and equipment, no\nmatter how closely it is made to duplicate home conditions, can never be a complete replica of the home; and, therefore, the work of the school must be carried\nover into the home to make the instruction really effective.\nIn other words, the\nhome project will become increasingly important, and it is altogether. likely that\nwhen tomorrow arrives our courses of instruction will be centered wholly upon\nthe activities and responsibilities of the local home life and best means for its\nimprovement.\n4. Emphasis must be placed on the phases of home life that have to do with the\nhuman product in the family rather than with the material only.\nOur school instruction is already taking account of child training and family\nrelationships. However, this is not yet by any means widespread; but the demand\n\n"}
{"page": 1007, "printed_page": null, "text": "THE\n\nDeparTMENT\n\nOF VocaTIONAL\n\nEDUCATION\n\n1003\n\nis a growing one and the character of the instruction is constantly improving.\n\nHome\n\neconomics education for tomorrow will be a large asset in the great program of\npaternal education that is so rapidly spreading throughout the land.\n5. There is demand for occupationally competent teachers in the field of home\neconomics and increasing attempts on the part of the teacher-training institution\nto check up applicants for teacher-training courses in home economics\nof their experiences in the vocation of home making and their apparent\n\nin terms\naptitudes\n\nfor entering the field of teaching home economics.\nIn the vocational program from the beginning teachers for adults have been\nselected on the basis of their maturity and experience rather than that of technical\ntraining only.\nThis tendency is extending to the part-time school and also, at\nleast in one state, to the full-time school.\nWomen with experience in the actual management of the home are being sought\nmore and more as teachers of the vocation of home making, and suitable training\nfor that purpose being given to them to supply their deficiencies from the angle\n\nof technical information and professional training and experience.\n6. The general acceptance of social adjustment is the major objective for home\neconomics education.\nA. The successful teacher of home economics is attempting to develop her program of instruction on the basis of Jocal conditions, and thus to increase the\nefhciency of home life in the local communities.\nWhen conditions are not understood and courses of study are set up on a theoretical basis, unattainable ideals\nare fixed in the minds of the girls and dissatisfaction created with their present\nenvironment.\n‘The home economics teacher is accepting as her responsibility the\n\ngaining\n\nof information\n\non what\n\nis good\n\nin the\n\nhome\n\nand\n\ncommunity\n\nlife and\n\nstressing that in her instruction, as well as discovering and attempting to improve\nthe things that can be bettered in the community.\nInstruction in home economics\nmust be near enough to the actual local conditions to make it possilbe for the girl\nto return to her home and work in her present environment, seeing the possibilities\nthere for attaining the standards that have beeen set up in the school.\nIn other\nwords, she will be effectively carried from level to level only as rapidly as she\ncan adjust her present surroundings to the new standard.\nEducation in home\neconomics must be a dynamic not a static procedure, for the homes are constantly\nchanging with changes in population, development of science and art, influx of\ngirls and women into wage-earning pursuits, and countless other influences, and\nteachers can only be alert to these changes and make their adaptations to the\nextent that they keep up their contacts with actual home and community conditions.\n7. The availability of organized home economics instruction for those not enroled\nin the full-time schools is increasing.\nA. The public schools are awakening to their responsibility for meeting the\neducational needs of adults and the youth who have dropped out of full-time\nschools. The part-time and evening school programs in home economics have had\na prodigious growth in the last ten years. State supervisors are providing definitely\nin their budgets for these types of classes, and teacher-training institutions are\ngiving at least a point of view on them to their student teachers in home economics,\nand in a few instances providing for a special member of the staff who shall give\npreemployment training and training in service to selected groups who will teach\n\nor are teaching home economics in part-time and evening schools.\n\nThese trends are all forward looking influences in the program of home\neconomic education and will continue to be taken into account, so that\ninstruction in this field may function in a satisfactory ratio to its possibilities and make an outstanding contribution to local and national life.\nTomorrow questions will not be raised as to the content of home economics, for it will be accepted as ranking in educational value with any\n\n"}
{"page": 1008, "printed_page": null, "text": "1004\n\nNatTIonAL EpucaTIon\n\nASSOCIATION\n\nother subject of the curriculum and its availability essential in elementary\nschools, high schools, and institutions of higher learning for every girl and\nwoman in the country.\n\nPRINCIPLES\nNICHOLAS\n\nUNDERLYING 4 STATE PLAN\nTIONAL EDUCATION\n\nRICCIARDI,\n\nCOMMISSIONER\n\nOF\n\nSACRAMENTO,\n\nCALIF.\n\nVOCATIONAL\n\nFOR\n\nVOCA-\n\nEDUCATION,\n\nA statement by Edward A. Filene represents quite clearly what may be\ncharacterized as the progressive viewpoint in industry.\nMr. Filene has\nmade a statement which may be accepted as an expression representing the\nviewpoint of employers who have given some serious thought to vocational\neducation. His statement is this:\nEducation\n\nshould\n\nfit men\n\nfor their jobs.\n\nBut that does not mean\n\nthat we\n\nmust\n\nchoose between a kind of vocational education that is devoid of culture and a\nculture that either does not fit or unfits a man for his job. It means that we shall\nend the dangerous dualism that today exists between the school and the factory\nand work out a kind of education that makes it unnecessary for a man to think\none way in the schoolroom and another way in his shop. If education is to serve\nthe state as well as the workshop we must give men culture as well as skill. “But\nthe thing we shall come to see more and more is that it is possible for a man to\nget the most vital kind of culture out of training for his life work.\n\nThere are certain fundamental principles which make it possible to\npracticalize through a state plan of vocational education the philosophy of\nvocational education set forth in Mr. Filene’s statement.\n“These are the\nprinciples which should guide us in working out a state plan of vocational\neducation.\nAn employer, referring to the salary of one of his best workers, made this\nremark:\nWe pay him a thousand\nyear more for what he is.\n\ndollars a year for what\n\nhe does, and two thousand\n\na\n\nQuite clearly that means that industry wants workers who can do something worthwhile and be worthwhile persons. It wants workers, in other\nwords, who are the product of the kind of program of education advocated\nby Mr. Filene and by thousands of employers who agree with him.\nA most practicable way to produce such workers is through a sound and\ncomprehensive program of vocational education.\nA sound and comprehensive program of vocational education fits the individual in terms of his\ninterests and capacities to earn a living in a specific vocation, makes him\nsocially efficient and an intelligent citizen.\nSuch a program of education\nconsists of three fundamental phases. These are: (a) Practical work, (b)\nrelated technical training, and (c) instruction in social studies.\nPractical work—Practical work aione makes the individual\ncapable of earning a living usually as a routine worker.\n\nemployable\n\nand\n\n"}
{"page": 1009, "printed_page": null, "text": "THE\n\nDEPARTMENT\n\nOF VOCATIONAL\n\nEDUCATION\n\n1005\n\nRelated technical training—Practical work with related technical training takes\nthe individual out of the class of routine workers, increases his employment oppor“tunities and his chances for promotion.\nInstruction in social studies—Instruction in social studies gives the individual the\norganized body of information and training that is deemed essential to develop\nthe right civic and social attitudes and employment relationships.\n\nThese phases of vocational education fit most effectively the needs of\nthe individuals concerned. “They are sometimes given as separate courses,\nor as units of separate courses, depending upon the individual’s capacities,\nthe vocation for which he is being trained, and the length of time he\nexpects to pursue the training program.\nFor some individuals the related\ntechnical training and the instruction in social studies may be given most\nsatisfactorily in connection with the practical work, rather than as separate\ncourses. “These phases make the program quite flexible.\n\nPractical\n\nWork\n\nThe HOW of the job.\nJob-training designed\nto give the individual\n\nthe craft knowledge and\nskill required to make\nhim employable, usually\nas a routine worker.\n\nRelated Technical\nInstruction\nThe WHY\n\nof the job.\n\nCourses\n\nin mathemat-\n\nics, science, and drawing designed to make\nthe\nthan\n\nindividual\nmore\na routine worker.\n\nInstruction in Social\nStudies\nThe\n\nWHEREFORE\nthe job.\n\nof\n\nCourses\nin English,\nhistory, and other social\nstudies,\ndesigned\nto\nmake the individual an\nintelligent citizen and\nsocially efficient.\n\nThese courses give the\nindividual “the culture”\nevery socially efficient\ncitizen should have.\n\nThe fundamental principles underlying such a program of vocational\neducation are: (a) The principle of individual counseling, (b) the principle\nof adapting the training program to the interests and the capacities of the\nindividual, (c) the principle of linking the training program with industry,\n(d) the principle of placement, follow-up, and adjustment after placement,\nand (e) the principle of selecting occupationally competent individuals and\ntraining them as vocational teachers.\nThe practical application of these principles is made possible by a state\nplan of vocational education which establishes the most feasible and workable conditions for carrying into effect the type of program which, as Mr.\nFilene expresses it, ends “the dangerous dualism that exists between the\nschool and the factory and works out a kind of education that makes it\nunnecessary for a man to think one way in.the schoolroom and another wav\nin his shop”; and which makes it possible to give the individual “the most\nvital kind of culture out of training for his life work.”\n\n"}
{"page": 1010, "printed_page": null, "text": "1006\n\nNaTIONAL\n\nEpUCATION\n\nASSOCIATION\n\nA. Local supervisors—One of the feasible and workable conditions that\na state plan should set up is to have the state department of vocational edu- .\ncation appoint local supervisors of trade and industrial education in cooperation with local school systems and local supervisors of agricultural\neducation in cooperation with state teachers’ colleges.\nWe now have in California local supervisors of trade and industrial education, in cooperative 1elationships with the state department of education,\nin each of the following places:\nFresno\nLong Beach\n\nLos Angeles\nOakland\n\nSacramento\nSan Jose\n\nSanta Barbara\nVallejo\n\nWe have local supervisors of agricultural education, under an agreement\nagreeable to the state department of education and to the state teachers’\ncolleges, at the following places:\nChico\n\nFresno\n\nOntario\n\nSan Jose\n\nWe have local supervisors of vocational education who are directly responsible only to the local authorities, in the following places:\nAlameda\nBerkeley\n\nCrockett\nHuntington\n\nPark\n\nSan Diego\nSan Francisco\n\nStockton\n\nIndividual counseling—With local supervisors of vocational education as\nlocal “key person,” a procedure for individual counseling may be carried\nsuccessfully into effect.\n\n"}
{"page": 1011, "printed_page": null, "text": "World Federation of Education Associations\n\n"}
{"page": 1012, "printed_page": null, "text": "HE WORLD FEDERATION OF EDUCATION ASSOCIATIONS\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 Second Biennial Conference was\nheld in Toronto, Canada, in August, 1927. The offcers of the World Federation of Education Associa-\n\ntions for the years 1927-29 are:\n\nPresident, A. O.\n\nThomas, Augusta, Maine; Vicepresidents, Harry\nCharlesworth, Vancouver, B. C.; P. W. Kuo, Shanghai, China; Fred Mander, Hamilton House, London,\n\nW.C.1, England; Secretary, Charles Williams, Columbia, Missouri; Treasurer, E. A. Hardy, Toronto,\nCanada; Financial Agent, Walter R. Siders, Pocatello, Idaho; Board of Directors, two-year term,\nFrank W. Goldstone, Hamilton House, London, W.\nC. 1, England; P. Ling, Peking, China; D. D. MacDonald, Toronto, Canada; P. Seshadri, Benares,\nIndia; Walter R. Siders, Pocatello, Idaho; Mary\nTweedie, Edinburgh, Scotland; Selma Borchardt,\nWashington, D. C:; Rao B. P. A. Inamdar, Aundh,\nIndia; G. R. Parker, Catford, London, 8. E. 6, England; Board of Dvrectors, four-year term, Harry\nCharlesworth, Vancouver, B. C.; Thomas Henderson, Edinburgh, Scotland; P. W. Kuo, Shanghai,\nChina; Fred Mander, Hamilton House, London, W.\n\nC. 1, England; Thomas\n\nJ. O’Connell, Dublin, Ire-\n\nland; M. Sawayanagi, Tokio, Japan; Annie C. Woodward, Sommerville, Massachusetts; Otto Tacke,\nStettin, Germany.\nFacts relating to the establishment of the World Federation of Education Associations and the record of meetings are found in earlier\n\nvolumes of Proceedings, as follows:\n1921: 176-182\n1922: 312-317\n\n1923; 106, 402-424\n1924 :272-274\n[1008]\n\n1925\n: 913-927\n1926: 996-1003\n\n"}
{"page": 1013, "printed_page": null, "text": "PROPOSED ARTICLES OF INCORPORATION OF\nWORLD FEDERATION OF EDUCATION\nASSOCIATIONS +\nTo THE\n\nREGENTS\n\nOF THE\n\nUNIVERSITY\n\nOF THE\n\nSTATE OF\n\nNEW\n\nTHE\n\nYorK:\n\nWe, the undersigned, who are now officials and directors of the unincorporated association known as—The World Federation of Education\nAssociations, all being persons of full age, desiring to form a Corporation\nunder the Education Law, do hereby apply to the Regents of the University of the State of New York, for a Charter to be granted pursuant\nto the provisions of Section 59 of such law, and do make, sign and\nacknowledge the following statement:\n\nFirst: NAME: The name of the proposed Corporation is The World Federation of Education Associations.\nSecond: Purposes: The purposes for which such Corporation is to be\nformed are to promote the cause of education and to elevate the character\nof teaching throughout the world; to secure international cooperation in\neducational enterprises; to foster the dissemination of information concerning the progress of education in all its forms among nations and peoples;\nto advise and promote suitable and effective means to bring into-closer coordination the various agencies in every. civilized country which have to\ndo with education; to cultivate international goodwill, and to promote the\ninterests of world wide peace.\nThird: Powers: The said Corporation shall have power to hold conferences for consideration and action upon such matters as are embraced in\nor related to the foregoing objects of this Corporation; to publish and\ncirculate literature pertaining to the cause of education, goodwill among\npeoples and world peace, and such other literature as may promote the welfare, or tend to carry out the objects of the corporation; to provide for\nsuch other measures as might seem necessary or advisable to secure action or\ncooperation by individuals or bodies, to promote the said state objects;\nfurther to take, receive, manage, invest and re-invest any real or personal\nproperty, whether by gift, grant, devise, bequest or purchase, and to grant,\nconvey, lease or otherwise administer the same for the purposes of this\ncorporation; and further, to accept, hold and administer any trust of real\nor personal estate for any purpose within the objects of this corporation;\nalso to make bylaws not inconsistent with the provisions of this instrument;\nand to perform or do any other act or thing necessary or incidental to the\ncarrying out of the foregoing objects and powers.\nFourth: MEMBERSHIP: The membership of the corporation shall be composed of educational organizations, associations of persons directly con1An account of the Second Biennial Conference of the World Federations of Education\nAssociations, held at ‘Toronto, Canada, August 7-13, 1927, appears in the October, 1927 issue\nof the Journal of the National Education Association, page 211.\n\n[1009]\n\n"}
{"page": 1014, "printed_page": null, "text": "1010\n\nNatTIONAL\n\nEpucCATION\n\nASSOCIATION\n\nnected with education, institutions of learning, or associations whose chief\nfunction is education.\nThe classification of members, their qualifications, admission to and\nterms of membership, rights, duties and obligations, shall be prescribed by\nthe bylaws of the corporation.\nFifth: Orricers: The Managers of this corporation shall be known as\nThe Board of Directors shall consist of fifteen members, of\nDirectors.\n“They\nwhom no more than two shall be residents of the same country.\nshall be nominated as prescribed by the bylaws, and elected by a Delegate\nThe\nAssembly, representation in which shall be fixed by the bylaws.\nPresident shall be a member of the Board of Directors ex officio and shall\nserve as a member thereof in addition to the number above specified. “The\ncorporation shall have power to increase the number of Directors from\ntime to time, as new countries come into relationship with the corporation\nthrough application for and admission to membership of education associations or groups in such countries. “The total number of directors, howNotwithstanding anything to\never, shall never exceed sixty-five (65).\nthe contrary, the Directors shall have power to add three directors to provide for any unrepresented educational interests.\nDirectors shall be classified with respect to the time for which they shall\nseverally hold office, by dividing them into two classes. The Directors of\nthe first class shall be seven in number, and shall hold office until the next\nmeeting of the Delegate Assembly of the corporation which is proposed to\nbe held in 1929. ‘The successors to the said Directors of the said first class\nshall be elected at such time to hold office for the term of four years.\nDirectors of the second class shall be eight in number, and shall hold office\nuntil the next succeed meeting of the Delegate Assembly following that\nwhich is proposed to be held in the year 1929. Successors to said Directors\nof the second class shall be elected at such time to hold office for such term\nas may be prescribed by the bylaws.\nAt each meeting of the Delegate\nAssembly held thereafter directors shall be elected for terms of years as\nprescribed in the bylaws in place of those whose terms of office expire in the\nyear. of such meeting.\n;\nAll moneys received from dues or paid or given directly to current operating expenses shall be held, managed, and administered by the Board of\nDirectors exclusively.\nThere shall also be a Board of Trustees consisting of not less than fifteen\nnor more than twenty-one persons. The Board of Trustees shall have the\nexclusive safekeeping, management, and administration of all moneys and\nother property which the corporation.\nmay acquire by donation, devise or\nbequest, except such moneys above described, as shall be received from dues,\nor paid or given directly for current operating expenses, with the power of\ninvestment and reinvestment thereof, and of all surplus or unexpended\nincome therefrom. .The income of such permanent fund, aside from the expense of the administration of the trust, shall be used, with the approval of\n\n"}
{"page": 1015, "printed_page": null, "text": "Wor_p\n\nFEpERATION\n\nOF EpucaTion\n\nASSOCIATIONS\n\n1011\n\nthe Board of Trustees, to promote such educational enterprises as the\nBoard of Directors may determine to undertake within the limitations,\npowers and purposes of the corporation.\nThe Board of Trustees shall\nappropriate from such income for budgets so set up by the Board of directors from time to time, except as to items by said ‘Trustees disapproved.\nTrustees shall not be responsible for losses not caused by bad faith. In no\nevent shall property or funds given for a specific purpose be used for any\nother or different purpose.\nTrustees shall be classified with respect to the time for which they shall\nseverally hold office, by dividing them into three classes, each consisting as\nnearly as may be of one-third of the whole number of the Board of Trustees. “Trustees of the first class shall hold office for two years from the\ndate of the issuing of a Charter to this corporation.\nTrustees of the second class shall hold office for four years from the date of the issuing of a\nCharter. . Trustees of the third class shall hold office for six years from the\nissuance of such Charter to the corporation. The successors to the class ot\nTrustees whose terms shall expire in any given year, shall be elected to hold\noffice for the term of six years, so that the term of office of one class of\nTrustees shall expire in each two years.\nUpon expiration from time to\ntime of terms of Trustees, the Board of Directors shall elect successors,\nbut in so doing may elect only such persons, or from such group of persons,\nas are nominated therefor, by the remaining Trustees, except that the\nBoard of Directors may elect to said Board of Trustees not to exceed at\nany time one-third of the total number of the Board of Trustees, persons\nnot nominated by the said remaining Trustees.\nIn case of any vacancy in\nthe Board of Trustees occurring during the term of a Trustee, through\ndeath, resignation, removal, disqualification or other cause, the remaining\nTrustees may elect a successor to hold office for the unexpired portion of\nthe term.\nThe Bylaws may provide that Directors and Trustees may vote on any\nproposed action coming before their respective Boards, by mail, telegram\nor by proxy.\nThe Bylaws shall provide also for the creation of other offices and committee, method and manner of appointment or election thereto, qualification for office, terms of office, powers and duties, and all other matters in\nrelation thereto.\nSixth: The proposed corporation is to be a non-stock corporation.\nSeventh: The principal office of the corporation shall be located in the City\nof New York, State of New York, but the principal business may be transacted elsewhere.\n\nEighth: The names and postoffice addresses of the Directors for the first\nperiod, as provided in Article Fifth of this Certificate, are as follows :—\n\n"}
{"page": 1016, "printed_page": null, "text": "EpucaTION\n\nNATIONAL\n\n1012\n\nDIRECTORS\n\nee Le\n\nee\n\nNoes\n\nDIRECTORS\n\nTHE\n\nee\n\nFirst\n\noe\n\nCLass:\n\neee OSTOTICe\n\nG esate\nML\n\nOF THE SECOND CLASS:\n\nee\neS\n\noP Seen a oe\n\nNames:\n\nOF\n\nASSOCIATION\n\nee Postoffiice Address:\n\nNinth: The names and postoffice addresses of the Trustees for the first\nperiod, as provided in Article Five of this Certificate, are as follows :—\n‘TRUSTEES OF THE First CLass:\nNames:\n\n- 22/2\n\nAle\n\ndye\n\nteri\n\n‘TRUSTEES\nNames:\n\n_\n\ndea\n\npestle\n\nOF THE\nrfraent\n\n‘TRUSTEES\n\nNames:\n\n__\n\nbe\n\nwl we oy t tere Postoflice Address:\n\nStycast hee\n\nOF THE\n\nSECOND\n\nCLASS:\n\n____Postoffice\nTHIRD\n\nAddress:\n\nCLASS:\n\nhap tn) ee Fala ih Postoffice Address:\n\n~\n\nTenth: The names and postoffice addresses of the subscribers to this Certificate are as follows:\nNianies 3) 2oc) See\n\nees\n\nae\n\n____Postofhice\n\nAddress:\n\nEleventh: The duration of this corporation shall be perpetual. Certificate,\nthis — day of\nin the year One thousand nine hundred twenty-seven.\n\n—\n\nIN WITNESS WHEREOF we have made, signed and acknowledged on this\nday of August, One thousand nine hundred and twenty seven (1927).\n\nPROVINCE OF ONTARIO,\nCouNTY OF YORK,\nTo wIT:\n\nOn THIS — day of August, one thousand nine hundred and twentyseven, before me personally appeared ——-— known to me to be the persons described in and who executed the foregoing Instrument, and they\nseverally duly acknowledged to me that they executed the same.\n\nRESOLUTIONS ADOPTED BY THE SECOND BIENNIAL\nCONFERENCE OF THE WORLD FEDERATION OF\nEDUCATION ASSOCIATIONS, TORONTO,\nCANADA, AUGUST 12, 1927\n1. The World Federation of Education Associations reaffirms its allegiance to the ideals and program of service developed at the World Conference in San Francisco, in 1923, and at the First Biennial Conference\nof the W. F. E. A., at Edinburgh, in 1925.\n\n"}
{"page": 1017, "printed_page": null, "text": "eee\n\nWor tp FEpERATION OF EpucATION\nge\nee\n\nASSOCIATIONS\n\n1013\n\nIt believes that upon the teachers of the world rests the responsibility\nof preparing the children and youth of all nations and races for lives of\nmutual goodwill, service, and happiness.\nIt believes that every child is entitled to an education which will prepare it for sound health, worthy home membership, mastery of the tools,\ntechnics, and spirit of learning, faithful citizenship, vocational effectiveness, the wise use of leisure, and which will promote the development of\nsound character.\nEducational Opportunity—The W. F. E. A. recommends that in every\ncountry, educational opportunities be open to all, regardless of race, creed,\nor color.\nSecondary Education—\\. That the W. F. E. A. encourage cooperation\nwith affiliated associations in the promotion of such aids to education as\nuniversal biography, visual instruction, and the use of motion films, particularly when of educational and scientific nature, literature and language\nstudy, particularly in the modern field, esthetics, and training for citizenship as possessing great potentialities for the development of the international outlook.\n2. That the W. F. E. A. encourage secondary schools to secure, during\nthe next biennial period, the inclusion in the daily time-table or schedule,\nprovision for assemblies, athletics, musical and dramatic work, and other\nforms of extracurriculum activities, with a view to improving the general morale of all pupils.\nColleges and Universities—The W. F. E. A. recommends that the Committees of the Group on Colleges and Universities continue their work during the next biennial period, and that they make a full report to the group\n\nin 1929.\nAdult Education—The\n\n.\nW. F. E. A. recommends that its constituent\nassociations in all countries cooperate with all bona fide associations, or\nother agencies, in the work of the provision and development of facilities\nfor adult education.\nHistory Teaching—The W. F. E. A. recommends:\nThat the W. F. E. A. prepare a statement of the ideals which should\nSuch statement should emphasize\nobtain in history and history teaching.\nA\nthe necessity for an impartial treatment of international intercourse.\nfrank admission of shortcomings should accompany the claim of services\nIn proceeding\nrendered to the cause of human welfare in each country.\nfrom national to world history, emphasis should be laid upon the progress\nfrom conflict to conciliation.\nGeography Teaching—The W. F. E. A. recommends:\n1. That in the interests of the fuller development of the spirit of world\nmindedness, it is desirable that means be devised whereby uptodate geographic information can be secured and distributed to the teachers in the\nvarious types of educational institutions in all countries.\n\n"}
{"page": 1018, "printed_page": null, "text": "1014\n\nNaTIONAL\n\nEpucaTIon\n\nASSOCIATION\n\n2. That a committee be appointed to investigate the present situatiot.\nin regard to the teaching of geography.\nHome and School Relationshipsp—Vhe W. KF. I. A. recommends,\nsince the child receives its education in home, school, and community, the\npromotion of cooperation between home and school, and their joint efforts\nto secure in the community such conditions as will supplement the best\ninstruction given by the paients and teachers, for the development of the\nwhole child in all three of these relationships.\nEducation Week—The W. F. E. A. recommends that Education Week\nbe observed throughout the nations of the world, for the purpose of acquainting the public with the work of the schools and their needs, and\nthat the Federation offices serve as a clearinghouse for plans, policies, and\ninformation covering this project.\nHealth—The W. F. E. A. recommends:\n1. That in all countries a school health service be established by the appropriate authorities.\n2. That entrance to teacher training institutions be preceded by a health\nexamination, and that such institutions provide thorough training in the\nfundamental principles of hygiene and physiology, and that all doctors\nand nurses appointed to school health services be especially trained -and\nqualified in the psychology of education, in school administration, and in\nclassroom procedure.\n3. That machinery be established by this Federation, for the interchange\nof information regarding these activities throughout the world.\nCharacter Education—The W. F. E. A. recommends that a committee\nbe appointed to ascertain the current practice in different countries, in the\npreparation of teachers; for the giving of character training, and that this\ncommittee report to the section at the next biennial meeting.\nPreparation of Teachers for International Cooperation and Goodwill—\nThe W. F. E. A. recommends that this section continue and extend its\nstudies during the next biennial period.\nThe Behavior-Problem Child—The W. F. E. A. recommends:\n1. That special provision be made for the behavior-problem child, including a curriculum adapted to his needs, and the provision of understanding teachers.\n2. That the problem child be regarded not as a moral delinquent, or\na mental defective, but rather as a special type, needing to be helped\nthrough a difficult period of development.\n3. That a committee be appointed to investigate and report on what\nis being done in teacher training classes to prepare teachers for this responsibility.\nInternational Educational Exchange—The W. F. E. A. recommends:\n1. That the plans now in operation for the exchange of students, professors, and lecturers between the higher institutions of learning in various\ncountries be highly commended, and that we heartily recommend that edu-\n\n"}
{"page": 1019, "printed_page": null, "text": "ca eine\n\nWortp FEDERATION OF EpucaTION ASSOCIATIONS\nlite TN\nELA DS\na a\na\n\n1015\n\ncational authorities throughout the world offer as far as possible all reasonable inducements in the way of scholarships and other means to promote and extend exchanges of this kind. It especially recommends the use\nof such means as invitations from educational institutions and industrial\nconcerns of any country to the students and professors of other countries\nfor the promotion of scientific research work.\n2. That we believe the interchange of teachers to be a most effective\nmeans of promoting better understanding and goodwill among the peoples\nof the world and also to be of inestimable educational advantage.\nIn\nthis connection we recommend for careful consideration as a general\nbasis for interchange the scheme for interchange of teachers endorsed by the\nImperial Educational Council at London, England, in 1923, and now in\noperation within the British Empire.\nLibrary Service—The W. F. E. A. recommends that a committee be appointed to formulate a program of work to be presented at the next biennial conference,\n\ncovering\n\nthe international\n\naspect\n\nof library service,\n\nin-\n\ncluding bibliographies and education literature of various countries, and\nthe interchange of educational periodicals and news.\nThe Removal of Illiteracy—The W. F. E. A. recommends:\n1. That all nations strive to bring the tools of learning to their illiterates.\n2. That the [literacy Commission of the W. F. E. A. gather information, literature, and plans in use in various countries, and make them availablein handbook form.\n3. That a uniform definition of the term “Adult Illiterate” be adopted,\nand that this include persons of ten years of age or over.\n4. That this definition be applied in the census to be taken in or about\n1930.\nVisual Education—The W. F. E. A. recommends:\n1. The creation of a visual aid card index catalog, an international bibliography on the visual aid field, an international circulation plan for the\ncatalog and bibliography so created.\n2. The cooperation with all other sections of this Federation,in order\nto secure to each the maximum benefit of visual aids in accomplishing\n\ntheir aims.\nAppreciation of Hospitality—The W. F. E. A. expresses its sincere appreciation and thanks to the Local Committee, the Canadian Teachers\nFederation, the Provincial Government of Ontario, the University of\nToronto, the officers of Hart House, the Board of Education, the City of\n\nToronto, the Niagara Falls Commission, the railways, the press, the\npolice, the Canadian National Exhibition, to Mr. Augustus Bridle and his\nassociates, to Dr. H. A. Fricker, the Canadian Bureau for the Advancement of Music, the I. Eaton Company, and the Robert Simpson Com-,\npany, for generous services and hospitality provided in connection with the\nconference,\n\n"}
{"page": 1020, "printed_page": null, "text": "1016\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nThe cordial cooperation of all these agencies, and of the citizens of\nToronto, has contributed in the highest possible degree to the success of\nthis second Biennial Conference.\nThe Secretary of the Federation is instructed to convey an expression\nof the gratitude of the W. F. E. A. to all who contributed in this way.\nTHE\n\nRESOLUTIONS\n\nCOMMITTEE\n\nChairman—Mr. F. Mander, B. Sc., England.\nSecretary—Mr. Joy Elmer Morgan, U. S. A.\nCommittee—Mr. M. J. Coldwell, Canada; Mr. Sidney Wei, China;\nMr. G. R. Parker, B. A., B. Sc., England;\nSir Charles Cleland, Scotland.\n\n"}
{"page": 1021, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n"}
{"page": 1022, "printed_page": null, "text": "Th\n\n‘\n\n1\n\nehngd sah Wobion\nree es nae\n\n7\n\na\n|Re hee\n\n.\nae\n\niA\n\na\n\nye oe\n\n‘fat Reoibeniigs\n\noe\nae\n\nae\n\nii,Bie\n| ‘ We zy»\n\n_.\n\nie\n\nhe\n\n?\noR\nreser\naa\nve Be\n\nvs.\n\n5 Fake\n\nJ Roth,ar\n\nno\n\n~inien\n\n0harch\n\nle\n\nv4\n\nwits\n\n» ee\n\nele\nes\n\nase-\n\nsi\n\n"}
{"page": 1023, "printed_page": null, "text": "Associational Records and Information\n1857—1870\nTHE NaTIONAL TEACHERS ASSOCIATION\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPurposE—To elevate the character and advance the interests of the profession of teaching and to promote the cause of popular education in the\nUnited States.\nThe name of the Association was changed at Cleveland, Ohio, on August\n15, 1870, to the “National Educational Association.”\n\n1870—1907\nNATIONAL\n\nEDUCATIONAL\n\nASSOCIATION\n\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, “National Education Association,” which was\nchanged to ‘National Educational Association,” by certificate filed\nNovember 6, 1886.\n\n1907—\nNATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES\nIncorporated under a special act of Congress, approved June 30, 1906,\nto succeed the “National Educational Association.’\nThe charter was\naccepted and bylaws were adopted at the Fiftieth Anniversary Convention held July 10, 1907, at Los Angeles, California.\n\nACT\nAN\n\nACT\n\nTO\n\nOF INCORPORATION\n\nINCORPORATE\nOF\n\nTHE\nTHE\n\nNATIONAL\nUNITED\n\nEDUCATION\n\nASSOCIATION\n\nSTATES\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled:\nSEcTION\n\n1.\n\n‘That the following-named\n\npersons, who\n\nare now\n\nofficers and direc-\n\ntors and trustees of the National Educational Association, a corporation organized\nin the year eighteen hundred and eighty-six, under the Act of General Incorporation of the Revised Statutes of the District of Columbia, viz.:\n*Nathan C. Schaeffer, *Eliphalet Oram Lyte, *John W. LanList of\nIncorporators\nsinger, of Pennsylvania; Isaac W. Hill, of Alabama; Arthur\nJ. Matthews, of Arizona; John H. Hinemon, *George B. Cook,\nof Arkansas; *Joseph O’Connor, *Josiah L, Pickard, Arthur H. Chamberlain, of\nCalifornia; *Aaron Gove, *Ezekiel H. Cook, Lewis C. Greenlee, of Colorado;\n*Charles H. Keyes, of Connecticut; *George W. Twitmyer, of Delaware; *J. Ormond Wilson, *William T. Harris, *Alexander T. Stuart, of the District of Columbia; Clem Hampton, of Florida; *William M. Slaton, of Georgia; *Frances Mann,\nof Idaho; J. Stanley Brown, *Albert G. Lane, *Charles I. Parker, *John W. Cook,\n1019\n\n"}
{"page": 1024, "printed_page": null, "text": "1020\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n*Joshua Pike, Albert R. Taylor, *Joseph A. Mercer, of Illinois; *Nebraska Cropsey,\nThomas A. Mott, of Indiana; John D. Benedict, of Indian Territory; John F. Riggs,\nAshley V. Storm, of Iowa; John W. Spindler, Jasper N. Wilkinson, *A. V. Jewett,\n*Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky;\n*Warren Easton, of Louisiana; *John S. Locke, of Maine; *M. Bates Stephens, of\nMaryland; *Charles W. Eliot, *Mary H. Hunt, Henry T. Bailey, of Massachusetts;\n\nHugh A. Graham, Charles G. White, William H. Elson, of Michigan; *William F.\nPhelps, *Irwin Shepard, John A. Cranston, of Minnesota; Robert B. Fulton, of\nMississippi; *F. Louis Soldan, *James M. Greenwood, William J. Hawkins, of\nMissouri; *Oscar J. Craig, of Montana; George L. Towne, of Nebraska; *Joseph E.\nStubbs, of Nevada; James E. Klock, of New Hampshire; *James M. Green, John\nEnright, of New Jersey; *Charles M. Light, of New Mexico; *James H. Canfield,\nNicholas Murray Butler, *William H. Maxwell, Charles R. Skinner, *Albert P.\nMarble, James C. Byrnes of New York; James Y. Joyner, Julius Isaac Foust, of\nNorth Carolina; *Pitt Gordon Knowlton, of North Dakota; Oscar T. Corson,\nJacob A. Shawan, Wells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma; *Charles Carroll Stratton, Edwin D. Ressler, of Oregon;\n*Thomas W. Bicknell, Walter Ballou Jacobs, of Rhode Island; David B. Johnson,\nRobert P. Pell, of South Carolina; Moritz Adelbert Lange, of South Dakota;\nEugene F. Turner, of Tennessee; Lloyd E. Wolf, of Texas; David H. Christensen,\nof Utah; *Henry O. Wheeler, Isaac Thomas, of Vermont; Joseph L. Jarman, of\nVirginia; Edward T. Mathes, of Washington; *I. Marcellus Marshall, Lucy Robinson, of West Virginia; *Lorenzo D. Harvey, of Wisconsin; *Thomas T. Tynan,\nof Wyoming; Cassia Patton, of Alaska; Frank H. Ball, of Porto Rico; Arthur F.\nGriffiths, of Hawaii; C. H. Maxson, of the Philippine Islands; and such other\n\npersons as now are or may hereafter be associated with them as officers or members\nof said Association, are hereby incorporated and declared to be a body corporate\nof the District of Columbia by the name of the “National Education Association\nof the United States,” and by that name shall be known and have perpetual succession with the powers, limitations, and restrictions herein contained.\nSec. 2. That the purpose and object of the said corporation shall be to elevate\nthe character and advance the interests of the profession of teaching and to promote the cause of education in the United States. This corporation shall include\nthe National Council of Education and the following departPurpose and\nDepartments\n\nments, and such others as may hereafter be created by organization or consolidation, to-wit: The Departments, first, of\nSuperintendence; second, of Normal Schools; third of Elemen-\n\ntary Education; fourth, of Higher Education; fifth, of Manual Training; sixth, of\nArt Education; seventh, of Kindergarten Education; eighth, of Music Education;\nninth, of Secondary\n\nEducation;\n\ntenth,\n\nof Business\n\nEducation;\n\neleventh,\n\nof Child\n\nStudy; twelfth, of Physical Education; thirteenth, of Natural Science Instruction;\nfourteenth, of School Administration; fifteenth, the Library Department; sixteenth,\nof Special Education; seventeenth, of Indian Education; the powers and duties\nand the number and names of these departments and of the National Council\nof Education may be changed or abolished at the pleasure of the corporation, as\nprovided in its by-laws.\nSec. 3. That the said corporation shall further have power to have and to use\na common seal, and to alter and change the same at its pleasure; to sue or to be\nsued in any court of the United States, or other court of competent jurisdiction,\nto make bylaws not inconsistent with the provisions of this\nPowers of\nact or of the Constitution of the United States; to take or reCorporation\nceive, whether by gift, grant, devise, bequest, or purchase, any\nreal or personal estate, and to hold, grant, convey, hire or\nlease the same for the purpose of its incorporation; and to accept and administer any trust of real or personal estate for any educational purpose within the\nobjects of the corporation.\n* Deceased,\n\n"}
{"page": 1025, "printed_page": null, "text": "Act\n\noF INCORPORATION\n\n1021\n\nSec. 4. That all real property of the corporation within the District of Columbia\nwhich shall be used by the corporation for the educational or other purposes of the\ncorporation as aforesaid other than the purposes of producing income, and all personal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce\nProperty to be\nincome to be used for such purposes, shall be exempt from\nTax-Exempt\ntaxation; provided, however, that this exemption shall not\napply to any property of the corporation which shall not be used for, or the\nincome of which shall not be applied to, the educational purposes of the corporation; and, provided further, That the corporation shall annually file, with the\n\nCommissioner of Education of the United States, a report in writing, stating in\ndetail the property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\n\nyear.\nSec. 5. That the membership of the said corporation shall\nconsist of three classes of members—viz., active, associate, and\ncorresponding—whose_\nqualifications,\nterms -of membership,\nrights, and obligations shall be prescribed by the bylaws of the\nSec. 6. That the officers of the said corporation shall be a\nPresident, twelve Vice-Presidents, a Secretary, a ‘Treasurer,\na Board of Directors, an Executive Committee, and a Board\n\nMembers\ncorporation.\nOfficers\n\nof Trustees.\nThe Board of Directors shall consist of the President, the First Vice-President, the\nSecretary, the Treasurer, the Chairman of the Board of Trustees, and one additional\nmember from each state, territory, or district, to be elected by the active members\nfor the term\n\nof one year,\n\nor until their successors\n\nare chosen,\n\nand. of all life directors of the National Educational Association.\n\nBoard\n\nof\n\nThe United States Commissioner of Education, and all former\nDirectors\npresidents of the said Association now living, and all future\nPresidents of the Association hereby incorporated, at the close of their respective’terms of office, shall be members of the Board of Directors for life. ‘The\nBoard of Directors shall have power to fill all vacancies in their own body; shall\nhave in charge the general interests of the corporation, excepting those herein\nintrusted to the Board of Trustees; and shall possess such other powers as shall be\nconferred upon them by the bylaws of the corporation.\nThe Executive Committee shall consist of five members, as follows: the President\nof the Association, the First Vice-President, the Treasurer, the Chairman of the\nBoard of Trustees, and a member of the Association, to be\nchosen annually by the Board of Directors, to serve one year.\nExecutive\nThe said committee shall have authority to represent, and to\nCommittee\nact for the Board of Directors in the intervals between the\nmeetings of that body, to the extent of carrying out the legislation adopted by the\nBoard of Directors under general directions as may be given by said board.\n\nThe Board\nDirectors\n\nof Trustees\n\nfor the term\n\nshall consist of four members\n\nof four years,\n\nand\n\nthe President\n\nelected by the Board\nof the Association,\n\nof\nwho\n\nshall be a member ex officio during his term of office.\nAt the first meeting of\nthe Board of Directors, held during the annual meeting of the\nBoard of\nAssociation, at which they were elected, they shall elect one\n\ntrustee for the term of four years. All vacancies occurring in\nsaid Board of Trustees, whether by resignation or otherwise,\n\nTrustees\n\nshall be filled by the Board of Directors for the unexpired term; and the absence\nof a trustee from two successive annual meetings of the board shall forfeit his\nmembership.\n\n"}
{"page": 1026, "printed_page": null, "text": "1022\n\nNaTIONAL\n\nEpuUCATION\n\nASSOCIATION\n\nSec. 7. That the invested fund now known as the “Permanent Fund of the\nNational Educational Association,” when transferred to the corporation hereby\ncreated, shall be held by such corporation as a Permanent Fund and shall be in\ncharge of the Board of Trustees, who shall provide for the\nPermanent\nsafekeeping and investment of such fund, and of all other\nFund\nfunds which the corporation may receive by donation, bequest,\nor devise.\nNo part of the principal of such Permanent Fund\nor its accretions shall be expended, except by a two thirds vote of the active\nmembers of the Association present at any annual meeting, upon the recommendation of the Board of Trustees, after such recommendation has been approved by\nvote of the Board of Directors, and after printed notice of the proposed expenditure has been mailed to all active members of the Association. The income of the\nPermanent Fund shall be used only to meet the cost of maintaining the organization of the Association and of publishing its annual volume of Proceedings,\nunless the terms of the donation, bequest, or devise shall otherwise specify, or the\nBoard of Directors shall otherwise order. It shall also be the duty of the Board\nof Trustees to issue orders on the Treasurer for the payment\n\nDuties of\nTrustees\n\nof all bills approved by the Board of Directors, or by the\nPresident and Secretary of the Association acting under the\n\nauthority of the Board of Directors.\nWhen practicable, the\nBoard of Trustees shall invest, as part of the Permanent Fund, all surplus funds\nexceeding $500 that shall remain in the hands of the Treasurer after paying the\nexpenses of the Association for the previous year, and providing for the fixed\nexpenses and for all appropriations made by the Board of Directors for the\nensuing year.\nThe Board of Trustees shall elect the Secretary of the AssoElection of\nciation, who shall also be Secretary of the Executive Committee,\nSecretary\nand shall fix the compensation and the term of his office for a\nperiod not to exceed four years.\nSec. 8.\n\nThat the principal office of the said corporation\n\nshall be in the city of\n\nWashington, D. C.; provided, That the meetings of the corporaLocation\nOffice\n\nof\n\nbe determined\n\ntion, its oficers, committees, and departments, may be held, and\nthat its business may be transacted, and an office or offices may\n\nbe maintained, elsewhere, within the United States, as may\nby the Board of Directors, or otherwise in accordance with the\n\nbylaws.\nSec. 9.\n\nThat\n\nthe charter,\n\nconstitution,\n\nand\n\nbylaws\n\nof the National\n\nEducational\n\nAssociation shall continue in full force and effect until the charter granted by\nthis act shall be accepted by such Association at the next annual meeting of the\nAssociation, and until new bylaws shall be adopted; and\nAcceptance of\nThis Charter\n\nthat the present officers, directors, and trustees of said Association shall continue to hold office and perform their respective\nduties as such until the expiration of terms for which thev\n\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\nthen present, may organize and proceed to accept the charter granted by this act\nand adopt bylaws, to elect officers to succeed those whose terms have expired or\nare about to expire, and generally to organize the “National Education Association of the United States”; and that the Board of Trustees of the corporation\n\nhereby incorporated shall thereupon, if the charter granted by this act be accepted,\nreceive, take over, and enter into possession,\nproperty, real and personal, of the corporation\n\ncustody, and management of all\nheretofore known as the National\n\n"}
{"page": 1027, "printed_page": null, "text": "Act\n\nOF INCORPORATION\n\n1023\n\nEducational Association incorporatea as aforesaid, under the Revised Statutes of\nthe District of Columbia and all its rights, contracts, claims, and property of every\nkind and nature whatsoever, and the several officers, directors, and trustees of such\niast-named Association, or any other person having charge of any of the securities,\nfunds, books or property thereof, real or personal, shall on demand deliver the same\nto the proper officers, directors, or trustees of the corporation hereby created. Provided, That a verified certificate executed by the presiding officer and secretary of\n\nsuch annual meeting, showing the acceptance of the charter granted by this act by the\nNational Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia; and, provided further, That\nin the event of the failure of the Association to accept the charter granted by this\nact at said annual meeting then the charter of the National Educational Association\nand its incorporate existence shall be and are hereby extended until the thirty-first\nday of July, nineteen hundred ‘and eight, and at any time before said date its\ncharter may be extended in the manner and form provided by the general corporation of the District of Columbia.\n\nSec. 10. That the rights of creditors of the said existing corporation, known\nas the National Educational Association, shall not in any manner be impaired by\nthe passage of this act, or the transfer of the property heretofore mentioned, nor\nshall any liability or obligation, or the payment of any sum\ndue or to become due, or any claim or demand, in any manner,\nRights of\nor for any cause existing against the said existing corporation,\nCreditors\nbe released or impaired; and the corporation hereby incorporated\nis declared to succeed to the obligations and liabilities, and to be held liable to\n\npay and discharge all of its debts, liabilities, and contracts of the said corporation\nso existing, to the same effect as if such new corporation had itself incurred the\nobligation or liability to pay such debt or damages, and no action or proceeding\nbefore any court or tribunal shall be deemed to have abated or.been discontinued\nby reason of this act.\nSec. 11. The Congress may from time to time alter, repeal,\nor modify this act of incorporation, but no contract or individual\n\nAmendments\nto\n\nCharter\n\nright made or acquired shall thereby be divested or impaired.\nSrc. 12. That said corporation may provide, by amendment to its bylaws,\nthat the powers of the active members exercised at the annual\nmeeting in the election of officers and the transaction of busiCreation of\nness shall be vested in and exercised by a representative asRepresentative\nsembly composed of delegates apportioned, elected, and gov. Assembly\nerned in accordance\nby said corporation.\n\nSections\n\n1-1!\n\nwith the provisions of the bylaws\n\nwere: passed by Congress\n\nand approved\n\nadopted\n\nby the President, June 30,\n\n1906. ‘They were accepted and adopted as the constitution of the National Education Association of the United States by the active members of the National Educational Association in annual session at Los Angeles, California, July 10, 1907.\nSection 12 was passed by Congress and approved by the President of the United\nStates, May 13, 1920, as an amendment to the original act of incorporation. It was\n\naccepted and adopted as an amendment to the constitution of the National Education\nAssociation\n\nof the United\n\nStates by the active members\n\nSalt Lake City, Utah, July 9, 1920.\n\nthereof in annual session at\n\n"}
{"page": 1028, "printed_page": null, "text": "1024\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nBYLAWS\nve Be Bylaws as presented herewith are complete as amended at the\nannual business meeting of the Representative Assembly at Philadelphia, Pennsylvania, July 3, 1926. The right-hand column shows the\namendments proposed by the Committee on Appointment of Delegates and\nKindred Questions and presented to the Representative Assembly at Seattle,\nWashington, July 6, 1927. The foreword of the report presented by the\n\nCommittee at Seattle follows:\nIn 1924 the Committee on Coinclusive Membership was appointed to\nstudy the problems of the Association growing out of the present system\nof electing delegates to the Representative Assembly which permits duplicate representation in that body.\nAt the Philadelphia meeting in 1926, the Representative Assembly authorized the discharge of the Coinclusive Membership Committee and\nthe appointment of another committee, with more inclusive powers, to be\nknown as the Committee on Appointment of Delegates and Kindred Questions. Soon after the Philadelphia meeting adjourned, President Blair appointed this committee with Dr. P. P. Claxton as its chairman. The first\nmeeting of the Committee was held at Dallas at the time of the meeting\nof the Department of Superintendence.\nDiscussion by members of the\nCommittee at this meeting revealed that there were four outstanding problems to be considered: (1) the problem of bringing the Bylaws into agreement with the Charter; (2) the problem of clarifying and bringing into\nagreement and harmony the Bylaws with themselves; (3) the problem of\nreducing the size of the Representative Assembly so that it may be a really\ndeliberative body; and (4) the problem of providing a method for the\nselection of the delegates to the Assembly that will be fair and equitable\nand at the same time eliminate duplicate representation in the Representative Assembly.\nA subcommittee was appointed by the chairman to meet some time before\nthe Seattle meeting of the Association to formulate recommendations to the\n\ncommittee as a whole. This subcommittee met in Chicago in May. Its\nrecommendations were submitted to the entire committee at Seattle and\nafter three extended sessions, during which the recommendations of the subcommittee were gone over in detail, the Committee was unanimous in\n\nmaking the recommendations which it submits in this report.\nThe Committee submits these amendments with the request that delegates take them to their organizations for study and that any suggestions\nfor their improvement be sent to the chairman of the Committee before\nFebruary, 1928.\n\n"}
{"page": 1029, "printed_page": null, "text": "1025\n\nBYLAaws\nBYLAWS\n(Complete as amended at the Annual\nBusiness Meeting of the Representative Assembly, Philadelphia, Pennsy]vania, July 3, 1926.)\nARTICLE\n\nARTICLE\n\nI—MEMBERSHIP\n\nMembership\n\nSEcTION\n\nDefined\n\nI\n\n1. Unchanged.\n\nSecTIon 1. The membership of the Na-\n\ntional\nUnited\n\nEducation\nAssociation\nof the\nStates shall consist of three\n\nclasses, Active, Associate, and Corresponding, whose qualifications, rights,\nand obligations shall be as hereinafter\nprescribed.\nSec. 2. Active members of the Association shall be those actively engaged in\nthe profession of teaching or other educational work at the time of their becoming members.\n\nObligations\nSec. 3. The\n\nSec. 2. Active members of the Association shall\n\nbe those\n\nactively\n\nengaged\n\nin\n\nthe profession of teaching or other educational work.\n\nand Privileges\n\nannual\n\ndues of an active\n\nmember shall be $2 which shall entitle\nhim to attend all meetings of the Associa-\n\nSec. 3. The annual dues of an active\nmember shall be $2.\nIt shall entitle\n\nhim\n\nto attend\n\nall meetings\n\nof the As-\n\ntion, to secure all publications of the As-\n\nsociation and its several Departments;\nto receive The Journal and on application, to secure all publications of the\n\nsociation at a price fixed by the Publication Committee, which shall be the ap-\n\nAssociation at a price fixed by the Executive Committee, which shall be the\n\nproximate cost. By the payment of annual dues of $5 an active member shall\nreceive, in addition to The Journal, with-\n\napproximate cost.\nBy the payment of\nannual dues of $5 an active member\nshall receive in addition to The Journal,\nwithout application or other condition,\nthe volume of Proceedings and all other\nregular publications of the Association,\nincluding reports of Committees and all\nspecial\nbulletins\nand\nannouncements\nwhen issued.\n7\n\ntion and its several\n\ndepartments,\n\nto re-\n\nceive The Journal free, and, on applica-\n\nout application or other condition, the\nvolume of Proceedings and all other\nregular publications of the Association,\n\nincluding reports of committees and all\nspecial\nbulletins\nand\nannouncements\nwhen\n\nissued.\n\nLife Members\n\n»\n\nand Life Directors\n\nSec. 4. All life members and life directors shall. have all the rights and\nprivileges of active members without the\npayment of annual dues, and shall receive free without application or condition the publications of the Association.\nAssociate\n\nSec. 4. Unchanged.\n\nMembers\n\nSec. 5. Associate members of the Association shall be persons who are not\nactively engaged in the profession of\nteaching, but interested in the promotion\n\nSec. 5. Associate\n\nmembers\n\nof the As-\n\nsociation shall be persons who are not\nactively engaged in the profession of\nteaching or other educational work, but\n\n"}
{"page": 1030, "printed_page": null, "text": "1026\n\nNATIONAL\n\nEDUCATION\n\nThe annual dues of an\nof education.\nassociate member shall be the same as\nthe dues of an active member, and he\nshall have the same rights and privileges excepting the right to vote and hold\noffice.\nCorresponding\n\nMembers\n\nSec. 6. Unchanged.\n\nYear\n\nSec. 7. The membership year shall be\nfrom September 1 to August 31.\nAll\nmembership dues paid during the membership year shall be credited to that\nyear unless otherwise requested.\nPayment\n\nwho are otherwise interested in the promotion of education.\nThe annual dues\nof an associate member shall be the\nsame as the dues of an active member\nand he shall have the same rights and\nprivileges, excepting the right to vote, to\nserve as a delegate in the Representative\n\nAssembly and to hold office.\n\nSec. 6. Eminent educators not residing\nin America may be elected by the Board\nof Directors as corresponding members.\nThe number of corresponding members\nshall not at any time exceed fifty. They\nshall pay no dues and may receive free\nthe publications of the Association.\n\nMembership\n\nASSOCIATION\n\nSec, 7. Unchanged.\n\nof Dues\n\nSec, 8. The annual dues of members\nshall be sent to the Secretary on or before\nNovember 1. An active member failing\nto pay his dues as herein provided shall\nforfeit the privileges of membership and\nafter being in arrears one half year be\ndropped from the list of members.\n\nMembership\n\nSec. 8. Unchanged.\n\nCard\n\nSec.9. The Secretary of the Association shall furnish each member of the\nAssociation a Membership Card, declaring him to be a’‘member of the National\n\nEducation Association for the year for\nwhich his dues are paid, and as such\nentitled to all the rights and privileges\ngranted by the charter and bylaws of\nthe Association.\n\nSec. 9. Unchanged.\n\nRight to Vote\nSec. 10. The right to vote shall be\nlimited to active members of the Association whose dues are paid. The right to\nhold office in the Association or in any\ndepartment shall be limited to active\nmembers whose dues are paid. The right\nto vote and hold office in the Council\nshall be limited to members of the Council whose dues are paid.\nEach\nmember shall have one vote.\n\nactive\n\nSec. 10. The right to vote, to serve as\na delegate in the Representative Assembly and to hold office in the Association or in any department thereof, shall\nbe limited to active members whose dues\nare paid.\nThe right to vote, or hold\noffice in the Council shall be limited to\nmembers of the Council whose dues are\npaid.\n\n"}
{"page": 1031, "printed_page": null, "text": "1027\n\nByLaws\nARTICLE II—ELECTION OF OFFICERS, REPRESENTATIVE ASSEMBLY, AND AFFILIATED ASSOCIATIONS\nElection\n\nARTiCLE\n\nII\n\nof Officers\n\nSECTION 1. The election of officers and\ntransaction of business at the annual\nbusiness meeting shall be by a Representative Assembly composed of delegates apportioned, elected, and governed\nas hereinafter provided.\n\nSecTION\n\n1. Unchanged.\n\nSec. 2. At the first business meeting of\nthe Representative\n\nAssembly on the sec-\n\nond day of the annual meeting of the Association, nominations for the following\nofficers shall be made: President, eleven\nVicepresidents and Treasurer.\nCandidates for said offices shall be nominated\nfrom the floor upon the roll call of the\nStates.\n\nOn the first day of the annual meeting of the Association, the delegates of\neach State, territory or district of the\n\nSec. 2, At the first Business meeting of\nthe Representative Assembly on the second day of the annual meeting of the\nAssociation nominations for the following officers shall be made: President,\n\nVicepresident,\n\nand\n\nTreasurer.\n\nCandi-\n\ndates for said offices shall be nominated\nfrom the floor upon roll call of the states.\nOn the first day of the annual meeting\nof the Association the delegates of each\nstate,\nterritory,\nand\ndistrict\nof the\nUnited States shall nominate one person\nfor member of the Board of Directors\nand the name of such person shall be\nreported to the Representative Assembly\n\nat the first business meeting upon roll\ncall of the states. On the fourth day of\nthe annual meeting officers shall be\nelected from the candidates by the delegates to the Representative Assembly by\nballot.\nSaid ballots shall be printed\nand shall contain the names of all nominees as provided above.\nPolls for voting shall be open from 8 A, M. to 6 P. M.,\nat such place or places as the President\nof the Association shall designate. The\ncandidates\n\nfor\n\nPresident,\n\n‘Treasurer,\n\nmember of Board of Directors from each\nstate, territory,\n\nor district,\n\nand the eleven candidates\nof\n\nVicepresident\n\nreceiving\n\nrespectively,\n\nfor the ofhce\nthe\n\nhighest\n\nUnited\n\nStates*\n\nshall\n\nnominate\n\nson for member\n\nof the Board\n\ntors;\n\nthat\n\nprovided\n\nmember\n\nof the Board\n\na\n\none\n\nper-\n\nof Direc-\n\nnomination\n\nfor\n\nof Directors\n\nhas\n\nnot already been made by the state\nteachers’ association or by the educa-\n\ntion\n\nassociation\n\nof such\n\nstate\n\nand\n\nthe\n\nnominations so made reported to the\nSecretary of the Association so as to be\n\nreceived by him not later than ten (10)\ndays before the first day of the annual\nmeeting; the nominations for state member of the Board of Directors may be\nmade by the Representative Assembly of\nthe state teachers’ association or the\neducation\n\nassociation\n\nof the\n\nstate,\n\nnot\n\nhaving a Representative Assembly in\nsuch manner as the state teachers’ association or education\nassociation of\nthe state may\n\nthe person\n\ndetermine.\n\nnominated\n\nto the Representative\n\n‘The name\n\nof\n\nshall be reported\n\nAssembly\n\nat the\n\nfirst business meeting upon roll call of\nthe states and at this meeting the Directors thus nominated shall be elected by\nacclamation.\nOn the fourth day of the annual meet-\n\ning, officers\n\nshall\n\nbe elected\n\nfrom\n\nthe\n\n* Hereafter wherever the word ‘‘State’’ appears as above, it will be understood that State\nterritory or District of the U. S. is meant.\n\n"}
{"page": 1032, "printed_page": null, "text": "NationAL\n\n1028\n\nEpucaTIon AssocIATION\n\nnumber of votes shall be declared elected.\nThe President of the Association shall\nappoint tellers and complete all arrangements for carrying out the election. The\nresults of the election herein provided\nshall be announced at the final business\nsession of the Representative Assembly.\nThe officers thus chosen shall continue\nin office until the close of the annual\nmeeting subsequent to their election, and\nuntil their successors are chosen, except\n\nas herein provided. The Secretary and\nthe Treasurer shall enter upon their\nduties at a date which shall be determined by the Board of Trustees and\nwhich shall not be later than the first of\nOctober and shall continue in office during the term for which they are separately chosen and until their successors\nare duly elected.\n\ncandidates by the delegates to the Representative Assembly by ballot and said\nballot shall be printed and shall contain the names of all nominees as provided above. Polls for voting shall be\nopen from 8:00 A. M. to 6:00 P. M. at\nsuch place or places as the President of\nthe Association shall designate.\nThe\ncandidates for President and Treasurer\nand the eleven candidates for the office\n\nof Vicepresident receiving the highest\nnumber\nof votes, shall be declared\nelected. The President of the Association shall appoint tellers and complete\nall arrangements for carrying out the\nelection.\nThe results of the election\nherein provided shall be announced at\nthe final business session of the Representative\n\nAssembly.\n\nThe\n\nofficers\n\nthus\n\nchosen shall continue in office until the\nclose of the annual meeting, subsequent\nto their election and until their successors are chosen, except as herein provided.\n2\nThe Secretary and the Treasurer shall\n\nenter upon their duties on the first day\nof October, provided that when a change\nof officers is made, such change shall be\naccompanied by an audit covering the\ntransactions of business and the holdings\nof these officers for the preceding year.\nAffiliated\n\nState\n\nAssociations\n\nSec. 3. The State Teachers Association or Educational Association of a\nstate, territory, or district, may become\naffliated with the National Education\nAssociation and shall be designated an\nAffiliated State Association. Each Affliated State Association shall be a state\n\nunit in the organization of the National\nEducation Association and as such shall\nbe entitled to representation in the Representative Assembly as hereinafter provided. The annual dues of an Affiliated\nState Association shall be $10 for each\ndelegate to which said state shall be entitled, with a maximum of $100. Said\nAssociation shall receive without application, or other condition, all regular\npublications of the National Education\nAssociation, including the volume of\nProceedings,\n\nreports\n\nall special bulletins\nwhen issued.\n\nof committees,\n\nand\n\nand\n\nannouncements\n\nSec. 3. The State Teachers’ Association or Educational Association of a\nstate, territory or district may become\naffliated with the National Education\n\nAssociation and shall then be designated\nan affliated State Association.\nThe annual dues of an affiliated State Association shall be $5.\nSaid Association\n\nshall receive without\napplication or\nother condition, all regular publications\nof the National\n\nEducation Association.\n\n"}
{"page": 1033, "printed_page": null, "text": "ByLaws\nee\nee\n\nAffiliated\n\nLocal\n\nof the National\n\nEducation\n\nAssociation and as such shall be entitled to representation in the Representative Assembly as hereinafter provided.\nThe annual dues of an Affiliated Local\nAsosciation shall be $5, which shall entitle said Association to receive without\napplication, or other condition, all regular publications of the National Education Association, including the volume of\nProceedings, reports of committees, and\nall bulletins and announcements when\nissued.\n\nRelationship:\n\nNational,\nLocal\n\nState and\n\nSec.\n\nAffiliated\n\nAssociation,\n\n5. Each\n\n1029\n\nAssociations\n\nSec. 4. A local educational association\nor teachers organization within a state,\nterritory, or district, may affiliate with\nthe National Education Association and\nshall be designated an Affiliated Local\nAssociation.\nEach Affiliated Local Association shall be a local unit in the\n\norganization\n\neee\n\nboth state and local, shall be furnished\na certificate of membership and shall be\nentitled to the active assistance and support of the National Education Association in promoting the interest of such\nAffiliated Association and its members\ninsofar as such interest comes within\nthe purpose and object of the National\nEducation Association as set forth in its\ncharter. The Secretary of the National\nEducation Association shall, with the\nadvice and approval of the Executive\nCommittee, make such arrangements for\nmutual cooperation between the National Education Association and the\nState and Local Affliated Associations\nas will promote the welfare of all and\nadvance the interests of the teaching\nprofession.\n\nSec. 4. A local educational association\nor teachers’ organization within a state,\nmay affiliate with the National Education\nAssociation and shall be designated an\nAffiliated Local Association and as such\nshall be entitled to representation in the\nRepresentative Assembly: as hereinafter\nprovided. The annual dues of an Affiliated Local Association shall be $5, which\nshall entitle said Association to receive\nwithout application or other condition,\nall regular publications of the National\nEducation Association.\n\nSec. 5. Each Affiliated State Association shall, together with the Local Afhliated Associations, within the State, constitute a state unit and as such shall sit\nin the Representative Assembly.\n\nState Delegates\n\nSec. 6. Each Affiliated State Association shall be entitled to elect one delegate\nand one alternate to the Representative\nAssembly for each one hundred of its\nmembers, or major fraction thereof, who\nare active members of the National Edu-\n\ncation\n\nAssociation,\n\nup to five hundred\n\nsuch active members, and thereafter one\ndelegate and one alternate for each five\n\nSec. 6. The\n\nBoard\n\nof Directors\n\nshall\n\nprovide an equitable plan for paying the\n\nexpenses of delegates to the annual meetings of the Association.\n\n"}
{"page": 1034, "printed_page": null, "text": "1030\n\nNATIONAL\n\nEpucaATION ASSOCIATION\n\nhundred of its members, or major fraction thereof, who are active members of\nthe\nNational\nEducation\nAssociation.\n\nSuch delegates shall be designated\n\nState\n\nDelegates,\n\nLocal\n\nDelegates\n\nSec. 7. Each Affiliated Local Associa-\n\ntion shall be entitled to elect one delegate and one alternate to the Representa-\n\ntive Assembly for each one hundred of\nits members, or major fraction thereof,\nwho are active members of the National\nEducation\n\nAssociation.\n\nshall be designated\n\nSuch\n\nLocal\n\ndelegates\n\nDelegates.\n\n(Section 5 becomes Section7, to read\nas follows:)\nSec. 7. Each Affiliated\nAssociation,\nboth state and local, shal! be furnished\nwith certificate of membership and shall\nbe entitled to the active assistance and\nsupport of the National Education Association in promoting the interests of\nsuch Affiliated Association and its members, insofar as such interests come\nwithin the purposes and object of the\nNational Education Association as set\nforth in its Charter.\nThe Secretary of\nthe National Education Association shall,\nwith the advice and approval of the\nExecutive Committee, in harmony with\nthe policies approved by the Board of\nDirectors, make such arrangements for\nmutual cooperation between the National\nEducation Association and the State and\nLocal Affiliated Associations as will promote the welfare of all and advance\nthe interests of the teaching profession.\n\nSelection of Delegates\nSec. 8. Only active members of the\nNational Education Association shall be\neligible to be delegates to the Representative Assembly, and to vote in the\nelection of delegates in a State or Local\nAffiliated Association.\nAn active member shall be permitted to vote for the\nelection of delegates in but one Affiliated\nLocal Association.\nFor determining the\napportionment of delegates, an active\nmember may be counted in two Affiliated\nAssociations, and no more; and that one\nof these shall be the State Association.\n\nEx Officio Delegates\nSec.\n\n9. The\n\nofficers\n\nof the\n\nNational\n\nEducation Association as named in the\ncharter and the State Superintendent or\nCommissioner of Education of each state,\n\nterritory, and district, shall be ex officio\ndelegates to the Representative Assembly.\n\n(Sections 6, 7, 8 and 9 deleted.)\nSec. 8. The President of the National\nEducation Association shall be the President of the Representative Assembly and\nshall preside at its meetings. In the absence of the President, the ranking Vicepresident who is present, shall preside\nand in the absence of the President and\nall Vicepresidents, the Assembly shall,\nunder the direction of the Secretary, elect\na Chairman\n\npro tempore.\n\nSec. 9. (Section 10 as amended.)\nDelegates shall file their credentials\nwith the Secretary of the National Education Association on blanks furnished\nby him for that purpose, not later than\n\nten days before\nannual meeting.\n\nthe beginning of the\nThe Secretary shall\n\nturn over such credentials to the Credentials\nCommittee\nwhen\nappointed,\n\nwith\n\nsuch\n\ninformation\n\nthereon\n\nas may\n\n"}
{"page": 1035, "printed_page": null, "text": "ByLAws\n\n1031\n\na\n\nThe President of the Association shall\npreside at the annual meeting of the\nRepresentative Assembly, and the Secretary of the Association shall keep the\nrecords thereof.\nIn case of a tie the\nPresident shall cast the deciding vote.\n\nbe obtained from the records of the\nAssociation.\nThe Representative Assembly shall be the final judge of the\nqualifications of delegates.\nThe delegates shall have equal rights and each\ndelegate shall have one vote. Meetings\nof the Representative Assembly shall be\nopen to all members of the Association\n\nand any member of the Association may\naddress the Representative\nAssembly\nupon the invitation of the President or\nby a majority of the Assembly.\n\nSec. 10. The Representative Assembly\nshall be composed of the President and\nthe twelve Vicepresidents of the National Education Association and 500\ndelegates elected from the several states\nin the proportion which the number of\ntheir active members in the National\nEducation Association bears to the total\nnumber of members of the Association,\nprovided that every state shall be entitled to at least one delegate.\n\nThe\nDelegates;\n\nCredentials;\n\nFreedom\n\nVoting;\n\nof Floor\n\nSec. 10. Delegates shall file their credentials with the Secretary of the Association on blanks furnished by him for\nthat purpose not later than ten days before the beginning of the annual meeting. The Secretary shall turn over such\ncredentials to the Credential Committee,\nwhen appointed, with such information\nthereon as may be obtained from the\nrecords of the Association.\n‘The Representative Assembly shall be the final\n\njudge of the qualifications of delegates.\nThe delegates shall have equal rights\nand each shall have one vote.\nMeetings of the Representative Assembly\nshall be open to the active members of\nthe Association who shall be privileged\n\nratio for computing\n\nthe number\n\nof delegates to which the several Affiliated Associations are entitled, shall\nbe determined by dividing the total number of active members of the Association, by five hundred.\nThe Secretary of the National Education Association shall compute this\nratio annually at the close of the membership year and shall, on or before\nthe 10th day of September, certify the\nsame to the Secretary of each State\nAffiliated Association, together with a\nstatement of the number of delegates\nfor the ensuing year to which each of\nthe states is entitled.\nHe shall also\ntransmit to the Secretary of each State\nAssociation, a list of all the Afhliated\nLocal Associations in that State, together\nwith the number of active members of\nthe\nNational\nEducation\nAssociation\nrecorded as members of each of the\nAffiliated Local Associations.\nThe delegates in the Representative\nAssembly to which any state shall be\nentitled, shall be apportioned to the\nlocal Associations affliated with the\nNational Education Association, and to\nthe active National Education Association membership in the state, not so\naffiliated in the ratio of their respective\n\nnumbers,\n\nLocal\n\nAffiliated\n\nAssociations\n\n"}
{"page": 1036, "printed_page": null, "text": "1032\n\nNaTIONAL\n\nEpUCATION\n\nto address the Assembly on subjects pertaining to the Association.\nThe Representative Assmbly shall adopt rules of\nprocedure which shall not conflict with\nthe charter and bylaws of the Association. It shall recommend an equitable\nplan for paying the expenses of dele-\n\ngates to the annual\n\nbusiness meeting of\n\nthe Association.\n\nASSOCIATION\n\nhaving a National Education Association\nmembership entitling them to one or\nmore delegates shall name such delegate\nor delegates and certify them directly\nto the Secretary of the State Association\nfor election as delegate.\nEach\nlocal\naffiliated\norganization\nwhose total active membership in the\nNational Education Association is less\nthan the ratio, but not less than fifty\nmembers, shall be entitled to nominate\none delegate; from these nominees the\nState Association shall elect the number of delegates to which this group of\nlocal organizations is entitled. All nominees not elected as delegates shall be\nplaced on the alternate list.\nThe election of delegates to which the\nState National Education Association\nmembership, not members of local associations, shall be entitled, shall'be pro-\n\nvided for by the State Association in a\nmanner consistent with the Charter and\nBylaws\nof the\nNational\nEducation\nAssociation provided that such delegates\nshall not be members of any afhliated\nlocal Association and Provided that with\nthe approval of the Executive Committee of the National Education Association, any state may, through its State\nAssociation, modify the plan herein set\nforth for electing the delegates to the\nRepresentative Assembly of delegates.\nSec. 11. The officers shall be permitted to hold meetings other than for business purposes\nand expenses therefor\nshall be provided.\n\nARTICLE\nDuties\n\nIII—DUTIES\nOFFICERS\n\nOF\n\nof the President\n\nSEcTION 1. The President shall preside at all meetings of the Association,\nand shall perform the duties usually devolving upon the chief executive of such\nan Association.\nIn his absence, the\nranking Vicepresident who is present\n\nshall preside; and in the absence of all\nVicepresidents a chairman pro tempore\nshall be elected.\nThe President shall\nprepare\n\nthe\n\nprogram\n\nfor\n\nthe\n\ngeneral\n\nsessions of the annual meeting of the\nAssociation, and, with the approval of\nthe Executive Committee, shall deter-\n\n(Section 11 deleted.)\n\nARTICLE\n\nIII\n\nSEcTION 1. The President shall preside at all meetings, of the Association\nand shall perform the duties usually devolving upon the Chief Executive of\nsuch an Association. In his absence the\nranking Vicepresident, who is present,\nshall preside, and in the absence of the\nPresident and all Vicepresidents, the\nChairman pro tempore shall be elected\nunder the direction of the Secretary of\nthe Association.\nThe President shall\nprepare the program for the general session of the annual meeting of the Association and shall have the power to confer with the President of the Council\n\n"}
{"page": 1037, "printed_page": null, "text": "1033\n\nByLaws\na\n\nmine the time and place of the general\nmeeting of the Association and of the\nvarious departments not definitely fixed\nby these bylaws, and shall have the\npower to require such changes to be\nmade in the programs of the Council\nand the departments as will promote\nthe interest of the annual meeting. The\nPresident shall be a member ex officio\nof the Board of Trustees and Chairman\nof the Board of Directors and of the\nExecutive Committee.\nHe shall sign\nall bills approved for payment by the\nBoard of Directors, and all bills ap‘ proved or authorized by the Executive\nCommittee between the meetings of the\nBoard of Directors.\nOn the expiration\nof his term of office as President, he\nshall become\n\nFirst Vicepresident\n\nand the heads of the several departments and to make such recommendations in regard to the program of the\nCouncil and the several Departments as\nwill, in his opinion, promote the interest\nof the annual meeting.\nThe President\nshall be a member ex officio of the\nBoard of Trustees and Chairman of the\nBoard of Directors and of the Executive Committee.\nHe shall sign all bills\napproved for payment by the Board of\nDirectors and all bills approved or authorized by the Executive Committee\nacting for and under the instruction of\nthe Board of Directors.\nOn the expiration of his term of office as President,\nhe shall become first Vicepresident for\nthe ensuing year.\n\nfor the\n\nensuing year, and shall be chairman\n\nofficio of the Committee\n\nex\non Publication.\n\nDuties of the Secretary\nSec.\n\n2. The\n\nSecretary\n\nfull and accurate\n\nshall\n\nkeep\n\na\n\nrecord of the proceed-\n\nings of the general meetings of the Association and all meetings of the Board\nof Directors and of the Executive Committee, shall conduct the business of the\nAssociation as provided in the articles\nof incorporation and the bylaws, and,\nin all matters not definitely prescribed\ntherein, shall be under the direction of\nthe Executive Committee, and, in the\nabsence of direction by the Executive\nCommittee, shall be under the direction\nof the President, and shall receive or\ncollect all moneys due the Association\nand pay the same each month to the\nTreasurer, shall countersign all bills\napproved for the payment by the Board\nof Directors, or by the Executive Committee in the interval between the meetings of the Board of Directors, or on\nthe approval of the President acting\nunder authority of the Board of Directors, or Executive\nCommittee.\nThe\nSecretary shall have his records present\n\nat all meetings of the Association, of the\nBoard\n\nof Directors,\n\nand\n\nof the Execu-\n\ntive Committee. He shall keep a list of\nmembers and shall revise said list annually.\nHe shall be Secretary of the\nBoard of Directors, and a member of\nthe Committee on Publication. He shall\n\nSec. 2. The Secretary shall keep a full\nand accurate record of the proceedings\nof the general meetings of the Association and all meetings of the Board of\n\nDirectors\n\nand\n\nof the\n\nExecutive\n\nCom-\n\nmittee, shall conduct the business of the\nAssociation as provided in the Articles\nof Incorporation and these Bylaws and\n\nin all matters not definitely described\ntherein shall be under the direction of\nthe Board of Directors or of the Executive Committee acting for the Board of\nDirectors and in the absence of instructions from the Board of Directors or the\nExecutive Committee,\nshall be under\nthe direction of the President.\nHe shall\nreceive or collect all moneys due the\nAssociation\nand pay the same\neach\nmonth to the Treasurer.\nHe shall countersign all bills approved for payment\nby the Board of Directors or by the\nExecutive Committee acting under the\nauthority of the Board of Directors or\non the approval of the President acting\nunder authority of the Board of Directors or of the Executive Committee.\nThe Secretary shall have his records\n\npresent at all meetings of the Association, of the Board of Directors,and of\nthe Executive\nCommittee.\nHe _ shall\nkeep a list of members and shall revise said list annually.\nHe shall be\nSecretary of the Board of Directors.\nHe shall be the custodian of all the\n\n"}
{"page": 1038, "printed_page": null, "text": "1034\n\nne\n\nNATIONAL\n\nel\n\nEpUCATION\n\nee\n\ner\n\nbe the custodian of all the property of\nthe Association not in charge of the\nTreasurer and the Board of Trustees.\nHe shall give such bond for the faithful\nperformance of his duties as may be\nrequired by the Board of Trustees.\nHe\nshall submit his annual report to the\nExecutive\nCommittee\nnot later than\nJuly 1 prior to the annual meeting of\nthe Association, which report shall be\n\ntransmitted\n\nto the Board\n\nof Directors\n\nat its annual meeting.\nAt the expiration of his term of office, he shall transfer to his successor all money, books,\nand other property in his possession belonging to the Association,\nThe Secretary shall not print, publish, nor distribute any official report or other document without the approval of the Publication Committee.\n\nASSOCIATION\n\nproperty of the Association not in charge\nof the Treasurer and the Board of\nTrustees.\nHe shall give such bond for\nthe faithful performance of his duties\nas may be required by the Board of\nTrustees.\nHe shall submit his annual\nreport\n\nto the\n\nExecutive\n\nCommittee\n\nnot\n\nlater than fifteen (15) days before the\nannual\nmeeting\nof the Association,\nwhich report shall be transmitted to the\nBoard of Directors at its annual meeting. At the expiration of his term of\noffice, he shall transfer to his successor\nall money, books and other property in\nhis possession belonging to the Association. The Secretary shall not print, publish or distribute any official report or\nother document without the approval\nof the Board of Directors or of the\nExecutive Committee acting under the\ngeneral instruction of the Board of Directors,\n\nDuties of the Treasurer\n\nSec. 3. The Treasurer shall receive\nfrom the Secretary and under the direction of the Board of Trustees shall hold\nin safekeeping all moneys paid to the\nAssociation; shall pay the same only\nupon\n\nthe order\n\nof the Board\n\nof Trus-\n\ntees; shall notify the President\nAssociation and the Chairman\nBoard\n\nof\n\nTrustees\n\nwhenever\n\nof the\nof the\nthe\n\nsur-\n\nplus funds in his possession exceed five\nhundred dollars; shall keep an exact account of his receipts and expenditures,\nwith vouchers for the latter; and said\naccounts, ending on the thirty-first day\not May of each year, he shall render to\nthe Executive Committee not later than\nJuly 1, and when approved by said committee they shall be transmitted by the\ncommittee to the Board of Directors at\nthe first regular meeting of the board\nheld during the week of the annual\nmeeting and to the Representative Assembly at the annual business meeting.\nThe Treasurer shall give such bond\nfor the faithful performance\nof his\nduties as may be required by the Board\nof Trustees.\nAt the expiration of his\nterm of office, he shall transfer to his\nsuccessor all moneys, books, and other\nproperty in his possession belonging to\nthe Association.\n\nSec. 3. The Treasurer shall receive\nfrom the Secretary, and under the direc-\n\ntion of the Board of Trustees shall hold\nin safe keeping all moneys paid to the\nAssociation; shall notify the President\nof the Association and the Chairman\nof the Board of Trustees whenever the\nsurplus funds in his possession exceed\n$500; shall keep an exact account of\nhis receipts\nand\nexpenditures\nwith\nvouchers for the latter; and said accounts ending on the 31st day of May\neach year; he shall render to the Executive Committee not later than ten (10)\ndays before the annual meeting of the\nAssociation and when approved by said\nCommittee, these accounts shall be transmitted by the Committee to the Board\nof Directors at its meeting held in connection with the annual meeting of the\nAssociation and a copy of the report\nshall be transmitted to the Representative Assembly for its information.\nThe\n\nTreasurer shall give such bond for the\n\nfaithful performance of his duties as\nmay be required by the Board of Trustees. At the expiration of his term of\n\noffice, he shall transfer to his successor\nall moneys, books and other property in\n\nhis possession belonging to the Association.\nI\n|\n\n"}
{"page": 1039, "printed_page": null, "text": "1035\n\nByLaws\n\nDuties\n\nof the Board\n\nSec. 4. The Board\nelect\n\ncorresponding\n\nof Directors\n\nof Directors\n\nshall\n\nmembers\n\n_pre-\n\nas\n\nscribed by Section 6 of Article I of these\nbylaws, shall elect members of the National Council of Education as provided\nin Section 3 of Article IV of these bylaws, shall have power to fill all vacancies in its own body and in the Board\nof Trustees; shall recommend to the\nExecutive Committee the place for holding the annual meeting of the Association, the Council of Education, and the\ndepartments.\nThe Board of Directors\nshall approve all bills incurred under\nauthority of the Board of Directors, the\nExecutive Committee, or the President\nand Secretary acting under the authority\nof the Board of Directors or Executive\n\nCommittee, shall appropriate from the\ncurrent funds of the year the amounts\nof money ordered by the Representative Assembly at the annual business\nmeeting for the work of all special committees of research and investigation authorized and provided for at the annual business meetings, shall make a\nfull report of the financial condition of\nthe Association (including the reports of\nthe Secretary, the Treasurer, and the\n\nBoard of Trustees) to the Representative Assembly at the annual business\nmeeting, and shall do all in its power\nto make the Association a useful and\nhonorable institution.\n\nSec. 4. The Board of Directors shall\nelect corresponding members\nas prescribed in Section 6 of Article I of these\nBylaws;\nshall elect members\nof the\nNational Council of Education as provided in Section 3 of Article IV of these\nBylaws; shall fill all vacancies in its\nown body and in the Board of Trustees.\nThe Board of Directors shall approve\nall bills incurred by itself or by the\nExecutive Committee; the President or\nthe Secretary acting under the authority\nof the Board of Directors, shall appropriate from the current funds of the\nyear the amounts of money ordered by\nthe Representative Assembly at the annual business meeting of the same for\nthe work of all special committees of\nResearch and investigation authorized\nand provided for at the annual business\nmeeting, and for all other needs of the\nAssociation; shall make a full report of\nthe financial condition of the Associa-\n\ntion, including\n\nthe reports\n\nof the Sec-\n\nretary, the Treasurer and the Board of\nTrustees to the Representative Assembly\n\nat its annual business meeting, and shall\ndo all in its power to make the Association a useful and honorable institution.\nThe Board of Directors shall meet in\nconnection with the annual meeting of\nthe Representative Assembly and may\nmeet in connection with the annual meeting of the Department of Superintendence and at such other times and places\nas may be determined by the President\nor requested in writing by a majority\nof the elective members of the Board\nof Directors.\n\nDuties of Executive Committee\n\nSec. 5. The Executive Committee shall\nassist the presiding ofhcer in arranging\nfor the time and place of the annual\nmeeting of the Association, of the National Council of Education, and of the\nvarious departments.\nThe Executive Committee shall recommend to the Representative Assembly\nat the annual business meeting the appointment of special committees for investigation or research, the subjects for\nwhich may have been suggested by the\nNational Council or by the active mem-\n\nSec. 5. The Executive Committee may\nrecommend to the Representative Assembly at the annual business meeting\nthe appointment of special committees\n\nfor investigation\n\nor\n\nresearch,\n\nthe sub-\n\njects for which may have been suggested by the National Council or by\nthe active members of the National Edu-\n\ncation Association or by any of its Departments;\nit shall\nrecommend\nthe\namount of money to be appropriated\nfor such investigations.\nWhen\nsuch\nspecial committees are provided for and\n\n"}
{"page": 1040, "printed_page": null, "text": "1036\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nSS\n\neee\n\nbership of the National Education Association or by any of its departments; it\nshall recommend the amount of money\nto be appropriated for such investigations.\nWhen such special committees\nare provided for and duly authorized\nby the Representative Assembly at the\nannual business meeting, the Executive\nCommittee shall have general supervision of them, shall receive and consider all reports made by them, and\nshall print such reports and present the\nsame, together with the reports received\nfrom\n\nthe Secretary,\n\nthe Treasurer,\n\nand\n\nthe Board of Trustees and the recommendations of the Executive Committee\nthereon, to the Representative Assembly\nat the annual business meeting.\nAll\nsuch special committees shall be appointed by the President of the National\nEducation Association.\nThe Executive Committee shall fill all\nvacancies occurring in the body of officers of the Association except vacancies in the Board of Directors, Board of\nTrustees, and the office of Secretary.\nFurther\n\nduly authorized\n\nby the Representative\n\nAssembly and appropriations for them\nhave been authorized by the Board of\nDirectors, the Executive Committee shall,\nunder the instructions of the Board of\nDirectors, have general supervision of\nthem.\nThe Executive Committee shall\nreceive and consider all reports made\nby the Special Committees and shall\nprint these reports and present them, together with the reports of the Secretary, the Treasurer and the Board of\nTrustees, and the recommendations of\nthe Executive Committee thereon, to the\n\nBoard of Trustees which shall transmit\nthe same with recommendations to the\nRepresentative Assembly at its annual\nbusiness meeting.\nAll special committees shall be appointed by the President\nof the Association.\nIn case of death, resignation or incapacity of the President, the Vicepresiidents shall become President in the\norder of their rank.\n\nDuties of Trustees\n\nSec. 6. The Board of Trustees shall\nrequire of the Secretary and Treasurer\nbonds of such amount\n\nas may be deter-\n\nmined by said Board for the faithful\nperformance of their duties, shall make\na full report of the finances of the Association to the Executive Committee not\n\nlater htan July 1 prior to the annual\nmeeting of the Association, which report\nshall be transmitted by the Executive\nCommittee to the Board of Directors at\nthe first regular meeting of the Board\nheld during the week of the annual\nmeeting of the Association.\nIt shall\nchoose annually its own chairman and\nsecretary.\n\nSec. 6. The Board of Trustees shall\nrequire of the Secretary and Treasurer\nbonds in such amounts as may be determined by said Board for the faithful\nperformance of their duties; shall make\na full report of the finances of the Association to the Executive Committee not\nlater than ten (10) days prior to be\nannual\nmeeting\nof the Association,\nwhich report shall be transmitted by the\nExecutive Committee to the Board of\nDirectors at the first regular meeting of\nthe Board held in connection with the\n\nannual meeting of the Association.\nIt\nshall choose its own chairman and secretary.\n\nARTICLE IV—THE NATIONAL\nCOUNCIL OF EDUCATION\nFunction of National Council\n\nSEcTION 1. The National Council of\nEducation\nshall -discuss\neducational\nquestions of public and professional interest; propose to the Executive Committee, from time to time, suitable subjects for investigation and research;\nhave a report made\n\nat its annual meet-\n\nARTICLE\nSecTION\n\n1. No change.\n\nIV\n\n"}
{"page": 1041, "printed_page": null, "text": "1037\n\nByLAws\ning on “Educational Progress During\nthe Past Year”; and in other ways use\nits best efforts to further the objects of\nthe Association and to promote the cause\nof education in general.\n\nMembership\n\nin Council\n\nSec. 2. The National Council of Education shall consist of one hundred\ntwenty regular members, selected from\nthe active membership of the National\nEducation\nAssociation.\nAny\nactive\nmember of the Association is eligible\nto membership in the Council and each\nmember shall be elected for six years\nand until his successor is elected.\nIn\naddition\nto the\n120\nmembers\nthus\nselected from the active membership,\nthe National Council may in its bylaws\nprovide for the admission to membership of representatives from the several\ndepartments of the Association on the\nbasis of equal representation from each\n\nSec. 2. No\n\nchange.\n\ndepartment.\nElection\n\nof Committee\n\nMembers\n\nSec. 3. The annual election of members of the Council shall be held at the\ntime of the annual meeting of the Association. The Board of Directors of the\nAssociation\nshall annually\nelect ten\nmembers\n\nand\n\nthe Council\n\nten members,\n\nand each body shall fill all vacancies in\nits quota of members.\nNo state, territory, nor district in the United States\nshall have at one time more than seven\nregular members in the Council.\n\nSec. 3. No change.\n\nTime of Meeting\nSec. 4. The annual meeting of the\nCouncil shall be held during the week\nof the annual meeting of the Association.\nLoss\n\nSec.\n\n5. The\n\nof Membership\n\nabsence\n\nof\n\na\n\nregular\n\nmember\nfrom two successive annual\nmeetings of the Council shall be considered equivalent to his resignation of\nmembership.\nPersons whose\nregular\nmembership in the Council has expired\nshall be denominated honorary members\n\nof the Council\nactive\n\nSec. 4. No change.\n\nduring the time of their\n\nmembership\n\nin\n\nthe\n\nAssociation\n\nwith the privilege of attending the reg-\n\nSec. 5. No change.\n\n"}
{"page": 1042, "printed_page": null, "text": "NATIONAL\n\n1038\n\nular sessions of the Council\n\nEpUCATION\n\nASSOCIATION\n\nand partici-\n\npating in its discussions.\nA member\nwho discontinues or foreits his active\nmembership in the Association forfeits\nbis membership\n\nin the Council.\n\nCouncil\n\nSec.\n\n6. The\n\nOfficers\n\nofficers\n\nof the\n\nCouncil\n\nshall consist of a President, a Vicepresident, a Secretary, and such standing\ncommittees as may be prescribed by its\nbylaws, all of whom shall be regular\nmembers of the Council. The Secretary\nof the Council shall, in addition to performing the duties pertaining to his\noffice, furnish the Secretary of the Association a copy of the proceedings of the\nCouncil for publication.\n\nBylaws and Powers\nSec. 7. The National\n\nSec. 6. No change.\n\nof Council\nCouncil of Edu-\n\ncation is hereby authorized\n\nto adopt by-\n\nlaws for its government not inconsistent\nwith the act of incorporation or the\nbylaws of the Association; provided,\nThat such bylaws be submitted to, and\n\nSec. 7. No change.\n\napproved by, the Board of Directors of\nthe Association before they shall become\noperative.\n\nSec. 8. The powers and duties of the\nCouncil may be changed or the Council\nabolished upon\nRepresentative\n\na two thirds vote of the\nAssembly taken at the\n\nannual meeting of the Association; pro-\n\nSec. 8. No change.\n\nvided, That notice of the proposed action\nhas been given at the preceding annual\nbusiness meeting of the Association.\n\nARTICLE\n\nV—DEPARTMENTS\n\nARTICLE\n\nSecTion\n1. The\nfollowing\ndepartments are now (1927) in existence, to\nwit: The departments, first, of Adult\n\nEducation;\n\nsecond,\n\nof American\n\nAsso-\n\nciation of Teachers Colleges; third, of\nBusiness Education; fourth, of Classroom\n‘Teachers;\nfifth, of Deans\nof\nWomen;\nsixth, of Elementary School\n\nPrincipals;\nseventh, of Junior High\nSchool Principals; eighth, of Kindergarten-Primary Education; ninth, of Lip\nReading; tenth, of Music Education;\neleventh, of Rural Education; twelfth,\nof School Health and Physical Educa-\n\nSEcTION\n\n1. No change.\n\nV\n\n"}
{"page": 1043, "printed_page": null, "text": "1039\n\nByLAws\n\ntion; thirteenth, of Science Instruction;\nfourteenth of Secondary School Principals; fifteenth, of Social Studies; sixteenth, of Superintendence; seventeenth,\nof Visual Instruction; eighteenth, of\nVocational Education. There is also the\nNational Council of Education.\n\nMembers\n\nof Departments\n\nSec. 2. Each Department shall have\nthe right to fix the qualifications of its\nmembers for the purpose of electing officers and transacting the other business\nof the department;\nprovided, Active\nmembers\n\nof\n\nthe\n\nAssociation,\n\nand\n\nno\n\nSec. 2. No change.\n\nothers, shall be eligible to such department membership, and provided also\nthat all active members of the Association shall be permitted to attend the\nprofessional programs and _ discussions\nof any department.\n\nSec. 3. Each department shall hold its\n\nannual\n\nmeeting\n\nat the time\n\nand\n\nplace\n\nof the meeting of. the Association, except as the Executive Committee may\napprove other arrangements.\n\nSec. 3. Each Department shall hold\nan annual meeting at the time and\nplace of the meeting of the Association\nexcept as otherwise provided in these\nBylaws or as directed by the Board\nof Directors.\n\nObject of Department Meetings\nSec. 4. The object of the meetings of\nthe departments shall be the discussion\nof questions pertaining to their respec-\n\ntive fields of educational work.\nThe\nprograms of these meetings shall be prepared\n\nby\n\nthe\n\nrespective\n\npresidents\n\nin\n\nconference with, and under the general\ndirection of, the President of the Association.\nEach department shall be limited to two sessions, with formal programs, unless otherwise ordered by the\n\nSec. 4. No change.\n\nPresident of the Association, except that\na third session of business or informal\nround-table conference may be held at\nthe discretion of the department officers.\n\nOfficers\n\nof Departments\n\nSrc. 5. The officers of each department shall consist of a President, a\nVicepresident,\nand a Secretary, who\nshall be elected at the last formal session of the department to serve one year\nand\nuntil their successors\nare duly\nelected,\n\nand\n\nwho\n\nshall,\n\nat the\n\ntheir election. be active members\n\ntime\n\nof\n\nof the\n\nSec. 5. The officers of each Department shall consist of a President, a Vicepresident, a Secretary and such other\nofficers as may be deemed necessary by\nthe Department, who shall be elected at\nthe last formal session of the Department and who shall, at the time of their\nelection, be active members of the Asso-\n\n"}
{"page": 1044, "printed_page": null, "text": "NATIONAL\n\n1040\n\nEDUCATION\n\nAssociation.\nIn case there is a vacancy\nin the office of President of any of the\ndepartments, it shall be filled by an appointment made by the President of the\nAssociation.\nAny other departmental\nvacancy shall be filled by appointment\nmade by the President of the department.\n\nAny department may provide for\n\nthe creation of an executive committee\nand assign to it any duties consistent\nwith the purposes of the department,\nand the charter and bylaws of the Association.\n\nASSOCIATION\n\nciation.\nIn case there is a vacancy in\nthe office of President of any Department, it shall be filled by appointment\nmade by the Executive Committee of\nthe Department.\nAny other Departmental vacancy shall be filled by appointment made by the President of the\nDepartment. Any Department may provide for the creation of an Executive\nCommittee and assign to it any duties\nconsistent with the purposes of the Department and the Charter and Bylaws\nof the Association.\n\nDepartment Headquarters\nSec. 6. The Secretary of each department shall, in addition to performing\nthe duties usually pertaining to his\noffice, furnish the Secretary of the Association a copy of the proceedings of\nthe meetings of the department for pubfication. Provided, No department shall\nestablish an office outside of the general\nheadquarters of the Association without\nthe consent of the Executive Committee\nof the Association.\n\nSec. 6. The Secretary of each Department shall, in addition to performing the duties usually pertaining to his\noffice, furnish the Secretary of the Association a copy of the proceedings of the\nmeetings of the Department for publication.\nNo Department shall establish\nan office outside of the general headquarters of the Association without the\nconsent of the Board of Directors.\n\nRights of Departments\nSec. 7. All departments shall have\nequal rights and privileges, with the\nexception stated in Section 3 of this\narticle. They shall be named in Section\n1 of this article in the order of their\nestablishment and shall be dropped from\nthe list when discontinued.\nEach department may be governed by its own\nregulations in so far as they are not\ninconsistent with the act of incorporation or these bylaws.\nHow\n\nSec.\n\n7. No\n\nchange.\n\nEstablished\n\nSec. 8. A new department may be established by a two thirds vote of the\nBoard of Directors taken at a regular\nmeeting of the Board, or by a two thirds\nvote of the Representative Assembly at\n\nany annual business meeting; provided,\nThat a written application for said department, with title and purpose of the\nsame, shall have been made at the regular meeting of the Board next preced-\n\ning the one at which action is taken, or\nat the preceding annual business meeting, by atleast two hundred fifty memhers engaged or interested in the field\n\nSec. 8. A new department may be established by a two-thirds vote of the\nRepresentative.\n\nAssembly\n\nat any annual\n\nbusiness meeting on the recommendation of the Board of Directors; provided that a written application for\nsaid Department with title and purpose\nof the same shall have been made at\nthe regular meeting of the Assembly\nhext preceding the one at which action\nis taken—by at least 250 members en-\n\n"}
{"page": 1045, "printed_page": null, "text": "104]\n\nByLAaws\nof labor it the interest of which the\ndepartment is proposed to be established; provided, That no group shall\nbe admitted to departmental status until\nic shall have held constructive meetings\nfor\n\nat least\n\nthree\n\nHow\n\nsuccessive\n\nyears.\n\nDiscontinued\n\nA department already established may\nbe discontinued by the Board of Directors upon a two thirds vote taken at a\nregular meeting, or by a two thirds\nvote of the Representative Assembly\nat any business meeting of the Association;\nprovided,\nThat\nannouncement has been made of the proposed\naction at a regular meeting of the board\nof the preceding year, or at the preceding annual business meeting. A department shall be discontinued when it\nfails to hold a regular meeting for two\nsuccessive years.\nFees for Department\nSec.\n\n9. Any\n\ndepartment,\n\ngaged\n\nor interested\n\nin the field in the\n\ninterest of which the department is proposed to be established; provided that\nno group shall be admitted to Departmental status until it shall have held\nconstructive meetings for at least three\nsuccessive years. A Department already\nestablished may be discontinued upon\na two-thirds vote of the Representative\nAssembly at any business meeting provided that announcement of the purpose to discontinue has been made at\nthe preceding annual business meeting.\nThe Board of Directors may recommend to the Representaive Assembly\nthe discontinuance of any Department.\nA Department\nshall be discontinued\nwhen it fails to hold a regular meeting\nfor two successive years.\n\nMembers\nby\n\na\n\ntwo\n\nthirds vote of those voting at any regular business meeting, may levy a membership fee to supplement its allowance\nfrom the Association.\nSuch membership fees shall be paid to the Secretary\nof the department who shall transmit\nthem monthly to the Secretary of the\nAssociation.\nSuch funds shall be added\nto the department’s allowance from the\nAssociation and shall be used for the\n\nSec. 9. No\n\nchange.\n\nwork of said department only, and shall\nbe disbursed upon the recommendation\nof the executive ofhcers of the department in the same manner as other funds\nof the Association are disbursed.\n\nARTICLE\n\nVI—COMMITTEES\n\nAuditing\nSecTion\n\nARTICLE\n\nCommittee\n\n1. At the regular meeting of\n\nthe Board of Directors on the first day\nof the annual meeting, the president\n\nshall appoint an Auditing Committee\nconsisting of three active members of\nthe Association, no one of whom shall\nbe either a trustee or a director; to\nthis committee shall be referred the report of the expert accountant, together\nwith the communication of the President transmitting the same, as provided\n\nVI\n\nSection 1. Not later than five months\nbefore the end of the fiscal year, the\nPresident shall appoint an auditing\ncommittee, consisting of three active\nmembers of the Association, no one of\nwhom shall be either a Trustee or a\nDirector; to this Committee shall be\nreferred the report and audit of the\nexpert\n\naccountant\n\nor\n\naccountants,\n\nto-\n\ngether with the communication of the\nPresident transmitting the same as pro-\n\n"}
{"page": 1046, "printed_page": null, "text": "1042\nin\n\nNATIONAL\n\nSection\n\n6 of\n\nthis\n\narticle;\n\nEpuCATION\n\nand\n\nthe\n\ncommittee shall report its findings at\nthe meeting of the Representative Assembly.\n\nDelegates\n\nMeet\n\nASSOCIATION\n\nvided\n\nin Section\n\n5 of this Article;\n\nand\n\nthe Committee shall report its findings\nat the meeting of the Representative\nAssembly.\n\nby States\n\nSec. 2. On the first day of the annual\nmeeting of the Association, at such\ntime and places as shall be designated\non the annual program by the President\nof the Association, the state and local\ndelegates from each state shall select\none member for each of the following\ncommittees:\nCredentials,\nResolutions,\nand Necrology. The Committee on Credentials shall receive the official list of\nthe delegates from the Secretary and\nreport thereon to the Representative\nAssembly.\n\nSec. 2. On the first day of the annual\nmeeting of the Association,\nat such\ntimes and places as shall be designated\non the annual program by the President\nof the Association, delegates from each\nstate\n\nshall\n\nselect one\n\nmember\n\nfor each\n\nof the following committees: Credentials, Resolutions and Necrology.\n‘The\ncommittee on Credentials shall receive\nthe official list of the delegates from\nthe Secretary and report thereon to the\nRepresentative Assembly.\n\nResolutions\nSec. 3. The Committee\non Resolutions shall report at the annual business\nmeeting of Representative Assembly, and\nexcept by unanimous consent, all resolutions shall be referred to said committee\nwithout\ndiscussion.\nThis\ncommittee\nshall receive and consider all resolutions proposed by active members, or\nreferred to it by the President; some\ntime during the second day of the an-\n\nnual\n\nmeeting\n\nof\n\nthe\n\nAssociation\n\nSec. 3. No change.\n\nthe\n\ncommittee shall hold a meeting, at a\nplace and time to be announced in the\nprinted program, for the purpose of receiving proposed resolutions and hearing those who may wish to advocate\nthem.\n\nNecrology\nSec. 4. The\nshall prepare\n\nCommittee on Necrology\nfor the published Pro-\n\nceedings a list of the active and corresponding members that have died during the vear\n\nsketches\n\naccompanied\n\nwhenever\n\nExamination\nSec.\n\n5. Within\n\nby memorial\n\npracticable.\nof Accounts\nthirty\n\ndays\n\nprior\n\nto\n\nthe time of the annual meeting of the\nAssociation, the President shall appoint\na competent person, firm, or corporation\nlicensed to do business as expert accountants; the accountants so appointed\n\nshall examine\n\nSec. 4. The Committee on Necrology\nmay prepare for the published proceedings, brief memorial tributes to members who have died during the year.\n\nthe accounts, papers,\n\nand\n\nSec. 5. Within thirty (30) days prior\nto the time of the annual meeting of\nthe Association, the President shall appoint a competent\nporation, licensed\n\nperson,\nto do\n\nfirm or corbusiness\nas\n\nexpert accountants; the accountant or\naccountants so appointed shall examine\n\n"}
{"page": 1047, "printed_page": null, "text": "ByLaws\nvouchers of the Secretary, the Treasuerer, and the Board of Trustees, and\n\ncompare\n\nthe\n\nsame,\n\nand\n\nshall\n\nalso\n\nex-\n\namine the securities of the Permanent\nFund held by the Board of Trustees.\nThe report of said accountants shall be\nfiled with the President before the opening day of the annual meeting of the\nAssociation, and shall be by him submitted with such comments as he may\nthink proper, to the Board of Directors,\nat their meeting held on the first day of\nthe annual meeting of the Association.\nARTICLE\n\n1043\n\nthe accounts, papers and vouchers of\nthe Secretary, the Treasurer and the\nBoard of Trustees and compare the\nsame and shall also examine the securities of the permanent fund held by the\nBoard of Trustees. The report of said\naccountant or accountants shall be filed\nwith the President not less than ten\n(10) days before the opening day of\nthe annual meeting of the Association\nand shall be by him submitted to the\nAuditing Committee with such comments\nas he may think proper.\n\nVII—MEETINGS\n\nMeetings to be Held Annually\nSECTION 1. A stated meeting of the\nAssociation, of the Council of Education, and of each department shall be\nheld annually at such time and place as\nshall be determined by the Board of\nDirectors or the Executive Committee\nacting for the Board in accordance with\nthese bylaws.\nAn annual meeting of\nthe Association\nand its subordinate\nbodies may be omitted for an extraordinary cause, upon the written consent\nof two thirds of the directors of the Association, obtained by the Executive\nCommittee.\n\nMeetings\n\nof Assembly Directors, and\nTrustees\n\nSec. 2. The annual business meeting\nof the Representative Assembly shall\nbegin on the second\n\nday of the annual\n\nmeeting at 9.00 A. M. A regular meeting of the Board of Directors shall be\nheld on the first day of the annual\nmeeting at 10.30 A. M. ‘The first regular meeting of the new Board of Directors\n\nshall be held\n\nas soon\n\nas prac-\n\nticable and within twenty-four hours\nafter the close of the last session of\nthe annual meeting, the place and time\nof the meeting to be announced in the\nprinted\n\nprogram.\n\nThe\n\nBoard\n\nof\n\nTrustees shall hold its annual meeting\nat some convenient time and immediately following the meeting of the new\nBoard of Directors referred to above in\nSpecial meetings of the\nthis section.\ntrustees may be called by the chairman,\n\nARTICLE\n\nVII\n\nSECTION 1. A stated meeting of the\nAssociation of the Council of Education,\nand of all other Departments, except as\notherwise provided, shall be held at\nsuch time and place as shall be determined by the Board of Directors or by\nthe Executive Committee acting under\nthe instructions of the Board of Di-\n\nrectors.\n\nSec. 2. The annual business meeting\nof the Representative Assembly shall\nbegin at 9:00 o’clock A M., on the second\nday of the annual meeting of the Association.\nA regular meeting of the\nBoard of Directors shall be held in\nconnection with the annual meeting of\nthe Association.\nThe times and places\n\nof such meetings shall be designated in\nthe program.\nThe Secretary shall notify the members of the Board of Directors of the meeting, not less than thirty\n(30) days before the meeting.\nThe first regular meeting of the new\nBoard of Directors shall be held as soon\nas practicable and within twenty-four\nhours after the close of the last session\nof the annual meeting.\n‘The place and\ntime of this meeting shall be announced\nin the printed program.\nThe Board of Trustees shall hold its\nannual meeting at some convenient time\nand immediately following the meet-\n\ning\n\nof\n\nSpecial\n\nnew\n\nBoard\n\nof\n\nmeetings\n\nthe\n\nof the\n\n‘Trustees\n\nDirectors.\nmay\n\n"}
{"page": 1048, "printed_page": null, "text": "1044\n\nNaTioNAL\n\nEpUCATION\n\nand shall be called on request of the\nmajority of the Board of Trustees. Due\n\nnotice of all meetings of the Board of\nTrustees shall be given to every member of the Board by the Secretary\nthereof.\nARTICLE\n\nASSOCIATION\n\nbe called by the Chairman and shall\nbe called on request of a majority of\nthe Board of Trustees.\nDue notice of\nall meetings of the Board of Trustees\nshall be given to every member of the\nBoard by the Secretary thereof.\n\nVIII—PROCEEDINGS\n\nARTICLE\n\nPublication of Proceedings\nSection\n\n1. The\n\nproceedings\n\nof\n\nthe\n\nAssociation, the Council, the departments, the commissions and committees,\nshall be published at the discretion of\nand under the direction of a committee\nappointed by the Executive Committee,\nprovided, That in the opinion of the\nExecutive Committee the funds of the\nAssociation\nwarrant\nthe publication.\nEach member of the Association shall\nbe entitled to a copy of the Proceedings.\nAbsence\n\nof Author\n\nSec. 2. No paper, lecture, nor address\nshall be read before the Association or\nany of the departments in the absence\nof the author, without the approval of\nthe President of the Association, or of\nthe departments interested, nor shall\nany such paper, lecture, or address be\npublished in the Proceedings without the\napproval of the Publication Committee.\n\nARTICLE\n\nSecTION\n1. Representatives\nfrom\ntwenty-five states and territories shall\nconstitute a quorum in all meetings of\nthe Representative Assembly and of the\nBoard of Directors.\nARTICLE\n\nSec. 2. No paper, lecture or address\nshall be read before the Association or\nany of the Departments in the absence\nof the author, without the approval of\nthe President of the Association or of\nthe President of the Department interested, nor shall any such paper, lecture\nor address be published in the proceedings without the approval of the\nExecutive Committee.\n\nIX—QUORUM\n\nQuorum\n\nVIII\n\nSecTION 1. The proceedings of the\nAssociation, of the Council, of the Departments, and of all commissions and\ncommittees, shall be published at the\ndiscretion of and under the direction\nof the Executive Committee provided\nthat such publication has been approved\nand the money therefor appropriated by\nthe Board of Directors.\n\nARTICLE\n\nIX\n\nSecTion\n1. Elected\ndirectors\nfrom\ntwenty-five states shall constitute a quorum of the Board of Directors.\n<A\n\nmajority\n\nof\n\nthe\n\naccredited\n\nshall constitute a quorum\nsentative Assembly.\n\nX—APPROPRIATIONS\n\nLimit on Investigations\nSecTIon 1. Unless otherwise ordered\nby the Representative Assembly at the\nannual business meetings, not less than\n10 percent of the gross income of the\nAssociation each year shall be set aside\n\nfor such educational investigations and\nstudies as may be ordered in accordance\nwith Section 5 of Article III.\n\nARTICLE\n(Deleted)\n\ndelegates\n\nof the Repre-\n\nX\n\n"}
{"page": 1049, "printed_page": null, "text": "ByLaws\nARTICLE\n\n1045\n\nXI—AMENDMENTS\n\nAmendments\n\nto Bylaws\n\nSECTION 1. These bylaws may be altered or amended at the annual meeting of the Representative Assembly by\nunanimous vote, or by a two thirds vote\nof the Representative Assembly if the\nalteration or amendment shall have been\nproposed in writing at the annual business meeting next preceding the one at\nwhich action is taken, and due announcement of the proposed action shall\nhave been made in the official publication of the Association.\n\nNATIONAL\n\nARTICLE\n\nNo change.\n\nEDUCATIONAL\nNOW KNOWN\n\nNATIONAL\n\nEDUCATION\n\nXI\n\nASSOCIATION\n\nAS THE\n\nASSOCIATION\n\nOF THE\n\nCERTIFICATE\n\n.-\n\nUNITED\n\nSTATES\n\nof Acceptance of Charter and Adoption of Bylaws under the Act of Congress\napproved June 30, 1906.\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of July, 1907, said meeting being\n\nthe annual\nCongress\n\nmeeting of the Association\nentitled\n\n“An\n\nheld next\n\nAct to Incorporate\n\nafter the passage\n\nthe National\n\nEducation\n\nof an act of\nAssociation\n\nof\n\nthe United States,”\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\n\nof the United States, granted by said act of Congress, and adopted bylaws as\nprovided in said act and elected officers; and the undersigned pursuant to said\nresolutions,\nDo hereby certify that the National Education Association of the United States\nhas duly accepted said charter granted by said act of Congress, and adopted bylaws, and is the lawful successor to the National Educational Association.\nIn witness whereof, we have hereunto signed our names this 20th day of August,\n1907.\n\nNATHAN\nIRWIN\n\nC. SCHAEFFER, Presiding Officer.\nSHEPARD,\n\nSecretary.\n\n"}
{"page": 1050, "printed_page": null, "text": "ASSOCIATION\n\nEpucaTIon\n\nNaTionaL\n\n1046\n\nVERIFICATION\nBY THE\n\nADOPTED\n\nRESOLUTIONS\n\n10, 1907\n\nJULY\n\nMEMBERS,\n\nACTIVE\n\n1. Resolved, That the National Educational Association hereby accepts the charter\n\ngranted by an act of Congress entitled “An Act to Incorporate the National Education Association of the United States,” passed June 30, 1906, and that the President\nand Secretary of this meeting be authorized and directed to execute and file with\n\nthe Recorder of Deeds of the District of Columbia a verified certificate showing the\nacceptance by the Association of the charter granted by said act.\n2. Resolved, That the proposed\n\nmeeting of the Association\nJournal\n\nof said meeting,\n\nbylaws of which\n\nnotice was\n\nheld on July 6, 1905, which\nbe and\n\nthe same\n\nare\n\ngiven at the annual\n\nare printed\n\nhereby\n\nadopted\n\nin full in the\n\nto take\n\neffect im-\n\nmediately.\n3. Resolved, That the Association\n\nthe title “National\n\nEducation\n\nadopt as its corporate\n\nAssociation\n\nof the\n\nUnited\n\nseal a circle containing\n\nStates,’\n\nand\n\nthe\n\ndates\n\nto elect officers,\n\nand\n\nto or-\n\n“1857-1907.”\n\n4. Resolved,\n\nThat\n\nthe Association\n\nganize under the charter granted\n\ndo now\n\nproceed\n\nby the act of Congress.\n\n;\n\n,\n\nFiled in the office of the Recorder of Deeds of the District of Columbia,\n\nSeptem-\n\nber 4, 1907.\n\nCALENDAR\nNATIONAL\n\nTEACHERS\n\n1857—PHILADELPHIA,\n\nPA. (Organized)\nJamts L. Enos, Chairman.\nW. E. SHELDON, Secretary.\n1§858—CINCINNATI, OHIO\nZ. RICHARDS, President.\nJ. W. BULKLEY, Secretary.\nA, J. Rrekorr, ‘Treasurer.\n1859— WASHINGTON,\nCG\nAle RICcKOFF, eters\n7 WwW. BULKLEY, Secretary.\n\nC. S. Pennevy, Treasurer.\n1260—BUFFALO, N. Y.\nae Wi BULKLEY, President.\nZ. RicHARps, Secretary.\nOme Wicut, ‘Treasurer.\n\n1861,\n\n1862—-No\n\nsession.\n\n1863—CHICAGO,\nILL.\nJoun D. Puisricx,\n\nPresident.\n\nJAMES CRUICKSHANK, Secretary.\n0. C. Wier. Treasurer,\n\n1864—OGDENSBURG, Ne Ye\nW. H. WELLS, President,\nDavip N. Camp, Secretary.\nZ. Ricwarps, Treasurer.\n\nOF\n\nMEETINGS\n\nASSOCIATION,\n\n1857-1870\n\n1865—HARRISBURG,\n\nPA.\n\nS. S. Greene, President.\nWie Bs SHELDON, Secretary.\nZ. RicHarbs, Treasurer.\ni866—INDIANAPOLIS,\n\nIND.\n\nJ. P. WicxersHamM, President.\nSs. H. Warts, Secretary.\nSapa BatEsy ‘Treasurer.\n1867—No session.\n\nPROP SNS SH VILLE TENN.\nJ\nGrecory, President.\nL. cae BOKKELEN, Secretary.\nJaMeEs\n\nCRUICKSHANK,\n\nTreasurer.\n\n1869—TRENTON, N. J.\nL. Van BoxkeE en, President.\nW. E. Crossy, Secr etary.\nA. L. Barper, Treasurer.\n1870—CLEVELAND, OHIO\nDantet B. Hacar, President.\nA, P. Marste, Secretary.\nW. E. Crosny, Treasurer,\n\n"}
{"page": 1051, "printed_page": null, "text": "CALENDAR\n\nNATIONAL\n1871—ST.\n\nLOUIS,\n\nEDUCATIONAL\n\nMO.\n\nL,. Pickarp,\n\nJoHn\n\nHancock,\n\nTreasurer.\n\nMICH.\n\n1875—MINNEAPOLIS, MINN.\nW. T. Harris, President.\nM.\n\nR.\n\nAxpsorr,\n\nSecretary.\n\nW.\n\nF. Puewps,\n\nPresident.\n\nA. P. Marstre, ‘Treasurer.\n1876—BALTIMORE, MD.\n\nW. D. Henxue, Secretary.\nA. P. Marstr, ‘Treasurer.\n1877—--LOUISVILDE Gio.\nM. A. Newe tt, President.\nW.\n\nD. Hentz,\n\nJ. Ormonp\n\nSecretary.\n\nWhitson,\n\nTreasurer.\n\nsession.\n\n1879—PHILADELPHIA,\n\n1880—CHAUTAUQUA,\nN. Y.\nJ. Ormonp Witson, President.\nW. D. Henx.e, Secretary.\nEK. T. Tappan, Treasurer.\n1881—ATLANTA, GA.\nJames H. Smart, President.\n\nN. A. Ca.xins, Treasurer.\n1884—MADISON, WIS.\n;\nTuomas W. BicKNELL, President.\nH. S. TarBrety, Secretary.\nN. A. Carxins, Treasurer.\n1885— SARATOGA\nSPRINGS,N. Y.\nF, Louis Sorpan, President\nW. E. SHELDON, Secretary.\nN. A. Cayxins, Treasurer.\n1886—TOPEKA, KANS.\n;\nN. A. Carxins, President.\nW. I. SHELDON, Secretary.\nE. C. Hewett, Treasurer.\n—CHICAGO, ILL.\nt\noy E, SHELDON, President.\noe\nJ. H. CanFiELp, Secretary.\nFE. C. Hewert, Treasurer.\n1288—SAN FRANCISCO, CALIF.\nAaron Gove, President.\nJ. H. Canrieip, Secretary.\n®. C. Hewert, Treasurer.\n;\n1889 NASHVILLE, TENN.\nP.\n\nMarsie,\n\nMINN.\n\nJ. H. Canrirewp,\nW. R. Garrett,\n\nE. C. Hewett,\n\n1891—TORONTO,\n\nPresident.\n\nJ. H. CanFiELp, Secretary.\n&. C. Hewerr, Treasurer.\n\nPresident.\nSecretary.\n\nTreasurer,\n\nONT.\n\nW. R. Garrett, President.\nE. H. Cook, Secretary.\nJ. M. Gregenwoop, Treasurer.\n\n1892—SARATOGA\n\nSPRINGS,\n\nE. H. -Coox,\n\nN. Y.\n\nPresident.\n\nR. W. Srrvenson, Secretary.\nJ. M. Greenwoop, Treasurer.\n1893—CHICAGO, ILL.\n(International Congress of\nEducation.)\nALBert G. Lang, President.\nIrwin SHEPARD, Secretary.\nJ. M. Greenwoop, ‘Treasurer.\n1894—ASBURY PARK, N. J.\nALBert G, Lang, President.\nIrwin SuHeEparp, Secretary.\nJ. M. Greenwoop, ‘l‘reasurer.\n1895—DENVER, COLO.\nNicHoias\n\nMurray\n\nButwrr,\n\nPres.\n\nIRwIn SHEPARD, Secretary.\nI. C. McNertt, ‘Treasurer.\n1896—RBUFFALO, N._ Y.\nNewton C. Doucurrty, President.\nIrwin SHEPARD, Secretary.\n‘l'reasurer.\n\n1867—MILWAUKEE, WIS.\nCHarces R. SKINNER, President.\nIrwin SHEPARD, Secretary.\nI. C. McNetxt, Treasurer.\n1898—WASHINGTON,\nD. C.\nJ. M. Gremnwoop, President.\nIrwin SHEPARD, Secretary.\nI. C. McNertz, Treasurer.\n1899—LOS ANGELES, CALIF.\nE. Oram Lye, President.\nIrwin SHEPARD, Secretary.\nI. C. McNemiu, Treasurer.\n\nSecretary.\n\nE. T. Tappan, Treasurer.\n1882—SARATOGA\nSPRINGS, N. Y.\nG. J.. Orr, President.\nW. E. SHELDON, Secretary.\nH. S. Tarsevy, Treasurer.\n1883—SARATOGA\nSPRINGS, N. Y.\n‘\n10,\nTAPPAN, President.\nW. E. Suertpon, Secretary.\n\nALBert\n\nPAUL,\n\n1871-1907\n\nI. C. McNett,\n\nPA.\n\nJoun Hancock, President.\nW. D. Hen«.n, Secretary.\nJ. Ormonp Witson, Treasurer.\n\nW. D. Henxte,\n\n1047\n\nASSOCIATION,\n1890—ST.\n\nS. H. Wuirs, President.\nA. P. Marsi4, Secretary.\nJoHn Hancock, Treasurer.\n\n1878—No\n\nMEETINGS\n\nPresident.\n\nW. E. Crossy, Secretary.\nJoun Hancock, Treasurer.\n1872—BOSTON, MASS.\nE. E. Wurirs, President.\nS. H. Wuire, Secretary.\nJoun Hancock, Treasurer.\n1873—ELMIRA, N. Y.\nB. G. Norrurop, President.\nS. H. Wuirte, Secretary.\n\n1874—DETROIT,\n\nOF\n\n1900—CHARLESTON, S. C.\nOscar T, Corson, President.\nIrwin SHEPARD, Secretary.\nCarrot G. Prarst, ‘Treasurer.\n1901—_DETROIT,\nMICH.\nJAMES M. Green, President.\nIrwin SHEPARD, Secretary.\nL. C. Greener, Treasurer.\n1902—MINNEAPOLIS,\nMINN.\nWitiiam M. BrarpsHear, President.\nIrwin SHEPARD, Secretary.\nCuartes H. Keyns, Treasurer.\n1903—BOSTON,\nMASS.\nCuarirs W. Exiot, President.\nIrwin SHEPARD, Secretary.\nW. M. Davipson, Treasurer.\n\n1904—ST.\n\nLOUIS,\n\nMO.\n\nJoun W. Cook, President.\nIrwin SHEPARD, Secretary.\n\nMcHenry\n\nRuoprs,\n\nTreasurer.\n\n1905—ASBURY\nPARK\nanp OCEAN\nGROVES\nN. J.\nWitiiam H. Maxwe tt, President.\nIrwin SHEPARD, Secretary.\nJames\n\n1906—No\n\nW.\n\nCrasYrrReE,\n\nTreasurer.\n\nsession.\n\n1907—LOS ANGELES,\nCALIF.\nNaruan\nC. Scuarrrer,\nPresident.\nIrwin SHEPARD, Secretary.\nJ. N. Witxrnson,\nTreasurer,\n\n"}
{"page": 1052, "printed_page": null, "text": "NaTIONAL\n\n1048\n\nOHIO.\n\n|\n\nEpwin G. Coorry, President.\nIrwin SueEparp, Secretary.\nArtHuurR H, CHAMBERLAIN, Treas.\n\n19099—DENVER, COLO,\nLorenzo D. Harvey, President.\nIrwin SHEPARD, Secretary.\nArtHUR H. CHAMBERLAIN, Treas.\n1910—BOSTON, MASS.\nJames Y. Joyner, President.\nIrwin SueEparp, Secretary.\nArtHur H. CHAMBERLAIN, Treas.\n\n1911—SAN\n\nFRANCISCO,\n\nCALIF.\n\nKita Firacc Younc, President.\nIrwin SHEPARD, Secretary.\nDuranp W. Sprincer, Treasurer.\n\n1912—CHICAGO, ILL.\nCarroiit G. PrEArsE, President.\nIrwin SHEPARD, Secretary.\nKaturrine\n\nD.\n\nBLAKE,\n\n1914—-ST.\n\nM.\n\nPAUL,\n\nSHEPHERD,\n\nTreasurer.\n\nMINN.\n\nJosEpH Swain, President.\nDuranp W. SprRINGER, Secretary.\nGrace M. SHEPHERD, ‘Treasurer.\n\n1915—OAKLAND,\n\nCongress\n\nof Edu-\n\nDavip Starr JorDAan, President.\nDuranp W. SprincGEr, Secretary.\nGrace M. SHEPHERD, Treasurer.\n\n1916--NEW\n\nYORK,\n\nN.\n\n1917—PORTLAND,\nORE.\nRogert J. Arty, President.\n\nDuranp\nTuomas\n\nW. SpRINGER, Secretary.\nIX. 'inrcan, Treasurer.\n\n1918—PITTSBURGH,\nPA.\nMary C. C. BrapForp, President.\nJ. W. Crasrree, Secretary.\nA.\n\nJ. Marrurews,\n\n1919—MILWAUKEE,\n\nTreasurer.\n\nWIS.\n\nGrorcr D. SrraAyer, President.\nJ. W. Craprrer, Secretary.\nA. J. Marruews, Treasurer.\n\n1920—SALT LAKE CITY, UTAH\nJosePHINE CorLiss Preston, Pres.\nJ. W.\n\nCrasrreer,\n\nSecretary.\n\nA. J. Marrurws,\n\nTreasurer.\n\n1921—_DES MOINES,\nIOWA\nFrep M. Hunver, President.\nJ. W. Crastrrez, Secretary.\nCorneLia S. Aparr, Treasurer.\n1922—BOSTON,\nMASS.\nCuHart, OrRMonD WILLIAMS,\nJ. W.\n\nCrasrrer,\n\nCorneLia\n\nPres.\n\nSecretary.\n\nS. Apair,\n\nTreasurer.\n\n1923—OAKLAND-SAN\nFRANCISCO\nWititam B. Owen, President.\n\nJ. W. Crastree, Secretary.\nCornetia S. Apair, Treasurer.\n1924—-WASHINGTON,\n\nD.\n\nC.\n\nOrive\nJ. W.\n\nCALIF.\n\n(International\ncation)\n\nTHE\n\nOF\n\nTreasurer.\n\n1913—SALT LAKE CITY, UTAH\nEpwarp JT. FaircHiLp, President.\nDuranp W. SprinGer, Secretary.\nGrace\n\nASSOCIATION\n\nEDUCATION ASSOCIATION\nUNITED STATES, 1908—\n\nNATIONAL\n\n1908—CLEVELAND,\n\nEDUCATION\n\nY.\n\nDavin B. Jounson, President.\nDuranp W. Sprincer, Secretary.\nGrace M. SuHepHerp, Treasurer.\n\nM. Jonrs, President.\nCrastrer, Secretary.\nCornetia S. Apair, Treasurer.\n\n1925—INDIANAPOLIS,\n\nJesse\n\nH.\n\nJ. W.\n\nCrazstree,\n\nCornetia\n\nIND.\n\nNewton,\n\nPresident.\nSecretary.\n\nS. ApDAIR,\n\n1926— PHILADELPHIA,\n\nTreasurer.\n\nPA.\n\nMary\nMcSxkimmon,\nPresident.\nJ. W. Crasrree, Secretary.\nHenry Lester Smrrn, Treasurer.\n\n"}
{"page": 1053, "printed_page": null, "text": "~ OFFICERS\n\nNATIONAL\n\nOF THE\n\nEDUCATION\n\nASSOCIATION,\n\n1926-1927\n\nASSOCIATION\n\nBRAN GIS G, |BUAGR! ele /oiciay PRES Site ev-gay Rarete neteiicio.e: Sg RESo cAI\nis, Wis CRABTREE.\nacycrcrevcie SEOneoiae Sonat Ho See\nan eens\nHenry\n\nLESTER\n\nSMITH\n\n1049\n\nOFFICERS\n\n1926-27\n\nENE\nene ana Springfield, Ill,\nSere ane Washington, D. C.\n\n..... MEAG CROT MaeAP TORN Ne lyy=.205/695 2.2-aieiss stoic Gietstorh\n\nae\n\nBloomington,\n\nInd.\n\nExecutive Committee\nFRraners G. BUATR j.ecs 25s IPresiceimip a carist settee ees + ss.nierdie occ aves) ove ole ee Springfield, Ill.\nMary McSkimmon\n........ Waee-Eresidemtaretertarintir\ncuore rats lc :..ae Brookline,\nMass.\nWAT DER Re OLDERS) ss cries Chairman, Board of Trustees ....4..<-.ccc-... Pocatello, Idaho\nMN ae CUEStnnts SNEETEL, tier, LneasSUrenet ere rner caren ction tos ceca\nBloomington, Ind.\nWEG\n\nWietAMEIN\n\n2 c.cch as. Member\n\nBoard\nWETTER\n\nRL\n\nSIDERS\n\nPRANGISMNG,,\n\n(Beate\n\nAPMP\n\nENEMAS\n\ncece oe Maryville,\nis,sies ccitiacioe\n\npy eb lectiomecmisiist\n\na..ccej00 Chairman,\n\nMo.\n\nof Trustees\n\nSuperintendent\n\nof\n\nSchools.......... Pocatello,\n\nIdaho\n\n<.2...n2: President,\nState\nSuperintendent\nof\nPublic\nMraSEU CEO Meee reaces eroreee cela, cases) octane lal avsicas Springfield, Ill.\nGAWAEINENT ©seicoyra soreSoucxerloxé\nnave Superintendent of Schools .............San Francisco, Calif.\n\nCornea\n\n5) oeBUN\n\nAINE: | Sees Se ers)oi Sieleerarate. s iene died eshocaacaatud shchandatd sa #kaikrsate Rochester,\n\nS, ADAIR\n\n......0- DUGY Toeake a\nNerina\n\nSn oyee ia\n\ni\n\neae\n\nN. Y.\n\nRichmond, Va.\n\nVicepresidents\nMarve\n\nMCS KIMnMony\n\nletincipall..\n\nPaetces\n\nSchools\n\nurs\n\netcrie > aici siainiels «anes on eie vc os Brookline,\n\nMass.\n\nTRAGIL., (CHAPMAN,\nSupetunbendents ola ScnOolae seactie ect « clecsisaysrs fate ale:suvvases Elizabeth,\nPo B) Cruaxton,, iSuperatendent® of (Schoolsen.\na csecctrasi- tls oslo vicicls ace o's ee e'sTulsa,\nSPEDEN: wiv Eis maleset SChocleyecirtsteteceets\nahesRrO eeoes horn 0co oes tatonce ere:cuiatcivee Washington,\nMrs: Jussis. M. Fink, Principal, Buchanan Schools. j<ic<s0000s ss 2+ +s Grand Rapids,\nHarotp W. Focut, President, Northern Normal and Industrial School...... Aberdeen,\n\nN. J.\nOkla:\nD. C.\nMich.\nS. D.\nFrorence M. Hate, State Agent for Rural Education, State House.......... Augusta, Maine\nArtHurR J; MartHews, President, State ‘Deachers College...\noi. c5 0. eee ww cece os Tempe, Ariz.\nSut M. Powers, Superintendent of Shelby County Schools.................- Memphis, Tenn.\nCracpER W. Sénpiror, Box 108, Bast) 3rd Street.(.) sccarstee\necicite ee enesate > Landershim, Calif.\nHELEN: Bo (Smoove, oi di6) Clinton Avensis 1-1. «.ocanent + anies-ietoeeerene a NVLnMeapolis,. Minn:\n\nMAN\n\nWANE\n\nS307, esvithy Aovientte\n\ntoss Mcrlpiercio\n\n«lst letitetele mieitatetemtier iartemeteratc icvite > Portland,\n\nBoard\n\nOre.\n\nof Directors\n\nDirectors\n\nEx\n\nOfficio\n\nPRAINGISH Ga ADE AMR, | I rESid eitiate uate atehersh se yerieslave «pelate) 5 t-als) lelePel=ielnl-y=uclevellsin/als)e(+.5)0Springfield, Ill.\nMary McSximmon, First Vice-President...\n2... 0.0000. nececcevccecnsncacen Brookline, Mass.\nEle celeE sien ONEMT Tey ll CeaGUtetn cm retteteee © elelete tials elsieleie + ieletelietsts:s erasie1s sole Bloomington, Ind.\nWiartER R. Stpprs, Chairman of Board) of Trustees).\n0. oie ie. scale ecco Pocatello, Idaho\n\nTe, Wi\n\n(Cais\n\nSeSisiehey\n\n= o5ogncndudbce\nnone SnD sO Une oon oD CUOnMdOn odo Washington,\n\nD.\n\nC.\n\nLife Directors\nROBURT\nPAUPY Presidentvon Bittle Colleges\ncer mctecil enieieeee «sree se cise os Indianapolis, Ind.\nRoARDIMOM MED UCAILONG\nieiaelecines scan\naa me eee Aner aisniey.t otctieiim Nashville: =leimns\nMary C. C. Braprorp, 532 Commonwealth Building..................+-..000- Denver, Colo.\nE_mer ExctswortH Brown, Chancellor of New York University............ New York, N. Y.\nNicuoras\n\nMurray\n\nButter,\n\nPresident\n\nof\n\nColumbia\n\nUniversity............New\n\nYork,\n\n.N.\n\nY.\n\nPeP a Craxiony |ouperiutencdent,\nOf »OCHOOIS. prantees s ccloisier on terest crssrsis(aiais Tulsa,\nOkla.\nOMMEICORSOND\neibattersomme\nNyCrier a a atetoretscel eraneraireia ka vaya ere hala Corelaeieiate ulers ae Oxford, Ohio\nGAT Ana weDASt ME LOAG WAV titel ferrets ieee tiseriaia alesis se oes siaieyeione Mt. Pleasant, Mich.\nEAT\nCalif. .\nof Schools..........+...ses+eees Oakland,\nSuperintendent\nHunrer,\nM.\nFreperick\nHill, Si C.\nDavip B. Jounson, President, Winthrop Normal and Industrial College...Rock\nWork, No Y.\nOtivp M. Jones, Principal, Public School No. 120........-:0sesseeee New\nDavip\n\nJames\nMary\nJesse\n\nSrarr\n\nY.\n\nJorpan,\n\nPresident\n\n.....--. Mets\n\nJOYNER\n\nMcSxrmmon,\nNewton,\nH.\n\nB. Owen,\nWittiam\nCarrot G. Pars,\n\nEmeritus\n\ncae aS\n\nof\n\nStanford\n\nd OOO GEO SOCCER\n\necht erertncareeeoers . .California\nAWpthiZs\n\nMO ERROR ERODE\n\n‘TeacHers’\n\nN.\n\nC.\n\nMass.\nColo.\n\nInstruction,Olympia,\nBuilding....Albany,\n\nWash.\nINES\n\nCollege.........-....-- ..Chicago, Til.\nPresident of Chicago Normal\nsee srereeeees Milwaukee, Wis.\n4315 Lisbon Avenue......-...sseseese\n\nof Public\nState Superintendent\nPreston,\nCorLiss\nJosEPHINE\nCapitol\nLegislative Library,\nLibrarian,\nR. Skinner,\nCuartes\n\nSpates\n\neta Raleigh,\n\nseen reeeeee Brookline,\nPierce School...........+-seee\nPrincipal,\nof Schools............ssseeeeeeereeees Denver,\nSuperintendent\n\nAssociation\n\noF\n\nIntino1s,\n\nRozert\n\nC.\n\nMoorx,\n\nSecretary,\n\nCarlinville,\n\nIll.\n\n"}
{"page": 1054, "printed_page": null, "text": "ASSOCIATION\n\nEpucaTion\n\nNationaL\n\n1050\n\nGrorcr D. Sprayer, Teachers College, Columbia University..........-- New York, N. Y.\n*TOSHPHS WALN™ fears tie sreveccrsie vieores olarerebels (oiie ane)sroselleteh yetr sane olale)-TelsledesisiabatsLenurel aSwarthmore, Pa.\n\nA. R. Tayror, 225 N. Fairview Street. 6.0 ees. ccres ciepi nie ee wale ee tsiew civ e cece .. Decatur, Ill.\nTRACHERS\nGPUNSTITULE) cles-clacc'c\nco aie o's olelstetclel siete elerersleyeciiely entene lefchasonal=nele ayes == Philadelphia,\nPa.\nJoun J. Ticert, U. S. Commissioner of Education..........+--+++s++++--- Washington, D. Cc\nCuHaries G. Wurrt, Isbelle Missionary College......--..-+e\nessere ree eee renee Martin, Tenn.\n\nCuart O. Winxiams,\n\nDirector, Field and Legislative Division, National Education Association,\nWashington,\n\nD.\n\nC.\n\nState Directors\nPN\n\nbamar Wes «sieeve\n\nWNiciokcar\n\nSeareicueue 6 J. D. WititaMs, Principal, Avondale School, 5603\nwr\nSth Avenue, South .......0,.scwecececeessseesene Birmingham\neras cists stniatere\ncine aneW. E. Ketuer, Superintendent of Schools................-- Juneau\n\nENSHZ OTA etree ayes. viesicielowiere FE, A.\n\nArkansas\nCalifornias\n\nCorron,\n\n31\n\nMitchell\n\nDrive...\n\n2.55.02... -----0s-e-\n\nyes Phoenix\n\n.......0......A. B. HiLL, President Ouachita College........--.-....4 Arkadelphia\nto seieemiaee wees Anna Graeme Fraser, Vice-Principal, Oakland High\nSHOOT\nocr iecks/o: sucgeseus-oic peers vedi eratanele Corser eate reekane teer rat wea Oakland\n\nColorado! mune. eee\n\nee W.\n\nB.\n\nMoonry,\n\nEducation\n\nBtildimg\n\nExecutive-Secretary,\n\nAssociation,\n\n520\n\nColorado\n\nCommonwealth\n\n*syapes as seieletelante vo.afovele Mroreitaleiolelajelage\nboletetaleshanet- Noitates Denver\n\nConnecticut ............JOHN A. Younc, Assistant Superintendent of Schools... .Bridgeport\nDelawareweaievoncee ...H. V. Hontoway,\nState Superintendent of Public\nRASH\nULO tiie rete ace,a» 2HsdebeFUtate BfSheed eVenesageteieneke ieOther ce Repent . Dover\nDistrict of Columbia....Harry\nEnciisu, Chief Examiner, Franklin School\niyi ebhey-a we Grog cma\nGaGhOhO ccd Ooo wao AC Washington\nPloridas ch tier oe. dae\nee W. S. CawtHon,\nState Superintendent of Public\nFaStrAchions\nerciew ete esetareicuskeyn sloleycioloraincVeloreteler<\notek cotske Renae Tallahassee\nGeorgia ms cap aerereeecein Fort E. Lanp, State Superintendent of Schools...........-. Atlanta\nELA Wall Sccc cle eee eich oksiors Witt C. CrAwrorp,\nSuperintendent of Public In‘\nStLUCtiOn\n._<icrorctchoncocleleteteveneleiate\nShale nic.cleatebNerete eiaustetenense deyae: 6Honolulu\nTahar\nce yicteaycicrectele CuHaries F. Dienst, Superintendent of Schools........-...-. Boise\nPU 01s eee Sean les tone A, L. Wuuitrenprrc,\nSecretary, State Examining\nBoard\nfor ‘Teachers\nCertificates,\nRoom\n403,\n\nCentennial. (Binildisig Means ctener acters ectectetel eteteds teesiofenlene Springfield\nTrididinai\" eer\nssos tayeteretors Martrua A. WuHiITaAcrE, 1724 Main Street...............- Richmond\nLO wWata. cece\ntl oementsies Tuomas R. Rogers, Superintendent of Schools........ Independence\nKansas* iia. css sect M. E. Pearson, Superintendent of Schools............ Kansas City\niGoblliag\nBaamcose .+..-R. E. Wiuiiams, Secretary, Kentucky State Teachers\nAssociation,.« Ji22Staricss ldo aise oteteteleteters haetarieyel ateLouisville\nWyoisiana: Pines ereretstetelorets Loretta R. Dorrr, Supervising Principal, Public\nSchools; 11328) (Na) Ramparteotreetasa\nest crits creme New Orleans\nMaine: save.\ncisse erase isis ereFrep W. BurritL, Superintendent of Schools.............. Augusta\nMaryland ae erysmrer trotters WititiAmM\nBurpick,\nState\nSupervisor\nof Physical\nEducation, #7, “wast, Miulberryotrect. ..semiscs\noss +suere Baltimore\nMassachusetts .......... AnniE C. Woopwarp, 144 School Street................ Somerville\nMichigane on crecten ctor T. i, JOHNSON BOZ United Burtldinig sn. set. os treretcle cierste eres Lansing\nMinnesota see eeeeeeeee ..Rrrre MacGrecor, Principal, John Burroughs School....Minneapolis\nMiississippimemitiaacies ciate H. V. Cooper, Superintendent of Schools................ Kosciusko\nMissourie\neen\nSoe ee Tuomas\nJ. Waker,\nEditor\n‘‘School\nand\nComMUNIty; >, 600, Conley Streets .i-:.rtemieiialel\ntera selene ereeae Columbia\nMontanamieeer\nen cereceert R.\nJ. CunnincHam,\nSecretary,\nMontana\nState\neachers, Association, 9. Kobrs Block..4,\nssc\n> oreo Helena\nNebraska@\ntame\nect MC.\nBEerrer, Superintendent\n‘of Schools....eseemecee\ncor Lincoln\nNevada- ’«. vitwsodoenmencn H. A. WuitrNneEck, Superintendent of Schools.......... Las Vegas\nNew Hampshire ........ Frorence H. Hewirt, Head, Department of English,\nHigh sSchool, 247 Chaupceys Streetian. sisi\ncites eee Portsmouth\nNew Jetséyucskatescs\nnce CuHarLEs B. Dyxkek, Superintendent of Schools.......... Short Hills\nNew Mexico ........... IsABEL\nLancAsTER\nEcKLES,\nSuperintendent\nCity\nSchoolse ‘sy.cteyotrert weisieretenc esis cote ace oteke taraiee oscreer orersote Sante Fe\nNewt Work\nW.anidaciies\nsac W. H. Houmrs, Superintendent of Schools.......... Mount Vernon\nNorth Carolina\n........ N. C. Newsotp, State Department of Education............ Raleigh\nNoth) Dakota vonmisnieele sMinnie J. Nrertson, 901 Fifth Avenue............\n00. Valley City\nOniowec\nhaa eee\neee ee R. J.. Krerer;) “Superintendent “of SchoolSij.:..0..06e eciaccste es Niles\nOklahonta seus. teeters Co KR REIES isuperintendentiof Schools. siraercete\nian aeaiars Muskogee\nOEROM' —Svecercste eisielsievene ..Mrs. Susanne Homers Carter, County School\nSuperintend\nant qoniac, At as nein velrosiieensears\notra Jacksonville\nPennsylvaniicy\ncisterns Cartes\nE.\nDickey,\nCounty\nSuperintendent\nof\nSchoolsepraiersowreteecleclsremca\nceeeABt\na doc dees Bar Shien rs Pittsburgh\nPhilippine Islands ...... LutHer B.- Bewrky, Director of Education................ Manila\nFostiy\n\nRicGtesrsn\n\nsane\nos. cus FRANCISCO\n\nVIzCARRONDO,\n\nAssistant\n\nCommissioner\n\nof\n\nEvqiiCation ty ciccistssoomet re asunre etonete orton ceeer cacti\nRO deslslard a mrcricce cee Acnes\n\nM.\n\nization,\n\nBacon,\n\n119\"\n\nState\n\nState\n\nSupervisor\n\nHouse...\n\nof\n\nSan Juan\n\nAmerican-\n\n<r cpanel erences\n\nProvidence\n\nSouth Catolinaweeseaset GrorceE W. WANNAMAKER, Superintendent of Schools..St. Matthews\nSouth? Dakotay camarcrceee N. E. STsELz, Secretary, South Dakota Education\nAssociation,.3, Perry Bulldinmusy secession\ncents Sioux Falls\n‘Tennessee! (antoneb.so steals S. L. Smrru, General Field Agent, Julius Rosenwald Fund, Commercial Club) Bldgi.. 5.1...\n«+ sees Nashville\nTOXaS' © Fa acacesterc\ncmtele <teterte J. O. Wess, Superintendent of Schools .............-.- Harrisburg\n\n* Deceased,\n\nMay\n\n19, 1927,\n\n"}
{"page": 1055, "printed_page": null, "text": "OFFICERS\n\nOF THE\n\nASSOCIATION,\n\n1926-1927\n\n1051\n\ntcl\neertenars Aaeneye ee ass. D, W. Parrart,\nExecutive-Secretary,\nUtah Educahe\ntion Association, 316 Vermont Bldg............. Salt Lake City\nWierinontin\naucmntssat\nase ee CLARENCE\nTH. Dempsey,\nCommissioner\nof Educa3,\na\n‘\nIGE\nFee We AG\nOOO\nERS Rene TO\na ae Be =Renee Montpelier\nVirginia s+++++--.-+--.. JOSEPH H. SauNnpERS, Superintendent of Schools...... Newport News\nVirgin Tslands © ssesnaae ARTHUR E. Linpgporc, Director of Education............ St. Thomas\n\nWrashinctonk nee\ncen ce T. R. Cote, Superintendent of Schools, 850 Central\nbe.\nPBisallclisealpamegan NARS heawsiuee atsneuoss noce asus eae me es A res eee Seattle\nWest Virginia siete Sleeper J. H. Hickman, Superintendent of Schools..............-. Hinton\nWibisoralsthal “gomasio\nar tates E.\nG.\nDoupna,\nSecretary,\nWisconsin\n‘Teachers\n;\nASSOCIAtION el? mBeavers Bisilding ac = sis cn ees ee oes Madison\nWiyomine Aids cncre cncsac i AS SLADE OUperiutendent) of Scliools.\n.) eso\nscn\ne-.4.4. Casper\n\nHEADQUARTERS STAFF\n1201 Sixteenth\n\nStreet Northwest,\nJ. W.\n\nCrabtree,\n\nWashington,\n\nD. C.\n\nSecretary\n\nDirectors of Divisions\nHeten\nT. Hixson,\nDirector\nand Assistant Treasurer.\n\nof\n\nAccounts\n\nJoHn K. Norton, Research.\nHarotp A, ALLAN, Business.\n\nJoy Ermer Morean, Publications.\nCuHart O. WitiiaMs, Field and Legislative\nAcnres Winn, Classroom Service.\nT. D. Martin, Records and Membership.\nS. D. SHANKLAND, Administrative Service and Secretary, Department of\nSuperintendence.\n\nNATIONAL\nPresident Menta\n\nCOUNCIL\n\n.:okisere © Henry Lester\nUniversity\n\nOF EDUCATION\n\nSmirsn, Dean, School of Education, Indiana\n(Term expires 1928).......... Bloomington,\n\nIndiana\n\nVice-President\n\nWECYELATY\n\n.......0. Frorence M. Harz, State Agent for Rural Education, State\nDepartment.of Education (Term expires 1927)..Augusta,\n“arisintetare\neter ..-ApeLatpE\nS. Baytor,\nChief, Home\nEconomics\nEducation\nService, Federal Board for Vocational Education (Term\n\nERPIKSS\nExecutive\n\nCommittee\n\n....\n\nMOOD) Gers eterestaneyosete\nWeneeven dinvimeere mist wes 6Washington,\n\nMaine\n\nD. C.\n\nANNA Laura Force, Principal, Lake Junior High School\n(erm\nexpires 927).\n«sensu\nreece ee eee Denver, Colorado\nGrorck W. CuiLp, Superintendent of Schools\n(Term exD1UUES ceLOZ vax. sinves snetewes Separens. ten eeenceseeue tee Salt Lake City, Utah\nA. J. Martrurws, President, Tempe Normal School (Term\nEMMIS sigLO 2D): ss rsstuore danseapatust eeu\nendetections\ncostes Tempe, Arizona\n\nOFFICERS\n\nOF\n\nDepartment\n\nDEPARTMENTS\n\nof Adult Education\n\nIPF ESUDCWE tases sti) aaeeave..Rozserr C, Deminc, State Director of Americanization, State\nBoatia eo tenl ddieatiOn rn ispenssetreterelectis\nics ssrace Hartford, Connecticut\nVice-President\n...... ...Wit Lou Gray, Supervisor of Adult Education, State Deppuisonenkn (Ve WOohiteahalehole on ago naOO aD etd Columbia, South Carolina\nSCVELOTY. cet wire cls ..... WILLIE\nLawson,\nGeorge\nPeabody\nCollege\nfor Teachers\nNashville, Tennessee\nTRCOSUTET\ncctv acct saicivia ®.ErueL.\nRricwarpson,\nAssistant\nState\nSuperintendent\nin\nCharge\nof Immigrant\nEducation,\n1130\nSun\nFinance\nToibbUkelbilos\n\nAmerican\n\nAssociation\n\nBeem erns ote\n\nhu wow\n\noO\n\nROMA Loe\n\nOe Los\n\nof Teachers Colleges, Department\nEducation Association\n\nAngeles,\n\nCalifornia\n\nof National\n\nNormal\nState\nWestern\nPresident,\nWatpo,\nB.\nsire esstssy 6Dwicut\nseserersre\nSclisiel cas boaooan 0 des coo mone nee peo Kalamazoo, Michigan\nnoe\nTeachers\nState\nIlinois\nSecretary-Treasurer .....W. P. Morcan, President, Western\n@olllese Sab.s caunanob can oO pO mmieo too nGeono ong Macomb, Illinois\n\nPYESIACIE\n\nDepartment\nPresident\n\n....ses08 MeL\n\nVice-President\n\nRIGCHOLOTM\n\n.....+++- E.\n\nof Business\n\nEducation\n\nEducation, Philadelphia Public Schools, Ramsey Building, Pine Street\nineleniae UN abiGteh. 6 pao One como oe 00 os Philadelphia, Pennsylvania\nState\nTraining,\nTeacher\nCommercial\nG. Bracxsronx,\n\nCEN\n\nG.\n\nKink, =Director,\n\nWriversity\n\nsot LOW\n\nof\n\nCommercial\n\npee etinls stele celerelelei\n(eles siss\nola) Towa\n\nCity, Iowa\n\naeteiecesenstpiera? .»,ELizapetH Baker, Teacher, Commercial High School, Atlanta, Georgia\n\n"}
{"page": 1056, "printed_page": null, "text": "EpucaATION\n\nNATIONAL\n\n1052\n\nDepartment\n\nASSOCIATION\n\nof Classroom\n\nTeachers\n\ntele olpeters .-Anna THOMPSON, Ormond Hotel.........-..-. Kansas City, Missouri\nIPCSICN bacteria\n.......-- Mary B. Surzivan, State Normal Training School, Castleton, Vermont\nVice-President\n\nSecretary\n\nExecutive\n\n.ceccccccceeee\nCommittee\n\n..\n\nSt......-..---+-..+--- Seattle,\n\nWashington\n\nWestern Section, Jean I,. Soutrs, Avalon Hotel (Term\nPILES TlO27) Miteere acc: cloa arelclee meen Recor otoes Spokane,\n\nexWashington\n\nCLARA\n\n3 Crockett\n\nLYNN,\n\nEastern Section, Mrs. Epira B. Joynes, 408 W. 14th St.\n(Ciermy expires 928) were senetyeuetc\ntone rstsler nrstentis Norfolk, Virginia\nMiddle Section, Evra F, Huwnver, 1324 E. Morphy St.\n(Gian\n\nsids\n\nDepartment\nPrésident\n\n045%\n6Re ees ..DorotHy\n\necwecdia\nchoo bor coe tal Fort\n\nOL\n\nof Deans\nDean\n\nTexas\n\nof Women\n\nGoucher\nCollege\nBaltimore, Maryland\nSCCFCLATI Es eierare'o sfels wee. DLIZABETH M. Hause, Dean of Girls, West Chester High\nSCHGOLM tastes. ccs esis Soersiso lore bes SUR terest West Chester, Pennsylvania\nLIVE GSUTET Pera <,o/e.e sista .-..ANNA\nFE. Pirercft,\nDean\nof Women,\nState College\nfor\nMMCAGCHEESPER\na thls shocsttoeiaecls\nSoe bs Sto tate nooner Albany, New York\n\nDepartment\n\nStimson,\n\nWorth,\n\nof Elementary\n\nof\n\nWomen,\n\nSchool Principals\n\nPresident ............... RutH Pyrvr_e, Principal, McKinley School....Lincoln Nebraska\nFirst Vice-President.....Hurspert C. Hansen, Principal, Talcott School..... Chicago, Illinois\nSecond Vice-President...Jutia M. Wuutte, Principal, Steele School........ Denver, Colorado\nTiird\nVice-President....Eva G. Pinkston, Principal, Cumberland School...... Dallas, Texas\nSECELOPN Wo clcieleiate\naleve cts.. Warren\n\nTreasurer\nExecutive\n\n<A.\n\nRor,\n\n..eceseseeeseCOURTLAND\nCommittee\n\n....M.\n\nE.\n\nWV.\n\nPrincipal,\n\nDavis,\n\nPrrerson,\n\nBelmont\n\nPrincipal,\n\nSupervising\n\nAvenue\nSchool,\nNewark, New\n\nFranklin\nSchool,\nPlainfield, New\nof Schools (Term\n\nPrincipal\n\nJersey\n\nS\nJersey\n\neEXpite|s’: LOQZ) iwxeriscss 5 ateks i enctotenetterraneteoveie Los Angeles, California\nT. LonesHore, Principal, Greenwood School (Term exPires: LOZS) os terthal lever tas vara ee oberens oyun Kansas City, Missouri\nMrs. Jesste M. Finx, Principal, Buchanan School (Term\nexpires: 1929) ayia scuctcnrer\nscr rcen oventtere Grand Rapids, Michigan\nW.\n\nDepartment\nPresident\n\nof Kindergarten-Primary\n\n......++eee-es+eJULIA\n\nHaun,\n\nSel skoYe) kobilean eer\nVice-President\n\n....... ..Marig\n\nFow er,\n\nSchools\n\nSCCTCLATY)|\n\nEducation\n\nKindergarten-Primary\n\nROE\n\nons SEO\n\nROI aE\n\nSupervisor,\n\nMS San\n\nKindergarten-Primary\n\n(AA. See\n\nslaves oho\n\na\n\nSupervisor,\n\na Oe oe\n\nPublic\n\nFrancisco,\n\nCalifornia\n\nPublic\n\noe ee Kalamazoo,\n\nMichigan\n\nMinis) siclete o/s\\elele ..FrANcES\nBerry,\nKindergarten-Primary\nSupervisor,\nPublic\nSchools’ Ose.\ner aah. SECeee eens sie\nBaltimore, Maryland\n\nDepartment\n\nof Lip Reading\n\nPresident | daABOAD DUG ad .CaroLing F. Kimpaiy,\nVice-President\n........ -AGNES STOWELL, 1056\n\nDICCT ECON\n\neel tote clevereie iets Aricy\n\n39 Jackson Street, East Lynn, Massachusetts\nEuclid Avenue.......... Berkeley, California\n3610 Milan Street.............. Houston, Texas\n\nI. PurMan,\n\nDepartment of Music Education\nPHESIAEN TMD A aiatena\netersia tate Grorcg\n\nLL.\n\nLrnpsay,\n\nDirector\n\nof\n\nMusic,\n\nPublic\n\nSchools\n\nPhiladelphia, Pennsylvania\n...ess.e% C. A. Fuiierton, Head of Department of Music, Iowa State\nTeachers “Collegevnan.\nraisin sacar\ncee Cedar Falls, Iowa\nSclbiccdocs ....-AcnrEsS BrNnson, Supervisor of Music, Public Schools, 3819\nPine Grove “Avenueéspneanclecis:\n«he saes aetee clecion.s Chicago, Illinois\n\nVice-President\nSacI\n\nDepartment of Rural Education\nPresident\n\no. eos «eeeeeeN.\n\nSEARLE\n\nLicut,\n\nState\n\nCONT Oat Aehate age fare Oe\nVice-President\n\nSecretary\n\n.....+.-- May\n\n.s..ay++re+++-Mrs.\n\nTrumpER,\ntach\neee\n\nDirector\n\nne\n\nae\n\nof\n\neee\n\nRural\n\nBduca-\n\nHartford,\n\nConnecticut\n\nState\nSuperintendent\nof Public\nInstrucEre iy oean iccrgato clemickers ae bio ae a Helena, Montana\n\nKarnerine M. Coox, Specialist in Rural Education,\nUnited States Bureau of Education.,..,.....Washington,\n\nD. C,\n\n"}
{"page": 1057, "printed_page": null, "text": "OFFICERS\nExecutive\n:\n\nComittee\n\nOF THE\n\nASSOCIATION,\n\n1926-1927\n\n1053\n\n....F Rup C. Fiscurr, (Term expires 1928)......... Belleville, Michigan\nA, F, Harman, County Superintendent of Schools (Term\nSTD FESR IEDON) a eeleteiia: os BUSOU ba wsRyaah ava a tienavs Montgomery,\n\nAlabama\n\nFannig W. Dunn, Teachers College, Columbia University\nGiermmenpines: 19'3.0i)!. sie.yrcravapseeperenane\nater oterere eeeNew York City\nAGNES SAMUELSON, State Superintendent of Public Instruction Cherm expires. 981) fools 2k tees sos Des Moines, Iowa\nJ. C. Muerman, Southeastern State Teachers\nERPItes. MOS hs ve ee cies a Bara Sects Soc\n\nCollege (Term\nEe TS Durant, Oklahoma\n\nDepartment of School Health and Physical Education\nPr OSU CME\n\nrae\n\na toes: 0 acaityre MELVILLE\nStewart,\nState Supervisor of Physical EducaELOMUM omen\neres cucie seiebake eas oa\nast. Charleston, West Virginia\nVice-President\n.. 0... Mary FE. Gross, Director, Department of Physical Education and Hygiene\nfor Women,\nUniversity of Washita OLOaremenc rece afarestileusisie ausveeaace sacssetoce ejevececeino-coarers Seattle, Washington\nSecretary-Treasurer ..... Firorence\nD. Atprn,\nDirector,\nDepartment\nof Physical\nEducation for Women, University of Oregon...Eugene, Oregon\nExecutive Committee .... WALTER F. Coss, Director of Physical Education and Hygiene, Public Schools (Term expires 1927); Baltimore, Maryland\nErueL\nPrrrin,\nAmerican\nChild\nHealth\nAssociation,\n370\nSeventh Ave. (Term expires 1928)............ New York City\nN. P. Neitson,\nState Supervisor of Physical Education\n(Chermycexpines #1930) 5 sneer vce\nactos anc Sacramento, California\n\nDepartment of Science Instruction\nPHESIGEMT\n\neater cuss oe ..... anor\nA. Wess,\nHead of Chemical\nDepartment,\nGeorge\nPeabody College for Teachers............ Nashville, ‘Tennessee\nECT CLOHY |wisleueusistens forerorsre-e! Francis\nD,\nCurtis,\nAssistant\nProfessor\nof\nTeaching\nof\nScience,\nSchool\nof\nEducation,\nUniversity\nof\nVE ela Gataenteyoterctte eco iete taes ose s ewe tare vewake Ann Arbor, Michigan\n\nDepartment\n\nof Secondary\n\nSchool\n\nPrincipals\n\nWPHESUCENE\n\naisles vro.e8so.0 «+e. CHARLES\nEpwin\nKeyes,\nPrincipal,\nOakland\nHigh\nSchool) | scab sizhatac eSherstensialanarctr\nShenae otra eee oe Oakland,\nCalifornia\nVice-President\n..... sae. HUGENEG Kars, Principal, High Schoolvcsc.. ss... Oilton, Oklahoma\nSCChELGP A ete le eieinies'oiete .. ARcARET Durkin, 1824 Pittston Avenue....Scranton, Pennsylvania\n\nDepartment\nIPYESUGEME:\n\nof Social Studies\n\nicteiets elise\n\nthe J. Montcomrry GameriLy, Teachers College Columbia UniVISE SIO a irancece eriegasual earreustiaie weishatesdle Maia sudsesy ss New York, New York\nVice President\ns0.c.ces Epona H. Strong, University High School........ Oakland, California\nSecretary-Treasurer\n....EpGAR Dawson, Professor of History and Politics, Hunter\n\nCorresponding\n\nGoll\nee eaiererecerthc is tec atecpresin wassaga sealece 5s ieee a ereel New York City\nSecretary. Mary\nV. Carney,\nTeacher\nof History,\nCentral\nHigh\nSCHOOLS sraavaiens, eae cio arene sass Bale aceieee onsSt. Paul, Minnesota\n\nDepartment of Superintendence\nI OTGIBLG Woe HOA ..J. M. Gwinn, Superintendent of Schools..San Francisco, California\nFirst Vice-President..... RANDALL J. Conpon, Superintendent of Schools....Cincinnati, Ohio\nSecond\nVice-President... RANK D. Boynton, Superintendent of Schools....Ithaca, New York\nExecutive Secretary.....S. D. SHANKLAND, 1201 16th St., N. W......... Washington, D. C.\n\nExecutive\n\nCommittee\n:\n\n....M.\n\nG.\n\nCrarx,\n\nDepartment\n’\n\nCMA TOIOINE Zo\n\nVice-President\n\notra 0m OOS\n...:.....\n\nasurer\nSecretary-Tre\n:\n\nSuperintendent\n\nof\n\nSchools\n\n(Term\n\nexpires\n\nNODS) eee\noet netintarces ses siensusdecsfovsassrerspetevarsene\nios Sioux City, Iowa\nNorman\nR. Croziur, Superintendent of Schools (Term _exmin OPO\nSomes cons ue aon Or On mrs Cerne aor came Dallas, Texas\nE. E. Lewis,\nSuperintendent\nof Schools\n(Term\nexpires\nHIE) Mayan gisee gRSREALGeRL ete iersirviecal ahice.Wiere aa siles ms\na Flint, Michigan\nFrank M. Unperwoop,\nDistrict Superintendent of Schools\n(Derm) expines 1961)) gas. ¢.cecoe-ss-s---.-.t. outs, Missouri\n\nof Visual Instruction\n\nErnest I,. Cranpary, Director of Lectures and Visual Instruction, Public Schools.......-.-.+..+++-+-s. New York\nMurray\n\n...-\\.\n\nand\nG.\n\nA.\n\nDarman,\n\nResearch,\nBatcom,\n\nDirector,\n\nDepartment\n\nof\n\nReference\n\nPublic Schools............ Indianapolis,\nSchools\nNe\nof\nSuperintendent\nAssistant\n\n‘\nCity\n;\n\nIndiana\n\nate\n\n"}
{"page": 1058, "printed_page": null, "text": "NatIonaL EpucaTIon ASSOCIATION\nee\n| far\nree sr eee\n\n1054\neres\nExecutive Committee\n\n....\n\nand\nof Texts\nDepartment\nDirector,\nF. Mooney,\nMary\nLibraries: City; ball . (jam smismist\nveers o's San Francisco, California\nCc.\nF.\nHoxsan,\nState\nDirector\nof\nVisual\nInstruc:\nPLOT) Werte stevelstelebanese ole\"ohelates, kareteraie neyeer= ..Harrisburg,\n\nDepartment\n\nof Vocational\n\nPennsylvania\n\nEducation\n\nPyeStdenk\n\nstevie. ......-Howarp L. Brices, Director of Vocational and Practical\n:\nArts Education, Board of Education....... ....-Cleveland, Ohio\nVice-President\n.........F.\nTHEopoRE\nSrrucx,\nDirector,\nBureau\nof Vocational\nEducation,\nState\nDepartment\nof\nPublic\nInstrucOly Jad 5.0 SO CGO OC ODSMnS Ob ano Dicuss\" Harrisburg, Pennsylvania\nEducation,\nIndustrial\nof\nDirector\nState\nHunspon,\nS.\n.N.\ndoSoAG\nOuhn\nSo\nSHEGAT\nState\n\nNATIONAL\nCornELIA\n\nJ. W.\n\nHenry\n\nBoard\n\nfor\n\nVocational\n\nEDUCATION ASSOCIATION\nFOR 1927-28\n\nS. ADAIR...... President ivetemas\nersten sretiteles syate\n\nCRraBTREE..\nLESTER\n\nEducation........... Austin,\n\ne DECKECALY sjonstetelsieiers\n\nSmirH... Treasurer,\n\nDean,\n\n111201\n\nSchool\n\n.2121\n\nSixteenth\n\nPark\n\nTexas\n\nOFFICERS\nRichmond,\n\nVa.\n\nIndiana’ University,\nBloomington,\n\nAvenue,\n\nInd.\n\nSt. N. W., Washington,\n\nof Education,\n\nDy,\n\nExecutive Committee\nCorNELIA S. ADAIR...... Presidente .o)s.0 ecole oc lolehoue seeypele nretenaiete a:0140sjeanstS one sectel otaterare Richmond,\nVa.\nFrancis\nG. Brarr......Vicepresident, State Supt. of Public Instruction...... Springfield, Ill.\nWatrTer R, EE\nEi\nea\nBoard of Trustees, Supt. of Shcools...... Pocatello, Idaho\n\nHenry\n\nLESTER\n\nFrank\n\nE.\n\nBes Bloomington,\n\nInd.\n\nRerynorps....Member by Election, Secretary of Ohio State Teachers Association, 428 Chamber of Commerce............. Columbus,\n\neet ts\n\nPaka Fitba eR\n\nOOO\n\nLODISG OSD Crt POON DDUO OOD\n\nOhio\n\nBoard of Trustees\nWant\ndRowSipeRs.)4.i9\nCorNnELIA S. ADAIR.....\nenpiVES GWTN Nisei ccccle-s\n‘THomMAs E. F1inEGAN...\n\nChagratiarioees. cithers steers e otateiteertee ererein rte ee merece Pocatello, Idaho\nPresident | 2.8.0 «cis ater tricvrcie ohne ona\nern ete Richmond, Va.\nSuperintendent of Schoolsiata\nscutes. seismic eee San Francisco, Calif.\nEducation Director, Eastman Kodak Co............ Rochester, N. Y.\n\nKate\n\nSuperintendent\n\nWOFFORD.........\n\nof Laurens\n\nCounty\n\nSchools........... Laurens,\n\nS. C.\n\nVicepresidents\nBRAN CISAG,. BUNIR cms ais Soo snuceteloraretereal eteieterakel ere oitiarnitas aloe eRe\neae ee ieee ee Springfield, Ill.\nA. T. ALLEN, State Superintendent of Public Instruction. Be Sek aN\naskortessdetrags ae6 Raleigh, N. C\nTra T. CHAPMAN, wuUperintendent Of oChOolas rae tim cllemieiiet are elelehdate me ere aetna Elizabeth, N. J.\nA. G, CRANE, President, University, of Wyoming. -n. 00 «emis: STE\nee ere Laramie, Wyo.\nFirorence M, Hate, State Agent, tor) Rural, Bducations ys <1. dei eee eeeAugusta, Maine\nRd, JONES, Superimmtendent of Schools...)\n1 famiecrserieieieiineteel\nescece eae tae Memphis, Tenn.\nJoun J. Rar, Superintendent of SCHOOLS Sele ere\neae\nCaldwell, Idaho\nAGNES SAMUELSON, State Superintendent of Public Instruction............ Des Moines, Iowa\nCriaupE W. SANDIFER, 10725 East 3d Street.......... Lankershim Station, Los Angeles, Calif.\nH. Ay Senter, Deanyofshaculty Central Eligit School sec ccranatenr erence istereiete Omaha, Nebr.\nJoun S. VAUGHAN, State Superintendent of Public Instruction.......... Oklahoma City, Okla.\nJ) OS Wess, Superintendent oF Schools...\nss s-isterisiitiee\ncirc ieee tee Harrisburg, ‘Texas\n\nBoard of Directors\nDirecrors\nThe president, first vicepresident,\nsecretary, are Directors Ex Officio.\n\nEx\n\ntreasurer,\n\nOFFicio\n\nchairman\n\nof the\n\nBoard\n\nof\n\nTrustees,\n\nand\n\nthe\n\nLife Directors\nROBERT Jn CAL Hey resident On Ubiirtere COU e cetaarame tyale iter trae rene ern Indianapolis, Ind\nFrancis\" 'G, BLAIR Jyedies.c si ce tele ee tet meters ean a eee ee\nroe eee\nSpringfield, Ill.\nBOARD: (OF ED UCATTON] :cuatsvgstave\nScoratale opskeveretereyacelo oem erete tone.ercieteretotiet sscineca eae Nashville, Tenn\nMary C.'C) Braprorp;’ 532) Conimonwealth’ Bldg.. ch aac oceans noe eee\neee Denver, Colo.\nELMER ELLswortH Brown, President, New York University.................. New York City\nNicHoLtas Murray But er, President, Columbia University.................. New York City\n\nPB. Pi Giaxton,\n\nSuperintendent:\n\nof MSchoolsir.\n\ncele sras1e tee ep einer\n\neee\n\neee\n\neae Tulsa,\n\nOkla.\n\n"}
{"page": 1059, "printed_page": null, "text": "OFFICERS OF THE\nte ERE LT tl a\n\nsegs\nOmelsn\n\nCORSON\n\nMDattersonmA\n\nASSOCIATION, 1927-1928\na\na\na\ni\n\n1055\n\nvem uel yet e s tl\\-telo. feexis-ilsteaiscl cB e olVate a elesecclercrsserors.c Oxford,\n\nOhio.\n\nELSPA RGRAGTANT, UEAStEnOAcl way Mesbra\nccc8tciioc\n\"ds. cit, 5. Sate\nirs\nne\nMt. Pleasant, Mich.\nFREDERICK M, Hunrsr, SUpoumMieadembronaschOols'.cis,\nsac cleltleid dees oieusenc, ron Oakland, Calif.\nDavin B. Jounson, President, Winthrop Normal and Industrial College...... Rock Hill, S. C.\nOrieyMe) JONES, -PrincipalyPtblie) School No:120..~.csaneoseaccsnteb.bohsn New York City\n\nDavip Starr Jorpan, President Emeritus, Standford University............- Son ear California\nJames Y. Joyner, Secretary, Tobacco Growers Cooperative Association........ Raleigh, N. C.\nMary McSximon, Principal, (Pierce School... c.cic¢cscecsscvsecescserscs Brookline, Mass.\nJesse H. Newton, Principal, Lincoln School) Weachers Collegess..++e...-ss->. New York City\nWiiiiam B. Owen, President, Chicago Normal College...........eeccceeccesee. Chicago, Ill.\n\nCARROL, Gy PRARSEg 43115, Shon Aven\n\noe Pewee doses.\n\na ee\n\nMilwaukee, Wis\n\nJOSEPHINE C. Preston, State Superintendent of Public Instruction........... Olympia, Wash.\nCuartrs R. Skinner, Librarian, Legislative Library, Capitol) Buildings...+6 Albany, N. Y.\nState TEACEERS AssociATIoNn oF ILLinois, Robert C. Moore, Secretary........ Carlinville, Ill.\nGrorce D. Srrayer, Teachers College, Columbia UKM Oigdeo Sao boooUnpanon New York City\nSem LAVLOR 225 No Pairview (otter\neee teen cick. sos ten ce mein i One Decatur, Ill.\nPhiladelphia, Pa.\nea\na ee te\nERA CIE BSUS DLDU MR octet wocisi ohm ercke me\nWashington, D. C.\njJoun J. Ticert, U. S. Commissioner of Education\n\ne ae «anes boeken penons ..Martin,\n\nBRE\n\nnary\n\n:\n\ni\n\ni\n\nCuary O. WiiiiaMs, Director, Field and Legislative Division, National Education\nEe Aneeoe ee Washington,\nNOSCRIEIIONY Siqacisoeine Oran Scat Rae ROO AOS tO ee aE\n\nTenn.\nD.\n\nC.\n\nState Directors\nare eee «J. D. WiiuiaMs, Principal, Avondale School............ Birmingham\nMee esteyets\nMaa\nsterete aicrsiisve .»WiLLiaM K, KeELver, Superintendent of Schools.............. Juneau\nAlaska) Comverse\nArizona Gesscmunm tei s Js Ae DEKSON, OUperintendent of “Schools... .....0..edssea 6 Bisbee\nApkarisas ee cris sterner cle-J. P. Womack, State Superintendent of Public Instruction, Little Rock\nAR OT DOO Monrovia\nCalifornia encispisrcle ..-eeA. R. Cyirton, Superintendent of Schools..... SOAS\n. << snsne ....W. B. Mooney, Secretary, Colorado Education Association....Denver\nColorado!\n52 ..,.s00 ..-JoHN A. Younc, Assistant Superintendent of Schools..... Bridgeport\nConnecticut”\n-p ens -+eeeDAvVID A. Ward, Superintendent of Schools............. Wilmington\nDelaware) eu.\nDistrict of Columbia....Harry Enciisu, Franklin School Building.............. Washington\nape\niEYonahamare teecieterere aerelasrelVe : CawtHon, State Superintendent of Public\nLUS LIA CLLONL\n\ntclere sieve .-GEoRGE\n(Gedr iawn\n\nHarris\n\neisie.o-aeieie\ntotal el oie)ovaleralelatelalgie|sicisiola)'e)einie/sicvele\nl\n\nWepser,\n\nCollege\n\nState\n\nGeorgia\n\nfor\n\nAish isceas\nsiete aNe e opens\nWiQIeRIe ”giraroit,ecol de teione Term tele rajeeeroleter\n\nallahassee\n\nbeer\n\nae\n\nilledgeville\n\nE. Lonc, Deputy Superintendent of Public\nInstruction, P. O. Box~2360%...1.. aero Mexersiersteaetne.S Honolulu\nerstalstsns -eeCHARLES F. Dienst, Superintendent of Schools............... Boise\nsheesh\nAidatio\nState Examining Board uk paab ody\npee,\na\nDE GOISY vel's acess) ctoketetsisyeteye'® ae Ly, i a\nsieys ete pringfie\ncree icerieteret «lane\nfor Steachers (Certincates),,atnamii\nete\n7:\no\nie slelare one »CHARLES F. Miniter, State Superintendent of Public\nMadianas carcaie\nsieoxstenelsvar\nerste lee eseitironeret= ndianapolis\nTIS tEMOCON, arsyerchovelegc lotctevensiegeyut\nMere cysvand ceva -THomas R. Rogers, Superintendent of Schools........ Independence\nBiaectanetas\nUO\nW\nSre:0 eisievel ore~eM. E. Pearson, Superintendent of Schools............. Kansas City\npersone\nIASaS.\nDimes\nKentucky, \"ateissiemetes -R. E. WiiiiamMs, Secretary, Kentucky Education Assoois -OrEN\nGacatecteetoctote\n\nEVawalt,\n\nouisville\nbese b aga Deon o DOU nage\n(SEASONS solaa BAIRD OOOO\nWOWISIANA wecaise.+ o\\5.sexe6 -C. B. Turner, Superintendent of Schools.......-...s.. Baton Rouge\nit) Cramster tetiettser sfreasyetoras -Witi1am B. Jack, Superintendent of Schools......... HOOGe Portland\nNea\nohteotels -Wri1iAM Burpicx, State Supervisor of Physical Education, Baltimore\nIVEat y LAC a tes-estsee:e\nSchool Street................. Somerville\nMassachusetts ........- -A\\nniz C. Woopwarp, 144\nped\non OO OUCO -WessteR H. Pearce, State Superintendent of Public\nINGCUMIEERAY” stelhg\nSte CELLO cree etersrecasaveseio ers,8Yoiayevciepciel auc aielers ethraseretsis ese shel ansing\nINGhaG ELLEN Ae 6 COONUOOG »Errig MacGrecor, Principal, John Burroughs School..... Minneapolis\nINUSsISSIDpl uae oc slssreies .-H. V. Cooper, Superintendent of Schools............-..+. Kosciusko\nMAGEOMT Usa tesl o's syess »fHOomMaAS J. Waker, Editor, School and Community....... Columbia\nMONtSNE.\n\ngaewt\n\ncc sce tle ame -R.\n\nJ. CunninGHAM,\n\nSecretary,\n\nState\n\nMontana\n\nTeachers\n\noe\n\nFNSSOCIATION mMatere ektreeiystertin erersine tg © rare Gtele seltnelmaitrere operant ers Helena\nerrs cr ersielenicysie M. C. Lerner, Superintendent of Schools..... abeteeesrecevs Lincoln\nTASK.\nBtn esata oir aveloia\\exe .BertHa KneMryer, Principal, Elko County High SCHOOlM matesss Elko\nea ige\n\nNew\n\nNew\n\nHampshire........ -PeRLEY\n\nNew |Mexiconcpite<-\\6-.'« Marig\n\nPrincipal,\n\nI. Horne,\n\nc. 020.0 ALEXANDER\nJersey...\n\nJ. GiEennIz,\n\nBaLiinc,\n\nPinkerton\n\nAcademy..........++. Derry\n\nStreet\n\nSchool..............- Newark\n\nMiller\n\nSuperintendent\n\nof County\n\nSchools... ..\n\nAlbuquerque\n\nING OTIS fercisleisiehslereseise Witi1am H. Hormes, Superintendent of Schools.... .- Mount Vernon\nNorth Carolina.,.....<-- .T. W. Anprews, Superintendent of Schools, Box 517....High Point\nNorth Dakotaleceseirr\ns -Minnig J. Nietson, 901 5th Avenue.........--.....00- Valley City\noe favo nelewiciaes .A. C. Exprepcr, Assistant Superintendent of Schools...... Cleveland\nWe\nOBion\n\nOklahoma\n\nae. sec\n\nemee ss Joun\n\nG. MircHELL,\n\netersiereie LVaApDAHLIAM MOND;\nsteey\nOregon\n's\n\nPennsylvania\n\nPorto\né\n\n.......+.- -Grorce\n\nRiCG. sa aavelevaresa's saci\n\nD. Ross,\n\n31\n\nPresident,\n\nEB, 79th\n\nPrincipal,\n\nics Vizcarronpa,\n\nSti.\n\nCentral\n\nTeachers\n\nCollege..... Edmond\n\n0.1 oie a bb lotie sare sie vee eioisu Portland\n\nAltoona\n\nAssistant\n\nHigh School.........-- Altoona\n\nCommissioner\n\nof\n\nroe\n\nDa OO OOO ian aoa aeKrenpo eee cea an J\nLNCGRLCEE ON San dnc 50 SOOO\nSAA ASC. OIC: Acnres M. Bacon, State Supervisor of Americanization.... Providence\nghoae ores Pat iailcvereays .Grorcr W. WANNAMAKER, Superintendent of Schools...St. Matthews\nSouth Dakota... ...-s.<. .N. E. Srerie, Secretary, South Dakota Education Assoers OUD ADORED OOS OOO Tae Sioux Falls\nCENCE ann bon Odd onto Oe\nmstemiai -P. L. Harnep, State Commissioner of Education.......... Nashville\n“Tennessee seenicreicis\nSaat teVaer svohexe lL. W. Rocrrs, State Department of Education............... Austin\nNEXIS Aiea\n+«le Ogden\nicie\nit ave esse\n(O(a Sore oom ees came 6 BIAS MownER: 2oZ4eAdaIMS Venere acrstalerec\n\n"}
{"page": 1060, "printed_page": null, "text": "ASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\n1056\n\nWier OntarsmcyerckeretereicrerexciotsCrarENce H. Dempssy, State Commissioner of Education, Montpelier\nctrctewier Josepu H. Saunpers, Superintendent of Schools...... Newport News\ncenemi\nWinginiaie\nVirgin Islands...........ArtTHUR E. Linpzorc, Director of Education........-.-- St. Thomas\not Joun D. Meyer, Principal, Hillyard High School.......... Spokane\nWashargtone ten co.)\nWest Virginia..........- JosepH Roster, President, State Normal School........... Fairmont\nf\nIWASCODSIaIe- pci isteyeieieiaieorsE. G. Doupna, Secretary, Wisconsin Teachers AssoCLALLO1\nee late che Se area) sa PO Peete etre osaeatentc bee essteteet etsMadison\n\\Waroraiies 5a qogmmopnono.c A. A. SuapE, Superintendent of Schools..........-....++--- Laramie\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\nTETRA\n\nete COSAOO Henry Lester Smiru, Dean, School of Education, Indiana\nUniversity (Term expires 1928)............. Bloomington,\nVicepresident. ......0.0 Mrs. Susan M. Dorsny, Superintendent of\n\nInd.\n;\n\nSho O1Si ciserenescle d.cve cinsherelsis secret ot stray openarenaeks Los Angeles, Calif.\nSCCVETANY 5,«ie\\<<)>:015)h1\n61016... ApELAipg S. Bayror, Chief, Home Economics Education Service,\nFederal\n\nExecutive\n\n,\n\nConimittee....Grorce\n\nDOS\n\nW.\n\nBoard\n\nfor\n\nCuirp,\n\nSuperintendent\n\nVocational\n\nEducation..... Washington,\n\nof Schools\n\n(Term\n\nex-\n\nMOE pd OOO er Geo Doan Toot beac nol ges Salt Lake\n\nA. J. Marruews,\n\nGsquhges)\n\nPresident,\n\nTempe\n\nNormal\n\nSchool\n\nD.\n\n(Term\n\n;\n\nWOM EE HomD obo rooOmC GObmuCK ooo Cojadhousd Tempe,\n\nOFFICERS\n\nOF\n\nDepartment\n\nC.\n\nCity, Utah\nAiz.\n\nDEPARTMENTS\n\nof Adult Education\n\n(PHOSLCERYE avoid oe ctsrek ofele.sie aseA. W. CastL4, Director of Extension Education, State\nDepartment of Public Instruction.............. Harrisburg, Pa.\nVicepresident.....5..4...- Erupt RrcHarpson, Assistant Superintendent of Public\nInstruction..... 1130 Sun Finance Building, Los Angeles, Calif.\nWAG fide ei\n\nacre\n\nath 'OCIOG C. S. Marsu,\n\nDean\n\nof the Evening\n\nSession,\n\nUniversity\n\nof\n\nBuflalon ys hos coh cus cteers trshere een Mareen a OR este ene cetera Buffalo,\nRAL Ae Re oe Bee cide\nHOO Miss Wit Lou Gray, State Supervisor of Adult\nSchoolSt sccthiere custehe conkers cheterencteneroe terete raenalssoos Columbia,\n\nAmerican\n\nAssociation of Teachers Colleges, Department\nNational Education Association\n\nPeSUMEM «bree\nie.e ciqeletmete Dwicut\n\nB. Watpo,\n\nFirst Vicepresident....... Vicror\n\nL. Roy,\n\nPresident,\n\nWestern\n\nN. Y.\nS.\n\nof\n\nState Normal\n\nSCHOO! Necctervettemtectetetoinr Coco cd dn eboopeeadosod Kalamazoo,\nPresident,\n\nLouisiana\n\nState\n\nC.\n\nMich.\n\nNormal\n\nCollege teivishieieontool\nee eit eters ocisereeaieae Natchitoches, La.\nI. Puxrps, President, Santa Barbara State Teachers\nCollege FAS\nei aake wrshe ete A ciate onc. Santa\nBarbara,\nCalif.\n\nSecond Vicepresident.....C.\n\nThird Vicepresident...... T. T. Aten, President, East Stroudsburg State Normal\nSchoollczv\nston oeee cis wert eee eccus eiance East Stroudsburg,\nP. Morcan, President, Western Illinois State Teachers\nCNET FS alors GAO\na OCC\nSoo\nee een ee nD Macomb,\n\nPa.\n\nSecretary-Treasurer.....- W.\n\nDepartment\n\nof Business\n\nPresident... .a.0+ RS steyetars Laurance N. PraAse,\n;\n,\ncial Department,\nVacepreéstdent...<. sales C. E. Wuriz, Head\n\nigh.\n\nSCreLar youn aa Soot ebhe en Frances\n\nSCHOOL.\n\nM.\n\nsoccer\ncnc tone corre tee\n\nBurrs,\n\nDepartment\n\nEducation\n\nVice-Principal and Head of CommerStockton High School,........ Stockton,\nof Commercial Department, Garfield\nDirector\n\nSCHOO Pec screech\n\nII.\n\nof Placement,\n\nnye eie eae tis ie eae SRE\n\nof Classroom\n\nBusiness\n\nSeattle,\n\nHigh\n\nWashington,\n\nCalif.\n\nWash.\nD.\n\nC.\n\nTeachers\n\nPresident i kotetese eves obey « Jean L. Soures, Women’s Athletic Club............ Spokane, Wash.\nVacepresident.s.......2+-+ R. Ross SmituH, Chicago Normal College.............. Chicago, Ill.\nSecretary........ Aero cate Cwartes E. Scorr, Jefferson High School.......... Portland, Ore.\nExecutive Commuttee.... Western Section, Miriam D. Eisner, 3117 California St.\n) Clierm expires 030) cppnieenemi. cee San Francisco, Calif.\nMiddle Section, Kura F. Hunver, 1324 E. Morphy St.\n(Hermimexpines® 1929 aseare\nate Fort Worth, Texas\nee eee\nEastern Section, Mrs. Epvirm B. Joynes, 410 W. 14th St.\nCPerni expires 1928) eye evan ox tec coat\ncs Norfolk, Va.\n\nDepartment\n\nof Deans\n\nof Women\n\nPresidents.\nseit\neten DorotHy\nStimson, Dean of Women,\nGoucher College\n:\nWy\nhea\nOs\nBaltimore, Md.\nFirst Vicepresident...... Marcaret S. Morriss, Dean of Women, Women’s College,\nBrown University tose <cteects\nox ics deonteretcle Providence, R. I.\n\n"}
{"page": 1061, "printed_page": null, "text": "OFFICERS\nSecond\n\nOF THE\n\nVicepresident....FLoreENcE\n\nAssocIATION,\n\nPurincton,\n\nDean,\n\nMt.\n\n1927-1928\nHolyoke\n\n1057\n\nCollege,\n\nSouth\n\nHadley,\n\nMass.\n\nSACOM ary creed ceGaease\nee EiizasEtH M. Hause, Dean of Girls High School, West Chester, Pa.\nEY CUSWURCL pert caters\nstec eeNstELLA G. Heriey, Dean, Texas State College for Women\n‘\nDenton, Texas\nHeadquarters Secretary..Gwiapys W. Jones, 1634 I St. N. W.........0- Washington, D. C.\n\nDepartment\n\nof Elementary\n\nSchool\n\nPrincipals\n\nPresident..... Boga osForArtHuR §. Gist, Principal, Frick School.......... Oakland,\nFirst Vicepresident...... E. Rura Pyrtre, Principal, Bancroft School........ Lincoln,\nSecond Vicepresident....Warren A. Ror, Principal, Belmont Avenue School, Newark,\n\nCalif.\nNebr.\nN. J.\nThird Vicepresident penn HErBert C. Hansen, Principal, Talcott School........ Chicago, IIl.\nFourth Vicepresident.... Mrs. Jutta M. Wurte, Principal, Steele School...... Denver, Colo.\nFifth Vicepresident...... MarrHa M. Witson, Public School No. 9.......... New York City\nSCL 20s dae Ugo esDE a Hien B. Suove, Principal, Longfellow School..Minneapolis, Minn.\nExecutive Committee....W.\nT. LoncsHor®, Principal, Greenwood School (Term\nCORDS SMM 2G) vaveyaraetich archclsyshoreysvereene\ntoyse/legsfancies (areKansas\nCity, Mo.\nMrs. Jessie M. Finx, Principal, Buchanan School (Term\nEN MAGES MLO ZO) Rchavsdasare eat eke: chav slev--5 aicee erasers Grand Rapids, Mich.\nM. E. Pererson, Principal, Twentieth Street School (Term\nSXPITESSH OGIO cc savelevateisls eR ieverslovore sie ciorovsiercie Los Angeles,\nCalif.\nEuizaBetH McCormick, Principal, Howe School (Term exPIneS MOUS CH) erate Mele stots Nees ss iste ees fonee arn eleroverelcin rs Superior, Wis.\n\nDepartment of Kindergarten—Primary\n\nEducation\n\nEW eS1d Cyt nlite\neer leis ELEANOR TROXELL, 1125 Westnedge Ave........... Kalamazoo,\nVicepresident....... ...-HLIZABETH Hatz, Assistant Superintendent of Schools\nDOCTELAT Vins as some\ncre oeE1izaBEtH\nCMON\n\nDepartment\nEWE SULEH re mteie eve!«1e1-Ier=\n\npe CAROLINE\n\nVicepresident.......00.0 AGMESS\nSecretary-Treasurer.....«! ALDH\n\nMich.\n\nMinneapolis, Minn.\nBruccEr,\nKindergarten\nElementary\n‘Training\nEO OCI eOPMOCt regaaisnie Gls eys.rjeeiss\nssors. 0«si6-0 oneCleveland,\nOhio\n\nof Lip Reading\n\nEE. KiIMBALION\n\nSO aAckSon\n\nSt. vaccine «cles « East Lynn, Mass.\n\nSTOW EEL, 5105 Oe ClidueAvieretie\noo o4 ee os s1eis Berkeley,\nee IPAiNANI, SOLO! Miran iS ieee rereltetereia\na)cleeiels Houston,\n\nCalif.\nTexas\n\nDepartment of Music Education\nPES LL\n\nRISO\nONT See\n\nViceprestdent.\n\nTuHappEus\n\nss vc ciciscee ESTELLE\n\nSECTELOPY Save chert annie «ee oieEstHEer\n\nP.\n\nGippiIncs,\n\nCARPENTER,\nSatTHER,\n\nSupervisor\n\nSupervisor\n\nof Music,\n\nPublic Schools\nMinneapolis, Minn.\n\nPublic Schools\nSan Francisco, Calif.\nof Music, Public Schools, Everett, Wash.\n\nSupervisor\n\nof Music,\n\nDepartment of Rural Education\nEE OSUAENEnae cts oe erect\n\nN.\n\nSearLte\n\nLicut,\n\nState\n\nDirector\n\nof\n\nRural\n\nEducation\nHartford,\nof Public Instruction\n\nConn.\nSuperintendent\n:\nHelena, Mont.\nSIECHELAY sterere ove.we lonave oatte Mrs. Katurrtngé M. Coox, Specialist in Rural Education,\nUnited States Bureau of Education........ Washington, D. C.\nExecutive Commuttee.... Frep C. FiscuHmr (Term expires 1928)............ Belleville, Mich.\nA. F. Harman, County Superintendent of Schools (Term\nSRLS\nILO) Mews\ncee Piette isle ere eiehiterea’s c/:cieia Montgomery,\nAla.\nFannre W. Dunn, Teachers College, Columbia University\n(Giotintecnhesy MOOG poaas: Goon nO oe BOOuauOG New York City\nAcnrs SAMUELSON, State Superintendent of Public Instructiom (Term expires: VOST) icc sae ces oer eiiere Des Moines, Iowa\nVicepresident.........+.\n\nMay\n\nJ.\n\nTrumpeErR,\n\nC.\n\nState\n\nMurrman,\n\nCermmuexpires!\n\nSoutheastern\nLOS2)\n\nState\n\nTeachers\n\nCollege\n\ni .teecteis .\\srecarslelern ccoterelel s/s .+15Durant,\n\nOkla.\n\nDepartment of School Health and Physical Education\nIPHESIDENE ce Oise sea\n\nJames\n\ni\n\nE.\n\nService,\n\nRocers,\n\n315\n\nDirector,\n\nFourth\n\nAve.,\n\nNational\n\nAshland\n\nPhysical\n\nEducation\n\nBuilding....New\n\nYork\n\nCity\n\n;\nVicepresident.......-.-. Marcaret Bett, Director, Department of Physical Education for Women, University of Michigan....Ann Arbor, Mich.\nEducation\nPhysical\nof\nDepartment\nSecretary-Treasurer...... Fyorence D. AtpéN, Director\n7\nfor Women, University of Oregon.......+...++00s Eugene, Ore.\n‘\nChild Health Association, 370\nExecutive Committee.... EvHEL Perrin, American\nSeventh Ave. (Term expires 1928)............ New York City\nN. P. Nettson, State Supervisor of Physical Education\n;\nCherm rexpices: LODO) tee cae ctewlaiersie\n«ele le Sacramento,\nCalif.\nMeguvitte Stewart, State Supervisor of Physical Education (Term expires 1931).......002s.ee0 Charleston, W. Va.\n\n"}
{"page": 1062, "printed_page": null, "text": "1058\n\nNATIONAL\n\nEpucATION\n\nDepartment\n\nASSOCIATION\n\nof Science Instruction\n\nPRCSUMEN eter\nis(o5e Noles . Hanor A. Wess. Professor of Chemistry, George Peabody\nColléger tori eachers yas temcicie resrietne\nSiena estate Nashville,\niSCOPPIGHmae\ning cela sieietelste Francis D. Curtis\nProfessor of Natural Science, UniVensity.» Of mMachigatcitsaterersoie\nstent cle)teisterayer seek Ann Arbor,\n\n‘Tenn\n’\nMich.\n\nDepartment of Secondary School Principals\nPOSUERE s cereisrcsa'e\nc/a Hawes F. L. Bacon, Principal, Newton High School....Newtonville,\nFirst Vicepresident...... Jessie M. Hamitton, Principal, Morey Junior High School\n\nDenver,\n\nMass.\n\nColo.\n\nSecond\n\nVicepresident....CwartEs F, Axien, Principal, West Side Junior High\nSCHOO Serctetore cre:o:slsce! spattemetahal cca,wraps sealers nevctaters Little Rock, Ark.\nSecretary-Treasurer..... -H. V. Cuurcu, Principal, J. Sterling Morton High School\nCicero, Ill.\n\nDepartment of Social Studies\nPresid ent .wisiaaicrodyeretes ...J.\n\nVicepresident......s.0s.\n\nMontcomery GAMBRILL, Associate Professor of History,\nTeachers Coilege, Columbia University........ New York\n\nEpna\n\nH. Stone,\nHigh School)\n\nSupervisor of Social Studies, University\n7... ne (atte istela BOS AAs\nAe eens Oakland,\n\nSecretary-Treasurer...... Epcar Dawson, Professor of Political Science, Hunter\nCollege nea dat. te peered ohereoresnemamnccke\nereiere erste amie cntte New York\nCorresponding Secretary... Mary V. Carney, Teacher of History, Central High School\n\n.\nCity\n\nCalif.\nCity\n\nSt. Paul, Minn.\n\nDepartment of Superintendence\nPHESHCENE Ss w.cjee\noe silences J. M.\n\nFirst\n\nGwinn,\n\nVicepresident...... RANDALL\n\nSuperintendent\n\nJ, Connon,\n\nof Schools...... San\n\nSuperintendent\n\nFrancisco,\n\nCalif.\n\nof Schools....Cincinnati,\n\nOhio\n\nSecond Vicepresident....\nFRANK D. Boynton, Superintendent of Schools...... Ithaca,\nExecutive Secretary..... S. D. SHANKLAND, 1201 16th Street N. W....... Washington,\nExecutive Conunittee....M. G. Ciarx, Superiatendent of Schools (Term expires\n\nNe oY.\nD. C.\n\nW928) eee Hee es dectanh Coke\n\natone a ede\n\nole Sens ous Sioux\n\nCity,\n\nIowa\n\nNorman R. CROZIER, ie\nepee: of Schools (Term exPILES pyL929) ras rds cvavaye: aldines arsed betupalteletie|a levepunese cejerarereys Dallas, Texas\nKK. i. Lewis, Professor. of School ‘Administration, Ohio\nState University (erm expires 211930) erin er Columbus, Ohio\nFrank M. Unprerwoop, District Superintendent of Schools\n(Berm |expires 31931)\nadsense stldtere & eieidaete Sereraees ekeSt. Louis, Mo.\n\nDepartment\nPresidewistnrar sade aaaeerstt Anna\n\nof Visual Instruction\n\nV. Dorris,\n\nInstructor,\n\nState\n\nTeachers\n\nCollege\nSan Francisco, Calif.\n1240 S.\nTos Angeles, Calif.\nSecretary-Treasurer...... Dupiey Grant Hays, Director of Visual instruction, 460\nEats st i tofPebtithe, oN\neisiniet tote eerie he rice aici Chicago, Ill,\nExecutive Committee....\nCAroLyn Brown, Director of Visual Instruction, Public\nSchools:\nRote Gs oe Raab\noe ak ee eee\nPortland,\nOre.\n\nVicepresident.......... - CHARLES Roacu, Director, Visual Instruction,\nIMAI\ncrathngeitate\nction ete ae ee\n\nErnest\n\nL. CRANDALL,\n\nstruction,\n\nPublic\n\nDirector\n\nof Lectures\n\nSchools,\n\n500\n\nFifth\n\nand\n\nVisual\n\nIn-\n\nAvente....) New\n\nYork\n\nCity\n\nDepartment of Vocational Education\nPresidents succastactomtes\nae R.\n\nO. Smatt, Director. of Vocational Education, State\nBoard for Wocationale dication vcs ceceeeeteee Boston, Mass.\nVacepresidemti... «sive\nssstss -O. D. Apams\nState Supervisor of Trade and Industrial\nHOUCAMONE ss cricaie aidegicce srotisme Cia entae ee me ee\nSalem, Ore.\nSeer etary. tami seinnles ae\n. E. Parnvrer, Director of Manual Arts Education, PubHie:” Schools..:7.°85;2 asain\nSeer eee\naMinneapolis,\nMinn.\n\n"}
{"page": 1063, "printed_page": null, "text": "1059\n\nCoMMITTEES OF THE NATIONAL EpUCATION ASSOCIATION, 1926-27\n\nCOMMITTEES OF THE NATIONAL EDUCATION\nASSOCIATION, 1926-1927\nCOMMITTEE\n\nON\n\nRETIREMENT\n\n(Authorized\n\nby\n\nALLOWANCES\n\nRepresentative\n\nAssembly)\n\nRuth\nPyrtle,\nChairman,\nPrincipal,\nMcKinley. School, Lincoln, Nebraska.\nMary M. Abbe, Classroom Teacher, 127 N.\nDearborn, Chicago, Illinois.\nW.\nC. Alderson,\nSuperintendent of County\nSchools, Portland, Oregon.\nF. P. Austin,\nSuperintendent\nof Schools,\nChandler, Arizona.\nH. H. Baish, 711 West Second Street, South\nOffice Building, Harrisburg, Pennsylvania.\nE.\nE.\nBass,\nSuperintendent\nof\nSchools,\nGreenville, Mississippi.\nMamie\nBastian,\nPrincipal,\nBowie\nSchool,\nHouston, Texas.\nP.\nS.\nBerg,\nSuperintendent\nof\nSchools,\nDickinson, North Dakota.\nW.\nJ. Bickett,\nSuperintendent\nof Schools,\nTrenton, New Jersey.\nCora\nE. Bigelow,\n5 Smith\nCourt,\nBoston,\nMassachusetts.\nFrancis Boyd, Riverside Avenue, Fort Fairfield, Maine.\n\nArthur\nL.\nDoe,\nPrincipal,\nJunior\nSchool, Somerville, Massachusetts.\n\nIra J. Bright,\nLeavenworth,\n\nSchools,\n\nMrs.\n\nCounty\n\nC.\n\nE.\n\nE.\n\nW.\n\nof\n\nBroome,\n\nSuperintendent\n\nRockville,\n\nMaryland.\n\nSchools,\nE.\n\nSuperintendent\nKansas.\n\nA.\nBrown,\nHawaii.\n\nKuhio\n\nRosa Burmaster, 219\nMuncie, Indiana.\n\nSchool,\n\nSouth\n\nHonolulu,\n\nJefferson\n\nStreet,\n\nSecond\nStreet,\nMerrill J. Burr,\n517 West\nCarson City, Nevada.\nW.\nE. Butterfield,\nState\nCommissioner\nof\nEducation, Concord, New Hampshire.\nAllen\nL. Carman,\nSuperintendent\nGoldfield\nPublic\n\nSchools,\n\nGoldfield,\n\nCharles Carroll, 119\nRhode Island.\n\nState\n\nSam\nChaney,\nCenter\nBerkeley, California.\n\nNevada.\n\nHouse,\n\nProvidence,\n\nF. B. Clark,\nA. & M.\nT.\n\nOxford\n\nIllinois.\nHead, Department of Economics,\nCollege, College Station, Texas.\n\nE. Converse,\nSuperintendent\nBeloit, Wisconsin.\n\nof\n\nSchools,\n\nW. Cowart, Secretary, Alabama Education\nAssociation, 415 First National Bank Building, Montgomery, Alabama.\nP.\n§S. Doane,\nSuperintendent\nof Schools,\nGooding, Idaho.\n\nB.\nAnn\n\nSuperintendent\nMexico.\n\nof\n\nSchools,\n\nEdmonson,\nUniversity\nArbor, Michigan.\n\nof\n\nM.\n\nWashington,\n\nSelden\n\nEly,\n\nGales\n\nSchool,\n\nHigh\n\nSchool\n\nMichigan,\n\nDAC:\nJ. F. Elton,\nland,\n\nof Commerce,\n\nPort-\n\nOregon,\n\nJohn\nP.\nEverett,\nWestern\nKalamazoo, Michigan.\n\nState\n\nNormal,\n\nJ. D.\n\nBailey\n\nMilitary\n\nFulp,\n\nSuperintendent,\n\nInstitution,\n\nGreenwood,\n\nSouth\n\nMark\nB.\nFurman,\nDistrict\nof Schools, East Rochester,\n\nRaymond\n\nC.\n\nSuperintendent\nNew York.\n\nSchool,\n\nEdith\nL.\nGrosvenor,\nTeacher,\nThe\nApartment 73, Washington, D. C.\n\nIowa,\n\nCaroline\n\nGeorge,\n\nCarolina.\n\nHigh\n\nDerby,\n\nPrincipal,\n\nVermont.\n\nGrote,\n\nC.\n\nH.\n\nMacomb,\nHamill,\n\nIllinois.\n104\n\nHenry\n\nBuilding,\n\nRichmond,\n\nB.\nHill,\nArkadelphia,\n\nLucy\nHobbs,\nCity, Iowa.\n\nZr.\n\nC:\nIndiana.\n\nCentral\n\nHowe,\n\nOuachita\nHigh\n\nHunter,\n\nM.\n\nIvy,\n\nMeridian,\nW.\n\nof School\nCarolina.\n\nMorphy\n\nSuperintendent\n&\n\nSioux\n\nIndianapolis,\n\nEast\n\nHigh Schools,\nWalker\nAtlanta, Georgia.\n\nCollege,\n\nSchool,\n\nIrvington,\n\nEula F, Hunter, 1324\nFort Worth, Texas.\n\nR.\n\nState\nOffice\n\nVirginia.\n\nPresident,\nArkansas.\n\nGeorge\nHoward,\nJr.,\nDirector\nOrganizations,\nRaleigh, North\n\nH.\n\nAvenue,\n\nElkins, West Virginia.\nJ. Heatwole,\nSecretary,\nVirginia\nTeachers’\nAssociation, 209-10 State\n\nA.\n\nStreets,\n\nOliver P. Cornman, Associate Superintendent\nof Schools, Keystone Building, Philadelphia,\nPennsylvania.\nR.\n\nJ.\n\nH.\n&\n\nHarold\nE.\nChittenden,\nSuperintendent\nof\nSchools, Naugatuck, Connecticut.\nBuilding,\nR.\nO.\nClarida,\n405\nCentennial\nSpringfield,\n\nIsabel L. Eckels,\nSanta Fe, New\n\nHigh\n\nin\n\nCharge\n\nHaynes\n\nSuperintendent\n\nof\n\nStreet,\n\nof\n\nStreets,\n\nSchools,\n\nMississippi.\n\nB. Jack, Superintendent\nland, Maine.\n\nof Schools,\n\nPort-\n\nJohn\nC. Johnson,\nWestern\nState College,\nGunnison, Colorado.\nD. J. Kelly, Superintendent of Schools, Binghamton,\n\nNew\n\nYork.\n\nMrs. Irene Kirkpatrick,\nRapid City, South\nDakota.\nC,. W. Klein, Superintendent of Schools, East\nWaterloo,\nIowa.\nK .\nCentral\nBuilding,\nJj.\nKnutson,\n843\nSeattle, Washington.\nG. C. Koffman, Principal, C. E. Byrd High\nSchool,\n\nShreveport,\n\nLouisiana.\n\n"}
{"page": 1064, "printed_page": null, "text": "1060\nAlma\n\nNationa\n\nKrusen,\n\n1345\n\nSouth\n\nEpucATION\n\nLafayette\n\nStreet,\n\nDenver, Colorado.\n,\nRobert E. Laramy, Superintendent of Schools,\nAltoona, Pennsylvania.\n,\nTosephine\nD.\nLockhard,\n635 Rio\nGrande\nAvenue, Raton, New Mexico.\n?\nSt.\nUniversity,\nWashington\nLoeb,\nYsidore\n:\nmed\nLouis, Missouri.\nPublic\npal,\nng-Princi\nSupervisi\nR, J. Longstrest,\nSchools, Daytona Beach, Florida. ‘\nConIrma Lord, Model School, Willimantic,\nicut.\nBarbet McCormick, 2023 East 6th Stree,\ni\nWisconsin.\nfoun Mr Donald, Superintendent of Schools,\n’ Sioux Falls, South Dakota.\nBlaine\nPrincipal,\nMcDonald,\nMarguerite\nButte,\nStreet,\nGalena\n609 West\nSchool,\n;\nMontana.\n\nMcFarland,\nA.\nGeorge\nTeachers’ College, Minot,\n\nASSOCIATION\n\nLida Rogers,\nMichigan.\n\nBoard\n\nof\n\nP.\n\nHigh\n\nSchool,\n\nC.\nana.\n\nRogers,\n\nEducation,\n\nHolland,\n\nHomer,\n\nLouisi-\n\nF.\nL.\nSchlagle,\nAssistant\nSuperintendent\nSchools, Kansas City, Kansas.\nWilliam E. Sealock, Dean, Univeristy of Nebraska,\nLincoln,\nNebraska.\n\nLulu\n\nShelton,\n\n454 65th\n\nStreet, Oakland,\n\nCali-\n\nfornia.\nJohn Shilling, Assistant Superintendent Public\nInstruction, Dover, Delaware.\nEva\nB.\nShuman,\nSuperintendent\nCounty\nSchools, Fairbury, Nebraska.\n\nHarry\n\nSmalley,\n\nPrincipal,\n\nJohn\n\nJ.\n\nMc-\n\nDonough\nSchool,\n156\nJune\nStreet,\nFall\nRiver, Mass.\nMelville Stewart, State Department of Education, Charleston, West Virginia.\nD.\nB. Strong,\nSuperintendent\nof Schools,\nSavannah, Georgia.\n\nState\nPresident,\nNorth Dakota.\n\nPrincipal, John Burroughs\nEffie MacGregor,\nMinneapolis,\nMinnesota.\nSchool,\nLakewood\nPrincipal,\nMann,\nN.\nB.\nMrs.\nNorth\nDurham,\nSchool,\nHigh\nJunior\nCarolina.\n}\nA. C. Matheson, Assistant Superintendent of\nPublic Instruction, State Capitol, Salt Lake\n\nPayne\nTempleton,\nPrincipal,\nHigh\nSchool,\nKalispell,\nMontana.\nJ. A. Thackston, Dean, School of Education,\nUniversity\nof Tennessee,\nKnoxville,\nTen-\n\nCity, Utah.\nJohn G. Mitchell,\n\nB.\n\nR.\n\n¥\n\nPresident, Central Teachers\nEdmond,\nOklahoma.\n!\n:\n\no\n;\nAdministration\nBuilding, Tacoma, Washington.\nShelton Phelps, Peabody College, Nashville,\nTennessee.\n\nGeorge M. Pogue, County Superintendent of\nSchools, St. Clairsville, Ohio.\nCaroline\nPorter,\nPrincipal,\nLincoln\nSchool,\nParsons, Kansas.\nE. D. Price, Superintendent of Schools, Enid,\nOklahoma.\nGeorge T. Ragsdale, 200 Third Street, Louisville, Kentucky.\nMrs.\nHarriett\nReiter,\n524 Franklin\nStreet,\nPiqua, Ohio.\n\n(Authorized\n\nAssociation,\n\n809\n\nMichigan.\n\nPrudden\n\nBuilding,\n\nHazard, Kentucky.\nMae Winter, Principal,\n\nState\n\nPark\n\nSchool,\n\nCasper,\n\nWyoming.\nD. Wolff,\nPrincipal,\nPetersburg\nHigh\nSchool, Petersburg,\nVirginia.\nF.\nM.\nYoung,\nPrincipal,\nBenson\nSchool,\nLogan,\n\nUtah.\n\nPROBLEM\n\nOF TENURE\n\nby\n\nRepresentative\n\nAssembly)\n\nLans-\n\nof Edu-\n\nH.\n\nON\n\nFred M. Hunter,\nChairman,\nSuperintendent\nof Schools, Oakland, California.\nJohn\n<A.\nAvery,\nPrincipal,\nHigh\nSchool,\nSomerville, Massachusetts.\nMary\nH.\nBailey,\nPrincipal,\nPublic\nSchool,\nNorth Craftsbury, Vermont.\nE. E. Bass, Suverintendent of Schools, Greenville, Mississippi.\nMinnie Bean, County Superintendent Schools,\nTacoma, Washington.\nJ. M.\nBennett,\nSuperintendent\nof Schools,\nSalisbury, Maryland.\nH. E. Blackmar,\nSuperintendent of Schools,\nOttumwa, Iowa.\nW.\nOD. Blaine,\nSuperintendent\nof Schools,\nGlenwood\nSprings, Colorado.\nJ. L. Breckenridge, Superintendent of Schools,\nCoeur d’Alene, Idaho.\nJohn Bryan,\nPrincipal, 679 Idlewide Circle,\nBirmingham,\nAlabama.\nJchn C. Callahan,\nState Superintendent\nof\nSchools, Madison, Wisconsin.\nE, T. Cameron, Secretary, Michigan Teachers’\n\ning,\n\nSuperintendent\n\nSchools, Westminster, Maryland.\nWilliam R. Ward, Director, Industrial, Fine\n&\nHome\nArts,\nAdministration\nBuilding,\n9 South\nStockton\nStreet, Trenton,\nNew\nJersey.\nFlorence\nM.\nWellman,\nSuperintendent\nof\nSchools, Brattleboro, Vermont.\nR. T. Whittenhill, Superintendent of Schools,\n\nSchool\n\nCOMMITTEE\n\nState\n\ncation, Montgomery, Alabama.\nW. Torreyson, President, Arkansas\nTeachers’ College, Conway, Arkansas.\n\nClifton A. Towle, Superintendent of Schools,\nExeter, New Hampshire.\nGenevieve Turk, Scarritt School, Kansas City,\nMissouri.\nM. S. H. Unger, Superintendent of County\n\nCollege,\nDirector, Texts & Libraries,\nMary Mooney,\n:\nCity Hall, San Francisco, California.\nMabel\nG. Peirce, 301\nFourth\nStreet, Fari-\n\nbault, Minnesota.\nJohn\nO.\nPeterson,\n\nnessee.\nE, Tidwell,\n\n-\n\nA.\n\nT. Carr, Principal, Fowler Junior\nSchool, Cleveland, Ohio.\nMarcia\nChadwick,\n801 West\nTijeras,\n\nHigh\n\nAlbuquerque, New Mexico.\nFrank\nCody,\nSuperintendent\nof\nSchools,\nDetroit, Michigan.\nHannah\nCohn,\n2317\nGrove\nAvenue,\nRichmond, Virginia.\nH. R. Cornish, Public School No. 4, Paterson,\n\nNew\n\nJersey.\n\nIsis A. Dawson,\n\ntoin,\n\nLittle\n\nState\n\nRock,\n\nDepartment\n\nArkansas.\n\nof\n\nEduca-\n\nFlora\nDrake,\nAssistant\nSuperintendent\nSchools, Indianapolis, Indiana.\nDonald\nDuShane,\n1741\nNorth\nWashington\nStreet, Columbus,\nIndiana.\nStephen\nDwan,\nHead,\nCommercial\nDepartment,\nBroadway\nHigh\nSchool,\nSeattle\nWashington.\n;\nS. H. Edmunds,\nSuperintendent of Schools.\nSumter, South Carolina.\n;\nO.\nD.\nEnfield,\nPrincipal,\nEastman\nStreet\nSchool, 1557 West Avenue 47, Los Angeles\n,\nCalifornia.\n\n"}
{"page": 1065, "printed_page": null, "text": "COMMITTEES OF THE NATIONAL EpucaTIon Association, 1926-27\nS.\n\nHerbert\n\nG.\n\nN.\nErwin,\nSuperintendent\nof Schools,\nPowell, Wyoming.\n:\nE. Everett, Supervising Principal of Public Schools, Lakeland, Florida.\nA. L. Eyler, 4311 Franklin Avenue, Norwood,\n\nC.\n\nOhio.\nFlorence Fish, Centra! High School, Minneapolis, Minnesota.\nMichael Fitzgerald, Superintendent of Schools,\nCambridge, Massachusetts.\nH. H. J. Fling, Box 405, Commerce, Texas.\nH. W. Foght, President,\nNorthern\nNormal\n\nand\nIndustrial\nDakota.\nMaude\nFrazier,\nNo.\n18,\n\nC.\n\nAberdeen,\n\nSuperintendent\nVegas, Nevada.\n\n5, Las\n\nJackson\n\nCollege,\n\nGallup,\n\nPrincipal,\n\nRochester,\n\nNew\n\ndelphia,\n\n1301\n\nof\n\nPublic\n\nDistrict\n\nSchool\n\nSpring\n\nGarden\n\nof\n\nSchools,\n\nStreet,\n\nPhila-\n\nPennsylvania.\n\nFrancis\nB. Haas,\nc/o State Department\nEducation, Harrisburg, Pennsylvania.\n\nMay\nHamilton,\nSuperintendent\nSchools, Casper, Wyoming.\nM.\nP. Hammond,\nState Teachers\nTalequah, Oklahoma.\nFrances\nE. Harden,\n1543\nChicago, Illinois.\n\nMildred\n\nM. Hartwell,\n\nfield,\n\nMassachusetts.\n\nE.\n\nL. Hendricks,\nState Teachers’\nsouri.\n\nDora\n\nNo.\n\nYork.\n\nE. Glover,\nSuperintendent\nWaterville, Maine.\n\nJessie Gray,\n\nSouth\n\nHerron,\n\nSherwin\n\n50 Union\n\nof\n\nCentral\n\nJ.\n\nLovett,\n\nBlackwell,\n\nSuperintendent\n\nQklahoma,\n\nof\n\nof\n\nSchocls,\n\nIsland.\n\nState\nTeachers’\nAssociation,\nWashburn,\nNorth Dakota.\nW. McKeen, Kennett High School, Conway, New Hampshire.\nDuncan\nMcRuer,\nSuperintendent of Schools,\nE.\n\nGlendale,\nArizona.\nAnna B. McSkimmon, 94 3rd Street, Bangor,\nMaine,\nCarolyn\n“Miller,\nPublic\nSchools,\nSavannah,\nGeorgia.\nM.E. Moffitt, Public Schools, Jackson, Mis-\n\nsissippi.\nJ. R.\n\nH. Moore, Emmerich Manual Training\nHigh School, Indianapolis, Indiana.\nMargaret\nMurphy,\nPrincipal,\nHigh\nSchool,\n823\nSouth\nLocust\nStreet,\nCarlinville,\n\nIllinois.\nElisie.M.\nriver,\n\nNeave,\n\nPark\n\nStreet\n\nSchool,\n\nHood-\n\n5th\n\nAvenue,\n\nValley\n\nOregon.\n\nCollege,\n\nMrs. Alice R. Norton, Hampton Court, 378\nGolden Gate Avenue,\nSan Francisco, California.\nMrs. Bridget Peixotto, 247 Beach 141 Street,\nBelle Harbor, New York.\nA.\nJ. Peters,\nSuperintendent\nof\nSchools,\nDover,\nDelaware.\nAnna\nL. Peterson,\n49 Haddon\nHall,\nCincinnati, Ohio.\nHenry Peterson, Utah Agricultural College,\nLogan, Utah.\nShelton Phelps, Professor School Administration,\nPeabody\nCollege,\nNashville,\nTen-\n\nAvenue,\n\nSeattle,\n\nWashington.\nElfen Hill, Public School, Petersburg, Alaska.\nHarriett\nL. Hinman,\nBoard\nof Education,\nToledo, Ohio.\nMyrtle U. Hooper, 4038 Linden Hills Boulevard, Minneapolis, Minnesota.\nAlma Hosic, Teachers College, Kearney, Nebraska.\nGeorge W. Hug, Superintendent of Schools,\nSalem, Oregon.\nBernice E. L. Hundley, Kapoa School, Kealia,\nKauai, Hawaii.\nPresident,\nState\nNormal\nHB.\nfT)\nBunter,\nSchool, Cullowhee, North Carolina.\n425\nGlen\nEcho\nCircle,\nBertha\nE. Jacobs,\nColumbus, Ohio.\nClare Jacobs,\n129 West 9th Street, Pueblo,\nColorado.\nW. L. Joyne, Dean, Morehead Normal School,\nMorehead, Kentucky.\nBeulah Kelley, Library Building, Kansas City,\nKansas.\nD.\nJ.\nKelly,\nSuperintendent\nof\nSchools,\nBinghamton, New York.\nBertha C. Knemeyer, Principal, Elko County\nHigh School, Elko, Nevada.\nSchools,\nRhoderic\nL. Lacy,\nPublic\nSouth\nBoston, Virginia.\nNell E. Lain, 4518 Montgall Street, Kansas\nCity, Missouri.\nS. D. Largent,\nSuperintendent\nof Schools,\nGreat Falls, Montana.\nJessie E. LaSalle, Assistant Superintendent of\nSchools,\nThomson\nSchool,\nWashington,\n1DY.. (Cx\nD. C. Lindsay, Commissioner of Public Instruction, Wailuku,\nHawaii.\nof\nSuperintendent\nLonganecker,\nM.\nF.\nSchools, Racine, Wisconsin.\nMary A. Lord, Woodrow Wilson Junior High\nSchool, Sioux City, Iowa.\n\nA.\n\nSuperintendent\n\nMinnie\n\nStreet, Green-\n\nBuilding,\n\nLull,\n\nRhode\n\nW. Maddocks,\nCounty Superintendent of\nSchools, Deep River, Connecticut.\nM.\nE. McCurdy,\nSecretary,\nNorth\nDakota\n\nCounty\n\nPresident, Central Missouri\nCollege, Warrensburg, Mis-\n\n317\n\nW.\n\nNewport,\n\n1061\n\nSchools,\n\nCity,\n\nJ.\n\nNielson,\n\nNorth\n\n901\n\nDakota.\n\nnessee,\nGertrude Pitts, 915 Cumberland, Little Rock,\nArkansas.\nMiss Reed Potter, 1234 State Street, Bowling\nGreen,\nKentucky.\nSue\nM.\nPowers,\nCounty\nSuperintendent\nof\nSchools, Court House, Memphis, Tennessee.\nFrancisco Quinones, Supervisor of Agriculture,\nSt. Thomas, Virgin Islands.\nP. L. Read, Union Superintendent of Schools,\nFarmerville, Louisiana.\nJoseph\nRosier,\nPresident,\nState\nTeachers\nCollege, Fairmont, West Virginia.\nAlbert L. Rowland, Superintendent of Schools,\nElkins Park, Penrisylvania.\nEdward B. Sellew, Superintendent of Schools,\nMiddletown, Connecticut.\nHelen\nShove, 3116 Clinton Avenue,\nMinneapolis, Minnesota.\nC.\nO.\nSmith,\nSuperintendent\nof\nSchools,\nBeloit, Kansas.\nJohn Speedie, Deputy State Supervisor, 1812\nH Street, Lincoln, Nebraska.\nMiidred E, Spooner, 7 Bullock Street, Brattleboro, Vermont.\nW.\nC. Stebbins,\nSuperintendent of Schools,\nGrand Forks, North Dakota.\nJoseph\nSwenson,\nCounty\nSuperintendent of\nSchools, Parker, South Dakota.\nJoseph Thalman, Principal, Proviso Township\nHigh School, Maywocd, Illinois.\nKathrine O. Ward,\n112 Kislingbury Street,\nRochester, New York.\nElizabeth\nL. White, State Teachers\nCollege,\nMaryville, Missouri.\nDistrict\nO.\nR.\nZoll,\nSuperintendent\nof\nSchools, Matoaka, West Virginia.\n\n"}
{"page": 1066, "printed_page": null, "text": "si\n\n(Authorized\n\nby\n\nRepresentative\n\nP. Claxton,\nChairman,\nSuperintendent of\nSchools, Tulsa, Oklahoma.\nArthur L. Chamberlain, Vice-Chairman, Secretary of California Council of Education.\n:\n\n933 Phelan Building, San Francisco, California.\nButler\nCollege,\nRobert J. Aley,\nPresident,\nIndianapolis, Indiana\nT. R. Cole, Superintend\\nt of Schools, Seattle,\nWashington.\nJ. W. Crabtree, Secretasy, National EducaAssociation,\n\nWashvegton,\n\nD.\n\nC.\n\nLloy Galpin, 2354 Addison \\Vay, Eagle Rock,\nCalifornia.\n356 icth\nAvenue,\nMilEthel M.\nGardner,\nwaukee, Wisconsin.\nC. B. Glenn, Superintendent of Schools, Birmingham, Alabama.\nFrank P. Graves, State Comunissiouer of Education, Albany, New York.\nFrances E. Harden,\nChicago,\nIllinois.\n\nCornelius\nH.\n\nJ.\n\n1543\n\nHeatwole,\n\nSherwood\n\n-Avenue,\n\nSecretary,\n\nVirginia\n\nTeachers Association, 20y-210 State Office\nBuilding, Richmond, Virginia.\nV.\nHolloway,\nState\nSuperintendent\nof\nPublic Instructicn, Dover, Delaware.\n\nTHE\n\nBUDGET\n(A\n\nWalter\nR. Siders, Chairman,\nof Schools, Pocatello, Idaho.\n\nConvention\n\nSuperintendent\n\nDavid\nFelmley,\nPresident,\nIllinois\nState\nNormal School, Normal, Illinois.\nHarriet\nE.\nScofield,\n3017\nPark\nAvenue,\nFrank\nE. Reynolds,\nSecretary,\nOhio\nState\nTeachers Association, 428 Chamber of Commerce, Columbus, Ohio.\n\nCOMMITTEE\n(A\n\nAssembly)\n\nJohn A. H. Keith, State Superintendent of\nPennsylHarrisburg,\nInstruction,\nPublic\nvania.\n;\nPennsylvania\nSecretary,\nKelley,\nH.\nJames\nState\n\nThird\nR.\n\nM.\n\nC.\n\nAssociation,\n\nTeachers’\n\nStreet,\n\nHarrisburg,\n\nJ. Kiefer,\nNiles, Ohio.\n\nLefler,\n\nof\n\nSchools,\n\nSuperintendent\n\nof\n\nSchools,\n\nLincoln, Nebraska.\nM.\nMcConnell,\nState\nCommissioner\nof\nEducation, St. Paul, Minnesota.\nW. B. Mooney, Secretary, Colorade Teachers\nAssociation,\n520 Commonwealth\nBuilding,\nDenver, Colorado.\nRobert\nC. Moore,\nSecretary,\nIllinois\nState\nTeachers Association, Carlinville, Illinois.\nAnna\nL. Peterson,\n49 Haddon\nHall,\nCincinnati, Ohio.\nAgnes\nSamuelson,\nState\nSuperintendent\nof\nPublic Instruction, Des Moines, Iowa.\nHarriet E. Scofield, 3017 Park Avenue, Minneapolis, Minnesota.\nOrmond Haoatel, Kansas\nAnna M. Thompson,\nCity, Missouri.\nT. J. Walker, Editor, School and Community,\nColumbia, Missouri.\nAnnie\nC.\nWoodward,\n144\nSchool\nStreet,\nSomerville,\nMassachusetts.\n-\n\nJ.\n\nCOMMITTEE\nCommittee)\nHenry Lester Smith, Dean, School of Education,\nIndiana\nUniversity,\nBloomington,\nIndiana.\nJulia E. Sullivan, Teacher, 9 Marion Street,\nCharlestown, Massachuetts.\n\nON COMMITTEES\n\nConvention\n\nCommittee)\n\nRandall J. Condon,\n\nCornelia S. Adair, 2121 Park Avenue, Richmond, Virginia.\nBertha Armbruster,\n111 Gale Avenue, River\nForest, Illinois.\nFrank W. Ballou, Superintendent of Schools,\n\nFlorence\n\nWashington,\n\nD. C.\n\nHigh\n\nSchool for Boys,\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nCincinnati,\n\nRepresentative\nW.\n\nMrs. Charlotte Acker, County Superintendent\nof Schools, Flagstaff, Arizona.\nMrs, Annie R. Babcock, 71 Humboldt Street,\nWillits, California,\nL.\nJ. Babin,\nSuperintendent\nof\nSchools,\n\nC.\n\nDonaldsonville, Louisiana.\nMiss Danylur Belser, Department of Education, Montgomery, Alabama.\nJ. H. Beveridge,\nSuperintendent of Schools\nBoard of Education, Omaha, Nebraska.\nMary §. Black, Superintendent District No.\n\noe\n\nSuperintendent\n\nof Schools,\n\nOhio.\n\nfor Rural\nEducation, Augusta, Maine.\nHelen B. Shove, 3116 Clinton Avenue, Minneapolis, Minnesota.\nPayson Smith, State Commissioner\nof Education, Boston, Massachusetts.\nJulia E. Sullivan, 9 Marion Street, Charlestown,\nMassachusetts,\n\nof\n\nNevada.\n\nM.\n\nCOMMUNITY\nby\n\nDavid B. Corson, Chairman, Superintendent\nSchools,\nNewark,\nNew Jersey.\n\n2, Ely,\n\nNorth\n\n400\n\nPennsylvania.\n\nSuperintendent\n\nJesse H. Newlon,\nChairman,\nSuperintendent\nof Schools, Denver, Colorado.\n\nFlorence Bernd, Lanier\nMacon,\nGeorgia.\n\nAND\n\nON APPOINTMENT OF DELEGATES\nKINDRED QUESTIONS\n\nMMITTEE\n\nP.\n\ntion\n\nASSOCIATION\n\nEpuCATION\n\nNATIONAL\n\n1062\n\nH.\n\nHale,\n\nState\n\nAgent\n\nRELATIONS\nAssembly)\n\nC.\nCook,\nCounty\nSuperintendent\nSchools, Welch, West Virginia.\nG.\nCooper,\nCounty\nSuperintendent\nSchools, Towson,\nMaryland.\n\nM.\n\nCorning,\n\nSuperintendent\n\nTrinidad, Colorado.\nMary E. Coughlin, Principal,\n\nof\n\nof\n\nSchools,\n\nNorwood\n\nPrimary\nSchool,\nEdgewood,\nRhode Island.\nf\nB. L. Coulter,\nSuperintendent\n\nof\n\nAvenue\n\nCranston,\n\nof Schools,\nNew Albany, Mississippi.\nCharles E. Dickey, County Superintendent of\nSchools, 595 Union Trust Building, Pittsburgh,\n\nPennsylvania,\n\n"}
{"page": 1067, "printed_page": null, "text": "CoMMITTEES OF THE NATIONAL EDUCATION ASSOCIATION, 1926-27\nGrace A. Dunn,\nTrenton, New\n\nJunior\nJersey.\n\nHigh\n\nSchool\n\nNo.\n\n2,\n\nVida\n\nHammond,\n\nMontavilla\n\nSchool,\n\n31\n\nEast\n\nW.\n\n79th St., North Portland, Oregon.\nD. Henderson,\nUniversity of Michigan,\n\nW.\n\nAnn Arbor, Michigan.\nKarl Hopkins, Superintendent\n\nof Schools,\n\nOgden, Utah.\nR. W. House, Prospect, Virginia.\nNellie\nHuston,\nPrincipal,\nCentral\nBellefontaine,\n\nCharles\n\nSuperintendent\n\nIndepend-\n\nent School District, West Waterloo,\nEsther L. Knehans, 337 Themis, Cape\ndeau,\nMissouri,\n\nIowa.\nGirar-\n\nJ.\n\nC.\nKnode,\nSuperintendent\nof Schools,\nLaramie,\nWyoming.\nA. Linscheid, College, Ada, Oklahoma.\nWilliam\nC.\nMcGinnis,\nSuperintendent\nSchools, Revere, Massachusetts,\n\nof\n\nEDITORIAL\n(Authorized\n\nby\n\nCarson Ryan, Jr., Chairman, Professor of\nEducation,\nSwarthmore\nCollege,\nSwarthmore, Pennsylvania.\nSimSarah\nLouise Arnold,\nDean\nEmeritus,\nCollege,\n\nBoston,\n\nMassachusetts.\n\nWilliam C. Bagley, Teachers College, Columbia University, New York City.\nVelda C. Bamesberger,\nDirector of Instruction and Curriculum, Public Schools, Oklahoma City, Oklahoma.\nJames C. Boykin, Editor, School Life, United\nStates Bureau\nof Education, Washington,\nDEG,\n*Macy Campbell, Head, Department of Rural\nEducation,\nIowa\nState Teachers\nCollege,\nCedar Falls, Iowa.\n‘Arthur H. Chamberlain, Secretary, California\nCouncil\nof Education,\n933 Phelan\nBuilding, San Francisco, California.\nMrs.\nSusan\nM. Dorsey,\nSuperintendent\nof\nSchools, Los Angeles, California.\nBuchanan\nMrs.\nJessie\nM.\nFink,\nPrincipal,\nSchool, Grand Rapids, Michigan.\nGlenn Frank, President,\nUniversity of Wis.\nconsin, Madison, Wisconsin.\n\nCOMMITTEE\n\nON\n\nMcSkimmon,\n\nChairman,\n\nby\n\nSchools,\n\nSchools, Estancia, New Mexico.\nL. Strickland,\nProfessor,\nState Agricultural College, Manhattan, Kansas.\nMartha Whitacre, Teacher,\n1724 East Main,\nRichmond, Indiana,\nV.\n\nL.\n\nA.\nWhite,\nSuperintendent\nof Schools,\nMinot, North Dakota.\nEtta J. Wilson, Public School, du Pont Building, Wilmington, Delaware.\nKate\nWofford,\nCounty\nSuperintendent\nof\nSchools, Laurens, South Carolina.\nJohn H. Workman,\nPrincipal, High School,\nPensacola, Florida.\n\nCOUNCIL\nAssembly)\n\nJessie Gray, Training Teacher,\nPhiladelphia\nNormal School, 1301 Spring Garden Street,\nPhiladelphia, Pennsylvania.\nHarlan\nH.\nHorner,\nField\nSecretary,\nYork State Teachers Association, 212\nStreet, Albany, New York.\n\nJ.\n\nHerbert\n\nKelley,\n\nSecretary,\n\nNew\nState\n\nPennsylvania\n\nEducation\nAssociation,\n400\nNorth\nThird\nStreet, Harrisburg, Pennsylvania.\nMary F. Mooney, 765 O’Farrell Street, San\nFrancisco,\nCalifornia.\nWilliam B. Owen, President, Chicago Normal\n\nCollege,\n\nChicago,\n\nCharles\n\nF. Pye,\n\ners\n\nAssociation,\n\nMoines,\n\nJ. W.\n\nIllinois.\n\nSecretary,\n\n415\n\nIowa\n\nShops\n\nState Teach-\n\nBuilding,\n\nDes\n\nEnglish,\n\nUni-\n\nIowa.\n\nSearson,\n\nProfessor\n\nof\n\nversity of Nebraska, Lincoln, Nebraska.\nC. W. Washburne, Superintendent of Schools,\nWinnetka, Illinois.\nHrank\nA. Weld,\nEditor,\nAmerican\nEducational\nDigest,\n1126\nQ Street,\nLincoln,\nNebraska.\nH. G. Williams,\nEditor, Ohio Teacher, Columbus, Ohio.\nWill C. Wood, State Commissioner of Banking, Sacramento, California.\n\nRepresentative\n\nPrincipal,\n\nPierce School, Brookline, Massachusetts.\nMrs. Eva E. Batey, Indiana Avenue School,\nAtlantic City, New Jersey.\nMabel\nCarney,\nTeachers\nCollege,\nColumbia\nUniversity, New York, New York.\nR.\n§.\nGrossley,\nPresident,\nState\nCollege\nDover, Delaware.\nInand\nW. J. Hale, President, Agricultural\nNashville,\nSchool,\nNormal\nState\ndustrial\nTennessee.\nJames H. Hope, State Superintendent of Education, Columbia, South Carolina.\n\n*Deceased.\n\nTeachers\n\nMrs. Josephine C. Preston, Superintendent of\nPublic Instruction, Olympia, Washington.\nMrs. Edna Rousseau, County Superintendent\n\nEDUCATIONAL PROBLEMS\nSCHOOLS\n\n(Authorized\n\nMary\n\nof\n\nLura\nV. Paine,\nCounty\nSuperintendent\nof\nSchools, Boise, Idaho.\nMrs. W. T. Pope, Tantalus Road, Honolulu,\nHawaii.\n\nRepresentative\n\nW.\n\nmons\n\nB. MacLean,\nPresident,\nState\nCollege, Moorhead, Minnesota.\n\nof\n\nSchool,\n\nOhio.\n\nE. Kittrell,\n\nR.\n\nUry\nMcKenzie,\nSuperintendent\nHot Springs, Arkansas.\n\nSchools,\nMadison,\nReginia\nGroves,\nPublic\nWisconsin.\nL. W. Hacker, College, Normal, Illinois.\n\n1063\n\nIN COLORED\n\nAssembly)\n\nN. C. Newbold, State Director of Negro Education,\nState\nDepartment\nof Education,\nRaleigh, North Carolina.\nMrs, Josephine C. Preston, Superintendent of\nPublic Instruction, Olympia, Washington.\nW. W. Sanders, State Supervisor of Negro\nSchools,\nState Department\nof Education,\nCharleston, West Virginia.\nPayson\nSmith,\nState Commissioner\nof Education, Boston,\nMassachusetts.\nW. T. B. Williams, Tuskegee Institute,\nbama.\n\nAla-\n\n"}
{"page": 1068, "printed_page": null, "text": "1064\n\nNaTIONAL\n\nCOMMITTEE\n\nEpucATION\n\nON\n\nETHICS\n\n(Authorized\n\nby\n\nConnecticut.\n\nfolk,\nL.\n\nVirginia.\nBrittain, President, Georgia\nTechnology, Atlanta, Georgia.\n\nFowler\n\nD. Brooks,\n\nJohns\n\nHopkins\n\nBaltimore, Maryland.\nDollie D.\nBurgess,\nPublic\nBluffs, Iowa.\n\nS. A.\n\nChallman,\n\ntion,\nGeorge\n\nSt. Paul,\nGailey\n\nPennsylvania,\nW.\n\nO.\n\nChase,\n\nState\n\nSchool\n\nUniversity,\n\nSchool,\n\nDepartment\n\nof\n\nCouncil\n\nof Educa-\n\nMinnesota.\nChambers,\n\nUniversity\n\nPhiladelphia,\n\nPennsylvania.\n\nSuperintendent\n\nof Schools,\n\nof\nOld\n\nTown, Maine.\nEdward Clarke, Principal, High School, Winthrop, Massachusetts.\nHelen Louise Cohen, Washington Irving High\nSchool,\n\nNew\n\nJ. R.\n\nConniff,\n\nArthur\n\nG.\n\nWyoming,\n\nYork,\n\nNew\n\nCollege,\n\nCrane,\n\nYork.\n\nRuston,\n\nLouisiana.\n\nPresident,\n\nUniversity\n\nLaramie,\n\nof\n\nWyoming.\n\nElizabeth Dice, Vickery, Texas.\nJ. J. Doyne, Superintendent of Schools, Lonoke, Arkansas.\nW. I. Early, 801 West\n18th Street, Sioux\nFalls, South Dakota.\nMary Eckels, State Teachers\nCollege, Silver\nCity, New Mexico.\nJ. B. Edmonson, ‘University of Michigan, Ann\nArbor, Michigan.\nE.\nG.\nElcan,\nSuperintendent\nof\nSchools,\nBainbridge, Georgia.\nE. E. Erickson,\nUniversity\nof Utah,\nSalt\nLake City, Utah.\nMiss L. R. Ernst, Mark Twain School, St.\n\nLouis,\nC.\n\nE.\n\nJames\nC.\n\nW.\n\nGowans,\n\nMissouri.\n\nFair,\n\nSulphur, Oklahoma.\nMargaret\nC. Fairlie, Public\nSchools,\n1035 East Bay Street, Jacksonville, Florida.\nL. W. Fast, Superintendent of Schools, Mt.\nClemens, Michigan.\nC. A. Fetterly,\n103 West\nPassaic Avenue,\nRutherford, New Jersey.\n\nMrs.\n\nE.\nE.\nFranklin,\n227\nOak\nStreet,\nElko,\nNevada.\nMattie\nFry,\n1316\nOhio Avenue,\nAnderson,\nIndiana.\nRoy\nGood,\nSuperintendent\nCounty\nSchools,\nUkiah, California.\n\nSuperintendent\n\nHutchinson,\nKansas.\nW.\nGrandey,\nSuperintendent\nTerry,\n\nof Schools,\nof\n\nSchools,\n\nMontana.\n\nC. A. Greene, Superintendent of Schools, St.\nJoseph, Missouri.\nG. S. Hansen,\nSuperintendent\nof Schools,\nSafford,\n\nAshland, Wisconsin,\nGrace Bridges, 780 Marshall Street, Portland,\nOregon.\nNorA. B. Bristow, Sweetbrier Apartment,\n\nPROFESSION\n\nAssembly)\n\nT. V. Goodrich, 1219 South 27th Street, Lincoln, Nebraska.\nForce-Adams\nM.\nFlorence\nGore,\nPrincipal,\nSchool, Washington, D. C.\n\nF\n\nHarry\nM.\nBarrett,\nUniversity of Colorado,\nBoulder, Colorado.\nFrank A. Bauman,\nMcMinnville,\nOregon.\nL. P. Benezet, 5 Victoria Street, Manchester,\nNew Hampshire.\nT. G. Bennett,\nCounty\nSuperintendent\nof\nSchools, Centerville, Maryland.\nMrs. Alma Durant Bixby, Fairbanks, Alaska.\nMary\nS. Black,\nDistrict\nSuperintendent\nof\nSchools, Ely, Nevada.\nGeorge A. Brassford, Principal, High School,\n\nM.\n\nOF THE\n\nRepresentative\n\nSarah T. Muir, Chairman, Teacher, Lincoln\nHigh School, Lincoln, Nebraska.\nMinnie\nB. Addleman,\n900\nSherman\nStreet,\nApt. a26, Denver, Colorado.\nJ. W. Andrews, Public Schools, High Point,\nNorth Carolina.\nProviAgnes M.\nBacon,\n119 State House,\ndence, Rhode Island.\nCatherine Baird, 841 East 52nd Street, Chicago, Illinois.\nMarion\nBarnum,\n220\nPark\nStreet,\nNew\n\nHaven,\n\nASSOCIATION\n\nR.\n\nArizona.\n\nL. Harris,\nlumbia,\n\nSuperintendent\n\nof Schools,\n\nCo-\n\nTennessee.\n\nAgnes F, Hatch, Supervisor of Schools, Chisholm, Minnesota.\nMay S. Hawkins,\nCounty Superintendent of\nSchools, Mound City, Illinois.\nC. C. Haworth,\nSuperintendent\nof Schools,\nBurlington, North Carolina.\nE. K. Hillbrand,\nDakota Wesleyan\nUniversity, Mitchell, South Dakota.\nH.\nV.\nHolloway,\nState\nSuperintendent\nof\nPublic\n\nInstruction,\n\nWalter\n\nD.\n\nSchool,\n\nC.\n\nM.\n\nHood,\n\nWinsted,\n\nHowe,\n\nDover,\n\nDelaware.\n\nPrincipal,\n\nGilbert\n\nHigh\n\nSchool,\n\nNor-\n\nConnecticut.\n\nPrincipal,\n\nHigh\n\nwood, Ohio.\nR.\nL.\nJones,\nSuperintendent\nof\nSchools,\nMemphis, Tennessee.\n3\nMrs. Viola S. Kelley, President, San Francisco Grade Teachers’ Association, 465 Post\nStreet, San Francisco, California.\nMargaret V. Kiely, Principal,\nCity Normal\nSchool,\n396\nGregory\nStreet,\nBridgeport,\nConnecticut.\nOren\nE. Long,\nDeputy\nSuperintendent\nof\nSchools, Honolulu, Hawaii.\nW. W. McConnell, Superintendent of Schools,\nWinfield, Kansas.\nJohn R. McLure, Educational Administration,\nUniversity, Alabama.\nW.\nG. Mallett,\nPrincipal,\nNormal\nSchool,\nFarmington, Maine.\nO.\nJ.\nMathias,\nSuperintendent\nHancock\nSchool, 9427 South Boulevard,\nSt. Louis,\nMissouri.\nC.\nF.\nMiller,\nSuperintendent\nof Schools,\nGalesburg,\nIllinois.\n\nJ.\n\nT.\n\nMlirracle,\n\nSuperintendent\n\nof\n\nSchools,\n\nCatlettsburg,\nKentucky.\nPaul M. Munro,\n18%\nBroad Street, Selma,\nAlabama.\nNicholas\nOrem,\nCounty\nSuperintendent\nof\nSchools, Upper Marlboro,\nMaryland.\nWellington Pegg, Wenatchee, Washington.\nNathan Peyser, Principal, Public School No.\n181, New York Avenue near Snyder Avenue, Brooklyn, New York.\nLillian Pierce, Model School, West\nChester,\nPennsylvania.\nP. D. Pointer, Principal, Junior High School,\n3365 South Michigan Street, South Bend,\nIndiana.\nPaul R. Ratcliffe, Superintendent of Schools,\nNutley, New Jersey.\nEthel E. Redfield,\nCommissioner\nof Education, State Department, Boise, Idaho,\nWard G. Reeder, Department of School Administration,\nOhio\nUniversity,\nColumbus,\nOhio.\nP. Byron Reid, Principal, Cohannet School,\nTaunton, Massachusetts.\n\nL.\n\nC.\n\nRhoads,\n\nVernon,\n\nNew\n\nHigh\nYork.\n\nSchool\n\nSupervisor,\n\nMt.\n\n"}
{"page": 1069, "printed_page": null, "text": "1065\n\nCOMMITTEES OF THE NATIONAL EpucaTION ASSOCIATION, 1926-27\nPearl\nRichards,\n736 Murray\nwaukee, Wisconsin.\nMoss Richardson, West Texas\nCollege, Canyon, Texas.\nH.\n\nD.\n\nRinsland,\n\nFaculty\n\nAvenue,\n\nMil-\n\nState Teachers\n\nExchange,\n\nNorman,\n\nOklahoma.\nJ. R. Risley, Superintendent District No. 1,\nPueblo, Colorado.\nEdwin L. Rouse, Superintendent of Schools,\nScottsbluff, Nebraska.\nMary M. Sheppard, Principal, High School,\nOcala, Florida.\n‘\nOliver Shurtliff, Superintendent of Schools,\nSutton, West Virginia.\nKatie\nSouth,\n911\n28th\nAvenue,\nMeridian,\nMississippi.\nH.\nC. Spitler,\nSuperintendent\nof Schools,\nPetoskey, Michigan.\nJack\nStephenson,\nPublic\nSchool,\nHouston,\nTexas.\n\nMamie\nStoecker,\nPresident,\nSeattle\nGrade\nTeachers\nClub,\n317\nCentral\nBuilding,\nSeattle, Washington.\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nTechnology, Atlanta, Georgia.\nA. Butler, Superintendent\nCity\nGrand Rapids, Michigan.\nErnest W. Butterfield, Commissioner\ncation,\n\nConcord,\n\nNew\n\n.by\n\nDetroit,\n\nMichigan.\n\nSchools,\n\nof Edu-\n\nHampshire.\n\nof\n\nMrs.\nBessie\nK.\nThomas,\nSupervisingPrincipal,\nPublic\nSchools,\nWoodstock,\nVermont.\nL. C. Tidball, Commissioner\nof Education,\nState Department of Education, Cheyenne,\nWyoming.\n\nC.\n\nB.\n\nEdwin\n\nTurner,\n\nSchools,\n\nBaton\n\nC.\n\nWade,\n\nBluefield,\n\nWest\n\nRouge,\n\nLouisiana.\n\nSuperintendent\n\nof\n\nSchools,\n\nVirginia.\n\nWardlaw,\n1214\nCollege\nStreet,\nColumbia, South Carolina.\nElizabeth Warning, Holton, Kansas.\nArland D. Weeks, Dean, School of Education,\n\nPatterson\n\nNorth Dakota Agricultural College,\ncultural College, North Dakota.\nD.\n\n§. Williams,\nSuperintendent\nBozeman,\nMontana.\n\nRepresentative\n\nMrs. Susanne Homes Carter, County Superintendent of Schools, Jacksonville, Oregon.\nArthur H. Chamberlain,\nSecretary, California\nCouncil of Education, 933 Phelan Building,\nSan Francisco,\nCalifornia.\nJ. A. C. Chandler, President, College of William and Mary, Williamsburg, Virginia.\nG. N. Child,\nSuperintendent\nCity Schools,\nCity & County Building, Salt Lake City,\nUtah.\nM.\nG. Clark,\nSuperintendent\nCity Schools,\nSioux City, Iowa.\nP. P. Claxton,\nSuperintendent\nof Schools,\n\nTulsa, Oklahoma.\nFrank P. Cody, Superintendent\n\ning, Iowa City, Iowa.\nFlorence Teagarden, University of Pittsburgh,\nPittsburgh, Pennsylvania.\nR. P. Thiel, Appleton, Wisconsin.\n\nINTERNATIONAL\n\nWilliam F. Russell, Chairman, Associate Director,\nInternational\nInstitute,\nTeachers\nCollege,\nColumbia\nUniversity,\nNew\nYork\nCity.\nJohn W. Abercrombie, Department of Education, Montgomery, Alabama.\nCornelia S. Adair, 2121 Park Avenue, Richmond,\nVirginia.\nHigh School, Newport\nFred\nM. Alexander,\nNews, Virginia.\nMarlborough\nFannie\nFern\nAndrews,\n405\nStreet, Boston, Massachusetts.\nBertha\nS. Armsbruster,\n111\nGale Avenue,\nRiver Forest, Illinois.\nColumbia\nW.\nC. Bagley,\nTeachers\nCollege,\nUniversity, New York City.\nNicholas\nBauer,\nSuperintendent\nof Schools,\nNew Orleans, Louisiana.\nFrancis\nG.\nBlair,\nState\nSuperintendent\nof\nPublic Instruction, Springfield, Illinois.\nKatherine\nBlake, 101 W. 85th Street, New\nYork City.\nShirley E. Boselly, Superintendent of Schools,\nPetersburg, Alaska.\nMary\nC. C. Bradford,\n532 Commonwealth\nBuilding, Denver, Colorado.\nKatherine Brennan, Board of Education, New\nHaven, Connecticut.\nM. L. Brittain, President, Georgia School of\n\nL.\n\nJ. W. Studebaker, Superintendent of Schools,\nDes Moines, Iowa.\nCarl Frederick Taeusch, 215 A. L. A. Build-\n\nof\n\nAgri-\n\nSchools,\n\nRELATIONS\n\nAssembly)\n\nRandall\nJ.\nCondon,\nSuperintendent\nof\nSchools, Cincinnati, Ohio.\nAlbert S. Cook, State Superintendent,\n2014\n\nLexington Building, Baltimore, Maryland.\nV. Cooper,\nSuperintendent\nof Schools,\nKosciusko, Mississippi.\nWilliam J. Cooper, State Superintendent of\nH.\n\nSchools, Sacramento,\nCalifornia.\nWilliam\nM.\nDavidson,\nSuperintendent\nSchools, Pittsburgh, Pennsylvania.\n\nof\n\nLoretta Doerr, Supervising Principal, Public\nSchools,\n1323\nN.\nRampart\nStreet,\nNew\nOrleans, Louisiana.\nMrs. Sallie Hume Douglas, Central Grammar\nSchool, Honolulu,\nHawaii.\nI. Newton Earle, Jr., Roosevelt Junior High\nSchool, New Brunswick, New Jersey.\nW.\nI. Early,\nPrincipal,\nWashington\nHigh\nSchool, Sioux Falls, South Dakota.\nDavid\nFelmley,\n207\nNorth\nSchool\nStreet,\nNormal,\nIllinois.\nMrs.\nJessie\nM.\nFink,\nPrincipal,\nBuckanan\nSchool,\nGrand\nRapids,\nMichigan.\nJohn H. Finley, Editor,\nNew York Times,\nNew York City.\nCharles\nM.\nFisher,\nSuperintendent\nDade\nCounty Schools, Miami, Florida.\nV.\nK.\nFroula,\nPrincipal,\nRoosevelt\nHigh\nSchool,\nSeattle, Washington.\nGeorge\nB.\nGerard,\nSuperintendent\nCity\nSchools,\nBelleville,\nNew Jersey.\nC. B. Glenn, Superintendent of Schools, Birmingham, Alabama.\nThomas\nW.\nGosling,\nSuperintendent\nof\nSchools,\nMadison,\nWisconsin.\n\nClifton\n\nD.\n\nGray,\n\nPresident,\n\nBates\n\nCollege,\n\nLewistown,\nMaine.\nB\nJessie Gray, Training Teacher,\nPhiladelphia\nNormal School, 1301 Spring Garden Street,\nPhiladelphia, Pennsylvania.\nWilliam O. Holden, 46 Gooding Street, Pawtucket, Rhode Island.\nH. V. Holloway, State Superintendent Public\nInstruction, Dover, Delaware.\nJ. H. Hope, State Superintendent of Education, Columbia, South Carolina.\nW. A. James, Principal, Ball High School,\nGalveston,\nTexas.\nOlive M. Jones, 52 Gramercy Park, N., New\nYork, New York.\n\n"}
{"page": 1070, "printed_page": null, "text": "1066\n\nNaTIONAL\n\nEpUCATION\n\nR.\n\nG.\nJones,\nSuperintendent\nof Schools,\nCleveland, Ohio.\nR. L. Jones, Superintendent of Schools, Memphis, Tennessee.\nSchool, River\nR. A. Karges, State Normal\nWisconsin.\nNorthwestern\nnt,\nPreside\nLaake:\nGeeewe\nMaryville,\nCollege,\nTeachers’\nMissouri\n\nNeate\n\nHays,\n\nState\n\nows Kansas\n\nTeachers\n\nCollege,\n\nKansas.\n\nSupervising Principal,\nLorance,\nae\nBeach, Florida.\nIllinois\nEast\nPresident,\nLy ets Lord,\n\nWest\n\nRuby\n\nCollege,\n\n“Teachers\n\nCc.\n\nManning,\n\nG.\n\nCharleston,\n\nMarrs,\n\nN.\n\nS. M.\nPublic\n\nof\n\nSchools,\n\n.\n\n1exas.\nState. Superintendent\n\nInstruction,\n\nAustin,\n\nof\n\nTexas.\n\nNormal\nState\nPresident,\nA. J. Matthews,\n— _\nSchool, Tempe, Arizona.\nof EduA. B. Meredith, State Commissioner\ncation, Hartford, Connecticut.\nEducaof\nent\nDepartm\nState\nc/o\nNash,\nA.\nM.\nCity,\nOklahoma\nBuilding,\nCapitol\ntion,\nOklahoma.\n‘Minnie J. Nielson, 901 Sth Avenue, Valley\nCity, North Dakota.\nsetts\nStanley R. Oldham, Secretary, Massachu\nMassaBoston,\nFederation,\nTeachers’\nchusetts.\n‘\nSchools,\nof\nSuperintendent\nParks,\nE.\nCedartown, Georgia.\nSchools,\nof\nent\nSuperintend\nM. E. Pearson,\nKansas City, Kansas.\n,\nE. Ruth Pyrtle, Principal, McKinley School,\nLincoln, Nebraska.\n’\nMcHenry\nRhoads,\nState Superintendent\nof\nPublic Instruction, Frankfort, Kentucky.\nT. R. Roberts,\nSuperintendent\nof Schools,\nIndependence,\nIowa.\nHelen Robinson, Assistant Superintendent of\nSchools, Portland, Maine.\n\nJOINT\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nHEALTH\n\nThomas D. Wood, Chairman, Columbia University, New York City.\nA. Allan, 1201 16th Street Washington,\nDec\nMary C. C. Bradford,\n1735 Bellaire Street,\nDenver, Colorado.\n;\nMabel\nC. Bragg,\nAssistant\nSuperintendent\nSchools,\n\nNewton,\n\nMassachusetts.\n\nWilliam\nD.\nBurdick,\nDirector\nof\nEducation, Baltimore, Maryland.\nBurnham, Clark University,\n\nWilliam\nter,\n\nW. Rocky, State Department of Education, Santa Fe, New Mexico.\nL. A. Sherwood,\nSuperintendent of Schools,\nLander, Wyoming.\n\nWalter\nH.\n\nR.\n\nPhysical\n\nWorces-\n\nMassachusetts.\n\nAlonzo Garcelon, Superintendent of Schools,\nBangor, Maine.\nEmily Griffith, 1524 Fillmore Street, Denver,\nColorade.\nCarl W. Hetherington, Professor of Physical\nEducation, School of Education, New York\nUniversity, New York, New York.\nWilliam A. Howe, State Medical Inspéctor,\nUniversity\nof the State\nof New\nYork,\nAlbany, New York.\nJohn F. Keating, Superintendent of Schools,\nDistrict 20, Pueblo, Colorado.\n\nSiders,\n\nSuperintendent\n\nPocatello, Idaho.\nL. Smith,\nDean,\nIndiana Univeristy,\n\nof Schools,\n\nSchool of Education,\nBloomington,\nIndiana.\n\nN. E. Steele, Secretary, South Dakota Education Association, Room 3, Perry Building,\nSioux Falls, South Dakota.\nHenry Suzzallo, University Station, Box 641\nWashington.\n\nAugustus O. Thomas, Commissioner of Education, Augusta,\nMaine.\nJohn J. Tigert, United States Commissioner\nof Education, Washington, D. C.\nW.\nW.\nTrent,\nSecretary,\nWest\nVirginia\nState Education\nAssociation,\nRooms\n403-\n\n405, Capitol City Bank Building, Charleston, West Virginia.\nMaurice\nS. H.\nUnger,\nSuperintendent\nof\nSchools, Westminster,\nMaryalnd.\nFrancisco Vizcarrondo, Department of EducaD.\n\ntion, San Juan, Porto Rico.\nA.\nWard,\nSuperintendent\nWilmington, Delaware.\n\nof\n\nSchools,\n\nA. H. Waterhouse, Superintendent of Schools,\nFremont, Nebraska.\n!\nWilliam\nF.\nWebster,\nSuperintendent\nof\nSchools, Minneapolis,\nMinnesota.\nE.\n\nC.\n\nB. Wetherow,\nSuperintendent of Schools,\nLa Porte, Indiana.\nH.\nWilliams,\nUniversity\nof Missouri,\n\nColumbia, Missouri.\nCharl O. Williams, 1201 16th Street, N. W.,\nWashington, D. C.\nAnnie C, Woodward,\nHigh School Teacher,\n\n144\nSchool\nStreet,\nSomerville,\nchusetts.\nR.\nH.\nWright,\nPresident,\nEast\n\nree\nina.\n\nCollege,\n\nPROBLEMS\n\nby Representative\n\nH.\n\nof\n\nD.\n\n* Seattle,\n\nState\n\nIllinois.\n\nSuperintendent\n\nMontana.\nLewistown,\n_ L. Marquis, Benton,\n\nASSOCIATION\n\nGreenville,\n\nIN\n\nMassa-\n\nCarolina\nNorth Caro-\n\nEDUCATION\n\nAssembly)\n\nMary\nMurphy,\nDirector,\nElizabeth\nMcCormack\nMemorial\nFund,\n848\nDearborn\nStreet, Chicago,\nIllinois.\nJ. B. Nash, Director of Physical Education,\nRoom 404, City Hall, Oakland, California.\n\nWilliam B. Owen, President, Chicago Normal\nCollege, Chicago, Illinois. Josephine C. Preston, Superintendent of Public Instruction, Olympia, Washington.\nE, Ruth Pyrtle, Principal, McKinley Junior\nHigh School, Lincoln, Nebraska.\nHomer\nH.\nSeerley,\nPresident,\nIowa\nState\nTeachers\nCollege,\nCedar\nFalls,\nIowa.\nWillis A. Sutton, Superintendent of Schools,\n\nAtlanta, Georgia.\nJohn J. Tigert, United States Commissioner\nof Education, Washington, D. C.\nBlanche M. Trilling, Director of Department\nof Physical Education, University of Wisconsin, Madison, Wisconsin.\nAlbert E. Winship, Journal of Education, 6\nBeacon\nStreet, Boston, Massachusetts.\n\n"}
{"page": 1071, "printed_page": null, "text": "CoMMITTEES OF THE NaTIONAL Epucation Assoctation, 1926-27\nJOINT\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nby\n\nSCHOOL\n\nHenry\nTurner\nBailey,\nChairman,\nDirector,\nCleveland School of Art, Cleveland, Ohio.\nOtto F. Ege, Head, Teacher Training Department,\nCleveland School of Art, Cleveland, Ohio.\nGeorge\nWilliam\nEggers,\nMuseum\nof Art,\nWorcester,\nMassachusetts.\nFlorence\nHolbrook,\nPrincipal\n4429\nGreenwood Avenue, Chicago, Illinois.\n\nJOINT\n\nCOMMITTEE\n(Authorized\n\nby\n\nON\n\nLEGISLATIVE\nWilliam M. Davidson, Chairman, Superintendent of Schools, Pittsburgh, Pennsylvania.\n\nA.\n\nT.\n\nAllen,\n\nInstruction,\n\nState\n\nSuperintendent\n\nRaleigh,\n\nNorth\n\nB. Allman,\nSuperintendent\nRushville, Indiana.\nR. W. Bardwell, Superintendent\nRock Island, Illinois.\nC. H.\nBarnes,\nSuperintendent,\n\nof\n\nSchools,\n\nof\n\nSchools,\n\nSt. Louis\nCounty Schools, Duluth, Minnesota.\nPercival S. Barnes, Superintendent of Schools,\nEast Hartford, Connecticut.\nErnest J. Becker, 220 West Lanvale Street,\nW.\n\nBaltimore, Maryland.\nF. Bond, State Superintendent\nInstruction, Jackson, Mississippi.\n\nof Public\n\nF.\n\nD. Boynton,\nSuperintendent\nof Schools,\nIthaca, New York.\n1735\nBellaire\nMrs.\nMary\nC. C. Bradford,\nStreet, Denver, Colorado.\nJ. W. Brister, President, West Tennessee State\nState\nTeachers\nCollege,\nMemphis,\nTen-\n\nnessee.\nW.\n\nL.\n\nBrooks,\nPrincipal,\nHigh\nSchool,\nWichita, Kansas.\nD. S. Burleson,\nProfessor,\nEast Tennessee\nState Normal School, Johnson City, Ten-\n\nnessee.\nR.\n\nC.\nBurts,\nSuperintendent\nof\nSchools,\nRock Hill, South Carolina.\nJohn\nC. Callahan,\nState\nSuperintendent\nof\nSchools, Madison, Wisconsin.\nJ. A.\nC. Chandler,\nPresident,\nCollege\nof\n\nWilliam\nM.\n\nand\n\nG. Clark,\n\nW.\n\nCity,\n\nIowa.\n\nL.\n\nCoffey,\n\nMary,\n\nWilliamsburg,\n\nSuperintendent\nState\n\nVirginia.\n\nof Schools,\n\nSuperintendent\n\nSioux\n\nof Public\n\nInstruction, Lansing, Michigan.\nJ. H. Cook, 1207 West Market, Greensboro,\nNorth Carolina.\nWilliam John Cooper, State Superintendent of\nPublic Instruction,\nSacramento\nCalifornia.\nC.\n\nR.\n\nW.\n\nCrandell,\n\nSuperintendent\n\nof\n\nMonroe, Michigan.\nB. Daniel,\nSuperintendent\nColumbus, Georgia.\n\nof\n\nSchools,\n\nof\n\nSchools,\n\nCharles S.\nSteelton,\n\nDavis, Superintendent\nPennsylvania.\n\nC. H. Dempsey, Commissioner\nMontpelier, Vermont.\n\nClifford J. Scott, Superintendent\nEast Orange, New Jersey.\n\nSchools,\n\nof Education,\n\nof Schools,\n\nLucy L. W. Wilson, Principal, South Philadelphia High School for Girls, Philadelphia,\nPennsylvania.\n\nSCHOOL\nCarl\nW.\n\nLIBRARIES\n\nAssembly)\n\nH.\n\nMilam,86 East\n\nChicago,\n\nRandolph\n\nStreet,\n\nIllinois.\n\nF. Webster,\nSuperintendent\nMinneapolis, Minnesota.\n\nof\n\nSchools,\n\nCOMMISSION\nL. H. Dennis, Director, Vocational Education,\nState Department of Education, Harrisburg,\n\nPennsylvania.\n\nof Public\n\nCarolina.\n\nH.\n\nRELATIONS\n\nAssembly)\n\nJessie E. La Salle, Assistant Superintendent\nof Schools, Washington, D. C.\n\nRepresentative\n\nWilliam\nL.\nBryan,\nChairman,\nPresident,\nIndiana University, Bloomington, Indiana.\nL. C. Lord, President, Eastern Illinois State\nTeachers College, Charleston, Illinois.\nMary McSkimmon,\nPrincipal, Pierce School,\nBrookline, Massachusetts.\n\n*\n\nMUSEUM\n\nRepresentative\n\n1067\n\nJ. J. Doster, Dean, School of Education, University of Alabama, University, Alabama.\nSelden M. Ely, Supervising Principal, Gale\nSchool, Washington,\nD.\nC.\nJ. O. Engleman,\nSuperintendent of Schools,\nTerre Haute, Indiana.\nLawton B, Evans, Superintendent of Schools,\nAugusta,\nGeorgia.\nH.\nG.\nFaust,\nSuperintendent\nof Schools,\nShawnee, Oklahoma.\nCharles M. Fisher, Superintendent of Dade\nCounty Schools, Miami, Florida.\nAnna\nG.\nFraser,\nVice\nPrincipal,\nOakland\nHigh School, Oakland, California.\n\nJ. D. Fulp,\n\nPresident,\n\nSouth\n\nCarolina\n\nEduca-\n\ntion\nAssociation,\nBox\n532,\nGreenwood,\nSouth Carolina.\nA. D. S. Gillett, President,\nState Normal\nSchool, Superior, Wisconsin.\nE.\nU.\nGraff,\nSuperintendent\nof\nSchools,\nIndianapolis, Indiana.\nF, A. Harrin, Conway, Arkansas.\nGeorge W. Hug, Superintendent of Schools,\nSalem, Oregon.\n\nW.\n\nJ.\n\nHunting,\n\n702\n\nWest\n\nMusser\n\nStreet,\n\nCarson City, Nevada.\nHelen\nA. Irving, County Superintendent of\nSchools, Rawlins, Wyoming.\nClara L. Jahnke, 1930 8th Street, Spokane,\n\nWashington.\nD, C. Jensen, Superintendent, Jordan District\nSchools, R. F. D. No. 2, Sandy, Utah.\nOlive M. Jones, 52 Gramercy Park North,\nNew York City.\nR. G. Jones, Superintendent of Schools, Cleveland, Ohio.\nZebulon Vance Judd, Dean, School of Education, Alabama\nPolytechnic\nInstitute, Auburn, Alabama.\nJ. F. Keating, Superintendent School District\nNo. 20, Pueblo, Colorado.\nJohn A. H. Keith, State Superintendent of\nPublic\nInstruction,\nHarrisburg,\nPennsylvania.\nP. H. Kimball,\nSuperintendent\nof Schools,\n\nBrunswick,\n\nMaine.\n\n"}
{"page": 1072, "printed_page": null, "text": "1068\nUel\n\nNatTIonAL\n\nW.\n\nsouri\n\nLamkin,\n\nState\n\nPresident,\n\nTeachers\n\nEpucaTION\n\nNorthwest\n\nCollege,\n\nR.\n\nMis-\n\nMaryville,\n\nFred\non.\neee:\n\nof Schools,\n\nCollege, Fairmont, West Virginia.\nL.\nRouse,\nSuperintendent\nof\n\nof Nebraska,\n\nLincoln,\n\nD.\n\nM.\n\nE. Brockman, Superintendent of Schools,\nChester, South Carolina.\nFrances\nJ. Brown,\nHouse\nPrincipal,\n2118\n\nCampbell\nKate\n\nB.\n\nAvenue,\n\nBrown,\n\nDetroit,\n\nCollege\n\nMichigan.\n\nProfessor,\n\nHattiesburg, Mississippi.\n.\nWilliam H. Buker, Superintendent of Schools,\nRochester, New Hampshire.\nC. Allen\nCarlson,\nPrincipal,\nCrisfield High\nSchool, Crisfield, Maryland.\nE.\nM.\nCarter,\nSecretary,\nMissouri\nState\nTeachers\nAssociation,\n717 Gentry Street,\nColumbia, Missouri.\nWilliam V. Casey, Superintendent of Schools,\n820 Pine Street, Boulder, Colorado.\n\nSmith,\n\nJersey.\nThurman,\n\nof Schools,\n\nNew\n\nPortland,\n\nOre-\n\nSuperintendent\n\nof\n\nSchools,\n\nRupert, Idaho.\nB.\nWaldo,\n\nPresident,\nWestern\nState\nNormal School, Kalamazoo, Michigan.\nF. Webster,\nSuperintendent of Schools.\nMinneapolis,\nMinnesota.\nF.\nL.\nWest,\nUtah\nAgricultural\nCollege,\nLogan, Utah.\n‘\nL.\nA.\nWhite,\nSuperintendent\nof Schools,\n‘Minot, North Dakota.\nG.\nElmer\nWilbur,\nSuperintendent,\nDuval\nCounty Schools, Jacksonville, Florida.\nS. C. Wilson, Sam Houston State Teachers\nCollege, Huntsville, Texas.\nBenjamin\nWist,\nPresident,\nNormal\nSchool,\nHonolulu, Hawaii.\nKate\nWofford,\nSuperintendent,\nLaurens\nCounty Schools, Laurens,\nSouth Carolina.\nWill C. Wood,\nCommissioner\nof Banking,\nSacramento,\nCalifornia.\nRobert H.\nTeachers\nlina.\n\nON\n\nErnest L. Crandall,\nChairman,\nDirector of\nLectures\nand\nVisual\nInstruction,\nPublic\nSchools, New York City.\nMrs. Agnes M. Bacon,\nState Supervisor of\nAmericanization, Providence, Rhode Island.\nMary H. Bailey, Supervising Principal, North\nCraftsbury,\nVermont.\n\nMiddle-\n\nSuperintendent\n\nW.\n\nNebraska.\n\n(Authorized\n\nPhiladel-\n\nMay Trumper, State Superintendent of Public Instruction, Helena, Montana:\nA.\nTuggle,\nSuperintendent,\nVermilion\nCounty Schools, Danville, Illinois.\nSchools,.\nIra\nTweedy,\nSuperintendent\nof\n\nNormal\n\nCOMMITTEE\n\nStreet,\nAvenue,\n\nL.\n\nJoseph\nH.\nSaunders,\nSuperintendent\nof\nSchools, Newport News, Virginia.\nH. Leslie Sawyer, President, New Hampshire\nState Teachers Association,\nNew London,\nNew Hampshire.\nW. E. Sealock, Dean, School of Education,\nUniversity\n\nP.\n\n5ist\n\nMiles\n\nLawrence,\nKansas.\nJ. W. Smith, T. C. Station, Denton, Texas.\nPayson Smith, State Commissioner\nof Education,\nBoston,\nMassachusetts.\nR. H.\nSnyder,\nSuperintendent\nof Schools,\nIdaho Falls, Idaho.\nH. E. Stahl, Superintendent of Schools, Claymont, Delaware.\nSuperintendent\nof Schools,\nB. F. Stanton,\nAlliance, Ohio.\nGeorge D. Strayer, Teachers College, Columbia University, New York City.\nW.\nA. Sutton,\nSuperintendent\nof Schools,\nAtlanta,\nGeorgia.\nW. S. Taylor, University of Kentucky, Lexington, Kentucky.\nGuy Towsley, Principal, Public School, Box\n278, McGill,\nNevada.\n\nSchools,\n\nScottsbluff, Nebraska.\nV. L. Roy, President, Louisiana State\nCollege, Natchitoches, Louisiana.\n\nSickles,\n\nBrunswick,\nNew\nJessie Skinner, 1129\n\nGreenwood School, Kansas City, Missouri.\nJohn\nD. Loper,\nSuperintendent\nof Schools,\nPhoenix, Arizona.\nA. A. McDonald, Superintendent of Schools,\nSioux Falls, South Dakota.\nB. H. McIntosh, Cheyenne, Wyoming.\nUry McKenzie,\nSuperintendent\nof Schools,\nHot Springs, Arkansas.\nJ. G.\nMoore,\nSuperintendent\nof Schools,\nFargo, North Dakota.\nHarlan B. Peabody, 7 Villa Avenue,\nProvidence, Rhode Island.\n55 John Street, New\nMrs.\nB. C. Peixotto,\nYork, New York.\nCaroline S. Pfaff, 4868 Constance Street, New\nOrleans, Louisiana.\nSidney\nPickens,\nSuperintendent\nof Schools,\nBatesville, Arkansas.\nPublic\nSchool,\nFred\nPitcher,\nPrincipal,\nChelsea, Massachusetts.\nD. Walter Potts, Superintendent of Schools,\nEast St. Louis, Illinois.\nSue Powers, Superintendent,\nShelby County\nSchools, Memphis, Tennessee.\nLois Randolph, State Superintendent of Public\nInstruction, Santa Fe, New Mexico.\nCharles B. Redick, Superintendent of Schools,\nGallup, New Mexico.\nAnna\nRiddle,\n217\nNorth\n13th\nStreet,\nSt.\nJoseph, Missouri.\nE. E. Roderick,\nSuperintendent\nof Schools,\nBelfast, Maine.\nJoseph\nRosier,\nPresident,\nState\nTeachers\n\nE.\n\nT. Shaw, 245 South\nphia, Pennsylvania.\n\nFred W. Shearer, 4\ntown, Connecticut.\n\nMissouri.\nAustin Landreth, Pendleton, Oregon.\nMrs.\nInez Johnson\nLewis, County Superintendent\nof\nSchools,\nEl\nPaso\nCounty,\n\nColorado Springs, Colorado.\nJohn C. Lindsey, Superintendent\nMitchell,\nSouth Dakota.\nW.\nT.\nLongshore,\nPrincipal,\n\nASSOCIATION\n\nWright,\nCollege,\n\nPresident,\nEast Carolina\nGreenville, North\nCaro-\n\nNECROLOGY\n\nby Bylaws)\nThomas\nChristoffel,\nTeacher,\nHigh\nSchool,\n952 Lafond Street, St. Paul, Minnesota.\nA. R. Clifton, Superintendent of Schools, 133\nNorth Myrtle Street, Monrovia, California.\nHannah\n\nCohn,\n\nTeacher,\n\n2317\n\nGrove\n\nAvenue,\n\nRichmond, Virginia.\nProfessor Cornelius, University of Porto Rico,\nMayagues, Porto Rico.\nVera Evans, Grade Teacher, 724 Garfield Avenue, Kansas City, Kansas.\nClara E. Fishpaugh, Professor of Education,\nWest Virginia Wesleyan College, Buckhannon, West Virginia.\nEdith Goddard, Teacher, High School, Montvale Avenue, Maryville, Tennessee.\nCarrie R. Gross, Teacher, Public School, 742\nSouth 22nd Street, Louisville, Kentucky.\nE. H.\nHedrick,\nSuperintendent\nof Schools,\nMedford,\nOregon.\nMrs. Isabel Holcombe, Head, Department of\nHistory, Irving High School, 1012 North\n\nHudson,\n\nOklahoma\n\nCity,\n\nOklahoma.\n\n"}
{"page": 1073, "printed_page": null, "text": "COMMITTEES OF THE NATIONAL Epucation Assoctation, 1926-27\nWinifred\n\nJackson,\n\nTeacher,\n\nLincoln, Nebraska.\nMargaret V. Kiely, Principal,\n\n396\n\nGregory\n\nStreet,\n\n1546\n\nE\n\nStreet,\n\nNormal\n\nSchool,\n\nBridgeport,\n\nConnect-\n\nicut.\n\nRobert\nLaramy,\nSuperintendent\nof Schools,\n1403 Sixth Avenue, Altoona, Pennsylvania.\nMiss Willie Lawson, George Peabody College\nfor Teachers, Nashville, Tennessee.\nR. James Longstreet, Principal, Public School,\nDaytona\nBeach, Florida.\nM. Grant\nLucas,\nPrincipal,\nBruce\nSchool,\nWashington, D. C\nWilliam\nMcAndrew,\nSuperintendent\nof\nSchools,\n1142\nSouth\nMichigan,\nChicago,\nIllinois,\nJennie McGuffey, Visiting Teacher, Tucson,\nArizona.\nMary\nBelle\nMcKenzie,\nElementary\nSchool\nPrincipal, 405 South Presa Street, San Antonio, Texas.\nMrs. P. M. McNeal, Avondale School, Birmingham,\nAlabama.\nMyrtle\nMarkham,\nPrincipal,\nElementary\nSchool,\n57\nNorth\nMain\nStreet,\nNatick,\nMassachusetts.\nA. C. Matheson, Assistant Superintendent of\nPublic Instruction, State Capitol, Salt Lake\nCity, Utah.\nElla Ford Miller, Primary Training Teachers,\nDrake University, Des Moines, Iowa.\nRuth\nM. Moore,\nGrade\nTeacher,\nStanford,\nMontana.\nFred Murphy, Supervisor, Rural Maui School,\nWailuku, Maui, Hawaii.\n\nCOMMITTEE\n\nON\n\nbama.\n\nWilliam C. Bagley, Teachers College, Columbia University, New York City.\nCharles E. Dickey, County Superintendent of\nSchools, 595 Union Trust Building, Pittsburgh, Pennsylvania.\nFlora E. Drake, Assistant Superintendent of\nSchools,\nWarren E.\n\nIndianapolis,\nIndiana.\nForsythe, University of Michigan,\n\nAnn Arbor, Michigan.\nJulia Hahn, President, Kindergarten Primary\nDepartment,\nSupervisor\nof Schools,\nSan\nFrancisco, California.\n\nCOMMITTEE\n\nMary O’Rourke, Teacher, High School, 421\nEast Main Street, Weiser, Idaho.\nElizabeth H. Patton, Teacher, High School,\n1103\n\nWest\n\n8th\n\nStreet,\n\nware.\nC. G. Pearse, 4315\nkee, Wisconsin.\n\nWilmington,\n\nLisbon\n\nAvenue,\n\nDela-\n\nMilwau-\n\nEdith Post, Teacher, High School, 1548 15th\nAvenue,\nNorth, Seattle, Washington.\nJ. Richardson,\nSuperintendent\nof Schools,\nBaton Rouge, Louisiana.\n\nGeorge\nA.\nShumway,\nSuperintendent\nSchools, Douglas, Alaska.\n\nof\n\nMrs. Maud S. Stratton, County Superintendent of Schools, Silver City, New Mexico.\nGeorge\nM.\nStrong,\nTeacher,\nEast\nHigh\nSchool,\n75 Glenmont\nAvenue,\nColumbus,\nOhio.\nJohn E. Vincent, Principal, Mayflower School.\nNew Rochelle, New York.\nEmma\nC. Voves,\nClassroom Teacher,\nCrystal Springs, North Dakota.\nAlberta E. Waterbury,\nAssistant Supervisor\nof Music, 198 North 77th Street, Newark,\nNew Jersey.\nE. R. Weber, Superintendent of Schools, Mapleton, Maine.\nCharles O. Williams, Secretary, Indiana State\nTeachers Association, Indianapolis, Indiana.\nMae I. Winter, Principal, Park School, Casper, Wyoming.\nRobert H. Wright, President, East Carolina\nTeachers College, Greenville, North\nCarolina.\n\nREVISION\n\n(Authorized by The\nRandall J. Condon, Chairman, Superintendent\nof Schools, Cincinnati, Ohio.\nJohn W. Abercrombie,\nState Superintendent\nof Public\nInstruction,\nMontgomery,\nAla-\n\n1069\n\nOF\n\nDEPARTMENTS\n\nBoard of Directors)\nJesse H. Newlon, Superintendent\nDenver, Colorado.\nE.\n\nE. Oberholtzer,\nHouston, Texas.\n\nCarroll G. Pearse, 4315\nwaukee,\nWisconsin.\nRose Pesta, Windemere\nnois.\nWalter\nC.\n\nof Schools,\n\nSuperintendent\n\nLisbon\n\nAvenue,\n\nMil-\n\nHotel,\n\nChicago,\n\nIlli-\n\nD.\n\nPotts,\n\nSuperintendent\n\nEast\n\nSt.\n\nLouis,\n\nIllinois.\n\nG.\n\nSchulz,\n\nSecretary,\n\nof Schools,\n9\n\nof\n\nMinnesota\n\nSchools,\n\nEducation\n\nAssociation,\nRoom\n919 Pioneer\nBuilding,\nSt. Paul, Minnesota.\nGeorge D. Taylor, Principal, Susan B. Anthony\n\nON VISUAL\n\nSchool,\n\nRochester,\n\nNew\n\nYork.\n\nEDUCATION\n\nRepresentative Assembly)\nIsabel L. Eckles, Superintendent of Schools,\nof\nSanta Fe, New Mexico.\nSchools, Detroit, Michigan.\nDavid Gibbs, Superintendent of Schools, MerH.\nA. Allan,\nBusiness\nManager,\nNational\nEducation Association,\n1201\nSixteenth St.\nElizabeth\nHall,\nAssistant\nSuperintendent\nof\nN. W., Washington, D. C.\nSchools, Minneapolis, Minnesota.\nJ. V. Ankeny, In charge Visual Education,\nDudley Grant Hays, 460 South State Street,\nWest\nVirginia\nUniversity,\nMorgantown,\n\nFrank\n\nCody,\n\nChairman,\n\n(Authorized by\nSuperintendent\n\nWest Virginia.\nArthur G. Balcom, Assistant Superintendent\nof Schools, Newark, New Jersey.\nS.\n\nE.\nBoomer,\nState\nCarbondale,\nIllinois.\n\nNormal\n\nUniversity,\n\nElizabeth Breckenridge,\nPrincipal, Louisville\nNormal School, Louisville, Kentucky.\niden, Connecticut.\nErnest\nL. Crandall,\nVisual Instruction,\n\nDirector,\n500 Park\n\nLectures\nand\nAvenue, New\n\nYork City.\nMrs.\nSusan\nM.\nDorsey,\nSuperintendent\nSchools, Los Angeles, Califorina.\n\nof\n\nChicago,\n\nM.\n\nIllinois.\n\nC. Lefler, Superintendent\ncoln, Nebraska.\n\nof Schools,\n\nLin-\n\nMary B. McAndrew,\nPresident,\nCarbondale\nTeachers Association, Carbondale, Pennsy]lvania.\n\nJames J. Walsh, Fordham\nUniversity, New\nYork City.\nArthur\nC. Watkins,\n1628\nColumbia\nRoad,\nApartment 409, Washington, D. C.\nH.\n\nB. Wilson,\nSuperintendent\nBerkeley, California.\n\nof\n\nSchools,\n\n"}
{"page": 1074, "printed_page": null, "text": "1070\n\nMINUTES\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\n\nOF THE\n\nSEVENTH REPRESENTATIVE\nASSEMBLY *\n\nSeattle, Washington, July 3-8, 1927\nFirst Business Session, Tuesday, July 5, 1927\nThe\n\nfirst business\n\nsession\n\nof the\n\nSeventh\n\nRepresentative\n\nAssembly,\n\nmeeting\n\nin\n\nconnection with the Sixty-fifth Annual Convention of the National Education Association, held at Seattle, Washington, in the Fifth Avenue Theater, was called to\norder by the president, Francis G. Blair of Springfield, Illinois, on Tuesday morning, July 5, 1927, at 9 o’clock, when the following proceedings were had:\nPresident Blair; At the meeting in Meany Hall yesterday morning a lady from\nVermont presented your president with a gavel that was made from wood from\na number of historic places and structures from the state of Vermont.\nAmongst\nother things the handle was made from a tree cut in the farm where President\nCalvin Coolidge was born and reared, but I told the lady when she suggested it\nthat that would be the gavel for that particular program, because the people of\nTennessee, that great state in which the mother of the president of this National\nEducation Association was born, had prepared to present him with a gavel made\nfrom wood of that state where that blessed woman was born, and this morning the\nmodest presenter of that gavel did not wish to come to the stage to present it, but I\nhold in my hand a gavel made from wood from the state of Tennessee, where the\nmother of the man\n\nwho holds it in his hand was\n\nborn, a gavel that I cherish very\n\ngreatly and shall use in all the meetings of this Representative Assembly.\nLet us\nopen the session by repeating the Lord’s Prayer.\n(The audience then rose and\nrepeated the Lord’s Prayer.)\n(Songs by Miss Hansen, of Seattle.)\nThe first order of business is the report of the Committee on Credentials.\nI shall\ncall upon Mr. E. M. Carter of Missouri, to present that report.\nMr. Carter then presented the following report:\nTo the members of the Representative Assembly:\nThe Credentials Committee of the National Education Association met in regular\nsession in the Lounge of the Olympic Hotel Monday at 8 P. M., July 4, 1927.\nIt elected the following officers: E. M. Carter, Missouri, Chairman;\n\nW. J..Sanders,\n\nMassachusetts, Vice-Chairman; Edith B. Joynes, Virginia, Secretary.\nIt was voted\nthat the 1001 delegates who are now registered with Miss Chase, together with\nthose who may register at a later date, be seated in the Representative Assembly.\nIt was moved, seconded and carried that a subcommittee be appointed by the\nchairman to consider any contests that might arise.\nThe following subcommittee was appointed: W. J. Sanders, Massachusetts;\nGeorge A. Allen, Kansas; Mrs. Frances M. Butts, District of Columbia; Edna\nJones, West Virginia; T. E. O’Connor, Washington.\nRespectfully submitted,\nTHE COMMITTEE ON CREDENTIALS:\nBy £. M. Carter, Chairman,\nEdith B. Joynes, Secretary.\nMr.\n\nCarter:\n\n1 desire to move\n\nthe adoption\n\nof this report,\n\nbut before\n\nI do that,\n\nI am going to call on Miss Harriett M. Chase of the headquarters office, who has\ncharge of the registration of delegates for the Committee on Credentials.\nI would\nbe glad if she would let us hear from her.\nMiss\n\nChase:\n\nIn appearing\n\nbefore this great assembly,\n\nI feel somewhat\n\n1 This is a brief statement of the business sessions as prepared by the Secretary.\nplete copy of the notes taken by the official reporter is in the Secretary’s office.\n\nlike the\nA\n\ncom-\n\n"}
{"page": 1075, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n1071\n\nlittle boy who was clambering out of a stream.\nJust then an elderly gentleman\npassed and seeing the lad, said “Well, my boy, how did you come to fall in?” to\n\nwhich the boy replied “I didn’ t come to fall in; I came to fish.”\nNow, I didn’t come to Seattle to speak. That is out of my line. I came to\nreplete delegates, but when the chairman of the Credentials Committee asked me\nto say a few words to you about delegate registration and the problems it presents,\nI assure you I consented most willingly.\nIt has given me much pleasure to give\nsome thought as to what I would say on this important topic.\nIt has been my very great honor and privilege to assist the Committee on Credentials every year since the meeting of the first Representative Assembly in Des\nMoines in 1921.\n(Miss Chase then gave an outline of the work of the Committee\non Credentials, pointing out its problems and reviewing its policies.\nShe urged\n\nthe adoption of the report.)\nMr. Carter: I thank Miss Chase for the fine explanation she has made.\nYour\napplause shows your appreciation.\nI move that the report he adopted.\n(The\nmotion was seconded and carried.)\nMr. Blair: The next is the adoption of the Order of Business.\nMr. Secretary,\nwhat do you offer?\nSecretary Crabtree: It has been the practice to adopt as the order of business the\nprogram prepared by the president of the Association, so I move that we adopt\n\nthe official program for 1927 as the order of business for this session. ,(Motion was\nseconded and carried.)\nMr. Blair: The next item in this order of business is the presentation of the\nMinutes of the Philadelphia meeting of the Representative Assembly, Mr. Secretary.\nMr. Crabtree: The minutes are printed in the Official Manual which you have in\nyour hands.\nThey are also printed in the Proceedings.\nYou have had an opportunity to read them.\nI move the adoption of the minutes\n(Motion seconded.)\nMr. Blair: Any discussion?\nAny changes suggested?\n\nas printed in the manual.\n\n(Motion carried.)\nMr. Blair: The minutes of the Philadelphia meeting are therefore approved as\nprinted in the Official Manual.\n(President Blair then delivered the opening address before the Representative\nAssembly on The Policy of the National Education Association Towards the\nRepresentative Assembly and Board of Directors, printed in the Proceedings.)\nMr. Blair: We have Dean Russell of the Teachers College, Columbia University,\non the program before this Association later on. He finds, however, it is necessary\nfor him to return for the opening session of his summer school, Teachers College,\nColumbia University, and has asked to be placed on the program at a time which\nwould enable him to return.\nI now desire to call upon him to present the ideas of\nhis committee as it relates itself to this great National Education Association, and\nits proposals, if any, in regard to the future relations of this Association to the\nWorld Federation of Education Associations.\nMr. Russell: Last summer at Philadelphia the report of the Committee on International Relations took the form of a description of what had been done at Edinburgh, with two simple proposals to the incoming president of the Association.\nThis report will be an informal description of what we plan to do at Toronto a\nmonth hence.\n(He then outlined the delegation program for Toronto, giving the\nplans for gathering information to bring back home for national, state, and local\nassociation meetings.\nHe closed his remarks as follows:)\nI maintain that our group should be a real mine of information and a source\nof inspiration after they return from this meeting, and we can do better and serve\nyour purposes better if in advance we can get some idea ‘of what it is that you\nwant\n\nto know.\n\nEvery\n\ndelegate\n\nsections of the state associations\nciation Association itself.\n\nat Toronto\n\nshould\n\nand on programs\n\nlater\n\nbe on\n\nthe\n\nprograms\n\nof sections of the National\n\nof\n\nEdu-\n\n"}
{"page": 1076, "printed_page": null, "text": "NarionaL\n\n1072\n\nEpucatTion ASSOCIATION\n\nWe are going there with the motto of “What do\nNow, just another final word.\nWe are going there with the idea\nyou know?” rather than “I will tell the world.”\nof learning, and I want to say in confidence that in my judgment that is the real\nway in which to gain international friendship and international goodwill.\nI believe in\nI do not wish to be considered as deprecating talk about peace.\npeace and I believe in talking about it. I do not want to deprecate personal\nfriendships you have made in other lands, because, I like you, have made them,\nand I understand what an exceedingly pleasant thing and happy thing it is, but\nthere are things in life and certain customs among people and among relations\nI\nbetween man and man that the more you talk about them the less good it does.\nthink friendship among nations comes from people that have some interest in\ncommon.\n\nThey have struggled with one another\n\nand argued\n\nwith one\n\nanother\n\nand\n\nhave been helpful to each other.\nSo then I hope you in the delegate assembly here will formally approve the action\nof this committee, and that you will uphold our hands and carry forward our policy,\nso that after we go to Toronto this time and as we go to other countries in future\nyears we shall not be an aimless group of tourists; that we shall not be just a group\nof one hundred people out to see strange lands, but that we shall be serious people\nearnestly seeking information which will enable us to answer questions of importance to our people back home.\nMr. Blair: ‘This Association pays a fee of one thousand dollars ($1000) each year\nto that international association, and Dean Russell has presented to us in what\nseems\n\nto me to be a clear and forceful\n\nway,\n\nthe objectives\n\nof the committee\n\nas he\n\nas the chairman and as the members of the committee see it.\nThat report is before you. I think some expression of your point of view toward\nit should be given here.\nI await any action on the part of the assembly.\nSecretary Crabtree: 1 move the approval of the plans of the committee as presented by Dean Russell.\n(Motion was seconded.)\nMr. Blair: Any discussion?\nAll approving the general plans and objectives and\npolicy of the international committee, as outlined by Dean Russell will say “aye.”\nContrary “no.”\n(Carried unanimously.)\nMr. Blair: I have asked Superintendent Jesse H. Newlon to discuss the policy\nof the National Education Association toward its departments, and when he is\nthrough I hope this Representative Assembly will see fit to ask questions and discuss\nthe presentation by Mr. Newlon.\nMr. Newlon: Mr. President and members of the Representative Assembly, I\nwant to make it clear in the beginning that I am not speaking for the Committee\non Committees or the Committee on the Revision of Departments, but I am presenting my own personal views in regard to the problems which I shall discuss.\nIn this paper I first discuss committees.\nToward the close I shall raise a question\nregarding the relation of departments to the Association, and I make one or two\nsuggestions as to possible ways in which we might effect the integration.\nI want it definitely understood I am not proposing any plan of reorganization.\nMy only purpose is to call your attention to this problem of integration, which\n\nseems to me to be a most important one.\n' (Mr. Newlon then read a paper, on The Relation of Committees to the Association. ‘The report is printed in the Proceedings.)\nMr. Blair: | want to express to you our appreciation of this fine survey.\n(The president was then handed a large basket of cut flowers.)\nI wish it was for Mr. Newlon, but it is for the N. E. A.\nIt says “To the N. E. A.\nin appreciation from the Oregon State Teachers’ Association.”\nMr. Newlon’s report is before you, with the suggestions he has made with respect\n\nto committees\nreport?\n\nand with respect to departments.\n\nIs it your pleasure to discuss this\n\nMiss Gardner of Milwaukee: There is one point in Mr. Newlon’s\n\nreport I think\n\nshould be stressed, and that is the idea of integration, and I think that the relation\nbetween finances and integration might probably be brought out more clearly.\n\n"}
{"page": 1077, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n1073\n\nIn my mind there is a decided connection between the method of financing the\ndepartments and the integration of the departments with the National Education\nAssociation.\n.\nSince the Department of Classroom Teachers was reorganized, the Committee\non Reorganization of that department gave this question of financing the department a great deal of study and deliberation, and there is no thought of putting\nclassroom teachers in the class of people who are unable to pay for professional\nThat is not the point at all. The classroom teachers are willing to\norganization.\npay, and no one pays more for professional work than the classroom teachers of\nMilwaukee.\nWe pay $2 for our state association and $2 for the National Education Association, in addition to our local fees. So that is not the reason for our advocating\nthe payment of a part of the expense out of the National Education Association\n\ntreasury.\nThose who have been in this work for many years forget the classroom teacher,\nparticularly in the rural districts, is not at all familiar with the idea of professional\norganization.\n(She then made the point that dues should not be increased for rural teachers,\nshowing the importance of enlisting their cooperation in the Association.)\n:\nMr. Blair: Miss Gardner’s idea of increasing the fee and redistributing this fee\nof one dollar back to the departments upon some basis would, I am sure, fit in with\nMr. Crabtree’s idea, and perhaps has great value in the suggestion made.\nAny other suggestions or questions?\n\nMr. Rosier of West Virginia: 1 want to offer some comments on Mr. Newlon’s\nreport.\nI am not out of sympathy with the elimination of some committees.\nI served\nas chairman on a committee for a year or two and I have been impressed in my\nconnection with the affairs of this Association that committees rarely if ever\neliminate themselves.\nI think I introduced a very great innovocation last year\nwhen I moved that the committee be discharged.\nUsually they ask that the committee be continued.\n\nI think it is a very material\n\nmatter\n\nabout these committees.\n\nMost legislative bodies have committees, but only a few of them function. In\nthe first place the traditional notion of a committee is that it shall be a committee\nfor research.\nI think it ought to be accepted as a fact that we do not need research committees as we did formerly.\nThis Association has a Research Division and all research work should be submitted to that division.\n‘The committee should have relation to it only in an advisory capacity.\nThe great weakness of this organization in my judgment, as a deliberative\nassembly, is that nearly everything has been initiated by the executive committee\n\nand a few people at the head of the organization direct things.\n\nWe\n\nshould have\n\nmachinery set up so that a member of this delegate assembly might rise in his place\nand propose something and have it referred to a committee.\nMr. Blair: 1 am convinced as Mr. Rosier has said if this body is to become a\n\ndeliberative, legislative body that it must have some committees of its own to which\ncertain matters will be referred.\nI am asking the chairmen of the delegations here represented to meet at 2 o’clock\nthis afternoon, and to take up this one point, in their opinion what committees\nshould be appointed from this representative body, to be committees during the\n\nsession to which certain matters may be referred for consideration and report back\nto this body. And at that meeting I shall suggest that it organize in the usual way\nby electing a chairman and then to report back to this body.\nNow, any further commment on Mr. Newlon’s report?\n\nMiss Spooner\nClassroom\n\nof Portland,\n\nTeachers\n\nOregon:\n\nDepartment,\n\ndepartments of the N. E. A.\n\nHaving\n\nI wish\n\nbeen formerly the president of the\n\nto speak\n\non\n\nthe policy of financing\n\nthe\n\n"}
{"page": 1078, "printed_page": null, "text": "1074\n\nNATIONAL\n\nEpucATION\n\nASSOCIATION\n\ni\n\nae\n\nThe N. E. A. has a very decided tendency to represent city organizations, city\nsuperintendents and organized bodies, at any rate to make themselves felt. We\nclassroom teachers hope that that department may reach the rural teacher in unThere is no\norganized districts, the unorganized teachers throughout the country.\neasy machinery to reach the teachers in rural districts to collect that one dollar,\nexcept through the N. E. A., and that does not represent a sympathy with the rural\nteacher.\nMr. Newlon: I think there are three things I ought to say at this time. First,\nI am merely\nthat I am not making any proposals to be voted on this morning.\npresenting my views on these questions, with the thought that if you consider my\nviews of any value you will give some consideration to them in the next year or two.\nSecondly, I provided in my statement for exactly the situation which has been\ndescribed, when I said that there should be departmental fees in each case except\n\nwhere the N. E. A. desires for the time being or for a certain length of time to\npromote a certain department.\nNow, if the time has not come to establish a fee in the Classroom Teachers Department, because it is necessary to promote the interest of that department in some\nother way, well and good.\n\n* Third, I think I should not make a strong argument for free membership in the\nN. E. A. Some think we would get the rural teacher into the N. E. A. by giving\nher a free membership in the N. E. A.. I do not think we would succeed in doing\nthat at all, and it is my opinion more classroom teachers would be gotten into that\ndepartment if fees were established than otherwise, and that the establishment of\nfees would give these departments the adequate finances that they need to carry\non the work.\n\n:\n\nIn regard to the point raised by Miss Gardner.\nOf course under our present\norganization I think she would be right, that we would not effect the integration\nwe ought to have by the establishment of these fees. That is what led me to believe\nthat through a reconstitution of the Board of Directors we ought to give the Department of Superintendence, Classroom Teachers Department, the Rural Education Department, and other departments membership on the Board of Directors,\nthat the body which makes the budget really for the Association and controls its\nfinances should have the benefit of that representation.\n\nMr. President and members of the Association, as a result of my study I have\ncome to the conclusion there are some real problems surrounding these committees\nand their relation to the Association.\nI am not going to move the adoption of anything, and I do not want anybody else to do so, because I am making no proposals.\nMr. Blair: We are not going to try to jump at any quick conclusions, but the\nmeeting of the chairmen of these delegations this afternoon if they wish to take up\n\na consideration of Mr. Newlon’s report, they may do so.\nMr. Holmes of New York: I want to make a suggestion.\nIt seems to me it would\nbe a little more democratic if at the close of this meeting the delegations here could\nmeet for a few minutes and give some suggestions to those chairmen as to what\nthey think, and I hope that will be done.\nMr. Blair: Any other comments on Mr. Newlon’s very suggestive program that\nhe has outlined ? If not we shall go to the next order of business on the program.\nI think when the history of the National Education Association is written that\none of the great meetings which will find a place there will be the meeting of the\nsecretaries of the state associations and other education associations, which gathered\nabout a table in the central office of Washington this year.\nThere it was revealed\nwhat many members of this Association, or of this general assembly, perhaps have\nnever known, that there was a growing irritation between the N. E, A. and\nthe state associations. There we put all of our cards on the table. Every difficulty, every irritation, was brought forward, and one man who has, I think, the\nright to say, considered that meeting with what it revealed—with the chance of\nreapportionment, with the chance of better understanding—one of the most signifi-\n\n"}
{"page": 1079, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n- 1075\n\ncant in the history of this National Education Association.\nOne of the participants\nat that great conference at Washington, and one who has continued to carry out\nsome of the things undertaken there, is the gentleman whom I am to introduce to you\nnow, and who is to speak on The Policy of the National Education Association\nToward State Associations, Mr. Arthur H. Chamberlain, State Executive Secretary,\nCalifornia Teachers’ Association, of San Francisco, California.\n(Applause.)\n(Mr. Chamberlain then read the address, which is printed in the Proceedings.)\nMr. Blair: Does the Representative Assembly care to take any action, or ask any\n\nquestions or make suggestions on this statement of Mr. Chamberlain?\nAs we must vacate this hall not later than 12:15 I want to expedite matters, so\naccording to the suggestion from the gentleman from New York, I suggest that\nyour various delegations will have at least fifteen minutes to confer with their delegation chairman\n\non the matters that should come up at the 2 o’clock meeting.\n\nIf there is no discussion of Mr. Chamberlain’s paper, the next matter is the report\nof the Committee on Elections. Mr. Sanders of Massachusetts, is the chairman of\nthat committee.\nMr. Sanders: Your Committee on Elections held a meeting at 8 o'clock this morning. It seemed to be the sense of that committee that the method of holding the\nelection at the Philadelphia meeting a year ago was quite satisfactory, and they\nrecommend to you that the same method be followed for the election this year.\nThe polls will be open from 8 o’clock in the morning until 6 o’clock in the evening\nof Thursday, July 7. The election will be held in the Lounge of the Olympic\nHotel. Appropriate signs will indicate the voting places. The ballots will be\nsimple and will carry adequate instructions for marking.\nIt will be necessary for\neach delegate to present to the inspector in charge his card entitling him to a seat\nin this assembly.\nAll delegates therefore will please make note of this. Do not\nforget to have your credential card with you. Only delegates may vote. No provision has been made for absent votes. \"The committee wishes that you vote early,\nespecially between the hours of 9 and 12, in order to avoid the congestion that\ncomes to the polling places around one o’clock. They also request that after you\nvote that you do not tarry at the voting place. We make the same announcements\nwe did at the Philadelphia meeting a year ago and that is that the representatives\nof teachers associations can set an excellent example to the other citizens of the\nnation by casting a one-hundred-percent\n\nvote.\n\nMr. Chairman, I move the adoption of the report.\nMr. Blair: You hear the report of the chairman of the Committee on Elections\nand his motion that it be adopted.\n(Motion was seconded and carried.)\nMr. Blair: This committee consists of Mr. Sanders of Massachusetts, Mr. Reynolds of Ohio, and Mrs. Armsbruster of Illinois, who will serve\n\nas tellers and take\n\nin charge the entire election that is to follow.\nThe\n\nnext\n\norder\n\nof business\n\nis nominations\n\nfrom\n\nthe\n\nfloor\n\nfor president,\n\nvice-\n\npresidents, and treasurer.\nWe await nominations from the floor. First shall we\nsay for president? We will call the roll of the states as has always been done.\nThe secretary will call the roll.\n(Secretary Crabtree calls roll. Delaware gave way to Virginia.)\nMay |\nMr. Saunders: Mr. President and members of the delegate assembly.\nfirst of all express my appreciation to my fellow director from Delaware for allowing the courtesy of the floor to Virginia; and may I also say to the people of Seattle\nand this great northwest section that we who come from Virginia are delighted to\nWe feel an almost proprietary interest,\nbe your guests in this great domain.\ncertainly a community of interest, in this great section of the country, because a\npioneer by the name of George Rogers Clark, with a few other pioneers blazed\nthe trail through this great region that gave us title to this great country, and so\nwe of Virginia are delighted to be in what we consider a portion of Virginia, and\nwe honor and revere and rejoice in the great name of Washington, which this\nstate bears.\n\n"}
{"page": 1080, "printed_page": null, "text": "1076\nee\n\nNatIONAL\n2 eee\n\nee\n\nEpucATION\n\nee\n\nee\n\nASSOCIATION\n\neee\n\nee\n\neS\n\nWe have as a candidate a lady who has the entire respect of everybody in\nVirginia, and as I said in our meeting on Sunday afternoon in regard to enlisting\nthe support of these elements in the country other than the educational interests\nfor our great movements,\n\nI am proud to say the candidate\n\nwhom\n\nwe offer has just\n\nthat interest and that influence with other groups of citizens that will bring to this\nAssociation that influence that we desire.\n;\ni\nI say that by reason of a telegram which we have just received, and I am going\nto take a moment of your time to read it to you, because it expresses a phase of\nour relations with our fellow citizens which should be more closely cemented.\n\n(He then read the telegram from the Richmond Chamber of Commerce.)\nJust a few months ago we dedicated at the College of William and Mary\nmemorial\n\nto the great Phi Beta Kappa.\n\nThe\n\norator\n\non that occasion\n\nwas\n\na\n\na man\n\nwho is honored and revered by the people of this country, Henry Van Dyke, and in\nhis peroration of that great oration\nused these words:\n\nin which\n\nhe spoke of democratic\n\n(He then recited the Tribute to the Unknown Teacher.\nNational Education Association, January, 1927, page 15.)\n\neducation,\n\nSee Journal\n\nhe\n\nof The\n;\n\nWe offer to you as a servant of this great organization Miss Cornelia S. Adair\nof Richmond, Virginia, a lady who has served this Association for long and faithful\nyears in every executive capacity except that of president.\nShe has served upon\nthe Board of Directors, she has served upon the Board of Trustees, and upon the\nExecutive Committee.\nHer service has been faithful; it has been of high type;\nshe has the capacity, the executive ability the character necessary for this position.\nShe comes to you today with no interests to serve save those of this great Association, as a real servant of this organization, but not merely as a candidate from\nVirginia, because of her wide contact with all of the associations of the National\nEducation Association in America she is a candidate really from the United States\nat large, and I have the honor and the privilege of offering the name of Miss\nCornelia S. Adair as the president of this great organization.\nMr. Blair: The secretary will continue the call of the roll.\n(As the roll call proceeded many states seconded the nomination of Miss Adair.\nThere were no other nominations. )\nMr. Blair: The next order of business is to call the roll on the office of Treasurer.\nIt may expedite matters having the roll called and each state making nominations\nfor treasurer and vice-presidents at the time the name of the state is called upon.\n\nAs the states were called the following nominations were made: Claude W.\nSandifur for vice-president, by California; Henry Lester Smith for treasurer, by\nIndiana; Agnes Samuelson for vice-president, by Iowa; Florence M. Hale for vicepresident, by Maine; H. A. Senter for vice-president, by Nebraska; John Bond for\nvice-president, by Oklahoma; J. O. Webb for vice-president, by Texas; R. L. Jones\nfor vice-president, by Tennessee; H. J. Crane for vice-president, by Wyoming.\nMr. Saunders of Virginia: There are only nine nominations for vice-president,\nand eleven are to be elected.\nThere seems to be no contest for any office, and if\nit is in accordance with the Bylaws of the Association, I move that the secretary\ncast a unanimous ballot for all nominees made upon the floor this morning.\n(Said motion was seconded.)\n(After discussion by Miss Jones and others the motion was withdrawn.)\nA. T. Adams was nominated for vice-president, by North Carolina, and John J.\nRay for vice-president, by Idaho, making eleven in all.\nMr. Blair: We will call the roll for the directors.\nEach state when the name is\ncalled will give the name of its State Director.\nThe secretary then called the roll by states, the following nominations being\nmade, to-wit: Alabama, J. D. Williams, Birmingham;\nAlaska,\nW. E. Keller,\nJuneau; Arizona, John R. Sexson, Bisbee; Arkansas, J. P. Womack, Little Rock;\nCalifornia, 4. R. Clifton; Colorado, W. B. Mooney, Denver; Connecticut, John A.\nYoung, Bridgeport; Delaware, David A. Ward, Wilmington; District of Columbia,\n\n"}
{"page": 1081, "printed_page": null, "text": "ee\n\nMINUTES OF THE REPRESENTATIVE ASSEMBLY\nener\neter a i ee nt\n\n1077\n\nHarry English; Florida, W. S. Cawthon, Tallahassee; Georgia, Fort E. Land,\nAtlanta; Hawaii, O. E. Long, Honolulu; Idaho, Charles F. Dienst, Boise; Illinois,\nA. L. Whittenberg, Springfield; Indiana, Charles F. Miller; Iowa, Thomas R.\nRoberts, Independence; Kansas, M. E. Pearson, Kansas City; Kentucky, R. E.\nWilliams, Louisville; Louisiana, C. B. Turner, Baton Rouge; Maine, William B.\n\nJack; Maryland, William Burdick, Baltimore; Massachusetts, Annie C. Woodward,\nSomerville; Michigan, W. H. Pearce; Minnesota, Effie MacGregor; Mississippi,\nH. V. Cooper; Missouri, Thomas J. Walker; Montana, R. J. Cunningham, Helena;\nNebraska, M. C. Lefler, Lincoln; Nevada, Bertha Knemeyer; New Hampshire;\nPerley L. Horne, Derry; New Jersey, Alice J. Lemming; New Mexico, Marie G.\nBalling, Albuquerque; New York, W. H. Holmes, Mount Vernon; North Carolina,\nT. W. Andrews; North Dakota, Minnie J. Neilson; Ohio, H. C. Eldridge; Oklahoma,\n\nJohn\n\nG. Mitchell,\n\nEdmond;\n\nOregon,\n\nVida\n\nCannon;\n\nPennsylvania,\n\nGeorge\n\nRobb; Philippine Islands (no nomination and the president declared the present\ndirector, Luther B. Bewley, would be the one to vote upon) ; Porto Rico, Francisco\nVizcarrondo; Rhode Island (no nomination and the president declared the present\ndirector, Agnes M. Bacon, will be continued) ; South Carolina, George W. Wannamaker; South Dakota, N. E. Steele; Tennessee, P. L. Harned, Nashville; Texas,\nL. W. Rogers; Utah, B. A. Fowler; Vermont, C. H. Dempsey; Virginia, Joseph H.\nSaunders ;Virgin Islands (no nomination, the president declared the present director,\n\nArthur E. Lindborg, will be continued) ; Washington, J. E. Myers, Spokane; West\nVirginia, Joseph Rosier; Wisconsin, E. G. Doudna; Wyoming, A. A. Slade.\nMr. Blair: All in favor of electing the directors thus nominated will say aye.\nContrary no. They are declared duly elected directors of the National Education\nAssociation.\nWe will now stand adjourned.\nSecond Business Session, Wednesday, July 6, 1927\nThe second business session of the Seventh Representative Assembly, meeting\nin the Fifth Avenue Theatre, was called to order by the President, Francis G.\nBlair, of Springfield, Illinois, on Wednesday Morning, July 6, 1927, at the hour\nof 9 o’clock, when the following proceedings were had:\nThe president announced the Pageant to be given by ten thousand Seattle\nschool children at the University Stadium this evening, and urged delegates and\nothers to attend.\nElgia Dawley, Soprano of Seattle Civic Opera Company, accompanied by\nMyron Jacobson, Russian composer and pianist, sang songs, “Alleluia,” by Mozart,\nand “Eros,” by Grieg, and “Aria” from opera “Queen of Sheba.”\nState song by\nKansas.\nMr. Blair: Every member of this Delegate Assembly who has been actively\n\ninterested in the work of the National Education Association knows how during\nthe presidency of Miss Jones a new idea was brought forward, that of homes for\nretired teachers.\nThis morning I have asked Miss Jones and Mr. Siders to put\nbefore this legislative body the matter as it now stands, with the points they\nhave in mind for the future of this great idea, and I first call upon Miss Olive M.\nJones, Principal, Public School No. 120, New York City, Chairman of the Committee on Homes for Retired ‘Teachers.\nMiss Jones: Mr. Chairman, members of the Representative Assembly of the\nNational Education Association, I am going to plunge in right away to an\nabsolutely practical situation.\nI have given you the\nI have been before you twice, talking on this subject.\nin 1924 and 1925,\nthem\nfound\nwe\nas\nconditions\nthe\nyou\ngiven\nhave\nI\nargument.\nSince that time we\nthrough the partial survey that was made of this country.\n\n"}
{"page": 1082, "printed_page": null, "text": "NaTIONAL EpucaTIon ASSOCIATION\n1078\nrds en Shenities\nme\nPonce\nam\nSuisse\n(Muss Jones then\nhave had a number of very serious difficulties to overcome.\nthe cooperation\nfor\nplea\na\nin\nending\ngave a complete history of the movement\nof every teacher.)\n:\nMr. Blair: At the meeting of the Board of Directors at the Dallas meeting\nthis matter was placed in the hands of the Board of Trustees, and all future\nactivities looking toward the founding of these homes will be under the control\nThe Board of Trustees has already\nand direction of the Board of Trustees.\nappointed Miss Jones as chairman of the committee to carry forward certain\n\nactivities.\nman\n\n‘\n\nWalter\n\nDr.\n\nR. Siders, the chairman\n\nof the subcommittee\n\nof the Board\n\nthat looked into this matter\n\nof Trustees,\n\nand reported\n\nwho\n\nwas\n\nchair-\n\nat Dallas, will\n\nnow speak to you from his point of view on the plans and policies for homes for\nretired teachers—Dr. Walter R. Siders.\nMr. Siders: As Dr. Blair has said the business side of this devolves on the\nTrustees, the reason being that the Charter provides that the Permanent Fund\nshall be in charge of the Board of Trutsees, who shall provide for the safekeeping\nand investment of such fund and of all other funds which the corporation may\nreceive, by donations, bequests, or devises.\nAt the Dallas meeting several things were determined which will be of interest\nto you. It was decided that we would accept only unconditional gifts for buying\nlands or buildings thereon or equipping those buildings, or accept money for\n\nendowment or for maintenance, or monies might be accepted which would be\nused in part for maintenance and in part for the purpose of endowment, or part\nmaintenance with another institution, provided that the National Education Association would not lose a necessary control over such an institution.\n(He then read the opinion of an attorney on the points involved.)\nI hardly ever go into a Pullman car and see that sign that hangs out late at\nnight “Quiet is requested for the benefit of those who have retired” but that it\n\ncauses my mind to run on this subject. It is very difficult when one is in the\nmorning of life or stands in the strong moonshine of life to realize that the time\nwill come when the long, cool shadows of evening will creep over him, but very\ntruly is it written “Let him that is yet young beware lest he grow old.” It is the\ninevitable fate of all to come to the time when something of this sort will be\nneeded.\nI remember the shock with which I read an article entitled “I go to Kill my\nFather.”\nAn Eskimo of the Northland was making a trip into the interior, and\nwhen asked where he went he said “I go to kill my father.’\nIt is the custom,\n\nhe said, that when a man is too old to longer go to the hunt and maintain his\nplace among the strong and virile of the tribe that his oldest son shall take his\nlife with a knife.\nCivilization has taught us better manners.\nI sometimes wonder if it has taught\nus better feeling. If you plant flowers on my grave you do so to please yourself,\nthat the place where you put me away may look more attractive to you.\nThose\nlong, ugly sapsucking roots that go down into my face will not entertain me.\nI have been so much impressed with that saying that “A rose to the living is\nmore than sumptious wreaths to the dead, A rose to the living, if given before\n\nthe hungry spirit is fled, A rose to the living is more\n\nthe dead,”\n\nthat I wish\n\nto make\n\nthis plea.\n\nthan sumptious wreaths to\n\nTo\n\nus\n\nare\n\nstill alive\n\nas\n\nschool\n\nteachers\n\nwho\n\nmust\n\nsteps\n\nare\n\ntake the lead if anything ever comes of these homes, let us have a larger charity;\nlet us instead of spending our money on funeral wreaths and great funerals and\nfuneral\n\norations,\n\nlet us\n\nsee\n\nthat those\n\nwho\n\nand\n\nwhose\n\nfaltering that that money may be provided to supply those old people with\nthe\nnecessary comforts in their old age, and—as Miss Jones has so well said—that\nthey may have that which they crave most, companionship, and the assurance\n\n"}
{"page": 1083, "printed_page": null, "text": "MINUTES\n\nOF THE REPRESENTATIVE\n\nASSEMBLY\n\n1079\n\nthat they have not been forgotten by those with whom they have fallen out of step.\nMr. Blair: You have heard the outline of the plan devised under the authority\nof the Executive Committee and the Board of Trustees and approved by the\nBoard of Diréctors at Dallas.\nThe plan was matured under legal advice. If you listened to that plan as Dr.\nSiders read it through,\n\nreaching\n\ndown\n\nit had\n\nall the ear marks\n\nof a plan solid\n\nand substantial,\n\nto the ground.\n\nThese two statements present these two sides of the thing to us for your consideration. Miss Jones and Dr. Siders and the President of this Association crave\nyour consideration at this time.\nAny question, any\nthis plan?\nWe now\n\ncomments before we ask you to express your approval of\nawait any question cr any comment on these plans as pre-\n\nsented.\n\nMrs. Hill of California: We have in California offered a site for a home and\naccording to the remarks made this morning it seems we shall have to wait for a\nsurvey.\nHow about these two thousand that are waiting for a home?\nCan we\nnot work for having the homes sooner than the survey is made?\nWe have thirtyfive thousand teachers in California.\nCan we not make the whole western section\n\nof our United States a district for one of these homes? And I would like to know\nif we started something of that kind must these gifts go into the general fund or\nmay they go for sections?\nMr. Blair: 1 shall ask Miss Jones to answer the first part of your question\nand Dr. Siders the last part.\nMiss Jones: I see no objection to individual states or combinations of states\nstarting out to establish their own homes. Experience in that matter on the part\nof fraternal organizations, notably the Masonic organization, is to the effect\nthat sooner or later some of those homes will need to be subsidized from some\nnational fund; but in the meantime I see no reason why the individual states or\ncombinations of states may not proceed to raise funds and secure their own sites.\nMr. Blair: 1 will say that Massachusetts and Vermont have undertaken this\non their own responsibilities.\nI could not speak directly to the fact of just how\nfar they have gone but they have in operation, as I understand it, homes for\nretired teachers, under some modified plan such as has been suggested here.\nMrs. Hill: 1 would like to know if the funds we secure in the western section\nmay go for the home we might start, or does it go to the general fund?\nMr. Blair (To Mr. Siders): Funds contributed say in certain sections of the\nUnited States, will that go back to build homes in that section or will they become\na part of the federal fund?\nMr. Siders: It is the expression of the Board of Trustees if they accept any\nfunds to accept any reasonable conditions attached thereto.\nWhen we say “\nconditional gifts’ we mean by that we would not accept gifts that entail something\ncontrary to the interests of our organization.\nIf the people of any part of the\ncountry should wish to raise money for a home for that section, I cannot speak\nfor the rest of the trustees, but I think that I am right in saying that would be\nrecognized.\nA Member from Denver: Some of our delegates at Philadelphia caught some\nof Miss Jone’s enthusiasm and persuaded the Denver teachers to do some preparatory work that when Miss Jones called upon us for a definite program we might\n\nhave it ready.\n(She then described the Denver plan.)\nMr. Blair: That shows how the feeling is going to those localities where they\nhave immediately tried to get some concrete expression on this great sentiment.\nA Voice: 1 would like to ask what effect this would have on the retirement\nsystems being organized in the various states. Would not the legislatures begin\nto feel we\n\nwere\n\nprovided\n\nfor\n\nand\n\ntherefore\n\nwithdraw\n\nthe\n\nretirement\n\nfund?\n\n"}
{"page": 1084, "printed_page": null, "text": "EpuCcATION ASSOCIATION\n\nNATIONAL\n\n1080\n\neee\n\nee\n\n2S\n\neens\n\nre\n\nMiss Jones: No retirement allowance is or ever can be large enough to pay for\ncompanionship, for care, and for hospital service, such as has been talked about,\nand that is very well recognized by the persons who are making a study of retireOne is’ for the child,\nment allowances today. They are two separate problems.\nfor the cause of education, and the other is for companionship and care for\nretired teachers, which can never be bought with money.\n\nare really working\n\nA Voice: May those who\n\nmeet with Miss\n\non this problem\n\nJones and discuss this subject?\nMr. Blair: The question is raised whether those who are interested in this may\nmeet with Miss Jones, and I should say Dr. Siders, because there are two clearlv\n\ndefined sides to it. One is the legal side.\nA Foice: 1 would like to ask if the Olive M. Jones Fund\n\nmeans there will be\njust one national home, wherever they see fit to accept a gift, New York State or\nTexas or California or in the central section, wherever it may be, or would there\nbe sectional homes, helped out by sections or cities or by the states themselves?\nMr. Blair: 1 can answer that question because I have sat in at all these dis-\n\ncussions.\n\nWe\n\ncannot\n\ndetermine\n\nthat\n\nuntil\n\nthis\n\ninvestigation\n\nhas\n\nbeen\n\nput\n\non.\n\nWe do not know whether we want a single home.\nIt may be we wil] want one\nor two national homes; it may be they will all be of local character within the\nstates, aided by state contribution and by the fund in the hands of the Board of\nTrustees, but until we investigate and find out what the sentiment of the teachers\nis, we cannot answer, I think, definitely that particular question. Have I answered\n\nthat correctly, Miss Jones?\n(Miss Jones and Mr. Siders nodded\nMiss Whitacre of Indiana; If a motion is in order I would\n\napproval.).\nlike to make\n\na\n\nmotion so that these committees can get to work.\nTherefore I move you, Mr.\nPresident, that the committee be empowered to make the survey suggested by\n\nMiss Jones.\nMr. Blair: 1 think the motion should call upon the Board of Trustees to appoint\nthe necessary committees to begin the work just as soon as possible. If that meets\nwith the lady’s approval I will put the motion in that form.\nMiss Whitacre: It certainly meets with my approval.\nI just want to get the\nmachinery in motion.\nMr. Blair: The motion is that the Board of Trustees, in whose hands this has\nbeen placed, and which Board alone has the power to appoint committees, shall\nappoint all necessary committees as soon as possible to initiate the movement\nfor bringing about the concrete consummation of the plan for the establishment of\nhomes for retired teachers.\n(Said motion was then duly seconded and carried\nunanimously. )\nMr. Blair: Those seeking definite information may find Miss Jones and Dr.\nSiders in Parlor “A,” of the Olympic Hotel, tomorrow afternoon at 4:30.\nMiss Woodruff: We are considering one of the most momentous questions that\nhas ever arisen before this Association. It is a question that concerns every state\nand every little village and ewery city in every state, and which concerns every\none of us present\n\nat this assembly this morning,\n\ntime this resolution,\nwork\nknow\n\nOther committees\n\nand\n\nI would\n\nlike to offer\n\nare appointed by this Association\n\nwith untiring effort upon the thing they are appointed to work\nin this particular case, and we all know it, that Miss Jones,\n\npersistent,\n\ndetermined\n\ncould\n\nbe\n\nnot\n\ndone.\n\neffort\nShe\n\nhas\n\nhas\n\npushed\n\ngiven\n\nher\n\nthis thing\n\nwhen\n\nunselfish,\n\nuntiring\n\nmany\n\npeople\n\nsacrifice\n\nto\n\nat this\n\nand they\nupon.\nit\nwith her\n\nsaid\n\nit\n\nwhat\n\nis\n\nalmost, we believe, an impossibility, but ultimately it will be a success, and I wish\nto offer this resoltution, that this great body go on record as expressing our\n\nhearty appreciation to Miss Olive M. Jones in her work for this great movement.\n(Motion was seconded.)\n\n"}
{"page": 1085, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n1081\n\nMr. Blair: The motion is that this Representative Assembly express its appreciation and approval of the work done by Miss Olive M. Jones in forwarding this\ngreat movement.\nAll in favor say aye.\nMr. Blair: The motion is carried.\nMiss Jones: I want the delegates to know I appreciate that resolution, and\nmy heart was deeply touched by the action of the Board of Trustees.\nNothing\nin all my life has meant so much to me, and I do not expect anything will ever\nmean as much.\nMy heart is in this thing.\n\nMr.\n\nBlair:\n\nThis\n\nplan\n\nas outlined\n\nby Dr.\n\nSiders\n\nwill\n\nbe printed\n\nand\n\nplaced\n\nin the hands of every active member of the Association, so every detail as far\nas we have gone will be under the immediate observation of every active member\nof the Association.\nWe have now come to a very large and in my opinion most important question\nfor our consideration.\nI tried in every way I could to represent the country and\nevery section and every group upon this great committee, who should review the\ncharter and the bylaws and the question of this Representative Assembly and of\nthe Board of Directors and all the bodies under this, and what action should be\ntaken in modifying the Bylaws, if it should be found they were needed to be\nmodified, and upon that committee, if you will read the names over, you will\nfind every phase and type of education represented, and as I said to the Board\nof Directors the other day, I set about finding a man for the chairmanship of\nthat committee.\nI despaired.\nI thought of three or four men and consulted with\nthem, and they I know, saw the difficulties, and then one day in my office as if\nit burst from the sky above it came to me the man, by experience and every other\nway, in the confidence of the teachers, and in his ability, who was fitted to take\ncharge of this great committee, and that man was Dr. Claxton, and after some\nconsideration, no hasty snap judgment, he finally agreed to become chairman of\nthat committee.\nIt is my pleasure and my great delight to ask Dr. Claxton to take at this time\nas much as he wants of your time to explain the work of this committee and its\nfindings.\nMr. Claxton: Mr. Chairman and members of the Representative Assembly,\nthe report has been printed and I am asking the Pennsylvania delegation to.\ndistribute it. They are good at distribution.\n(The report is printed in the\nVolume of Proceedings with the Bylaws.)\nI shall ask that you do not attempt to read the report now.\nWe had printed\nfirst the Bylaws as they now are in one column.\nAfter we had agreed on the\namendments to be recommended, we had them set in type and printed in the\nsecond\n\ncolumn,\n\nso\n\nyou\n\nhave\n\na parallel\n\ncolumn\n\narrangement\n\nof\n\nthe\n\nBylaws\n\nas\n\nthey now are and of the recommendations.\nLet me give you somewhat the history of this committee. Dr. Blair, your President, has said it is not an easy task, and we found that it was not. I am sure we\nwere all convinced in the beginning that it would require much effort, but the\ncommittee recognized the fundamental importance of the work to the welfare of\nthe National Education Association, and we have acted accordingly.\n\nWhen: the committee met at Dallas there were\nhad three sessions—a total of nearly ten hours.\n\nfourteen members present. We\nThat there might be no hasty\n\njudgment we resolved at the Dallas meeting to vote on nothing that had to\ndo with the Bylaws, and that it might be considered from every possible point\nof view.\nThen a subcommittee was appeinted and met with seven members, six and the\n\nchairman, at Chicago, on April 20 and 21. You can remember the date if you\ncare to because those are the days on which Lindbergh flew across the Atlantic.\n\n"}
{"page": 1086, "printed_page": null, "text": "1082\nfatehinal ar cree\n\nNATIONAL EDUCATION ASSOCIATION\nStee\nCPE\n\nWe were in the air as long as he was, but we hope the landing will be as safe\nas his was on the other side.\nfifteen\nThat subcommittee held five meetings and was in session approximately\non\nprinciple,\nin\nor\nstatement\nfinal\nin\neither\nconclusion\na\nat\nWe arrived\nhours.\n\nThe most important of all we did not\nall items we took up for consideration.\narrive at a complete statement on, and it was asked that every member of the\nsubcommittee would give it more careful study and would send to the chairman\n;\nand secretary a letter containing this statement.\nThe committee met here and was in session about eight hours in three different meetings, and we came finally to a unanimous conclusion on the recom-\n\nmendations which we have submitted.\nNow, this was a small committee comparatively, twenty-four of us, of that\nnumber fourteen meeting at Dallas, and seven and Dr. Blair at the Chicago\nmeeting of the subcommittee, and fourteen or fifteen members were here, and\nwe gave altogether about thirty hours to it, beside the time we have given in our\nhomes.\nThere are three or four problems before us. One is the harmonizing of the\n\nBylaws with the constitution of the Association—the charter given by the Congress of the United States.\nThe charter provides that the Board of Directors shall be responsible for the\ngeneral management of the Association, for all of its business, and for everything which is not committed to the Board of Trustees.\nIt provides for an\nExecutive Committee, and the only power given to the Executive Committee\nis to serve as an administrative body, carrying out the general policies, -and\nworking under the direction of the Board of Directors between meetings.\nAs the Association has grown much larger than it was when the Bylaws were\nmade, certainly much larger than when the charter was obtained, it has come\nabout that much more business must be done, business which can hardly be\nforeseen by the Board of Directors in detail, and which requires the kind of\nwork that can only be done by a smaller body than the Board of Directors, and\nit was therefore suggested that wherever it is necessary for the Executive Committee to take action at all, it shall be stated in the Bylaws that they shall do\nthis, under the general direction of the Board of Directors.\nOne other thing which we did not do, let’s refer to before we get to this matter\nof the Representative Assembly.\nThe Bylaws have been amended many times,\nand many times very hurriedly.\nWe have not made much effort to do that\npart of the task, foreseeing that it could be done\\ best probably by having this\ncommittee or some other write the Bylaws from beginning to end, in the best\npossible English of which your committee might be capable, and in the fewest\npossible words.\nNow, the great immediate problem before us as to the legality of the Bylaws\nis the question of execution.\nThe Association was comparatively small when the Representative Assembly\nwas provided.\nIt has grown immensely since that time. I do not know what the\nmembership was, but I imagine about twenty thousand or less, and now it is nearly\ntwo hundred thousand, nearly ten times as large as it was then.\nThe income at that time was I imagine about ten percent of what it is now.\n\nA Representative Assembly we felt should be a legislative body if it is to do\nbusiness, and we thought that it ought to be small enough really to be a legislative\nbody and not merely a listening body, a group of people coming together to hear\nreports and to give passive assent to them.\nWe have therefore first considered the size of the Representative Assembly.\nYou will find the result of our deliberations on page 8 of the Committee Report.\nI am asking you to read Section 10.\nThese are the things we have had to submit.\nI want to say just one other word\n\n"}
{"page": 1087, "printed_page": null, "text": "MINUTES OF THE\nTar\n\nger pace SS\n\nREPRESENTATIVE ASSEMBLY\nie PL\nneat\n\nabout the size of the Representative\n\nAssembly.\n\nThere\n\nare\n\n1083\n\nregistered\n\nhere now\n\napproximately ten thousand members of the Association.\nThere are ten hundred,\na little bit more than one thousand, of the representatives here. Nine thousand of\nthem are not here.\nIf five hundred can do business as well as a thousand or\n\nten thousand or seventeen hundred or two thousand then there is a gain in\nhaving only five hunderd do it.\nAnother statement I wanted to make in regard to it. This Association is\nnow entitled to something like seventeen hundred or eighteen hundred delegates.\nThey are not all here; they have not all ever been present.\nOne reason for the formation of this representative body of delegates chosen\nfrom the various organizations was the fact that as we get in different sections\nof the country we get a greater variety of policies and ideas.\nIt is not the function of the committee to say your expenses shall be paid,\nbut the committee was very largely of the opinion, if not unanimous, that with\nthe smaller representative body it would be possible sooner or later to pay a\nlarge part of the expenses.\n(Dr. Claxton then took his report up point by point explaining why the change\nif any was made.\nHe promised that the report would be printed in the Proceedings and requested that all members study it during the year stating that\nthe report would come before the Representative Assembly in 1928.)\nMr. Blair: I have just spoken to the person who will be the President of the\nAssociation,\n\nand\n\nshe\n\nhas\n\nagreed,\n\nas\n\nstated,\n\nthat\n\nif she\n\nis elected\n\nDr.\n\nClaxton\n\nwill be made the chairman of this committee, if it is the wish of the Representative\nAssembly to continue this great committee.\nThe matter\nthe committee\n\nof the report made\nis before you.\nThe\n\nlike to defer until you have\n\nread\n\nby Dr. Claxton and the matter of continuing\nquestion on the plan itself perhaps you would\n\nit through\n\nwith some\n\nconsideration\n\nand\n\ncare,\n\nbut on this other question, will this body at this time authorize the continuance\nof this committee.\n(It was then moved and seconded that said committee he\ncontinued, and said motion was carried unanimously.)\n(The report is printed in the Proceedings and will be printed in the Official\nManual for 1928.)\nMr. Blair: I wish to say of what I have seen of Dr. Claxton’s work that it is\n\nmy candid opinion if we had gone out into the world of experts to have gotten\nto give the energy, the time and intelligence that he has given to\n\nsomeone\nthis\n\nmatter,\n\nunspgringly,\n\nit would\n\nhave\n\nbankrupted\n\nthe treasury,\n\nbut\n\nhe has\n\nand I am glad to know that he will be chairman\n\ngiven\n\nhis time\n\nof that committee.\n\nI cannot think of anybody thinking any other way.\nWe will pass to the next order of business, which is a report from the Secretary,\nJ. W. Crabtree.\nMr. Crabtree: Again you have the printed report in your hands, and it is\nonly necessary to refer to it.\nYou will find that it is composed of two parts, the first part being a decade of\nachievements, in which the Association is the principal factor.\nThe second part consists of suggestions of various kinds. You will perhaps be\ninterested in reading the report later on, if you have not already read it.\nThe suggestions in the second part have been considered by the different committees in the Association.\nThe Executive Committee has taken up some of\nthese suggestions.\nThe Board of Trustees have considered some of them and\nwill consider others.\nSome have gone to committees of various kinds.\nThe\nBoard of Directors have taken up some of them, and the Directors have taken\n\naction on two or three questions which I wish to submit for the approval\nRepresentative Assembly.\n\nof the\n\n"}
{"page": 1088, "printed_page": null, "text": "1084\nAo\n\nNATIONAL EpucaTION ASSOCIATION\nee\nee ee\n\nee\n\nee\n\nThe Board of Directors have\nOne item is on American Education Week.\nresolved as follows:\n“The officers of the Association are authorized to express to the President of\nthe United States the appreciation of 170,000 members for the proclamation\nwhich\n\nare\n\nhe has issued\n\nrequested\n\nSeptember,\n\nto\n\nfor the observation\n\ninvite\n\nhim\n\nfor the observation\n\nto\n\nissue\n\nof American\n\nEducation\n\nspecial\n\nproclamation,\n\na\n\nof the week,\n\nNovember\n\nWeek,\n\nand\n\nthey\n\npreferably\n\n7-13, for the year\n\nin\n\n1927.7\n\nThe Board further resolved:\n“The Secretary, with the cooperation of the Chairman of the Committee\non International Relations, is authorized to correspond with the national education associations and with the educational authorities of other nations on the\nadvantages of arranging to have an education week in every nation, when\nparticular attention shall be given to acquainting the public with the work which\nschools are actually doing and with their pressing needs.”\nThat is one resolution which is submitted for approval, and another is concerning the salaries paid instructors, assistant professors and professors in universities and colleges, the salaries at the present time being largely on the prewar basis,\nhis is the resolution passed by the Board of Directors and is\nsubmitted for approval:\n“The Secretary is instructed to cooperate with the officers of state and local\nassociations in acquainting the public and the college authorities with the importance of retaining an efficient faculty in the colleges, and with the necessity\nof paying better salaries to instructors, assistant professors and to professors to\naccomplish that end.\n‘\n“He is further authorized to use the research division in collecting information\non the question of salaries in colleges, as such information is needed by state\nand local associations in promoting better pay for members of college faculties.”\nI move, therefore, the approval of both of these resolutions passed by the Board\nof Directors.\nMr. Blair: You hear the report of our Secretary with the suggestions.\nDo I\nhear a second?\n(Motion was seconded.)\n(After discussion the motion was carried by a unanimous vote.)\nMr. Blair:\nThe next person I desire to introduce I cannot introduce without\na word of explanation.\n\nRunning over the minutes of the meetings I found Miss Cornelia S. Adair had\nbeen the one who had first recommended to the Board of Directors that a part\nof the expenses of this delegate body should be paid by the National Education\nAssociation.\nI appointed her on a committee to continue further study of that question, and\nwhen it came to formulate this program I asked her to speak before this representative body, and that letter fell into the hands of some of her friends who\nknew what I did not know at that time, that she would probably be a candidate\nfor the presidency of this Association, and one of these friends said “I do not think\n\nMiss Adair should be put on the program to speak on a controversial\ntherefore I suggest that you do not recommend\n\nI wrote to Miss Adair and\nbefore the Delegate Assembly\nyou\n\nmay\n\ncare to\n\nassign\n\nsubject, and\n\nher.”\n\nhere was the answer: “I am not afraid to come\nand to speak my mind on any question whatever\n\nto me.”\n\n‘That\n\nis the\n\nkind\n\nof timber\n\nthe\n\nnewly\n\nto be\n\nelected president of this Association is. And I now take pleasure in introducing\nMiss Cornelia 8. Adair, of Richmond, Virginia, who will speak on the question\nof Expenses of Delegates and Directors to the Convention of the National Education Association.\nMiss Adair: Some of my letters come to the hotel addressed to Miss Blair, so\nyou see President Blair has evidently added to his family.\n\n"}
{"page": 1089, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n1085\n\nI want to take this, my first, opportunity, to thank you for your generosity toward\nme on yesterday. I wish to do all in my power to be worthy of the great honor\nyou are conferring upon me. It is a little hard to come down from the happiness\nto which you have raised me to the consideration of financing delegates, but I have\nprepared this little paper, which I shall now read.\n(Miss Adair then read the\nstatement. It is printed in the Proceedings.)\nMiss Adair:\nThat we may have something to sort of agree on Mr. Chairman,\nI move you that the sum of ten thousand dollars be appropriated for delegates’\nexpenses for next year, and that the whole matter of the payment of delegates’\nand directors’ expenses be referred to the committee on the appointment of delegates and kindred matters, which is now headed by Dr. Claxton.\nIt seems to me the two matters are so closely linked they might be well handled\nby the same committee.\nMr. Blair:\nYou hear the motion.\nAny questions or comments?\nAny discussion?\nA Voice:\nIt seems to me as this motion carries with it an appropriation, that\nshould come before the Board of Directors.\nMiss Adair:\nI wish to change my motion to state that the matter be recommended to the Board of. Directors and that they make the appropriation.\n(Motion\n\nwas seconded.)\nMr. Blair: J think the point is well taken, and it is now moved\n\nand seconded\nthat the Representative Assembly recommend to the Board of Directors the approval and the setting aside of ten thousand dollars for the payment of delegates’\nexpenses to the next meeting of this National Education Association.\nAny discussion?\nIf not, all in favor will say aye.\n(Carried.)\nThat is approved by this\nbody, and will be transmitted to the Board of Directors.\nThe other is that of the question of the future policy of this Association—it may\nbe a matter of the Bylaws—with respect to paying the expenses of the Board\nof Directors and the delegates shall be referred to the committee at whose head\nis Dr. Claxton. Do I hear a motion on that?\nA Voice:\nJ make the motion, Mr. President.\n(The motion was seconded.)\nMr. Blair:\nIt is moved and seconded that this whole question of paying the\n\nexpenses of directors and delegates be referred to the Committee on Delegate\nRepresentation\nand Kindred Subjects.\nMr. Claxton:\n1 seldom differ from your very wise decisions.\nI am doubtful,\nhowever, if just now we could fix any definite statement in regard to it, other\nthan that which is now in the Bylaws, that the proper authorities shall work out\nfrom time to time methods, equitable methods, of paying the expenses of representaties and directors.\nThat might vary from year to year. I suppose, however,\n\nwhen I arose\nMr. Blair:\n\nI thought you had in mind fixing some definite statement\nNo. This is a general policy that you might from your committee\n\nrefer back, not the appropriation of any definite amount.\nMr. Claxton:\n1 have no objection then.\nA Voice:\n‘The present practice of paying expenses of the Board\n\nwhat is being done at this time?\nMr. Blair: They are being paid.\nThe Voice: Just for this one meeting?\nMr. Blair:\nJust this one meeting, and\nDallas.\n\nthe extra\n\nmeeting\n\nThe Voice:\n\nUnder what authority is that done at this time?\n\nMr. Blair:\n\nUnder the authority of the Board of Directors.\n\ntion?\n\nIf not, all in favor of this motion will say aye.\n\nMr. Blair:\n\nWe\n\nhave now\n\ncome\n\nwas\n\ncalled\n\nat\n\nAny further ques-\n\n(Carried unanimously.)\n\nto the end of the morning\n\nthank the delegates for their attendance.\n\nthat\n\nof Directors,\n\n(Adjournment.)\n\nprogram.\n\nI want\n\nto\n\n"}
{"page": 1090, "printed_page": null, "text": "1086\nOE\n\nNATIONAL\nes\n\nEpuCATION ASSOCIATION\nne\n\nThird Business Session, Thursday, July 7, 1927\nThe third business session of the Seventh Representative Assembly, meeting at\nSeattle, Washington, in the Fifth Avenue Theatre, was called to order by Presi-\n\ndent Blair, on Thursday morning, July 7, 1927, at 9 o’clock, when\n\nthe following\n\nproceedings were had: (The President made announcements, followed by songs\n(Before taking up the program, the audience was requested to\nand state stunts.)\nstand, when all repeated the Lord’s Prayer.)\nWe will now listen to an announcement by the Secretary of the\nMr. Blair:\nAssociation.\nMr. Crabtree: I do not know that you are acquainted with the help that we\nare getting from other great national associations. The American Medical Association, the American Bar Association, and the National Editorial Association are\namong those most interested in our work. We have had letters from each of these\nand others, expressing interest in the big program of this association. They want\nus to call upon them for help. They are interested in this meeting.\nWe have a\ntelegram which has just been received from the National Editorial Association\nwhich I take pleasure in reading:\n“The National Editorial Association sends most cordial greetings to the National\nEducation Association, and wishes you a profitable meeting.\nWe wish also to\nexpress our appreciation of the masterly address given by your honored President\nbefore our recent convention at Omaha.\nIt is true that both these great educational organizations are working along similar lines for the general good. We\nhave much in common, looking to the future welfare of our country.\nThe National\nEditorial Association, H. C. Hotaling, Executive Secretary.”\n(Applause.)\nMay I not reply thanking this great association and placing before it our major\nproblems for their consideration and help. We can depend on them.\nMr. Blair:\nInquiry has been made a number of times as to the enrolment at\nthe Seattle meeting. I have asked Secretary Crabtree to report on the enrolment\nat this time.\nMr. Crabtree:\n‘The enrolment has gone beyond the eight thousand mark. That\nis the largest enrolment for the third day that I recall. The attendance is therefore something beyond twelve thousand.\nMr. Blair:\n1 have asked President Walter P. Morgan of the Western Illinois\nState Teachers’ College, to present the topic this morning, The Policy of the Na-\n\ntional Education Association Toward Private Foundations and Other National\nOrganizations.\nMr. Morgan:\nMr. President, delegates of this great convention, and ladies and\ngentlemen: Before I take up the topic that is assigned to me on this program, I\nwish to make another statement.\nI feel sure that after what you have seen this\nmorning, you will not feel that Illinois is boasting in what I say. If you should\nhave that feeling, please bear in mind that we have the spirit of retirement or\nelse we have made a record at this convention for good behavior, for on the first\nmorning when we assembled here, we had a seat well down toward the center\n\nof the hall for Illinois. Yesterday morning we had dropped back under the\nbalcony. This morning somebody has placed us on a back seat, and I am sure\nour behavior has been good. The thing I want to say is that Illinois is very\nproud of what she has brought to this great convention this week as a presiding\nofficer, (Mr. Morgan then presented a prepared address which is printed in the\nProceedings.)\nMr. Blair: The pinch hitter brought in all bases and made a home run in\nmy opinion.\n(After pointing out some of the mistakes of foundations he said:)\nThe question is now open for discussion.\nAny comment or observations which\nyou wish to make upon the relations of the National Education Association toward\nother national organizations or toward private foundations?\nMr. Rosier of West Virginia:\n\n1 want first of all to compliment President Morgan\n\n"}
{"page": 1091, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n1087\n\nfor the very able way in which he has presented the topic. I think the relations\nof the National Education Association to private foundations, based on some experience which I have had and upon surveys which have come under my observation, is one of the most important problems we are confronting or that is confronting public education in this country.\nI think that it would be most disastrous to the educational cause of this country\nif the appropriation of these foundations should be used for the promotion of the\npersonal opinions of the representatives of these agencies. Where these appropriations are dedicated to the purpose of the founders we ought to accept it in the\nsame spirit in which it is given, but I believe that the matter which Mr. Morgan\nbrings to our attention is a matter of the highest importance, and possibly the best\nway to work it out is to settle the matter and secure a close relation between these\ngreat foundations, which are extending financial aid, and in some instances are\nattempting to direct the education of this country, and the National Education\nAssociation, as a condition to the acceptance of their aid.\nI believe this is one of the most important problems presented to us this week.\nMr. Blair:\nI want to suggest to my successor that it is a theme that might\nwell be extended on the program of the Assembly at our next meeting.\nWe are ready now to take up the next discussion, which is Federal Legislation.\nDr. Davidson has done a great work in organizing this committee on Federal\nLegislation,and some people on that committee are not in favor of a federal bill.\nThey were put there because of their great standing and their great influence,\nand we want this Association, it seems to me, not to overlook the fact that unless\nWwe Can convince our own group, unless we can get our own group behind the bill,\nit stands no show whatever, and I think the great work that Dr. Davidson and\nMiss Charl O. Williams have done during the last year in putting the organization into every congressional district and into every county of the states is one\nof the maximum achievements of this Association in this field, and now for the\nnext forty-five minutes, if they wish that time, I am going to ask Miss Williams\nand Dr. Davidson to explain their plans and their policies on federal legislation,\nand state legislation for that matter.\n(After complimenting Miss Williams on her\nwork he called upon her to speak on the Bill.)\nMiss Williams:\nI am very grateful indeed to the President of the Association,\n\nnot only for what he has said this morning, but for all the kind things he has\nsaid and done throughout the twelve months of this administration.\nI think Dr.\nBlair came at a time when we needed him very much, and everything he has done\nand said in this legislative work has advanced the cause.\n\nI am going to leave to Dr. Davidson to tell you about the situation in Congress\nand pass\n\nover\n\nthat portion of my\n\nreport.\n\n(Miss\n\nWilliams\n\nthen gave\n\nan\n\naccount\n\nof her work in the promotion of the new Education Bill. She mentioned the mass\nof literature which had been printed and distributed; the state-wide debates that\nhad been conducted\n\nin high schools, colleges,\n\nand\n\nuniversities;\n\nthe cooperation\n\nof\n\ngreat national organizations; the attitude of Senators and Congressmen; the need\nof definite information among members of the association; the nature of the opposition\n\nto the bill\n\nand\n\nan\n\noutline\n\nof the machinery\n\nwhich\n\ncarrying out the policies of the committee.)\nMr. Blair: In selecting a chairman for the Legislative\n\nhad\n\nbeen\n\nCommittee,\n\nset\n\nup\n\nfor\n\nI was\n\nnot\n\nunmindful or unappreciative of the great work that had been done by that committee and its chairman in the years gone by, but I had a sort of feeling, if I\nmay say it, that probably a new adjustment might help us push this thing over\nthe grade.\nI looked for a man for that position; I have met him in the Education Council\n\nand at great national conventions. I went to him for his vote for a candidate I\nwas interested in and I got to understand the position he occupied in that great\nassemblage.\nI have known him in the great education councils and at political\n\n"}
{"page": 1092, "printed_page": null, "text": "EpUCATION\n\nNatTionaL\n\n1088\n\nASSOCIATION\n\nEee\n\nconventions. When I thought of Miss Williams coming from the South and being\naligned with the Democratic party, it seemed that it might be well to help put\nthe great program over by selecting a man standing mountain high in education.\nHe had also had contacts with Senators and Congressmen and men of that character, used to great national political conventions, and it was on this ground that\nDr. Davidson, Superintendent of Schools of Pittsburgh, was chosen as chairman\n\nof this committee.\n\nEverything I dreamed\n\nthan realized by his\n\nof has been more\n\nIt gives me great pleasure to introwork at the head of this great commission.\nduce Dr. Davidson, who will speak on the federal bill and the Legislative Com-\n\nmission.\nMr. President, ladies and gentlemen, as I stand struggling, for\nDr. Davidson:\na moment to get my bearings upon what I might best and most profitably say,\nso as to avoid wasting your time, I find my mind still hanging upon the words\nof introduction spoken by the president of this great Association.\nWhen he drafted me for this position I felt possibly that he knew as well as I\nknew that he was making a tremendous mistake. I knew how he loved Dr. Strayer,\nfor he had revealed that fact to me but never in my life had I been so puzzled as\nto what to do as when his letter came saying he was not appointing me, that he\nwas drafting me, and so, like many of this Association, after pondering over the\nmatter throughfully I took the train and went to New York City and out to\nColumbia University and had an interview with the chairman of the cammittee on\nlegislation.\nWhen I looked George Strayer in the eye, I said to him “Blair is making a\nterrible mistake, but I want to know if I should bring myself to undertake such\na responsible position in the affairs of the Association; whether you will feel you\ncan work with me on this commission as a member in the future as I have tried\n\nin my way\n\nto work\n\nwith you.”\n\nAnd\n\nhis reply was\n\ncharacteristic of him, and his pledge of support was\n\nthat I wert back home\nthe chairmanship,\n\nso generous,\n\nas is always\n\nso complete and whole souled\n\nand wired Dr. Blair “I accept your challenge to take up\n\non the condition that you shall have\n\na committee\n\nthat will rep-\n\nresent the best ideals of the Association, and that it shall be made in its appointment as broad as the nation and as independent as the profound thinking of this\nbody on this question when it finally reaches its conclusions, to say to it that the\nCongress of the United States is to do its duty in placing a Secretary on the Ship\nof State to guide the course of learning straight in America.”\nAnd\nspeeches\n\nnow\n\nI had prepared a line of thought, but like you\n\ninto the discard\n\nand\n\ninto the\n\nscrap\n\npile than\n\nI have\n\nI ever\n\nhave\n\nthrown\nbeen\n\nmore\nable\n\nto\n\ndeliver.\nJust now, called to the wing, a special request was made upon me, which seemed\nso sincerely to represent a conviction of the membership of this body, that I feel\n\nmyself impelled and compelled to place the iron on the anvil and with hammer,\nforge out a speech in this presence that will meet the wishes put to me just now\nin the wing. And the question put to me is “What is the Federal Bill about which\nwe have been writing and about which we have been talking?”\n“What are its\ndetails?”\nSo much has been said and so much has been written in the past and so much\nhas been spoken upon bills that have been before this body and before the teachers\nof America and before Congress that a resultant confusion is evident at this time\neven in the minds of many members occupying seats as delegates upon this hook\n\nFundamentally let me say that over and above all this bill is part of a great\nnational program of education which focuses upon the most important living\nobject in America\n\ntoday,\n\nschools of the land.\nProceedings.)\nMr. Blair: I gather\nsession\n\nto run\n\nthe child\n\n(He\n\nthe i\n\nthen\n\nenroled\n\ndelivered\n\ni\n\nin the public\n\nan-address\n\nschools\n\nwhich\n\nand\n\ni\n\nmee “ake pantole Sg ae ; aa 'aM\nwill\n\nin all the\n\nis printed\n\nin the\n\n:\nSt\nnot\n\nVets\nbreakOW\nover\n\nedgapainele\non\nthat.\n\n"}
{"page": 1093, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n1089\n\nAt this time I had intended to have an extended discussion, as extended as you\ndesired, of this great bill, but I know we will pardon the enthusiasm of these\ntwo people which has caused them to use up the time, and we all know they have\nadded greatly to our appreciation of the work they are doing.\nThis committee is one of the great continuing committees, but it needs the approval of this delegate body, and whatever discussion we have in the remaining\nseven minutes of time I hope may circle about the motion to continue the committee on federal legislation. I shall entertain a motion of that kind.\nDr. Thomas:\nI move that the committee be continued.\n(The motion was duly seconded.)\nMr. Blair: Dr. Thomas of Maine moves the Legislative Commission be continued as the great legislative body on our federal legislation and there is a\nsecond to that motion. Any discussion?\nIf not, all in favor will signify the same\nby saying aye.\n(Carried unanimously.)\nI call attention to the amendment to our Bylaws which provides that the director\nof each state shall be nominated by the state association, and then come down\nto be approved. It will obviate a very great many inconveniences of the members\nmeeting now in little groups here and there. That amendment is printed in your\nOfficial Manual on page 63.\nIt would not be right or wise to take it up at this late hour for us to vote\nupon it, but I ask you to read it over and in the morning one of the first things\nto come up at this Representative Assembly will be that amendment upon which\nwe will vote.\nMr. Saunders of Virginia: At this particular time I have a motion to go to the\nCommittee on Committees to be presented in the report tomorrow morning, and\nunless it is offered at this time it will not have an opportunity to get before them.\nIt is a report from a committee which you appointed Tuesday morning, to consider this general matter brought up here in the discussion by Dr. Rosier of West\nVirginia. May I offer the motion?\nMr. Blair:\n\nI would\n\nbe very glad to have you do so.\n\nMr. Saunders: This committee of the chairmen of the state delegations had\nseveral sessions and in the final session, this motion was submitted:\n“T move that this body recommend to the Committee on Committees that it\nprovide for a committee of seven, to be known as the Committee of Reference\nfor the annual meeting, and that this committee have one member from each of\nthe following sections of the United States: Atlantic States, East Central States,\nSouth Central States, North Central States, West Central States, Rocky Mountain\nStates, and Western States, and that this committee be elected by the chairmen of\n\nthe state delegations on the first day of the annual meeting, in order that such\nquestions as come up unexpectedly and without thoughtful consideration may, at\nthe discretion of the President of the Association, be referred to this committee\nfor consideration, with or without consultation with the chairmen of the state\ndelegations, to the end that recommendations may be made back to the delegate\nbody at its regular meetings during the convention.”\nThis motion takes into consideration all the elements that were brought out in\nthe discussion on the floor that morning and in the various discussions of the\ncommittee afterwards, in providing a method of reference for matters that\nneed further consideration, and I offer this motion as the report of that committee.\n(The motion was duly seconded.)\n\nMr. Blair: I sat in with that group, the chairmen of the various state delegations here, and I am convinced from what I heard there that this motion represents\na fine solution of the situation. It will give this body one committee representative\nof the various\n\nsections of this country to which\n\nmoot\n\nquestions that fail to spring\n\nIs there any discussion.\nout of the body on this platform may be referred.\nunanimously.)\n(Carried\naye.\nsay\nwill\nmotion\nthe\nof\nnot, all in favor\n\nIf\n\n"}
{"page": 1094, "printed_page": null, "text": "EpUCATION\n\nNATIONAL\n\n1090\nenn\n\nASSOCIATION\nLEO\n\nELLLEL ADA\n\nISA\n\nte\n\nhecn nn\n\ncre\n\nMr. Crabtree: One of the large cities of this commonwealth asks the Secretary,\nout of appreciation of the good work of our worthy President to extend their\ngreetings—the greetings of the city of Tacoma—to President Blair.\nMr. Blair: I think the people of Tacoma and Seattle have taken Dr. Siders\nseriously, that we would rather have the flowers of the plant touch us in the face\nthan the roots that come downward, and the President appreciated this very much\nindeed. We are now adjourned.\n\nFourth Business Session, Friday, July 8, 1927\n\nThe fourth and final business session of the Representative Assembly, meeting\nat Seattle, Washington, Fifth Avenue Theatre, was called to order by President\nBlair on Friday morning, July 8, 1927, at 9 o’clock, when the following proceedings were had:\nMr. Blair:\n1 wish to express our appreciation of the fine music furnished by\nthe City of Seattle.\n\nMiss\n\nMary\n\nWe\n\nwill\n\nMcSkimmon.\n\nnow\n\n(The\n\nstand\n\nand\n\nrepeat\n\naudience\n\nthen\n\nstood\n\nthe Lord’s\n\nand\n\nPrayer,\n\nrepeated\n\nled by\n\nthe\n\nLord’s\n\nPrayer.)\n\nMr. Blair:\nI wrote at least a dozen letters to Superintendent Cole of Seattle\nasking him to appear on the program, but to each one of my solicitations he said\n“No, I do not want to appear on the program; I have all I can do, and I want\nto do that the best I can with the teachers of Seattle.”\nHe is one. of the most selfeffacing, retiring men I have ever known.\nHe has\narranged for the great school exhibit to be continued open into next wéek, so\nthat any teacher remaining over may see that exhibit. I know you who have not\nseen it will make arrangements to see that great exhibit.\nWe are ready to take up the order of business of the morning. ‘The first item\non the program is a report from the Treasurer, our own Dean Smith.\nMr. Smith: Mr. President and Delegates, you will find copies of the Treasurer’s\nreport in your hands, as the report has been distributed to you, consisting of a\nfour-page pamphlet. Will you please turn to that report?\nI shall take only three\nminutes to give the summary.\n(The Treasurer’s report is printed in the Proceedings.)\n\nMr. Blair:\nIt is moved and seconded that we accept this report. Any discussion?\nIf not, all in favor of accepting this report will say aye.\n(Carried\nunanimously.)\nMr. Blair: The next order of business is the report from the President of the\nBoard of Trustees, Dr. Siders.\nDr. Siders:\nJ understand this report is in your hands, the report of the auditors. If I may make some very brief comments, I think they will enable you to\nunderstand the report without a reading of the figures. (Dr. Siders then explained\nthe various items in the report.\n\nThe\n\nreport is printed in the Proceedings.)\n\nMr. Holloway:\nI think the report shows the balance on hand May 31, 1926, as\nshown in the auditor’s account, and as shown in the Treasurer’s account, ought\nto be explained.\n\nThere\n\nis a typographical\n\nerror in there, I think.\n\nIn one case it\n\nis $56,875.47 and in the other case it is $58,875.47.\nMr. Smith; Fifty-eight is right.\nMr. Blair: There is one place where the date is wrong.\nIt says 1917, where it\nought to say 1927. With those corrections the report is ready for acceptance or\nrejection.\n(It was then duly moved and seconded that the report be accepted.)\nMr, Blair: Any questions or discussion on this report? If not, those in favor\nof the acceptance of the report will say aye. (Carried unanimously.)\nMr.\n\nBlair:\n\nEach\n\nyear\n\nthe President\n\nis required\n\nto\n\nsecure\n\na firm\n\nof trained\n\naccountants to go to Washington and go over the reports.\nThe Executive Committee this year asked through the President that these trained accountants not\nonly audit the accounts, but that they make suggestions to the President and Execu-\n\n"}
{"page": 1095, "printed_page": null, "text": "!\n\nMINUTES\n\ntive Committee\n\nOF THE\n\nof how the method\n\nREPRESENTATIVE\nof bookkeeping\n\nASSEMBLY\n\n1091\n\nat Washington\n\nmight be im-\n\nproved, if at all.\nThat report had to be referred to a committee of this Association and that\ncommittee has reported back and I am asking Secretary Crabtree to read the re(Mr. Crabtree then presented the following,\nport of that committee at this time.\nto-wit:)\nSeattle, Washington, July 8, 1927.\nFrancis G. Blair, President\nNational Education Association\nSeattle, Washington.\nMr. President:\nWe, your committee, appointed to consider the report of the accountants who\n\naudited the books of the Association, recommend that that part of their report\nwhich certified that the moneys of the Association were properly accounted for\nand that the balances were intact and properly safeguarded, be accepted.\nIn addition to their audit of the books, you asked for certain suggestions regarding methods of bookkeeping.\nWe recommend that the Representative Assembly refer that part of the report, dealing with methods of bookkeeping to\nthe Board of Directors with the recommendation that it be referred to the Executive Committee for such investigation and action as may be deemed advisable.\nRespectfully submitted,\nFlorence M. Hale, Maine,\nJ. H. Kelley, Pennsylvania,\nUel W. Lamkin,\n\nMissouri,\n\nChairman.\nMr. Crabtree:\n1 move the adoption of this report.\n(The motion was seconded.)\nMr. Blair:\n‘This report is a report of the committee of this Association that\nreviewed the report of the trained accountants that went to Washington and went\nover the reports and you will see that the first is merely to be accepted.\nThe\n\nsecond part is a letter with the suggestions\n\nof how certain duplications,\n\nperhaps\n\ncertain things in the bookkeeping, might be improved and the committee recommends that the Representative Assembly refer that to the Board of Directors, so\nthe Executive Committee may take it up and work with the central office to work\nit out. Is there any discussion?\nIf not, the action of the first part of the report\nis to accept it and to refer the second part of it to the Board of Directors will be\nvoted on. All in favor of the motion will say aye.\n(Carried unanimously.)\nI am asking Mr. Newlon to make the report for the Committee on Committees.\n\nMr. Newlon:\nThe report of the Committee on Committees will be very brief.\nfind that the President and the Executive Committee have carried out the\n\nWe\n\nand which\n\nyou\n\napproved,\n\ntion at this time is to indicate the committees\n\nrecommendations\n\nwe\n\nthink should\n\nthose\n\nwe\n\nthink\n\nmade\nshould\n\na year\n\nago,\n\nbe transferred,\n\nand our\n\nonly func-\n\nbe continued\n\nto report to other bodies,\n\nand\n\nor to be discon-\n\ntinued.\nWe recommend that the Commission on the American School Program be discontinued; that committee has not been active, largely due to the ill health of the\nchairman and we understand that it is the opinion of Dr. Owen, the chairman,\nthat it should be discontinued.\nThe Committee on the Appointment of Delegates\nDr. Claxton is chairman, is to be continued.\n\nThe\nThe\n\nand Kindred\n\nSubjects, of which\n\nCommittee on Community Relations to be discontinued.\nWe therefore\nEditorial Council does not seem to be active.\n\nrecommend\n\nthe discontinuance of this committee.\nThe\n\nCommittee\n\non\n\nEducational\n\nProblems\n\nin Colored\n\nSchools,\n\nmittee, and we recommend that it continue.\nTo continue the Committee on Ethics of the Profession.\nTo continue the Committee on Homes for Retired Teachers,\n\nan\n\nactive\n\ncom-\n\n"}
{"page": 1096, "printed_page": null, "text": "ASSOCIATION\n\nNATIONAL EDUCATION\n\n1092\n\nRefer to the Department of Health Education, the Committee on Health EducaDetion but we recommend that an appropriation be made that will enable the\ncooperaits\ncontinue\nto\ncommittee,\nnew\na\nthrough\npartment of Health Education,\ntion with the American Medical Association in a very important piece of work.\nContinue the Committee on International Relations.\nThe Legislative Commission and the Committee on School Libraries are continued.\nContinue the Committee\nvision of Departments.\nThe\n\nCommittee\n\non Retirement\n\non Rules, of course,\n\nAllowances\n\nand\n\non\n\nthe Committee\n\nRe-\n\nis necessary.\n\nThe Committee on School Museum Relations to be discontinued.\nWe recommend that the Committee on Visual Education be referred\n\nto the\n\nDepartment of Visual Education.\nThe Budget Committee, of course, will be necessary.\nThere seems to be a desire on the part of a number of people there should be\na new committee on salaries.\nIt has been years since the Association has had a\ncommittee on salaries and, during the time that has elapsed since the last report,\nthere have been a number of important developments; a number of forward looking salary schedules have been adopted and certain problems have arisen.\n\nThe Research Division under Dr. Norton has done a remarkably fine piece of\nwork in collecting statistics on salaries. I believe it is the custom of that Division\nnow to make an extensive survey every two years.\nWe recommend that the President appoint a committee on the economic status\nof teachers and that it be the function of this committee, with Dr. Norton and his\n\nassociates, to prepare within the next year another report that will state what we\nnow\n\nknow\n\nor think\n\nwe\n\nknow\n\nin regard\n\nto the development\n\nof salary\n\nschedules\n\nand in regard to the great problem of the economic status of teachers, not only in\nthe elementary and secondary schools, but in the colleges and universities\n\nWe\n\nbelieve the time has come for such a report and it would\n\nas well.\n\nbe very usable by\n\nmany who are concerned with the technical problem of salary schedule making.\n\nWe suggest—not recommend, but suggest—that the Secretary raise the question\nwith the Curriculum Commission to decide whether it would be best to make a\nrecommendation as to character education in the schools, something that might\nprove as an outlet for teachers and executives and something that might inform\nthe lay public as to the importance of the matter which we adapt to that objective\n\nof education and something\n\nas to the methods which we employ in our attempts\n\nto achieve that objective.\nNow, Mr. President, this is a very informal\nit is proper to move\n\nreport and I do not know\n\nwhether\n\nthat it be approved or not.\n\nMr. Blair: I think so.\nMr. Newlon:\nI therefore move its adoption.\nMr. Blair: You hear this report. A motion and second is before you to approve\nthe report of this committee that Mr. Newlon has made.\nI believe there was a\nsecond.\n(The motion was seconded.)\n\nA Voice:\n\nDid I understand when I listened to the report there was no refer-\n\nence to a Committee on Tenure?\n\nMr. Blair:\n; Dr. Claxton:\n\nIf that was omitted, it was by mistake.\nMaybe\n\nthe Assembly would\n\nlike to hear the committees\n\ncontinued\n\nin one group and those discontinued in one group.\nMr. Blair: Mr. Newlon will read the committees to be discontinued first, if he will.\nMr. Newlon:\n\nThe Committee\n\non\n\nthe Appointment\n\nof Delegates\n\nand\n\nKindred\n\nSubjects is to be continued and the following committees are also to be continued:\nthe Committee on Educational Problems in Colored Schools; on Ethics; on Homes\n\nfor Retired Teachers ; on International Relations; the Legislative Commission,\nand on School Libraries; Resolutions of course would be continued, but\nnot under\n\nour recommendation ; on Retirement Allowances; on Revision of\nDepartments;\nthe Rules Committee; the Budget Committee; the Necrology Committee.\nThese\n\n"}
{"page": 1097, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE:\n\nASSEMBLY\n\n1093 ©\n\nare the committees we recommend to be continued. JI think I have read all of\nthem.\nThis list I have in my hand might not be absolutely complete.\nThe committees that are not to be continued as committees of the Representative\nAssembly: The American School Program; the Community Relations Committee;\n\nthe Editorial Council; the Committee on Health Education is to be referred to the\nDepartment;\n\nSchool Museum\n\nRelations;\n\nVisual\n\nEducation.\n\nWe also recommend the creation of a committee on the economic status of teachers.\nMr. Blair: You have heard this restatement.\nMr. Saunders:\nMr. President, the body has, by resolution, instructed the Committee on Committees to report a Committee on Reference.\nI did not hear any\nreference to that.\nMr. Blair:\nThat is a committee of this body already adopted and approved\nby this body but we will include that amongst the committees.\nMr. Newlon:\nI mizht refer to the fact that such a committee had been created\nby the Representative Assembly.\nWe did not consider it necessary to make a,\nrecommendation on that point.\nMr. Blair:\nBut that should be included in the list. Any further discussion?\nIf not, all in favor of continuing those committees recommended to be continued\nand discontinuing those recommended to be discontinued will signify the same by\nsaying aye.\n(Carried unanimously.)\nMr. Blair:\nThe report is adopted and the recommendations approved.\nThe next report for the Executive Committee is on the budget and I will ask\nDr. Siders to make that report also, as he was chairman\n\nof the Budget Committee.\n\nDr. Siders: The work of the Budget Committee is to assemble all requests for\nexpenditures, to total these, and to check them against the amount of income which\nis available under the resolutions of the Board of Directors.\n(He then explained\nthe various items in the report. It is printed in the Proceedings.)\nThese are the requests for money balanced up, totaled and made to agree with\nthe money available. I move its adoption.\nMr. Blair:\nYou hear this report which was made the subject of a two hour\ndiscussion by the Board of Directors.\nIt was approved by the Board of Directors\nbut we felt both bodies should have this report before them and Dr. Siders moves\nthe acceptance of this report by this body. If there is a second I shall put it to\na vote.\n(The motion was seconded.)\nMr. Blair: It is moved and seconded that the Representative Assembly approve\nin its general principles this Budget presented to you.\nAre there any remarks?\nThe Budget Committee consisted of Dr. Siders, David Felmley, Frank E. Reynolds,\n\nHenry Lester Smith, and Julia E,. Sullivan.\nAny comment?\nAll those in favor\nof its adoption will say aye.\n(Unanimously carried.)\n(The Report of the Budget Committee is printed in the Proceedings.)\nMr. Blair: The next item is the report of the Necrology Committee by Ernest\nL. Crandall.\n(Mr. Crandall then presented the Committee report which is printed\nin full in the Proceedings.)\n(At the conclusion of Mr. Crandall’s paper all present\nstood in silent meditation.)\nMr. Blair: On behalf of this department I want to thank you for this beautiful\nimpressive memorial you have given us for our brethren who have passed away\nduring this year.\nUnder the item, Unfinished Business, the amendment to the Bylaws which was\npresented at Philadelphia last year, providing that a director from each state shall\n\nbe nominated by the state association instead of as at present, is now before us\nfor consideration.\nShall I have the amendment read? ‘The Secretary will read it.\nMr. Crabtree:\n“Amend Section 2, Article 2, of the Bylaws, as follows:\n“Strike out the third sentence of the said Section 2 and insert, instead the\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 member\n\n"}
{"page": 1098, "printed_page": null, "text": "NationaL EpucaTion AssocIATION\n1094\nIR MEET EI\nSaheciemnMn NU ie ihr cts\nof the Board of Directors, provided that a nomination for member of the Board\nof Directors has not already been made by the state teachers’ association or by\nthe educational association of such state, territory or district and the nomination\nso made\n\nreported to the Secretary of the Association\n\nsentative\n\nAssembly,\n\nby him\n\nso as to be received\n\nnot later than ten days before the first day of the annual meeting; the nomination\nfor state member of the Board of Directors may be made by the Representative\nAssembly of the state teachers’ association or the educational association of the\nstate, territory or district or, in a state, territory or district not having a Reprein such\n\nmanner\n\nas the state\n\nteachers’\n\nor\n\nassociation\n\neduca-\n\ntion association of the state, territory or district may determine. The name of the\nperson nominated shall be reported to the Representative Assembly at the first\nbusiness meeting upon roll call of the states.’\nMr. Blair: You have heard this amendment, offered by Mr. Pearse of Wisconsin, at the meeting of this Representative Assembly in Philadelphia last year.\nWhat is your pleasure?\n:\nMr. Simpson of Indiana:\nI move that the amendment be amended to include\nthe member of the Committee on Resolutions and the member on the Committee\non Necrology.\n(The motion was duly seconded.)\nMr. Blair:\nIt is moved and seconded that this amendment to the Bylaws be\namended by including the member of the Resolutions Committee and the member\nof the Necrology Committee.\nIs there any discussion of this amendment?\nMr. Rosier:\nI move that the report be adopted.\nMr. Blair: It is moved this amendment to the Bylaws be adopted by this body\nand then when it is adopted there is an amendment pending to it. (The motion\nwas then duly seconded.)\nMr. Blair:\n\nThe\n\namendment,\n\nwithout\n\nrestating it, will be considered\n\nas made,\n\nthat this be amended so as to include by the state association or state educational\nsociety, the members of the Resolutions Committee and the Necrology Committee.\nMr. Saunders:\n\nI want to move\n\nyou, sir, that the pending motion, together with\n\nthe amendment, be referred to the Committee of Dr. Claxton, which has in charge\nthis whole reorganization process, because I believe this motion needs further consideration from this standpoint.\nMr. Blair:\nThe substitute motion is made to refer this proposed amendment\nwith the motion here to amend, to the Committee on Delegate Representation and\nKindred Subjects. Any other comment?\nA Voice:\nI want to raise the question whether or not the state association, as\n\nnot being in full membership\n\nunder\n\nour\n\nconstitution,\n\ncould\n\nelect a director\n\nfor\n\nthis Association.\nI think there is a question of constitutionality.\nThe other question is the amendment to this amendment, which is, in effect, a new amendment,\nwhether or not that can be submitted from the floor and voted upon at this time.\nMr. Blair:\nUnless the amendment changes the essential nature of the amendment, it would be germane and a matter of proper consideration.\n\nA Voice:\n\nIn matters of legislation,\n\na motion\n\ninvolving more\n\nthan one subject\n\nwould not be legal. The question I raise is whether or not they can all be included under this amendment as it was'set out a year ago?\nMr. Blair: That is a technical point I do not think we are called upon to rule\nupon at this time, but it probably is well taken. The question before us is a substitute motion to refer this pending amendment to the Bylaws, with the motion to\namend the amendment, to this committee.\nAny further discussion?\n\nA Voice:\n(From\n\n1 move that the whole matter be laid on the table.\n\ndifferent parts of the house came\n\n“Question.”\n\n“Question.”\n\n“Question.” )\n\nMr. Blair: There is no second to the motion to lay on the table.\n(The motion was then secondéd. )\nMr. Blair: J hear a second to lay on the table. This motion takes precedence\nover all others. Those in favor of laying the entire matter on the table will say\n\naye. (Ayes voted.)\nThose not in favor of laying the entire matter on the table\n(Noes voted. Motion lost:)\nwill say no.\n\n"}
{"page": 1099, "printed_page": null, "text": "MINUTES\nSSS\n\n88\n\nOF THE REPRESENTATIVE\n\n——————E————ee—\n\nee\n\nASSEMBLY\n\n1095\nee\n\nMr. Blair:\nThe motion before you now is to refer the whole matter to the\nCommittee on Representative Assembly and Kindred Subjects for subsequent report to this Assembly.\nAll in favor will say aye.\n(Carried unanimously.)\nMr. Blair: The ayes have it and the motion is referred to that committee, the\nentire matter is referred to that committee.\n.\nThe next order of business is the Report of the Resolutions Committee, of which\nDr. Strayer is chairman.\n(The resolutions are printed in full in the Proceedings.)\nDr. Strayer: By the action of the Representative Assembly, the Resolutions Committee of last year was continued and instructed to act for the current year. The\nthought of the Assembly was, as I understood it, that the Resolutions Committee\nshould be at work during the year and not merely during the annual meeting.\nMuch time and attention has been given to these proposed resolutions.\nI would like, if it meets with the pleasure of the Assembly, Mr. President, to\npresent the resolutions, after reading the very brief preamble, by sections, and to\nask that the vote be on each one.\nDr. Strayer:\n(After reading and explaining resolution number 1) I move the\nadoption of this resolution.\n(The motion was seconded.)\n(Discussion followed.)\nMr. Blair: All in favor of the adoption of resolution under Arabic No. 1 will\nsay aye.\n(Carried unanimously.)\nDr. Strayer:\n(After reading resolution number 2) I move the adoption of this\nresolution.\n(The motion was seconded.)\nMr. Blair: You heard the resolution read and the motion to adopt it was made\nand seconded.\nAny questions or comment?\nIf not, all those in favor of adopting\nresolution No. 2 will say aye.\n(Carried unanimously.)\nDr. Strayer:\n(After reading resolution number 3) I move that the resolution\nbe adopted.\n(The\n\nmotion\n\nwas\n\nseconded.)\n\nMr. Blair: It has been moved and seconded that resolution No. 3 be adopted.\nAll in favor of its adoption will say aye.\n(Carried unanimously.)\nDr. Strayer:\n(After reading resolution No. 4) I move the adoption of that\nresolution,\n\n(The motion was seconded.)\n(Discussion resulted and a motion to amend was made by Mr. Saunders.)\nMr. Blair: It has been moved and seconded that the sentence “That outside of\nthe urban areas, this unit must be larger than the district or township,” shall be\nomitted from the resolution. Any discussion?\n(Further discussion resulted in changing the wording to, “It is understood that\nin any unit outside of urban areas, it may be necessary to make such unit larger than\nthe district or township.”)\nMr. Blair: All those in favor of the resolution as now constituted will say aye.\n(Carried unanimously.)\n\nMr. Blair: Resolution No. 4 is adopted with that change in language.\nDr. Strayer:\n(After reading resolution No. 5) I move the adoption\n\nof that\n\nresolution.\n(The motion was\n\nseconded.)\nMr. Blair:\n(After commenting on the resolution) All those in favor of adopting\nit as it reads now will say aye. (Carried unanimously.)\nDr. Strayer:\n(After reading resolution No. 6) I move the adoption\nresolution.\nMr. Blair: You have heard the resolution. Any comments?\n\n(An amendment\n\nwas moved\n\nby Miss Gardner to strike out words\n\nof that\n\n“at large.”\n\nA vote was taken and the amendment lost.)\n(Another motion to amend by striking out the word “state” was made.)\n\n"}
{"page": 1100, "printed_page": null, "text": "EpucaTION ASSOCIATION\neee\nee\nee\n\nNATIONAL\nee\n\n1096\nwo\n\nMr. Blair: The amendment is lost and the motion is now before you to adopt\n(Carried\nthe resolution No. 6 as it was read. All those in favor will say aye.\nunanimously.)\n”\n(After reading resolution No. 7) I move the adoption of the\nDr. Strayer:\nresolution.\n(The motion was duly seconded.)\nYou have heard the reading of resolution No. 7 and the motion\nMr. Blair:\nIf not, all those\nAny discussion or comment?\nwith a second for its adoption.\nin favor of adopting that resolution will say aye.\n(Carried unanimously.)\nDr. Strayer:\n(After reading resolution No. 8) I move the adoption of the\nresolution just read.\n‘\n(The motion was seconded.)\nMr. Blair:\nIt is moved and seconded that the eighth resolution as read be\nadopted. Any comment or discussion?\nIf not, all in favor of its adoption will\nsay aye.\n(Carried unanimously.)\nDr. Strayer:\n(After reading resolution No. 9) I move the adoption of that\nresolution.\n(The motion was seconded.)\n\nMr. Blair:\n\nIt has been moved and seconded that the ninth resolution be adopted.\n\nAny discussion?\nIf not, all in favor of its adoption will say aye.\n(Carried unanimously.)\nDr. Strayer:\n(After reading resolution No. 10) I move the adoption of the\nresolution.\n(The motion was seconded.)\nMr. Blair: You have heard the reading of the resolution and the motion which\nhas been seconded.\nAny discussion?\nIf not, all in favor of its adoption will\nmanifest that fact by rising.\n(A standing vote was then taken with applause.)\n\nThe resolution is unanimously\nMr. Wannamaker:\naccepted unanimously.\n\nMr.\n\nBlair:\n\nunanimously.\n\n1 will\n\nadopted.\n\n1 do not think it would\nI did not stand.\n\nbe proper\n\nwithdraw\n\nthat the\n\nthe\n\nstatement\n\nto\n\nstate\n\nresolution\n\nthat\n\nit was\n\nwas\n\nadopted\n\nBy the vote of the Representative Assembly the resolution is adopted.\n\nDr. Strayer: (After reading resolution under Roman numeral II) I move\n«ne adoption of the resolution.\n(The motion was seconded.)\nMr. Blair:\nAll those in favor of the adoption of the resolution just read will\nsay aye.\n(Carried unanimously.)\nDr. Strayer:\n\n(After\n\nreading the resolution\n\nunder\n\nRoman\n\nnumeral\n\nIII)\n\nI move\n\nadoption of the resolution.\n(The motion was seconded.)\n\nMr. Blair: You have heard the resolution and the motion for adoption.\nAny\ndiscussion?\nIf not, all in favor of its adoption will say aye.\n(Carried unanimously.)\nDr. Strayer: (After reading the resolution under Roman numeral IV) I move the\nthe adoption of the resolution.\n(The motion was duly seconded.)\n.\nMr. Blair: You have heard the reading of the resolution, which has been moved\nfor adoption and seconded. Any discussion?\nMr. Webb:\n(The following amendment was offered by Mr. Webb requiring\nsanity in teaching.)\n, “At the same time this Association goes on record as favoring sanity in teaching in all our educational institutions.”\nDr. Strayer: May the chairman say that the teaching of the truth would seem\nto involve sanity. And that there was no desire on the part of the committee, nor\nits chairman, to incorporate in the language of the resolution any suggestion\nthat\ncould be used to support a man who taught in any institution doctrines that\nwere\n\n"}
{"page": 1101, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n1097\n\nsubversive of our democratic system of government or the ideals of our profession.\n(Further discussion by Mr. Rosier and others.)\nMr. Blair: The motion is before you that we should introduce, following the\nword “propaganda” J assume, “and that we have sanity in all our schools.”\nAll\n\nin favor of that amendment will say\nfavor of the amendment will say no.\nMr. Blair:\n\nThe\n\nmotion\n\nto amend\n\naye.\n(No ayes were heard.)\n(Unanimous noes were heard.)\nis lost.\n\nAnd\n\nwe\n\nare\n\nnow\n\nready\n\nAll not in\nto vote\n\nthis resolution as read. All in favor of the resolution as read will say aye.\nvote of aye.)\nContrary no.\n(One member voted no.)\nMr. Blair: The resolution is adopted.\nDr. Strayer: (After reading the resolution under Roman numeral V.)\nthe adoption of the resolution as read.\n(The motion was duly seconded.)\nMr. Blair: Any discussion?\n\ntion will say aye.\n\non\n\n(Large\n\nI move\n\nIf not, all in favor of the adoption of that resolu-\n\n(Carried unanimously.)\n\nDr. Strayer: Mr. President, it would have taken more time than the reading\nof all the resolutions which have preceded the last, if we had written into it\nany adequate expression of our appreciation of the courtesies that have been\nextended to us by the people of this community.\nI feel sure that every member\nof this body will go home and long remember the magnificent hospitality that\nhas been extended to us, the wonder of the pageant put on by the teachers and\nchildren of the city, the beauty of the music we have heard, but most of all the\ngenuine spirit of hospitality that has met us everywhere.\n(Applause.)\n(After reading the resolution under Roman numeral No. VI.)\nI move the adoption of the resolution.\n(The motion was seconded.)\nMr. Blair: It has been moved and seconded that we adopt the last resolution\nread. All in favor of its adoption will signify the fact by standing.\n(All stand\nand applaud.)\nMr. Blair: The motion is unanimously carried and the resolution is adopted.\nMr. Holloway: There was handed to me by Mr. Robert C. Deming, of the\nDepartment of Adult Education, the following suggested resolution, which I\ntake pleasure in offering at this time:\n“This nation whose destiny depends upon popular participation in government,\ncannot afford to tolerate less than a full-functioning literacy.\nBe it therefore resolved, that the Secretary of Commerce be requested to secure\nin the 1930 census more usable information as to the extent of ability to read\n\nEnglish with understanding in the United\n\nStates.”\n\nI move the adoption of this as a supplementary resolution.\nDr. Strayer: 1 would like to accept the resolution and move its adoption.\n(The resolution was then unanimously adopted.)\nMr. Saunders: 1 was waiting for a motion from the chairman of the Committee\non Resolutions for the adoption of the report as a whole.\nI heard no such motion.\nDr. Strayer: I so move.\nMr. Saunders: I desire to offer one comment thereon.\n‘The resolutions as a whole\nare most admirable, but I looked over your report hoping to find therein a resolution with relation to world peace.\nThe President of the United States has called for and there is now in session\na conference on disarmament of the great nations, Great Britain, Japan, and the\nUnited States and this great body of educators, if it stands for anything I believe,\nstands for world peace and the abolishment of war, with all its horrors and all\nits suffering and all its loss to humanity and it seems to me, we ought to make\nsome adequate expression on that.\nMr. Blair: I think it is almost like readopting the Ten Commandments.\nWe are\n\nall in favor of it.\nMr. Saunders: I quite agree with you but I think the expression should be there.\nWe ought to endorse the Ten Commandments too.\n\n"}
{"page": 1102, "printed_page": null, "text": "NATIONAL EDUCATION\nee\n\n1098\ner\n\nASSOCIATION\n\nDr. Strayer: May I say for the Resolutions Committee, that the Committee at its\nDallas meeting agreed that this particular year our resolutions would deal with\nthe program of education only that we sought to advance in this country and not\nwith other matters and we were following out that policy.\n\nMr. Blair: All those in favor of the National Education Association\n\nreafhrming\n\n“We, the members\n\nassembled,\n\nits oft repeated pronouncements in favor of every legitimate means for promoting\nworld peace and understandnig among the people of the earth will say aye.\n(Unanimously carried.)\nA Delegate from Iowa: I move the following resolution:\n“That the National Education Association favors a single standard of salaries\nfor elementary and high schools, in which the pay shall be the same for a teacher\nin the elementary schools as in the high schools.”\nMr. Blair: Would the gentleman accept this as a substitute for what he has in ©\nmind?\nWe have just acted upon the creation of a committee on salaries, which\nwill study this entire subject and report back to the Association next year, and\nwould it not be proper then for the resolution to come before this Assembly?\nThe Delegate: I will accept that suggestion.\nMr. Blair: Before I put the motion to accept the report of the Resolutions Committee as a whole, I want to allow Miss McSkimmon to present another matter.\nMiss McSkimmon: The president has asked me to formulate this resolution:\nof the National\n\nEducation\n\nAssociation,\n\nin council\n\ndesire to express to Mrs. Clara A. Lindbergh the congratulations of this body for\nthe noble achievements of her son, Col. Charles A. Lindbergh and our joy and pride\nthat the youth whom the nations delight to honor is the son of a fellow worker\nof our own profession.”\n,\nAnd I wish to accompany that with this little poem by Anne Alfreda Mellish,\none\n\nof our\n\nmembers,\n\nwhose\n\naddress\n\nis the\n\n“Boston\n\nTeachers\n\nNews\n\nwhich is entitled “To the Mother of Charles A. Lindbergh.”\n“Across the miles that link our distant homes\nWe, sister-teachers, stretch our friendly hands\nTo grasp a mother’s slender, tired hands\nWhich wear today a nation’s holy kiss.\nWe, who have borne no sons\nAnd yet whose consecrated lives shall help\nTo mold the lives of generations yet unborn,\nWe here acclaim you, Mother, who have given\n\nAmerica\n\na flaming youth\n\nWhose valiant deed has blazed a wondrous path\nAcross the skies, and, for a time, at least\nWelded a fretful world into one brotherhood.\nOur hearts were with you in those fearful hours\nWhen, buoyed by prayer and trust unfaltering,\nYou waited for the words of life or death\nAnd now our hearts rejoice with you\nWhen all the world, enthralled,\nProclaims the prowess of your gallant son.\nYour sister-teachers send you greetings warm,\nFor this we know; nor princely gift\nOf friend or government, nor Beauty’s kiss,\nNor loud huzzas of frenzied mobs\nShall prove thy son’s true guerdon\nFor his knightly quest;\nHis accolade shall come, when\n\nEnfolded in your tender, loving arms,\nHe hears your deep, ‘Well done, my son!’”\n\n(Applause. )\n\nLetter’\n\nand\n\n"}
{"page": 1103, "printed_page": null, "text": "MINUTES OF THE REPRESENTATIVE ASSEMBLY\nCE\nea\n\n1099\n\nMr. Blair: You have heard the resolution as written by Miss McSkimmon,\n\nand\n\nI will entertain a motion for its adoption.\n(The resolution for adoption was moved and seconded.)\nMr. Blair: It is moved and seconded that this resolution\n\nextending congratulations and our professional felicitation to Clara A. Lindbergh be adopted by this\nbody. Any discussion?\nIf not, all in favor will say aye.\n(Carried unanimously.)\n(The resolutions in full are printed in the Proceedings.)\nMr. Blair: It now becomes our pleasant duty to hear the report of the Elections\nCommittee.\nWe will now listen to the report of the Elections Committee, by Mr.\nSanders of Massachusetts.\nMr. Sanders: We wish to express our appreciation of the valuable services\nrendered by the people of Seattle and the headquarters staff of the National Educa-\n\ntion Association.\nIt has been a real pleasure to have an opportunity to work with\nthem. There were 1145 delegates entitled to vote at yesterday’s election. The\nvote is as follows:\n(Mr. Sanders then read the following Report of the Election Committee, to-wit:)\nSEATTLE, WASHINGTON,\nTo Whom\nThe\n\ncast\n\nIt May\n\nNational\n\nEducation\n\nat the election\n\nJuly 8, 1927.\n\nConcern:\nheld\n\nAssociation,\n\nat Seattle,\n\nCommittee\n\nWashington,\n\non\n\nElections,\n\nreports\n\nthe vote\n\nas follows,\n\nexcept\n\nnetics oe taste acces\n\n778\n\nmritariscicets &ciiastse tne cc ats\n\n771\n\nficaS eC hapman, sore Cw 9etse Varin tein attra\neine Gor. kore neterei elale\nAS G7 Cranes Ofe VVVOUMGle gerst. obsoisopel eeeone acacia Kae eva ERiedcists tones Fenster\n\n771\n770\n776\n770\n772\n770\n775\n770\n773\n753\n\na few scattering votes:\nPresident:\nCOLNE Mato Adalrs. OF ViIneINiAMnane\n\nsin\n\nJuly 7, 1927,\n\neee eine\n\nVicepresidents:\nArad\n\nAlen woi North Carolina,\n\nsnc\n\nnt\n\nFlorencem ic. rlaleumote Vlaitieteas\nose sisnetcitty ota neue\ncater\nmerce einai\nRs LL. Jones, ot sl ennesse est, sece cre, tious ovis nigervthe Geelsiege aka ee RMS eieleteie atodeseter\nVobn-F-cRae ot Ldahorac\ncata. cistleee picscustst eich teenage mtavats Gocaeromereclthaeaae\nere rapa\nA PTES POAMUEISON LOE LOWApccsp tere eo pisi+ Si.77 55 aainls inti hells Gieeiolaehe reolaccte fam nies\nClaude. W oanditurnoreCalitornia’ unit. Acces Sein tie tem cree we courant\nEe Aa SCNECT MO LEN CDI ASK Pera rdeledaileisiteis acute Mace iolegt wy<lere & oieis elys &,e + ohegeleiars\nJOM Sey Aea Meg Oue Okla OMe tesa neta sieetetaseve ch maerd «8. «shar ye celhaunts\nie Om VV COD gota Lscaca Spar teits ike, ye vata oieansyetersts ae atobalayeted ie coun vk a/eoataleaptenere\nTreasurer:\n\nHenryalbestenmomithy\n\nOle Unctam agencies. neta\n\nUe praimeris « sia's yok raise\n\n775\n\nThe committee declares these elected for the ensuing year.\nRespectfully submitted,\nWILLIAM J. SANDERS,\n(Signed)\nBeErTHA S. ARMBRUSTER,\nF, E, REYNOLDs.\n\nMr. Sanders: The formal certificate of election is signed by the members of the\nElection Committee and now, Mr. Chairman, if such a motion is in order, I move\nthe acceptance of the report of the Committee on Elections and that the election\nbe made unanimous.\n(The motion was seconded.)\n\nMr. Blair: You hear the motion by the chairman of the Election Committee that\nthis report be accepted and that the result of the ballots be declared by the President as official and electing to these offices the persons who received these majorities.\nAll in favor of that motion will say aye.\n(Carried unanimously.)\n(He then called the names of the officers\nMr. Blair: The report is adopted.\nfor 1927-28.)\n\nMay we now have the newly elected President of this Association, Miss Cornelia\nS. Adair, brought to the platform?\n(Miss Adair then came to the platform, amid\napplause.)\n\n"}
{"page": 1104, "printed_page": null, "text": "NATIONAL\n\n1100\nee\n\nEDUCATION\neS\n\neee\n\neS\n\nASSOCIATION\nee\n\nMr. Blair: Miss Adair, I congratulate you on this great honor that has come to\nI can point out only one\nyou by the unanimous choice of this great Association.\ndifficulty in the way. You will not have the advantage the retiring president had\nin having an opponent, who has been one of the best helpers I have had during\nt\nthis year. No more loyal cooperation could have been had.\nYou will also lack that fine body of men and women who opposed my election\nat Philadelphia, who are and have been among my most valued helpers. I want\nto express my appreciation of those men and women who have stood out boldly\nand opposed certain things.\nI want to congratulate you on behalf of this great Association for the signal\nhonor that has come to you, Miss Cornelia S. Adair, the President of the National\nEducation Association—I congratulate you.\n(Applause.)\n\nMiss Adair: Mr. President, ladies and gentlemen, while I may not have had\nthat fine opposition of which Dr. Blair speaks, nevertheless I have equal strength\nin Dr. Blair—he is behind me.\nI cannot help feeling at this moment the responsibility that this office carries\nwith it.\nDuring the days of this week in this beautiful city of Seattle, we have been\nin the presence of, and have seen, the greatest educational organization in the\nworld in action.\nIt represents the one million people in this country who have\ndedicated their energies to the training and instruction of the present generation\ncomposed of 25,000,000 children.\nThe training of the generations in the arts and\nculture of modern progressive life is the supreme task to which any government\ncan direct its resources and energies.\nThe agencies set up to promote public\neducation in this country have had a unique evolution.\n‘The institution of public\neducation has grown up and found various forms of expression in systems of school\nadministration, in school architecture and in curricula, but the most interesting\nthing about it all is that each of these has sprung from the sacred precincts of\nthe hearts and composite desires of all the people.\nOur public school system\nin the United States is one of the conspicuous achievements of American democracy.\nIt is admired and coveted by the other nations of the world.\nA representative of\none of the nations of Europe, when asked recently what of all things in America,\nhe would most desire for his people, promptly replied, “Your public school system.”\nThe National Education Association is the clearinghouse for educational thought\nand practice in the United States.\nIts major purpose is to interpret education to\nthe people and to stimulate further educational progress.\nIt assembles and distributes educational facts which are the raw material out of which we build wise\npolicies and procedure.\nThe Association in the last decade has had a remarkable era of growth in\npower and influence.\nThe teachers and school administrators in the states are\nfast learning to think and feel in terms of the nation.\nThere has been in this\nperiod a wonderful growth in interest and loyalty to the national organization,\nprobably only equaled or surpassed by the growth and influence of the state associations. The Nationai Association is about ready to do what some of the state\nassociations have already accomplished—one hundred percent membership in their\n\norganization.\nTeachers and school people are learning rapidly the fine art of teamwork.\nWe\nhave probably learned it by observing how it works in large, successful financial\nand business organizations.\nTo make further progress in this particular, we must\nlearn in our annual deliberations not to overemphasize the interests of any one of\nthe various departments composing the national organization.\nWhen we meet in\nannual session, we should visualize the national problems and concentrate upon\nthe larger and more fundamental objectives—upon those things which will promote\nand further education in general in the United States instead of upon those interests peculiarly inimical to any special group.\nThe National Education Association’s best opportunity to serve more fully the\ncause\n\nof education\n\nin America\n\nis just ahead.\n\nThe\n\nleaders\n\nin education\n\nin this\n\n"}
{"page": 1105, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nREPRESENTATIVE\n\nASSEMBLY\n\n1101\n\ncountry are to see in the next decade or two expenditures for public education\ndoubled.\nWe shall see every child of school age in the states in a comfortable\nseat in a modern school building. We shall see the number of high school graduates in this country mounting from year to year and at the close of the next\ndecade or two totaling 400,000 young men and women.\nIlliteracy among adults\nwill be wiped out and forever banished from our country.\nWe shall see teaching\na highly dignified profession with its own technic, standards for entrance and code\nof ethics, attracting to it a rightful proportion of the best brains of the country.\nWe shall see the classroom teacher recognized, not as a hireling, but as one of the\nmost important professional factors in the system of education.\nWe shall see\nthe colleges gradually shifting their curricula to more highly specialized lines\n\nand their faculties selected for their peculiar ability to teach rather than solely\nupon the basis of scholarly attainments.\nA limited number of these colleges and\nuniversities will devote their major efforts to research.\nWe shall see a Secretary\nof Education in the President's Cabinet with a major division of the department\ndevoted to educational research.\nWe shall see in the next few years, the membership in the National Association mount to two or three hundred thousand.\nAll\nof this we shall see within the next few decades.\nIt will be the nation’s effort\nto establish in the coming generations right standards of citizenship and appreciation of the finer things of the past ages as their rightful heritage.\nIt will be\nAmerica’s contribution to the progress of civilization.\nPlease let me thank you for what you have done in conferring upon me what\nI regard as the highest educational and professional honor in the United States.\nI pledge to you that I will give to the office of President of the National Education\nAssociation all my time and best energy.\nI can give no more.\nMy people in the\nOld Dominion on the other side of this continent will share with me this high\nhonor.\n(Continued applause.)\nMr. Blair: As I began my official duties as President of this Association with\na quotation from Kipling, now\n\nI will close with these lines from the same\n\nauthor:\n\n“When I was a King and a Mason—a Master proven and skilled—\nI cleared me ground for a Palace such as King should build,\nI decreed and dug down to my levels. Presently, under the silt,\nI came on the wreck of a Palace such as a King had built.\nThere was no worth in the fashion—there was no wit in the plan\nHither and thither, aimless, the ruined footings ran—\nMasonry, brute mishandled, but carven on every stone;\n‘After me\n\ncometh\n\na builder.\n\nTell him, I too have known.’\n\nSwift to my use in my trenches, where my well-planed ground work grew,\nI tumbled his guoins and his ashlars, and cut and reset them anew\nLime I milled of his marbles; burned it, slacked it, and spread,\nTaking and leaving at pleasure the gifts of the humble dead.\nYet I despised it nor gloried; yet, as we wrenched them apart,\nI read in the razed foundations the heart of that builder’s heart\nAs he had risen and pleaded, so did I understand\n\nThe form of the dream\n\nhe had followed in the face of thing he had planned.\n\nWhen I was a King and a Mason—in the open noon of my pride,\nThey sent me a Word from the Darkness—They whispered and called me aside.\nThey said—‘The send is forbidden.’\nThey said—‘They use is fulfilled.\nThey Palace shall stand as that other’s—the spoil of a King who shall build.’\nI called my men from the trenches, my quarries, my wharves, and my sheers.\n\nAll I had wrought I abandoned to the faith of the faithless years.\nOnly I cut on the timber—Only I carved on the stone;\nAfter me\n\n(Applause.)\n\ncometh\n\na builder.\n\n‘ell him, I too have\n\nknown.”\n\n"}
{"page": 1106, "printed_page": null, "text": "NATIONAL\n\n1102\n\nEDUCATION\n\nASSOCIATION\n\nee\n\nThere is just one item which we have failed to attend to. We have failed in\nthis body to confirm the election of directors, so all those in favor of confirming\nthe directors that were elected by the various state delegations whose names were\npresented will manifest\n\nit by saying “aye.”\n(Unanimously carried.)\nMiss Adair: (Flowers were brought to the platform)\nof Virginia for this lovely basket of flowers.\nMr. Blair: This ends our program.\n\nThe\n\nI want to thank the state\n\nmeeting is hereby adjourned.\n\nF, G. Buiatr, President.\nJ. W. CrasTreE, Secretary.\n\nMINUTES\n\nCOM-\n\nOF THE MEETINGS OF THE EXECUTIVE\nMITTEE FOR THE YEAR 1926-27\nChicago, Illinois, September 27-28; 1926\nMonday,\n\nSeptember 27, 1926\n\nThe Executive Committee of the National Education Association met at the\nLaSalle Hotel, Chicago, Monday, September 27, 1926 at 10:10 o’clock.\nAll members were present, Miss Mary McSkimmon, Mr. Uel W. Lamkin, Mr. W. R.\nSiders, Mr. H. L. Smith, and Mr. F. G. Blair, chairman.\n:\n\nPlace of meeting—The first item of business was that of deciding on the next\nplace of meeting. A favorable report on Seattle was made by Mr. Siders, who\nhad been instructed to visit Seattle. A favorable report by Mr. Allen was read\nby the Secretary. President Blair then recommended that the meeting for 1927 be\nheld at Seattle. Mr. Siders moved that the recommendation of the President be\naccepted.\n\n’ Date\n\nThe motion\n\nfor next\n\nwas\n\nseconded.\n\nmeeting—After\n\nCarried.\n\ngiving\n\nconsideration\n\nto two\n\npossible\n\ndates\n\nfor\n\nthe meeting, June 25 to July 1 and July 3 to 8, and after hearing a report of the\nSecretary giving the reaction of directors and others on the question, Mr. Smith\nmoved that the date be fixed for July 3 to 8. Seconded by Mr. Lamkin.\nThe\n\nsecretary was\n\ndirected\n\nby wire and\n\nreport Tuesday\n\nby the President to get beginning\nmorning,\n\ndates of summer\n\nschools\n\npostponing the vote to that time.\n\nCanadian Teachers—After discussing a question raised by Superintendent Cole\nof Seattle as to what recognition could be given to Canadian teachers, President\nBlair expressed a desire to have all Canadian teachers invited as guests of the\nAssociation.\nMr. Siders then moved that the President be authorized to extend\nthe invitation.\nSeconded.\nCarried.\nIt was decided not to request them to become\nmembers.\n\nPhiladelphia local committee—The secretary explained the financial aid rendered\nby the local committee at the Philadelphia meeting and that out of a sum raised\nfor local entertainment and to apply on delegate’s expenses about $9000 would\nsoon be turned over to the Association.\nThe secretary was instructed to send an\nexpression of appreciation in the name of the Executive Committee when the\nreport is received.\nSabbatical Leave—In compliance with the provisions of resolution passed by\nthe Representative Assembly the secretary was authorized to instruct the research\ndivision to prepare a preliminary report on the question of sabbatical leave.\n\nLegal Powers\n\nof the Executive\n\nCommittee President Blair, at this point, pre-\n\nsented a carefully prepared analysis of the respective powers of the Board of\nDirectors, the Board of Trustees, the Representative Assembly, and the Executive\nCommittee.\nHe pointed out that under the Charter the Board of Trustees and\nthe Representative Assembly possessed legislative powers; that the Board of\n\n"}
{"page": 1107, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nExEcUTIVE\n\nCOMMITTEE\n\n1103\n\nTrustees was a custodial body and the Executive Committee purely an administrative body. He held that those Bylaws which purported to confer legislative\npowers upon the Executive Committee were in conflict with the specific provisions\nof the Charter, the organic law of the association, and were therefore void; that\ndue to this conflict and confusion the Executive Committee was being called upon\nto exercise\n\npowers\n\nwhich\n\nit did not possess;\n\nthat, while\n\nas it had exercised in the past under the assumption\n\nsuch\n\nextralegal\n\nthat the Bylaws\n\npowers\n\nconferred\n\nupon it such powers, had been exercised for the best interests of the Association\nand had in no wise impaired or obstructed its work, the time had come when\nthe enlarged interests of the Association demanded that the Executive Committee\nshould exercise only such powers as are conferred upon it by the Charter.\nHe\n\nsaid that the questions involved and the line of reasoning and construction used in\narriving at these conclusions had been submitted to three assistant attorneys in the\noffice of the Attorney General of Illinois, and that they had approved the conHe, therefore, ruled that the Exestruction made and the conclusions reached.\ncutive Committee was without legal power to act upon the following matters and\nquestions which were before it:\n(1) The creation of certain committees.\n(2) The appropriation of the sum of $36,900 to the various committees on investigation and research.\n(3) The adoption of general plans for the organization and management of\nhomes for retired teachers or for authorizing the collecting of money.\nThere was prolonged discussion\n*of the ruling of the President on these questions particularly to determine the extent to which the ruling would apply to\nother items than to the ones named. It was decided that it would apply to salary\nincreases for the staff and to all activities of the Association for which specific\nappropriations have not been made. The Secretary presented the need for increasing salaries of the staff and regretted to postpone but felt it could be done without\nbreaking the morale of the staff. A general desire was expressed for a meeting\nof the Board of Directors at the time of the Dallas meeting, but action was deferred.\nPresident Blair then presented the following objective which he designed as a\n\nprogram of action for the promotion\nAssociation:\n\nof the interests\n\nof the National\n\nEducation\n\n1. The committee which was authorized at the Philadelphia meeting on Delegate Representation and other kindred subjects should make a thorough study of\nthe Charter and the Bylaws, and with competent legal counsel prepare a report\n\non what changes should be made in Charter and Bylaws to make clear the powers\nand limitations of the Representative Assembly, the Board of Directors, and the\nExecutive Committee.\nUnless such a study is made and such action is affected\n\nthat grave misunderstandings and obstruction of the work of the Association will\nbe inevitable.\n2. That the large work undertaken by the Committee on Committees should be\ncarried forward until every committee which is covering the field of any existing\ndepartment shall be made an organic part of that department, leaving of course\nthe matter of funds allotted to them in the hands of the Representative Assembly\nand the Board of Directors.\n3. All Departments of the Association should be strengthened to make them\nmore productive in the line of research and more constructive in formulating\nprinciples and policies of educational procedure.\n4. No more important objective is before us than a thorough-going effort to\nmake the Representative Assembly a real, deliberate, legislative body than placing before it only definite proposals from departments and committees for their\nconsideration, discussion and action. These proposals should be referred to committees formed within the delegate body and reported back for action. This great\nIt should be an active,\nassembly should not be a mere passive, listening body.\nformative, legislative assembly.\n\n"}
{"page": 1108, "printed_page": null, "text": "1104\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\n5. Either the Charter should be amended so as to do away with the Board of\nDirectors, or we should set ourselves resolutely to restore this body to its great\nfunctional place as the chief legislative authority on all the large business inter-\n\nests of the Association.\n\nWithout\n\nany criticism on anyone,\n\nI feel that the Board\n\nof Directors has become a mere receiving, listening, approving body for the\nExecutive Committee.\nIf it should be decided that the interests of the Association\ncan be transacted in a more economic and efhcient way by the Executive Committee, let the Charter and the Bylaws confer upon it the powers of the Board of\nDirectors.\nThe educational effect on the members of the Representative Assembly and of the Board of Directors can be measured by the amount of responsibility which they feel they are to bear and the amount of power they feel they\nhave to exercise,\n6. Without abating any of the force of attention and action which it is now\ncentering\n\nupon\n\nthe Capitol\n\nat Washington,\n\nwe\n\nshould\n\nturn\n\nthe\n\nface\n\nof our\n\nNa-\n\ntional Education Association more directly and more permanently towards the\nvarious state capitols, adding the momentum of this vast and powerful organization to those state forces which are fighting each year to secure better school conditions and opportunities for their children.\n7. Without subtracting any of our interest and our sympathy for nationwide,\nworldwide social, civic and political affairs, we would reconcentrate and reconcentrate our attention and effort to the promotion of the great cause for which\nthis Association was founded, namely, “To elevate the character and advance the\n\ninterests of the profession\nthe United States.”\n\nof teaching\n\nand to promote\n\nthe cause\n\nof education\n‘\n\nin\n\nThe statement met with the approval of the Gommittee. There was a discussion\nas to the powers of the committee on Committees.\nAttention was given to the\nquestion of salaries of the members of the headquarter’s staff but no action was\ntaken at this time.\nThe meeting having been in session since 10:10 o’clock in the morning except\n\n-from 12:30 to 2 for lunch and 6:15 to 8 for dinner, adjourned at 10 P. M. to meet\n\nagain at 10 o’clock Tuesday morning.\nTuesday, September 28, 1926\nThe Secretary distributed expense vouchers for the convenience of members.\nSpecial Meeting Board of Directors—At this point Mr. Lamkin submitted the\nfollowing statement as a motion: Moved that the Executive Committee advise the\nPresident of the National Education Association to call a special meeting of the\nBoard of Directors at the Dallas meeting of the Department of Superintendence\nto make such appropriation of the funds of the Association, to constitute such committees and define their duties, and to transact such other business as may seem\ndesirable by the Board of Directors.\nThe report of the Committtee on Committees was not made to the Representative\n\nAssembly before the budget was considered by the Board of Directors.\nThe minutes of the Board of Directors which has the sole authority to appropriate the money of the Association shows no definite appropriation of money to\nthe activities of the Association.\nImportant matters are to be undertaken by committees under plans which have\nthe approval of the Board of Directors before the Association is committed to\nthem.\nThe Executive Committee is taking such action as will maintain the work of\nthe Association on the present basis, but the program for future development\ndemands careful and continued consideration and definite action by the Board of\nDirectors.\n\nThe motion was seconded.\nAfter discussion, it carried by a unanimous-vote.\nIt was then moved that the Executive Committee recommend that each of the\nvarious departments to which committees were referred care for the continuance\nCarried.\nand personnel of the said referred committees.\n\n"}
{"page": 1109, "printed_page": null, "text": "MINUTES\neS\n\npe\nAttention was\n\nOF THE EXECUTIVE COMMITTEE\nee\nee\n\ngiven to the committees\n\nwhich\n\nwere\n\nto be continued\n\n1105\nunder the\n\nprovisions of the report on committees.\nPresident Blair explained that while he\nhad appointed most of the chairmen of these committees he had not completed the\nlist of names of the members of each one. It was decided that the Committee on\nCommittees would be continued as a committee of the Executive Committee.\n\nApproval committees—Mr.\n\nSiders moved that the personnel of these committees\n\nas prepared by the President be accepted and recommended by the Executive\nSeconded by Mr. Lamkin.\nThe chairman stated that he\nCommittee.\nCarried.\n\nwould complete the membership of these committees as rapidly as possible.\nHomes for retired teachers—It was moved that a subcommittee be appointed\nby the President\n\nto prepare\n\ners.\n\nCarried.\n\nSeconded.\n\na plan for the committee\n\nThe\n\nfollowing were\n\non homes\n\nappointed:\n\nfor retired teach-\n\nMr. Siders, chairman,\n\nMiss McSkimmon, Mr. Smith, and Mr. Lamkin.\n\nDelegates world federation—A motion by Mr. Lamkin, seconded by Mr.\nSiders and carried, provided that the President of the National Education Association and the United States Commissioner of Education be elected delegates for\nthe Toronto meeting of the world federation of education associations.\n\nAppropriations\n—A motion by Mr. Siders seconded by Mr. Smith provided that\nthe appropriations for committees and for other activities of the Association be\nas of the previous year, the action to be submitted to the Board of Directors at\nthe Dallas meeting for ratification. Carried.\nDate of Seattle mecting.—After consideration of the question of the date for the\nSeattle meeting, a motion was passed fixing July 3-8 inclusive as the dates.\nRecommendations of the secretary.—The secretary stated that the Department of\nClassroom Teachers requested that the printed list of delegates show the position of each. He stated that this had been done and distributed copies of what will\nappear in the Proceedings.\nHe asked for the transfer of the addressograph section from the Business\nDivision to the Division of Records and Membership because its work is more\nlargely in this division. It was agreed that the Secretary would make the change.\nOn his request to have a committee appointed to present the plan of organiza-\n\ntion of the headquarters staff and report back to the Executive Committee, it was\ndecided to recommend that the Board of Directors appoint such a committee.\nMr. Siders was authorized to say in answer to a letter from the Near East\nRelief that the question concerning the appointment of a joint committee would be\nreferred to the Board of Directors at the Dallas meeting with a favorable recommendation.\n\nIt was\n\nunderstood\n\nthat\n\nno\n\nrecommendation\n\nfor opening\n\nthe\n\nschools\n\nfor collecting funds would be entertained.\nSalaries—The secretary again presented the proposed schedule of salary increase for consideration.\nIt was decided that the Executive Committee would\nrecommend a schedule of increases to the Board of Directors.\nIt was the opinion\nthat certain salaries are too low but that some of the higher ones need not be\nincreased.\nIncreases retroactive-—A motion was made by Miss McSkimmon recommending\nthat the increases in salary when allowed be retroactive beginning with the\npresent fiscal year.\nSeconded and carried.\nThis recommendation is to be made\nto the Board of Directors.\nAll members of the committee were willing to leave matters in general at headquarters with the Secretary including the preparation of a schedule of salary increases for the Board of Directors, but the Secretary urged the wisdom of having a committee appointed, stating that the Secretary needed the judgment and\nbacking of a committee.\nA motion was then passed to appoint a committee on salaries and salary increases. President Blair appointed Mr. Lamkin, chairman, Miss McSkimmon and\n\n"}
{"page": 1110, "printed_page": null, "text": "NATIONAL\n\n1106\n\nEDUCATION\n\nASSOCIATION\n\nThe Secretary suggested that this committee also pay attention to\nMr. Siders.\nthe plan of organization of the headquarters staff as that had its bearing on salaries.\nIt was recommended that the Secretary send out expense blanks and urge a\nmore extensive use of receipts with bills presented for payment.\nDr. Davidson, chairman of the Legislative Commission, presented plans for\nHe was given assurance of the fullest support from the Executhe coming year.\ntive Committee.\nThe meeting having been in session since 10 o’clock in the morning except for an\nhour and a half for lunch, 12:30 to 2:00 o’clock, the meeting adjourned at 5\no’clock in the afternoon.\nF. G. Buiair, President\nJ. W.\n\nDallas, Texas, February,\n\nCRABTREE,\n\nSecretary\n\n1927\n\nSaturday Forenoon, February 26, 1927\nA meeting of the Executive Committee was held Saturday forenoon at 10 o’clock,\nFebruary 26, 1927, in room 1306 Adolphus Hotel, Dallas, Texas.\nIt was called\nto order by the Chairman with all members of the Executive Committee answering\nto roll call: Mr. Lamkin, Miss McSkimmon,\n\nMr. Siders, Mr. Smith\n\nand the chair-\n\nman, Mr. Blair.\nReport subcommittee on salaries——The chairman stated that the principal business for the meeting would be the consideration of the reports of the subcommittees\non salaries for the headquarters staff and on Homes for Retired Teachers.\nMr.\nLamkin, chairman of the subcommittee on salaries, then presented the report of\nhis committee.\nHe explained that Miss McSkimmon and himself had met in\nWashington at the time of the meeting of state secretaries and had decided on\nplans for a report instructing the Secretary to put the same in form for the consideration of the full subcommittee at the Dallas meeting.\nHe stated that the\ncommittee met on Friday evening in Dallas and agreed upon the report which he\nwas about to present.\nHe called attention to the help which had been received\nfrom the United States Bureau of Efficiency.\nSalary regulations—Mr. Lamkin called attention to the following proposed\nregulations:\n1. The general plan is for the Board of Directors to make: (1) The appropriations for salaries of members of the headquarters staff in a lump sum,\nleaving the distribution of the same to the Executive Committee and (2) to adopt\na scheme of personnel classifications showing basic and maximum salaries.\n2. The basic and maximum salary schedule is to serve as a guide to the Executive Committee in fixing salaries and in determining salary increases.\nThe\nannual\nbut as\n\nincrease as shown in the schedule is to serve not as requirement or rule\na suggestion.\nIn cases of exceptional merit the increase may be much\n\nlarger than that shown in the schedule or for valid reasons the annual increase\nmay be reduced.\nIn a particular year the whole schedule of increases may be\nreduced owing to income conditions.\n\n3. The\n\nExecutive\n\nCommittee\n\nhas the power\n\nto change\n\nthe classification\n\nof any\n\nemployee at any time after the adoption of the schedule.\n4. Changes in the classification of members of the staff shall be by vote\n\nExecutive\ncommittee.\n\nof the\nCommittee.\nPermanent members can only be elected by a vote of the\nThe Secretary may make temporary appointments to fill vacancies\n\nand to meet emergency needs between meetings\nCommittee.\nThe Secretary cannot make changes\nof the staff.\n\non the advice of the Executive\nin the classification of members\n\n"}
{"page": 1111, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nExeEcUTIVE\n\nCOMMITTEE\n\n1107\n\n5. The Secretary shall employ the temporary help and all unclassified service\nunder the general direction of the Executive Committee reporting the names and\nweekly salaries as requested but at least once each year for approval.\nHe next read an opinion from an attorney showing that regulations one and\ntwo would be legal.\nAction on salary regulations.—After reading this statement prepared by the subcommittee on salary regulations, Mr. Lamkin moved that the Executive Committee\nrecommend to the Board of Directors a salary schedule with basic and maximum\nsalaries for all employees of the central office. The motion was seconded and\nunanimously adopted.\nMr. Lamkin then moved that the Executive Committee recommend to the Board\nof Directors to make a definite appropriation to meet salaries and salary increases\nin a lump sum to be distributed by the Executive Committee.\nThe motion was\n\nseconded by Miss McSkimmon.\nAfter discussion the motion was passed.\nThe salary schedule. Mr. Lamkin then presented the question of the schedule\nshowing minimum and maximum salaries including annual increases having\nplaced copies of the outline in the hands of each member.\nAfter discussion and amendments the schedule was adopted.\n(It is printed as a part of the report of the Board of Directors and in the report\nof the Secretary.)\nSalary increases—The Secretary was called upon for his recommendations concerning proposed increases in salary for the staff and presented a statement to\neach member showing in detail his recommendations.\nAfter discussing provisions\nof the report for some time, Mr. Lamkin moved that all the employees at the central office be paid not less than the minimum salary set in the schedule for the\ncurrent year. Miss McSkimmon seconded the motion. Carried.\nAfter going over the list reducing some proposed increases and increasing some\nothers the report was adopted for recommendation to the Board of Directors and\nthe Secretary was instructed to present it at the afternoon meeting.\nHomes for retired teachers.—Mr. Siders was next called upon for the report of\nthe subcommittee on Homes for Retired Teachers.\nHe explained the importance\nof the movement and of having resolutions legally alright and the committee had\ncalled to their aid Attorney Carrington who had taken the items approved by the\ncommittee and put the name in proper legal form. Mr. Carrington who was present thereupon read the resolutions and answered questions.\n‘The resolutions are\nprinted in the report of the Board of Directors.\nMr. Siders moved the adoption of the resolutions as read by Attorney Carring-\n\nton.\n\nMotion seconded by Mr. Smith.\n\nCarried.\n\nMr. Siders then moved a vote of thanks for the efficient services of Mr. Carrington, the attorney who put the report in legal form. Seconded.\nCarried. Although\nMr. Carrington offered to donate his services the committee insisted on paying him\na reasonable fee. Mr. Carrington finally said he would accept $50. A motion\nwas then made, seconded, and carried to pay him $50 for his services.\nThe chairman then requested Mr. Siders to present the report on Homes for\nRetired Teachers with the endorsement of the Executive Committee and to present\nalso the recommendation for the appropriation of $50 for Mr. Carrington.\nMr. Siders stated that it was necessary for the committee to have more time of\n\nthe budget before taking up that item and suggested an adjournment\nin the afternoon.\nThe chairman stated that it was then after\nDirectors would meet at 1:30. If no objection\n\nto 5 o’clock\n\n12 o’clock and that the Board of\nhe said Mr. Siders’ suggestion of\nadjourning to 5 o’clock would be accepted. He stated that it was further understood that the Board of Directors would be requested to adjourn in time for the\nmeeting of the Executive Committee and to hold an evening session beginning at\nCarried. Meeting adjourned.\n7:30. A motion was made to that effect. Seconded.\n\n"}
{"page": 1112, "printed_page": null, "text": "EDUCATION\n\nNATIONAL\n\n1108\n\noe\n\nASSOCIATION\n\nee\n\neee\n\nSaturday Afternoon, February 26, 1927\nThe Executive Committee met at 5 o’clock Saturday afternoon, February 26,\n1927, in Room 1305 Adolphus Hotel, Dallas, Texas, after having adjourned at noon\nto meet at this time and place. All members were present: Miss McSkimmon, Mr.\nOn calling the meeting\nSmith, Mr. Lamkin, Mr. Siders, and Mr. Blair, chairman.\nto order the chairman announced that the committee would next take up the budget.\nThe Budget—The chairman called upon Mr. Siders to explain the budget needs\nusing the Philadelphia report as a basis. He took it up item by item indicating\nthe amounts to be added for salary increases and for other reasons, and the\namounts to be subtracted from certain items. After prolonged discussion the\nfollowing appropriations for committees were agreed upon tentatively for 1926-27:\nChildren’ss\n\nLiteratures\n\ncenseraokieeie\ncei cs.o ieee ches oo acm ee eae ate iene\n\nRoreion Relationsm\n\n(Eubiicity,) semen ects\ntr atest ee\n\nHealth»\n\n:c3s stash nie soiree\n\nEducation,\n\nsotaad serch eens er cao\n\nna\n\n$50.00\n\nee\n\n500.00\n\nee\n\n400.00\n\nLevislativie Commission eer ceri\ntide ein trea\neee\nene\nDepartment of Classroommheachensman\ntei -tat ele\neee eee\niene\nDepartment of Elementary School Principals ....................++08AL CNUTLE Foun crorcPcccdelh aioe facia cea arae meee ssea tekebena ta.etkacs eke) Sleniotte fereaen aan\nCommittee’ on Rural Teacher Problems a. .-.-1-4see “eit ences\nCommitteeon Retirement Allowances! 25 scjase eerie\nieee reac\nCommittee on Classroom Teacher Problemsmasrem ececer cloneoa\nBehavior-Problem Child;,.\nsc0 rts oh «on crdenich--e\neis ae eee\n\n4,000.00\n7,500.00\n2,000.00\n100.00\n100.00\n100.00\n389.50\n100.00\n\n_\n\nCommittee on Delegate Representation and Kindred Questions........\nCommunity Relations 7.o.cucs,. < scree pclae hens teen\neRe ieee OEE cine © ce\nProfessional Ethics <.. vc. <2 a= ass teeiae Sore een\nOe\nee\nStandard Requirements, &, Credits fom) Meacherse- cee irene elaaeaiers\nVisual.“Education >....cn alos suse\nte eae Oe\neen\nLen\neee\n\nReorganization\n\nof Departments\n\nRG\n\n800.00\n62.25\n100.00\n\ncent, sid Soe\n\n100.00\n\nHome. for Retired’ eachersys7-n\nce ee\nee\nee CC eens\nDepartmentior Adulte ducation Sas. eraser eer\nen rr ert ae\nEditorial Council: Socn eens cote\nbel eae Eee ee\nIT\nseer\nKindergarten! EducationWacwass.¢\nmeter\neta ee mace titre een:\nColored: ‘Schools’ stewie\nsett\nete botecnin mettre\neen\nCommittees oni Committees!\nera\nee eee\nenn\neee\n\n500.00\n300.00\n50.00\n200.00\n200.00\n100.00\n\nMuseums\n\n50.00\n\n#trtier ot oleucanainieners tapesittcasters Eaccerore eorter tae each Mier WALI ce\n\nWotal sites so\nThe\n\n.............. PEAR\n\n1,000.00\n50.00\n\nfollowing\n\nshows\n\n0 sone\nthe\n\na\n\noath\n\namounts\n\nshe eee\n\nagreed\n\nupon\n\nerate eo\n\nie ee\n\nee\n\nfor\n\nof the\n\neach\n\neee\n\n$18,751.75\n\nitems\n\nin the\n\nbudget for 1926-27:\n14, Board, of Crustees*anciseaeiistoh te er oikko.s, Se Le\n2.( Board of Directors, cong aac sess aita coe\neee stoic tates a eee\n2a Bx eCutiveys COMMILCE Barak thio eeeietee vomie oriaice eral tel eee\n3 SeOCCLeLaTy Sm OfICe) (nr. eee Fain,\nCMCC OE OO\nabe Oe as eee\n4.4 Division vor. ACCOUNtS: |... 0 ga temo eiTe ieee Cet ee ee\nEe\n\nSia\n\nLegislative\n\n6.27\n/5_\n3.\nSee\nLOSS\n11”\n12.\"\n\nDivisionvof Business...\noes\nsop eer tac een ene era ee\nee\nDivision ot Publicationsmanas-ee Co ee nee\nee\nDivision: of Research 4. on sere Aer Coie cee Riese\nSore eae\nDivistonwore©]assroonies clay]Compan esa\na\nDivisionworeAd ministhativiemSetvlCe ma. scent aster\nane\nDivision of Records and) Membership s..5 0 eee\nene eee\nPhysical sPlante...\nbracg thie a ae pete\noe oe\nee ee\na\n\nDivisio sy:«1 ss akonse nec\n\nter\n\nhae\n\nen cree ier eee\n\neto\n\neee\n\n$900.00\n11,000.00\n4,200.00\n23,252.00\n7,502.00\n\n15,400.00\n22,366.00\n23,851.58\n29,490.07\n6,470.00\n4,620.00\n25,048.00\n20,786.02\n\n6,673.35\n\n"}
{"page": 1113, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nEXECUTIVE\n\nCOMMITTEE\n\n1109\n\nLoan nua liaonventionans\ntee eit. cies sis 5 Gee eyebrow\naidine bloated\n15. Collection of Membership Dues and Membership Campaign.....\nU6 seeournalyoty them Nba Age Mate: telik soc xisBaie Sock ate emieoiia ad 4\ngee escarch@ bulletin ery vere cyte wees « Siechsiiclay.feaor Eta alee its oe\nassay essai tien iaeicken ds coun seid de «\ni3-aebunancing.e Deleyatesmeap\nSpecialgeAppropriations mas cee tiehs- xcs s)<tors seers ode chew ieaniled\nlA\nZOO feces hurnisure sandwibioxtue sues eres seit sincer\nslates les e\nees oe\n\n7,024.39\n35,185.04\n92,687.66\n\neet 3\n\n9,126.46\n\nfet\n22erassociations: Membership pBieespamasa-.o4 21 a seid wisaiaseeatsiiess\n23. Publications and Reports for General Sale .......<.s0.e.essseeees\n\n1,100.00\n3,000.00\n\nBireevOlUMe\n\n24.\n\nMOL (Proceedings eracmnkere eis. stowe cece MARE LTA\n\nSOL\n\n6,732.81\n\n13,000.00\n18,751.75\n9,781.12\n\nBudget Balancing Funds\nPermanent)\n\nReserves\n\nFund\n\nPu ba\n\nEmergencysand\n\nare tes cert\n\nterm\n\notters) oo et\n\nAdjustment; Mund)\n\nOM 7-29\n\ncoterieas\n\nsentra hiersel sister oe od Memes\n\nTRIP\n\nas\n\n15,000.00\n\nsa. qo--ee seen\n\notal qe fate mon eeon se.ctas Genii\n\nataatehce ena\n\n364.20\ne ¢ $422,429.74\n\nIt was then moved by Mr. Lamkin to recommend this budget to the Board of\nDirectors for adoption.\nSeconded by Miss McSkimmon.\nThe question was put\nand the motion carried by a unanimous vote.\nA motion was passed authorizing Messrs. Siders, Smith, and Lamkin to put the\nreport in form. Mr. Siders was directed to present it to the Board of Directors\nat the evening session with the recommendation that it be adopted as the budget for\nthe year.\n\nThe question as to whether the Association should pay the expenses of the\nchairmen of committees who attend meetings of the Association was discussed\nat length. The sentiment was against the payment of such expenses.\nNo action\nwas taken, but it was thought the question should be given attention at the Seattle\nmeeting.\nRetirement Plan for Headquarters Staff—Mr. Lamkin, chairman of the committee\non salaries for members of the headquarters staff, was called upon to make a\nreport on a retirement plan for the headquarters staff. He explained that under\nhis instruction Mr. Norton had gotten the aid of experts and had prepared for the\ncommittee a peliminary report.\nThis report contains the following three plans:\nPlan Number One—The Association could establish a system to be administered\nwholly within its own offices, independent of the service rendered by any agency\noffering facilities for the setting up of retirement systems.\nInformation gained in\npreparing this report would indicate this to be an unwise procedure.\nThe objections are many.\n(This plan was outlined and discussed.)\nPlan Number Two—The Association could avail itself of the facilities of the\nTeachers Insurance and Annuity Association of America, an institution separately\norganized, but closely allied through an interlocking directorate, with the Carnegie\nFoundation for the Advancement of Teaching.\nThe\n\nTeachers\n\nInsurance\n\nand\n\nAnnuity\n\nAssociation\n\nwas\n\norganized\n\nin\n\n1918\n\nat\n\nthe insistence of the Carnegie Foundation for the Advancement of Teaching and\nits endowment is based upon the original Andrew Carnegie foundation.\n(The\nplan was presented and discussed.)\nPlan Number Three—This plan involves the working out of a retirement plan\nSeveral insurance companies\nwith some regular commercial insurance company.\noffer facilities which private organizations are now utilizing for the maintenance\nAmong these are the following: The Equitable Life Inof retirement systems.\n\nsurance Association, The Metropolitan Life Insurance Company, The Travelers\nInsurance Company, and The Aetna Life Insurance Company.\nIn deciding upon the particular company with which the Association might\n\ndeal, the most important criterion is the matter of the willingness of the company\nto give the type of policies desired by the Association to accomplish the purposes\n\nfor which the retirement system is being established,\n\nAll companies will not offer\n\n"}
{"page": 1114, "printed_page": null, "text": "1110\n\nNATIONAL\n\nEpucaATION\n\nASSOCIATION\n\nthe same provisions.\nThe one which writes policies of the type most desired\nshould have the preference.\nThe question of cost is also a factor to be considered. This will probably not differ to a significant degree if consideration is\nconfined to the older and better established companies.\nUntil the Association has actually selected the company with which it is to\ndeal and the actuary of the company has worked over certain data concerning the\nheadquarters staff, it will be impossible to state finally and with exactness all\ndetails as to the provisions and cost of a retirement system which might be set up.\nAfter calling attention to the need of.a retirement plan, Mr. Lamkin suggested\nthat Mr. Norton be called upon to explain the proposals, whereupon Mr. Norton\nmade\n\nexplanations\n\nand\n\nanswered\n\nquestions.\n\nIt was\n\ndecided\n\nnot\n\nto\n\nattempt\n\nat\n\nthis time to recommend a definite plan, but to place the preliminary report before\nthe Board of Directors with the recommendation that arrangements be made for\nhaving definite proposals made by companies ready for final action at the Seattle\nmeeting. The president instructed Mr. Lamkin, chairman of the committee, to\npresent the matter to the Board of Directors and to make the recommendation\nwhich had been decided upon.\nThe\n\nchairman,\n\nDirectors.\n\nMr.\n\nBlair,\n\nread\n\na list of rules\n\nHe asked the Executive Committee\n\nof procedure\n\nfor the Board\n\nof\n\nfor further suggestions.\n\nThe motion of Mr. Siders to adjourn subject to the call of the chaiman\nseconded by Mr. Smith.\nCarried.\nMeeting adjourned.\nFrancis\n\nG.\n\nJ. W.\n\nCRABTREE,\n\nBuair,\n\nwas\n\nomer:\n\nSecretary.\n\nSeattle, Washington, July, 1927\nFriday Afternoon, July 1, 1927\nA meeting of the Executive Committee was held Friday afternoon, July 1, 1927,\nat 3:30 o’clock in President Blair’s suite at the Olympic Hotel, Seattle, Washington.\nThere were present, Mr. Siders, Miss McSkimmon, Mr. Lamkin, and Mr. Blair,\npresiding. Mr. Smith was absent.\nOn invitation the following members of the\nBoard of Trustees were present: Mr. Gwinn, Miss Adair, and Mr. Finegan.\nThe chairman directed the Secretary to distribute copies of the minutes for the\nmeetings of the committee at Chicago, September 27-28, 1926, and at Dallas, February 26, 1927, requesting that they be read before the next meeting.\nHe asked\nMr. Siders to go over the minutes of the Dallas meeting carefully to see that figures\nare correct.\nHe asked Mr. Lamkin to pay special attention to the minutes of the\nChicago meeting.\nOn account of absence of certain members of the budget committee, action thereon\nwas deferred.\nRetirement plan for the staff—Mr. Lamkin then presented the Report and Recommendation Concerning Retirement plan for the headquarters staff, stating that\nthe report was submitted to the Executive Committee to be amended and then to\nserve as a basis for a report to go before the Board of Directors.\nThe following\nis the report:\n\nReport and Recommendation Concerning Retirement\nHeadquarters Staff\n\nPlan for\n\nProposals received—In accordance with the authorization given at Dallas, proposals have been obtained for the initiation of a retirement plan for the headquarters staff. The following organizations submitted plans:\n1. Equitable Life Assurance Society\n2. Metropolitan Life Insurance Company\n3. The Sun Life Insurance Company of Canada\n\n"}
{"page": 1115, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nEXECUTIVE\n\nCOMMITTEE\n\n1111\n\n4. Teachers Insurance and Annuity Association of America (Carnegie Foundation)\n)\nCopies of each proposal submitted are in the hands of the Executive Committee.\n\nPrincipal features of proposals—The plans submitted follow the general plan\nof the printed preliminary Dallas report, and provide for:\n1. Retirement on life annuity at age 65.\n2. Death benefits to employees’ dependents when death occurs previous to retirement.\n3. Protection against permanent or total disability occurring before age 65.\n4. Withdrawal benefits to employees and association in event of leaving service\nof the Association.\nCost—The plans provide for annual deposits from the employee (the Association), amount to five percent of the present salary roll of permanent employees,\nwhich is approximately $7000, and deductions from the salaries of the employees\nof five percent to provide\n\na like amount—$7000.\n\nThe total cost therefore is $14,000, or ten percent of salary roll, of which one\nhalf is directly paid by the Association and one half from deductions from salaries.\nRecommendations—In moving toward the final selection and initiation of one\nof the proposals submitted the following steps should be taken:\n1. A small committee should be appointed to select one of the four proposals,\nand authorized to arrange for putting the selected proposal into effect.\n2. An appropriation of $4000 should be included in the budget for the year\n1927-28 for the purpose of covering the costs of putting the retirement plan into\neffect.\nThis amount will be sufficient since by the time the final arrangements are made,\npart of the current fiscal year will have elapsed.\nFuture action—Once the plan is put into effect the annual cost to the Association\nwill be five percent of salary roll, or approximately $7000 a year. This amount,\nor such increase as increases in salary -roll require, should be included in the\nbudget of each fiscal year. A similar amount will be provided from salary deductions.\nIt was moved and seconded that the report be adopted by the Executive Committee, and sent to the Board of Directors with the recommendation that it be\npassed. Discussion. The motion carried.\n\nSalary increases—The matter of recommendations concerning increases in salaries\nof the central office force was then discussed, followed by the statement by the\nchairman that the matter would be left for further consideration and discussion\nbetween the Secretary and the subcommittee on salaries, to report at the next\nsession.\n\nSecretary to room\nbe housed\n\nat headquarters—Mr,\n\nat conventions\n\nLamkin\n\nat the headquarters\n\nthen moved\n\nhotel, near\n\nthat the Secretary\n\nthe President,\n\nfor con-\n\nvenience in the transaction of the business of the Association. Mr. Siders seconded\nthe motion and advised that it apply to this convention.\nAfter discussion the\nmotion was amended, on the suggestion of Mr. Siders, to provide that other members of the staff were not to have rooms at the headquarters hotel. The Secretary\nwas declared to be an officer of the Association.\nThe motion was then put as\namended.\nCarried.\n\nPassing\n\non\n\nbills—The\n\nchairman\n\nthen\n\npresented\n\nfor discussion\n\nthe matter\n\nof\n\nthe President of the Association and the President of the Board of Trustees and\nthe Secretary of the Association having to underwrite and approve bills that\nhave been contracted within the department.\nA discussion followed, involving the revolving fund, the current fund, and the\npermanent fund, the chairman expressing the view that the revolving fund could\nbe done away with.\nMr. Lamkin then suggested that in place of the revolying fund one warrant be\n\n"}
{"page": 1116, "printed_page": null, "text": "NaTIONAL\n\nat?\n\nEDUCATION\n\nASSOCIATION\n\ndrawn to the Secretary in a lump sum and that he pay out of said fund the\nbalance, if any, to be returned to the Association’s current fund.\nNo\nThe chairman stated that the suggestion ought to have consideration.\naction was taken further than an understanding that the Secretary would get expert\n;\nadvice on the question.\nMr. Lamkin then introduced the matter of payment of traveling expenses of\ndelegates out of the Association funds, suggesting that a flat rate of so much a\nday be allowed.\n\nMr. Siders thought definite action should be taken by the Board of Directors\nconcerning their own expenses and those of departments.\nThe chairman expressed the hope that a committee would look into the matter\nand see whether it is possible, under the Charter, for the departments to have\ncontrol of what might be called a sort of a contingent fund and pay all the\ncurrent bills of that department out of it, and simply report back to the Secretary of the Association so it will be a matter of record, and then return into\nthe current fund only the balance that is on hand.\nFurther discussion.\nRules for board of directors—The chairman then presented and read the following Rules of the Board of Directors.\nEach rule as read separately was unanimously adopted.\n\nfrom one to ten, as follows:\nRULEs OF BOARD\n\nSaid rules are numbered\n\n,\nOF DIRECTORS\n\n1. The minutes of every meeting shall record the names of Directors present and\nstates represented.\n2. Only bona fide vacancies can be filled by the Board. Mere absence of a member from a meeting does not create a vacancy.\n3. All portions of reports or resolutions which call for definite action or appropriations shall be made a part of the minutes with the action taken thereon.\n4. The Board may refer any requests coming before it to the Executive Committee for investigation and report; may refer any plan or policy upon\nwhich it has taken definite action to the Executive Committee with power\nto administer or carry into effect. All actions taken by the Executive Committee under such reference to be reported back for record.\n5. Before approving the budget for the current year the Board of Directors shall\n\nhave a statement from the Board of Trustees that such budget comes within\nthe available funds. The approval of such budget by the Board of Directors is not an appropriation, but when approved such budget shall become\na part of the minutes.\n6. In making appropriations for the current year the Board of Directors shall\nbe guided by the budget as approved and by the report of the Board of\nTrustees on the amount of funds available to meet such appropriations.\n7. In making appropriations for special committees the Board of Directors shall\nbe guided by the recommendations of the Executive Committee as approved\nby the Representative Assembly.\n8. All bills approved for payment by the Board of Directors shall be signed and\n\npresented to the Board of Trustees by the President and Secretary\nAssociation acting under the authority of the Board of Directors.\n\nof the\n\n9. The new members of the Council, Board of Trustees, and Executive Committee\nshall be elected at the first regular meeting of the Board of Directors.\n\n10. The Board of Directors shall empower the Executive Committee to investigate\nin advance of each annual meeting the accommodations by the various\ncities asking for the next annual meeting.\n\nThe Secretary of the Association\n\nand his staff shall assist the Executive Committee in making such investigations. Any selection shall not be final until approved by the President of\nthe Association.\nMr. Lamkin offered the following addition to said Rules of Board of Directors:\n“All appropriations shall be made in the following language: There is hereby\nappropriated out of the current funds of the Association, not otherwise appropri-\n\n"}
{"page": 1117, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nEXECUTIVE\n\nCOMMITTEE\n\n1113\n\nated, the sum of .... dollars, for ...., provided that in the judgment of the Board\nof Trustees so much is available for such purpose.”\n\nDiscussion.\nAction postponed to next meeting.\nAdjournment was then had until the hour of 8 o’clock in the evening.\nFriday Evening, July 1, 1927\nAn adjourned meeding of the Executive Committee was held in the President’s\nsuite at the Olympic Hotel, Seatle, Washington, Friday evening, July 1, 1927, at\n8 o’clock, there being present:\n\nW. R. Siders, Mary\n\nHenry Lester Smith, and F. G. Blair, presiding.\nBoard\n\nof Trustees\n\nwere\n\nMcSkimmon,\n\nThe\n\npresent on invitation:\n\nThomas\n\nof Board\n\nNo.\n\nUel\n\nW. Lamkin,\n\nfollowing members\n\nof the\n\nE. Finegan,\n\nJ. M.\n\nGwinn,\n\nby Mr.\n\nLamkin,\n\nand Cornelia S. Adair.\nThe\n\nadditional\n\nRule\n\nof Directors,\n\n11, submitted\n\nwas then further discussed. It was approved as follows:\n“All appropriations shall be made in the following language: There is hereby\nappropriated out of the current funds of the Association, not otherwise appropriabedsethemsuin= Om. seriece dollars artoteea.cm +). , provided that in the judgment\nof the Board of Trustees so much is available for such purpose.”\n(The rules are\na part of the minutes of the last session.)\nRevision of Accounts—Discussion was then had upon the form of voucher to\nbe used in making payments, and Mr. Lamkin suggested that it would be of advantage to officers for the voucher to show the amount appropriated, the amount\nbefore the voucher was drawn and the balance after the voucher is paid remaining in the fund.\nAt this point the Secretary read a letter from the expert accountants making a number of suggestions as to changes in the system of accounts.\nDr. Finegan thought action should be taken on these recommendations.\nHe\nsuggested that a committee be appointed with power to act, consisting of a member\nof the Board of Trustees, the President elect, the Treasurer elect, and the Secretary, to be authorized to employ an accountant for the purpose of classifying the\naccounts and making such other adjustments as the committee considers necessary.\nOn request he made a motion to that effect.\nSeconded.\nIt was explained that\nthis committee would make arrangements to make payments out of the contingent\nfund.\nDiscussion.\nCarried.\nAfter discussion it was decided that the committee was duly authorized to make\nnecessary changes and since the action did not affect policies or appropriations the\nchanges could be made immediately.\n~ The chairman named Dr. Finegan, chairman of the committee, stating that the\nother members would be, the Treasurer elect, the President elect, and the Secretary.\nHe advised the chairman to arrange for a meeting of the committee in\nJuly or August.\nA\n\nMr. Siders\n\nand others\n\nspoke of the importance\n\nof looking after these matters\n\nearly.\nDelegates Expenses—The secretary stated that it is necessary now to make\nHe presented the usual\nfunds available for the payment of delegates’ expenses.\nplan of arranging so that Mrs. Hixson could draw the checks on the $20,000. The\nHe\nchairman asked why we should authorize a check made out to Mrs. Hixson.\nthought the check should be made cut to the Secretary of the Association and\nHe conthat he should be responsible for making out the checks to delegates.\nsidered the Secretary the responsible one and that Mrs. Hixson was really an agent\nunder him.\nDr. Finegan thought it bad practice to do it in another way than through the\nSecretary.\nMr. Lamkin urged that the $20,000 check be made to the Secretary and that he\nThe responsibility of paying out funds should not\nsign the checks for delegates.\n\nget out of the hands of the officers of the Association.\n\n"}
{"page": 1118, "printed_page": null, "text": "NaTIONAL\n\n1114\n\nEDUCATION\n\nASSOCIATION\n\nThe Secretary was then directed to change the voucher to put the $20,000 into\nhis hands instead of Mrs. Hixson’s hands for checking purposes, whereupon the\nvoucher was duly signed by the proper official.\nThe Chairman then stated that the Executive Committee should be instructed by\nthe Board of Directors, to maintain a close relationship between the Executive\nCommittee and the central office. There should be frequent visitations by the\nExecutive Committee to the central office. (Discussion.)\n\nA discussion was then had concerning the time spent in the field by a member\nof the staff and its effect on the work in the division. The view was expressed\nthat contacts in the field were valuable and necessary, but that the work of the\ndivision would suffer from neglect if he should devote too much time to lecturing.\nThe Secretary gave assurance that a proper balance would be maintained without\naction being taken.\nSalaries—Mr.\n\nLamkin,\n\nchairman\n\nof the\n\nsubcommittee\n\non\n\nsalaries,\n\nreported\n\nas\n\nfollows: Mr. Crabtree and the heads of divisions made recommendations to this\ncommittee to allow increases beyond the schedule, but we have decided to recommend that the Executive Committee ask the committee on the budget to include\nenough for the headquarters staff to pay the schedule, plus the increases that\nwere adopted at the Dallas meeting, and we are recommending that increases\nin addition to that be not allowed.\nWhile some of these increases are deserved,\nwe believe that schedule increases ought to be satisfactory especially in view of\nthe fact that the retirement plan is recommended to the Board of Directors.\nWe\nwould not risk asking more now of the Board of Directors than the retirement\nplan and the regular schedule of increases.\nWe promised Mr. Crabtree to hear\nany head of division who would appear here this evening.\nI move the adoption\nof the report. Seconded. Mr. Siders doubted the wisdom of opening the question\nup to directors of divisions.\nHe thought that action should be taken and the\noffice force told about it. After further discussion the chairman stated that he\nwas ready to act, but if there is any desire on the part of the committee to hear\nfrom the heads of divisions, he would be willing to defer the vote until later in\nthe evening.\nBut the Secretary stated he thought the vote could be taken now.\nHe had\nnotified heads of divisions to be here who desired to be heard and none had come.\nSome had sent word that they did not desire to add to their written statements.\nHe said that while some felt strongly the need of certain increases, they would\nnot want to be too insistent.\nHe did not think any of them would come unless\nspecially requested to do so by himself or the committee.\nThe chairman then put the motion to approve the recommendation of the subcommittee, that only schedule increases be allowed on salaries and that we ask\nthe Board of Directors to appropriate the full amount for salaries and wages called\nfor by the schedule as,adopted at Dallas.\nThe Secretary expressed complete satisfaction with the action of the committee.\nHe felt all the office force would see the wisdom of the course followed by the\ncommittee.\nHe appreciated personally the careful attention given to staff problems, and he would say in advance that every member would join in this expression.\n\nThe chairman felt that these headquarters matters were among the important\nthings to be considered and that he was pleased that they received the most\nthoughtful and sincere attention of the committee.\nHe thanked the subcommittee\nfor its work.\nThere being no further business a motion was made to adjourn.\nCarried.\nSeconded.\nFriday Afternoon, July 8, 1927\nA meeting of the Executive Committee was held in the Olympic Hotel, Seattle,\nWashington, Friday afternoon, July 8, 1927, at 4:30 o’clock immediately following\n\nthe meeting\n\nof the Board\n\nof Directors.\n\nThe\n\nfollowing\n\nmembers\n\nwere\n\npresent:\n\n"}
{"page": 1119, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nExEcuTIVE\n\nCOMMITTEE\n\nTins\n\nMr. Blair, Mr. Reynolds, Mr. Siders, Mr. Smith and Miss Adair, President.\nGwinn and Mr. Finegan of the Board of Trustees were present on invitation.\n\nLocation of 1928 meeting—The\n\nMr.\n\nChairman, Miss Adair, stated that if satisfactory\n\nto members of the committee in order to accommodate representatives of Minneapolis who were present the matter of locating the next meeting would next\nbe considered.\nHearing no objection Superintendent Webster and a Representative\nof the Chamber of Commerce were called upon and extended the invitation for the\n\nnext meeting to be held in Minneapolis, agreeing to carry out the usual requirements.\nMr. Blair explained that knowing that Minneapolis was being favorably consid-\n\nered and that the invitation was to be extended and in order to facilitate matters\nhe had asked Mr. Allan of the headquarters staff to make a careful survey of the\nsituation in Minneapolis and to be ready to report at this meeting.\nMr. Allan\nwas then called upon for his report.\nHe made clear that the city could provide\nample meeting places, and exhibit space and that it had hotel facilities to care\nfor the convention.\nHe stated that the city had agreed to comply with the usual\nSuperintendent Webster gave full assurance that all requirements\nspecifications.\nand more than that would be met by Minneapolis.\nA motion was then made by Mr. Blair to approve of Minneapolis as the place\nof meeting for the next annual convention and to authorize the President to close\nthe matter up at her discretion provided details are met.\nSeconded.\nAfter discussion, carried.\nIt was explained that the business manager is directed to make\narrangements and prepare the contract for the signature of the officers of the\nCommittee, the President and Secretary.\nMr. Allan was directed to look after\nthis matter immediately.\nSalaries headquarter’s staff—The Chairman stated that the Board of Directors\nhad left certain matters to the Executive Committee.\nAmong these she said was\nthe question of salaries for members of the headquarters staff. It was suggested\nby Mr. Blair that the regular schedule increases having been tentatively decided\nupon only changes from this schedule need to be considered by the Committee at\nthis time, whereupon the Secretary recommended that Mr. Hawley’s increase be\n\n$100 instead of the $68 allowed\n\nby the schedule.\n\nMr.\n\nGwinn\n\nstated that he did\n\nnot think it good business to recommend a salary not in conformity with the\nschedule.\nOthers took the same view.\n‘The Secretary said that he realized that\nwe ought to hold to the previous understanding and that he would recommend\nonly this one change because of commitments.\nHe regretted to do this without\n\ndoing\n\nthe same\n\nfor others\n\nequally\n\ndeserving.\n\nHe\n\nmentioned\n\nthe case\n\nof Miss\n\nSaunders as one of them. He stated that Mr. Hawley was an efficient worker and\nfilled an important place in the work of the division. He recommended the increase\nin salary but did not recommend a change in classification.\nMr. Blair then moved that Mr. Hawley’s increase be $100 instead of $68 and\nthat the schedule increases in all other cases be allowed as shown on the prepared\nschedule.\nSeconded.\nIt was explained that the schedule as presented had been\ngone over carefully. After discussion the motion was passed by a unanimous vote.\nThe Chairman declared the schedule adopted with this one change.\nIt was explained that the salaries of the temporary help would be adjusted by the Secretary\n\nas during previous years.\nBorrowing funds—The Secretary asked the privilege of recording the passage\nHe thought it would be necessary to\nof the usual motion for borrowing funds.\n‘There being no objection the privilege was\nborrow to tide over this vacation.\ngranted.\nExpenses—After remarks by Mr. Siders a discussion was had on expenses and\nthe bills to be passed upon by the President.\nMr. Blair moved that no funds appropriated by the Board of Directors should be used in paying for dinners or\nbanquets unless authorized by the President and Secretary of the Association,\nSeconded.\n\nDiscussion.\n\nCarried,\n\n"}
{"page": 1120, "printed_page": null, "text": "1116\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nA motion was made not to pay to committee chairmen traveling and other\npersonal expenses out of the allowances to committees unless the approval of the\nIn the discussion\nSeconded.\nPresident and Secretary had been secured in advance.\nthe committee took the view that the funds appropriated to committees are for\nstamps, stationery and for research purposes, but that instances would likely arise\nThe motion was voted upon and\nwhere traveling expenses should be allowed.\ncarried. The Secretary was requested to give due notice.\nA motion was made by Mr. Blair that members of the headquarters staff shall\nrender separate vouchers for expenses at conventions.\nSeconded.\nCarried.\nA motion was made by Mr. Siders that a per diem of $4.50 a day be allowed\nfor meals on trains and at hotels for those whose expenses are paid by the Association at Conventions or at special meetings and that such items as laundry and\nvalet service be not allowed.\nSeconded.\nCarried.\nIt was explained that this\nwould apply at hotels where rooms are provided.\nIt was thought there should be\n\na limit of $4 a day for rooms.\nOther points were discussed. Mr. Siders and the\nSecretary were directed to prepare regulations satisfactory to the President pertaining to expenses in harmony with the discussion to be in effect until the Committee of the Board of Directors reports next year.\nStenographic service for president—A motion was made that the President be\nprovided with stenographic service. It was explained that an item of $2000 had\nbeen placed in the budget for that purpose.\nSeconded and carried.\nDate next meeting—Mr. Smith moved that the date for the next annual convention be set for the first week in July beginning Monday, July 2, 1928. Seconded.\nCarried.\nA motion to adjourn was seconded.\nCarried.\nCornewiA S. Apair, President.\nJ. W.\n\nMINUTES\nDallas,\nPresident Blair:\n\nOF THE BOARD\n\nCRABTREE,\n\nOF DIRECTORS\n\nTexas, Saturday Afternoon,\n\nFebruary\n\nSecretary.\n\nMEETINGS\n26, 1927\n\nThe Secretary will call the roll.\n\nMr. Crabtree:\n(Calls the roll.) The following responded as their names were\ncalled: Alabama, J. D. Williams; California, Anna G. Fraser; Colorado, W. B.\nMooney, Jesse H. Newlon, Mrs. Mary C. C. Bradford; Connecticut, John A.\n\nYoung;\n\nDistrict of Columbia,\n\nHarry English, J. W.\n\nCrabtree, Miss\n\nCharl\n\nWil-\n\nliams; Georgia, Fort E. Land; Idaho, Walter R. Siders; Ulinois, A. L. Whittenberg,\nFrancis G. Blair, Robert C. Moore; Indiana, Martha Whitacre, H. L. Smith,\nRobert J, Aley; Kansas, N. E. Pearson; Kentucky, R. E. Williams; Louisiana,\n\nLoretta R. Doerr; Maryland, William Burdick; Massachusetts, Annie C. Woodward, Mary McSkimmon,; Minnesota, Effie MacGregor; Missouri, T. J. Walker;\nMontana,\n\nR. J. Cunningham;\n\nNebraska,\n\nM.\n\nC. Lefler;\n\nNew\n\nMexico,\n\nIsabel\n\nL.\n\nEckles; New York, Olive M. Jones, George D. Strayer; North Dakota, Minnie J.\nNielson; Ohio, R. J. Kiefer, O. T. Corson; Oklahoma, C. K. Reiff, P. P. Claxton;\nOregon, Mrs. Susanne Homes Carter; Pennsylvania, Charles E. Dickey; South\nCarolina, George W. Wannamaker; South Dakota, N. E. Steele; Tennessee, S. L.\nSmith; Texas, J. O. Webb; Virginia, Joseph H. Saunders; Washington, T. R.\n\nCole; West Virginia, J. H. Hickman;\nWyoming, 4. A. Slade.\n\nPresident Blair:\nsented.\n\nWe have a quorum.\n\nWisconsin,\n\nE. G. Doudna,\n\nC. G. Pearse;\n\nMore than twenty-five states are repre-\n\nIn the call for this special meeting\n\nthe purpose\n\nof the meeting was\n\nset\n\nforth. There are some matters that the Executive Committee was unwilling to\ntake the responsibility for performing, and this meeting of the Board of Directors\nis called in special session to consider these matters.\nThe first to come before\nthis meeting is one that a subcommittee has spent a great deal of time on—that of\n\nworking out a schedule of salaries. At the meeting of the Executive Committee\nthis morning that schedule was gone over with a great deal of care, and it was\n\n"}
{"page": 1121, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF DirEcTORS\n\n1 lay/\n\napproved, and Mr. Lamkin of the Executive Committee has been) delegated to make\na presentation of the scale of salaries.\n\nI shall call on Mr. Lamkin\n\nnow.\n\nMr. Lamkin:\nI have no desire to keep you from reading all of this, I hope\nyou will, but if you will let me guide you, I think we can expedite it at this time.\nAt Chicago one of the first matters to come before the Executive\nthe adjustment of salaries in the central office. President Blair\n\nCommittee was\nappointed Miss\n\nMcSkimmon, Mr. Siders, and myself a committee to draft for the Board of Directors a statement of the position of the Executive Committee together with recommendations.\nI think it is the eighth page.\nThis subcommittee was of the opinion\nthat good administration would demand that the Board of Directors appropriate\na lump sum for the salaries of the central office at Washington.\n‘The next\nthing was that they should fix a minimum salary, a maximum, and a rate of\nincrease per annum.\nOur next step was to ask the advice of an attorney as to\nwhether that would be in compliance with our Bylaws.\nWe were assured as\n\nyou observe that such a plan is legal.\n(Mr. Lamkin then read the “Recommended Salary Schedule.”)\nMr. Lamkin:\nNow, on the basis of that plan, we are recommending to you\nwhat you will find on the third page as a salary classification schedule for the\npersons employed by the National Education Association.\nIt is divided into four\ndivisions, as you will see on page three. In the first place, we took the amended\nplan based on the experience of our own staff and made by Secretary Crabtree\nwho classified our employees in the Washington office.\nWe then went to the\nUnited States Bureau of Efficiency and got the Bureau of Efficiency, through its\nchief, Herbert D. Brown, to come over and make suggestions.\nYou will find the\nresults of the personnel classification on page three.\nThe Executive Committee\nis not recommending to you either one of those. They are recommending a third\nplan. (This plan was then discussed in detail.)\nMr. Lamkin:\nWe are gojng to ask that this Board of Directors adopt this\nschedule of salaries, and, in the second place, that you designate it as a guide for\nthe Executive Committee.\nI shall be very glad to answer any inquiries you have\n\nto make.\nMr. Saunders: You give “Head. Stenographers” much less than you give\n“Stenographers.”\nOughtn’t that be changed?\nMr. Lamkins\nJI think not.\nVoice: Yes, there it is there.\nMr. Lamkin:\nWell, cut out the word “Head.”\nWe will make that change.\nMr. Blair:\nJf there is no objection, that language can be changed there.\nI\nmight say in supplement to this report that no one will be appointed in the central\noffice except upon the recommendation of the Secretary or upon the recommendation of the division head with the Secretary giving official approval. ‘That is and\nshould be a rule of procedure.\nYou have before you now the recommendation of\nthis Committee of a salary schedule covering the central office at Washington.\nIf this salary schedule is adopted it does not become retroactive, but it covers\nthe year that will begin July 1, 1927, that is, there will be appropriations made\nby the Board of Directors, the new Board for that year, under this salary schedule,\nand when you hear the next report on the salaries for this year you will find that\nwe tried to make that as nearly as possible conform to this schedule which we\nare presenting and which we hope you will adopt.\nI move the adoption of the salary schedule as presented to the\nDr. Strayer:\n\nBoard of Directors.\nI second the motion.\nMr. Newlon:\n\nMr. Chairman:\n\nIt is moved\n\nand seconded that this salary schedule be adopted,\n\nand personally I want to say that we are under great obligation to Miss McSkimmon, Mr. Lamkin, and those at the central office for working out this fine salary\nschedule.\nMr. Reiff: Mr. Chairman, I want to agree with the gentleman that raised the\n\n"}
{"page": 1122, "printed_page": null, "text": "NatTIonaL\n\n1118\n\nEpucation\n\nASSOCIATION\n\nquestion awhile ago that under this schedule you are paying a person of superior\nresponsibility less than you are giving one of less responsibility.\nMr. Chairman:\nIwill have Mr. Crabtree make a statement on that.\nOne is for exThese two classes are a good deal the same.\nMr. Crabtree:\ncellent clerks and stenographers with office responsibility and the other for the\nmost expert workers, those who do not dissipate their skill in numerous other\nresponsibilities.\nMy friend, Mr. Saunders, made a very good suggestion, but I\nDr. Strayer:\nfeel that as members of the Board of Directors we ought to approve this schedule\nin principle, recognizing the fact that the Secretary and his associates and the\n\nExecutive Committee have gone into it in detail, and that is what they are emIf it doesn’t work out,\nployed for, and I think we ought to take their judgment.\nit can be changed at any time.\nI feel we ought to take the judgment of the\nCommittee and the Secretary, because that is what they are for.\nMr. Saunders: Mr. President, in view of those statements I am perfectly willing\nto withdraw the objection, but it does seem to me that it is not exactly consistent in the scale as offered if you say the duties of these two people are pracExecutive\n\ntically the same, and one has office responsibility and his salary is lower than\none that has no office responsibility.\nHowever, in view of the statement that\nthis thing can be changed at Seattle, and, if it doesn’t work, you will do that, I\nam perfectly willing to withdraw my objection.\nMr. Lamkin: I think there will be no objection on the part of the Executive\nCommittee to making that $1320 and $2320.\nMr. Blair: This has been gone over with great care and it is so easy to change\nit and get into trouble.\n(There was further discussion.)\nChairman:\nI want to say that I don’t know how it is with the rest of you\nDirectors, but I can spend the whole week here.\nThere’s no desire on the part\n\nof the Executive Committee to hasten this report through.\n\nI say to you, challenge\n\nevery part of it. We want it right. We want it satisfactory.\nNot having had\nanything to do with it myself and coming to it this morning I was deeply impressed\nwith the fine work that had been done. That does not mean that it is perfect,\nand I want you to take all the time you desire to consider it.\n\nVoice:\n\nMr. Newlon\n\nasked Mr. Lamkin\n\nif the Executive\n\nCommittee\n\nsaw\n\nfit if\n\nit couldn’t employ at salaries higher than these basic salaries.\nHe answered that\nit could do so. Now, I want to know if the Executive Committee can exceed the\nmaximum here, if that’s part of the recommendation?\n\nPresident Blair: 1 can state what occurred before the Executive Committee this\nmorning.\n‘These maximums are placed there.\nNow, if some person during the\nyear who makes a staff member an offer that we want to meet, it could only be\nupon the recommendation of the Secretary that such action wduld be taken.\nWe\nhave now in this schedule before us the situation where some of the best employees in the central office are being sought by others.\nVoice:\nThe Executive Committee would have that authority to go beyond the\nmaximum ?\nChairman: Yes, but only in a case of merit, for the whole scheme is to serve\n\nas a guide only. Still it would only be done in an emergency.\nVoice:\nMr. Chairman, how much is it estimated that this proposed schedule\nwill increase the annual budget?\nChairman:\nI will ask Mr. Crabtree on that. How much is the increase?\nMr. Crabtree:\nSomething like $8000, I think; between $8000 and $9000. Mr.\nSiders is making the computation.\nMr. Siders:\n\nWe\n\ndidn’t get time,\n\nMr.\n\nChairman,\n\nto finish\n\nthat, but it doesn’t work out very much more than the amount\n\nthe computation\n\non\n\nof money that was\n\nappropriated for increase of salaries last summer.\nPresident Blair:\nI can say this schedule doesn’t become operative until the\n1st of next July, and the appropriation to cover this schedule will be made by\nthe\n\n"}
{"page": 1123, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF Directors\n\n1119\n\nnew Board of Directors at Seattle, but your question is a very proper one.\nhave made increases that will reach somewhere between $6000 and $8000.\n\nWe\n\nMr. Siders:\nWe appreciate that this is all going to be taken up at a deferred\nmeeting in which we can get exact amounts, but it looks as though we will have\n\n$7000 left.\nPresident Blair:\n\nWhen\n\nthis was\n\npresented to me I felt that the money\n\nto be\n\ndistributed should be distributed to the people lower down in the scale, and in\nthe next report you will see that the Executive Committee has taken care of that.\nThe motion before you now is as to whether you adopt this schedule or not.\nMr. Crabtree: The motion carries with it minimum and maximum qualifications\nand duties.\n\nVoice:\n\nQuestion.\n\nChairman:\n\nAll in favor of the motion\n\nwill let it be known\n\nby saying “aye.”\n\nThe motion is carried unanimously.\n\nPersonnel Classification for the Headquarters Staff as Recommended by the Executive Committee and Adopted by the\nBoard of Directors, February 26, 1927\nColumn\n1\n\nColumn\n2\n\nColumn\n3\n\nBasic. in\neis ec\nees ser aes per year $5500\nVia XIU\necco eeen ueeietenn eck eine heise te peryear\n7500\nPANINUA UNRCTEASEL «Sexe sercqereuniel\naust oles\n500\n\n$5500\n7500\n500\n\n$5000\n7500\n250\n\n2500\n4500\n\n300\n\n3000\n4200\n240\n\nA. Assistants to directors in (A) group 1\nand chiefs of important sections with\ndirective and administrative responsibilities.\nI\nSEA\nhe SR\nEO SS SA\nane peryear\nIM axiIMUIM | sarc\nsuoseres etme ans per year\nIN WENL METAS\nSqagocoman soounoc\n\n2400\n3300\n150\n\n2100\n3000\n156\n\n1800\n3000\n120\n\nB. Principal clerks and stenographers with\nclerical and office responsibility.\noT hye Uae Ral\ni\nASE ee\ni\nper year\nIMIch cyorubnnl nenions\nods sadounea aeemoG peryear\nAnnaalelimereas@ users sbesiereels fe sic\n\n1800\n2400\n100\n\n1644\n2400\n108\n\n1250\n2250\n100\n\n1500\n1860\n\n1356\n1860\n\n1320\n2000\n\n60\n\n84\n\n68\n\n1. Directors of Divisions\nA. Directors\n\nof\n\nbusiness,\n\nand creative\n\ndivisions.\n\nadministrative\n\nB. Directors of other divisions and the\nchief assistant to the Secretary.\nBasich tema\neeeitls ales. ttl ey peryear\nMaximum\nGRNse seas cite. huis steneta peryear\nAnnualsincrease),\n\n2. Assistants\n\nsc. dctyen\neat scree\n\nto Directors—Large\n\n200\n\nDivisions\n\n3. Clerks and Stenographers on the Permanent\n\nRoll.\n\nA. Clerks and stenographers experienced\nand expert in their work.\nBasicuniecrnersactnssle\ncities: Geiss «os per year\nMaximum bri eth dol. stomomrtons.c\n6560 per year\nAnnualelnerease\n\n3300\n4500\n\nen aster\ntae dela’:\n\n"}
{"page": 1124, "printed_page": null, "text": "1120\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\nB. Clerks, stenographers, expert re\nand assistants in divisions.\nBasich seria te cece\nae fe eit steerer: peryear\nWile atone or gating Qo most ppc Ox coon peryear\n‘Annual Increases eee ter\nNo one on permanent\n\n4. Unclassified\n\nand Other Help on Temporary\n\nA. Clerks,\nstenographers,\nother help on temporary\n\naos oh\n\nGe\n\n1140\n1500\n72\n\n1200\n1800\n60\n\nroll to receive less than $1200.\n\nService—Clerks\n\nBasicupt\n\n1200\n1500\n60\n\ntypists,\nbasis.\n\nAbe\n\nRoll.\n\nand\n\nchit Sees\n\nper week, $15 and above.\n\nNove:\nColumn\n\nColumn\nColumn\n\n1—Recommended by U. S. Bureau of Efficiency after careful investigation.\n2—The modifications of Column 1 to meet present conditions—the Secretary’s proposal.\n3—As filled in by the Executive Committee and the Board of Directors.\nColumn 3\nwas formally adopted.\n\nHeadquarters\n\nStaff—National Education Association\n\nClassification—Duties—Qualifications\n1. Directors of Divisions (administrative).\nA. Heads of business, administrative, and creative divisions.\na. Duties: To serve as director of a large force in highly administrative\nand\n\ncreative\n\ndivisions;\n\nto deal\n\nwith\n\nstate\n\nand\n\nnational\n\nagencies-in\n\nthe field of the special division.\nb. Minimum Qualifications: Training equivalent to that represented by\na degree from an institution of recognized standing; three years’\ngraduate study or equivalent practical experience; scientific maturity\nand administrative ability with not less than two years’ experience in\nadministrative work.\nIn scholarship to possess the general qualifications and abilities comparable with deputy and assistant superintendents in the largest cities.\nB. Heads of smaller divisions and the chief assistant to the Secretary.\na. Duties: To direct the work of the division and to deal with state and\nnational agencies within the particular field of the division.\nb. Minimum Qualifications: Training equivalent to that represented by\na degree from a teachers college of recognized standing; one year in\npractical experience; managing ability and general qualifications\nshould be comparable with that of supervisors ranking next to deputy\nand associate superintendents\n2. Assistant\n\nto directors\n\nA. Assistants\n\nand\n\nto Directors\n\nsection\n\nin the largest ctiy school systems.\n\nchiefs.\n\nin 1A.\n\na. Duties: To assist the director in the management and administration\nof the division; to supervise creative or technical work under the\ndirection of the head of the division of not less than five members\n\nof the staff; to be responsible\n\nto the director\n\nformance of the work of the division,\nwork on own responsibility.\n\nfor the efficient per-\n\nor to do important\n\ntechnical\n\nb. Minimum Qualifications: Training Apion: to graduation from a\nrecognized teachers college or technical college, with one year special\nstudy in a field related to the work in the division or the equivalent\nin practical experience; a pleasing personality and the ability to deal\nwith educational\n\nleaders\n\nand with\n\nthe representatives\n\nof educational\n\nagencies under the general direction of the chief, and in some cases\nmarked ability to do work of a highly eeehnieal character largely\non own responsibility.\n\n"}
{"page": 1125, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF Directors\n\n-\n\neA\n\nShould have qualifications on a par with high school teachers in\nthe largest cities. In the strictly business divisions the chiefs of sections substitute in part successful organizing or managing experience for scholastic requirements.\nB. Principal clerks with group, office, or technical\n\nresponsibility\n\na. Duties: To perform important and responsible office work in a division\nof not less than three members of the staff; or to do work of a technical and scholarly type with less responsibility for the work of others.\nThis work is performed under general direction of the director or\nassistants and involve’ little or no responsibility for the determination\nof policy.\nb. Minimum Qualifications: Training equivalent to that represented by\ngraduation from a recognized teachers college or technical college\nor equivalent in education training and practical experience; should\nhave qualifications on a par with those of teachers in the grades and\nhigh schools in the largest cities. Special knowledge or supervisory\nability as required, and in some cases, ability to do work of a strictly\ntechnical character under general supervision.\n\n3. Clerks, stenographers,\n\nand other expert help.\n\nA. Clerks, stenographers,\n\nand assistants in technical lines expert in their work\n\nwhose duties require less managing ability than those described in 2B.\na. Duties: To perform under more or less direct supervision general\nclerical, stenographic, and technical duties arising in the division.\nb. Minimum Qualifications: High school education with an additional\nyear in college or technical work or equivalent knowledge and practical training; two or more years of experience in ofhce work; ability\nto take in shorthand at a moderate speed and to compose letters\nwithout dictation; for equal ability for handling the technical work\nrequired; general qualifications comparable with those of clerks\nperforming similar duties in the ofhces of superintendents of schools\nin the largest cities or in departments of research in colleges.\nB. General Clerks and other Assistants:\na. Duties: To perform the clerical work of the office, under direct supervision.\nb. Minimum qualifications: High school education or equivalent knowledge and practical experience; special clerical or business training\nfor one year or equivalent experience; must have had at least one\nyear’s experience; general qualifications comparable with those of\nclerks performing similar duties in the offices of principals of schools\nin the largest cities.\n4. Unclassified\nOther\n\nClerks, Stenographers,\nService:\nTemporary Help.\n\nTypists,\n\nFolders,\n\nOperators\n\nand\n\na. Duties: To serve as assistants on a temporary basis under the direction of division heads, first assistant, or under section chiefs in the\nvarious working groups of the Association.\nequivalent\n\nof a high\n\nb. Qualifications:\n\nThe\n\nof development\n\nand\n\nmust\n\npossess\n\nassistants\n\nare\n\ndrawn\n\nlargely from\n\nschool\n\nor\n\nbusiness\n\ncollege\n\neducation; suffcient training and experience to begin the particular\nwork to which assigned with a degree of success; must show promise\n\nThe\n\npermanent\n\na satisfactory\n\npersonality.\n\nthis group.\n\nIt serves\n\nas a\n\ntraining school for the division help. Many of the efficient assistants in divisions\nOnly the most promising receive promotions.\nhave had this preliminary training.\n\n"}
{"page": 1126, "printed_page": null, "text": "NATIONAL\n\n1122\n\nASSOCIATION\n\nEpuCATION\n\nThe training prepares for places in the government so that those who do well may\naspire to government positions when openings do not occur in permanent staff.\nThe fact that these young people can have the endorsement of the National EducaThis\ntion Association enhances their chances for securing excellent positions.\nproduces a fine working spirit even in the most arduous and routine sections.\nIt guarantees speed, skill, and efficiency in the permanent positions in the staff.\n\nSalary Regulations\n1. The general plan is for the Board of Directors to make: (1) The appropriations for salaries of members of the headquartérs staff in a lump sum, leaving the\ndistribution of the same to the Executive Committee, and (2) To adopt a scheme\nof personnel classification showing basic and maximum salaries.\n2. The basic and maximum salary schedule is to serve as a guide to the Executive Committee in fixing salaries and in determining salary increases. The annual\nincrease as shown in the schedule is to serve not as requirement or rule but as\na suggestion. In cases of exceptional merit the increase may be much larger than\nthat shown in the schedule or for valid reasons the annual increase may be\nreduced.\nIn a particular year the whole schedule of increases may be reduced\nowing to income conditions.\n3. The Executive Committee has the power to change the classification of any\nemployee at any time after the adoption of the schedule.\n4, The Secretary shall prepare a statement when desired by the Executive Committee giving names of members of the staff showing present salaries, salary in.\ncreases, and the salaries recommended for the following year.\nIn cases where\nthe increases are above or below the schedule increases the reasons for the variations must be given.\n5. Changes in the classification of members of the staff shall be by vote of the\nExecutive Committee.\nPermanent members can only be elected by a vote of the\nCommittee.\nThe Secretary may make temporary appointments to fill vacancies and\nto meet\n\nemergency\n\nneeds\n\nbetween\n\nmeetings\n\non\n\nthe\n\nadvice\n\nof the Excutive\n\nCom-\n\nmittee.\nThe Secretary cannot make changes in the classification of the members\nof the staff.\n6. The Secretary shall employ the temporary help and all unclassified service\nunder the general direction of the Executive Committee reporting the names and\n\nweekly salaries as requested but at least once each year for approval.\nChairman: The next thing will be a report by the Secretary on the recommendations of the Executive Committee on salaries in the central office for the\npresent year.\nMr. Crabtree: This report of the Secretary has been changed a good deal by\nthe Executive Committee to fit into the schedule which you have just adopted.\nI\nam sorry that we do not have this report in duplicate form. We didn’t have time\nsince it was completed.\n\nThe Executive\n\nCommittee\n\ncompleted\n\nthe report 20 minutes\n\nago. I can hardly conceive of your wanting to consider the schedule name by\nname, but there is no other way since we have only our working copies to which\nto refer.\n\nChairman:\n\nHave you copies?\n\nMr. Crabiree: No, I haven't; that’s the unfortunate part.\nThe executive Committee completed the report less than an hour ago. I think it would be more satisfactory if we could put copies of the schedule into your hands.\nBut we do not\nhave them. I have here the list of names by divisions.\nChairman: I think, Mr. Secretary, that we couldn’t spend the time more profitably\n\nthan to go down the list and just speak the names out. There are people here\nthat don’t know the names of the people at the central office and I suggest that\n\nyou go down the list 1nd call the names\nrecommended.\n\nand amounts of increases that have been\n\nMr. Crabtree: I shall go down the list if agreeable making explanations.\n\n"}
{"page": 1127, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF Directors\n\nms\n\n(Mr. Crabtree reads the report and makes explanations.)\nMr. Crabtree: Those are the names of all the members of the permanent staff\nand those recommended for it.\nMiss Jones: Mr. Chairman, I see that some of the people are leaving, and I\nmove that when this meeting adjourns it adjourn to meet at 7:30 tonight in Room 4\nof this Hotel.\nMr. Chairman: You hear the motion that when we do adjourn this afternoon—\nand I hope no one will leave without absolute necessity—that when we do, we\nadjourn to meet in Room 4 of this Hotel.\n\nVoice: I second the motion.\nChairman:\n\nIt is moved\n\nand\n\nseconded\n\nthat\n\nwhen\n\nmeet at 7:30 tonight in Room 4 of this Hotel.\nsay “aye.” The motion is carried.\n\nwe\n\nadjourn,\n\nAll in favor\n\nwe\n\nadjourn\n\nof the motion\n\nto\n\nwill\n\nI want to correct one statement raised by a gentleman over here.\nIt was a\nblunder on my part. He wanted to know if the Executive Committee had authority\nto exceed the maximum recommended, and my answer was that if it was necessary\nthey could. I made a very stupid blunder there.\n\nVoice: Thank you. I was wondering what was the necessity for the schedule.\nPresident Blair: It was my blunder.\nThe maximums ought not be exceeded.\nAfter adopting the salary schedule and making the lump appropriation to cover\nall salaries the Board of Directors may ask the Executive Committee to distribute\nit within the fixed schedule.\nVoice: Since the matter has already been gone into by the Executive Committee,\nI move that the schedule as read by the Secretary be adopted.\nVoice: I second the motion.\nVoice: What about the Secretary’s salary?\nMr. Crabtree: The Board of Trustees have to do with the Secretary and not the\nBoard\n\nof Directors\n\nor Fxecutive\n\nCommittee.\n\nMy salary is now\n\n$9000.\n\nMr. Reiff: You ought to have at least $10,000.\nVoice: It seems to me that the Secretary of the National Education Association\nought to receive much more money than that. It ought to be $12,000.\nVoice: I see that the Secretary of the Pennsylvania Education Association has\nbeen recently reelected at a salary of $10,000.\nI shouldn’t think this Association\nshould pay its Secretary less.\nMiss Jones: Mr. Chairman, I move that the Board of Directors recommend that\nto the Board of Trustees.\nI am sure the Board of Directors has no power to raise\nthe salary, but it can 1ecommend that to the Board of Trustees, and I move that\n\nthe Board of Directors recommend to the Board of Trustees that the salary of the\nSecretary be fixed at $10,000.\nMr. Reiff: I second the motion,\nPresident Blair: I want to say to Mr. Crabtree that we really couldn’t express\nin money\n\nour appreciation\n\nof his services—(applause.)\n\nVoice: I fully concur, Mr. Chairman, that the Secretary should have the $10,000.\nHowever, it is not the function of the Board of Directors to fix that salary. The\nConstitution and Bylaws definitely state that the Board of Trustees shall do that.\nHowever, this Board of Directors can appropriate the salary, and I think we\nought to appropriate $10,000 so that they can fix his salary at $10,000 or above\nthat figure.\nChairman: The Board of Trustees fixes the Secretary’s salary.\nVoice: He will get it, Mr. Chairman, if we appropriate it.\nChairman: Yes. The motion is that this schedule of salaries for the present year,\nbeginning July 1, 1926, and ending June 30, 1927, shall be approved as presented\nto us by the Secretary, with the addition of his own name—\nVoice: And the money appropriated to carry that salary. We wish to be certain\nof that.\n\nChairman: When we approve this we appropriate that money.\nVoice: I want it definitely stated that we appropriate that money,\nsum of money to pay that salary. It ought to be more than that.\n\nappropriate\n\na\n\n"}
{"page": 1128, "printed_page": null, "text": "NATIONAL\n\n1124\n\nASSOCIATION\n\nEDUCATION\n\nChairman: Yes.\nVoice: That's what I wish to add to the motion.\nChairman: The motion is that these salaries shall be ffxed and that the schedule\nAll in favor of the\nis hereby approved and appropriation of that money made.\nmotion will say “aye.”\nVoices: Aye.\nChairman: The motion is carried unanimously.\nVoice:\nI have a little difference of opinion about the salary of the Secretary.\nWe all think that the Board of Trustees fixes that salary; we have made an appropriation to cover it, but we have not made a recommendation that the Board of\nTrustees fix the salary of the Secretary to that.\nMr. Rieff: Mr. Chairman, that was Miss Jones’ motion, seconded by myself.\nPresident Blair:\nIt is moved and seconded that we recommend to the Board\nof Trustees that they pay Mr. Crabtree the money which we have just voted to\nhim. All in favor of that say “aye.”\n\nVoices:\nAye.\nChairman:\n‘The motion is carried.\nVoice: Mr. Chairman, wouldn’t a speech be in order?\n(Secretary bows but makes no speech.)\nPresident Blair: No, it’s just as I thought, he refuses to make a speech until the\nBoard of Trustees has paid him the money.\n(Applause.)\nMiss Jones:\nMr. Chairman, let it be noted that the girls aren’t the only ones\nthat can blush.\n(Applause.)\nPresident Blair: Now, gentlemen, another matter of large importance that came\nbefore the Board of Directors at Chicago was the matter of Homes for Retired\nTeachers.\nIt captured our hearts entirely and completely, but the question came\n\nup of formulating a plan as to how the moneys\nand at Chicago\n\nI appointed\n\na subcommittee\n\nmight be collected\n\nof Mr. Siders, Dean\n\nand disbursed\n\nSmith, and Miss\n\nMcSkimmon to make a study of the whole question of Homes for Retired Teachers\nand to make a report to the Board of Directors at this time. I shall now call upon\nMr. Siders to make that report for the Executive Committee.\nMr. Siders:\n‘This Committee, having formulated a plan of what they thought\nshould be done in the way of authorizing the collection of money and the acceptance of gifts and determining who should handle it and how it should be administered, thought it wise to consult an attorney to see if this was drawn up in\naccordance\n\nwith\n\nthe\n\nCharter\n\nand\n\nBylaws,\n\nand\n\nthat’s\n\nthe\n\nreason\n\nit is in legal\n\nphraseology.\nWe thought that we should accept only unconditional gifts, bequests, and devises of money or real property to establish homes, for buying lands,\nor building thereon, or buying furniture or equipment, or that the money might\nbe accepted for endowments, or moneys might be accepted for maintenance, or\nmoneys might be accepted which could be used in part for the maintenance of\ninstitutions of state or some other institution might in part be maintained.\nThe\n\nBoard of Trustees is the body in whose hands the bequeaths or gifts go and they\nsafeguard the funds, just as they do the general funds. The question came up as\nto who should administer these funds or these grants’or trusts, and the attorney\nheld that if the Board of Trustees are the ones into whose charge it is given, they\nare the ones who must be responsible for the disbursement of this money.\nOne\nmore point: The Board of Trustees didn’t want, and I don’t believe the Board of\nDirectors want, to have charge of the teachers’ homes, that is, the direct management\n\nof them\n\nshould\n\nbe\n\nauthorized\n\nall over\n\nto incorporate\n\nthe country,\n\nstate,\n\nnot\n\nnecessarily\n\nthe\n\none\n\nso it was\n\nthese\n\nin which\n\nthe\n\nthought\n\ninstitutions\nhome\n\nthat the Board\n\nof Trustees\n\nunder\n\nthe\n\nlaws\n\nis, because\n\nthe\n\nincorporation\n\nof some\n\nmight not be suitable, but to be incorporated in accordance with the laws of some\nstate, and have a board of managers, which board of managers are to be governed\nby the Articles of Incorporation, and the Board of Trustees of the National Education Association would have the right, if those Articles of Incorporation are\nviolated, or if the institution should cease to be used for the purpose for which\n\n"}
{"page": 1129, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF DireEcrTors\n\n1125\n\nit was designated, to take back this property and put it into the Homes\nWith that explanation, I will read this Resolution.\nTeachers.\n(Mr. Siders then read the resolution down to-and including,\n\nfor Retired\n\n“Yo be known as the Olive M. Jones Fund for Homes for Retired Teachers.”\nThe substance of the Attorney’s opinion is in Mr. Siders’ statement.)\nMr. Siders: They say that a rose to the living is more than sumptuous wreaths\nto the dead.\n(Applause.)\nMiss Jones undoubtedly deserves this honor, having\noriginated and furthered this idea. The following is the resolution prepared by\nthe Board of Trustees:\n\nIT IS HEREBY RESOLVED by the Board of Directors of National Education Association of the United States, that:\nThe National Education Association of the United States does hereby establish\na trust fund to be known as The Olive M. Jones Fund for Homes for Retired\nTeachers, and does hereby authorize its Board of Trustees in its discretion to\naccept unconditional gifts, bequests and devises of any\ntrust for any one or all of the following purposes:\n\nreal or personal\n\nestate\n\nin\n\n1. The establishment of homes for retired teachers and the purchase of land,\nbuildings, or equipment therefor.\n2. The building, furnishing, and equipping of homes for retired teachers.\n3. The endowment of homes for retired teachers.\n4. The maintenance, in whole or in part, of homes for retired teachers, including all or any expenses of supervision, management, operation, upkeep,\nrepair, and improvement.\nThe\n\nBoard\n\nof Trustees\n\nis further\n\nauthorized\n\nin its discretion\n\nto hold, invest,\n\nreinvest, grant, convey, encumber or lease all assets of every character which\nshall hereafter become a part of such fund, and in its discretion to use or to deliver\n\nto a board of managers of an established home, for use by such managers, any\nassets comprising a part of such fund or any income or accruals therefrom, for\nall or any of the above mentioned purposes.\nThe Board of Trustees is authorized in its discretion to establish homes for\nretired teachers from time to time, to name the locations therefor, or to provide\nhow the location of any home shall be determined upon; to incorporate or otherwise to establish a governing and managing body for each home; to establish by\nCharter and Bylaws or otherwise a board of managers for each home, a majority\nof whom at all times shall be residents of the state, territory or District of Columbia, in which the home is located, and to provide for the manner of selection and\n\nreelection of members of such board of managers; to vest in such board of managers so much as it shall see fit of the management, operation and control of\nthe home and all properties of whatever character which shall be used, or the\naccruals or income from which shall be used, for the acquisition, completion,\nendowment or maintenance of such home; and generally, to establish such rules\nfor the operation and management of the home and its continuity and for reversion of all assets to the Board of Trustees on its discontinuance, all as in\n\nits discretion\namend\n\nit may\n\nsee fit, with or without\n\nreservation\n\nto itself of the right to\n\nany such rules from time to time.\n\nMr. Siders: That is the Committee’s report.\nPresident Blair: You have heard the Committee’s report.\n\nI hope you will take\n\nall the time for its consideration which you care to.\nMr. English: If you want to ever establish a home in the District of Columbia,\nyou will have to insert the words “District of Columbia” in that Resolution.\n\nVoice:\n\nJust insert “D. C.” in it.\n\nMr. President, wouldn’t it be possible for us to have enough\nMiss McSkimmon:\nof these mimeographed or printed, if necessary, so that everyone can have a copy?\n\nPresident Blair;\n\nWe will ask the Secretary, now\n\nthat his salary has been in-\n\n"}
{"page": 1130, "printed_page": null, "text": "NATIONAL\n\n1126\ncreased, to have\n\nenough\n\nEpUCATION\n\nASSOCIATION\n\nprinted to be placed in the hands\n\nof everyone.—lI\n\nwill\n\nsay that one question I asked of the attorney presenting this resolution, the charter\ngives the Board of Trustees the power to keep the Permanent Fund and to see\n\nthat it is invested, but the disposal of the proceeds of the funds seems to be in\nNow, here’s the\nthe hands of the Board of Directors according to the Charter.\nproposition: I have no doubts at all about the Trustees being the most competent\nbody to handle the funds, there is no doubt about that, but the only doubt I did\n\nhave about was whether the Board of Trustees could receive gifts and then go\nout and spend them. This attorney said they did, because this was in the nature\n‘That was the\nof a trust fund that was being created under special conditions.\nquestion I had in my mind and the young man didn’t have any doubt along that\nline.\nVoice: Mr. President, it is moved that the resolution as presented be adopted.\nVoice: I second the motion.\nPresident Blair:\nIt is moved and seconded that the resolution presented to the\nBoard of Directors, authorizing the Board of Trustees to accept gifts, donations,\ndevises and bequeaths for the establishment and maintenance of Homes for Retired\nTeachers under the general conditions set forth be adopted.\n‘That’s the motion\nbefore us now.\nAny questions?\nVoice: 1 would like to ask what action, if any, was taken by the Representative\nAssembly on the establishment of teachers’ homes?\nG\nPresident Blair:\n‘They left it to the Executive Committee, and the Executive\nCommittee felt they didn’t care to assume the responsibility, so you have seen\nwhat a farflung proposition it is. Now, if this is adopted, we have the machinery\nestablished whereby philanthropic people will begin, I believe, very shortly to make\ndonations.\n\nIn fact, I have\n\nan offer here.\n\nI don’t know\n\nwhether\n\nnature of a real asset or not, but it is in the nature\nFlorida.\n(Laughter.)\nAll those in favor of adopting\n\nit would\n\nbe in the\n\nof some land\nthe resolution\n\ndown in\nwill say\n\n“aye.”\n\nVoices:\n\nAye.\n\nPresident Blair:\nThe resolution is adopted.\nMiss Jones:\nMr. President, may I express\ndream come true.\n(Applause.)\n\nPresident\n\nBlair:\n\nIn order\n\nto have\n\nmy\n\nit made\n\nkeen\n\na matter\n\ngentleman who gave us the legal advice on this agreed\nfor his services.\nVoice:\nI move the appropriation be made.\n\nappeciation.\n\nThis\n\nof record,\nto accept\n\nis a\n\nthe young\n\n$50 as a fee\n\nVoice: I second the motion.\nPresident Blair: It is moved and seconded that Mr. Carrington, who gave the\nlegal advice, be given $50, All in favor say “aye.”\nVoices: Aye.\nPresident Blair: The motion is carried. The matter of the budget, including\nthe recommendations of the committee, which recommendations are to be made to\nyou, is not ready. We had to adjourn this morning before that was completed,\nand, if there is no other business to be suggested from the floor (and I feel there\nmay be business to come from the floor), we are ready to recess.\nI wish Mrs.\nJessie Fink of Grand Rapids, Michigan, were here.\nI haven’t seen her.\nShe\nmade\n\nallusion to this dream that has now become\n\nat least on the way\n\nto be realized,\n\nabout the teachers’ homes, and one of the men said he would donate a spot and\nthey have been after me to accept this gift of land and I told them I would\nrefer it to the Board of Directors, and I feel under necessity now to have a\nrecord made that this was presented\nVoice:\nI move it be so referred.\n\nand referred\n\nto the Board\n\nof Trustees.\n\nVoice:\nI second the motion.\nPresident Blair:\nIt is moved that this proposal to donate 20 acres\nFlorida be referred to the Board of Trustees with power to act.\n\nof land\n\nin\n\n"}
{"page": 1131, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF Directors\n\nVoice:\nMr. Chairman, could you state what\nthis time so we might have an idea?\n\nPresident Blair:\n\nis before\n\n1127\n\nthe meeting tonight at\n\nWell, the matter of apportioning the $36,900 for the various\n\nCommittees we have at work, and the report of the committee on a retirement\nallowance plan for members of the central office. There will be several other\nimportant\n\nmatters.\n\nVoice:\nWould it be suitable, Mr. Chairman, at this time to propose a revision\nof budget items?\nWe have gone about half through the year and we can tell\nwhere we are. Knowing where we are, would that be a suitable thing to propose\ntonight?\nPresident Blair: Yes, I think so. And there: is another request for a $10,000\nappropriation.\nI don’t know now what it is. Do you, Mr. Secretary?\nMr. Crabtree:\nWell, there will be requests for appropriations.\nPresident Blair:\n‘There will be at least three items after we have found out\nwhat the expenses of the Board of Directors will be. We will have to make an\nestimate of what that will be, and decide upon the request for $10,000 for another\nmatter, and we will have to make appropriation for each one of the committees.\nWe will have to do those three things tonight.\nVoice:\nIs there a committee to take into consideration this which you have\njust suggested, or how is that to be handled?\nVoice: I offer a motion that the committee be appointed to consider this matter\nand to make a report at tonight’s meeting.\n\nVoice: I second the motion.\nPresident Blair: A motion is made by Mr. Saunders that a committee be appointed to confer with the Secretary and the President of the Board of Trustees\nin estimating the amount\n\nof money\n\nneeded\n\nto pay the expenses\n\nAll in favor of the motion will let it be known\n\nVoices:\n\nof the delegates.\n\nby saying “aye.”\n\nAye.\n\nChairman:\n'The motion is carried.\nI will appoint Mr. Saunders chairman of\nthat Committee, and Mrs. Bradford of Colorado, and Mr. Pearson of Kansas.\nMr. Siders-and Mr. Crabtree may assist the committee.\nIs there any other business?\n:\nMr. Siders:\nMay I inquire, since this resolution was adopted and directed to\nthe Board of Trustees, when did you wish this appropriation you are making to\ngo into effect?\nAre you thinking of appropriating money for Mr. Crabtree’s\nsalary for the current year, ensuing year or what?\nMiss Jones:\nI made that motion, and it was intended to cover the present year,\n\njust like the rest of the salaries we were discussing.\nChairman:\nAny other matters to come before us?\njourned until 7:30 tonight.\n\nIf not, we\n\nwill stand\n\nad-\n\nDallas, Texas, Saturday Evening, February 26, 1927\nThe meeting was called to order by President Blair with all members present,\nwho responded to roll call at the afternoon session.\nPresident Blair:\nThe meeting will come to order, please. We sent Secretary\nCrabtree over early with the distinct understanding that he might make his\nspeech on the increase of salary before we got here (laughter), but we haven't\nhad any record made of it up to this time. The items on the program for tonight\n\nare, first, the adoption\n\nof the budget\n\nfor the current\n\nyear,\n\nthe year\n\nbeginning\n\nJune 1, 1926, and ending May 31, 1927. A number of the items in the budget are\nthe same as approved at Philadelphia, but some at any rate it was necessary to\nmake changes in. The other question that will be presented will be the appropriation of $1000 for the World Federation, and then the presentation of a Retirement\n\nSystem for the members\nand will be presented\n\nclusion\n\nof the business\n\nof the central\n\noffice force, which\n\nlater on in the evening;\n\nsome\n\nrules\n\ngoverning\n\nthen\n\nhas been\n\nI want\n\nto read\n\nthe proceedings\n\nworked\n\nover\n\nat the con-\n\nof the Board\n\nof\n\n"}
{"page": 1132, "printed_page": null, "text": "EDUCATION\n\nNaTIONAL\n\n1128\n\nASSOCIATION\n\nI think while we are\nDirectors after adoption by them at the Seattle meeting.\nin the best frame of mind and fresh that we had better take up the budget, which\nMr. Siders has given more attenis always a difficult matter for consideration.\ntion to it than any other one member of the Executive Committee, and I have\nasked him to present it. I think you have in your hands a copy of it.\nThe Association has adopted a regulation making the fiscal year from June 1st\nto May 31st so that the accounts may be audited and the reports presented to\ntne annual meeting, but our action this afternoon, I think, should stand just as\ntaken, that the salaries\n\nwhich\n\nwe\n\nestablished\n\nwere\n\nretroactive\n\nto July\n\nYou\n\n1st.\n\ndon’t see anything wrong with that?\nNo, I think that was\nMr. Crabtree:\n\nAll\nin the report made this afternoon.\nincreases are to begin July 1, 1926.\nPresident Blair: We have the anomalous situation of a fiscal year that begins\nJune ist and ends May 3lst, and then we have a collection year that begins\nwith September, does it? or is it the school year? It straddles the year, and our\nincome year doesn’t correspond with our outgoing year.\nI have appointed a\ncommittee to look into that and to make a report at the Seattle meeting.\nNow, you have copies of the budget as presented at Philadelphia, and I have\nasked Mr. Siders if he would explain to the Board of Directors what the Executive Committee is recommending to you in the way of appropriations for the\ncurrent\n\nyear.\n\n'\n\nMr. Siders: The report you have in your hands is a report that was presented\nat Philadelphia and as modified today in the light of several months of experience\nwith this particular budget.\nI believe it is a custom of most institutions to\nrevise their budget at midyear or oftener.\nWe have a budget here that started\non the 1st day of June and now has about four months to run, and we have had\neight months of experience with it. There were some parts of that budget that\nwere not appropriated at Philadelphia.\nThere were no tabulations for the work\nof departments and committees.\nYou see there that the report of Committee on\nCommittees\n\nhad\n\nnot been\n\nmade,\n\nand\n\nthat the Department\n\nrequests\n\nwere\n\nnot\n\nin.\n\nThey are now in and are here incorporated.\nDo you desire that I should go\ninto this budget in full or merely comment on the changes proposed?\nPresident Blair: J suggest you read just the changes.\nMr. Siders then explained the budget item by item as it appears in the minutes\nof the Executive Committee elsewhere in the Proceedings.\nMr. Siders:\nSchedule 22 carries a request of payment of a fee of $1000 to the\nWorld Federation of Education Associations.\nI don’t know how much you know\nabout this; perhaps you don’t need to know any more.\nThis was started by the\nNational Education Association, and held its first meeting in San Francisco, the\nnext in Edinburgh, Scotland, and the next will be in Toronto and the one following\n\nthat may\n\nbe in the Orient.\n\nIt was\n\ndecided\n\nat the Edinburgh\n\nmeeting\n\nthat the\n\nmembers should pay on the basis of membership.\nNow, we had a compromise\nwith the English people. Their Association and our own are the only ones in the\nworld carrying over a hundred thousand membership, and they were willing to\ncome into this Association on the basis of one hundred thousand if we would.\n\nSo that accounts for that.\n\nThe other Associations, including the English Associa-\n\ntion, have paid their fees. If anyone is interested, I can give you more information\nabout it, as I have a complete report in my hands.\nPublications and Reports for Sale, Schedule 23, is all right.\nNow, Schedule 24, the “Permanent Fund’ increase for 1926-1927 over 25-26,\n$9117.29, we feel that money is pledged and ought not be disturbed.\nIf the Direc-\n\ntors agree with the Executive Committee neither would they disturb this $15,000\nReserve Fund, but there is an emergency or Adjustment Fund of $9967.95 which\nhas never been used for any purpose and which is available at this time for the\npurpose you have in view.\n\n"}
{"page": 1133, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp or Directors\n\n1129\n\nNow, going back over this, you will find that if we set up as demand against\nthese credits, where there is money available or where money may be taken out,\nlike in the Board of Directors $11,000 in the Secretary’s office $1552, as has been\npreviously explained—if you want me to read them through I think you will get\nwhat I mean.\nThose of the Executive Committee who worked on this know that\nthese appropriations for the Departments and Committees are in every way ample\nto take care of the needs, and I think, Mr. Chairman, that covers it.\nPresident Blair: You have heard the report of the Executive Committee on this\nBudget as prepared for the Philadelphia meeting, to be presented to the Board of\nDirectors and adopted by the Board of Directors, but inasmuch as the Committee\non Committees recommended changes in Committees the appropriation for the\nremaining Committees was not made by the Board of Directors.\nPerhaps before\n\nwe begin our discussion of it—and\ncussion—it would be well to make\nmade. That will put it before us.\nVoice:\n\nI move\n\nwe want\na motion\n\nthe most general inquiry and disfor the adoption of the report as\n\nthe adoption of the report as read.\n\nVoice: Second the motion.\nPresident Blair:\nIt is moved\n\nand seconded\n\nthat the report with the changes\n\nrecommended be adopted by the Board of Directors and appropriations made to\ncarry it out, because the adoption of the budget is not an appropriation.\nNow, to start the discussion, on the last page but one—there are a number of\nquestions that the members of the Committee are not as one on—the question\nof the Reserve Fund of $15,000. I do not question as a working thing that that\nis a good thing, but I do question whether, according to the Charter, we have a\n\nright to set aside a reserve fund, and, while I believe that the Budget Committee\nacted wisely at Philadelphia, and believe that the Board of Directors approved\nthat thing in good faith, I do not believe, and I am going to take the steps\nmyself, if necessary, to see whether we have the legal right to set aside a reserve\nfund of $15,000. I think that before we build up a large reserve fund we ought\nto get a legal opinion on that, and, if the attorney gives the opinion that this\nBoard of Directors has the disposition of all the surplus funds, if it has the right\nto create a reserve fund, then we will be on safe ground.\nNow, the full report is open to you.\nVoice:\n\nDo\n\nI understand\n\nappropriation?\nPresident Blair:\n\nthat $15,000\n\nin reserve\n\nYes, that’s what I understand.\n\nis included\n\nWhen\n\nin the amount\n\nfor\n\nI inquired of Mr. Crab-\n\ntree, it doesn’t appear that we have that $15,000 on hand now.\nMr. Crabtree:\nWell, no, but it is in the estimated income of the year.\n\nend\n\nof the year\n\nVoice:\n\nwe\n\nought to have\n\na great\n\ndeal\n\nmore\n\nthan\n\nthat\n\nas\n\nAt the\na balance.\n\nI might have misunderstood, but I understood Mr. Siders, when\n\nhe made\n\nthat report and commented on that $15,000, I understood him to say that if we\nmade these additions which are proposed by the Committee, and in some cases\nsome subtractions, all of that $15,000 except $360 would be eaten up.\nIs that\nright?\nMr. Siders: No, no; I meant this $9000 in the Emergency Fund and one other\nitem that is eaten up. I can throw this little light on that $15,000: The Executive\nCommittee and the Budget Committee had a feeling that there should be an\nIt was what was left\nEmergency Fund, that was finally worked out at $9000.\nafter certain other things were done, and you have appropriated that fund, or\nare about to do it. It was felt that the Association ought to get into the position\n\nwhere\n\nthere would be a balance\n\nat the end of each year, and if we\n\nare to get\n\nin that position that we ought to plan for it, so the reserve fund was recommended\nfor it, which would be set aside for any emergency which might arise, but set\naside definitely with a pledge to ourselves, if we want to put it that way, that\nOf course, the money wasn’t availwe wouldn’t touch that part of the income.\nable to appropriate in July, wasn’t in the bank, but we promised ourselves we\n\n"}
{"page": 1134, "printed_page": null, "text": "NaTIONAL\n\n1130\n\nEpucATION\n\nASSOCIATION\n\nwouldn’t spend that $15,000, that we would have that much at the end of the\nyear. Now, it might be continued as a reserve fund, it might at the end of the\nyear be put into the Permanent Fund if the Board of Directors think best. Now,\nthe budget is made on this basis; it is practically the income for last year, and\n\nif our membership grows as it has in preceding years the estimated income should\nbe somewhat larger than stated in the budget, but this is the estimate for the\nyear 1926-27 and is practically the amount of the income for the previous year\nfrom all sources.\n\nMr. Crabtree:\n\nJt is the actual income for last year plus the small balance we\n\nhad on May 31.\nI personally think at this stage of the game\nMr. Siders:\nto keep that reserve fund intact.\n\nit is very important\n\nPresident Blair: And if there is no legal objection to it, I am sure it should be\ncontinued. But I wouldn’t want the reserve fund so tied up that you couldn’t use\nit and have to go down to the bank and pay interest.\nThat would be an unfortunate thing.\nNow, it is still open on any phase on any of its pages that are given to you.\nMr. Dickey:\nMr. Chairman, I would like to question, in 18, the financing of\ndelegates.\nI notice your expenditures last year was $9979 and this year you have\n\nappropriated,\n\nor budgeted,\n\n$10,000, and with a very largely increased\n\nenrolment\n\nin the National Education Association\nVoice:\nHe added $3000 to that; that will make it $13,000.\nMr. Dickey: Well, I will take the $13,000 and still am raising the question.\nI\nwonder if in our form of representation now that shouldn’t discourage attendance\nof the teachers at the National Education Association?\nI will use a concrete\nexample: I represent Pennsylvania.\nWe have the second largest enrolment in\nthe National Education Association now; 17,260 I think was about our last\nenrolment, and we are anticipating a further enrolment.\nPennsylvania, however,\nis sending 36 delegates this year, largely classroom teachers, to the National Education Association, but we are doing so, or we made our budget, with the prospect\nin view that the National Education Association would pay about $35 of that\nexpense.\nNow after that budget has been made and the money appropriated,\nwe find that the latest calculations are about $12.50.\nThat isn’t going to go\nback to our people with much enthusiasm.\nAnd, furthermore, we have this year\nadopted, by our Executive Council, the plan of using coupons.\nAs you know,\nin the State of Pennsylvania, we have our institutes, county and districts, and we\n\npropose at our meetings this year to give out at the same time an invitation to\njoin the National Education Association as we do to join the Pennsylvania Education Institution, and we believe that plan will probably double our membership.\nBut, if we are to go back to our people and say that the amount of money voted\nby the National Education Association to finance this expense has been reduced\nto almost nothing, it means a pretty hard situation to overcome.\nOur people\nhave gone to Indianapolis, they have gone to Washington, have gone to Philadelphia, but so far we have never received a cent for our delegates.\nNow, for\nthe good of the cause, I feel that it might be well to enlarge upon that appropriation, and I invite comment along that line.\nPresident Blair: Has it been increased any?\nVoice: $3000.\nMr. Siders:\n1 will say that the budget we are contemplating now is for the\nyear that ends the 31 of May, and provisions for the summer or anything in the\nfuture would necessarily come up in the new budget.\nAnd, in regard to that\n$3000, we have just the reverse of the situation which you bring up, because you\nremember the $10,000 we thought would take care of the situation was thrown\nout of balance by a very large delegation from California.\nNow, here’s Pennsyl-\n\nvania going across the continent the other way, and if they should bring a very\nlarge group it would do the same thing. I think you are manifestly right that\n\n"}
{"page": 1135, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF Directors\n\nSa\n\nthis thing needs to be figured out on a different basis, and perhaps\nbasis, but I make the point that this is for the current year and\nSeattle meeting.\nVoice:\nThis budget is made then to take care of a shortage?\n\non a larger\nnot for the\n\nMr. Siders: Yes, that’s right. We thought it would run $5000 but it only ran\n$3000. Do we still have a Committee on Financing Delegates?\nPresident Blair: I’m not sure, but I want to ask this question, because I have\nbeen going around in circles myself. If this budget which we are approving now\ndoes not cover the expenses of the delegates to Seattle, then I don’t know what we\nare making this budget for. If this budget reaches up only to the 31 of May, and\nthen we make another budget, that other budget cannot be approved until we get\nto Seattle.\nIs it your idea, Mr. Siders, that out of that budget appropriated at\nSeattle will be taken the expenses of the delegates?\nMr. Siders:\nExactly. Certainly we have a right to look that far ahead.\nMiss Jones: I was a member of that Committee tc Finance Delegates, and Miss\nAdair was Chairman.\nIt is always hard to estimate the expenses.\nThe calculations for the expenses of delegates were based upon the distance the various\ndelegates had to travel, and a proportion of the expenses was paid according to\nzones.\nAll delegates that came from certain zones received the same expense\nallowance.\nNow we couldn’t estimate the expense of delegates from any zone,\nso to make appropriation for delegates for the year we had to make arrangements that they would be provided for in the budget of next year. The sum of\n$10,000 was the sum we agreed upon because the first year the Committee work\ncovered $10,000, so we fixed $10,000 as the minimum, realizing that every year the\namount would increase as the size of the Representative Assembly increased, and\nalso depending on the place selected for the convention.\nThose are the principles\nthat governed the Committee on Financing Delegates expenses.\nThat Committee\nhas met every summer.\nMiss Adair has always been Chairman of that Committee. I think, however, I am the only other member here tonight. This $13,000\nis to cover the expense of delegates to the Philadelphia meeting?\nMr. Siders: Yes, sir.\nMr. Crabtree: That amount has all been spent. It was paid out at the Phila-\n\ndelphia meeting.\nPresident Blair: Oh, I see.\nSo the budget that will control\nSeattle, that budget will be in the appropriations at Seattle.\nMiss Jones: The\n\nunderstanding\n\nis, Mr.\n\nChairman,\n\nthe delegates for\n\nthe minimum\n\nis $10,000,\n\nand\n\nthe Board of Directors at Seattle will have the right to extend over that $10,000\nso far as financial ability allows, depending on the centers from which the\ndelegates come and the expense incurred.\nThat $10,000 minimum was agreed\nupon in 1923. That figure, $10,000, was based upon the fact that the first year\nexpenses of delegates was paid, $10,000 covered it, and the Representative Assembly and the Executive Committee at that time took the position that if $10,000\nwould cover it that year it wasn’t likely that $10,000 would cover it in succeeding\nyears; therefore it was felt that $10,000 should be considered the minimum.\n\nPresident Blair:\n\nWell, if that’s the minimum\n\nyou can\n\nsee how\n\neasy it is to\n\nIf I\ntake care of it, but my difficulty has been in determining the fiscal year.\ncould have the bounds of the fiscal year, then a good many of these things that\nare fogged up in my mind would be clear. Whatever this budget covers it will\ncover it to the 1st of June instead of 1st of July.\nNow, if there is a‘feeling here that this ought to be larger, it is\nMr. Siders:\ncertainly within the province of this Board of Directors to determine that it will\nbe for the next fiscal year and figure it out so that the different states will know.\nnd\nIf you want to do anything, now is the time to do it.\nPresident Blair: Well, the adoption of a budget is not an appropriation.\nMr.\n\nCrabtree:\n\nCouldn’t we\n\nthe Financing of Delegates?\n\nget through\n\nwith the budget and then come\n\nback to\n\n"}
{"page": 1136, "printed_page": null, "text": "1132\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nVoice: I withdraw my objection on that basis.\nVoice: There is a Committee on Financing Delegates\nhave appropriated $10,000 for that purpose,\n\nChairman:\n\nand you\n\nYes.\n\nVoice: That Committee\nthen, Mr. President, there\n\nCommittees\n\nto the meeting\n\nis that right?\n\nhad\n\nbeen\n\nwould undertake to say what the expenses are, and\nis just one other question: I understood that all these\n\npassed\n\nexception of the two new\n\nones\n\nupon\n\nby the\n\nCommittee\n\non\n\nCommittees\n\nwith\n\nthe\n\nnamed\n\nChairman: Three.\nVoice: One of the Committees is the Committee on Committees itself?\nChairman: Yes.\nVoice: Well, naturally, I am speaking of the other two—Committee on Problems of Colored Schools and Committee on Children’s Literature.\nNow, wouldn’t\nit be proper to refer those Committees to the Committee on Committees to see the\nnecessity for them?\nI don’t see any more reason why we should have a Committee\non Problems of Colored Schools than we should have a committee on problems of\nwhite schools.\nPresident Blair: Well, this very Committee was created by the Board of\nDirectors in Philadelphia.\nIt was proposed by people who were considering the\nquestion of colored schools and was brought up by the Board of Directors and\nwas passed by the Board of Directors at Philadelphia.\nSo, I feel it is one of the\nCommittees created by the Board of Directors.\nVoice: Then I misunderstood your original statement.\nI understood your statement to say that these committees were now being created.\nOf course, if the\ncommittees have already been created, then my statement is out of order.\nVoice: May I explain that it was referred to the Board of Directors and unanimously passed at Philadelphia.\nPresident Blair: The Committees which the Committee on Committees considered\n\ndid\n\nnot\n\ninclude\n\nthis\n\nCommittee\n\non\n\nColored\n\nSchools,\n\nbecause\n\nthat\n\nwas\n\ncreated at Philadelphia.\nNow, this other committee, Committee on Literature for\nChildren, has been created.\nAt Philadelphia I was amazed when I come to find that California had something like 190 delegates.\nI added up the delegates from Massachusetts, Pennsylvania, and I think Ohio, and all these states didn’t have but a few more dele-\n\ngates than California, and California didn’t have one that it wasn’t entitled to\nunder the Bylaws as they now exist. A Committee had had under consideration\nfor a year the question of providing for a more equitable delegate representation.\nAt Philadelphia upon the recommendation of Secretary Crabtree a new Committee\nwas created with an enlarged scope called the Committee on Delegate Representation and Kindred Subjects.\nI have asked Dr. Claxton, who\nand all that, to head this Committee\n\nwent\n\nthrough\n\nthe war\n\nVoice: Does it involve war?\nPresident Blair: Yes, domestic and foreign. There’s another thing I have become convinced of, without any reflection upon anybody, that many of our Bylaws\nare contradictory to the provisions of the Charter, at least they are out of harmony\nwith it, and there needs to be a thorough revision of the Bylaws to make them\nresponsive to the Charter, and that’s another little package we are handing over\nto Mr. Claxton’s committee, and to that end we have to get an attorney to work\nwith him in harmonizing the Charter and Bylaws.\nThis Committee has a big\njob to perform. They need our support, our prayers, but I hope not our tears, in\ncarrying forward their work. Any other statement?\nVoice: I think we will all admit that was a good speech, but it didn’t touch one\nthing in our minds.\nWho is to consider what the appropriation shall be for the\nSeattle delegates?\nShall it be this Committee which you mentioned, of which\n\n"}
{"page": 1137, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF Directors\n\n1133\n\nDr. Claxton is the head, or shall it be by the Committee of which Miss Adair is\nthe head?\nPresident Blair: It will be the Board of Directors in Seattle.\nVoice: Usually we tell our delegates about how much of their expenses are\ngoing to be paid. How are we going to tell them?\nWe don’t know that there\nwill be anything. We will have to keep quiet.\nMiss Jones: 1 move the Chairman appoint a committee, or reappoint the old\nIt is affecting us in the east more than for\nCommittee.\nThis is really serious.\nIn 1924-25 the meetings were both held in Washington and\na good many years.\nPhiladelphia, but now the meeting is traveling to the West, and I think the best\n\nway we can settle it will be for us to have the same\nmittee, just as the Board of Directors see fit.\n\ncommittee\n\nor a new\n\ncom-\n\nPresident Blair: Well, that will be a proper motion to make after we have\nadopted this budget.\nThese appropriations are for delegates in years gone by,\nand after we have appropriated it I will then entertain a motion to appoint a\ncommittee to speak for the Association.\nVoices: Question.\nPresident Blair: All in favor of adopting this budget presented to you this\nevening will say “aye.”\nVoices: Aye.\nPresident Blair: To the contrary, “no.”\nIt is unanimously carried, and the\nmoney is appropriated for the schedules outlined in this plan.\nVoice: Is there a motion\n\nbefore the house?\n\nIt not, I want to make\n\nChairman: Miss Jones has made one.\nMr. Crabtree: May I make an explanation?\nChairman: Yes.\nMr. Crabtree: 1 foresaw this question would\nprepare\n\na scheme\n\nbased\n\non\n\na $10,000\n\ncome\n\nappropriation,\n\none.\n\nup, hence, I had the office\nand\n\nI think, Mr.\n\nPresident,\n\nthis ought to be distributed to that each member can see what it does for hig state.\nI want to say that our ofhce, in order to satisfy the states, must do something\nlike this or else the state director and state secretary wouldn’t know what to tell\ntheir people and be at a great disadvantage.\nNow, then, when we come to pre-\n\npare this we figured it on the same plan that we prepared it for Pennsylvania.\nWe found that delegates from Pennsylvania going tc the west coast will get less\nthan half those from the west coast got in coming to Philadelphia.\nThe reason\nis that Philadelphia is in the center of population, and no one received anything\nunless his expenses exceed $50. So striking that circle, you will have a great\nmany delegates going out to the west coast, and striking the circle in the center\nof population you will not have so many delegates to receive expenses.\nVoice: What’s the number of delegates that will attend the Seattle meeting?\nMr. Crabtree: Eleven hundred, but that’s a guess based on the enrolment and\nattendance of delegates at other meetings.\nIt is just on estimate.\nWe missed it\nfor the Philadelphia meeting.\nChairman: Well, I know, but I would be perfectly willing that this Board of\nDirectors recommend that the appropriation be $20,000.\nVoice: In view of the situation that great expense entails in going I move\n\ninstead of that minimum\n\nthat\n\nit be raised for this particular instance to $20,000.\n\nVoice: Second the motion.\nMr. Crabtree:\n\nThat can only be a recommendation?\n\nVoice: Yes.\nChairman: You have heard\nminimum of $10,000 to $20,000.\n\nthe\n\nmotion\n\nVoice: Question.\nChairman: All in favor say “aye.”\nVoices: Aye.\nIt is carried\nChairman: Contrary, “no.”\n\nthat the\n\namount\n\nand stands\n\nbe\n\nraised\n\nfrom\n\nas a recommendation.\n\nthe\n\n"}
{"page": 1138, "printed_page": null, "text": "NATIONAL\n\n1134\nVoice:\n\nMr. Chairman,\n\nEDUCATION\n\ndo you want to make\n\nASSOCIATION\nthis\n\na minimum\n\nof $20,000?\n\n’\nChairman: What was your motion?\nVoice: Whereas you previously worked on a basis of $10,000, that you work on a\nbasis of $20,000. That is a recommendation to the Board of Directors at Seattle.\nIf they see fit to change it, they may do so.\nVoice: It seems that it ought to be on the same basis as last year so that the\npeople from the east to the west will not get less than the people from the west\n\nto the east.\n\nThat may take more\n\nthan $20,000.\n\nPresident Blair: Well, I think this $20,000 is a recommendation to the Board of\nDirectors in figuring out the amounts.\nVoice: I am wondering whether or not this basis of representation will be\nworked out so it will apply to the Seattle convention or whether that number of\n\ndelegates will be distributed as formerly?\nChairman: If there is no motion necessary, I will recommend, or suggest, to the\nSecretary that he make out a statement based on $20,000 for the expenses of\ndelegates and that he furnish that list to the various secretaries of the Associations.\nVoice: I don’t think you understood my question, Mr. Chairman.\nI understand\na Committee has been appointed to figure out a basis of representation whereby a\nstate like California couldn’t send in so many delegates and another state with a\nlarger membership, perhaps, would send in a smaller number of delegates, not\nthat I am oppossed to California having a larger number of delegates, but there\nought to be some basis\nChairman: Dr. Claxton will work that out.\n\nDr.\n\nClaxton:\n\nImpossible\n\nto do that before\n\nwill have to be done there.\n\nthe meeting\n\nat Seattle,\n\nbecause\n\nit\n\nF\n\nMr. Newlon: I feel that I am going to sound a very unpopular note, but I want\nto call your attention to the fact that we spent about $10,000 in about a second.\nThere is no way we could dissipate the funds of this Association faster than by\npaying the expenses of hundreds of delegates. I think, Mr. Blair, in determining\nhow many delegates are to be, or what the Association is to pay on their expenses,\n\nought to be considered carefully.\n\nI feel that we ought to discourage that just as\n\nmuch as possible.\nI didn’t vote “no” on this proposition, but I feel it would be\ntoo bad if somebody didn’t say something about this thing.\nHere two years ago\nwe had a deficit, actual deficit, in our Association of over $20,000.\nWe lacked\n$50,000 of income sufficient to make a budget. We can spend $10,000 in a second\n\ntonight because we have financed very carefully in the past two and a half years,\nand, at the risk of being unpopular with some, I am going to sound this note\ntonight.\n\n;\n\nPresident Blair: Well, I have seen these funds paid out for printing reports\nand paying expenses of some who are here on large salaries, and I should say\nthat I would\n\ncount the $10,000 well spent.\n\nMiss Fraser:\n\nI am one of a large delegation here from California, and we are\ngoing to send a larger one to Seattle. I fail to see the connection between that\ndeficit and the delegates.\nI think no delegation present at Philadelphia had as\nmany delegates present financed by the state as we did. The city I represent\ntonight wrote a check for $250 to every delegate who went from that city, and'I\nam chairman of the budget committee and we have already set aside an appropriation for that expense.\nNothing has brought California towards the National\nEducation Association faster than the fact that we had 150 people who came home\nfull of enthusiasm from the National Education Association convention, and I\nhave never heard a protest in paying demands.\nAnd I would like to say something in support of the man who represents Philadelphia, that I would like to\nsee Pennsylvania have a chance to send to California a delegation as large as ours.\nMiss Jones: I daresay California would have had as many delegates had they\nreceived no money from the National Education Association. I believe they would\nhave sent as many people. I believe as many would have come from Oklahoma.\n\n"}
{"page": 1139, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF Directors\n\n1135\n\nI believe personally as Mr. Newlon does, that if we begin to finance the delegates\nthere is no end to expense, and the best way to create a great National Education\nAssociation is to have each city and each district become so interested that they\nwill gladly pay their expenses, and I just want to say O. K. to Mr. Newlon.\nMr. Newlon: I would like to say two more things. In the first place, there are\ntwo sides to this question.\nNo one could serve as President of the Association\nfor two years and not know that. Another thing I want to say is this: I have\nseen classroom teachers in Denver raise money each year to finance all expenses\n\nof its delegates to the Association, and I don’t think it has done anything that has\nbeen of more value to it and to the N. E. A. than to send its delegates to the\nNational Education Association.\nThere are two sides to every question.\nChairman: Unless there’s a motion.\nVoice: Was that motion passed?\nChairman:\n\nWhy,\n\nyes,\n\nit was\n\npassed\n\nunanimously\n\nand\n\nMr.\n\nNealon\n\nsaid that\n\nhe didn’t vote against it or that he didn’t vote at all.\nVoice: The vote was never declared.\n\nChairman: Was never declared?\nVoice: No, sir.\nChairman: 1 will take\n\na vote\n\non the question\n\nincreasing the appropriation minimum\nwill say “aye.”\n\nagain.\n\nAll those\n\nin favor\n\nof\n\nof $10,000 for financing delegates to $20,000\n\nVoices: Aye.\nChairman: Contrary, “no.”\nOne Voice: No.\nPresident Blair: The motion\n\nis carried.\nNow, we have another important\nmatter—I know how tired you are, and the ventilation in this room is something\nfierce, but there has been suggested for establishment in the headquarters office\nat Washington a scheme for retirement of employees, and Mr. Lamkin, at the head\nof the Committee, has worked out a plan, which the Executive Committee is\nnot ready to approve, and I have asked Mr. Lamkin to present that report.\nMr. Lamkin: I will ask Mr. Crabtree to have these reports distributed, please,\n\nand then I will ask you to not stop and read them now. I will get through with\nmy part right quickly, then you can take all the time you want to read them.\nThis\n\nreport was\n\nprepared\n\nby Mr. Norton\n\nat the request of the Committee.\n\nAt\n\nthe Philadelphia meeting, you will remember, the Representative Assembly passed\na motion that the Executive Committee be authorizd to put into effect a Retirement\nSystem for the headquarters-staff.\nNow, Mr. Norton reports to us three possible\nplans for the establishment of such a system.\n(Mr. Lamkin reads the first plan.) He passes that over with the statement that\nwe couldn’t do that; couldn’t tie up the funds.\nThe second plan is—(Second plan read by Mr. Lamkin.)\nThat brings up the\n\nquestion as to whether the Association\n\nis ready or willing to enter into any kind\n\nof a contract, even for a retirement system, with an organization that is financed\nby a foundation.\nAnd the third plan is that, neither of these two being feasible, we shall ask\n\nthe Equitable or New York Life or some other of the standard insurance organizations that will furnish annuities for our employees to make us a proposition on\nthe basis of a retirement system for employees of our office. Now, the question\ncomes up as to whether the Association wants to include in such retirement all\nemployees of the headquarters office, that is, whether those that are getting more\nthan $3,000, or whether they want to include only those getting less than $3,000.\nWe will be able to make a report to the Seattle meeting, and our thought is now\nthat we shall report what we can do with the teachers insurance and annuity\nassociation, then it is a matter for the Association to determine whether the\nassociation wants to enter into a contract with that organization which is certainly\nconnected\n\nwith the foundation.\n\nWe\n\nshall also be ready to report on propositions\n\n"}
{"page": 1140, "printed_page": null, "text": "NATIONAL\n\n1136\n\nEpUCATION\n\nASSOCIATION\n\nwe can get from some of the standard insurance companies for inclusion of all\nour employees in Washington, and for inclusion of part of our employees, and then\nyou can reach your own conclusion at Seattle as to what you want to do with it.\n\nThat’s as far as we have gone with it.\n\nWe have spent an hour and a half\nPresident Blair: What is your pleasure.\nThe data has been\non it as an Executive Committee and we are not agreed.\ncollected with great care as to facts, we haven’t a doubt. It’s a question of policy\nof entering into retirements of employees in the central office.\nMr. Lamkin: My only recommendation would be that this Board of Directors\nrequest that the Executive Committee study the matter further and make a definite\nrecommendation at the Seattle meeting.\nVoice: | make that motion.\nVoice: Second the motion.\nChairman: It is moved and seconded that the Executive Committee be asked\nto study further this matter and make a definite recommendation to the Board of\nDirectors at Seattle. Any discussion? If not, all in favor will say “aye.”\nVoice: Aye.\nChairman: The motion is carried.\nI beg your pardon, Mr. Saunders was on a\ncommittee which is to report tonight. We will now have that report.\nMr. Saunders: Mr. Chairman, your Committee that was appointed this afternoon\nin regard to expenses for this meeting took into consideration two propositions, one\nas to this particular meeting, and the other as to the financing of the Board of\nDirectors’ meetings in the future, and the report—I will ask Mr. Crabtree to\ndistribute some forms we are going to ask you to use, and they are to be modified,\nand I will ask you to use your pencils as we go along.\nYour committee begs\nleave to report as follows:\n\nI. That for this meeting expenses of directors be allowed as follows:\nA. Railroad fare from the home city to Dallas and return.\nB% Pullman fare for standard lower berth from home to Dallas and return.\nC. Meals en route, including tips at ten percent.\nD. Taxi to and from home and station and to and from hotel to station in Dallas.\nE. Tips to pullman porter at 25 cents per day while traveling, and tips to\nporters for handling baggage.\nF. Local expenses at $10 per day for four days.\nReceipts should be provided where possible.\nII. Your Committee recommends that the sum of $11,000, or so much thereof as\nmay be necessary, be and the same is hereby appropriated to carry out the fore-\n\ngoing recommendations.\nIII. Your Committee further recommends the appointment of a Committee to\nrecommend at the next meeting of the Board of Directors rules and regulations\nfor the payment of expenses of directors and others, except delegates to the\nRespective Assembly, traveling at the expense of the Association.\nRespectfully submitted,\n(Signed) JosEpH SAUNDERS, Chm.,\nMary C. C. Braprorp,\nM. E. PEARSON,\nWALTER R. SIDERS,\nJ. W. CRABTREE.\n\nVoice: May I ask the Chairman\n\nof the Committee\n\nif the Committee\n\nis willing\n\nto change that $12,000 to $11,000?\n\nMr. Saunders: Yes, 1 am sure all the members\n\nof the Committee\n\nare willing to\n\nagree to change that to $11,000.\nChairman: You hear this report. What action will you take on it?\nVoice: I move its adoption.\nVoice: Were the meals en route to Dallas included in that?\nMr. Saunders: No, the meals en route to Dallas are to be included\ncost.\n\n‘The meals\n\nwhile\n\nin Dallas\n\nto you again (which is read).\n\nare\n\nincluded\n\nin the $10 a day.\n\nat actual\n\nI will give it\n\n"}
{"page": 1141, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF DIRECTORS\n\n137\n\nVoice: You don’t have to make any reports for that $10?\nMr. Saunders: No, the Committee thought it was best to set a definite per diem\nand let everybody live then as best he could.\nVoice: The footnote here\nMr. Saunders: 1 beg your pardon, this was another foresight of our perfect\nSecretary,\n\nand he has given us this form to be changed.\n\nThe footnote has nothing\n\nto do with it.\nChairman: You hear the motion to adopt this report. All in favor say “aye.”\nVoices: Aye.\nChairman: The motion is carried.\nMr. Crabtree: May I explain this? As soon as you have made out your bills, if\nyou will present them to me, or leave them at the Baker Hotel for me, I will\ntake them to the Audit Committee and have them attended to as soon as possible\nand have them ready not later than Tuesday morning.\nIf you have them in\nsooner you will be able, by seeing Mrs. Hixson at the Registrar’s Desk, to get the\nfunds from her.\n\nVoice: Bills can be sent in from home?\nMr. Crabtree: Yes, some of you may prefer to send them in. ©\nVoice: Does this Committee that has just reported report to the present Board\nof Directors or to the new Board of Directors at Seattle?\nChairman: Present Board of Directors.\nVoice: Then why wouldn’t we be able to send before the new Board of Directors\nthis report so they could give it some study before arriving there?\nMr. Newlon\ncalled attention to the fact that we may possibly have made a mistake in doubling\nthe $10,000.\nWe have to pass quick judgment without very much consideration,\nand I would suggest that if possible at the future meetings of the Board of Directors\nall these reports be placed in the hands of the Board a few days before they will\n\nbe considered so that we may at least become acquainted with the proceedings.\nPresident Blair: That’s a very good suggestion, and I am going to ask Mr.\nSaunders to take the responsibility of seeing that\nadvance before we meet at Seattle.\nVoice: May I have 30 seconds to say one thing?\n\nChairman:\nVoice:\n\nthe\n\nreports\n\nare\n\nsent\n\nout\n\nin\n\nYes.\n\nI know\n\nis made\n\nup of small units, and I represent them.\n\nI agree entirely with what Mr. Newlon\n\nthe machinery\n\nand Mr. Moore have said about financing\n\ndelegates, but this is not setting a precedent in paying the expenses of delegates.\nMy expenses, I feel safe in saying, will be paid by my Association\nChairman: I say this in answer to the gentleman’s statement, that we are not\nsetting a new precedent at this meeting, the precedent for paying expenses of dele-\n\ngates was set several years ago.\nVoice: I am speaking of the expenses of the directors to Seattle.\n\nIf they happen\n\nnot to be delegates, don’t you understand, then the matter of directors’ expense is\ncalled in Seattle and these directors go there in anticipation of their expenses\n\nbeing paid.\nMr.\n\nCrabtree:\n\nMr.\n\nChairman,\n\nthere were\n\na good many\n\nof these directors\n\nwrote\n\nme to know whether their expenses were to be paid and I couldn’t say. It seems\nto me that we should be able to say something to them one way or another.\nMiss Jones: I opposed for a great many years the question of paying the\nexpenses of delegates. I spoke on the floor of the assembly whenever the question\nwas raised, and it was not until the Boston meeting of 1922 that I yielded on\n\nthat point.\nMiss Adair had labored with me many times before that and I\nwouldn’t give in, but it was because of the interest it aroused in the Association\nHowever, I don’t think that quite applies\nand the state and local associations.\nIf we accept\nWe are supposed to meet at the summer meetings.\nto the directors.\nthe office of director, then we accept as part of that the obligation to be there. If\nWhen we\nwe don’t expect to do it, we shouldn’t accept the office of director.\n\n"}
{"page": 1142, "printed_page": null, "text": "1138\n; NaTIONAL EDUCATION\na\n\nASSOCIATION\nee\n\nee\n\nattend a winter meeting, however, to do such important work of the Association\nas the President has called upon us to do this year, then that is a different\nThe fact that the expenses of directors are paid for this meeting\nproposition.\nThey are\ndoes not in any way constitute a precedent for the summer meetings.\nThis has been an important special meeting\ndifferent meetings in every way.\nWhile I also voted for the $20,000, and voted for it\nfor important business.\nbecause I felt there are involved the best interest of the National Education Association, yet I do think it is well for us to remember that every dollar spent for expenses\nI don’t think the National Education\nis a dollar withdrawn from research work.\nAssociation ought to run the risk of being convention attenders and not doing any\nreal work, and, therefore, we ought to go slow, and this action that we have taken\nshould not be regarded as a precedent.\nMiss McGregor: I came from Minnesota, and I would like to speak in behalf of\nMr. Newlon’s statement. I do think Mr. Newlon had an important opinion. It is\nan important thing for teachers or any local officers whenever they take upon\nthemselves the necesssary interest that they will have to have if they are going to\nraise funds to send delegates.\nWe have done just what Mr. Newlon says the\nteachers of Denver have done, and we have a tremendous obligation.\nWhen\nyou are talking about paying the expenses of the delegates, it won’t be the small\namount of money which you gave to the Minnesota delegates last year that will\nappeal to them.\nThat doesn’t mean very much to us; that had a very limited\nmeaning to us. But you elect a classroom teacher as a state director from the\nstate of Minnesota and she will not be in a position, nine times out of ten, to pay\nher way to the annual meeting, but we do need classroom teachers to take care of\nthese responsible positions; therefore, I would like very much to say—and I\nhappen to be a director, and I am not speaking personally to the gentlemen from\nNorth Carolina—that these people who have these important executive positions\nare about in the same financial class, and that the classroom teacher will take\nher place even though she doesn’t have the salary to take care of it herself.\n\n(There was further discussion of the problem of financing the expenses of\ndirectors and delegates to the Representative Assembly.)\nChairman: 1 will entertain a motion to continue this committee that acted for\nus in studying the relation of expenses of directors.\nVoice: What motion is before the house, please, sir?\n\nChairman: A motion was made by Mr. Saunders, who headed the Committee, to\nappoint a Committee with a view of inquiring into the whole matter of expenses.\nMr. Saunders: You have added one function that we did not have, that’s the\nmatter of paying directors’ expenses to the meeting.\nWe simply recommended\nthat rules be worked out governing what expenses be paid in the event the Board\nof Directors paid the expenses.\nWe are also to determine the amount of what\nshould be recommended to this Board of Directors.\nChairman: I want it to be continued for the purposes you suggest. There is a\nmotion to continue that committee for the purposes suggested.\nVoice: It seems to me that as we work in administrative positions the better we\ncan interest more people, and while $9 may not seem to interest people, still it\ndoes interest them, and the only criticism we encounter in the National Education\nAssociation is that it is not democratic, that it is run by a few. You hear that\nagain and again and again. I believe it is our duty to smother it out, and I\nbelieve it is necessary to pay the directors’ expenses, for just as we interest some\none in every state of the union, he will go back and interest others. I have seen\n\nit work in other national institutions.\nChairman: A motion was made, Do I hear a second?\nVoice; Second the motion.\nChairman: It is moved and seconded that the Committee headed by Mr. Saunders\nand Mr. Siders with power to investigate and harmonize the expenses, and also\n\n"}
{"page": 1143, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp or DirEcTorS\n\n1139\n\nto consider the larger question of the advisability of a policy of this Association\nundertaking to pay all the expense of the directors.\nVoice: I want to raise a question here.\nWhen is that committee to make its\nreport?\n;\nChairman:\n\nAt the Seattle meeting.\n\nI don’t see how\n\nit could make\n\nit sooner.\n\nVoice: Well, the same question will come up before us again of paying the\ndelegates, and maybe some directors will want to know in advance whether any\nexpense money will be forthcoming.\nVoice: I move\n\nVoice:\n\nthe state directors have their expenses\n\nI second\n\nthat as\n\na substitute\n\nmotion,\n\npaid to Seattle.\n\nif the chair\n\nwill\n\naccept\n\nit as\n\na\n\nwhether\n\nit\n\nsubstitute motion.\nVoice:\n\nMr.\n\nChairman,\n\nwould\n\nit be in order to ask, if this passes,\n\ncreates a deficit?\nChairman: I was just going to say that if you pass this we will have to refer\nit to the Board of Trustees. We have passed a resolution or recommendation for\n$11,000 for the expenses to the meeting. I don’t think it will go beyond $8,000.\nVoice: Mr. Chairman, this is my first directors’ meeting to attend, and I am not\nas familiar as I ought to be or would like to be with it, and some of these discussions are not exactly clear to me.\nI don’t know whether I would be in order or\nnot, but I feel this thing very keenly and I think we ought to reconsider that\n$10,000 and measure the motion that the lady made over here, that the directors be\n\npaid. I don’t know if a dollar of my expenses to Dallas will be paid by the state,\nbut it seems to me, and I know my state association is a great deal more interested\nin having that state represented here than they would be in saving $50 or $100.\nThe same proportion in that big association would be saved as it would in the small\nstate, such as mine, and it seems to me that it is wise for the association to save\n$200 or $300 when it comes to the matter of our consideration of a matter such as\nthis.\nI am opposed personally and officially to paying twice this amount on\n\ndelegates expenses to the meeting, because I think it means practically nothing\nto the state associations.\nMiss Jones: I think I am on the unpopular side, but I am going to speak in\nprotest to paying the expenses of directors, especially if there is any intention of\npaying them in full. I have never had my expenses paid except during the time\nI held office in the National Education Association, and that was all. Any one that\ngoes to a convention from New York City goes and pays his own expenses, and\nconsequently we have always paid our own bills, but that is not the reason | am\nspeaking in protest against this motion. I was President of the National Education\nAssociation the year we stopped and took account of our books, and I know the\ndegree of courage that it took for me to advise the National Education Representative Assembly that we had this deficit to face, and I know, furthermore, what it\ntook on the part of Mr. Siders and those who worked with him to devise a way\nout, and I know also that, while no blame is attached to anybody, because nobody\nintended to do wrong, this was caused by spending the money anticipated instead\nof the money we got, and that’s what I am afraid we are going to do again.\nBecause we have a large membership we are anticipating spending money that\nwe haven’t yet got. I am very strongly opposed to using money that tends to\nprecipitate us into a deficit or shortage, and I earnestly hope this Board of\nDirectors will not pass this motion, and I am asking them to remember the summer meeting of 1924, when Mr. Siders, acting as Chairman of the Budget Committee and acting for the Executive Committee, had to face that Representative\nAssembly and tell them we had a deficit and to present a plan to meet that deficit.\nPresident Blair: The question before us is of course in the form of a motion\nwhich would have to be withdrawn or voted upon.\nI seriously doubt whether\non this question of increasing the amount to $20,000 we could do more than\nappoint a committee to consider this question and related questions.\nIf this\nmotion should be withdrawn at this time, a motion to continue this committee,\nendowed with power to make a study——\n\n"}
{"page": 1144, "printed_page": null, "text": "NaTIONAL\nace\n\n1140\na\nMr. Wannamaker:\n$10,000\n\nfor delegates,\n\nASSOCIATION\nae\n\nEpUCATION\na\na\n\nJust a minute.\nthat also, under\n\nIf you can pass those others increasing the\nyour\n\nruling, would\n\nhave\n\nto be rescinded,\n\nbecause it is in the same category, and I think what this gentleman said awhile\nago is one of the most pertinent things that has been said about representing the\n\nstates. He is a real representative of that state. I think we have the cart before\nI feel like my friend Miss Jones says over there, that | sometimes\nthe horse.\nsound a very unpopular note, but the hour is growing late and I offer as a substitute for everything that is before the house the motion that we reconsider our\nmotion of increasing the delegates expense from $10,000 to $20,000.\n\nChairman:\n\nYou\n\nhear the motion.\n\nIt is moved\n\npending before the body that we reconsider\nfrom $10,000 to $20,000. Any second?\n\nas a substitute\n\nincreasing\n\nfor all motions\n\nfor delegates\n\nthe expense\n\nMr. Bond of Georgia: 1 second that motion.\n(After considerable discussion President Blair\n\nput the substitute motion to\nreconsider. )\nChairman: The substitute motion before us is that we reconsider increasing the\nexpenses for delegates from $10,000 to $20,000. All in favor of the motion will\nsay “aye.”\n(No response.)\n\nChairman: To the contrary, “no. ”\nVoices: No.\nChairman: The substitute motion is lost. Now, the motion before the Board is\nto continue the committee to study and harmonize the expenses of directors, and\nalso the larger question of whether this Association desires to establish the policy\nof undertaking to pay all the expenses of the directors.\nAre you ready for the\nquestion?\nVoices: Question.\nChairman: All in favor of the motion let it be known by saying “aye.”\n\nVoices: Aye.\nChairman:\n\nThe\n\nmotion\n\nis carried.\n\nNow,\n\nthere\n\nare one or two\n\nand Mr. Siders has called my attention to it half a dozen times.\nof Idaho hasn’t had a delegate here, and Mr. Siders wants\nis that right?\n\nvacancies\n\nhere,\n\nThe great state\n\nto nominate\n\nMr. Siders: Idaho is vacant, and there may be other states vacant.\n\na director,\n\nI believe it\n\nis the prerogative of the Chairman of the Board to appoint directors?\nPresident Blair: It is the prerogrative of the Chairman, and if Mr. Siders is\nready to make a recommendation we will fill that vacancy.\nMr. Siders: I desire to recommend City Superintendent of Schools Charles\nDienst, Boise, Idaho.\nChairman: You hear the recommendation of Mr. Siders that Mr. Charles Dienst\nbe appointed a director. All in favor will say “aye.”\nVoices: Aye.\n\n_ Chairman: The\n\nmotion\n\nis carried.\n\nI want\n\nto thank you\n\nall for coming\n\nand\n\nsitting in this room and listening through the meeting.\nThe meeting is now\nthrough.\nVoice: I do not like the idea of letting this meeting adjourn without some\nreference to what I have heard here this evening in appreciation of the fairness\nand efficiency of Dr. Blair as the presiding officer of these meetings.\nI am sure\nwe would all like to show in some way this appreciation which is being expressed\nby members over the room.\n(Applause and calls to make a motion.)\nIt gives me\n\ngreat pleasure therefore to move a vote of pride in our Chairman and an\nappreciation of the able and courteous manner in which he has presided at the\n(Applause.)\nmeetings of the Board of Directors.\nVoices: Second the motion.\nMr. Lamkin: (Stepping to the front.)\nLet me put this motion.\nAll those who\n\nfavor the motion to express appreciation to our Chairman, Dr. Blair, for courteous\n\n"}
{"page": 1145, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarp oF Directors\n\n1141\n\ntreatment and efficient presiding, say “aye.”\n(Applause and all saying “aye.”)\nThe motion was carried unanimously.\nThe Chairman: This action pleases one very much. It has been a great pleasure\nI assure you to serve as chairman of this fine body of directors. I thank you for\nthis expression of confidence.\nIt will serve as an inspiration to me in preparing\nfor the meetings to be held at Seattle.\nI thank you.\n(Applause.)\nThe session\nis adjourned to meet on call of the Chairman.\nFrancis G. Biair, President.\nJ. W. Crastree, Secretary.\n\nSeattle, Washington, Saturday Forenoon, July 2, 1927\nA meeting of the Board of Directors was called to order by the President,\nFrancis G. Blair, July 2, 1927, at 10 A. M., Parlor A, Olympic Hotel, Seattle,\nWashington.\nThe call for the meeting had been announced in the program.\nThe Secretary called the roll. The following were present:\nP. P. Claxton, Oklahoma; Frederick M. Hunter, California; Mary McSkimmon,\nMassachusetts; Jesse H. Newlon, Colorado; Robert C. Moore, Illinois; George D.\nStrayer, New York; J. D. Williams, Alabama; A. B. Hill, Arkansas; Anna\nGraeme Fraser, California; W. B. Mooney, Colorado; John A. Young, Connecticut;\nHarry English, Washington, D. C.; W.S. Cawthon, Florida; Martha A. Whitacre,\nIndiana; 4. L. Whittenberg, Wlinois; Fred W. Burrill, Maine; William Burdick,\nMaryland; Annie C. Woodward, Massachusetts; Effie MacGregor, Minnesota;\nThomas J. Walker, Missouri; R. J. Cunningham, Montana; M. C. Lefler, Nebraska;\n\nCharles\nOhio;\n\nB. Dyke, New\nMrs.\n\nSusanne\n\nJersey;\nHomes\n\nMinnie\n\nCarter,\n\nJ. Nielson,\nOregon;\n\nNorth\n\nGeorge\n\nDakota;\n\nW.\n\nR. J. Kiefer,\n\nWannamaker,\n\nSouth\n\nCarolina; J. O. Webb, Texas; D. W. Parratt, Utah; Joseph H. Saunders, Virginia;\nT. R. Cole, Washington;\n\nE. G. Doudna,\n\nWisconsin.\n\nElected to vacancies—Joseph Rosier was elected to fill the vacancy caused by the\nresignation of J. H. Hickman of West Virginia.\nMr. Harned was elected to fill\nvacancy by resignation of §. L. Smith of Tennessee.\nMiss Oliver was elected to\nfill vacancy by resignation of C. K. Reiff of Oklahoma.\nMr. Gault was elected to\nfill vacancy by resignation of Florence H. Hewitt of New Hampshire.\nMiss\nCaroline Woodruff was elected to fill vacancy by resignation of Clarence H.\nDempsey of Vermont.\nChairman Blair declared a quorum present and called for\nthe distribution of the minutes of the three previous meetings.\n‘These were distributed to members, and without objection the chairman in order to give ample\ntime for each one to go over the minutes postponed action on them to a later\nmeeting.\nChairman Blair then read the following rules of Board of Directors numbered\nfrom one to eleven, copies having previously been sent to members:\nRules\n\nof Board\n\nof Directors\n\n1. The minutes of every meeting shall record the names\n\nof directors present and\n\nstates represented.\n\n2. Only bona fide vacancies can be filled by the Board.\nber from\n\na meeting does not create\n\nMere\n\nabsence of a mem-\n\na vacancy.\n\n3. All portions of reports or resolutions which call for definite action or appropriations shall be made a part of the minutes with the action taken thereon.\n4. The Board may refer any requests coming before it to the Executive Committee for investigation and report; may refer any plan or policy upon\nwhich it has taken definite action to the Executive Committee with power\nto administer or carry into effect. All actions taken by the Executive Committee under such reference to be reported back for record.\n5. Before approving the budyet for the current year the Board of Directors shall\nhave a statement from the Board of Trustees that such budget comes within\nThe approval of such budget by the Board of Directors\nthe available funds.\nis not an appropriation, but when approved such budget shall become a\n\npart of the minutes.\n\n"}
{"page": 1146, "printed_page": null, "text": "1142\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\n6. In making appropriations for the current year the Board of Directors shall\nbe guided by the budget as approved and by the report of the Board of\nTrustees on the amount of funds available to meet such appropriations.\n7. In making appropriations for special committees the Board of Directors\nbe guided by the recommendations\nby the Representative Assembly.\n\nof the Executive\n\n8. All bills approved for payment by the Board\npresented\n\nto the Board\n\nof Trustees\n\nCommittee\n\nshall\n\nas approved\n\nof Directors shall be signed and\n\nby the President\n\nAssociation acting under the authority of the Board\n\nand\n\nSecretary\n\nof the\n\nof Directors.\n\n9. The new Board of Directors shall at its first regular meeting appropriate the\nmoney necessary to meet the requirements of the salary schedule of the\ncentral office.\n10. The Board of Directors shall empower the Executive Committee to investigate\nin advance of each annual meeting the accommodations offered by the\nvarious cities asking for the next annual meeting.\nThe Secretary of the\nAssociation and his staff shall assist the Executive Committee in making\nsuch investigations.\nAny selection shall not be final until approved by the\nPresident of the Association.\n11. All appropriations shall be made in the following language:\nThere is hereby appropriated out of the current funds of the Association,\nnot otherwise appropriated’ the sum of )....°....12.0s0..0.ssuee dollars for\nDOPESE ELI\nBoon, SE , provided that in judgment of the Board of Trustees\nso much is available for such purpose.\ng\n\nIt was moved and seconded that said rules from 1 to 11 be adopted. ‘There was\ndiscussion on rule No. 11.\nThe chairman then announced that in order to have more time to deliberate on\nthis rule No. 11, if no objection, he would appoint a committee, consisting of Mr.\nLamkin,\n\nDr.\n\nClaxton,\n\nand\n\nMr.\n\nSaunders,\n\nto take\n\nthis rule\n\nsideration and report back at the next meeting of the board.\n\nover\n\nfor further\n\ncon-\n\nNo objection.\n\nThe\n\ncommittee was appointed.\nOn request of Mr. Lamkin, Dr. Claxton was made the\nchairman.\nThe adoption of rules 1 to 10 was unanimously carried.\nThe chairman then called for the Secretary’s report. Following the presentation\nof the report Chairman Blair stated: You have heard the splendid report of the\nSecretary, and before action is taken upon it, it has occurred to me the most\nappropriate way would be to appoint a committee to which to assign the recommendations.\nIs there objection to that protedure?\n‘There being none I shall\n\nappoint the following committee: Dr. Strayer, Mr. Wannamaker, and Miss Nielson, making a committee of three, who with the Secretary will go through the\nreport and assign the various bodies who should have these recommendations\nreferred to them. I feel the Secretary is to be complimented on that very fine\nreport, and in his modest way he has made some great, big suggestions.\nThe\ncommittee\n\nwas\n\nappointed.\n\nMr. Lamkin\n\nthen made\n\nthe following\n\nretirement plan for headquarters\n\nstaff:\n\nreport\n\nand\n\nrecommendations\n\nconcerning\n\nReport and Recommendation Concerning Retirement Plan for\nHeadquarters Staff\n\nProposals Received—In accordance with the authorization given at Dallas, proposals have been obtained for the initiation of a retirement plan for the React\nquarters staff. The following organizations submitted plans:\n1. Equitable Life Insurance Society\n2. Metropolitan Life Insurance Company\n3. The Sun Life Insurance Company of Canada\n4. wieay\nInsurance and Annuity Association of America (Carnegie Foundation\nCopies of each proposal submitted are in the hands of the Executive\nCommittee.\n\n"}
{"page": 1147, "printed_page": null, "text": "ee\n\nee\n\nMINUTES\nEE\n\nOF THE BoaRp oF Directors\naa\naT\n\n1143\n\nPrincipal features of proposals—The plans submitted follow the general plan of\nthe printed preliminary report submitted at Dallas and provide for:\n1. Retirement on life annuity at age 65.\n2s Death benefits to employees’ dependents when death occurs previous to retirement.\n\n3. Protection against permanent and total disability occurring before age 65.\n\n4. Withdrawal benefits to employees and Association in event of leaving service\nwith Association.\nCost—The plans provide for annual deposits from the employer (the Association), amounting to five percent of the present salary roll of permanent employees,\nwhich is approximately $7000, and deductions from the salaries of the employees\nof five percent to provide a like amount—$7000.\nThe total cost therefore is $14,000, or ten percent\n\nof salary roll, of which one\nhalf is directly paid by the Association and one half from deductions from salaries.\nRecommendations—In moving toward the final selection and initiation of one\nof the proposals submitted the following steps should be taken:\n1. A small committee should be appointed to select one of the four proposals,\nand authorized to arrange for putting the selected proposal into effect.\n2. An appropriation of $4000 should be included in the budget for the year\n1927-28 for the purpose of covering the costs of putting the retirement plan\ninto effect.\nThis amount will be sufficient since by the time the final arrangements are\nmade part of the current fiscal year will have elapsed.\nFuture action—Once the plan is put into effect the annual cost to the Association will be five percent of salary roll, or approximately $7000 a year. This\namount, or such increase as increases in salary roll require, should be included\nin the budget of each fiscal year. A similar amount will be provided from salary\ndeductions.\nIt was moved and seconded that the report be adopted, including the provision\nto appoint a committee with full power to complete arrangements and to put the\nplan into effect.\nDiscussion followed.\n\nMr.\n\nLamkin\n\nstated\n\nthat the Board\n\nof Directors\n\nmight well\n\ndetermine\n\ncertain\n\nthings included in this plan, whether it should be permissible or compulsory retirement, and other matters of that kind.\n(Discussion.)\nIt was suggested that a\ncommittee of the Board of Directors recommend instructions.\nMr. Lamkin accepted this as a part of the motion.\nThe chairman said: “The motion is to adopt the general plan as presented by\n\nthe Executive Committee with its recommendation of the establishment of a plan\nof retirement allowances for the headquarters office with a small committee clothed\nwith power to put the plan into effect. The motion carries with it that another\ncommittee be appointed by the Board of Directors to study these general provisions\nof the plan, and report back any detailed recommendations it sees fit to make.”\nThe motion was put and unanimously carried.\nThe chairman appointed the committee to consider this plan, and to report back\nnot later than the meeting of the Board of Directors on Friday morning at 9\no’clock, as follows: Miss Pyrtle, chairman of the retirement allowance committee ;\nMr. Hill of Arkansas, Mr. Dyke of New Jersey, Mr. Hunter of California, and\nHe requested Mr. Lamkin to serve with this\nMiss McSkimmon of Massachusetts.\ncommittee and give it the benefit of his investigations.\nMr. Siders, chairman of the budget committee, was requested to put in the budget\n\nfor the plan, four thousand dollars for this year.\nMiss Muir then presented Report of Committee on Ethics.\n\nA motion was passed\n\nto accept the report and to continue the committee.\nOn motion the Board of Directors adjourned to meet at 2 o’clock in the afternoon.\n\n"}
{"page": 1148, "printed_page": null, "text": "NaTIONAL\n\n1144\n\nEpUCATION\n\nSeattle, Washington,\n\nASSOCIATION\n\nSaturday Afternoon, July 2, 1927\n\nThe meeting was called to order by the chairman, Francis G. Blair, at 2:30\no’clock, same place as morning session. The following members answered to\nroll call:\nMary McSkimmon, Massachusetts; Jesse H. Newlon, Colorado; George D.\nStrayer, New York; A. B. Hill, Arkansas; W. B. Mooney, Colorado; John A.\nYoung, Connecticut; H. V. Holloway, Delaware; W. S. Cawthon, Florida; Martha\n\nA. Whitacre, Indiana; Annie C. Woodward, Massachusetts; Effie MacGregor,\nMinnesota; M. C. Lefler, Nebraska; John Gault, New Hampshire; Charles B.\nDyke, New Jersey; Minnie J. Nielson, North Dakota; Majorie Oliver, Oklahoma;\nMrs.\n\nSusanne\n\nHomes\n\nCarter,\n\nOregon;\n\nGeorge\n\nW.\n\nWannamaker,\n\nSouth\n\nCarolina;\n\nJ. O. Webb, Texas; P. L. Harned, Tennessee; D. W. Parratt, Utah; Caroline\nWoodruff, Vermont; Joseph H. Saunders, Virginia; E. G. Doudna, Wisconsin.\nAudit Committee—The chairman announced the appointment of the following\naudit committee: Mr. Lamkin, chairman; Florence M. Hale, and James H. Kelley.\nThe report of the Treasurer and Board of Trustees was referred to the committee.\n\nAt this point Director Strayer read the following recommendations\ntary’s Report:\n\non the Secre-\n\nAmerican Education Week—The officers of the Association are authorized to\nexpress to the President of the United States the appreciation of 170,000, members\nfor the proclamation which he has issued for the observation of American Education Week and they are requested to invite him to issue a special proclamation,\npreferably in September, for the observation of the week, November 7-13, for\nthe year 1927.\n\n3\n\nThe Secretary, with the cooperation of the chairman of the Committee on International Relations, is authorized to correspond with the National Education Association and with the educational authorities of other nations on the advantages\nof arranging to have an education week in every nation when particular attention\nshall be given to acquainting the public with the work which the schools are doing\nand with their pressing needs.\nSalaries of College Professors—The Secretary is instructed to cooperate with the\nofficers of state and local associations in acquainting the public and the college\nauthorities with the importance of retaining an efficient faculty in the college and\nwith the necessity of paying better salaries to instructors, assistant professors, and\nto professors to accomplish that end.\n\nHe is further authorized to use the Research Division in collecting information\non the question of salaries in colleges as such information is needed by state and\nlocal associations in promoting better pay for members of college faculties.\nThe report was then unanimously adopted and the committee discharged.\nMr. Jesse H. Newlon, chairman of Committee on Committees, stated that the committee was not ready to report, but would probably be ready to report later in\nthe week, perhaps Friday afternoon.\nRevision of Departments—Chairman Blair said: The next item in the order of\nbusiness is the report from Randall J. Condon, chairman of the Committee on\nRevision of Departments.\nHis report is prepared in his thorough and methodical\nway, and has been sent in by him. I have glanced it through and it might be\nwell to read it, but it is rather extended.\nOn motion the report was received and placed on file. On motion it was decided\nto accept the Department of Secondary Principals with three sections, principals of\nsenior high schools, principals of junior high schools, and principals of junior\ncolleges.\n\nRetirement Allowances—E.\n\nRuth Pyrtle then presented\n\nthe report of Committee\n\non Retirement Allowances.\nThe report was accepted and a motion was passed\nto continue the committee.\n(Report printed in Proceedings.)\nDr. P. P. Claxton, Tulsa, Oklahoma, then made a report of the Committee on\n\nDelegate Representation\n\nand Kindred\n\nQuestions of which he is chairman.\n\n"}
{"page": 1149, "printed_page": null, "text": "MINUTES\nHe submitted\n\nin printed\n\nOF THE\nform\n\nBoarp oF DireEcrTors\n\nthe changes\n\nrecommended\n\n1145\n\nby the Committee\n\nex-\n\nplaining item by item and stating that notice would be given now and the changes\nThe report will be printed\nwould be voted on at the next annual convention.\nin the manual\n\nand in the Proceedings.\n\n'\n\nDr. Claxton’s Report—Dr. Claxton then read the following report of the special\nCommittee appointed to report on Rule 11 of Board of Directors, as follows:\nBefore making any appropriations for any fiscal year, the Board of Directors\nshall have in hand and shall have considered all requests for appropriations for\nthe year, and shall also have in hand an estimate from the Secretary and the\nBoard of Trustees of the probable income for the year.\nAppropriations shall not be made in excess of this estimate—nor shall subsequent\nor supplemental appropriations be made unless the income of the Association for\nthe year is sufficient to pay the same.\n,\nAll appropriations shall be made in the following language:\nThere is hereby appropriated out of the current funds of the Association, not\notherwase,appropriated the sum of... ....). 42020\nJ. 00. Dollars, or so much thereof\nASMA VID CRIIECESSATYaLOliae h. oi. heary antie Richa srtihdioeeh Da» Fis«vsteudio\n\n(Discussion. )\nThe acceptance of the report and the adoption of rule 11 as amended was duly\nmoved, seconded and unanimously carried.\nMr. Siders read a letter from Dr. David Starr Jordan, who was unable to attend\nthe convention.\nIt was moved, seconded and carried that the Secretary of the\nAssociation be instructed to send a letter of goodwill to Dr. Jordan.\nAn adjournment was then taken.\nOn adjourning the chairman announced the next meeting of the Board of Directors for Monday evening, 8 o’clock, July 4, in the same place.\nSeattle, Washington, Monday Evening, July 4, 1927\nThe meeting was\nthe Olympic Hotel.\n\ncalled to order by the president at 8 P. M., in Parlor A of\nThe following directors were present:\n\nHenry Lester Smith, Indiana;\n\nWalter R. Siders, Idaho; P. P. Claxton, Oklahoma;\n\nFrederick M. Hunter, California;\nMassachusetts;\n\nJesse\n\nH.\n\nNewlon,\n\nWashington;\n\nGeorge\n\nD.\n\nStrayer,\n\nOlive M. Jones, New\nColorado;\n\nNew\n\nMrs.\n\nYork;\n\nYork; Mary McSkimmon,\nJosephine\n\nCharl\n\nO.\n\nCorliss\n\nWilliams,\n\nPreston,\n\nDistrict\n\nof\n\nColumbia; J. D. Williams, Alabama; J. A. Sexson, Arizona; A. B. Hill, Arkansas;\nAnna\n\nGraeme\n\nFraser,\n\nCalifornia;\n\nW.\n\nB.\n\nMooney,\n\nColorado;\n\nJohn\n\nA.\n\nYoung,\n\nConnecticut; H. VY. Holloway, Delaware; Harry English, District of Columbia;\nW.S. Cawthon, Florida; Fort E. Land, Georgia; Charles F. Deinst, Idaho; Martha\nA. Whitacre, Indiana; Thomas R. Roberts, lowa; M. E. Pearson, Kansas; Loretta\nR. Doerr, Louisiana; William Burdick, Maryland; Annie C. Woodward, Massachusetts; Effie MacGregor, Minnesota; H. V. Cooper, Mississippi; Thomas J.\nWalker,\n\nMissouri;\n\nR. J. Cunningham,\n\nMontana;\n\nM.\n\nC. Lefler,\n\nNebraska;\n\nJohn\n\nGault, New Hampshire; W. H. Holmes, New York; R. J. Kiefer, Ohio; Majorie\nOliver, Oklahoma; Mrs. Susanne Homes Carter, Oregon; Charles E. Dickey,\nPennsylvania; Francisco Vizcarrondo, Porto Rico; George W. Wannamaker, South\nCarolina; N. \\E. Steele, South Dakota; P. L. Harned, Tennessee;\nTexas; D. W. Parratt, Utah; Caroline Woodruff, Vermont; Joseph\nVirginia; W. A. Rosier, West Virginia; E. G. Doudna, Wisconsin.\n\nJ. O. Webb,\nH. Saunders,\n\nAt the request of the chairman, Dr. P. P. Claxton then made a statement of the\nimportant features of the Report of Committee on Appointment of Delegates and\nKindred Questions, which report is being printed and will be ready for distribui\ntion on Wednesday.\nA general discussion followed in which the following participated: Mr. Hunter\nof California,\n\nMr. Kiefer of Ohio, Mr.\n\nColorado, Mr. Mooney\n\nRosier\n\nof Colorado, and Mr.\n\nof West\n\nVirginia, Mr.\n\nWannamaker\n\nNewlon\n\nof South Carolina.\n\nof\n\n"}
{"page": 1150, "printed_page": null, "text": "ASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\n1146\n\na\n\neee\n\nChairman\n\nBlair then stated that owing to the lateness of the hour the debate\n\nwould have to be closed, and stating that the printed report of the committee\nheaded by Mr. Claxton would later be distributed to all delegates and time given\nfor consideration before any action is taken.\nOn invitation of Chairman Blair, Dr. Walter R. Siders, Chairman, Board of\nTrustees, then discussed briefly the Report of the Board of Trustees and the\nBudget Committee, stating the reports were being printed, and would be presented\nlater.\n\nHomes\nNew\n\nfor Retired\n\nTeachers—On\n\ninvitation\n\nYork made a report on Plans for Homes\n\nof Chairman\nfor Retired\n\nBlair, Miss Jones of\n\nTeachers.\n\nAfter outlining plans in detail Miss Jones moved that the Board of Directors\nauthorize the request of the Community Trust of New York that they undertake\nthis investigation for the committee.\nChairman Blair stated that at the Dallas meeting this was put under the Board\nof Trustees, and that the motion would properly come before the Board of Trustees,\nCommittee on Elections—The Chairman then appointed as a Committee on Elections: William J. Sanders of Massachusetts; Frank E. Reynolds of Ohio; and Mrs.\nArmsbruster of Illinois; to meet at 8 o’clock Tuesday morning.\nTeacher Tenure—At the invitation of the Chairman, Mr. Fred M. Hunter,\nChairman, presented the committee report on Teacher Tenure in the United States.\nDiscussion followed.\n‘\n,\nThe Chairman stated he thought the Committee on Teacher Tenure should be a\n\ncontinuing committee, stressing the importance of the committee and complimenting\nit upon its work.\n(This report will be printed in the Proceedings.)\nRetirement Allowances for Staff—On invitation of the Chairman, Miss E. Ruth\nPyrtle presented\n\nthe following report of the Special Committee\n\nlowances\n\nfor the headquarters\n\ncommittee\nNo. 1:\n\nwere\n\nresponsible\n\nReport of Special\n\nstaff, explaining\n\nfor the use\n\nCommittee\n\nof Mr.\n\nof Retirement\n\non Retirement\n\nAl-\n\nthat the\n\nother\n\nmembers\n\nof the\n\nLamkin’s\n\nname\n\nand\n\nown\n\nAllowances\n\nher\n\nin\n\nfor the Headquarters\n\nStaff—In consideration of Mr. Lamkin’s report for the committee appointed at the\nDallas meeting, the special committee desires to approve that report and in addition\nto its approval, make the following recommendations:\n1. That a committee to consist of the following: Miss E. Ruth Pyrtle, Chairman\nof Committee of One Hundred on Retirement, and Mr. Uel W. Lamkin, Chairman\nof Subcommittee\n\nof Executive\n\nCommittee\n\nto carry out the recommendations\nmentary\n\nof the N. E. A., be appointed\n\nwith power\n\nof the Dallas Report and the following supple-\n\nprovisions,\n\n2. That an American life insurance or commercial company\nable Assurance Society be selected for the annuity plan.\n3. That retirement for both men\n\nand women\n\nsuch as The Equit-\n\nbe optional by the employee\n\nafter\n\nsixty years of age and that retirement become compulsory for both men and women\nafter seventy years of age.\n4. Membership in the fund shall be compulsory and in case employment is discontinued, withdrawal from the fund will be automatic and the withdrawal of\ncash benefits to such employee be limited to the amount of the investment of such\nemployee together with its earnings.\n\n5. The plan shall include\ntirement.\nRespectfully\n\nfavorable\n\noptions to the insured\n\nat the time of re-\n\nsubmitted,\nMary\n\nMcSximmon,\n\nMassachusetts\n\nCHARLES B. DyKE, New Jersey\nA. B. Hitt, Arkansas\n\nE. Rutu\nThe adoption of the report was then duly moved,\n\nPyrtie, Chairman.\n\nand seconded.\n\n"}
{"page": 1151, "printed_page": null, "text": "MINuTES\nA\n\ndiscussion\n\nwas\n\nthen\n\nOF THE\n\nhad\n\nretirement at any age. |\nThe motion for adoption\n\nBoarp oF Directors\n\nin which\n\ncertain\n\nmembers\n\n1147\n\nobjected\n\nof the plan authorizing the special\n\nto compulsory\n\ncommittee\n\nto let\n\nthe contract and put the plan into operation.\nSeconded.\nCarried.\nExpenses of Directors—At the invitation of the Chairman Mr. Joseph H. Saunders then read the following report of the Committee on Expenses of Directors:\nYour Committee on Expenses of Directors desires to report as follows:\nYour Committee believes that if the Board of Directors of the National Education\nAssociation is to function as it is evident that the charter intends it to function,\nit will be necessary for the Association to pay the traveling expenses of the\nmembers of the Board when called to meet in annual or special session.\nThis committee further believes that it is essential to the welfare of the Association that the Board of Directors should function largely in directing its operations and the committee believes that the cost of transportation necessary to secure\nfull meetings of the Board will be funds wisely invested by the Association.\nWe have made a careful study of the plans of payment of traveling expenses\nused by the United States Government for those in its employ or those traveling\nin its interests. [The Government has a very elaborate system of rules imposing\nmany restrictions, going into minute details, with an involved procedure that is\ndifficult of administration.\nWe believe that such a cumbersome procedure should\nnot be imposed upon the officers of the Association to administer.\nWe, therefore,\npropose a very simple scheme for the payment of expenses of directors in attendance upon the meetings of the Association as follows:\nThe Association should pay:\nFirst: Railroad fare for the round trip by the most economical, usually traveled\nroute, at the reduced rate given the Association, or by tourist rate where such rate\nis less. Where no special rate is given, at the fixed rate for such travel.\nSecond: Pullman fare for one standard lower berth for round trip.\nThird:\n\nrequired\n\nSubsistence\n\nat $8 per\n\nto be in attendance.\n\ndiem\n\nfor\n\nsuch\n\nnumber\n\nof days\n\nA receipt for transportation\n\nas\n\nthe\n\npurchased\n\nBoard\n\nis\n\nshould\n\nbe\n\nsubmitted on a form prescribed by the Association.\nYour Committee has not included in this recommendation allowance for taxicab\nfares, or meals en route for the reason that the Committee believes that the directors should pay some part of the expense themselves for the privilege of attending\nthe general meetings of the Association and because the items numerated greatly\nvary in character and are difficult to check by the disbursing officer.\nYour Committee recommends that the above action apply to the meeting in\nSeattle in 1927 and that the sum of the ten thousand dollars ($10,000) or so much\nthereof as may be necessary, be, and the same is hereby appropriated out of the\ncurrent funds of the Association for the purpose of carrying out this recommendation.\nRespectfully submitted, JosepH H. SAUNDERS; Mary C. C. Braprorp,; M. E.\nPEARSON.\n\nIt was\n\nmoved\n\nand seconded\n\nthat the Board\n\nadopt the report.\n\nDiscussion.\n\nThe Chairman then stated since there was a difference of opinion on the report,\nif no objection, he would put the matter over until tomorrow at 2 o’clock. There\nwas no objection.\nThe Chairman then called on Dr. Davidson to report for the Legislative Commission and the work it has contemplated and accomplished.\n‘The report of progress and the new interest in the New Education Bill were features of the report.\nThe\n\nChairman\n\nthen\n\ncalled\n\nupon\n\nInternational\n\nRelations for a report.\n\nprogress.\n\noutlined\n\nHe\n\nDr.\n\nRussell,\n\nDr. Russell\n\nplans for the Toronto\n\nchairman\n\nof the\n\nCommittee\n\nsaid that the Committee\n\nmeeting.\n\nThe\n\nchairman\n\nthe appreciation of the directors for the report and for Chairman\nship.\nA motion was then passed to adjourn to meet Tuesday\n\non\n\nreports\n\nexpressed\n\nRussells leader-\n\nafternoon, 3 o'clock.\n\n"}
{"page": 1152, "printed_page": null, "text": "NaTIONAL\n\n1148\n\nASSOCIATION\n\nEDUCATION\n\nSeattle, Washington,\n\nTuesday Afternoon, July 5, 1927\n\nPresident, Francis G. Blair called the meeting to order at 3 o’clock Tuesday\nafternoon, July 5, 1927, in Parlor A, Olympic Hotel, Seattle, Washington.\nThe following members reported to roll call:\nMary McSkimmon, Massachusetts; Walter R. Siders, Idaho; P. P. Claxton,\nOklahoma; Frederick M. Hunter, California; Olive M. Jones, New York; George\nD. Strayer, New York; J. A. Sexson, Arizona; A. B. Hill, Arkansas; Anna G.\nFraser, California; W.B. Mooney, Colorado; John A. Young, Connecticut; H. V.\nHolloway, Delaware; Harry English, District of Columbia; W. 8S. Cawthon,\n\nFlorida; Charles F. Dienst, Idaho; A. L. Whittenberg, Mlinois; Martha\nacre, Indiana; Thomas R. Roberts, lowa; M.\nDoerr, Louisiana; William Burdick, Maryland;\n\nE. Pearson, Kansas;\nAnnie C. Woodward,\n\nA. WhitLoretta R.\nMassachu-\n\nsetts; Effie MacGregor, Minnesota; H. V. Cooper, Mississippi; Thomas J. Walker,\nMissouri; R. J. Cunningham, Montana; M. C. Lefler, Nebraska; H. A. Whiteneck,\nNevada; John Gault, New Hampshire; Charles B. Dyke, New Jersey; W. H.\nHolmes, New York; Minnie J. Nielson, North Dakota; R. J. Kiefer, Ohio; Majorie\nOliver, Oklahoma; Charles E. Dickey, Pennsylvania; Francisco Vizcarrondo, Porto\nRico; George W. Wannamaker, South Carolina;‘N.'E. Steele, South Dakota; P. L.\nHarned, Tennessee; J. O. Webb, Texas; D. W. Parratt, Utah; Caroline Woodruff,\nVermont; Joseph H. Saunders, Virginia; Joseph Rosier, West Virginia; E. G.\nWisconsin.\n\nDoudna,\n\nThe Treasurer, Dean Smith, presented his report for 1926-27 in printed form\nand moved its adoption.\nThe motion was seconded and after discussion it was\nadopted.\ni\nThe chairman of the Board of Trustees presented the auditor’s report covering\nall transactions of the Board of Trustees and of the Secretary’s office. The report\nwas approved.\n\nBudget Committee Report—The chairman of the Budget Committee presented\nthe budget requests and asked for instructions as to whether the budget should\nbe scaled to $412,000, the amount of the income for 1926-27.\nDiscussion followed.\nMr. Newlon stated he did not think the delegates should be financed for these\nconventions, and that it is more important to finance the Board of Directors in\ntheir expenses than the delegates to the Representative Assembly.\nHe doubted\nwhether income is sufficient to do so. He also thought it might be wise for the\ndirectors to defer paying their expenses to prevent an overlarge budget.\nMr. Saunders made a motion to scale it to bring the total within the $412,000.\nThe motion was seconded by Miss Jones.\nDiscussion followed.\nMr. Hunter\nmoved to amend by providing that sufficient funds to balance this budget be taken\nout of the surplus.\nMr. Saunders withdrew his motion to second Mr. Hunter’s motion.\nMiss Jones, however,\n\nrefused\n\nto withdraw\n\nher second\n\nbecause\n\nshe wanted\n\nto be\n\nrecorded in the negative as to “dipping into the surplus.”\nMr. Saunders then seconded Mr. Hunter’s amendment.\nThe following participated in the discussion: Mr. Newlon, Miss Jones, Dr.\nSiders, Mr. Saunders, Mr. Wannamaker, Mr. Burdick, and Mr. Parratt.\nThe chairman explained that the amendment provides that we adopt this budget\n\nwhich\n\ncalls for the amount\n\nset down\n\nin the report with the understanding\n\nthat\n\nwhen the Board of Directors come to appropriate the money to meet these needs,\nif the amount appropriated exceeds the income for the year, that the excess only\nshould be taken out of the surplus.\nThe question was then put to a vote.\nCarried.\nThe motion was then put as amended.\nCarried.\n\nThe chairman\n\ninstructed the committee\n\nform as last year.\n\nExpenses\ncommittee\n\nto have the report printed in pamphlet\n\nof Directors—Mr.\n\nSaunders was\n\ncalled\n\nappointed\n\nupon\n\nin reference\n\nto the\n\ndirectors’\n\nat Dallas\n\nfor the report’of\nexpenses.\n\nHe\n\nthe\nex-\n\n"}
{"page": 1153, "printed_page": null, "text": "Minutes oF tHE New Boarp or Directors\n\n1149\n\nplained that the report provided for the payment of expenses for the railroad fare\nby the nearest traveled route at the reduced rate given to the National Education\nAssociation, or by tourist rates where such rates were less, or by the regular rates\nwhere\n\nno special\n\nrate was\n\ngiven, for a standard\n\nlower\n\nberth\n\nfor the round\n\ntrip,\n\nand for a per diem of $8 for each of the days the Board was required to be in\nattendance upon this meeting, and that would be seven days, or $56. He moved\nthe adoption of the report as presented yesterday.\nThe motion was seconded.\nDiscussion,\nThe chairman then put the motion and declared that it carried and stated that\nthe plan was adopted and should be made a matter of the minutes.\n(The rules\nare in the minutes of yesterday’s meeting.)\nA motion was then passed to continue the committee for the purpose of making\nan explicit expense account for the use of the directors.\nThe chairman announced\nthat the committee would be appointed by the new president.\nMiss\n\nMcSkimmon,\n\nchairman\n\nof the\n\nCommittee\n\non\n\nColored\n\nSchools,\n\nnext\n\npre-\n\nsented the report of her committee.\nIt was a report of progress.\nThe chairman\nstated that he believed the committee ought to be continued.\nMr. Hunter moved\nthat the committee be continued.\nSeconded.\nCarried.\nIt was stated that the new\npresident would appoint the committee.\nThe Secretary then moved that the minutes of the Philadelphia and of the two\nDallas meetings previously presented be approved.\nSeconded.\nCarried.\nThe Secretary then made the following statement: “I believe it will be absolutely\nimpossible for us to make funds available here in Seattle to pay the expenses of\nthe Board of Directors, so that if it is agreeable, I would like to send blanks to\nthe directors to have the bills paid in the usual way.”\nThe chairman asked whether any one would be embarrassed if the expenses are\nnot paid at this time.\n(No response.)\nThe Secretary was instructed to carry\n\nout the plan as mentioned.\nA motion was passed by a unanimous vote expressing appreciation\npainstaking and able work of President Blair for the year.\n\nof the fine,\n\nChairman Blair said: “I thank you very much for the kind expression.\nThe\npleasure has been my own in working with this fine group of men and women.”\nHe then declared the meeting adjourned.\nF. G. Buair, President.\nJ. W. CRABTREE, Secretary.\n\nMINUTES OF NEW BOARD OF DIRECTORS\nSeattle, Washington, Friday Afternoon, July 8, 1927\nA meeting of the new Board of Directors of the National Education Association\nwas held at 2 o’clock Friday afternoon, July 8, 1927, at the Olympic Hotel, Seattle,\nWashington, the newly elected president, Miss Cornelia S. Adair, presiding. Roll\ncall showed the following directors present; J. D. Williams, Alabama; J. A.\n\nSexson, Arizona; J. P. Womack, Arkansas; A. R. Clifton, California; John Young,\nConnecticut; Harry English, District of Columbia; Oren E. Long, Hawaii; C. F.\nDienst, Idaho; A. L. Whittenberg, Ulinois; Charles F. Miller, Indiana; Thomas\nR. Roberts, lowa; M. E. Pearson, Kansas; R. E. Williams, Kentucky; William\nB. Jack, Maine; Annie C. Woodward, Massachusetts; Thomas J. Walker, Missouri; R. J. Cunningham, Montana; M. C. Lefler, Nebraska; Charles B. Dyke,\nNew Jersey; Perley L. Horne, New Hampshire; Bertha Knemeyer, Nevada;\nMarie Balling, New Mexico; Minnie J. Nielson, North Dakota; A. C. Eldredge,\nOhio;\n\nFrancisco\n\nVixcarrondo,\n\nPorto\n\nRico;\n\nGeorge\n\nW.\n\nWannamaker,\n\nSouth\n\nCaro-\n\nlina; P. L. Harned, Tennessee; B. A. Fowler, Utah; C. H. Dempsey, Vermont;\nJoseph H. Saunders, Virginia; T. R. Cole, Washington; Joseph Roster, West Virginia; E. G. Doudna, Wisconsin; David A. Ward, Delaware; T. W. Andrews,\nNorth Carolina; Effie MacGregor, Minnesota; W. B. Mooney, Colorado.\nExofficio directors present: George D. Strayer, New York; Jesse H. Newlon, Colorado;\n\n"}
{"page": 1154, "printed_page": null, "text": "EDUCATION\n\nNATIONAL\n\n1150\n\nASSOCIATION\n\nOlive M. Jones, New York; Charles O. Williams, Washington, D. C.; Francis G.\nBlair, Illinois; P. P. Claxton, Oklahoma; Walter R. Siders, Idaho.\nOn suggestion of the chairman it was moved by Miss Jones that the usual order\nof business be suspended to permit those who desired, to extend invitations to the\nCarried.\nSeconded.\nAssociation for the 1928 convention.\n\nLocation\n\nConvention—Miss\n\nof the Next\n\nMacGregor\n\nextended\n\nan invitation to\n\nMr. Webster spoke\nthe Association to hold the 1928 convention at Minneapolis.\nin favor of Minneapolis.\nMr. Dyke extended an invitation to the Association to hold the 1928 convention\nat Atlantic City. Miss Catherine E. C. Carrigan also spoke in favor of Atlantic\nCity for 1928, and if the Association decided to hold its convention at Minneapolis\nfor 1928 she desired to extend the invitation for Atlantic City for 1929.\n\nMr. A. R. Clifton invited the Association to hold its convention for 1932 at Los\nAngeles.\nMr. F. E, Reynolds of Ohio, asked for the 1929 convention at Columbus, Ohio,\npromising ample hotel advantages and guaranteeing the best provisions for meetings and for exhibits that could be made in the United States.\nMarie Gugle, assistant superintendent of schools at Columbus, Ohio, spoke for\nthat city, for the 1929 convention.\nMr. Saunders of Virginia stated that any city inviting the Association to hold its\nconvention, should guarantee that there would be no boosting of hotel rates during\nthe convention\n\nweek,\n\nand\n\ndesired\n\nassurance\n\nthat that should\n\nbe done.\n\nMiss MacGregor stated she could say quite confidently that there would be no\nboosting of rates at Minneapolis.\nMr. Reynolds gave similar assurances for\nColumbus.\nMr. Newlon moved that the quéstion of location be referred to the Executive\nCommittee.\nSeconded.\nMr. Blair stated that the Board of Directors could express its preference as to\nthe convention city for 1928, and leave it to the Executive Committee to determine\nsuch points as hotel rates.\n\nMr. Newlon stated he was talking only about hotel rates and not about the place\nof meeting. The motion that the Board leave the matter of hotel rates and other\ndetails to the Executive Committee was then put and carried. The Secretary presented\n\nother\n\nrequests\n\nthat\n\nwere\n\nnot\n\nconsidered\n\nbecause\n\nthere\n\nwas\n\nno\n\npersonal\n\nrepresentative present.\nLocation—M inneapolis—It was then moved that the sense of this Board is that\nthe convention be held in Minneapolis next summer, provided the proper arrangements can be made concerning hotel rates, etc. Seconded.\nCarried.\nBudget again—The chairman called upon Dr. Siders to present the matter of\nappropriations for 1927-28.\nMr. Wannamaker stated that having heard the budget matter many times he\nwould move that the budget be adopted as presented.\nSeconded.\nMr. English asked whether any changes should be made in the budget; and Dr.\nSiders explained that there were changes to be made whereupon Mr. Wannamaker\nstated he would include the changes in his motion.\nThe motion was carried.\nThe chairman explained that the budget as a whole had been adopted to stand\nexcept where changes are made and called upon Dr. Siders to indicate the changes\nto be made.\nDr. Siders recommended a larger salary increase for one of the\nemployees.\nMr. Newlon raised the question as to whether the Executive Committee should\nnot make such adjustments as this and moved to refer the question to the Executive Committee with power to act.\nCarried,\nSeconded.\n\nDr. Claxton\ncontinued,\n\nasked\n\nwhether\n\na number\n\nof the\n\ncommittees\n\nhad\n\nnot\n\nbeen\n\ndis-\n\nDr. Siders requested Mr. Newlon, chairman of the Committee on Committees,\nto go over the list of committees and see whether any committees in the list for\n\n"}
{"page": 1155, "printed_page": null, "text": "MInutTEs\n\noF THE New\n\nBoarp oF Directors\n\n1151\n\nappropriations had been dropped.\nHe explained that the Budget Committee had\nformulated its report without knowing the recommendations on committees.\nMr. Newlon stated that certain committees had been referred to the departments\nbut that amounts allowed should stand for the use of the department committee.\nThe departments concerned were without funds.\nHe said the Editorial Council,\nfor which $50 had been put in the budget, had been dropped.\n\nThe chairman asked whether Mr, Newlon desired to make a motionto remove\nthe $50 from the budget and that the amount for department committees go to\nthe departments concerned.\nHe then made the motion.\nSeconded.\nCarried.\nA motion was made by Mr. Blair to appropriate from the current funds a sum\nof money to meet the salary schedule in the central office referring the details of\nthe adjustment to the Executive Committee.\nSeconded.\nCarried.\nMr. Blair in\nanswer to a question explained that a separate motion for each division was not\nnecessary the main point here being to give the Executive Committee power to\nmake adjustments.\nThe Secretary stated that the proper amounts could be included in the general appropriation to comply with the motion just passed.\nMr. English moved to formally appropriate the amounts in the budget committee’s report in harmony with the action taken. Dr. Siders called attention to\nthe form of motion required, which was accepted and the Secretary was requested\nto put the motion in form showing the amount for each item and the total amount\nfor all expenses.\nThe Secretary then recorded the motion in the following form:\nAdoption of Budget—Moved by Mr. English that there is hereby appropriated\nout of the current funds of the Association, not otherwise appropriated, the total\namount under each item in the budget or so much as may be necessary for the\n\npurposes as indicated which is as follows:\nPaymentjotydelegates!\n\n|expenses\\se\n\nty-81, ch tee\n\net, chan\n\nnate Otincd\n\n$20,000.00\n\nExpenses; of sdinrectors Wgcierisias bcs tis epectuatremnen seta oer ate Aiea\neon\nExecutive: Comittee.\nSoni p ey asiasid:o eid boca akfoboeie DRRAEE tise seh he\nBoard Obs ETUSteeS erie sehroiejarsmass: afsie bys oie aso erehew acai ate Citas elcr\nGeneral sSectetary’ss' Officers c. ctrats: igixckono tsais a titanate aan aoe ds\nDivasioneO\nks oNCCOMILS Binks uk pacic Ascolese Bisusan ekLatest amet Aslan ase\nPSTASITIESS ipDLV\nS1OM Bie ocr a housco bvore es sucha le:©.cyshs: Savuchous oyWNeual exaeageusnacsKpeaete fe eae\n\n12,000.00\n6,000.00\n412.53\n22,505.62\n8,425.00\n15,101.47\n\nBing étiocll A Evete0g SoS Rey\nHONE SAS AMOR Ne ee Se ENTREE ites eS A\nGenerale OmcerexpeNses aries tarsi ip yerogecine satus ariiyias ior cae wa piesa\nUICC Lema bX LULe Sue cm riers me rine lca tie-sue cess systous sceetura bieoesecarshelte\nPromotion and, Maintenance, ot Membership ...7,....-.-+,.-:-9---06\nDivisvonvoterccords and WMembershiply ce ci sca csceey 5 tem gv egee ieee cvelsie a\nEelam\niy ISlOnween\nwetter\nse cevemiet tien cole rsctie tres Scaerd scais anetsue\n\n20,837.69\n7,236.78\n5,900.00\n34,000.00\n32,952.00\n17,789.00\n\nIiVAStonMOne\nUD CATIONS pom emcc ecMee eect\non tem cc eso e « sins oteeirrmec 27,378.45\nDDipistOUOLPRESCALCHE CAO aimee rte ore\nsn tics bsuste eta a fis eracveare\n38,701.00\n\nDivistonwor, ClassrooimaserviCes\nita cere ee ithe ee cee sucuousltierue siete sles\nDivision “of *Administrative Service ©. 255 250. Pa ccc\ncee eet\nTournaluot the NabaA. soseuee aman act\nhielo meen ane teria\nResearche Bulletin.\nporta\nree kie a tits Phi tae clote Cle gat IES, OU\nIPROCEEAUTIS Sam tise coe viele osteo neesLctepaeet Nene o aMetT OMe tsae: Fite ksh obs. Petotewete'\nBublreatronssand se portsm mice aeeiaet toe anita. vi. «to ohtelaades Mtrsetotelen. sie\nJX\n(Coganegin gonsodic onese gon dcono\nape CO GUGOtD 5 OO DIOMOOROOD\nMembership in World Federation and American Council of Education. .\nSpecial Appropriations (Committees) ..........0.+\nesses eee ecence eee\nTotal appropriations for all purposes\n\n7,022.00\n6,900.00\n96,769.44\n7,750.00\n9,191.81\n2,100.00\n6,330.19\n1,100.00\n32,979.90\n\n.....+......4+-+eseeeees . $439,432.88\n\nThe motion was seconded.\nCarried.\n;\nThe chairman requested that the records show the action in due form and that\nPa\n‘\nit show committee appropriations.\nThe following is the distribution of the special appropriations:\n\n"}
{"page": 1156, "printed_page": null, "text": "1452\n\nNATIONAL\n\nEpUCATION\n\nASSOCIATION\n\nSpecial Appropriations:\nAmerican Education Week ............ ER\nRE\nLEIS\nlS St\nChildren’s* Literatures --ce acc ob te tee ee ere ee Cera\nroe. tokae niet\n\nForeren Relations\n\ntele ee Retort ole een\n\n800.00\n\nHeatthsEdueation’ (Department ofvrliealth) arto. eemntacute\ntele ete error\nLegislative: Commissiomi@qact\nss Aerts teeter tise iertater teas taecerhelerate arte eees\nDepartmentiot. Classroom! Deachersi,\n(01 0-6h..c0)1.\nfetta ree ea ie\nDepartment Elementary School Principals ................-+ee\nesse ee\nFenurejgesst\n«diy hitoaass seabritoods owas « tO base hs ceded\nscene\nGCommittee,.on, Retirement -Allowancesamc.\n.t1- tste ie «en. Perera\nee\nBehavior, Problem—-Childact..:\nYe wipeuw sails od eticlec tem vetted:\nCee\nCommittee on Delegate Representation and Kindred Questions .......\nProfessional, ethics) ©. 80.9 racy ie ene cin Se eee ate ee\nee aanee\nMisual Education (Department) gman dai... acto) cle enced ene\neee\nReorganization of Departments ................ is sao s'etguaia, @ ipenaconsy\neons\nHome tior= Retired Peachersim\ncrore ciepets oticts <teisy-cl uri onetene omens enero\nDepartmentyot sAldult? Educatronmeriraec\nst ssaeteetereae\nreas irene spree tens\nKiitidergarten, (ducationte\ntamer\nmete sad ters. ete reine etter ees\nColored? Schools (ye. sah... Ae\nei, FUME ok\nIE oe GET ASS EA oe\nCommittee <on: Committeesinc.\nes: Serletee «2 Ste tts) Pe yhoo tvs re,\n\n400.00\n12,329.90\n8,500.00\n2,000.00\n100.00\n100.00\n100.00\n1,000.00\n800.00\n100.00\n100.00\n500.00\n500.00\n200.00\n200.00\n100.00\n\nMUSeUIM 9 sco. eneroge Sretsee srenaye foetdheyape chart o REDE aRSTOw chert Syste oes phewa aitioys fel cfeeeens\nNational Council abducation: +. ace ats tetera citerierieecietor\norien\n\n,\n\nRetirement.\n\n(Publicity)!\n\neae cee\n\n9\nOclc:) Geeean ee ior benedeni\nclclccepidic-ow 8 OR otal\" h)S.0,aniea.o\n\n$32,829.90\n\nCommittee—The\n\neke\n\nnia ae\n\nchairman\n\nee hace\n\nstated\n\nthat\n\nthe\n\nnext\n\nbusiness was the election of the members of the Executive Committee.\nMiss Jones nominated Frank E. Reynolds of Columbus, Ohio.\nSeconded\nMooney.\n\nMiss\n\n50.00\n500.00\n\n4,000.00\n\nExecutive\n\n. ..sseccc\n\noie\n\neke\n\nMembers\n\nAllowances.\n\nstra coset\n\n$400.06\n50.00\n\nHammond\n\nof Portland\n\nnominated\n\nJulia\n\nSpooner\n\nof Portland,\n\norder\n\nof\n\nby Mr.\n\nOregon.\n\nSeconded.\nMr. Blair was called to the chair, and Miss Adair resigned as a member of the\nBoard of Trustees.\nIt was moved that the resignation be accepted.\nSeconded.\nCarried. Miss Adair then again took the chair. Ballots were distributed for the\nvote on the election of a member of the Executive Committee.\nThe chairman\nstated that while the ballots were being marked and collected, nominations were\nin order for vacancies in the Board of Trustees.\nMembers, Board of Trustees—Mr. Saunders of Virginia nominated for the fouryear term as trustee, Walter R. Siders of Idaho.\nSeconded by C. F. Dienst of\nIdaho.\nSeconded by others.\nDr. Strayer moved that nominations be closed, and\nthe Secretary be instructed to cast the unanimous ballot for Dr. Siders as trustee\nfor the four-year term.\nSeconded.\nCarried.\nThe Secretary then cast the unani-\n\nmous, ballot of the Board of Directors for Dr. Walter R. Siders of Idaho as trustee,\nand he was declared elected for the four-year term.\nMiss MacGregor nominated Miss Sullivan of Massachusetts for the unexpired\nterm of three years as trustee.\nSeconded by other states.\nMr. English nominated Miss Woodruff of Massachusetts.\nSeconded by othet\n\nstates.\nMr.\n\nWannamaker\n\nBallots were\n\nnominated\n\npassed.\n\naround\n\nKate\n\nV. Wofford\n\namong\n\nthe Board\n\nof South Carolina.\n\nof Directors\n\nSeconded.\n\nfor the unexpired\n\nterm of three years as trustee for these nominees.\nThe chairman announced the results of the vote for Executive Committee: Mr.\nReynolds 41, Miss Spooner, 7; stating that it became her duty to announce the\nelection of Mr. Reynolds the member-elect of the Executive Committee.\n\nMr. Smith was called upon to report for the Committee on Council Membership.\nHe made the following report:\nThe Council—You understand the National Council of Education is composed\n\n"}
{"page": 1157, "printed_page": null, "text": "MINUTES\nof two\n\nbodies\n\nOF THE\n\nas far as membership\n\nNew\n\nBoarp or DirECTORS\n\nis concerned,\n\nthree\n\nas a matter\n\n1153\nof fact, but\n\nten members each year are elected by the Board of Directors, and the committee\nwould like to place in nomination the names to fill those ten vacancies, and two\nothers which have been declared vacant because of resignations.\n‘The ten whose\nterms expired in 1927 are: W. C. Bagley, Teachers College, Columbia University,\nNew York City; Milton Bennion, University of Utah, Salt Lake City, Utah; J. C.\nChurchill, State Superintendent of Public Instruction, Salem, Oregon; Agnes E.\nDoherty, 2078 Summit Avenue, St. Paul, Minnesota; Jsabel Lancaster Eckles,\nSuperintendent of Schools, Santa Fe, New Mexico; Anna Laura Force, Principal,\nLincoln School, Denver, Colorado; J. W. Searson, State University, Lincoln,\nNebraska; Walter R. Siders, Superintendent of Schools, Pocatello, Idaho; H. B.\nWilson, Superintendent of Schools, Berkeley, California; Robert H. Wright, President, East Carolina Teachers College, Greenville, North Carolina.\n\nMr. Searson’s place is vacated by his death, and the committee is recommending the reelection of all those members whose names haye just been read, with\nthe exception of Mr. Searson, and has suggested the name of William F. Russell,\nDean of Teachers College, Columbia University, be placed in his stead.\nThere are two resignations, one by Will C. Wood, whose term expires in 1929,\nand we are recommending May Trumper, State Superintendent of Public Instruction, Helena, Montana, be elected for that; and the other by Thomas A. Mott,\nand we are recommending for that position Mr. Joseph H. Saunders, Superintendent\nof schools, Newport News, Virginia.\nMr. Smith moved the adoption of the report, and the election of these members.\nSeconded.\nCarried.\n\nRegulating ‘Expenses——Mr. Blair made the following statement: I want to bring\nup another matter.\nOne of the most delicate and embarrassing situations I have\nhad to face as president is the signing of the bills for traveling expenses, and\nthe difficulty is in this, we never have adopted any kind of a definite schedule\nby which those traveling under the authority of the Association could be guided,\nand individual bills constantly come up to Mr. Allan and Mr. Crabtree and to\nthe President and the President of the Board of Trustees about which there is\nsome doubt, and I therefore move that the President appoint from the Board of\nDirectors a committee of three that shall go into this matter and make out a\ndefinite schedule of items which this Association will meet for those traveling\nunder the auspices of the Association.\nIt is very embarrassing to hold out certain\nitems, because the person contracting them is acting in good faith, and I think we\nshould clear up the matter, so you will not have some of the embarrassments I\nhave had.\nSeconded.\nThe Secretary suggested the motion be broad enough to include such matters\nas dinners, to be paid out of Association funds.\nMr. Blair accepted the suggestion.\nDr. Siders asked whether the committee would determine who should incur\nexpenses.\nAfter remarks by Miss Jones and others the motion was put to a vote. Carried.\nThe chairman stated that she understood there was a committee of the directors\nthat took these matters under consideration at the Dallas meeting, but this is\nperhaps a much broader committee.\nShe said she would appoint a committee in\na few moments.\nDr. Siders then said: This cannot be settled until the new Board of Directors\n\nmeets\n\nagain.\n\nWould\n\nit be out of order\n\nto suggest that this Board\n\nof Directors\n\nauthorize some one to set up a temporary arrangement until they can mature this\npermanent arrangement?\nI would like to urge prompt attention and an immediate determination upon something that can be printed and disseminated so\nthere will be at least a temporary arrangement.\nMr. Newlon moved that the matter be referred to the Executive Committee with\n\npower to act until the special committee makes its report.\n\nSeconded.\n\nCarried.\n\n"}
{"page": 1158, "printed_page": null, "text": "1154\nCoty\nThe\n\nchairman\n\nlows: Miss\n\nASSOCIATION\n\nNaTIONAL EDUCATION\nee a\nAR\nthen announced\n\nWoodruff\n\nthe committee\n\nof Massachusetts,\n\nof Directors\n\nof the Board\n\nDr. Siders\n\nof Idaho,\n\nand Mr.\n\nas fol-\n\nLefler of\n,\n\nNebraska,\n\nThe vote on the election of a trustee was given: Miss Sullivan 18 votes, Miss\nWoodruff 11 and Miss Wofford 16, so it was necessary to vote again.\nMiss Woodruff withdrew her name as a candidate for trustee, and ballots were\nagain distributed.\nAs Dr. Siders could not serve on the committee just appointed, the chairman\nappointed Mr. Saunders of Virginia in his place, but requested Dr. Siders to serve\nas consultant member.\nThe vote on trustee was then announced—Miss Wofford 24 votes, and Miss\nSullivan 21. Miss Wofford of South Carolina was therefore declared elected to\nfill the unexpired term of three years on the Board of Trustees.\nMr. Mooney said: Did anything come up on Mr. Saunders’ committee?\nI\nunderstood that committee was not continued.\nI wish to make a motion that the\ncommittee be continued and its work be extended to the matter of referring a\nrecommendation with reference to the attendance of delegates to the Delegate\nAssembly of the Representative Assembly, so we will all get on somewhat of a\nuniform basis.\nThe chairman, with the permission of Mr. Mooney, referred the suggestion to\nthe committee just appointed of which Miss Woodruff is chairman, consisting of\nMiss\n\nWoodruff, Mr. Saunders,\n\nand Mr. Lefler.\n\nDr. Siders\n\nacting as consultant.\n\nThe secretary here read a resignation by Joseph Rosier, as follows: “July 8,\n1927, Board of Directors, National Education Association.\nI hereby tender my\nresignation as a member of this board to take effect August 1, 1927, and recommend the appointment of J. H. Hickman, Superintendent of Schools, Hinton, West\nVirginia, to my place. Signed, Joseph Rosier.”\n°\nMr. Saunders moved that the resignation be accepted and that Mr. Hickman\nbe elected in his stead. Seconded.\nCarried.\n.\nThe following report was presented by the Secretary in the absence of the\nchairman of the committee and referred to the department on visual education and\nto the committee on the revision of departments to be reported upon in 1928:\nThe Joint Committee on Museums relations now recommends\n(1) That the\nNational Education Association approve of the resolutions adopted by the American Association of Museums.\n(2) That the present Joint Committee be discharged.\n(3) That a Visual Education Commission be appointed, as suggested\nin the first resolution.»\n(4) That that Commission be empowered to appoint a paid\nSecretary.\n(5) That steps be taken at once to secure a fund of at least $8000 to\nmake these resolutions effective in promoting Visual Education throughout the\nUnited States.\nFor the Joint Committee,\n\nHenry\nThe chairman announced\n\npleted, a motion to adjourn would be in order.\nSeconded.\n\nTurner\n\nBatLey,\n\nChairman.\n\nthat since the business for the session had been com-\n\nCarried.\n\nA motion to adjourn was made.\nCorNELIA S. Apair, President.\nJ. W.\n\nMINUTES\n\nOF THE\n\nBOARD\n\nCRABTREE,\n\nOF TRUSTEES\n\nSecretary.\n\nMEETINGS\n\nDallas, Texas, February 27, 1927\nThe Board of Trustees of the National Education Association met pursuant to\ncall at 11 A. M., February 27, 1927, in Room 1306, Adolphus Hotel, Dallas, Texas.\nPresent: Chairman Siders, Trustees Blair, McSkimmon, and Adair.\n\nAbsent:\n\nTrustee Gwinn.\n\n:\n\nAdjourned to meet at 3 P. M., in place above mentioned.\n\n"}
{"page": 1159, "printed_page": null, "text": "MINUTES\n\nOF THE\n\nBoarpD OF TRUSTEES\n\n1155\n\nFebruary 27, 1927, at 3 P. M.\n\nMembers present:\nChairman Walter R. Siders, Francis G. Blair, President,\nNational Education Association, Thomas E. Finegan, and Cornelia S. Adair.\nMembers absent: J. M. Gwinn.\nThe following resolution of the Executive Committee and of the Board of\nDirectors was ordered spread on the minutes:\nIT IS HEREBY\nRESOLVED\nby the Board\nEducation Association of the United States, that:\n\nof\n\nDirectors\n\nof\n\nNational\n\nThe National Education Association of the United States does hereby\nestablish a trust fund to be known as The Olive M. Jones Fund for Homes\nfor Retired Teachers, and does hereby authorize its Board of Trustees in its\ndiscretion to accept unconditional gifts, bequests and devises of any real or\npersonal estate in trust for any one or all of the following purposes:\n1. The establishment of homes for retired teachers and the purchase of\nland, buildings, or equipment therefor.\n2. The building, furnishing and equipping of homes for retired teachers.\n3. The endowment of homes for retired teachers.\n4. The maintenance in whole or in part of homes for retired teachers,\nincluding all or any expenses of supervision, management, operation,\nupkeep, repair, and improvement.\n\nThe Board of Trustees is further authorized in its discretion to hold, invest,\nreinvest, grant, convey, encumber or lease all assets of every character which\nshall hereafter become a part of such fund, and in its discretion to use or to\n\ndeliver to a board of managers of an established home, for use by such\nmanagers, any assets comprising a part of such fund or any income or accruals therefrom, for all or any of the above mentioned purposes.\nThe Board of Trustees is authorized in its discretion to establish homes\nfor retired teachers from time to time; to name the locations therefor, or to\n\nprovide how the location of any home shall be determined upon; to incorporate\nor otherwise to establish a governing and managing body for each home; to\nestablish by charter and bylaws or otherwise a board of managers for each\nhome, a majority of whom at all times shall be residents of the state or the\nfederal district in which the home is located and to provide for the manner\nof selection and reselection of members of such board of managers; to vest in\nsuch board of managers so much as it shall see fit of the management, operation and control of the home and all properties of whatever character which\nshall be used, or the accruals or income from which shall be used, for the\nacquisition, completion, endowment or maintenance of such home; and generally, to establish such rules for the operation and management of the home\nand its continuity and for reversion of all assets to the Board of Trustees on\nits discontinuance, all as in its discretion it may see fit, with or without\nreservation to itself of the right to amend any such rules from time to time.\n(Signed) WALTER R, SmpERs,\nUEL W. LAMKIN,\nMary McSkimmon,\nH. L. Smitu,\n\nCommittee.\nIt was ordered that Trustees Finegan and Adair gather information for this\nBoard on the maintenance of teachers’ homes.\nChairman Siders was requested to investigate the receipts for homes for the\naged, and to procure the commercial and legal forms necessary to be used in\nsetting up the work of homes for retired teachers.\n\n"}
{"page": 1160, "printed_page": null, "text": "EpucaTION\n\nNationaL\n\n1156\n\nASSOCIATION\n\nThe Board decided to ask the Research Diviston to secure and tabulate data on\nthe number and conditions of superannuated teachers throughout the United States.\n\nTrustees Siders and Gwinn were appointed a committee to determine what sub-\n\ncommittees the Board would need to appoint to carry into effect complete plans\nfor homes for retired teachers.\nIt was ordered that Chairman Siders and H. A. Allan, Business Manager of the\nNational Education Association, shall investigate proposed gifts of land for homes\nfor retired teachers, avoiding travel expense whenever possible.\nIt was moved by Trustee Adair, and seconded by Trustee Blair, that the salary\nof J. W. Crabtree as Secretary of the National Education Association be made\n$10,000 effective with July 1, 1926, said salary increase having been appropriated\nby the Board of Directors at their meeting on February 26, 1927.\nThe motion\nwas unanimously carried.\nOn motion of Trustee Blair, and seconded by Trustee Adair, Chairman Siders\nwas authorized to request the trust officers to transfer the income of the permanent\nfund to the current funds of the National Education Association.\nMotion carried.\n\nIt was moved by Trustee Adair, and seconded by Trustee Finegan, that this\nBoard determine a proper and legal method of sustainimg the current fund during\nJuly and August when receipts are not sufficient for current purposes.\nThe Board adjourned subject to the call of Chairman Siders.\n\nSeattle, Washington, July 1, 1927,2 P. M.\nThe Board of Trustees of the National Education Association met in regular\nsession in the President’s suite, Olympic Hotel, Seattle, Washington, July 1, 1927,\nat 2 P. M.\n\nAll members of the Board were\nNational\n\nEducation\n\nAssociation,\n\npresent with President Francis\n\nSecretary\n\nCrabtree,\n\nand Director\n\nG. Blair of the\nJohn\n\nK. Norton\n\nof the Division of Research of the National Education Association.\nChairman Siders and President Blair made statements giving information\n\nconcerning the activities since the Dallas meeting of the Board of Trustees in the\nmatter of homes for retired teachers.\nA statement from Miss Olive Jones was\nread.\nJohn K. Norton reported on the activities of the Research Division in\ncollecting information concerning homes operated by fraternal and other organizations.\nThere was a general discussion concerning ways and means to employ\n\nin the development of a plan for ascertaining the needs of homes for retired\nteachers, the method of establishing and operating and financing such homes.\nFollowing the discussion the matter was referred to the subcommittee of the\nBoard of Trustees\n\nNo\n\nfurther\n\nappointed\n\nbusiness\n\n1927, at 4:30 P. M.\n\nat the Dallas meeting.\n\nappearing\n\nthe Board\n\nSeattle, Washington,\n\nadjourned\n\nJuly 8, 1927,\n\nto meet\n\nFriday,\n\nJuly\n\n8,\n\n5 P. M.\n\nPresident Cornelia 8. Adair:\nSince the chairmanship of the Board of Trustees\nis vacant, I am going to preside for a few moments.\nMr. J. M. Gwinn:\nI would like to nominate Dr. Siders as Chairman of the\nBoard of Trustees.\nMr. Thomas E. Finegan: J second the nomination.\n\n(President Adair then put said nomination, and Dr. Walter R. Siders,\n\ntello, Idaho,\n\nwas\n\nPresident\n\nAdair:\n\nunanimously\n\nDr.\n\nSiders\n\nelected\n\nChairman\n\nis elected\n\nof the Board\n\nChairman,\n\nand\n\nof Poca-\n\nof Tendtecas\n\nI hereby\n\nresign\n\nas\n\nChairman.\nf\nDr. Siders: 1 thank you for the honor.\nMr. Finegan: I nominate Mr. Gwinn of San Francisco, Secretary\nof the Board\nMr. Blair:\n1 second the nomination.\n\n"}
{"page": 1161, "printed_page": null, "text": "eee rere\n\nReport oF RESOLUTIONS\nee re\n\nCOMMITTEE\nee\n\nTS 7\n\n(Chairman Siders then put said nomination, and Joseph M. Gwinn of San Fran-\n\ncisco, California, was unanimously elected Seererary, of the Board of Trustees.)\n(Miss Jones presented the matter of raising money for homes for retired teachers\nto the Board, following which there was a lengthy discussion.)\nMr. FPinegun: J move this matter be referred to the Chairman of the Board\nwith power to act, after obtaining a written statement of the proposition.\nMr. Gwinn: I second the motion.\n(Said motion was unanimously carried.)\nChairman Siders:\nIf there is no objection we will constitute Miss Jones the\nChairman of this committee.\nAnd what do you suggest about the size of this\ncommittee, shall it be a large or a small committee?\nMiss Jones: J would not make it a large committee.\n\nChairman Siders:\n(There\n\nMiss Jones and I will work this thing out.\n\nbeing no further\n\nREPORT\n\nbusiness,\n\nthe Board\n\nOF RESOLUTIONS\n\nof Trustees\n\nthen\n\nadjourned.)\n\nCOMMITTEE\n\nGEORGE D. STRAYER, COLUMBIA UNIVERSITY, NEW YORK CITY, CHAIRMAN\nWe propose as an American Program of Education the provision of\nopportunities through education which will enable each individual to\nachieve his highest development in order that he may most completely\nfill his place in the society in which he is a member.\nI. The achievement of this ideal requires that the following provisions\nfor education be made:\n1. That teachers, who are prepared for their work by a generous liberal education, and by sound professional training, shall be provided for all schools.\nWe\nbelieve that the minimum of training for teaching should be not less than four\nyears beyond high school graduation.\nThat salaries be paid to teachers commensurate with the investment which\nmust be made in preparing for teaching and with the importance of the service\nrendered.\nThat after a probationary period during which they demonstrate their acceptability for the service, teachers should enjoy tenure during continued efficiency,\nand that provision for retirement allowances based upon sound actuarial evidence,\nand involving contributions by teachers as well as by the public, be established\non a state wide basis.\n2. That curricula and courses of study be made available which are adapted\nto individual needs.\nThat the reestablishment of individual pupil-teacher relationships be considered as an essential of education.\n3. That in their work in our schools, all who attend them whether in nursery\nschool, kindergarten, elementary school, junior high school, senior high school,\nvocational school, continuation school, night school, opportunity school, college, university or professional school shall be placed in groups of such size and flexibility,\nas to provide for their regular and continuous progress.\nThat failure and repetition be considered abnormal.\n‘That educational and vocational guidance be\nconsidered a primary obligation of organized education.\nThat special classes and\nspecial opportunities be provided for the subnormal, the physically handicapped\nand delinquent and that provision be made for meeting the constantly changing\ninterests of all children.\nThat opportunities for general culture for vocational\n\ntraining, for the cultivation of special talents, or for the removal of deficiencies\nbe provided for those young people who are engaged in productive activities and\nfor adults.\n4. That the administrative and supervisory local unit of control be made large\nenough to justify the employment of men and women with special training in\n\n"}
{"page": 1162, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\n1158\ne\neee\neducational leadership, administration, and supervision of instruction. It is undersuch\nstood that outside of the urban areas it generally will be necessary to make\n;\nj\nunit larger than the district or township.\n5. That\n\nall administrative\n\nofficers, state, county,\n\npositions on the basis of their professional\nboards of education.\n\nand city be selected\n\nqualifications\n\n6. That state, county, city, and other boards\npartisan ballots, chosen at large from the area\n\nand\n\nfor their\n\nattainment by lay\n\nof education be elected on nonwhich the board is to serve, for\n\nrelatively long terms, and that the terms of office of members be so arranged as\nto make it impossible to select a majority of the members of the board at any\none election.\n,\n\n7. That the distinction between the lay control of public education and: the professional administration of schools be acknowledged in the law and in the rules\nof boards of education.\nThat appointment of teachers and all other employees\n\nbe only upon nomination of the superintendent of schools.\nThat courses of study\nand curricula, the adoption of textbooks and the provision for educational supplies\nbe proposed by the superintendent of schools in cooperation with the members of\nthe supervisory teaching staff for the consideration of the board of education.\nThat the annual budget showing unit costs for each item of the educational program be prepared by the superintendent and his staff and submitted to the board\nof education for consideration.\n‘That the recommendations for buildings and\nequipment based upon an evaluation of the present plan and a forecast of future\nneeds be presented to the board of education by the superintendent of schools.\nThat a report of the achievement of the schools based upon scientific inquiry be\nrequired of the superintendent of schools and that he ask for further support only\nupon the basis of such proved efficiency.\n\n8. That our schools be financed upon a state-wide basis.\nThat\nnized that it is the prime duty of each state to guarantee to each\nsatisfactory minimum\n\nprogram\n\nof education\n\nin each of the several\n\nit be recogindividual a\n\nareas\n\nfor taxa-\n\ntion and for the administration of schools throughout the state.\n9. That it be recognized as an obligation of each state, to provide a department\nof education equipped to certify as to the adequacy of all local programs of education in meeting state standards. That this state department of education through\nresearch, through experimentation and through personal leadership stimulate local\ncommunities to provide more adequate programs of education than the state can\nrequitée, to the end that the state’s minimum acceptable program may from time\nto time be advanced.\n:\n10. That the federal government which has long accepted responsibility for\nconducting inquiries and disseminating information concerning the public schools\nof the nation enlarge the scope of its scientific inquiry with respect to education\nand increase its support of this undertaking.\nThat this most important function\nof the national government can be best carried out by the establishment of a\n\nDepartment of Education with a Secretary in the President’s Cabinet. We pledge\nour aggressive support to the Curtis-Reed Bill which provides for the establishment of a Department of Education and for the more adequate support of scientific\nresearch in education under the direction of a Secretary of education.\n\nII. We recommend that the program of physical and health education\nalready provided in many centers be extended to all of the schools of the\nnation.\nIn the development of this program we urge that reemphasis be\ngiven to the teaching of the evil effects of narcotic drugs and of alcoholic\nbeverages.\nIII. In order that even a minimum program of education may be provided for the boys and girls in the sections of the United States suffering\n\nfrom the devastation of the flood it is necessary that support be provided\n\n"}
{"page": 1163, "printed_page": null, "text": "REPORT\n\nOF RESOLUTIONS\n\nCOMMITTEE\n\n1159\n\nfrom other than local and state sources. We therefore urge the Congress\nof the United States to make appropriations sufficient to meet this educational emergency.\nIV. The growing tendency of state legislatures to pass laws compelling\nor forbidding the teaching of particular subjects or topics in the public\nschools is an unwise and dangerous practice which if continued will transform our educational institutions, now consecrated to the teaching of the\ntruth, into prejudiced schools devoted to the interests of special propaganda.\nLegislatures have no disposition to take over the making of the courses\nof study as a whole. They would shrink from such an undertaking as\nan expert matter beyond their province and ability. But in response to\nthe agitations and pressures of various social blocs and groups they are\ndoing a far worse thing without so intending. They are making a partial\nand inflexible course of study which hampers the schools in their effort\nto serve wholesomely and in a balanced and proportionate way all the\nneeds of the child and all the interests of society.\nThis Association deprecates and condemns this tendency as contrary to\nthe more fundamental intentions of legislatures and as frustrative of society’s basic desires to keep schools wholesome and democratic.\nV. The National Education Association in recognition of the personality,\nthe military genius, the unequaled courage and great leadership in the west\nduring the War of the Revolution, of George Rogers Clark endorses the\nmovement to build a great permanent memorial at Vincennes, Indiana,\nthe site of Clark’s greatest achievement, as a perpetual inspiration to all\nAmericans of unselfish, patriotic service.\nVI. For the generous hospitality and efficient management which have\ncontributed so largely to the notable success of this, the sixty-fifth annual\nmeeting of the National Education Association, we wish to express our\nmost sincere appreciation to the people of the State of Washington and the\nCity of Seattle, to the schools, their officials, teachers and pupils, to the\nchurches, musicians, Boy Scouts and other organizations and to the public\npress.\nVII. This nation whose destiny depends upon popular participation in\nthe government cannot afford to tolerate less than’a full functioning literacy.\nBe it Resolved that: The Secretary of Commerce be requested to secure\nin the 1930 census, more useful information as to the extent of ability to\nread English with understanding in the United States.\nVIII. The Association reaffirms its oft repeated pronouncement in the\nfavor of every legitimate means for promoting world peace and understanding among the peoples of the earth.\n1X. We desire to express to Mrs. Evangeline A. Lindbergh the congratulations of this body for the noble achievements of her son Col. Charles\nA. Lindbergh, and our joy and pride that the youth whom the nations\ndelight to honor is the son of a fellow worker of our own profession.\n\n"}
{"page": 1164, "printed_page": null, "text": "EDUCATION\n\nNaTIONAL\n\n1160\n\nASSOCIATION\n\nTREASURER’S REPORT\nFrom June 1, 1926, ro May 31, 1927\nHenry Lester Smith\nBalance\n\nForward\n\nBrought\n\nReport\n\nTreasurer's\n\nfrom\n\nfor Year\n\nended\n\nsented arate\n\n$58,875.47\n\nFrom Annual Meetings:\nPhiladelphia Meeting .persites seldip ele <u-ryackyels sveleya oe eit teiaiy =n nares\nDalllas®:Miectina percqerrs ce crater tisrehicestievatotsc i e?aas checieaele merater eeel ieee ee\n\n$2,165.00\n3,703.00\n\nay so ¥- Ded hg hoggeee sodasie.n phirpasProrat\n\nMayi31,) 1926,\n\nReceipts:\n\n$5,868.00\nFor Account:\n\nMay 31, 1926\n\nMay 31,1927\n\n$5,160.98\n\n$2,989.95\n\n1,748.22\n\n1,063.86\n\nof Adult Education (Net)..\n633.99\nof Rural Education (Net)..\n.......\nof Lip Reading (Net)ep..\n5 8 eeepc\n\n438.71\n157.68\n42.81\n\nDepartment\n\nof Superintendence\n\nDepartment\n\nof Elementary\n\nDepartment\nDepartment\nDepartment\n\n$7,543.19\n\n$4,693.01\n\ncipale?(Net)ameo\n\n(Net)..\n\nSchoo]\n\nPrin-\n\nak Se sa\n\n2,850.18\n$3,017.82\n\nFrom Secretary’s Office during Year:\n\nMembership»\n\nKees:\n\nSubscriptionssto\n\n2.05.\n\nle\n\nsee\n\neeee tee\n\nee\n\n$150,734.00\n\nNs ba Age) ounnalae near meen\n\n135,041.00\n\nSubscriptions to Research Bulletins.................\nSale\"ot Volumes of Proceedingss..-svc eesee ss\n\n4,586.00\n953.53\n\nSalevof Special Reports wae\nee tate\nee. ee\nSale of} Research’ Bulletins:\ner as eee\nete ee ae\nSpecial Investigations (Research)..................\nSale ot Ne ba A. s)OUCN als saererot\nceie ae eit eee\nSale, oie Drwtiarnss 500 ke errs eerie inter\ner\nSalezor, Pareantgleatctsn\nare\ncee eee cr\nCash Sales of Reports and Pamphlets..............\n\n5,199.48\n2,830.65\n246.50\n248.42\n14.99\n292.30\n1,388.17\n$301,535.04\n\nFrom\n\nIncome\n\nNALS ACESes Ct iedct aie BA\n\n11,069.18\n\nFrom\nFrom\nFrom\n\nCommercial) Exhibits s(Net)sret\nts aah neeeee nent\nAdvertising—N. E. A. Journal (Net)............\nInterest and Discounts Earned......:....«...«...\n\n8,517.65\n75,056.42\n919.13\n\nFrom@Rentals\n\non Permanent\n\nRecetved.t..\n\nFund\n\nscr\n\nBSA\n\nse\n\nara emery\nmeet tate\n\n2,570.00\n\nFrom, Honorariumss (Field Work),,..sqe,ee\nite et eee\nFrom Sesqui-centennial Committee.....................\nFrom Sundry Income—Exchange, Etc........0...........\n\n1,633.73\n9,323.64\n207.19\n\n410,831.98\n\n—\n\n$413,849.80\n\n"}
{"page": 1165, "printed_page": null, "text": "‘TREASURER’S\n\nREPORT\n\n1161\n\nDisbursements:\nBoancmotelynustees——lxpensesiyy\nspss sicic 66 «2-7\nas hice Sompoarss\nBoardmote Directors\n— Wx pense seererimievas\ns+) sthats\nces tioeuet che\nExecutive Committee:\nPresiden tay(ddim cit) meena\neefecs. ais(esiss: alewapcatchers\n$1,775.08\n(Missi MicS kamimon) pares eyerr ry ae. ceo\n705.67\nFirst Vicepresident (Miss McSkimmon)............\n364.94\nGira New lon) meieramiccc see «ac\n306.77\nsiseasarer «(a rsesuaith))| meet\neters +sc.tere ssc <1\n252.73\nChairman, Board of Trustees (Mr. Siders)........\n889.97\nMember\n\ntby-Blection\n\nOffice of General\n\n(Mr) Lamkin)atee...teeeentees.\n(Missi Adam) epeeeiemeie\naoe. ae\n\n281.04\n59.61\n\nGeneral PPxpensen tet ae oe. hemi\nence deco cest eels\nEexpress,-breighteand Parcel Postass2.026 0260... .26\nmMelephonesSeryace! +. caves ere ed. Ae ee ee\nNelegramsa(General) a9 ode assess santo\nbt\n\n$1,085.70\n1,243.75\n1,919.87\n28.51\n\nRepairs—Office Furniture and Fixtures.............\ninterest, andebDiscounts) Allowed...\nasen-. seas.\nSurety: Bondse=\nsa. tigdnaad - sttaaeit- spas ba ob aer!AOU DIY cocareaires ichs Gio CORRAC OO Oteacste hee eR CL ee\n\n328.74\n1,309.43\n210.00\n482.32\n\nAuditing sAccownts\n\nPRLS\n\n4,635.81\n\nSecretary:\n\nGeneral Expense (Salaries; Stationery, Etc.)\\0....0/0\n2. 04..-2 2. ee\nGeneral Expense—Headquarters:\n\nPhysical\n\n$412.53\n5,490.96\n\nof Assocation\n\nPlant—Rents,\n\ntes\n\nLight,\n\nee a\n\nyaa\n\neet\n\nHeat,\n\nPower\n\nrcent\nand\n\nPio\n8) AE)\n\n813.03\n\n= hath (xA\n\nRee,\n\nae\n\n20,837.69\n\nsae se ois\n\nonc nekickbs de\n\n$816.57\n\nStateDITectOrs as. auc ee niewet esis oe es Rye ereae ee\nIREGISEFATIOM UTE AU agers wi eiimtacie siete = ete: osshe)ool aysnare\nStenoeraphics ServICe, gryaciia wis sia cicie s a vise toto austee 2 a\nPinblicktygrmeen\nse tetocretee cise sitet ste oansrs colors Gel ele t\nPrinting:\n\n626.97\n547.46\n203.00\n664.61\n\n28,259.04\n\nInstitutional Expense:\nAnnual\n\nConventions:\n\nDepartmental\n\nPrograms.\n\nE xpensesys:\n\nh Mee\n\ncome\n\nartes\n\nattain ce clas $2,347.47\n\nIMasCellameOus Marke wt ne cee stot eee cere ohteciene =\n\n722.75\n\n3,070.22\n\nEE eSSu anda E Telshts ye cron a6 \\ceue atoll Polencre crete oe as\nMiscellaneous Expense (Speakers, Etc.)............\nRepresentative Assembly Expense.................\nTRY\nGannzcote 5.090 UD REL EN B ORO oo nh10\"s OO OBO eT La\nSesqui-centennial Pageant Expense.................\n\n380.03\n633.32\n965.78\n108.24\n56.74\n\n$8,072.94\nExpense\n\nDues..............\n\n11,873.03\n\nPublicity in Anticipation of Membership.............\nSpecial Committee Appointed by President............\n\nin Collecting Membership\n\n255,959.92\n30.00\n\non Education........\non Education........\nand Distribution)........\n\n1,000.00\n100.00\n\n96,769.44\n\n«enn.cteie\n\n$143,805.33\n\nMembership—World Conference\nMembership—American Council\n\nN. E. A. Journal\n\nGarriedahorwardaeneiine\n\n(Printing\n\nneck ttecie aeiie ciel.\n\n$62,311.63\n\n"}
{"page": 1166, "printed_page": null, "text": "NATIONAL\n\n1162\n\nASSOCIATION\n\nEpuCcATION\n\neee\nann\neee\na ar ern ee\n\nDisbursements,\n\nContinued:\n\n$62,311.63\n\nee ees\nbatnatete RED Oe\nBrought Forward -.........0..0080% Laetsdt\nInstitutional Expense, Continued:\n$143,805.33\neesti\nreise t\nBrought) lorward sense cec\n9,191.81\nVolume of Proceedings (1926).............---------Research Bulletin (Printing and Distribution)........\nPublications and Reports for General Sale............\n\n7,493.03\n2,637.31\n\n163,127.48\n\nSpecial Appropriations for the Year 1926-27:\n\nCommittee on Health Education ..................GewislativenCommission ce. scsi o> oe tietelemreie\nee\nGomimitteemottmenurerts\nnse alele sler> «:<hiciolaincite\ntereeiererere\nDepartment of Classroom Teachers ..............-.\nGommittee\n\nvon, Mitseums)\n\nFinancing Delegates\n\n$359.25\n3,961.91\n223.91\n6,071.07\n\nfo ce g-cmtt > yia-jds pos omnia\n\n(1926 Convention)\n\n32.81\n\n...........\n\n12,977.50\n\nAmericantDducation Wieekeasiecis\n>eich eal ealer\nKindergartenSEducation (4 424u504\n> acta eae\nDepartment of Elementary School Principals .......\nDepartment of Adult Education ...................\nCommittee on Delegate Representation and Kindred\nSubjects Nias. onc! ss sovehe atecane! aaysenenenetanstcn Karte ete ndets\nCommittee\nof One\nHundred\non Rural\nTeacher\nProblenis* 0c... s.yetatshel sttsteter tata} Natal ealclone tats Speer\nCommittee on Pupil Personnel in Part Time Schools\nCommittee\nof One Hundred\non Retirement\nAlTO weanices stone wiitetas suave ene nee eee eRe\nRe\nCommittee of One Hundred on Classroom Teacher\nProblems: 02. dake viet pevetoe ccs Cer ener\nCommittee on Behavior Problem—Child ...........\nCommittee on Co-inclusive Membership ............\nCommittee on Community Relations ................\nCommittéevon, brotessionals Pthics enn oe eneiion\near «\nCommittee on Standard Requirements and Credits\nfor*T ecachers' Paes er tmnt\neee ete elmer eter:\nCommitteeson Visual siducatione.1. eae\nCommittee on Reorganization of Departments ......\nCommittee on Home for Retired Teachers ..........\nCommittee on Foreign Relations ...................\nDivision\n\n392.12\n151.79\n2,000.00\n\n300.00\n\n,\n\n290.12\n78.00\n375.00\n\n730.32\n389.50\n103.50\n1.32\n49.25\n762.07\n62.25\n37.50\n\n142.13\n407.96\n\n24.46\n\n29,923.74\n\nof Accounts:\n\n(Salaries =Stationery;* Etcs)neceeyaitose\noa eon tee\nField Division (Legislative):\n\n$7,434.53\n\n(SalariessrStationeny,» Etcs) mati inc chie. mieten\nee eee\nDivision of Business:\n(SalariesgStationery, Etc; )seauss. a neeee heen\neee:\nDivision of Publications:\n(Salaries\\gStationery, Etc:), 2.2... aeen thie teenee\n\n15,393.50\n\nCarried)\n\nFOtwatd. csiec; acannon ode\n\nUG ak. SND. RRO,\n\nFE\n\na\n\nee\n\n14,231.97\n\n23,366.27\n\n$315,789.12\n\n"}
{"page": 1167, "printed_page": null, "text": "‘TREASURER’S\n\nREPORT\n\n1163\n\nDisbursements, Continued:\nBrowontehonwatdursmp\nmer ewreer ie ary. oo co oa wert\nwine chic Renteiacs\nDivision of Research:\n(Salaries Stationery ateh jaemeteeennn Oa clbore cheer w «cS cvselenneantns\nDivision of Classroom Service:\n(Salaries, Stationery mBtel eae ett\ninrk Sorte e kh,a htintlen osiec.<s\nDivision of Administrative Service:\neStationery-mE\n\n(Salaries\n\ntC) Memmi\n\nter\n\n$315,789.12\n29,476.60\n\n6,495.36\n\naka gt nearer:\n\n4,555.89\n\nDivision of Records and Memberships:\nstares eaten\n(Salariesymstationery.s Etc.) nanc\ne satu\n\n31,311.87\n\nPurchdse\n\n9,465.82\n\nof Office Furnittie\n\nand\n\nes)\n\nFixtures\n\n................s0ce00-\n\n$397,094.66\n\nCash\n\nSummary\n\nBalance as per Treasurer's Report as at May 31, 1926 ..............\nReceipts for the year ended May 31, 1927:\n$413,849.80\nee\na\n‘Totaldasiperspage 1. see. teense\nDeduct:\nBad. Debts) Written: Oftieenses eben ee\n$1,532.96\n603.94\n929.02\nLess Decrease in Accounts Receivable....\n\n$58,875.47\n\n412,920.78\nDeduct\n\nTime\n\nTotal, Receipts.aeytsts\n\n613.91\n\n....................\n\nReceivable\n\nChecks\n\ntnc.cec caus cet or\n\n412,306.87\n\nmeee\n\n471,182.34\nDisbursements for Year:\n(Rotalsns above\ntes caeeipae se sea oe eh ae oh oe\nDeduct:\nUnpaid Vouchers at May 31, 1927........ $19,159.06\nDecrease in Inventory of Stationery and\n\nNok gee oles\nSOe ics ae\n\n564.11\n\n$397,094.66\n\n19,723.17\n377,371.49\n\nAdd\n\nUnpaid\n\nVouchers\n\n(QUE CINE MCLE.\n\noo oma\n\n31, 1926, paid\n\nat May\n\nduring\n\ntca.t oe piaiiia cides cenerich om cIReti io IORI\n\nMotalwDishursements®\n\nthen sens aes cna\n\ne ats\n\n$396,619.86\n\nnies die -retree eget cise eeles cinteiie nsceelare ls\n\n$74,562.48\n\n-ac eee see te ee\n\nGdsh) Balanceraswad: May oil 927\n\n19,248.37\n\nThe auditors have examined the report and have attached the following statement thereto:\nTo the President of the National Education Association:\nWe have audited the accounts of the National Education Association, and of\nthe Secretary, for the year ended May 31, 1927, and certify that the foregoing\nTreasurer’s\n\ncordance\n\nstatement\n\nof Receipts\n\nand\n\nDisbursements\n\nwith the books of the Association.\n\nThe\n\nis correct\n\nand\n\nSecretary’s Revolving\n\nis in\n\nac-\n\nFund\n\nof\n\n$30,000.00 has also been verified by us.\n\nWashington, D. C.,\nJune 18, 1927.\nThis report is presented for your acceptance.\n\nPeat, Marwick,\n\nMiTcHELL\n\n& Co.\n\nVery truly,\nHeEnrY LESTER\n\nSMITH,\n\nTreasurer.\n\n"}
{"page": 1168, "printed_page": null, "text": "ASSOCIATION\n\nEpuCATION\n\n: NationaAL\n\n1164\n\nOF THE AUDITORS\n\nREPORT\n\nStatements of the Board\nof the Secretary\n\nCovering the Financial\nPEAT,\n\nMARWICK,\n\nMITCHELL\n\nAccountants\n\nand Auditors\n\nMetropolitan\n\nBank\n\nNational\n\nBuilding\nD. C., June 18, 1927.\n\nG. Blair, President,\nEducation\n\nWashington,\nDear\n\nand\n\n& CO.\n\nWashington,\n\nMr. Francis\n\nof Trustees\n\nAssociation\n\nof the United\n\nStates,\n\nD. C.\n\nSir:\n\nIn accordance with your instructions, we have made an examination of the\naccounts of the National Education Association of the United States for the year\nended May 31, 1927, and now submit our report thereon.\nOur examination embraced the verification, as hereinafter described, of the\nassets and liabilities of the Association as at May 31, 1927, as well as an audit of\nthe expenses and a review of the income for the year then ended.\nIn that connection, and in order to satisfy ourselves regarding the general accuracy of the\naccounts, we made a series of tests relating to the cash receipts and disbursements,\nand other matters of detail.\nINCOME\n\nAND\n\nEXPENSES\n\nThere was an excess of income over expenses of $21,021.96 for the year ended\nMay 31, 1927. The following is a condensed comparative statement of the income\nand expenses for the two years ended May 31, 1927 and 1926:\n\nCONDENSED\n\nCOMPARATIVE\n\nSTATEMENT\n\nOF INCOME\n\nAND\n\nEXPENSES\n\nIncome:\n\nYear ended\n1927\n\nMay 31 _ Increase\n1926\nDecrease\n\nMemberships from Secretary’s Office......... $150,734.00 $138,481.00 $12,253.00\nMemberships from Annual Conventions.......\n5,868.00\n5,772.00\n96.00\nN. E. A. Journal—Subscriptions and AdverLISIND, .OCC. < ites a aeetege\n\nOre oe cee\n\nen\n\neee 210,345.84\n\n195,674.73\n\n14,671.11\n\nSalesmof Proceedings.\nym\ncee eee ene\nSalesmotsspeciala Repoltsmem erent\n\n953.53\n5,199.48\n\n1,140.52\n4,213.99\n\nCommerciale <bibits\nee\nResearch Bulletin mas eo\n\n8,517.65\n7,663.15\n\n4,563.03\n10,204.83\n\n985.49\n3,954.62\n2,541.68\n\nHonorariums\n\nWao\n\neee\nce\n\nieee\nee\n\neee noe\nee oe\n\nsat.teen\nae\n\n186.99\n\nke\n\n1,633.73\n\n837.54\n\n796.19\n\neee\n\n2,570.00\n\nInteresteand) Discountebarned steed ae\nCash Sales—Reports, Pamphlets, etc. ........\nNet Income transferred from Permanent Fund..\n\n2,723.75\n\n13-75)\n\n919.13\n1,388.17\n8,025.46\n\n297.01\n2,387.74\n12,198.10\n\n622.12\n999.57\n4,172.64\n\n822.87\n\n615.68\n\n210.04\n2,017.75\nSe niet\n\n195.05\n= 1,725.45\n9,323.64\n\nRenita] seco\n\nerect\n\nets ss\n\nee eee re\n\neee\n\nSundryeNncometn.\nwet\nae cite ee ees\nSales of Dr. Harris’ Book doa, ino pOeae ok\nSales of Pageant Leaflets oysho\\steaeepersteney Hevea Ne\nSesqui-Centennial Fund\n\n207.19\n14.99\n292.30\n\n-\n\n$413,656.26 $381,544.90 $32,111.36\n\n"}
{"page": 1169, "printed_page": null, "text": "REPORT OF THE AUDITORS\nCONDENSED\n\nCOMPARATIVE\n\nSTATEMENT\n\n1165\n\nOF INCOME\n\nAND\n\nEXPENSES\n\nYear ended\n\nMay 31 _ Increase\n\nContinued.\n1927\n\n1926\n\nDecrease\n\nExpenses:\n\nBOARCeOL NE rUsteeseenntiteme merrier\nws veaens-s\nBeardeot Directors: ...cmoer\ntie cet iis <0 «eco\ni xechitives:Committeeyma.. sine\nSoe te se cos\nGeneral\n\n768.79\n\n356.26\n\nOaamemreterttorss\n3,904.91\n\n5,490.96\n730.90\n\n23,513.29\n\n19)845.15\n\n3,668.14\n\nInstitutional Expenses—Annual Convention....\nInstitutional Expenses—Annual Convention...\nWorld Conference on Education ..............\n\n8,072.94\n8,072.94\n1,000.00\n\n8,372.29\n8,372.29\nOOOO\n\n299.35\n299.35\nSosedice\n\nExpense in Collecting Membership Dues......\nPublicity in Anticipation of Membership......\nSpecial Committee appointed by the President..\nMembership—American Council on Education\nN. E. A. Journal (Printing and Distribution)..\n\n11,873.03\n25,959.92\n30.00\n100.00\n96,769.44\n\n10,556.86\n15,364.56\n130.16\nOOWO\n92,687.66\n\n1,316.17\n10,595.36\n100.16\nSedcsets\n4,081.78\n\nPeseta.\nSache een 3 MII 9\n\n9,191.81\n\n8458.22\n\n733.59\n\nResearch Bulletins (Printing and Distribution)\nPublications and Reports (Printing and Distri-\n\n7,493.03\n\n6,867.12\n\n625.91\n\nsts io\n\nBESTA\n\nCh,eee\n\n2,637.31\n\nSpecial Appropriations! at-sueeerse\neee eee ote.\nDivision, of Accounts <2 242 +h eee se ah eee ok\nDivision of Records and Membership.........\nField Division (Legislative) 32.09.25. 2082.\nDivasione@ot eBusiness) ss ec). ss Serica\nbits oso\nDivisionwots Publicationse sac. viele ioeer ear\nDivision otaResearchy sama. act. c-1-7-1iae\nee here\nDivyasion) of iGlassroomppservices...\ngercts esnae\nDivision of Administrative Service ..........\nBadmeDebts VW nittennOs meee re meet\ncaiereett\n\n29,923.74\n7,434.53\n31,311.87\n1157393250\n14,231.97\n23,366.27\n29,476.60\n6,495.36\n4,555.89\n1,532.96\n\n24,658.75\n5,264.99\n5,643.87\n1,790.66\n20,519.06 *10,792.81\n916,552.55 9) 1,139.05\n20,058.64 *5,826.67\n17,170.45\n6,195.82\n22,454.53\n7,022.07\n6,088.77\n406.59\n2,994.55\n1,561.34\n1,346.73\n186.23\n\n392,634.30\n\n335,917.05\n\nVolumes\n\nLEE\n\nSecretary’seOficemasmeaicreeeecnst-\n\n412.53\n54.9 0.9\n4,635.81\n\nof Proceedings\n\npution)aidales\n\nck.\n\n(Printing and\n\nNh. need Vek\n\nDistri-\n\nSurplus, fora Nieatid te dperai cet dirtasis « $21,021.96\n\n56,717.25\n\n$45,627.85 $24,605.89\n\nAs in former years, prepaid subscriptions, memberships, etc., have been treated\nas income of the current year.\nFurther particulars of the income and expenses for the year ended May 31, 1927,\nare submitted in Exhibit “A,” appended hereto.\nThe following is a transcript of the Surplus Account for the year ended May 31,\n1927:\n\nSurplusmasmataVlave\nAdd:\n\nSie 1 926i.\n\nt mim taverarercte te sissies less dshaetels Was aieisis's os Fi $70,340.95\n\n‘Surplus for year ended May 31, 1927 as per\nSaronic\nagaak £4 BO kbSte 6 Ob cg AES eee\n\nSurplus as ateW layed\n\nIncome and Expense\nmere ome an eran ee\n\n21,021.96\n\n1.01927. cnepapay ans a didbh: snYatM eM stochet. Ba alentsnabie kes$91,362.91\n\nIt will be noted that while there was an increase in the income of $32,111.36,\nthere was an increase in the expenses of $56,717.25. Expressed in percentages, the\nexpenses for the year just ended were 95 per cent of the income as compared with\n88 per cent for the preceding year.\n*Note: During the year the Addressograph Section of the Divsion of Business was\ntransferred to the Division of Records and Membership.\n$11,862.90.\n\n"}
{"page": 1170, "printed_page": null, "text": "NATIONAL\n\n1166\n\nASSOCIATION\n\nEDUCATION\n\neT\nrer\n\nRECEIPTS\n\nAND\n\nDISBURSEMENTS\nand\n\nreceipts\n\nof the cash\n\nThe following is a summary\nTreasurer’s Report for the year:\n\ndisbursements\n\nas\n\nper\n\n$ 56,875.47\n412,306.87\n\ntact serie\nGash Balance: assat) Mayesly 192.60 eet\n. ..% sone totic cuarereirere et FE eo ieros\n\nAdd WReceiptstes.\n\n471,182.34\n\n396,619.86\n\n1\n= teleie ieneie\nDisbursements tist fee a ccmioeeiiee\n\nBeduce\n\nGash Balance as ateMay 131, 1927\nAccounted\n\ntae:\n\n74,562.48\n\nveteran\n\nfor as follows:\n\nRevolving pyMund)\nGeneral\n\nprac. acer\n\nAccount—Continental\n\nitac «tenis -.53 elena $30,000.00\nTrust\n\nCo............\n\n44,562.48\n\n74,562.48\n\nThe total income for the year may be reconciled with the cash receipts as follows:\nIncome\n\nas per Income\n\nand Expense\n\nStatement...........\n\nDeduct:\nNet increase in accounts receivable after taking into\naccount bad debts written off ...................\n‘Time® checks’) receivable ¢. <3... 5.20052\ns0e lek tae vale\nDecrease in deferred income of Departments of Superintendents,\n\nElementary\n\nSchool\n\nPrincipals,\n\netc....\n\n$413,656.26\n\n929.02\n613.91\n2,850.18\n\n4,393.11\n409,263.15\n\nAdd:\n\nBalance of Income from Permanent Fund for preceding year not transferred until March,\n\nCash®Receipts toreVcateas\nThe total expenses\n\n1927........\n\na\n\ncence\nae seni\n\nfor the year may\n\nbe reconciled\n\n3,043.72\n\n$412,306.87\n\nwith the cash disbursements\n\nas follows:\nExpenses\n\nas per Income\n\nand Expense\n\nStatement.........\n\n$392,634.30\n\nDeduct:\nBad Debts Written Off) 5..atena anni\nee $ 1,532.96\nBills unpaid as at May 31, 1927 ............... 19,159.06\nDepreciation—Office Furniture .................\n3,472.50\nDecrease in Stationery and Office Supplies......\n564.11\n\n24,728.63\n\n367,905.67\nAdd:\nBills of previous year paid during current year:.\nExpenditures for Furniture and Fixtures........\n\nCash Disbursements\n\nfor Year\n\n19,248.37\n9,465.82\n\n.,...........\n\n28,714.19\n\n$396,619.86\n\nWe examined the cash receipts after making an investigation of the methods of\n\naccounting for the income\n\nderived\n\nfrom memberships,\n\nsubscriptions\n\nto the N. E. A\n\n"}
{"page": 1171, "printed_page": null, "text": "REPORT OF THE AUDITORS\n\n1167\n\nJournal, advertising and sundry income, and so far as the system permitted us to\ndo so, within the expenditure of a reasonable amount of time, we satisfied our-\n\nselves that all the funds received had been properly accounted for.\nAll vouchers supporting cash disbursements were examined and found in order\nwith the exception of twenty-seven recent vouchers, aggregating $31,364.65, which\nhave not yet been returned to the Association. These can be inspected during the\ncourse of the next audit.\nASSETS\nThe following is a statement\nas shown by the books:\n\nAND\n\nLIABILITIES\n\nof the assets\n\nand liabilities\n\nas at May\n\n31, 1927,\n\nAssets\nCash:\nSecretary’s Fund—In\nreimbursed\n\nfrom\n\nRevulaneaccount-—in\nPermanent Fund—In\n\nBank, on Hand\nthe regular\n\nDanke\nBank\n\nand to be\n\naccount.......\n\n$30,000.00\n\nmises\nses cc. «\n..................\n\n44,562.48\n157.38\n74,719.86\n\n‘ActountsdRecelvabletiyaci\nnc wiiecmec\nneo ete cise sei\nLess Reserve for Doubtful Accounts..........\n‘lume (Checks Receivable <0. 5 .-m-cclo\nce in|\nNotes Receivable, Life Members ...............\nStationery, Supplies, Stamped Envelopes, etc.....\nOld Volumes of Proceedings and Other PublicaELOTIS U eatetstephra Cierra characte le « Ainratiie etal\nSecurities at Book Value (Schedule “1”)........\nIRCA TEBTALE™IN OCS Iewrote sicce Says ovaie wie arells Ssiere Srsvsuate aie\nReal Estate:\nPucchasewe rice\n4. os hoe lns «oe 5 cee ain ee sea $153,000.00\nLessmiViortyagesim\nlew cfectts Gg eei-rem»»TOU\n66,000.00\nImprovements\nand Alterations to M_ Street\nLACapNAR? -cap SOO UD MOI\nND COO ORK IE Oca NOS one\nOffice Furniture, Fixtures and Equipment.......\nLess Reserve for Depreciation ...............\n\n$11,539.57\n1,000.00\n\n10,539.57\n613.91\n51,420.00\n728.80\n\n500.00\n100,928.80\n33,000.00\n\n87,000.00\n\n17,566.13\n\n104,566.13\n\n44,190.78\n15,920.56\n\n28,270.22\n\n$405,287.29\nLiabilities\nAlgonac, PAN\ntocaxc Gan coro cnaSan Ws obo don bobOte oct ub ocurA cade $19,159.06\nDepartment of Superintendence .0. 0-20...) . ccc ce ec eee ce eee eee e ee\n2,989.95\nDepartment of Elementary School Principals ......-.-.+.4-+++eeseeeeeee\n1,063.86\nDepartment of Adult Education .......c..sseeeeee\ncers eteeeeeneeeges\n438.71\nDepartment of Rural Education .................+\nsee esses esess eee\n157.68\nDepartment of Lip Reading .......-....\nsees eeee erence eect eetenes\n42.81\n02. cee cece eee seess 290,072.31\nPermanent Investment—Trust Fund ......5.....\nURIs oS alete 91,362.91\nHT Ui.\nSurplus tics be Gok easy. Geld. he RAGE\n\n$405,287.29\n\n"}
{"page": 1172, "printed_page": null, "text": "1168\n\nNATIONAL\n\nEpuCATION\n\nASSOCIATION\n\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.\n\nWe checked the accounts receivable, which were in agreement with the General\nas to age and condition, and from\nare of the opinion that the reserve\nof $1,000.00 previously set up is adequate.’\nThe notes receivable (life members) on hand were examined by us and found\n\nWe analyzed them\nLedger, control account.\nour discussion with the business manager we\n\nin order.\n\nThese\n\nnotes\n\nare payable\n\nin installments,\n\nand\n\nat the date of our\n\npayments amounting to $680.00 were in arrears.\nThe stationery, supplies, stamped envelopes, etc., on hand\nported by lists which we inspected.\n\naudit\n\nare book figures sup-\n\nThe values are stated at cost and we obtained\n\na certificate from the business manager\n\nas to the quantities and values.\nAs in previous years, the old volumes of Proceedings and other publications are\n\ncarried\n\nat a value\n\nof $500.00, which\n\nwe\n\nbelieve\n\nis conservative.\n\n\"This asset now\n\nincludes the following:\n\nVolumesof Proceedings (2. ....c.1seete ie htt homieeet 17,901\nHealth” Education... « c.s.. ua. cmieseehpeeeieteeriereenc\ncits 5,440\nSchool House) Planning airce, ariel ieidet tei\nernie\n8,000\nHarris’ Book’\n\nss... csnw once cha\n\nsepie paced tree\n\nMiscellaneous?\n\nPamphlets\n\nacre.\n\n@s)4e)\n\nroe\n\neee\n\n3,850\n\neeeaerer Uncounted\n\nWe inspected vouchers for the additions to the furniture, fixtures and equipment\nduring the year, amounting to $9,465.82, and found the amounts to be proper\ncapital charges.\nWe made a sufficient check to satisfy ourselves that all known liabilities are\nshown on the books, and obtained a certificate to this effect from the business\n\nmanager.\nThe accounts of the Department of Elementary School Principals were examined\nby us and found\n\nto be correct.\n\nThe\n\nbalance\n\nof $2,989.95\n\nthe Department of Superintendence was compared\nment and found to be in agreement therewith.\n\nPermanent\n\nWe\n\nhave\n\naudited\n\nthe receipts\n\nand\n\nstanding to the credit of\n\nwith the books of that Depart-\n\nFund\n\ndisbursements\n\nof the Permanent\n\nFund\n\nand\n\nhave inspected the securities in the custody of the Continental Trust Co., Washington, D. C. A detailed list is attached hereto as Schedule “1,” showing their par\nand book values. There was no change in the investments during the year, and\nall income therefrom was received.\nThe following statement shows the changes in the Permanent Fund during the\nyear:\n\n"}
{"page": 1173, "printed_page": null, "text": "REPORT\n\nOF\n\nTHE\n\n1169\n\nAUDITORS\n\n$227,321.31\n\nBalance as at May 31, 1926 as per last report\nAdded during Year:\nCash Received\nCash Received\n\nfrom Life Members’ Fees......\nfrom Teachers’ Fund .........\n\n$18,250.00\n86.00\n\n18,336.00\nNotes\n\nfor Life Members’\n\nPSmounted\nAmount\n\nas\n\nstate layses 16 192 6mm rela\n\n$7,005.00\n\nat May\n\n51,420.00\n\nBalanceraswateMay,\n\nMade\n\nFees:\n\nSi) L927 Se crece\nso oe ee\n\n31111927\n\n62,751.00\n\n44,415.00\n\nsaceemm jewels sc «21\n\n$290,072.31\n\nup as follows:\n\n(GREW.\n\nSh\n\nNotes\n\nReceivable—Life\n\n5 Sactagtt. oro ROR RENaR\n\nReal Estate\n\n6% Notes\n\nee He eee cee ee\n\nMembers\n\nSecured\n\n$157.38\n\n..........\n\n51,420.00\n\nby Mortgage\n\non 1201 16th Street, Washington, D. C....\nSECUGItIES Berra Ioimemae teens creed eee secdie ane wis\nReal Estate, less Mortgage Loans thereon...\nImprovements at M St., Washington, D. C.\n\n33,000.00\n100,928.80\n87,000.00\n17,566.13\n\n$290,072.31\n\nThe following is a summary\nments for the year:\n\nof the income\n\nReceipts:\nIncome from Securities Owned\nRentehargeds to. liomes Ofice®..\nWMrerestaphoneed lb State NOtesie,\n\nfrom investments\n\nand the disburse-\n\n$4,375.00\n15,000.00\n1,186.34\n\n(Schedule “‘1’””).................-ccs). mele oe ieieeites 9st ida eye eene\nce\n\ne.s.sieis nists eleven sictete Hv\n\npene\n\n20,561.34\nDisbursements:\n\nitenestronwvilontoag\nINDENTED AGS\n\newet meme ce atl\n\nieltir ieee21.+ $3,960.00\ncae goers\n\n7,587.51\n\nMersin\nComcast\nsecrete aeiehs Goris eitslia ereieienely, ais,<1\nMNTIStGe sa OMNI SSO\n1s ciariteicee + ckeitieeronetttens\neee 6)oi iced cel\n\n482.34\n497.13\n\nGmiular\n\n500, ceuowda\n\n.o8e onto oGoms ooleoD Siem\n\nLoccéene seedanaon seco cdordb oe coc cnom perme\n\n8.90\n12,535.88\n\nNet Income\n\ntransferred\n\nto the Association\n\nThe receipts were properly\nport of all disbursements.\nYours\n\naccounted\n\n$8,025.46\n\n............,\neee eeeeeeee\n\nfor and vouchers\n\nwere\n\nproduced\n\nin sup-\n\ntruly,\n\nPEAT,\n\nMARWICK,\n\nMITCHELL\n\n& CO.\n\n"}
{"page": 1174, "printed_page": null, "text": "‘ NATIONAL\n\n1170\n\nEpuCATION\n\nASSOCIATION\n\nIDPS MOSM al Sys\\y/\nINCOME\n\nAND\n\nFor the Year\n\nEXPENSES\n\nended May\n\n31, 1927\n\nIncome:\n\nMemberships from Secretary’s Office .........-.-++++0+seseeeseees\nMemberships from Annual Conventions .........+.+++ee+seeeeeees\nN. E. A. Journal:\n\n$150,734.00\n5,868.00\n\nSubscriptions (Part of Membership Dues) ............ $135,041.00\nPAViextiSinig meets mrstabieyayetelotuetal\nsareie/olore oleleicial Nnsiete eben ears 75,056.42\n\nBa leamens: - MOR\n\nE\n\nSalestor Proceedings\n\nnc oO Sei\n\necerine crite de\n\nwaa\n\nce\n\noo\n\n248.42\n\noer me cleee eieiorhat arr\n\nate\n\n210,345.84\n953.53\n\nSales* of Specials Reports Paaccnis «6 ocx shstake «+ Srotoye) uctesole penONeroneetreNe reer.\nCommercial (Bixchibtsi epepwertetee le era's. 6 cts,set-sire io) lelFoor nor ene te tanetees\nResearch Bulletin:\nSubscriptions |. so.ccec snes meee\nhao el. Sora dee agen\n$4,586.00\nSales:\n\nQS THSt Face ssceahetshers lone crbeuckel olsStayateis eeeves ener\n\nSpecialfluvestizations\n\nances\naces | cise aera eee\n\n2,830.65\n\n246.50\n\nHonorariumis) 2:24%.« eee «aise 3.2 cho sobs See\nae he aac - Pate ten even\nBt\neke oi\nre\nEME\nBeith 6 clo Ao «ero Goh GL 5.0.0'5 8S OSG.\n\nSalesvof Pageant Leaflets\n\n5,199.48\n8,517.65\n\niia.carancscietaeen\nmeres tren eee ere\n\nInterestwand! Discount. Earned) =. oe.\noes teins etn meat teiseke terete\nGash’ Sales; Reports, Pamphlets, eteinee\nen ee ee eee\nNet Income transferred from Permanent Fund ....................\nSundry Income 2. fein alive o ose alects ee ee yates ee erer ese eee\nSesquicentennial “Fund ys eerste\nee eters tee) flee ene\nSales. of Harris’ Booke sac jasinu.rvscine ett somentore sous Aer ete\nee\n\n7,663.15\ntl\n\n633;75\n2,570.00\n\n292.30\nDLO\n1,388.17\n8,025.46\n207.19\n9,323.64\n14.99\n\n$413,656.26\nExpenses:\nBoard: ofelrustees mm Ate\nene BaCiearn\nBoardlof Directors¥...\nco.) ae\nExecutive\n\nARP ENgion\neapinays\noe\neee.\n\n$412.53\n5,490.96\n\nCommittee:\n\nPresident (Miss McSkimmon) 1925-1926....\nPresidentm (Dr blait)ig926-2 eee\neee\nFirst Vicepresident (Mr. Newlon) 1925-26..\n\nFirst Vicepresident\n\n$705.67\n1,775.08\n306.77\n\n(Miss McSkimmon).....\n\n364.94\n\n‘Mreasurerai(Drs) Smith) m925-26Ne sleet:\nChairman, Board of Trustees (Mr. Siders)\nMember by Election (Miss Adair) 1925-26..\nMember by Election (Mr. Lamkin) 1926-27..\n\n252573\n889.97\n59.61\n281.04\n\n4,635.81\n\n$9,916.66\n10,991.01\n938.97\n387.93\n883.65\n278.97\n116.10\n\n23,513.29\n\nGeneral\n\nSecretary’s Office:\n\nSalary \"ote sectctaty, ts -pisceeer eee\nGClericaleServices®:\nficsus sneer\neee\n‘braveling expenses =n meee hae een ne\nStationery and Office Supplies .............\nPostage and Stamped Envelopes ...........\nTelegramsrmrze.\ncrc hse acen trace ete\nGeneral@bxpensces spite cee seen\n\nCarried\n\n<Forwardi\n\nsa. sneer\n\n$34,052.59 $413,656.26\n\n"}
{"page": 1175, "printed_page": null, "text": "REPORT OF THE aon\nIncome and Expenses, Continued:\npRotalelncomesbxoughteMotvyandmmeee\nExpenses,\n\nsent\n\nunease\ncl\n\nints asa\n\nos eu o.oo cae\n\n$413,656.26\n\nContinued:\n\nBrough Eoin\nHome\n\n1171\n\nanUue mage tat\n\nete eral\n\n$34,052.59\n\nOffice:\n\nGeneral pexpenses.-ctcsmmem serie\nnine ee\nISSA Catal IDEM Gases oouccoccognas\none.\nselephoness Services\ntat Manian\neee\nMRelep rams pleas. Sheets «cies ss eo eiee aes\nPostage—Miscellaneous\nReports, Pamphlets\nRepairs—Office Fixtures and Equipment....\nDepreciation—Office Fixtures and Equipment\nInterest and Discounts Allowed............\nSupine UCM\nSo5e5 Sour soot oe semen ed aie\nSWRA NAS. aie tomdieS So CRO\nPAT teDiC\n\nOMECC mae ma Pewee\n\nCARO\nCoes\n\nCort,\n\nelisa\n\na duel\n\n$1,085.70\n757.18\n1,919.87\n28.51\n486.57\n328.74\n3,472.50\n1,309.43\n210.00\n482.32\n813.03\n\nPhysical Plant Expenses:\n\nRene\n\nre\n\neee\n\niighteands\n\nMERE re\n\nFTC AGG snes ciwvets ancl tuys\n\namitor\n\n$15,000.00\n\nPowermawenecrrscss\nhe Son su kebu\n\noe rvice ee. cert\n\n936.39\n1,032.65\n\neyes\n\n2,139.83\n\nta dsaee\n\n1,728.82\n\n20,837.69\n\n.52sn.\nee see ae\n\n$816.57\n\nStatem@lorheClOLS ea Picea\nterre carne cress) altestegs\nRES USER ACT OMG M Orecere tensor aleve alevans arse csen/0/\n\n626.97\n547.46\n203.00\n664.61\n2,347.47\n722.75\n380.03\n965.78\n108.24\n633.32\n56.74\n\nMarmmtenaticey\n\nCtCa\n\namr\n\n31,731.54\n\nInstitutional Expenses:\nAnnual\n\nConventions:\n\nDepartment\n\nPxpenses\n\nCienoaaeaoiie Qaanes Soosbosscsascadnane\nLUCIE? cho mt@od dea ds aac aa eee\nRain tino —— CO eats meter torts e = cileit foc ae\nPrinting—Miscellaneous .................\nEXpRessmandml releNts acters str stoolene\nRepresentative Assembly Expenses .......\nSACLOSMate eects eaten aottangeeks erogeloss\" s opsyislie oie\nMisc. Expenses (Speakers, etc.) .........\nSesquicentennial Pageant, Philadelphia ...\n\n8,072.94\n\nExpense in Collecting Membership Dues....\nPublicity in Anticipation of Membership....\nSpecial Committee appointed by President...\nWorld Conference on Education—MemberGite: Ae boccaiie cdo 4 onto te names Cae ota ae\nAmerican Council on Education—Membership\nN. E. A. Journal (Printing and Distribution)\n(Caradgel\n\nMomveitel\n\n11,873.03\n25,959.92\n30.00\n\n1,000.00\n100.00\n96,769.44\n\nopocootusetoc0b05ene $143,805.33\n\n$65,784.13\n\n$413,656.26\n\n"}
{"page": 1176, "printed_page": null, "text": "72,\n\nNaTIONAL\n\nIncome\n\nand Expenses,\n\nASSOCIATION\n\nContinued:\n\nTotal Income, Brought Forward\nExpenses,\n\nEpucATION\n\n$413,656.26\n\n©\n\nContinued:\n\nBrought Porwiatd Maser\nInstitutional Expenses:\n\nBrought,\n\nForwardsye\n\naerrtrtreel eles\n\nerie\n\nect\n\n$65,784.13\n\neerste\na treer $143,805.33\n\nVolume of Proceedings (1926) ............\nPublications and Reports—Printing, ete. ....\nResearch Bulletin—Printing, etc. ..........\n\nSpecial Appropriations\n\n9,191.81\n2,637.31\n7,493.03\n\n163,127.48\n\nfor the Year:\n\nCommittee on Health Education ...........\nIbevislativies Commissioner eye\nhee eer\nGommitteem ony dbentineteeniercte\n+ cliente ster\nDepartment of Classroom Teachers ........\nCommittee on) Museums\nior cleft oleter\nFinancing of Delegatessem ieeeele\n\nCommittee on Kindergarten Education .....\nAmerican EducationsWeek ...oreo\nDepartment of Elementary School Principals\nCommittee on Delegates Representation and\nKindred) \"Questions # ise sectt eine intent\nCommittee of One Hundred on Rural ProbCutie\naemMenriato SeROMD DO SOD oS aceb. 0s Ss\nCommittee on Pupil Personnel in Part-time\nSchools: Gattrscscthe selene\npeers\nCommittee of One Hundred on Retirement\nAllow ances'= . cacti\ncece\ntae\nCommittee of One Hundred on Classroom\n(léacher#Problemsmemo:\ncei aeoeeeeree\n\nCommittee on Behavior Problem—Child ....\nCommittee on Coinclusive Membership .....\nCommittee on Community Relations ........\nCommittee on Professional Ethics .........\nCommittee on Standard Requirements and\nCreditspiormlcachersme errno\net reer\nCommittee on Visual Education ...........\nCommittee on Reorganization of Departments\nCommittee on Home for Retired Teachers...\nDepartment of Adult Education ...........\nCommittee on Foreign Relations ...........\nDivision\n\nitt\n\n359.25\n39 6neo ll\n223.91\n6,071.07\n32.81\n12,977.50\n151.79\n392.12\n2,000.00\n290.12\n78.00\n\n375.00\n730.32\n389.50\n\n103.50\n1232\n49.25\n762.07\n62.25\n37.50\n142.13\n407.96\n300.00\n24.46\n\n29,923.74\n\n6,687.86\n221.46\n411.90\n113.31\n\n= 7,434.53\n\nof Accounts:\n\nClericaliServicessnctta:\nae ere eee\neee\nTTAVeliN Gd Uicyets cis estes meee Rae ee\nStationery and Office Supplies .............\nPostage, Stamped Envelopes, etc. ..........\nCarried\n\nForward\n\n$266,269.88\n\n$413,656.26\n\n"}
{"page": 1177, "printed_page": null, "text": "REPORT OF THE AUDITORS\nIncome and Expenses,\nTotal Income,\n\n1173\n\nContinued:\n\nBrought Forward................ SOO. CAO NOOR OD OCD\n\n$413,656.26\n\nExpenses, Continued:\nBrought: horwar dg see erase cys ae ners epee <0 eo «373\nField Division—(Legislative) :\nGlericaliSeLvices acypyycatcmuria\ntet te sore os $12,048.87\nBUpravielingiant cae don\nEC\nae heb\n2,296.21\nStationery and Office Supplies..............\n213.72\nPostage and Stamped Envelopes..........\n615.64\nMCLE STAIN Seawater ym e ac ieehasahioee hoscicada, ose\n109.68\n(Semenalme mesa tise, scutes Seok ae ire Bs\n109.38\n15,393.50\nDivision\n\nof Business:\n\nSalaries and Clerical Services.............\nUREN\nRSLIER Ge eee ie cad te a\neee\nStationery and Office Supplies..............\nPostage and Stamped Envelopes............\nTelesraimsigs onic.\nveo Ga ye Sos es 98\nMailingw Section Were occ. saci\neee sere cas\nAlay PINS BOECLIOMUN\neee omit cians ee hier ices ieee\n\n9,623.57\n1,258.20\n206.41\n307.53\n34.53\n2,792.17\n9.56\n14,231.97\n\nDivision\nSalaries\n\nof Publications:\nand\n\nClerical\n\nServices..............\n\nPE ravelingrSire acre puerses ute lseiacsae oe oven, enepacusBenele ce\nStationery and Office Supplies .............\nPostage and Stamped Envelopes............\nMelegramse\nrc iaee dctatews rebeeke cee etme sees\nRepritivestircn.\nAc worms teaiterntvtclvie\nsiete oscars\nPhotoeraphs aud ehrintsscy-ret\neter eer teri\nGenerali\ncose woe cities tleiouse se abechawtes elnle.s\n\n19,816.19\n\n1,463.27\n496.01\n549.74\n84.32\n226.00\n583.73\n147.01\n\n23,366.27\n\nDivision of Research:\n25,689.03\nSalaries and Clerical Services.............\n733.42\nMravelin eee cain kia -leigs too we eas creletayars ons\n624.68\nStationery and Office Supplies...............\n935.04\nPostage and Stamped Envelopes............\n56.14\nAN OER ETNE) 215.5 niteei 00,5 6 Soa UO MOaO OC Un Gan\nBooks—Pamphletsaam\nGenerale Expense\n\nce ++ «. ceussieusosbertarter:\nwaceier)\nve cist ieletesie srcriter-\n\n240.35\n\n1,197.94\n29,476.60\n\nDivision\nSalaries\n\nof Classroom\nand\n\nClerical\n\nService:\nServices..............\n\nGRIN\ncogroangnaobwocnot\noe socom on Oe\nStationery and Office Supplies ..............\nPostage and Stamped Envelopes............\nMelesramse Htc err Se\nab 3 dius eto ee\n\n5,895.68\n330.85\n756.64\n172.71\n19.48\n\n6,495.36\nGarriedpelior watdumrsemirras\nteeerie telokeseis. Se eraeuays $355,233.58\n\n$413,656.26\n\n"}
{"page": 1178, "printed_page": null, "text": "Income\n\nASSOCIATION\n\nEpucaT1ION\n\nNaTIONAL\n\n1174\n\nand Expenses, Continued:\n\nTotal Income, Brought Forward............+.+0+22-22ss0+seeerees\nExpenses, Continued:\n$355,233.58\nete et eee\note\nars.\nBrought» Potwarduenctct\nDivision of Administrative Service:\nClerical\n\n....0.......5.\n\n$4,341.27\n\nWPraveling sBxpelise give rites otis ce eretel\nStationery and Office Supplies..............\n\n120.58\n68.26\n\nMonelaoe ae So\nI\n\n25.78\n\nSalaries\n\nand\n\nService’\n\nAAC ORBIT OOF. oo\n\nDO CEe mame\n\n$413,656.26\n\n4,555.89\n\nDivision of Records and Membership:\nSalaries and Clerical Services.............\nMie\nGe Gicdcocd cooobeanog\naDmeo\nUmooeZ\nStationery and Office Supllies...............\nPostage and Stamped Envelopes...........-.\n22 = so\nAddressograph’ Section 47.5406\nGeneral’ Expenses, Ete vce\ntaerereeretr ren. iar\n\n18,130.30\n628.59\n441.78\nPips IIE)\n11,862.90\n24.51\n\n31,311.87\nBad ‘Debts. Written. Off ...- -0e cee\na tonne erie\n\nSurplus\n\n1,532.96\n\nutiencroick\noe ROTTER e te\nereslaye\nTotalExpenses \\vssesocia siecre leenshenotort\n\n392,634.30\n\n‘for ‘thé Y earios\n\n$21,021.96\n\n5 ssi acine. clio are ce\n\nSECURITIES\n\nRRO\n\neee\n\narene\n\nON HAND\n\nAs at May 31, 1927\n\nMunicipal\n\nSchedule\n\n“TI”\n\nBook\n\nIncome\n$50.00\n100.00\n\nand School Bonds:\n\nClearwater,\nKansas,\nBonds due:\n\nWater\n\nWorks\n\n5%\n\n—Value—\nPar\n\n$1,000.00\n\n1930—No:\n118 etree.\nohPetre tcn et\n1931-—Nos. 9 19-20 RR ere Snes\noe A Ae\n\n$1,000.00\n2,000.00\n\n1932-=NOSig21=22425eee\n\n3,000.00\n\n2,000.00\n3,000.00\n\n10,000.00\n\n10,000.00\n\n450.00\n\n10,000.00\n\n10,266.30\n\n450.00\n\n26,000.00\n\n26,266.30\n\n1,200.00\n\n10,000.00\n\n9,600.00\n\n400.00\n\n20,000.00\n\n19,942.50\n\n800.00\n\n10,000.00\n\n9,500.00\n\n400.00\n\nSalt\n\nLake\n\nCity,\n\noo, ace\n\nUtah,\n\nWater\n\ndue)\n\n1934——Nos-e310stow\n\nSeattle,\n\nWashington,\n\ndues\n\n193 1——Nosi\n\nRailroad\n\nAtlantic\nMtge.\n\nBonds,\n\n319%)\n\nance\n\nSchool\n\n5 S6m ton\n\noeinsiertersie\nsevens ae\n\nBonds,\n\n4%4%\n\nSeance oe\n\nBonds:\n\nCoast\nBonds\n\n6494,\n11638,\n246 0les5695\n\nLine\n4%\n\nR. R. Co. 1st\ndue\n1952—Nos.\n\n11639,\n14335,\nands50251 he\n\n150.00\n\n41%4%\n\nCons.\n5130,\n\n14339,\n17579,\nee eee eee\n\nBaltimore and Ohio R. R. Co. (Pittsburgh,\nLake Erie & West Virginia System) Ref.\nGold Bonds, 4% due 1941—Nos. 13496 to\n13500\n\nS2UZSGetoe2 1250 pee ane\n\neoitsntec\nate\n\nChicago, Indiana & Southern Ry. Co., 4% due\n1956—Nos.\n\n11386\n\nto 11394\n\nand\n\n13786......\n\n"}
{"page": 1179, "printed_page": null, "text": "THE\nManhattan Railway\nBonds, 4% due\nLGOSSiae\n\nCo. Cons.\n1990—Nos.\n\nO08 mere\n\nBunpcer\n\nMtge.\n2843,\n\nthil7Z5)\n\nGold\n6522,\n\n—Value—\nPar\n\nBook\n\nIncome\n\n4,000.00\n\n3,900.00\n\n160.00\n\n10,000.00\n\n8,895.00\n\n400.00\n\n1,750.00\n\n1,443.75\n\n105.00\n\n5,250.00\n\n4,331.25\n\n210.00\n\n15,000.00\n\n15,050.00\n\n600.00\n\n$76,000.00\n\n$72,662.50\n\n$3,075.00\n\n_ 2,000.00\n\n2,000.00\n\n100.00\n\nas Be toto Bit ears eae $104,000.00\n\n$100,928.80\n\n$4,375.00\n\nMere eecitei aie ois oys\\eues-0.% 6\n\n0ys\n\nOregon Short Line R. R. Co. Ref. Gold Bonds,\n4% due 1929—Nos. 4013 to 4017, 4025 to\n\nF275 4297/5, gS 10 cr\n\nee\n\n< cylh. d\n\nSt. Louis & San Francisco R. R. Co. Adjustment Bonds, 6% due 1955—Nos. M14552,\n8455\n\n¥ 10330\n\nWee nono\n\nkee\n\nSt. Louis & San Francisco\nLien Mtge. Bonds, 4%\nIESG\nOS Mie CON\n\nTerminal\n\nRef.\n\n5605550.\n\nSinking\n\nFund\n\nOSd\n\nei\n\nVL527 cena\nince oem es\n\nR. R. Association\n\nO53 ——N OSs\n\nRO\n\nR. R. Co. Prior\ndue 1950—Nos.\n\nGold\n\ndetOn 16325\n\nof St. Louis,\n\nCon.\n\nBonds,\n\ndue\n\n4%\n\neasieste\ntetoe i sis, +.\n\nCorporation Bonds:\n\nMaine\n\nReal\n\nGold\n\n5%, due\n\nEstate\n\nTitle\n\n1932—Nos.\n\nOar WN ies Aes\n\nae ao\n\nCo.\n\n1st\n\nMtge.\n\n151 to 152.......\n\nTHE\n\nBUDGET\n\nPrepared by the Budget Committee, amended and submitted by the\nExecutive Committee and the Board of Directors to the Representative\nAssembly and approved by it. “The New Board of Directors then appropriated the funds as shown herein.\n\nBudget for June 1, 1927 to May 31, 1928\nFROM\n\nTHE\n\nAUDITOR’S\n\nREPORT\n\nCasheBalancemaspateVinives\nlO 26 merry leri-jee nine iefaessla. ci eee\nGachURecemitserore the, year, Woes cists cisivrens-> a:arse cole 9)sass 01s,ocibievereyouavsis 60%\n\n$58,875.47\n412,306.87\n471,182.34\n\nDeduct (Cash Disbursements\n\nGashpbalancemasmatellay\n\n2-25.\n\n6\n\nee\n\n31, L927 saan\nSURPLUS\n\nree\n\none eee eee\n\neee\n\n396,619.86\n\na cymes.\nstore, Wisctagiisceysps rairsces\n\n$74,562.48\n\nACCOUNT\n\nSurpluspasmate ylage Siliwel 92 Om mean materelegeceiter-soreZeioi-)\n1+ners) eivsetss Pere nehev\nSurplusmtotsycansended) Mayas) al927ety severe. oes oaks sm crore clair iael>\nSuTplUsmaseat mV dy 5.l tl 2 meee\n\needsis su) «ius leaatityae ass pay\n\n$70,340.95\n21,021.96\n$91,362.91\n\nFor a complete statement of Income and Expense, Receipts and Disbursements,\nAssets and Liabilities, and the Permanent Fund, see the Report of the Auditors\nas presented at the Seattle meeting.\n\nFrom page 5 of Auditor’s Report:\nThe total expenses\nas follows:\n\nfor the year may\n\nbe reconciled\n\nwith the cash disbursements\n\n"}
{"page": 1180, "printed_page": null, "text": "1176\n\nEDUCATION\n\nNaTIONAL\n\nASSOCIATION\n\nExpenses as per Income and Expense Statement\nDeduct:\nire ieiar teleteteletetet et\nBaduDebts) Written’ Ott cjcercarei\nBills unpaid as at May 31, 1927 ..............-\n\nAdd:\n\n$392,634.30\n$1,532.96\n19,159.06\n\nDepreciation—Office Furniture .........---+++++Decrease in Stationery and Office Supplies ......\n\n3,472.50\n564.11\n\nBills of previous year paid during current year....\n\n19,248.37\n\n24,728.63\n$367,905.67\n\nfor Furniture\n\nExpenditures\n\nFixtures\n\nand\n\n........\n\n9,465.82\n\n28,714.19\n\nCash Disbursements for Year\nCONDENSED\n\nSCHEDULE\n\nI. General Control:\nDelegates ¥rerctecrttertts rire.\nID IPE CKOTS a --c aro oe tern eaehercronetetotens\nExecutive Committee .........\nTrustees ©: igo sae caress cvotenrore\n\nOF\n\nEXPENSES\n\nExpended\n\nBudget\n\nPer Cent\n\n1926-27\n\n1927-28\n\nof Total\n\n$12,977.50\n\n$20,000.00\n\n4.551\n\n5,490.96\n4,635.81\n\n12,000.00\n6,000.00\n\n2.730\n1.365\n\n412.53\n\n093\n\n$23,516.80\n\n$38,412.53 ©\n\n8.739\n\nPE SS 24\n7,434.53\nBOY)\n\n22,505.62\n8,425.00\nSKS\n\n5.024\n1.917\n859\n\n$34,505.81\n\n$34,705.98\n\n7.897\n\n$58,022.61\n\n$73,118.51\n\n16.636\n\n$20,837.69\n7,421.35\n\n$20,837.69\n7,236.78\n\n4.742\n1.646\n\n$31,817.03\n\n$37,749.84\n\n8.589\n\n$37,832.95\n\n$34,000.00\n\n7.737\n\n$31,311.87\n\n$32,952.00\n\n7.498\n\n. $15,393.50\n7,115.99\n23,366.27\n29,476.60\nClassroom Service\n6,495.36\nAdministrative Service\n4,555.89\nJournalgNn; b-eA canenee 96,769.44\nResearch Bulletin\n7,493.03\n\n$17,789.00\n7,550.74\n27,378.45\n38,701.00\n7,022.00\n6,900.00\n96,769.44\n7,750.00\n\n4.048\n1.718\n6.230\n8.807\n1.598\n1.570\n22.021\n1.763\n\n9,191.81\n\n9,191.81\n\n2.091\n\n2,637.31\n\n2,100.00\n\n477\n\n8,102.94\n\n6,330.19\n\n1.440\n\n16,946.24\n\n32,829.90\n\n7,516\n\n$227,544.38\n\n$260,312.53\n\n59.279\n\nSecretary's) Ofhce <2...\nDivision of Accounts .........\nBusiness Division (25%) .....\n\"Potaliee\nTotal\n\nwees eco\n\nGeneral\n\nControl\n\n....\n\nII. Operation and Maintenance:\nPhysical Plant ri\nry\nGeneral Office Expense\nFurniture and Fixtures\nBusiness Division (25%) .....\nTotal\nIII. Promotion\n\n© © ‘0\n\n6 @)s © 0 0's ee\n\n06\n\n412.53\n\nratte (a)\n3,557.99\n\n5,900.00\n3,775.37\n\n1.342\n859\n\nand Maintenance\n\nMembership:\nIV. Division Records and\n\nMembersbi pene\nVY. Association\n\ncone\n\nObjectives:\n\nField Division\n\n(Legislative)\n\nBusiness Division (50%)\nPublications Division\nResearch Division\n\nVolumesProceedings ear\nPublications and Reports\nfor Sale\n\nTotal\n\n"}
{"page": 1181, "printed_page": null, "text": "THE\n\nBupceEtT\n\nVI. Membership in\nWorld Federation E. A. .......\nAmerican Council Education ...\notal\n\nBan were\n\nete\n\nViliee Depreciation ..-.=- coe eres\nBad Debts written off .........\n\nHinancmes\notal\n\notal\n\nMrnme\n\ncae\n\nBudget\n\n1927-1928\n\n$1,000.00\n100.00\n\n$1,000.00\n100.00\n\nLOT\n022\n\n$1,100.00\n\n$1,100.00\n\n249\n\nae\neee ae\n\n$5,005.46)\n\nte\n\ncon\n\n$392,634.30\n\n$439,232.88\n\n99.988\n\ncalc oe conte eis $12,977.50\n\n$20,000.00\n\nStampa evinst\neee heer ahesus\nict\nSistas $12,977.50\nerecre\n\n$20,000.00\n\nDelee atest\n\ncen\n\nThe appropriation for financing\nDirectors at the Dallas meeting.\n\nBovtdmote\n\neee\n\nExpended\n\n1926-1927\n\n3) 4.7.2 5 0 ae\n155322965\n\nMora! aaa\nGrandm\n\n1177\n\ndelegates\n\nwas\n\nrecommended\n\nDire ctors@e.ae-Crteee\neI er\n\nROtal stamens Ricca\n\nots «iiia\n\nee\n\nOe\n\nby the Board\n\n$6,117.93\n\n$12,000.00\n\n$6,117.93\n\n$12,000.00\n\nThis covers convention expenses of Seattle meeting and an additional\nif same is determined upon.\n‘The state expenses of Directors is included.\n\nExecutives Committee\n.ne csr cme otec ssa wine $4,635.81\nContingent tunditoreeresident maces.\n.es + 5) eee\nPT taal stesrete costeric\n\nFoopnta tersnclieeyev’ehavatieyo aiicheiin'\n\n$4,635.81\n\nof\n\nmeetiug\n\n$4,000.00\n2,000.00\n$6,000.00\n\nThe Executive Committee plans to hold one less meeting of the entire committee\nthan last year, but to hold an additional sub-committee meeting.\n\nIRacaiclant® (ISHS) fotoodoco7o\nsD anmpIoo06 bot\nPresident (1926-27) seis. sicrersnaisisyevcel\nelatedor+iekeyer +\nFirst Vicepresident (1925-26) ...............\nFirst Vicepresident (1926-27) ..............ireasumerm (L926-27 aes «ine leit: seis let ks\nChairman Board Trustees (1926-27) ........\n\nMember by Election\nMember by Election\n\n(1925-26)\n(1926-27)\n\n..............\n..............\n\n$705.67\n1,775.08\n306.77\n364.94\nDoves\n889.97\n\n59.61\n281.04\n$4,635.81\n\n$6,000.00\n\nstein levee\n\n$412.53\n\n$412.53\n\nb\nCaaabGe dee euORcane\noootaeec\nWEN ENKE heoma\n\n$412.53\n\n$412.53\n\nRaye\n4G\n\nRen oe eee\n\nAl oe\n\nbrusteeseeece\nBoardeot ,\n\neer\n\nnets cic\n\n"}
{"page": 1182, "printed_page": null, "text": "EDUCATION\n\nNATIONAL\n\n1178\n\nASSOCIATION\n\nwe\nees\nee\n\nThe 1927-1928 appropriation for the Board of Trustees is the same as the\nThe expenses of the Chairman of the Board of Trustees\namount used in 1926-1927.\nare covered by the appropriation for the Executive Committee.\n\nGeneral\n\nExpended\n\nBudget A\n\n1926-1927\n\n1927-1928\n\nSecretary’s Office:\n\naen\n\n$10,000.00\n\n$10,000.00\n\nService (a) .........\ntcie eerier\ncmanepee.\n\n10,907.67\n\n10,000.00\n\n938.97\n\nStationery and Office Supplies .............\nPostage and Stamped Envelopes ...........\nopoopb\ntuanouDos\ncondos\nWIESE oooccogu\nGeneral ph xpensememiiie\niii cliaera bes\n\n387.93\n883.65\n278.97\n116.10\n\n838.97\n387.93\n883.65\n278.97\n116.10\n\nec 'gs sewer See $23,513.29\n\n$22,505.62\n\neee\n\nSalatysoi thensechetabymaaetn\nSalaries and Clerical\n‘traveling\nxp ensesim\n\nVotaler te\n\neee\n\nte\n\nrtm\n\n(a) This item includes the salaries of the Assistant to the Secretary, three\nstenographers and about $1,800.00 for additional clerical service. It is believed\nthat the office can get along with $10,000.00 for this item.\nDivision of Accounts:\n\nSalaries, Director and two Assistants......\nTraveling) Hxpensemaasr-rieirekeire\nae\n\niter\n\nee eer\n\ncrete\n\n$6,687.86\n221.46\n411.90\n112.73\n58\n\neye,\n\ntot\n\nEE\n\n$7,434.53\n\nStationery and Office Supplies .............\nPostage and Stamped Envelopes ...........\n\n(Delegrams mc cise\nLOtals; gated wtih\n\nThe increase over last year is to cover the increase in salaries\nadaitional work in the division.\nDivision\n\n$7,120.00\n400.00\n700.00\n200.00\n5.00\n$8,425.00\n\nand to care for\n\nof Business:\n\nSalaries\n\nand\n\nClerical\n\n$9,623.57\n\n$12,672.00\n\neee\n\n1,258.20\n\n1,100.00\n\nStationery and Office Supplies\n\n.............\n\n206.41\n\n206.41\n\nPostage and Stamped Envelopes\n\n...........\n\n307.53\n\n307.53\n\n‘Draveling Expenseyenma:\n\nExpense\n\n...........\n\nsori Saige eben\n\n(Telegrams eysaaunt hay txt acictacerorcr ornare\n(EypingaSectionwes.aeaee hehe eee eae\nMailings Sectionuaermaeniescs heer\nMiultiorapht Sectionteie\nMotalen\n\nceria\n\ntre ieee\n\nvis, s.c05,sach\noo era\net\naeCree\n\nThe pay roll includes the Director\n\n34.53\n9.56\nAyL IQ 17,\n\n$14,231.97\n\n34.53\n20.00\n741.00\n20.00\n$15,101.47\n\nand three Assistants with a small allowance\n\nfor temporary stenographers,\nTwenty-five percent of this is charged to General\nControl, twenty-five percent to Operation and Maintenance, and fifty percent to\nAssociation Objectives.\n\n"}
{"page": 1183, "printed_page": null, "text": "THE\n\nBupGET\n\n1179\n\n‘\n\nExpended\n\nBudget A:\n\n1926-1927\n\n1927-1928\n\n$15,000.00\n\n$15,000.00 |\n\nPhysical Plant:\nIRGC”\n\nog Ader Sean\n\n5 a bo\n\nO 5 6.6 CMT ne eee\n\nLightsrandWRowie reep ieee\n\ne esais ih ackc1s)> buece\n\nFlea Care ry\n\neee oe\n\nee meee\n\n936.39\n\niciosha eval\n\n1,032.65\n\n1,032.65\n\nee MRA\n\ne ae oieacces te cos\n\n2,139.83\n\n2,139.83\n\ner\n\neit. oe roe\n\n1,728.82\n\n1,728.82 |\n\neter\n\nANItORMOeL VCC Eerie\n\nMalintenancegerer\n\n936.39\n\nsca\n\nee et\n\nPotals Mera cise\naeneee ete cae eh rere $20,837.69\n(a) The building is owned by the Permanent\nfor the earnings of the Permanent Fund.\nThe\ngoes into the General Fund to help maintain the\n(b) Includes all janitors and maintenance,\nupkeep, minor repairs, and service material.\nGeneral\n\n$20,837.69\n\nFund.\nRent is charged to account\nincome from the Permanent Fund\nwork of the Association.\nsupplies, extra cleaning, elevator\n\nOffice Expense:\n\nshelephone®\n\nSetvice\n\ngenset\n\nfee ay\n\n$1,919.87\n\ncrete Resets, <5\n\n28.51\n\n28.51\n\nRepairs—Office Furniture and Equipment..\ninsurancepa. .termecier\nmina\nee ee cn\nGeneralabxpense amerhereterrece\neee\n\n328.74\n482.32\n849.50\n\n328.74\n90.57\n750.00\n\nSubseriptions to Jourtalsee\nssp eee ee. iae\nof Books and Pamphlets .........\n\n9.40\n\n9.40\n\n70.00\n\n70.00\n\nRefunds of Membership ..........-.-----Purchasevoteback sy oluines sir trye reir\nExpressmandieb\nret chtemer citer emo\neee Ce\nInterest and Discount Allowed ............\nCibraay LOGKY no acca enna he dads Ooo Io OO des °\n\n148.26\n8.54\nUs\n1,309.43\n210.00\n\n148.26\n8.54\nSke\n1,309.43\n210.00\n\nAuditing Account of Association ...........\nMailing—Reports and Pamphlets ..........\n\n813.03\n486.57\n\n813.03\n486.57\n\nciereie sso sisve aiots esioe eiecer dete oiere $7,421.35\n\n$7,236.78\n\nUbelep rans aes perce Mert CT\n\nesata\n\nPurchase\n\nARO CAS wrecate\n\nHucnituresand sh ixtliresm\nINGEN”\n\n(Gn. Gon or OOO\n\ncirc\ncme circle +\nor\n\nomreoigd cin a om\n\n$2,165.91\n\n$9,465.82 (a) $5,900.00\n$9,465.82\n\n$5,900.00\n\nOffice furniture and fixtures purchased under this head become a part of fixed\nThe appropriation requested is for additions and\nassets of the Association.\nnormal replacements of multigraph equipment, addressograph equipment, typewriters, membership files and equipment, correspondence filing cabinets, duplicating machines, library equipment, furniture and general office equipment of a\nThe appropriation of 1926-1927 was sufficient to provide much\npermanent nature.\ngreatly needed equipment, hence a lesser appropriation will serve needs for the year\n1927-1928.\n\n(a) This item is accounted\n\nfor in reconciliation\n\naccount of Auditor,\n\n"}
{"page": 1184, "printed_page": null, "text": "1180\n\nNaTIONAL\n\nEpucaTION\n\nASSOCIATION\nExpended\n\nBudget A;\n\n1926-1927\n\n1927-1928\n\nMembershipms2epytin:\na oc cee oie cious eine $11,873.03\n\n$34,000.00\n\nPromotion\n\nand Maintenance\n\nof\n\n25 959.99)., Wake inadad.\nTotals 2 ace\nThis\ndues,\n\naccount\nthe\n\nee hen aoe\n\nee\n\n$37,832.95\n\nhas been kept in two\n\nitems—one\n\nto show\n\nto cover\n\nwork.\n\nthese\n\nother\n\npromotion\n\nAs\n\n$34,000.00\n\nexpense\n\nare\n\nso\n\nof collection\n\nclosely\n\nrelated\n\nof\nthe\n\nattempts to differentiate are not satisfactory, hence a single appropriation is recommended.\nIt should be noted that this is work upon which the maintenance\nand growth of the Association depends.\n‘The increased expenditures of 1926-1927\nover the previous year are in part due to the active work of promoting life memberships.\nOwing to the intensive work of last year and owing to the larger help\ncoming from State Secretaries and State Directors, it is believed that an allowance\n\nof $34,000.00 will be sufficient for the year 1927-1928.\nDivision of Records\nSalaries’\n\nand Membership:\nee\n\n$28,650.73\n\n$29,952.00\n\nMeraveling) Expenses sas .vaderee cient\n\n628.59\n\n750.00\n\nStationery, ands Suppliesiere cere\nPostage and Stamped Envelopes ...........\nTelegrams: «.ciciscno< aoe + ts chess ke ee Ree\n\n441.78\n223.79\n3.22\n\n350.00\n300.00\n50.00\n\nGeneral\n\n«23 .ateghis so stie0 eee «see\n\nExpense\n\nStock, supplies\nVotalss.5\n\neee\n\n)..21-6 seaee {oe MUoaoDOoTS\n\nand Machine\n\nUpkeep\n\n.....-..\n\n5... sere\noon One\n\n21.29\n\n50.00\n\n1,342.47\n\n1,500.00\n\n$31,311.87\n\n$32,952.00\n\nThis appropriation includes the salaries for the Director, assistant director, one\nstenographer and the necessary clerks to record memberships and to operate addressograph machines.\nThe number of clerks employed varies. ‘The peak load\nis in November, December, and January.\nField Division\n\n(Legislative) :\n\nSalariestec\n\nscsi\n\n‘Traveling\n\nbxpensesme\n\nSee\n\near. eee\n\n$12,048.87\n\n$13,564.00\n\nan cae eieeeee\n\nee\n\n2,296.21\n\n2,800.00\n\n213.72\n\n250.00\n\n......... ae\n\n615.64\n\n750.00\n\n‘Délegramismcmptcr\nccm xis aneerr eee Coates\nGeneral@bxpenset Saeed\nEee\n\n109.68\n109.38\n\n300.00\n125.00\n\n$15,393.50\n\n$17,789.00\n\nStationery and Office Supplies\nPostage and Stamped\n\nrlotalsyieeeten:\n\n.............\n\nEnvelopes\n\nbran Adhs.0 Sette\n\noe CRE\n\nrie\n\nThe increase in salaries results mainly from the employment of an additional\nassistant. ‘There is a director and three assistants in this division.\nMore inten-\n\nive work for the Education Bill is planned for the current year, which will necessitate some additional expense.\n\n"}
{"page": 1185, "printed_page": null, "text": "THE\n\nBuDGET\n\n1181\nExpended\n\nBudget\n\n1926-1927\n\n1927-1928\n\nSalaries and Clerical Services ............ $19,816.19\nsRravyeling expensey yer. seeitsicios\nook seed nc\n1,463.27\nStationery and Office Supplies ........... »\n496.01\nPostage and Stamped Envelopes ...........\n549.74\nplicle\ngt ams m@erren sats ervyteie cee cicoie.«aus ovate te fe\n84.32\nGeneralgbxpenses 17) eerie\noe sce\n137.49\nBookssandseamphietsmeneer treason ees oe\n9.52\n\n$23,388.00\n1,500.00\n500.68\n650.00\n164.77\n175.00\n100.00\n\nDivision of Publications:\n\nTORT\n\nMA\n\nae\n\noa oe\n\nElectro—Mat—Photo—Slide\nIDGEUS.\n\ngota DRC\n\ne nsGerba\n\n226.00\n\n300.00\n\nService\n\n.......\n\n583.73\n\n600.00\n\noer\n\neee eee\n\n$23,366.27\n\n$27,378.45\n\nThis appropriation provides for the salaries of the Director and ten assistants\nand stenographers.\nHonorariums received by the Director in connection with\nspeaking engagements are turned into the General Fund and will offset much of\nthe expense for travel.\nDivision\n\nof Research:\n\nSalaries eaprce cehrate Tere teays otace sere. sioner erteancieeae»$25,689.03\n\n$34,176.00\n\n‘Traveling eb xpensemeec.co serene\nhere. leG +s\nStationery and Office Supplies .............\nPostage and Stamped Envelopes ...........\nTelegrams aap biti s ole crt tele, crcaessrae Se,cesme\nGeneralPExpense Seen ences ce le vlensiser aah\nBooks and Pamphlets (Library) ..........\n\n733.42\n624.68\n935.04\n56.14\n1,197.94\n240.35\n\n1,250.00\n650.00\n975.00\n75.00\n1,075.00\n500.00\n\nTotal sr cunectio nia retireds easier b-aentte ata aacs were\n\n$29,476.60\n\n$38,701.00\n\nThe appropriation for salaries includes the salary of the Director, two assistant\ndirectors and fourteen statisticians and stenographers.\nDivision\n\nof Classroom\n\nService:\n\nSalaries and Clerical Service ............\nMara velne ae xpensegemrr\nfetter itacircs\nStationery and Office Supplies .............\nPostage\n\n$6,300.00\n450.00\n80.00\n\n..........\n\n172.71\n\n175.00\n\n- 5 nannneaoosot\noo cspodoC DOC ardeE\n\n16.98\n\n17.00\n\nand\n\nFOI GSE\nGeneral\n\nStamped\n\nExpense\n\nSRA ICH\n\nThis\n\n$5,895.68\n330.85\n76.64\n\nDivision\n\noie.\n\ncise\n\nee cassettes\ncies\n\n8 2310 tgrGcitcaio's\no Golmold carrer iets\n\nappropriation\n\nstenographer\n\nEnvelopes\n\nprovides\n\nwith some\n\nfor the salaries\n\nadditional\n\nof Administrative\n\n2.5.0 Gleam peeksts ons\n$6,495.36\n\nof the Director\n\n$7,022.00\n\nand\n\none\n\nclerical help.\nService:\n\n$4,341.27\n68.26\n25.78\n\n$6,490.00\n80.00\n30.00\n\nTraveling wbx PemSey certs ersefersitiers -l=11s /=\\'~\n\n120.58\n\n300.00\n\nwacom\neae mero co\nusos.\noo ckhescom\n\n$4,555.89\n\n$6,900.00\n\nSalaries and Clerical Service.............Stationery and Office Supplies ............-.\nPostage and Stamped Envelopes ........-.\n\nGRAIL\n\nregular\n\n"}
{"page": 1186, "printed_page": null, "text": "NaTIONAL\n\n1182\n\nASSOCIATION\n\nEpucATION\n\nThe Executive Secretary of the Department of Superintendence serves as Director of the Division of Administrative Setvice. The total pay roll for this Division\nand the Department\n\nis $15,390.00,\n\nof Superintendence\n\nis paid by the Department of Superintendence.\nDirector, three stenographers, and two research\nDivision of Research.\n\nof which\n\n$8,900.00\n\namount\n\nThe pay roll provides for the\nspecialists to cooperate with the\n\nExpended\n\nBudget\n\n1926-1927\n\n1927-1928\n\n$96,769.44\n\n$96,769.44\n\nanon $96,769.44\n\n$96,769.44\n\nJournal of the National Education Association:\n\nBrinting sand eOistributvomey\n\nTotals\n\nsee\n\naaa\n\nee\nees\n\nThis schedule is based on present membership.\nIncreases\nautomatically increase cost of printing and distribution.\nResearch\n\nin membership\n\nwill\n\nBulletin:\n\nPrinting\n\nand’ Distribution\n\nTotals\nThis schedule\n\n“2... /02.2.....4. $7,493.03\n\n29-08 ies aR\n\nee\n\neee\n\n$7,493.03\n\n$7,750.00\n$7,750.00\n\nis based upon the cost of five issues of the Research\n\nVolume of Proceedings.\nTotals:\n\nBulletin.\n\n2.7-.1.:).)\nbie eine\n\n$9,191.81\n\n$9,191.81\n\nF3.04iod.coc\nta ae\ncaer ae\n\n$9,191.81\n\n$9,191.81\n\nThis schedule is based on publication of 6,500 copies of 1,200 pages\ndistribution charges for same.\nPublications\n\nTotals!\n\nand Reports for General\n\norc:\n\nee\n\neach with\n\nSale....\n\n$2,637.31\n\n$2,100.00\n\noe\n\n$2,637.31\n\n$2,100.00\n\nee\n\nThe appropriation requested in this schedule is to be used for printing or reprinting publications of the Association from the sale of which a direct profit is\nderived.\nAnnual\n\nConvention:\n\nDepartment\n\nsExpenselmaecia\n\nanes\n\nee\n\n$806:574(a) see\n\nState Directors siya ctveretersdeversy\nie)sopexcrsted roles ree\nRepistrationtew.\ngo52 pele\neer ey ee\nStenoprapherssande bypings\nce iene\n\n626.97\n547.46\n203.00\n\nee realers=\n$547.46\n203.00\n\nPublicity\n\n664.61\n\n664.61\n\n“Wes Pore hence erin weer\n\ninne\n\nPrintingebrograms yr rnirtntei\ntary terre ete te\n2,347.47\n2,000.00\nPrinting), sMuiscellaneouspa.aesrpiacieicaset cedars\n722.75\n722.75\nExpress sand Ereight) 2.4 seen aerate hae\n380.03\n380.03\nselephonesands Lielegramsmeer peice\neit mee\n75.00\nGeneral SExpense 7/4270\neee\nioe\n633.32\n633.32\nBad es Ws pcchre Chammeuasa cer eer\nee\n108.24\n108.24\nRepresentative Assembly Expense .........\n965.78\n965.78\nSpecial Committee appointed by President. .\n30.00\n30.00\nSesquicentennial Pageant Expenses ........\n56./cae eee\n\nRotals wee 3 acces aetna\nRees\nDeduct Expense) State Directors...)\n4- ee\n\n$8,102.94\n$6,330.19\n626.97 (Db).\n$7,475.97\n\n"}
{"page": 1187, "printed_page": null, "text": "THE\n(a) The\n\n1927-28\n\nappropriation\n\nBupceET\n\n1183\n\nfor Department Expenses is listed under\n\nule 20—Special Appropriations,\n(b) The item for State Directors appears in Schedule for Directors.\nExpended\nSpecial Appropriations:\n1926-1927\nAmerican, Education Weekussadack cee. snes\n$392.12\nChildren oa Litenatutemar\nfiat moeiriis scien bc pisces\nHorergn) Relations: (Publicity) eeeacis....24.46\nFlealthm bd ucationercts\ncma tnt etree\n359.25\nWerislatives Commission. errr eee nice\n3,961.91\n\nBudget\n1927-1928\n$400.00\n50.00\n800.00\n400.00\n12,329.90\n\nDept. of Classroom Teachers .............\nDept. of Elementary School Principals ....\n\n6,071.07\n2,000.00\n\n8,500.00\n2,000.00\n\nMINEINE CMM et ceateseta <0)voscsGG,cm.aldvave opto Ges)ooMOpOTS\nCommittee on Retirement Allowances .....\nBehavior Problem—Child 5..2.......5..00\n\n223.91\n730.32\n103.50\n\n100.00\n100.00\n100.00\n\n290.12\n762.07\nDepartment of Visual Education ..........\n37.50\nReorganization of Departments ............\n142.13\nHometfor Retired, Meachers wa. oe.\nsorta\n407.96\nDept: of Adult, Education.,..¢-re1\n4: + <2 oe\n300.00\nKindergartens Bducationy ..).j-.ciie burrs 16\n150679\nColoreduschooulsuencese\nscent oer\n| ena\nCommittee*on“Commitiees*..c7o..\ncent eesee) Sea aaee\nIMEUSE MIS acrete sake: rare erettin Stadehelelenelets stsectatenaiettss\n32.81\nNational Council, Education ...:..5...2...4-.375.00\nRetirement,.A\nllow ances): ccc ete scree\neee eee\n\n1,000.00\n800.00\n\nCommittee\n\non\n\nDelegate\n\nRepresentation\n\nand\n\ncandied uestions a.) ur osik puck wise eroeriys\nProcessional eP tniCspetine\nsccce cette: se.ceres :\n\nWMotalsee\n\nCommittees\n\nes. cic. a\n\nsates\n\nfee Sehr\n\nnot’ continued\n\nye\n\n$16,365.92\n\n.25.4..056 5.56%\n\nee oe\n\n580.32\n\n100.00\n100.00\n500.00\n\n500.00\n200.00\n200.00\n100.00\n50.00\n500.00\n4,000.00\n$32,829.90\n\n$16,946.24\nAssociation Membership Fees:\nWorld Federation of Education\nPAISSOCIALIONS Petree ene Roe o eicmiy = clerk me\nAmerican\n\n...........\n\n$1,000.00\n100.00\n\n$1,000.00\n100.00\n\nOtalSite cctas-oeareyras\nities Bia ovetussestih sous\n\n$1,100.00\n\n$1,100.00\n\nCouncil\n\nof Education\n\nRespectfully submitted,\nWALTER\n\nR. SIDERs,\n\nPocatello, Idaho.\nDavin FELMLEY,\nNormal, Illinois.\n\nFRANK\n\nE. REYNOLDS,\n\nColumbus,\n\nOhio.\n\nHenry LEsTER SMITH,\nBloomington, Indiana.\nJuyia E. SULLIVAN,\nCharlestown, Mass.\n\nSched-\n\n"}
{"page": 1188, "printed_page": null, "text": "SECRETARY’S\nA DECADE\nJ. W.\n\nREPORT\n\nOF ACHIEVEMENTS\nCrastree,\n\nSecretary\n\nIn 1917 when the headquarters of the Association were moved from\nAnn Arbor, Michigan, to Washington, D. C., there were men and women\nwho predicted growth and increased prestige for the Association.\nBut who\ncould have foreseen a 2000 percent increase in membership within a tenyear period? ‘There were those who expected growth in professional spirit\nbut who could have believed that within ten years there would be almost\nas many 100 percent schools as there were members in the Association in\n1917?\nWe need to know the still earlier history of the Association to appreciate\nits high ideals and to recognize what had been accomplished by it during\nthe six preceding decades. We find in going over this history that the\nAssociation organized in 1857 met in a remarkable manner the demands\nmade upon it from decade to decade.\nWe find that,\nFOUNDATIONS\nalthough membership was small during these sixty\nLAID 1857-1917\nyears, it was a distinguished membership—a thinking\nand working membership.\nWe find the Association from the first developing policies and ideals. ‘There were few well organized state and local\nassociations on which to build. ‘The Association, therefore, had to lay its\nown foundations.\nIt was, up to 1917, very properly a convention organization, its membership consisting largely of the administrators in education.\nThese few leaders were the natural representatives of the teachers and the\nprofession.\nNo other type of Association could have done so much for\neducation at that time.\nUnder the inspiration and\nDEVELOPMENT\nleadership of the Association the public school idea\nOF PUBLIC\nhad its great development.\nWhat larger achieveSCHOOL IDEA\nment than this in all history?\nThe Association was organized at a time when the permanency of the\nunion of states was being put to the test. There were fears that it would\nbreak on the rock of state rights. The chief reasons for organizing nationally were to aid in bringing about through education a better understanding between the various sections of the country, to build a more stable\nnational spirit, and to inspire renewed confidence in the democracy established by the forefathers.\n‘This high purpose has inspired increasing loyalty\namong educational workers as the nation has grown in unity and greatness.\nDuring these early years local associations were usually built around\npopular leaders and very often lost their significance as these men passed on.\nSome of the states had small state associations.\nLike the National Education Association they were organized for convention purposes.\nThere was\nno desire and no need, according to the views of teachers and their superOostie,\nvisors, for a more vital connection between the\nvarlous organizations in the states and the nation.\nOR\neee\nBut the wwork under r way\nw\nvas\ndevelopi\nASSOCIATIONS\nwas\ndeveloping a professional spirit and-an appreciation of the value of team\nwork which was certain eventually to be recognized.\nIt was laying the\nfoundations for the larger service of today.\n\n[1184]\n\n"}
{"page": 1189, "printed_page": null, "text": "SECRETARY'S\n\nREPORT\n\n1185\n\nAl Decade of Growth\n1917 - 1/920\nCount made at end of each calendar year\n\nEi\n\na\n\nH\np\n\nFic. 1—ToraL ENROLMENT AT THE END OF EACH CALENDAR YEAR.\nTHE LAST TOTAL\nIS FOR DECEMBER 31, 1926, OR WE MAY SAY FOR JANUARY 1, 1927. ‘THE MEMBERSHIP\nCOUNT HAS BEEN MADE AT THIS DATE THROUGHOUT THE HISTORY OF THE ASSOCIATION\n\nLong before 1918 the idea of calling on teachers to help in the solution\nof the problems of the profession had begun taking root in a few places.\nMen and women of vision readily saw the great advantage of carrying that\npolicy into the national and state associations.\nIt is not certain that the\nNational Association was the first to lay emphasis on teacher participation.\nSome states may have led in the movement.\n‘That\nis not the important point. The work of the na- i$ Basho ete\ntional, local, and state associations, loosely organized\nPOR TEACHERS\nas they were, together with the trends of the decade\ntowards efficiency in organization, prepared the way for the steps to be\ntaken in 1918.\nThe new place for the teacher came as a natural result of movements\nin the profession.\nIts realization was hastened by the team-work in connection with the World War when teachers in the ranks were depended\nupon for work and for leadership.\nIt came at a time when the ideals of\ndemocracy were more pronounced than for half a century before. Yet not\nall superintendents were eager for it. Some wondered whether it would\nnot breed trouble for school systems. ‘They had in their own schools teachers\nwho had stirred up trouble.\nOne superintendent appeared before the\neet.\nExecutive Committee to censure the Secretary i\"\nTEACHER\nhaving advocated teacher participation in the Na\npaprTIcIPATION\ncould\nOne\ntional Education Association Bulletin.\n.\nhardly find a leading superintendent who does not\ntoday definitely seek the organized cooperation and help of teachers on his\n\n"}
{"page": 1190, "printed_page": null, "text": "NatTIONAL\n\n1186\n\nEpucATION\n\nASSOCIATION\n\nA decade ago there were scores of them.\nown problems of administration.\nmade it possible for the AsWashington\nto\nheadquarters\nthe\nMoving\nsociation to take a prominent part in matters of farreaching importance.\nMr. Pearse of Wisconsin, chairman of the board of trustees, had contended for many years that it was a mistake to locate headquarters wherever the secretary happened to live. He pointed out what it would mean\n‘This idea was\nto the profession to have the central office in Washington.\npromoted by Dr. Winship of Massachusetts, D. B.\ncero\nJohnson of South Carolina, J. Y. Joyner of North\n\nCarolina, Mary C. C. Bradford of Colorado, A. J.\nMatthews of Arizona, W. R. Siders of Idaho, and many others. At the\nPortland meeting in 1917 a decision was reached to locate the central\noffice in Washington.\nThis gave the opportunity to lead in large movements.\nThe records show that the Association has taken advantage of\nthe opportunity.\nIn the memorable year, 1917-18, men and women holding offices and\npositions on committees met many times at National Education Association headquarters around a little mahogany table which is still in the\nSecretary’s office. “These men and women saw the possible danger of the\nWorld War’s tearing down that which would require decades to reconstruct.\nThey said, ““Why not begin building before the structure falls and\nwhy not build better in the reconstruction than\natone\nbefore?’ ‘Those were days for serious thinking.\nTHINKING\nAmong the ideals and movements which were urged\nupon the Association none proved to be of more\npractical value than that of attaching greater importance to the position of\n\nGROWTH\n\nIN\n\n1924\n1925\nFic.\n\n2—ONE\n\nHUNDRED\n\nPERCENT\n\nSCHOOLS GIVE PERMANENCY\nTHE ASSOCIATION\n\n92\n1926\n\n1926\n1927\n\nTO MEMBERSHIP\n\nAND\n\nTO\n\n"}
{"page": 1191, "printed_page": null, "text": "SECRETARY'S\n\nREPORT\n\n1187\n\nthe classroom teacher. This recognition prepared a mass of workers to\nbecome members of a profession.\nIt immediately increased the membership of both the state and national associations.\nIt, more than any other\ncause, contributed to the rapid development of state associations from small\nbeginnings to large strong associations requiring the services of fulltime\nsecretaries and a staff of helpers to carry forward the work.\nWhen a history of epoch-making movements in education is written, the\nnames of the men and women of 1918 and the plans which they formulated\nwill have much more than casual attention. It is true that the nation was\nripe for the great things started around the historic mahogany table in the\nSecretary’s office. Some other group of people might have done the same\nthing.\nBut opportunities often smoulder along for years awaiting the\nright men and women to take advantage of them. All honor must always\nbe given to those who have the wisdom to know\nwhen conditions are ripe for a movement and who\nPena eee\nhave the vision and enthusiasm to direct energies\n}\neats\nMAHOGANY\nalong the best lines. The material in that mahogany\nTABLE\ntable is sacred timber in view of what has already\nresulted from the deliberations and decisions reached by those whose feet\nwere under it hour after hour and day after day during the turbulent war\nperiod.\nIn the fall of 1917 at a conference around this table it was decided to\nappoint a committee to work out the larger policies and plans for reconstruction in education.\n‘The president, Mrs. Mary C. C. Bradford, appointed a committee of five leading specialists in educational policies, but\nbefore the committee had begun work it was found that the interest in\nthe idea had become so intense that it was advisable to have a larger and\nmore representative commission.\nAt the meeting of the Department of\nSuperintendence in the following February, this Department authorized\nits chairman to appoint a committee to serve with the one already appointed.\nThe two groups met in March, 1918 and amalgamated as the Commission\non the Emergency in Education.\n‘This commission under the guidance\nof its chairman, iT. George D. Strayer, worked\nanne\nout a program in education which has had a tre;\nCOMMISSION\nmendous effect on educational progress and on the\ngrowth of professional interest throughout the nation. ‘This report can\nonly briefly mention the farreaching value of the work of the commission\nand other groups in these conferences of 1918 and 1919. ‘The work has\nbeen so fundamental to progress that it will require a quarter of a century\nto bring to light the full significance of the plans formulated at that time.\nThe following was the membership of the first commission as appointed\nby Mrs. Bradford, president of the National Education Association, and\nDr. Finegan, president of the Department of Superintendence: George D.\nStrayer, Lotiis D. Coffman, Robert J. Aley, Sarah Louise Arnold, W. C.\n\n"}
{"page": 1192, "printed_page": null, "text": "1188\n\nNationaL\n\nEpucaTion\n\nASSOCIATION\n\nBagley, F. D. Boynton, Mary C. C. Bradford, J. A. C. Chandler, George\nB. Cook, Elwood P. Cubberley, Agnes E. Doherty, Susan M. Dorsey,\nDavid Felmley, Thomas E. Finegan, J. M. Gwinn, Ada Van Stone Harris,\nE. C. Hartwell, Henry W. Holmes, W. A. Jessup, James Y. Joyner,\nHarry Pratt Judson, A. J. Matthews, William B. Owen, Carroll G.\nPearse, Josephine C. Preston, Walter R. Siders, Payson Smith, Frank E.\nSpaulding, Nina C. Vandewalker, J. W. Withers, and Mary E. Wooley.\nNearly all these were active in working out the program of the enlarged association.\n‘The chairman and many of the members spent hours\nand days in the old “battleship building” at 1400 Massachusetts Avenue.\nOther outstanding leaders participated extensively in these momentous\ndeliberations in Washington.\nAmong them were:\nOTHER NAMES\nJohn A. H. Keith, Harrisburg, Pennsylvania; D. B.\nWaldo, Kalamazoo, Michigan; Katherine D. Blake, New York City; Hugh\nS. Magill, field secretary; Ella Flagg Young, Chicago; J. M. Gwinn.\nSan Francisco; Uel W. Lamkin, Maryville, Missouri; H. L. Smith, Bloomington, Indiana; Cornelia S. Adair, Richmond, Virginia; W. H. Waters,\nManhattan, Kansas; John H. Finley, New York City; C. H. Judd,\nChicago.\nDr. Harry Pratt Judson, then president of the University of Chicago,\nconsidered the National Education Association a place of importance and\ncontributed his presence and counsel at several of these conferences.\nPresident P. L. Campbell, then of the University of Oregon, Eugene, Oregon,\nand secretary of the newly organized American Council of Education,\nspent nearly three months at N. E. A. headquarters.\nMrs. Ella Flagg\nYoung was an active figure at these conferences up to the time of her\ndeath.\nProfessor J. W. Searson of the University of Nebraska got his\ninspiration here for the magazine School Service, which he assisted in editing\n\nfor the United States Government during the war.\nPresident Wilson\nattached great value to this service.\nDuring these years, Dr. A. E. Winship carried the gospel of the profession and the program of the Emergency Commission into every corner\nof the United States, gaining the confidence and cooperation of teachers\n\nand bringing back ta the headquarters\n\noffice inspiring echoes\n\nof these\n\ncontacts.\nHis has been one of the great services of the period.\nThe Association has in its archives another .elic of those stirring days\nin the large service flag which was purchased at\nTHE SERVICE\nthe personal expense of the president of the AsFLAG\nsociation, Mrs. Mary C. C. Bradford, and which\nhung from the headquarters building during the war.\nIt is twelve by\neighteen feet and contains 756 stars representing the members who, at the\ntime the flag was made, were enlisted with the expeditionary forces in the\nWorld War.\nWhen it was seen that Mr. Hoover’s food conservation\nplan could not be carried out successfully by the National Council of Defense, the group at National Education Association headquarters offered\n\n"}
{"page": 1193, "printed_page": null, "text": "SECRETARY'S\n\nREPORT\n\n1189\n\nto place the help of the profession and the machinery of the public schools\nat the disposal of the Food Administration.\nThe\noffer was accepted and the plan was carried out\nPe\npete\nwith marvelous success in almost every community\nCONSERV Fern,\nin the United States. After the war was over Mr.\nHoover wrote a letter of appreciation to the teachers of America attributing the great success of the food conservation plan to them and to the\nschools.\nDr. Frank E. Spaulding, who was responsible for the organization and\nadministration of educational activities for the expeditionary forces in\nFrance, spent hours at N. E. A. headquarters imEDUCATION\nmediately preceding his leaving for France where he\nIN FRANCE\nput into successful operation the greatest education\nscheme in all history for armies in camp and in the field.\nThe following distinctive new movements were either set in motion or\nat least stimulated by the Commission on the Emergency in Education\nand by the later committees and commissions :\n1. The enlistment of all teachers and administrators in a great program of servyice and the formation of an all inclusive profession.\n2. Definite progress in getting the entire profession at work on its problems.\n3. A united movement for a Department of Education.\n4. Promotion\n\nof the principle,\n\nthe equalization\n\nof educational\n\nopportunity.\n\n5. Movement for an adequate supply of educated and professionally trained\nteachers for all the schools.\n6. Scientific salary studies leading to the adoption of the much better salary\nschedules now in operation.\n7. Development of educational research and publicity on a nationwide basis\nand the use of the central office as a clearinghouse.\n8. Definitely relating the central organization to the larger public interests of\n\nAmerica.\n9. Improved plans and policies for the Americanization of the foreign-born,\nand for doing away with illiteracy among the American-born.\n10. Development of a closer relationship between the school and the public.\n11. Development of international ideals in education and the organization of\nthe World Federation of Education Associations.\n12. A more scientific basis of testing and measuring as applied to work in the\nschools.\n13. Thrift savings, and the general diffusion of financial knowledge and\npractices.\n14. The\n\njunor\n\nhigh\n\nschool,\n\nthe\n\njunior\n\ncollege,\n\nand\n\nincreased\n\nvocational\n\nad-\n\nvantages.\n\n15. Development of a plan of keeping pace with the advancing curriculum and\nfor continuous attention to the integration of courses in the curriculum and of the\nvarious divisions in the school system.\n\nThe Journal and Research Bulletins carry the best thought of the profession and the results of the most recent investigations direct to teachers.\nThe inspiration from this source is marked and continuous.\nIt keeps the\nIt adds to membership and growth.\nprofession at work on its problems.\nThe publications of the Association are in all libraAe\n‘\nTHE\nPUBLICATIONS\nries in the United States. “They are on the desks of\nteachers and principals.\n‘They are used in classes\n\nin teachers colleges.\n\nThe publications are the result of the enlarged life\n\n"}
{"page": 1194, "printed_page": null, "text": "1190\n\nNaTIONAL\n\nEDUCATION\n\nASSOCIATION\n\nof the Association and are the cause of larger activities and achievements.\nThe Research Division, organized in 1922 in response to demands coming from members, state and local associations, and from colleges and\nuniversities, has grown steadily to meet the increasing needs of the profegsion. It has become the clearinghouse for all research agencies in schools\nand colleges in the United States and provides current material for the\nuse of ten thousand study groups and for the use of the school and college\nauthorities in every state. All this great service\nTHE RESEARCH\ncost the Association less than $30,000 last year.\nPeek en ko\nIt will be less than $40,000 for next year. This\nsame service would cost more than five times what\nit now does were it not for the fact that specialists in schools and colleges\nand in all research agencies gratuitously cooperate on important pieces of\nwork.\n‘The most noted research workers in America take pleasure in making their findings available to the division of research.\n;\nDo you realize the gain which has been made in teacher tenure, teacher\nretirement laws, in the salaries paid teachers, principals, superintendents,\nand others in school and college work, and in*the greater recognition given\nthe profession among the other great professions?\nDo you appreciate the\nimproved relationships which have come about between the classroom\nteachers, the principal, the superintendent, and other workers in the profession? Do you realize the strength of the well diee ee\nrected influence of the larger association? It started\nMADE\nthe wave of influence which prevented the further\nexhibition\n.of Arbuckle pictures in 1922.\nIt was\n\ndefinitely responsible for securing the passage of the school land laws of\nso much value to the western states.\nThere are many other examples\nshowing the increased power of the Association.\nWho can evaluate the\nimprovement resulting from the organized study of the profession on its\nproblems?\nWho can fail to appreciate the results of thinking together\nwith the public each year on the work and the needs of the schools during\nAmerican Education Week?\nThere has been in ten years an increase in high school enrolment using\nround numbers from 1,600,000 to more than 4,000,000; an increase in\nattendance at summer schools from 40,000 to 250,000; an increase in the\nnumber of consolidated schools from 5,000 to 15,000; in teachers colleges\n\nauthorized to grant degrees from 20 and 25 to more than 100; in states\nhaving sound retirement laws from 4 or 5 to 22; in states having tenure\n\nare iayeae he\n\nlaws from 5 to 14; an increase in the value of school\n\nproperty from $2,000,000,000 to $4,000,000,000; an\n\nincrease in average salaries for teachers from $600\nto $1,300; in membership in state associations from 200,000 to more than\n600,000; and in the expenditures for public school education from\n$750,000,000 to $2,000,000,000.\nThe start in all this unusual progress was made nearly a decade ago.\nJust as the earlier type of organizations developed certain valuable ideals\n\n"}
{"page": 1195, "printed_page": null, "text": "SECRETARY'S\n\nREPORT\n\n1191\n\nand certain new needs for 1917, so the Association, growing by leaps and\nbounds in service as well as in members, during the past ten years has developed a new set of opportunities for 1927. Everybody knows that new\nadjustments should be made in organization, in program, in methods, in\npolicies, and in outlook. But if leaders should attach more importance to\nwhat has been done and to the plans that have been\nLOOKING\nin vogue than to larger goals just ahead, little would\nAHEAD\nor could be accomplished during the next decade. Is\nnot the situation ripe for a new period of unprecedented prosperity for the\nprofession and for education just as was the case ten years ago? Have we\nthe men and women of vision to put another series of movements in motion\nand have we the leaders to inspire the entire profession with zeal to do\nthe work?\n‘The answer is that we have the leaders just as we had the\nright leaders in 1917-18, and the work is actually under way to start the\nnew decade on a period of prosperity and success even beyond the achievements of 1917-27.\nDo you not see and feel the force of it all? Though\nwe are in the current of professional advancement, you need only to glance\nat the overconservative fixed points on either bank of the stream to see the\ngain which is being made and to feel the accelerations resulting from new\nangles of thought and efficiency with strong men and women in the lead.\nWe are proud of what has been accomplished, more especially because of\nthe still larger growth and service that the developments of 1917-27 make\npossible in 1927-37.\n\nMEMBERSHIP IN COME\n1917 - 192\n\nrae\nSSS\n\nSSS\n\nSSSA\n\nile\n\nLonecenena\nSET\n\nSAN\n\nCEE\n\nWe 233\nee\n\nSS\nKG. .,. GREK,\nKR. CS\nRR. WWKWC—CC(K\nx\nGG\nFic.\n\n3—SHOWING\n\nTHE\n\nGROWTH\n\nIN\n\nMEMBERSHIP\n\nINCOME,\n\n"}
{"page": 1196, "printed_page": null, "text": "1192\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\nS_\n\nITEMS\n\nOF INTEREST\n\nThe work of the state and national associations is directly responsible\nfor great improvement in school conditions and for much higher salary\n“The stimulation of\nlevels for teachers, principals, and superintendents.\norganization and investigation has reached into nearly every line of service.\nThe weakest place is in the colleges where the pay of instructors, assistants,\nand professors is still on the prewar basis. Classroom teachers in a num-\n\nber of cities receive better salaries than full professors in many colleges.\nThe failure of colleges to enlist\nThe situation is pitiable and deplorable.\nin promoting the interests of the profession has left\nSALARY OF\ntheir field almost untouched in the recent increases\n\nBO er ee\n\nacme\n\nin salary schedules. A few college faculties are\nactive in the Association.\nMany of the best leaders\n\nare college professors, but as a rule the college professor has been satisfied with membership in his own technical association.\nColleges need the\nAssociation.\n‘The Association needs the colleges. Education is a connected\nwhole. All its workers belong to one great fraternity and should be led\nto recognize that fact. They should all be active in working for the\nfraternal welfare.\n“There is no place in the profession for a cloistered\ngroup.\nLet the Association with the help of state associations start a movement immediately to acquaint the public and the college authorities with the\nimportance of retaining an efficient faculty in the college and of the need\nof better pay to accomplish that end. ‘This is an all-inclusive organization. It must not neglect any part of the profession.\nA few years ago teachers were often opposed in their fight for adequate\ntenure regulations by the superintendent as well as by the board of education. Now nearly all superintendents and boards of education are in favor\nof teacher tenure. It gives better teachers for their\npest\nschools. All are ready for the formal rules which\nare not so easily worked out. ‘Tenure is becoming\nan established principle.\nIt will be practiced more and more as time goes\non whether satisfactory rules are printed or not.\nThe new problem is that of superintendent tenure.\nMore than a score\nof city superintendents because of some factional trouble are not to be\ninvited to remain next year. Some have actually been dismissed for purely\npolitical and factional reasons.\n‘The teachers in cities where the work of\nthe superintendent has been efficient have almost forgotten their own tenure\ntroubles in their interest in the new problem of superintendent tenure.\nTeachers realize as never before the disastrous effect of frequent and\nunnecessary changes in the superintendency on the success of their own\nwork and on that of the school.\nIt pays teachers to back the worthy\nsuperintendent as it pays the superintendent to protect worthy teachers, re-\n\n"}
{"page": 1197, "printed_page": null, "text": "SECRETARY'S\n\nREPORT\n\n1193\n\nmembering that the great reason for it all is to promote the welfare of the\nJust as tenure for teachers comes with the cooperation of the\nschools.\nsuperintendent, tenure for the superintendent must\ncome through the efforts of teachers.\nHis eggs\nSUPERIN-\n\nare in the same basket with theirs.\n\nTeacher senti-\n\nones\n\nment based on truth and backed up by earnest conviction can easily become public sentiment.\nTherein, and perhaps only\ntherein, lies the solution of the problem of superintendent tenure.\n\nIt has become a settled policy of the Association not to use its officers or\nmachinery to promote the interests of any candidate or of any political\nparty. Members participate in political campaigns as they see fit, but they\ndo not do so under the direction of the Association.\n“This policy gives\nprestige and power.\nIt holds the confidence and\ngoodwill of the best people of all parties. When\nLarner\nthe Association advocates a principle or cause, party\nmanagers listen in because they realize that the people will pay attention.\nNow and then a member expresses the view that the Association should\nfight for good candidates for Congress and against bad ones.\nPoliticians\nencourage that thought as they see advantage in it for themselves.\nBut\nmen and women of vision will never favor abandoning the present policy\nof keeping the Association out of political campaigns.\nAmerican Education Week was more widely observed last year than ever\nbefore.\nThe interest in the program for this year is still greater. “The\nfact that other nations are considering the question of having an Education\nWeek and of holding it during the week in which Armistice Day falls adds\nnew interest to the observance of the week in America.\nIt is important\nthat the purpose of the week be clearly defined.\nThis purpose as stated in the program is to acquaint\nPURPOSE OF\n‘\n:\n:\nEDUCATION\nthe public with the actual work of the schools, with\nWEEK\ntheir ideals, their achievements, and their needs. Let\nus recommend that the Representative Assembly and the American Legion\nformally adopt the above as the purpose and that they declare against using\nthe week for other ends. It may not be an idle dream to look ahead and\n\nsee not only a nation but a world centering interest in the schools and their\nneeds during Armistice Week.\nMany inquiries have been received from\nother countries, and we are encouraging this method of promoting education in all nations. Fifteen ministers of education are already interested in\nthe movement. ‘Think of the educational and social advance in the nation\nand world if this ideal should be carried out!\nThe President of the United States was not invited to issue a proclamation for American Education Week last year. ‘The committee took the\nview that it answered every purpose for governors and mayors to issue\nproclamations.\nThis led to the suspicion that the President had withdrawn\n\n"}
{"page": 1198, "printed_page": null, "text": "NaTIONAL\n\n1194\n\nEpuUCATION\n\nASSOCIATION\n\nThe fact that the Bureau of\nhis support from this worthy movement.\nEducation had withdrawn its part in preparing the program lent color to\nthat view.\nIt must be understood, however, that\n\nthe observance of the\n\nPRESIDENT’S\n\nthe Bureau still encourages\n\nTT\nSICAN:\nHOR\nEDUCATION\n\nweek, although it does not promote it on its own\nThe failure\nfunds.\nfai ure | of the committee to extend an\n‘The\nfunds.\n\nWEEK\n\ninvitation did injustice to the President, who had\n\ngladly issued proclamations on previous occasions.\nWe recommend that the Representative Assembly direct the president of the\nAssociation in cooperation with the American Legion to invite President\nCoolidge to issue a proclamation in September for the observance of American Education Week, November 7-13.\nSuperintendent Weet, of Rochester, New York, takes the position that\nthe expenses of members of committees should be taken care of by the\n\nlocal schools.\nHe bases this view on the fact that the benefits to the\nlocal school system justify the expenditure.\nIf such a policy were adopted\nit would add as much as twenty percent to the amount of work which\ncould be undertaken on available funds.\nIn the case of colleges, their relations to the public are such that they feel the need\ney Sak\n\neae\n\nof extending help on the problems of the profession\n\nIN arin\n\nand the schools.\n\nRESEARCH\n\ntions of responsibility and because it is the most effec-\n\n‘They do so because of their posi-\n\ntive form of acquainting the public with their services. “The expenses of college men who have worked on committees have\noften been looked after by their institutions. Why should we not take it\nas a matter of course that school and college authorities will care for the\nexpenses of those who are honored by membership on committees?\nThe payment of expenses of Association officers, of department officers,\nand of members of committees could easily use up the major part of the\navailable funds for service. \"The amount paid out this year on hotel and\ntraveling expenses exceeded $25,000.\nIt is observed that the officers of\ndepartments have as a rule tried to hold these expenditures to the minimum,\nyet the total is amazingly high. ‘There is much less extravagance in the\nuse of funds in our Association than in other associations.\nOfficers and\ncommittee chairmen should see that the fewest possible bills for traveling\nexpenses are presented to the Association for payment.\nLet other agencies\nwherever possible share the burden.\nIt must be remembered that more\nthan half the funds come from the membership dues of teachers who have\ndifficulty in making ends meet.\nDo we not owe it\nDEN SHeS\nto these members to use every dollar to bring back\nthe best possible results in service to them and to\ntheir schools?\nSo far as expenses of committees fail to count towards this\nend they should be eliminated.\nWe should see to it that funds are never\nused simply as an accommodation to an individual. While commending\nofficers for their care in the past, let us urge their continual vigilance in\nkeeping down expenses along lines that do not give immediate results.\nTime settles many questions.\nA few years ago it was thought that it\n\n"}
{"page": 1199, "printed_page": null, "text": "SECRETARY'S\n\nREPORT\n\n1195\n\nmight become necessary to make a salary allowance for the president ot\nthe Association or of departments while on leave of absence from the school\nfor Association duty. Experience shows this to be unnecessary.\n‘The\nBoard of Education of Brookline, Massachusetts, granted a year’s leave\nof absence with pay to Miss Mary McSkimmon, president of the Association, in order that she might devote her entire time to the Association.\nThe Boston Board of Education gave a three months’ leave of absence\nwith pay to Miss Julia Sullivan in order that she might as president of the\nSimilar action\nDepartment of Classroom Teachers promote its interests.\nhas been taken this year by the Kansas City Board\nof Education in the case of Miss Anna Thompson,\nPAYMENT OF\npresident of the Department of Classroom Teachers,\neke Rae ee\nand by the Lincoln Board of Education in the case\nof Miss E. Ruth Pyrtle, president of the Department of Elementary Principals. Each of these department officers has been given three months’ leave\nof absence on pay.\n“There is hardly an instance where the president has\nnot had all the time he needed for Association work without any loss of\nsalary. As a rule, boards of education are willing to grant a leave of\nabsence on pay in appreciation of the honor which has come to the school\nsystem and in recognition of the good work of the one elected as president.\nWhy not leave this matter entirely with the local authorities? “There now\nseems to be a well settled policy not to pay salaries for officers out of the\nfunds of the Association.\nAmong the measures to be considered by the Board of Directors is a\nplan of retirement allowances for the headquarters staff. “The Committee\non Retirement allowances made the recommendation for such a plan at the\nPhiladelphia meeting.\n“The Representative Assembly approved.\n‘The\nExecutive Committee and Board of Directors have authorized a committee\nto have a report ready for final adoption at the\nRETIREMENT\n\nSeattle meeting. A scheme is being worked out\nALLOWANCES\nsimilar to the systems adopted by the National\n_ FOR\nGeographic Society and the United States Chamber\nHEADQUARTERS\nof Commerce.\nSTAFF\nCertain provisions in the bylaws are not in harmony with the charter.\nThe committee on delegate representation and kindred questions, of which\nDr. P. P. Claxton is chairman, will propose at this meeting corrective\namendments.\nLet us urge unanimous consent to vote at once on all these\nstrictly corrective amendments.\nThe committee will recommend other\nchanges in the bylaws.\nSome of these will need to lay over for a year,\nBIEN DGGE\nbut there will be no question as to the wisdom of\nBYLAWS\ngiving unanimous consent for considering a few\nnecessary changes at this meeting.\n“The recommendations of the Secretary made at the Philadelphia meeting were referred\nto Dr. Claxton’s committee for consideration by the action of Board of\nDirectors and the Representative Assembly.\nThe Association is arranging to pay $20,000 on delegates’ expenses for\nthe Seattle meeting which means less per delegate for those in the east\n\n"}
{"page": 1200, "printed_page": null, "text": "NaTIONAL\n\n1196\n\nEDUCATION\n\nASSOCIATION\nSO\n\nfor\nwho go to Seattle than an allowance of $10,000 meant per delegate\nof\ncenter\nthe\nnearer\nheld\nwere\nmeetings\nthe\nwhen\nwest\nthe\nin\nthose living\npay‘The Committee considers it best to continue the policy of\npopulation.\ning a small portion of delegates’ expenses, but the\n\n$20,000 for the Seattle meeting should not be looked\n\nDLE\n\n2\n\nvacation.\n\nLast year the amount borrowed from the bank was $20,000 and\n\nThe amount is larger than\nupon as a precedent.\namma\nbudget. “The Committee\npresent\nits\non\nallow\nto\nthe Association can afford\nOnly in emer$10,000.\nbe\n1928\nfor\nallowance\nthe\nd\nthat\nwill recommen\ngencies such as that for Seattle should the amount go above this sum.\nThe Association needs to borrow large sums to tide over the summei\n\npublishers and business firms were asked to hold over to October and No:\n‘The\nvember bills beyond $50,000 incurred from June to September.\nlarger\nthe\nto\nowing\ngreater\neven\nbe\nmay\nyear\nthis\nborrowed\nbe\nto\namount\nbusiness to be transacted during the summer months.\nFUNDS FOR\nMore and more October and November are comonan\ning to be the income producing months. An effort\nwill be made to handle the budget in such a way as\nto have hereafter larger balances on June 1 to aid in tiding over the\nsummer months.\nThe continuous growth in active membership guarantees increased service to the profession from year to year. “The growth in life membership\nin a like manner guarantees the permanency of the Association and its\nwipeon\nstill greater service in the future. The 100 percent\nMEMBERSHIP\nschool and the larger life membership are equally\nimportant in furthering the interests of the profession and the schools. The year has resulted in adding in cash and notes\nmore than $60,000 to the permanent fund from life memberships alone,\ndue largely to the efforts of Philadelphia delegates and state directors.\nIs it not safe to estimate that with the help of the Seattle delegates\n$100,000 will be added to the permanent fund in 1927-28?\nOn May\n20 there were 960 life members. It is predicted that the count will reach\n1000 at this convention.\nLet us be sure that we are right and then stand together. Why should\nwe drop a good cause because of opposition?\n‘The better the cause the\nstronger the forces working against it may be. Congressmen who wish to\navoid new issues and new troubles assured some of our educators that\nthe School Land Bill could not pass in opposition to the wishes of the\nDepartment of the Interior.\n‘These same educators became disheartened\naE\nand were defeated in their own minds, but the state\n\nTOGETHER\n\nsecretaries did not acknowledge defeat so easily.\nThey stood together and the bill became a law.\nMany perfectly good men and women who believe in the principles of the\nNew Education Bill are ready to release the reins because certain Congressmen say it is a dead! issue and that time spent in its promotion\n\nis wasted.\n\n"}
{"page": 1201, "printed_page": null, "text": "SECRETARY'S\n\nREPORT\n\n1197\n\nSuch faith will never move mountains.\nOur easing up for the moment on\nthe child labor measure gave renewed courage to the opposition who are\nnow attacking the entire principle of national interests in child welfare.\nA\nUnited States Senator in speaking recently before the Daughters of the\nAmerican Revolution ridiculed the whole child welfare movement and\nboldly asked the help of those distinguished women to do away with the\nChildren’s Bureau.\nThe audience, while appreciating the oratory, must\nhave looked upon any such request as being a reflection on their intelligence\nand as an insinuation that they cared less for the wellbeing of their own\noffspring than for the glory of their ancestry.\n\nPERSONNEL\n\nCLASSIFICATION\n\nWe may well take pride in the leadership of the Association among the\ngreat national organizations in adopting in 1920 uptodate methods of keeping records and of classifying accounts, in adopting in 1922 a budget system\non a historical basis, and in adopting in 1927 a system of personnel classification for the headquarters staff showing minimum and maximum salaries\nwith annual increases.\n“These steps were taken to\nPURPOSE OF\nfurther guarantee the care and safety of funds to\nSTEPS TAKEN\nmake more certain the economical use of the fees\npaid by members and to increase the efficiency of the organization for the\nservice which it should render to the profession.\nThe last step, that of adopting a system of personnel classification at the\nDallas meeting in 1927, was taken as in previous cases after careful study\nand investigation.\nIn this study the executive committee was fortunate\nin getting the best help the United States Bureau\nof Efficiency could give. H. D. Brown, chief of the\nHELP OF\nBureau, and two of his leading assistants, Mr. Peck\nSabor\nEFFICIENCY\nand Mr. McReynolds, gave many hours’ work to\nthis scheme.\nMr. Peck, who had achieved success\nas a college professor and in school administration before he became connected with the bureau, was exceedingly well prepared to adapt the system used in the classification of the personnel of the departments of the\nFederal Government in Washington to the needs of our Association.\nMr.\nBrown has had a long and successful experience in efficiency work.\nHis\nname in this field first came into prominence in his work as a member of\n\nPresident Taft’s Commission on Economy and Efficiency.\nof the Bureau of Efficiency made no charge for\ntheir services. ‘They were glad to give their time\nbecause\n\nof their\n\nown\n\ninterest\n\nin education\n\nand in\n\n‘The members\na\n\nSete\n\nTONAL\n\nASSOCIATIONS\nthe good work of the Association. The executive\ncommittee made only a few changes in adapting the\nplan to our immediate use. The plan appears on page 1119 of this volume.\n\n"}
{"page": 1202, "printed_page": null, "text": "1198\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nDee\neee\nES\n\nTHE SEVENTH\n\nASSEMBLY\n\nREPRESENTATIVE\n\nDelegates who attended the Sixty-fifth annual meeting of the National Education Associa(1)\ntion in Seattle, Washington,\nJuly 3-8, 1927. ° The classification of positions includes\n5\nJ\n(3) principals,\n(4) classroom\nteachers,\n(5)\n(2) superintendents,\ndirectors and supervisors,\n(6) educational editors and secretaries, and\n(7) ex-officio\ncollege and normal presidents,\nmembers.\n\nALABAMA.\n\nARKANSAS\n\nBlake, Jessie (Teacher), Cunningham School,\nBirmingham;\nBirmingham Teachers Association,\n4\nBurnett, J. M. (Superintendent), Superintend-\n\nCallaway, Estelle (Teacher), 1900 Louisiana\nStreet, Little Rock; Woman Teachers. Association of Little Rock.\nDavis, Pearl (Superintendent), Deputy State\nSuperintendent,\nLittle\nRock;\nArkansas\nEducation Association.\nGriffey, Annie (Supervisor), Primary Work,\nLittle Rock; Arkansas Education Association.\nHill, A. B. (Ex-officio), President, Ouachita\nCollege, Arkadelphia;\nState Director.\nMcCuiston, Fred (Supervisor), Rural School,\nLittle Rock; Arkansas Education Associa-\n\nent\n\nCity\n\nSchools,\n\nTuscaloosa;\n\nAlabama\n\nEducation Association.\nFaulk, Knoxie Mae, 2518 22nd Avenue, North\nBirmingham;\nBirmingham Teachers Association,\nGrimes,\nHattie\n(Teacher),\nPowell\nSchool,\nBirmingham;\nBirmingham Teachers Asso-\n\nciation.\nHayes, Lois (Teacher), High School, Ensley;\nAlabama Education Association.\nHendon,\nAnnie\n(Teacher),\n833 South\n41st\nStreet,\n\nBirmingham;\n\nAlabama\n\nEducation\n\nAssociation.\nHodges, P. W.\n\n(Director), Certification and\nPlacement, State Department of Education,\nMontgomery;\nAlabama Education Associa-\n\ntion.\n\nJones, Grace (Teacher), Ensley High School,\nBirmingham;\nBirmingham Teachers Association.\nMcGehee,\nLaura\n(Teacher),\nPratt\nSchool,\nBirmingham;\nBirmingham\nTeachers Association.\nMathison, Mrs. R. M. (Teacher), Enterprise;\nAlabama Education Association.\nPoore, Mary\n(Supervisor),\n2015 Park Ave-\n\nnue,\nBirmingham;\nBirmingham\nTeachers\nAssociation.\nStacey, Daisy, 1210 Tuscaloosa Avenue, Birmingham;\nAlabama Education Association.\nWilkinson, T. G. (Superintendent), Superintendent\nCity Schools,\nEufaula;\nAlabama\nEducation Association,\nWilliams, J. D. (Ex-officio), Principal Avondale School, Birmingham;\nState Director.\n\nALASKA\nBowman,\nConrad\nHenry\n(Superintendent),\nSuperintendent\nof\nSchools,\nPetersburg;\nAlaska Educational Association.\nHenderson, Lester D. (Ex-officio), Commissioner of Education, Juneau.\nMitchell,\nG. C.\n(Superintendent),\nSuperintendent of Schools, Ketchikan; Alaska Edu-\n\ncational\n\nAssociation.\n\nARIZONA\nArchambeau,\nMrs.\nAlice\n(Superintendent),\nCounty\nSuperintendent\nof Schools,\nPrescott; Arizona Education Association.\nDaniels, Mrs. Annie (Superintendent), County\nSuperintendent of Schools, Tucson; Arizona\nEducation Association.\nGrau, Miss Miriam (Superintendent), County\nSuperintendent\nof Schools,\nPhcenix;\nArizona Education Association,\nMartin,\nFern\n(Superintendent),\n322\nWest\nRoosevelt, Pheenix;\nPhoenix Teachers Association.\nSéxson, J. A. (Superintendent), Superintendent of Schools,\nBisbee;\nWarren\nDistrict\nTeachers Association.\nStidham,\nLois,\n370\nNorth\nFirst,\nPhenix;\nPhoenix Teachers Association.\nVail, Alice L., 1324 East 7th, Tucson; National Council of Administrative Women in\nEducation,\n\ntion.\n\nNichols,\nLela\n(Supervisor),\nOpportunity\nSchool,\nLittle Rock;\nArkansas\nEducation\nAssociation.\nPitts, Gertrude, 915 Cumberland Street, Little Rock; Woman Teachers Association of\nLittle Rock.\nRoss, A. S. (Assistant State Superintendent),\nLittle Rock; Arkansas Education Association.\nWomack,\nJ. P. (Ex-officio), State Superintendent\n\nof Public\n\nBRITISH\nStraight,\n\nRobert\n\nInstruction,\n\n(Principal),\n\nnue,\n\nWest,\n\ncipals\n\nAssociation.\n\nLittle\n\nRock.\n\nCOLUMBIA\n\nVancouver;\n\n2650\n\n5th\n\nVancouver\n\nAvePrin-\n\nCALIFORNIA\nAdams,\nAdelaide\n(Teacher),\nAvenue, Berkeley; Oakland\nciation,\n\n3046 Benvenue\nTeachers Asso-\n\nAker, Homer F. (Superintendent), Box 356,\nHoltville; Imperial County Teachers Association.\nAnderson, C. A. (Principal), Hamilton\nior High\nSchool,\n35 Justin\nDrive,\n\nJunSan\n\nFrancisco;\nSan\nFrancisco\nSchool\nPrincipals Association.\nBardarson,\nOtto W.\n(Principal), 2226 Belmont Avenue, Fresno;\nFresno City Council of Education.\nBarker, Pearl, 3110 Marqueta\nStreet, Long\n\nBeach; City Teachers Club.\nBarnhill, Mrs. Ellen, 1974 Las Lucas Street,\nPasadena;\nLos\nAngeles\nCity\nTeachers\n\nClub.\nBarnum,\nSanta\n\nWm.\n\nF.\n\nMonica;\n\n(Principal),\nCalifornia\n\nHigh\n\nSchool,\n\nTeachers\n\nAsso-\n\nciation,\n\nBassette, Louise (Teacher), 509 West Poplar, Stockton; Stockton Elementary Teachers Association.\nBerry, Emmett R. (Superintendent), Cypress\nStreet,\n\nLaHabra;\n\nOrange\n\nCounty\n\nPrinci-\n\npals and Teachers Association.\nBoyer,\nFred A.. (Superintendent),\nSuperintendent\nof Schools,\nCoronado;\nCalifornia\nTeachers Association.\nBriggs, Clarence\nR. (Teacher),\n3812 Carolina Avenue,\nSan\nPedro;\nHigh\nSchool\nTeachers Association of Los Angeles City.\nBroadwater,\nC. R., El Segundo;\nCalifornia\nTeachers Association.\nBrown,\nIrene Frank\n(Teacher),\n234 South\nKenmore, Los Angeles; Los Angeles City\nTeachers Club.\nBrown, Mabel (Teacher), 311 Lime Avenue,\nLong Beach; City Teachers Club.\n\n"}
{"page": 1203, "printed_page": null, "text": "THE\n\nSEVENTH\n\nREPRESENTATIVE\n\nBrown, Wm.\nG. S. (Teacher), 1213 Cedar,\nLong Beach; City Teachers Club.\nBuchser, Emil R. (Principal), 396 Minnesota\nAvenue,\nSan Jose;\nSanta\nClara\nCounty\nTeachers Association.\nBullard, Cora (Teacher), 670 Eighth Avenue,\nSan Francisco;\nSan Francisco\nClassroom\nTeachers Association.\nBullock, Albert E., 353 Chamber\nof Commerce Building, Los Angeles;\nCouncil of\nDirectors and Supervisors of the Los Angeles City Schools.\nBurbank, Myrtle (Teacher), Hotel Glendale,\nGlendale;\nGlendale\nUnion\nHigh\nSchool\nTeachers Club.\nCauch, F. R. (Director), 2316 Valdez Street,\nOakland; Okland Teachers Association.\nChamberlain,\nArthur\nH.\n(Secretary),\n933\nPhelan Building, San Francisco; California\nTeachers Association.\nChristiansen,\nHelen (Director), 2395 Pacific\nAvenue, San Francisco; California Kinder-\n\ngarten\n\nPrimary\n\nAssociation.\n\nClifton,\nA.\nR.\n(Superintendent),\ntendent\nof Schools,\nMonrovia;\nTeachers Association.\n\nSuperinCalifornia\n\nCloud, A. J., Chief Deputy Superintendent of\nSchools,\nCity Hall, San Francisco;\nCalifornia Teachers Association.\nColburn,\nMiss\nMarian\nM.\n(Teacher),\n535\nOakland Avenue, Oakland; Oakland Teachers Association.\nCopperrider, A. O. (Principal), High School,\nArcata;\nCalifornia Teachers Association.\nCotrel, Edna\n(Teacher),\n3240\nClay Street,\nSan\n\nFrancisco;\n\nSan\n\nFrancisco\n\nClassroom\n\nTeachers Association.\nCraft, Helen S. (Teacher), 1724 15th Avenue, Oakland;\nOakland Teachers Association.\nCramsie,\n\nWm.\n\nP.\n\n(Teacher),\n\n101\n\nEast\n\nSt.\n\nJames, San Jose; California Teachers Association.\nCutting, Marjorie (Teacher), 332 Santa Clara\nAvenue,\nOakland;\nOakland Teachers Association,\nDavidson,\nNorabelle (Teacher), Hotel Trinity, Los Angeles;\nHigh School Teachers\nAssociation of Los Angeles City.\nDevereau,\nMyrtle (Teacher),\n20 East Willow,\n\nStockton;\n\nStockton\n\nElementary\n\nTeach-\n\ners Association.\nDopp,\nEugene\nH.\n\n(Teacher),\n1439\nBarros\nRoad, Oakland;\nOkland Teachers Association.\nEggert,\nMrs.\nEdith\n(Teacher),\n1941\nHarcourt Avenue,\nLos Angeles;\nLos Angeles\nCity Teachers Club.\nEisner, Miriam D. (Teacher), 3117 California\n\nStreet,\n\nSan\n\nFrancisco;\n\nClassroom Teachers\nElliott, Florence Ray\n65th\nCity\nEpler,\n\nSan\n\nFrancisco\n\nAssociation.\n(Teacher), 1123 West\nAngeles;\nLos\nAngeles\n\nPlace,\nLos\nTeachers Club.\nClarie\nSweetman\n\n(Teacher),\n\n2216\n\nSouth Palm Grove Avenue, Los Angeles;\nTiigh School Teachers Association of Los\nAngeles City.\n\n1199\n\nASSEMBLY\n\nForce, James\nG. (Superintendent),\nCounty\nSuperintendent\nof Schools,\nSalinas;\nCalifornia Teachers Association.\nForcum,\nMrs. Estella, 1505 Citrus, Chico;\nCalifornia Teachers Association.\nFraser, Anna G. (Ex-officio), 822 Alma Avenue, Oakland; State Director.\nGallego, Mabel (Teacher), 2005 Eagle Avenue,\n\nClub.\n\nAlameda;\n\nAlameda\n\nGrade\n\n‘Teachers\n\nGastrick, J. Williams\n(Superintendent),\nSuperintendent\nof Schools,\nCompton;\nCalifornia Teachers Association.\nGlover, H. B. (Teacher), 434 Marconi St.,\nHuntington\nPark;\nHigh School Teachers\nAssociation of Los Angeles City.\n\nGoldwaite,\n\nJohn\nS. (Teacher),\n243 South\nCurtis\nAvenue,\nAlhambra;\nHigh\nSchool\nTeachers Association of Los Angeles City.\nGrabill,\nGladys\n(Teacher),\n1515\nArapahoe\nStreet,\nLos\nAngeles;\nLos\nAngeles\nCity\nTeachers Club.\nGreensfelder, Helen (Teacher), 106 3rd Avenue, San Francisco;\nSan Francisco\nClassroom Teachers Association.\nGridley, Earl G. (Teacher), 312 Federal Telegraph Building, Oakland; California Teachers Association.\nGwinn, J. M. (Ex-officio), Superintendent of\nSchools,\nSan\nFrancisco;\nBoard\nof Trus-\n\ntees,\nHahn,\nJulia L. (Director),\nDepartment\nof\nEducation, City Hall, San Francisco; California Kindergarten\nPrimary Association.\nHahn,\nMabel\nM.\n(Teacher),\n751\nSouth\nHoover,\nLos Angeles;\nLos Angeles City\nTeachers Club.\nHanlon,\nWilliam\nH.\n(Superintendent),\nCounty\nSuperintendent\nof Schools,\nMartinez; California Teachers Association,\nHanna, Howard J. (Teacher), 2440 Crenshaw\nBoulevard,\nLos\nAngeles;\nHigh\nSchool\nTeachers Association of Los Angeles.\nHardesty, Selina (Teacher), 542 13th Street,\nRichmond;\nRichmond\nTeachers\nAssociation.\nHarris,\nMary\nC. (Teacher),\n6637\nColgate\nAvenue, Los Angeles;\nLos Angeles Kindergarten Club.\nHarter, Bessie H. (Teacher), 1105 West 3rd\nStreet,\n\nSanta\n\nAna;\n\nCalifornia\n\n‘Teachers\n\nAssociation.\nHarvey,\nAnna\nG.\n(Teacher),\nBox\n1195,\nFresno; Fresno City Council of Education.\nHaworth, Harry H. (Supervisor), 1501 East\nWalnut Street, Pasadena; Pasadena Teachers Association.\nHayes,\nMaude\nE.\n(Supervisor),\nArtaban\nApartments, Atlantic Avenue, Long Beach;\nCity Teachers Club.\nHill, Mrs. Louise S. (Teacher), 2871 Brant\nStreet, San Diego; California Teachers Association.\nHinkson, Hattie E. (Teacher), 5126 Fairfax\nAvenue,\nOakland;\nOakland\nTeachers\nAssociation.\n\nHoagg,\nElizabeth\n(Teacher),\n1521\nRamona\nAvenue, South Pasadena; California Teach-\n\nAssociation.\n\ners Association.\nHoag,\nLaura\nA.\n(Teacher),\n1521\nRamona\nAvenue, South Pasadena; Pasadena Teachers Association.\nHopton, Lucille (Teacher), 4325 Ist Avenue,\n\nFaught,\nW.\nE. (Superintendent),\nSuperintendent\nof Schools,\nModesto;\nCalifornia\nTeachers Association,\nFerguson, Lauretta (Teacher), 2545 Donner\nWay,\nSacramento;\nCalifornia\nTeachers\nAssociation.\n(Principal), 23014\nLorena\nFlewelling,\nMrs.\nCity\nGlendale;\nGlendale\nEast\nMaple,\nTeachers Club.\n\nChico; Chico Teachers Club.\nHouston,\nEdith\nL. (Teacher),\n790 Calmar\nAvenue,\nOakland;\nOakland\nTeachers\nAssociation.\nHuck, Ida B. (Teacher), 1520 Willow Street,\nAlameda;\nOakland\nTeachers\nAssociation.\nHumphrey, Adele A. (Principal), 1517 South\nWilton Place, Los Angeles; Los Angeles\nHigh School Principals Association.\n\nFarris,\nland;\n\nL. P., 1210 Everrett Avenue,\nCalifornia Teachers Association.\n\nFarwell,\n\nNina\n\nBerkeley;\n\n(Teacher),\nBerkeley\n\n2205\n\nTeachers\n\nStuart\n\nOak-\n\nStreet,\n\n"}
{"page": 1204, "printed_page": null, "text": "NaTIONAL\n\n1200\n\nEpucaTION\n\nHunter,\nFred M.\n(Ex-officio),\nSuperintendent of Schools, Oakland; Life Director.\nHurwitz, Rose (Teacher), 4369 Rogers Street,\nLos Angeles; City Teachers Club.\n_\n\nIrvine, Cecelia (Teacher), 11948 Darlington\nAvenue, Brentwood Heights, Los Angeles;\nHigh School Teachers Association of Los\nAngeles.\nJacobsen, Christine A. (Teacher), 1320 West\n41st Place, Los Angeles; Los Angeles City\nTeachers Club.\nJennings, Mrs. Augusta (Teacher), 160 West\nLos\n\nAngeles\n\nCity Teachers Club.\nJohnson, Beth E. (Teacher), 4366\nStreet, San Diego;\nSan Diego\nAssociation.\n\n17th\n\nStreet,\n\nLos\n\nAngeles;\n\nMaryland\nTeachers\n\nJones, Mrs. Annie E. (Teacher), 330 North\nRampart Boulevard, Los Angeles; Los Angeles City Teachers Club.\n\nJones,\n\nBessie\nE.\n(Teacher),\n2346\nValdez\nStreet, Oakland;\nOakland Teachers Association.\nKeegan, Mary E. (Teacher), 512 Van Ness\nAvenue,\nSan\nFrancisco;\nSan\nFrancisco\nClassroom Teachers\nAssociation.\nKelly, Mrs.\nIrene\n(Teacher),\n2211\nOregon\nStreet, Berkeley; San Francisco Classroom\nTeachers\nAssociation.\nKelly, Mrs. Viola S. (Teacher),\n465 Post\nStreet, San Francisco; San Francisco Classroom Teachers Association.\nKemp, Mrs. Sarah G. (Teacher), 1917 Hillcrest Road, Hollywood;\nCalifornia Teachers Association.\nKeyes,\nChas.\nE. (Principal),\n470\nOakland\nAvenue,\nOakland;\nAlameda\nCounty\nEducation Association.\nLague, Mrs. Bernice S. (Teacher), Route 1,\nBox\n551,\nMontrose;\nLos\nAngeles\nCity\nTeachers Club.\nLeiper, Mrs. Lura W. (Teacher), 841 Harrison Avenue,\nFresno;\nFresno\nCity Council of Education.\nLeland,\nGertrude\n(Teacher),\n1457\nScott\nStreet,\nLos Angeles;\nCalifornia\nTeachers\nAssociation,\nLewin, Lillie, Board of Education, San Francisco; California Kindergarten Primary Association.\nLinn, Louis P. (Teacher),\nRoute\nF. Box\n100,\n\nFresno;\n\nCalifornia\n\nTeachers\n\nAssocia-\n\ntion.\nLinsey, Alice Ross (Teacher), 373 West California\nAvenue,\nGlendale;\nGlendale\nCity\nTeachers Club.\nLyon, Odessa G. (Teacher), 1900 West 52nd\nStreet,\nLos\nAngeles;\nLos Angeles\nCity\nTeachers Club.\nMcCormick,\nMary S. (Teacher), 875 Bush\nStreet,\nSan\nFrancisco;\nSan\nFrancisco\nClassroom\nTeachers Association.\nMcCray, Frances (Teacher), Hotel Clark, Los\nAngeles;\nHigh\nSchool Teachers Association of Los Angeles City.\nMaag,\nMrs.\nMamie\n(Teacher),\n218\nWest\nOrange Street, Monrovia; California Teachers Association,\nMahoney,\nAlice L.\n(Teacher),\n333\nSouth\nManhattan\nPlace, Los Angeles;\nLos Angeles City Teachers Club.\nMahoney,\nElizabeth\n(Teacher),\n401\nSouth\nOlive\nStreet,\nLos Angeles;\nLos Angeles\nCity Teachers Club.\nMartin, David E. (Superintendent),\nCounty\nSuperintendent of Schools, Oakland;\nCalifornia Teachers Association.\nMartin, Frederick F. (Superintendent),\nSu-\n\nperintendent\nof Schools,\nSanta\nMonica;\nCalifornia Teachers Association.\nMartin, Melrowe (Principal), Box G, Sebastopol; California Teachers Association.\n\nASSOCIATION\n\nMason, Ruth E. (Teacher), 1445 Oak Street,\nOakland; Oakland Teachers Association.\nMauerer,\nErna\n(Teacher),\n824 Bath Street,\nSanta Barbara; Santa Barbara City Teachers Club.\n\nMaxwell, W. C. (Teacher), 431 East 16th\nLong\nBeach\nCity\nStreet,\nLong\nBeach;\nTeachers Club.\nMiller, Mary F. (Teacher), 923 South Longwood, Los Angeles; High School Teachers\nAssociation of Los Angeles City.\nMooney, Mary F. (Director), Department of\nTexts and Libraries, City Hall, San Francisco;\nNational\nCouncil of Administrative\nWomen in Education.\nMoorhead,\nGladys\nEvelyn\n(Teacher),\n202\nTrinity Auditorium Building, Los Angeles;\nLos Angeles City Teachers Club.\nMorrison, Delphine (Teacher), 222 Webster,\nSan Francisco;\nSan Francisco\nClassroom\nTeachers Association.\n\nMuller,\n\nEdgar\n\nE.\n\n(Principal),\n\n3909\n\nLinwood\n\nAvenue,\nOakland;\nAlameda\nCounty\nEducation Association.\nNeifring, Florence (Teacher), Fremont School,\nLong Beach; Long Beach City Teachers\nClub.\nO’Connell,\nMary A.\n(Teacher),\n1425\n11th\nAvenue,\nOakland;\nOakland\nTeachers Association.\nj\nO’Leary, Josephine, 59 Dudley Avenue, Venice; California Kindergarten\nPrimary\nAs-\n\nsociation.\nOlson, Oscar H. (Teacher), 8 Orchard Avenue,\nRedwood\nCity;\nCalifornia\nTedchers\nAssociation.\nOstrom, Mrs. I. D. (Teacher), 318 San Carlos Avenue, Piedmont;\nCalifornia Teachers\nAssociation.\nPardee, Constance (Teacher), 590 B Street,\nHayward;\nCalifornia Teachers Association.\nPeterson, C. H. (Principal), 865 South Los\nRobles Avenue, Pasadena; Pasadena Teachers Association.\nPeterson, M. E. (Principal) 1217 North La\nBrea Avenue, Los Angeles;\nLos Angeles\nElementary Principals Club.\nPierce,\nHattie Gower\n(Teacher),\n349 East\nEdgeware\nRoad,\nLos Angeles;\nLos Angeles City Teachers Club.\nPierson,\nCaroline\nE,\n(Teacher),\n844\n18th\nStreet, Santa Monica; Santa Monica Classroom Teachers Association.\nPoore, Margaret I. (Principal), 4263 Gilbert\nStreet, Oakland;\nOakland\nTeachers Asso-\n\nciation,\n\nPope, A. S. (Superintendent), County Superintendent of Schools, Santa Barbara;\nCalifornia Teachers Association.\nPorter, Lillian (Teacher), 2139 Overland Avenue, Palms Station, Los Angeles; Los Angeles City Teachers Club.\nPorter, Persis Bach (Teacher), Garfield Evening High School, Los Angeles; Los Angeles Evening High School Teachers Asso-\n\nciation.\n\nPreda,\nNona\nNoel\n(Teacher),\n477\nSouth\nHumphrey Avenue, Los Angeles; Los Angeles City Teachers Club.\nPreston, C. W. (Principal), 2057 Fair Park\nAvenue,\nLos Angeles;\nLos Angeles\nElementary Principals Club.\nPrince, C. R. (Superintendent), Superintendent of Schools, Calipatria; California Teachers Association.\nRackham,\nHenrietta\n(Teacher),\n920\nNew\nYork\nStreet, Long\nBeach;\nLong\nBeach\nCity Teachers Club.\nRay, Mrs. Kathryn M. (Teacher), Polytechnic Evening High School, Los Angeles;\n\nLos Angeles Evening\ners Association.\n\nHigh\n\nSchool\n\nTeach-\n\n"}
{"page": 1205, "printed_page": null, "text": "THE\nRhoades,\nEvening\nAngeles\n\nSEVENTH\n\nREPRESENTATIVE\n\nWalter\nR.\n(Teacher),\nJefferson\nHigh School, Los Angeles;\nLos\nEvening\nHigh\nSchool\nTeachers\n\nAssociation,\nRoot, W. D. (Teacher),\n1360 East Maple\nStreet,\nGlendale;\nHigh\nSchool\nTeachers\nAssociation\nof Los Angeles City.\nRorabaugh,\nMrs.\nFlorence\n(Teacher),\n603\nWest\n\nWalnut,\n\nSanta\n\nAna;\n\nThe\n\nSanta\n\nAna\n\nTeachers League,\nRoth,\nMrs.\nEthel\nF.,\n3434\nSacramento\nStreet, San Francisco;\nCalifornia Kindergarten Primary Association.\nRutledge,\nRichard\n(Director),\n2224\nChapel,\nBerkeley; Alameda\nCounty Education Association.\n\nSandifur,\n\nClaude\n\nae\n\n3rd\n\nW.\n\nStreet,\n\n(Ex-officio),\nLandershim;\n\nBox\n\n108,\n\nVice-presi-\n\nent.\n\nServis, Beatrice J. (Teacher), 1210 Magnolia\nAvenue,\nLos Angeles;\nLos Angeles\nCity\nTeachers Club.\nSeymour,\nMrs. Sophie M.\n(Teacher),\n1760\nNorth\n\nHolliston\n\nAvenue,\n\nPasadena;\n\nPasa-\n\ndena Teachers Association.\nShaw,\nAlbert\nM.\n(Teacher),\n2833\nEstara\nAvenue, Los Angeles; High School Teachers Association of Los Angeles City.\nShoecraft, Marguerite (Teacher), 2215 Ward\nStreet, Berkeley;\nBerkeley Teachers Association.\nSmeading,\nPauline\n(Teacher),\n725\nSouth\nWest-Lake\nAvenue,\nLos\nAngeles;\nHigh\nSchool\nTeachers Association\nof Los Angeles City.\nSmith, A. Haven (Principal), Principal High\nSchool,\n\nRedlands;\n\nCalifornia\n\nTeachers\n\nSnow,\n\nErna\n\nMay\n\n(Teacher),\n\n5249\n\nSummer\n\nAvenue, Eagle Rock; Burbank City Teachers Association.\nSnow,\nMay\nE.\n(Teacher),\n5249\nSummer\n\nAvenue,\nEagle Rock;\nLos Angeles\nCity\nTeachers Club.\nSteigleder, Bess Ellis (Teacher), 1305 Ingraham\n\nStreet,\n\nLos\n\nAngeles;\n\nLos\n\nAngeles\n\nKindergarten Club.\nSteinberg,\nXenia\n(Teacher),\n2716\nSouth\nWestern Avenue,\nLos Angeles;\nLos Angeles City Teachers Club.\n;\nSterling, Harriet B. (Teacher), 615 Herkimer\nStreet, Pasadena;\nPasadena\nTeachers\nAssociation.\n;\nStevens,\nMrs. Brancie\n(Teacher), 920 East\nHaley, Santa Barbara; Santa Barbara City\nTeachers Club.\nTarr, Mary\nStone (Teacher),\n952 La Alameda\nStreet,\nLos Angeles;\nLos Angeles\nCity Teachers Club.\nTenneson, Joanna C., 2108 West Boulevard,\nLos Angeles; California Kindergarten Primary Association.\nTenney, W. A. (Principal), 2210 47th Avenue, Oakland;\nOakland Teachers Association.\n\nTurner, Elsie V. W. (Principal), 906 15th\nStreet, Modesto; Stanislaus County Teachers Association.\nVandergrift,\nAlbert F. (Teacher),\nBelmont\nHigh\nSchool,\nLos\nAngeles;\nCalifornia\nTeachers Association.\nWalker,\nC. C. (Teacher), Polytechnic High\nSchool, San Francisco; San Francisco High\nSchool Teachers Association.\nWalton, Thomas A, (Teacher), 2526 Pamo\nAvenue,\nSan Diego;\nSan Diego Teachers\nAssociation.\nWeaver, C. S. (Superintendent), County Superintendent of Schools, Merced;\nCalifornia Teachers Association.\nWhitley, William H. (Teacher), 732 South\nSt. Louis Street, Los Angeles;\nCalifornia\nTeachers Association.\nWilkes, Mrs. Emma S. (Teacher), 2106 San\nPablo Avenue, Berkeley; Berkeley Teachers\nAssociation,\nWillard, Mrs. Anna (Principal), P. O. Box\n35, Ventura;\nRural Teachers Association.\nWilliams, Winifred I. (Teacher), 5826 Harold Way, Los Angeles; California Teachers\nAssociation.\nWonder,\nWinifred\nM.\n(Teacher), 325 East\n14th Street, Long Beach; Long Beach City\nTeachers Club.\nWright,\nEdna\nL. (Teacher),\n4217 Terrace\nStreet, Oakland;\nOakland Teachers Association,\nZimmerman,\nBruce L. (Teacher),\n1327 McGee Avenue,\nBerkeley;\nBerkeley Teachers\n\nAssociation.\n\nCOLORADO\n\nAs-\n\nsociation.\nSnell, H. M. (Teacher), 625 South Lincoln\nStreet, Santa Maria; Santa Barbara County\nTeachers\nAssociation.\n\nTessemer, Etta (Principal), 618 Girard Street,\nSan\nFrancisco;\nCalifornia\nKindergarten\nPrimary Association.\nThomas, Mrs. Elsie L. (Teacher), 2052 81st\nAvenue, Oakland; Oakland Teachers Association.\nFlorence\n(Teacher),\n2037 Alameda\nTillman,\nCalifornia Teachers AsAvenue, Alameda;\nscciation,.\n:\nTownsend, Chas. W.\n(Superintendent), District\nSuperintendent\nof\nSchools,\nSanta\nClara; Santa Clara County Teachers Association.\n\n1201\n\nASSEMBLY\n\nAdkisson,\nHigh\n\nMrs.\nSchool,\n\nMary\n\nE.\n\nDenver;\n\n(Teacher),\nDenver\n\nEast\n\nClassroom\n\nTeachers Association,\nBaker, W. E. (Superintendent), Superintendent of Schools,\nFort\nMorgan;\nColorado\nEducation Association.\nBoggess, Estelle (Teacher), 1615 Grant, Denver;\n\nDenver\n\nClassroom\n\nTeachers\n\nAssocia-\n\ntion.\nBrown, G. E. (Superintendent), Superintendent of Schools, Greeley; Colorado Education Association.\nBurnett, Alice (Superintendent), Superintendent County Schools, Delta; Colorado Education Association.\nChevalier, Mary (Teacher), 1047 Pearl, Denver;\nDenver\nClassroom Teachers\nAssociation.\nCordova,\nYsabel\n(Teacher),\n947\nNickerson,\n» Trinidad;\nLas Animas\nCounty\nTeachers\nAssociation.\nCraig, Katherine\nL. (Ex-officio),\nState Superintendent of Public Instruction, Denver.\nDyer,\nMrs.\nJosephine\nS.\n(Teacher),\n1145\nSherman, Denver; Denver Classroom Teachers Association.\nErnesti,\nEthel\nH.\n(Teacher),\n1131\nNorth\nWeber Street, Colorado Springs; Colorado\n\nSprings\nFarrelly,\n\nClassroom\nClara\n\nTeachers\n\n(Teacher),\n\n978\n\nAssociation.\nMonroe,\n\nDen-\n\nver; Denver Classroom Teachers Association.\nForce, Anna Laura (Principal), 2254 Lowell\nBoulevard,\n\nDenver;\n\nColorado\n\nEducation\n\nAssociation.\nFryhofer,\nKathleen\n(Teacher),\n1705\nNorth\nTejon Street, Colorado\nSprings;\nColorado\nSprings Classroom Teachers Association.\nGlenn,\nAda\nB.\n(Teacher),\n1641\nEmerson,\nDenver; Denver Classroom Teachers Association.\nHall, Irma (Teacher), 1040 14th Street, Boulder; Boulder Teachers Club.\n\n"}
{"page": 1206, "printed_page": null, "text": "NaTIONAL\n\n1202\n\nee\n\nee\n\nEpucATION\n\nHall, Luella A. (Teacher), 409 North Tejon\nStreet, Colorado Springs; Colorado Education Association.\nHarrington,\nMary\nLyons\n(Teacher),\n1251\nClarkson Street, Denver; Denver Teachers\nClub.\nHutchinson,\nEthel\n(Teacher),\n519\nNorth\nMain, Rocky Ford; Rocky Ford Teachers\nAssociation.\nKnowles, Robert (Principal), 514 South 3rd\nStreet, “ Sterling;\nCommunity\nEducational\nAssociation of Sterling.\nLafferty, Edith, 2308 Birch Street, Denver;\nColorado Education Association.\nLincoln, Mrs. Edith L. (Teacher), 1038 Lake\nAvenue,\nPueblo;\nPueblo\nGrade Teachers\nAssociation.\n(Principal),\nPrincipal\nMcAleer,\nGeorgene\nFoulder County\nHigh\nSchool,\nLouisville;\nTeachers Association,\nMcMeen,\nGeorge M. (Principal), 1800 East\nArizona\nAvenue,\nDenver;\nPrincipals and\nDirectors Association.\nMalins, Edith (Teacher), 2265 Forest, Denver;\nClassroom\nTeachers\nAssociation\nof\nDenver.\nMiles, Mrs. Nellie E. (Teacher), 2308 Bellaire, Denver;\nDenver Classroom Teachers\nAssociation.\n\nMorris, Mary E. (Principal), 1661 Harrison\nStreet, Denver;\nColorado Education Association.\nNewlon,\nJesse\nH.\n(Ex-officio),\nPrincipal,\nLincoln School, Columbia University, New\nYork City; Life Director.\nPendleton, Claude (Teacher), 422 East 14th\n\nAvenue, Denver; Denver Classroom Teachers Association.\nRead, Faye,\n1425 Vernon Avenue,\nPueblo;\nColorado Education Association.\nRobinson, Henrietta O. (Principal), 417 West\n22nd Street, Pueblo;\nPueblo\nBranch, N.\nE. A. District No. 1.\nSingleton,\nMrs.\nHelen\nA\n(Teacher),\n410\nBroadway,\nDenver;\nDenver\nClassroom\nTeachers Association.\nSmith,\nH.\nB. (Teacher),\n3434\nEast\n17th\nAvenue, Denver;\nColorado Education Association,\nSmith, Margaret Mendenhall, 1522 Lafayette,\nDenver;\nNational\nCouncil of Administrative Women\nin Education.\n\nStutsman, I. E. (Superintendent),\nSuperintendent of Schools, Sterling; Colorado Education Association.\nTaylor,\nMrs.\nMabel\nD., Golden;\nJefferson\nCounty Teachers Association.\nThrelkeld, A. L., 414 14th Street, Denver;”\nColorado\nEducation\nAssociation.\nTurner, Joseph (Teacher), 1818 Lincoln, Denver; Denver Classroom Teachers Associa-\n\ntion.\nWhipple,\n\nDenver;\n\nClarence\nDenver\n\n(Teacher),\nClassroom\n\n2550\n\nBirch,\n\nTeachers\n\nAsso-\n\nciation,\n\nWilson, G. T. (Superintendent), Superintendent of Schools, Fowler;\nColorado Education Association.\nWood,\nVeronica\n(Teacher),\n1562\nSouth\nAcoma, Denver; Denver Classroom Teach-\n\ners\n\nASSOCIATION\n\nee\n\nAssociation.\n\nCONNECTICUT\n\nHesselgrave, Ruth, 66 Bradley Street, Bridgeport;\nConnecticut State Teachers Associa-\n\ntion,\n\nKeefe, E. Mae, 50 Spencer Avenue, Waterbury; Connecticut State Teachers Association.\n4\n\nKinville,\nKatherine,\nColebrook;\nConnecticut\nState Teachers Association.\nLamb,\nAmy\n(Teacher),\n153\nBlake\nStreet,\nNew Haven; New Haven Teachers\nMallon, Ann (Teacher), 1479 North\n\nConnecti-\n\nLeague.\nAvenue,\n\nBridgeport;\nBridgeport Teachers\nAssociation.\nMeredith, A. B. (Ex-officio), State Capitol,\nHartford;\nCommissioner of Education.\nMendel, Augusta (Teacher), 1208 Park Avenue, Bridgeport;\nBridgeport Teachers Association.\nMoran,\nFrances,\n258\nWashington\nStreet,\nHartford;\nConnecticut State Teachers Association.\nNowlan, Mrs. Theodora (Teacher), 3158 Main\nStreet,\nStratford;\nStratford Teachers\nAssociation.\ni\nPhelan,\nHelen\nR. (Teacher),\n849 Baldwin\nStreet, Waterbury; Waterbury Teachers Association.\n\nSullivan, Mary (Teacher),\nBridgeport;\nBridgeport\n\n193 West\n\nAvenue,\n\nTeachers Association.\nSweeney,\nNora\n(Teacher),\n68 Lake\nPlace,\nNew Haven; New Haven Teachers League.\nSwift, Gordon C. (Superintendent), Superintendent of Schools, Watertown;\nConnecticut State Teachers Association.\nYoung, J. A. (Ex-officio), Assistant Superintendent of Schools, Bridgeport; State Di-\n\nrector.\n\nDELAWARE\nBrinser,\n\nIra\n\n(Superintendent),\n\nSuperintend-\n\nent of Schools,\nNewark;\nDelaware\nState\nEducation Association.\nHeim,\nR. W.\n(Director),\nState Vocational\nDirector, Newark;\nDelaware State Education Association.\nHolloway,\nH. V. (Ex-officio), State Superintendent\nof\nPublic\nInstruction,\nDover;\nState Director.\nKenyon,\nH. H.\n(Superintendent),\nSuperintendent\nof\nSchools,\nSmyrna;\nDelaware\nState Education Association.\n\nKenyon,\nMrs. H. H.\n(Teacher),\nSmyrna;\nDelaware State Education Association,\nWard,\nDavid A. (Superintendent),\nSuperintendent of Schools, Wilmington; Wilmington Teachers Association.\n\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nBaylor,\nAdelaide\nS.\n(Supervisor),\nFederal\nBuilding for Vocational Education, Washington; National Council of Administrative\nWomen in Education.\nButts,\nMrs.\nFrances\n(Teacher),\nBusiness\nHigh\nSchool,\nWashington;\nHigh\nSchool\nTeachers Association of the District of Columbia.\nCrabtree, J. W. (Ex-officio), Secretary, National Education Association,\nWashington.\nEnglish, Harry (Ex-officio), Franklin School,\n\nWashington;\n\nDorsey,\nMargaret\nM.\n(Teacher),\n95 Harmony Street, Bridgeport; Bridgeport Teachers Association.\nFallon, Ella, 25 Emmons Place, New Britain;\nConnecticut State Teachers Association.\nHenry, Bertha, South Manchester;\ncut State Teachers Association.\n\nee\n\nState\n\nDirector.\n\nGrosvenor, Edith Louise (Teacher), Business\nHigh School,, Washington;\nThe Education\nAssociation of the District of Columbia.\nStewart, Lettie Ethel\n(Teacher),\nMcKinley\nTechnical High School, Washington; High\nSchool Teachers Association of the District\n\nof Columbia.\n\n"}
{"page": 1207, "printed_page": null, "text": "THE\n\nSEVENTH\n\nREPRESENTATIVE\n\nTigert, John J. (Ex-officio),\nUnited States\nCommissioner\nof Education, Washington;\nLife Director.\nWilliams,\nCharl\nO.\n(Ex-offico),\n1201\nSixteenth\nStreet,\nDirector.\n\nN.\n\nW.,\n\nWashington;\n\nLife\n\nFLORIDA\n\n1203\n\nASSEMBLY\n\nGilliland, Mrs. Jennie (Teacher), Kauluwela\nSchool, Honolulu; Oahu Teachers Association.\nHundley,\nMiss Bernice (Supervising Principal), Kauai School, Kapaa; Hawaii Education Association.\nKaai,\nDavid\nK.\nSchool, Molokai;\n\nciation.\n\n(Principal),\nKaunakakai\nHawaii Education Asso-\n\nCawthon, W. S. (Ex-officio), State Superintendent of Public Instruction, Tallahassee;\nState Director.\nDavis, Mrs. Jane (Teacher), 113 North Boulevard, Tampa;\nFlorida Education Association.\nFisher,\nChas.\nM.\n(Superintendent),\nSuperintendent of Schools, 1244 South West 13th\nCourt, Miami;\nFlorida Education Association.\nFisher,\nMrs.\nChas.\nM.,\n1244\nSouth\nWest\n13th Court, Miami; Florida Education Association.\nGullett,\nB.\nD.\n(Superintendent),\nSuperintendent\nof\nSchools,\nBradenton;\nFlorida\nEducation Association.\nRutherford,\nR.\nB.\n(Principal),\n717\nLaura\nStreet, Jacksonville; Flovida Education Association.\n(Principal),\n717\nRutherford,\nMrs.\nR.\nB.\nFlorida\nEduLaura\nStreet, Jacksonville;\ncation Association.\nSproull, Catherine (Principal), 1545 Hubbard\nStreet, Jacksonville; Florida Education Association.\n\nKatterman, Frank S, (Teacher), Paia School,\nMaui;\nMaui\nTeachers Association.\nLeong,\nMiss\nTungert\n(Teacher),\nWaiakeawawna School, Hilo; Hilo Teachers Union.\nLong,\nOren\nE.\n(Deputy\nSuperintendent),\nDeputy Superintendent of Schools, Department\nof\nPublic\nInstruction,\nHonolulu;\nOahu Teachers Association.\n\nGEORGIA\n\nBoyum,\nNora\n(Superintendent), County Superintendent\nof Schools,\nDuboise;\nIdaho\nEducation Association.\n\nJones, Walter\nP. (Principal), Lanier\nHigh\nSchool, Macon;\nGeorgia Education\nAssociation.\nWells, Jere A. (Superintendent), Superintendent Fulton County Schools, Court House,\nAtlanta; Georgia Education Association.\n\nHAWAII\nAitken,\nVictor\n(Teacher),\nHonolulu;\nOahu\nTeachers Association.\nAkana,\nFrancis\nK.\n(Principal),\nHolualoa\nSchool,\nKailua;\nHawaii\nEducation\nAssociation.\nBeers,\nMrs.\nMaude\nO.\n(Principal),\nWaiakeawaena\nSchool,\nHilo;\nHilo\nTeachers\n‘Union.\nBoyum,\nMrs.\nLouise\n(Principal),\nPuunene\nSchool, Maui; Maui Teachers Association.\nBrown, Elmer A. (Principal), Kuhio School,\nHonolulu;\nOahu Teachers Association,\nChung,\nMrs.\nMary Apo\n(Teacher),\nRoyal\nSchool, Honolulu; Hawaii Education Association.\nCooper, Mrs.\nMarguerite\n(Teacher), Washington\nJunior\nHigh\nSchool,\nHonolulu;\n\nOahu\n\nTeachers\n\nNelson,\nBoys\n\nJohn\n\nDouglas, Mrs. Sallie (Teacher), Royal School,\nHonolulu;\nTeachers Council, Territory of\nHawaii.\nLincoln\nDriver,\nMrs.\nAgnes\nP. (Teacher),\nTeachers\nJunior High\nSchool, Honolulu;\nCouncil, Territory of Hawaii.\nDuponte,\nMrs. Sarah\n(Teacher),\nSpreckelsville, Maui; Maui Teachers Association,\nGarrett,\nJohn W.\n(Teacher),\nKamehameha\nBoys\nSchool,\nHonolulu;\nOahu\nTeachers\nAssociation.\n(Supervising PrinGiacometti,\nMrs. Emma\ncipal), Hilo Schools, Hilo; Hawaii Education Association.\n\n(Principal),\n\nKamehameha\n\nritory of Hawaii.\nSabey, Mrs. Laura (Teacher), Spreckelsville,\nMaui; Maui Teachers Association.\nSeares, Anna\n(Teacher), Hilo; Hilo Teachers Union.\nWedemeyer, Mrs. Alice C. (Teacher), Lihue\nSchool, Kauai; Kauai Educational Association.\n\nIDAHO\n\nButz, Mrs.\npartment\n\nLaura,\n\nAssistant\n\nin the\n\nState\n\nDe-\n\nof Education, State House, Boise;\nIdaho\nEducation Association.\nDienst, Chas. F. (Ex-officio), Superintendent\nof Schools, Boise; State Director.\nHillman, J. I. (Secretary), Secretary, Idaho\nEducation\nAssociation,\nRoom\n331, Sonna\nBuilding,\nBoise;\nIdaho\nEducation\nAssociation.\nLyman,\nMrs.\nMaybelle McConnell\n(Ex-offcio), State Superintendent\nof Public\nInstruction, Boise.\nMcCoy, Bernice, University of Idaho, Moscow; Idaho Teachers Association.\nMartin, Mrs. Blanche, Eagle; Idaho Education Association.\nSiders,\nWalter\nR.\n(Ex-officio),\nPocatello;\nChairman, Board of Trustees.\nSweet, Helen E. (Teacher), Riverview Hotel,\nPocatello;\nPocatello\nEducational\nAssociation,\nWilliams, L. A. (Principal), Caldwell High\nSchool, Caldwell;\nIdaho\nEducation\nAssociation.\n\nAssociation.\n\nCreighton, Mrs. Isabel L. (Principal), Kauluwela\nSchool,\nHonolulu;\nOahu\nTeachers\nAssociation.\n\nF.\n\nSchool,\nHonolulu;\nOahu\nTeachers\nAssociation.\nPowers,\nCharlotte (Teacher), Kuhio School,\nHonolulu;\nHawaii\nEducation\nAssociation.\nReis, Miss Palmyra\n(Teacher),\nKaahumanu\nSchool, Honolulu;\nTeachers Council, Ter-\n\nILLINOIS\nAbbe,\nMary M. (Teacher),\n6619 Lafayette\nAvenue,\nChicago;\nChicago\nDivision,\nIIlinois State Teachers Association.\nAbramson, Amalia E. (Teacher), 76 Sanga-\n\nmon\n\nStreet,\n\nChicago;\n\nChicago\n\nDivision,\n\nIllinois State Teachers Association.\nAmes, A. F. (Teacher),\nRiverside;\nIllinois\nState\nTeachers\nAssociation,\nLake\nShore\nDivision.\nArmbruster, Bertha S. (Principal), 111 Gale\nAvenue, River Forest; Illinois State Teachers Association.\nBaird, Catherine L. (Teacher), 841 East 52d\nStreet, Chicago;\nChicago\nDivision,\nIllinois State Teachers Association.\n\n"}
{"page": 1208, "printed_page": null, "text": "NaTIONAL\n\n1204\n\nEpucATION\n\nBaird, Mae Belle (Teacher), 9 Hecker Court,\nPekin; Illinois State Teachers Association.\nBall, B. H. (Teacher), 1318 North St. John\nAvenue,\nHighland\nPark;\n[Illinois State\nTeachers Association, Lake Shore Division.\nBamberger,\nAlvena\n(Teacher),\n406\nEast\nStoughton Street, Champaign;\nChampaign\nTeachers Association.\nBest, Helen (Teacher), 5450 Cornell Avenue,\nChicago;\nChicago\nDivision,\nIllinois State\nTeachers Association.\nBlair, Francis G. (Ex-officio), State SuperSpringintendent\nof Public\nInstruction,\nfield;\n\nPresident.\n\nBlodgett, Mrs. Mary M. (Teacher), 128 North\nHamlin Avenue,\nChicago;\nChicago Public\nSchool Kindergarten\nAssociation.\nBobbitt,\n\nPark;\n\nA.\n\nG.\n\n(Teacher),\n\nIllinois\n\nState\n\nHigh\n\nTeachers\n\nSchool,\n\nOak\n\nAssociation,\n\nLake Shore Division.\nBoyer,\nE. L.\n(Teacher),\n29 McEldowney,\nChicago\nHeights;\nIllinois\nState Teachers\nAssociation,\nLake\nShore Division.\n:\n\nBoyes,\n\nWalter\n\nF.\n\n(Superintendent),\n\nSuperin-\n\nASSOCIATION\n\nFinnegan, Margaret L. (Teacher), 4829 Lipps\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nForbes, Bertha (Teacher), 706 Locust Street,\nDivision,\n\nIllinois\n\nState Teachers Association.\nForce, Julia (Supervisor),\nCounty\nHavana;\nIllinois State Teachers\n\nSterling;\n\nSchools,\nAssocia-\n\ntion.\n\nGilligan,\n\nBlackhawk\n\nMrs.\n\nBelle\n\n(Teacher),\n\n4128\n\nMon-\n\nroe Street, Chicago; Chicago Division, Illinois State Teachers Association.\nGoelz, Elinore B. (Teacher), 627 Greenwood\nAvenue, Wilmette;\nChicago Division, Illinois State Teachers Association.\nGolden, Mabel (Teacher), 1909 6th Avenue,\nMoline;\nRock\nIsland\nCounty\nTeachers\n\nClub.\nGronquist,\n\nMagnhild\n\n(Teacher),\n\n3343\n\nShef-\n\nfield Avenue,\nChicago;\nChicago\nDivision,\nIllinois State Teachers Association.\nHarden,\nAnna\nI. (Teacher),\n1543 Sherwin\nAvenue,\nChicago;\nChicago\nDivision,\nIllinois State Teachers Association.\n\ntendent Knox County Schools, Galesburg;\nWestern\nDivision,\nIllinois State Teachers\nAssociation.\n\nHarden, Frances E. (Teacher), 1543 Sherwin\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nHarriss, Elbert E. (Superintendent),\nCounty\n\nent of Schools, Dolton;\ners Association,\nLake\n\nSuperintendent\nof\nSchools,\nPickneyville;\nSouthern\nIllinois State Teachers\nAssociation.\nHasen,\nHerbert C. (Principal),\n1045 North\n\nBright,\n\nO. T.\n\n(Superintendent),\n\nSuperintend-\n\nIllinois State TeachShore Division.\n\nBuck, Walter E. (Superintendent),\nCounty\nSuperintendent of Schools, Virginia; South\nCentral\nDivision,\nIllinois\nState\nTeachers\nAssociation.\nBurmeister,\nNellie\n(Teacher),\n401\nMelrose\nPlace,\nCentralia;\nIllinois\nState Teachers\nAssociation.\nBurris, Ethel M. (Teacher), 90 West Main\nStreet,\nChicago\nHeights;\n[Illinois\nState\nTeachers Association, Lake Shore Division.\nCallahan, Nellie (Teacher), 3124 Washington\nBoulevard,\nChicago;\nChicago\nDivision,\nIllinois State Teachers Association.\nCamenisch, Sophia C. (Teacher), 6133 Greenwood\nAvenue,\nNormal\nCollege,\nChicago;\nChicago Division,\nIlllinois State Teachers\nAssociation.\nCannady,\nArah\n(Teacher),\n502 North\n11th\nStreet, East\nSt. Louis;\nEast\nSt. Louis\nGrade Teachers Fellowship Society.\nClinton, Catherine (Teacher), 6111 Eberhart\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nClinton, Etta (Teacher), 6111 Eberhart Avenue,\nChicago;\nChicago\nDivision,\nIllinois\nState Teachers Association.\nCoultrap, H. M. (Superintendent),\nSuperintendent of Schools,\nGeneva;\nNortheastern\nDivision, Illinois State Teachers\nAssociation.\n\nDale, Rex (Principal), Principal High School,\nFlora; Illinois State Teachers Association.\nDeneen, Florence (Teacher), 457 West 61st\nStreet, Chicago; Chicago Teachers League.\nDougherty,\nLillian (Teacher),, 3356 Adams\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\nDowney,\n\nElzy\n\nF.\n\n(Teacher),\n\n5360\n\nWashing-\n\nton Boulevard, Chicago; Chicago Division,\nIllinois State Teachers Association.\nDowney,\nMrs.\nLucinda\n(Teacher),\n5360\nWashington\nBoulevard,\nChicago;\nChicago\nDivision,\nIllinois State Teachers\nAssociation.\nDubson, Gladys (Teacher), 600 North Fourth,\nPekin; Pekin Teachers Club.\nEwan,\nLouise,\n608\nSouth\nMain\nKewanee;\nIllinois State Teachers\n\nStreet,\nAssocia-\n\ntion.\n\nFelmley,\nDavid\n(President),\nNormal University, Normal;\nTeachers Association.\n\nIllinois\nIllinois\n\nState\nState\n\nLockwood Avenue, Chicago; Chicago Division, Illinois State Teachers Association.\nHaviland,\nL. W.\n(Superintendent),\nSuperintendent of Schools, Onarga; Illinois State\nTeachers Association,\nHedges, William, 6800 Stewart Avenue, Chicago; Livingston County Teachers Association.\n\nHellyer,\nP.\nH.\n(Superintendent),\nCounty\nSuperintendent of Schools, Lewiston;\nIllinois State Teachers Association.\nIler, Ernest (Superintendent), Superintendent\nof Schools,\nDowners\nGrove;\nNortheastern\nDivision, Illinois State Teachers\nAssociation.\n\nJoiner, C, E., Leroy;\n\nJoliet Teachers\n\nFedera-\n\ntion.\n\nKelley,\nMrs.\nBelle\nB.\n(Teacher),\n1039\nHollywood\nAvenue,\nChicago;\nChicago\nDivision, Illinois State Teachers\nAssociation.\n\nKenney,\nFrances\n(Teacher),\n5829\nMidway\nPark, Chicago;\nChicago\nDivision,\nIllinois\nState Teachers Association.\nKinsey, Mrs. May D. (Teacher), 5712 Harper Avenue,\nChicago;\nChicago\nDivision,\nIllinois State Teachers Association.\nKoch, Marie, 1003 20th Street, Rock Island;\nBlackhawk Division, Illinois State Teachers\nAssociation,\nLarson,\nRuth H. (Secretary),\n11133 South\nPark Avenue, Chicago;\nChicago Division,\nIllinois State Teachers Association.\n\nLawlor, Gertrude I. (Teacher), 10214\nBroadway,\nJoliet;\nJoliet Township\n\nSouth\n\nHigh\nSchool Faculty.\nLord,\nL.\nC.\n(President),\nEastern\nIllinois\nState Teachers College, Charleston; Illinois\nState Teachers Association.\nLowery,\nW.\nR.\n(Superintendent),\nSuperintendent of Schools, Hooperston; East Central Division, Illinois State Teachers Association.\n\nLyford,\nAimee\n(Principal),\n406\nProspect\nStreet, Elgin; Elgin Council of Education.\nMacCarthy, Elinore B. (Teacher), 1435 East\nMarquette Road,\nChicago;\nChicago\nDivision, Illinois State Teachers Association,\nManchester, O. L., Illinois State Normal University,\nNormal;\nAssociation.\n\nIllinois\n\nState\n\nTeachers\n\n"}
{"page": 1209, "printed_page": null, "text": "THE\n\nSEVENTH\n\nREPRESENTATIVE\n\n1205\n\nASSEMBLY\n\n———\n\nMcDaniel,\nR.\nM.\n(Principal),\nTownship\nHigh\nSchool,\nOak\nPark;\nIllinois\nState\nTeachers Associatin.\nMcDowell, S. K. (Superintendent), Superintendent\nof Schools,\nBloomington;\nSchool\n\nMasters\n\nClub\n\nof Illinois.\n\nMiller,\nC,\nF.\n(Superintendent),\nSuperintendent\nof\nSchools,\nGalesburg;\nIllinois\nState Teachers Association.\nMoore, Anna C. (Teacher), 814 South Boulevard, Evanston;\nChicago Division, Illinois\nState Teachers Association.\nMoore,\nRobert\nC.\n(Ex-officio),\nSecretary,\nIllinois State Teachers Association, Carlinville; Life Director.\nMorgan,\nWalter\nP.\n(President),\nPresident\nWestern\nIllinois\nState Teachers\nCollege,\nMacomb;\nIllinois State Teachers Associa-\n\ntion.\n\nMorrison,\n\nVirginia,\n6439\nStewart\nAvenue,\nChicago;\nChicago Division, Illinois State\nTeachers Association.\nMull,\nCora\nE.\n(Teacher)\n4151\nBerkeley\nAvenue, Chicago; Chicago Teachers League.\n\nNewman,\n\nAnnie\n\nS,\n\n(Teacher),\n\n4527\n\nNorth\n\nKilpatrick Avenue, Chicago; Chicago Division, Illinois State Teachers Association.\nNowlan,\nMrs. Eleanor\nL. (Teacher),\n4713\nNorth\nHermitage\nAvenue,\nChicago;\nChicago Division, Illinois State Teachers As-\n\nsociation.\n\nNygaard,\nE. L. (Superintendent),\nSuperintendent\nof Schools,\nKenilworth;\nIllinois\nState\nTeachers\nAssociation,\nLake\nShore\nDivision.\nParson, S. F., 305 College Avenue, DeKalb;\nNorthwestern\nDivision,\nIllinois\nState\nTeachers Association.\nPfuderer, Mrs. Virginia L., 255 Maplewood\nRoad, Riverside; Association of Assistants\nto the Principals.\nPhelan, Catherine M. (Teacher), 748 Belden\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nPickels,\nM.\nM.\n(Superintendent),\nCounty\nSuperintendent\nof\nSchools,\nJonesboro;\nSouthern Division,\nIllinois State Teachers\nAssociation.\nPlapp, Frederick W.\n(Teacher), 4140 North\nKeller Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association,\nPlatt,\nG. E. (Superintendent),\nSuperintendent of Schools, Keithsburg; Illinois State\nTeachers Association.\nPowell,\nMargaret\n(Teacher),\n1215 Winona\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association..\nPreble,\nMrs.\nF. Blanche\n(Teacher),\n6337\nStewart\nAvenue,\nChicago;\nChicago\nDivision, Illinois State Teachers Association.\nRathbun,\nHelen M. (Teacher),\n500 Englewood Avenue, Chicago;\nChicago Teachers\nLeague.\nRhinesmith,\nGrace\n(Teacher),\n4409\nMalden\nStreet, Chicago;\nChicago Division, Illinois\nState Teachers Association.\nRhinesmith, Wilma\n(Teacher), 4409 Malden\nStreet, Chicago;\nChicago Division, Illinois\nState Teachers Association.\nRoach,\nMary\nM.\n(Principal),\n439\nWest\nWood\nStreet, Decatur;\nDecatur Teachers\nAssociation.\nRyman,\nCora B. (Superintendent),\nCounty\nSuperintendent of Schools, Decatur; South\nCentral\nDivision,\nIllinois\nState Teachers\nAssociation..\n.\n.\nSchlaifer, Osher\n(Principal), Principal High\nSchool,\nDundee;\nIllinois\nState\nTeachers\nAssociation.\n5\nSchuetze,\nElsie\n(Teacher),\n615\nVeronica\nAvenue,\nEast St. Louis;\nEast St. Louis\n\nGrade\n\nTeachers\n\nFellowship\n\nSociety.\n\nShiel, Kate (Teacher), 2010 Raymond Street,\nChicago;\nChicago Division,\nIllinois State\nTeachers —Association.\nSimpson,\nO. P. (Superintendent)\nSuperintendent\nof Schools,\nTaylorville;\nIllinois\n_State Teachers Association.\nSimpson,\nT.\nA.\n(Superintendent),\nCounty\nSuperintendent\nof\nSchools,\nWaukegan;\nIllinois State Teachers Association.\nSlack, Elizabeth\n(Teacher), 304 Maplewood\nRoad, Riverside; Chicago Division, Illinois\nState Teachers Association.\nSlattery,\nAnise\n(Teacher),\n6427\nGlenwood\nAvenue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nSlattery,\nJessie\nB.\n(Teacher),\n6427\nGlenwood Avenue,\nChicago;\nChicago Division,\nIllinois State Teachers\nAssociation.\nSmith, R. R., 5719 Francisco Avenue, Chicago; Illinois State Teachers Association.\nSolomon,\nGeorge\nW.\n(Superintendent),\nCounty Superintendent of Schools, Carlinville; South Central Division, Illinois State\nTeachers Association.\nSype, George\n(Principal), 610 Clinton Avenue,\nChicago;\nChicago\nDivision,\nIllinois\nState Teachers Association.\nTendick,\nAnna,\nJacksonville;\n\n829\n\nSouth\n\nChurch\n\nStreet,\n\nIllinois\nState\nTeachers\nAssociation.\nThalman, J. L. (Principal), Proviso Township High School, Maywood;\nLake Shore\nDivision, Illinois State Teachers Association.\n\nThalman,\n\nJohn\n\nintendent\n\ngan\n\nW.\n\n(Superintendent),\n\nof\n\nSchools,\n\nTownship\n\nHigh\n\nWaukegan;\n\nSuperWauke-\n\nSchool.\n\nToole, Helen (Teacher), 4901 Jackson Boulevard, Chicago;\nChicago Division,\nIllinois\nState Teachers Association.\nVance,\nC.\nE.\n(Superintendent).\nSuperintendent of Schools, Danville; Illinois State\n\nTeachers Association.\nVoigt,\nIda (Principal), 415 East Pleasant,\nFreeport;\nIllinois State Teachers Association.\nWalker, D. E. (Supervisor), Assistant Superintendent\nof Schools,\nEvanston;\nLake\nShore Division, Illinois State Teachers Association.\nWashburn,\nJustin\n(Superintendent),\nCounty\nSuperintendent\nof Schools,\nRock\nIsland;\nIllinois State Teachers Association.\nWatson,\nEleanor\nB.,\n511\nWest\nMcClure\nAvenue,\nPeoria;\nIllinois\nState\nTeachers\nAssociation.\nWelin,\nMrs.\nHilma\n(Teacher),\n8010\nBlackstone Avenue,\nChicago;\nChicago Division,\nIllinois State Teachers Association.\nWhitlock, Althea (Teacher), 2005 West 111th\nStreet, Chicago; Chicago Division, Illinois\nState Teachers Association.\nWhittenberg,\nA. L. (Ex-officio),\nSecretary,\nState\nExamination\nBoard,\nCentennial\n\nBuilding, Springfield; State Director.\nWiedrick,\nJ. C. (Superintendent),\nSuperintendent\n\nof\n\nley Division,\n\nSchools,\n\nDePue;\n\nIllinois\n\nState\n\nIllinois\n\nVal-\n\nTeachers\n\nAsso-\n\nciation.\nWolaver, Florence E. (Teacher), 1734\nton\nAvenue,\nEvanston;\nEvanston\ners Club.\n;\n\nYoung, May E. (Principal),\nSchool,\nEast St. Louis;\nTeachers Association.\n\nOrringTeach-\n\nPrincipal Frobel\nEast St. Louis\n\nINDIANA\nBarrows,\nFred\nS.\nStreet, Hammond;\ners Association.\n\n(Director),\nHammond\n\n10\nCity\n\nCarroll\nTeach-\n\n"}
{"page": 1210, "printed_page": null, "text": "1206\n\nNaTIONAL\n\nEpuCATION\n\nASSOCIATION\n\neT\nee\nee\n\nSuperinBoucher,\nC. W.\n(Superintendent),\nIndiana\ntendent\nof Schools,\nValparaiso;\nState Teachers Association.\nDushane,\nDonald,\n1741\nNorth\nWashington\nStreet, Columbus;\nIndiana State Teachers\nAssociation.\nFoster,\nE. Jean\n(Teacher), 420 South\nIst\nStreet,\nEvansville;\nFederation\nof Evansville Public School Teachers.\n:\nHendrickson,\nJ. H., Freelandville;\nIndiana\nState Teachers Association.\nHines, L. N. (President), President Indiana\nState Normal School, Terre Haute; Indiana\nState Teachers Association.\nKlatte, Mrs. Thelma (Teacher), 2507 South\n7th\nStreet,\nTerre\nHaute;\nTerre\nHaute\nTeachers Federation.\nLloyd, Mrs. Anna, 2840 North Delaware, Indianapolis;\nIndiana\nState Teachers\nAssociation,\nLoos, Leonard E, (Superintendent), Superintendent of Schools,\nBrook;\nIndiana State\nTeachers Association,\nLucas, Homer A. (Principal), Principal High\nSchool, Claypool; Indiana State Teachers\nAssociation.\nMichael, L. E., 623 South Main Street, Clinten; Indiana State Teachers Association.\nMiller, Mrs.\nChas.,\nGoshen;\nIndiana State\nTeachers Association,\nMiller, Chas. F. (Ex-officio), State Superinfoagent of Public\nInstruction,\nIndianapolis.\nNewell, Martha (Teacher), 2334 North 7th\nStreet, Terre Haute;\nTerre Haute Teachers Association.\nSauer,\nLilian\n(Teacher),\n1012\nGrand\nAvenue,\nEvansville;\nFederation\nof\nEvansville Public School Teachers.\nScudder,\nJ. M.\n(Superintendent),\nSuperintendent of High School, Huntington; Huntington School Teachers Association.\nSmith,\nHenry\nLester\n(Ex-officio),\nDean,\nSchool of Education,\nIndiana\nUniversity,\nBloomington;\nTreasurer.\nSnodgrass,\nField, 814\nEast\n\nCourt\n\ntion,\n\nIndiana\n\nState\n\nTeachers\n\nAssocia-\n\nTrueblood, Inez (Teacher), R. A. 32, Richmond; Indiana State Teachers Association.\nTuhey, Fred (Teacher), 1121 South Walnut\nStreet,\nMuncie;\nMuncie\nFederation\nof\nTeachers.\n\nVan Duyn, Grover (Superintendent), Superintendent of Schools,\nGreenfield;\nIndiana\nState Teachers Association.\nWarner,\nEmma\nC.\n(Teacher)\n612\nLavina\nStreet,\nFort\nWayne;\nThe\nFort\nWayne\nTeachers Association.\nWeaver, Mossie (Teacher), 623 North Allen\nStreet, South Bend; South Bend Teachers\nAssociation.\nWeir, Mabel (Teacher), 200%4 Cherry Street,\nEvansville;\nFederation of Evansville Public School Teachers.\nWhitacre,\nMartha\n(Ex-officio),\n1724\nMain\nStreet, Richmond; State Director.\nWilliams, Chas. O. (Secretary), Indiana State\nTeachers Association, 3842 North Capitol\nAvenue, Indianapolis;\ners Association,\n\nIndiana\n\nState\n\nTeach-\n\nIOWA\nBerg, B. C. (Superintendent),\nent of Schools, Newton; Iowa\ners Association,\n\nGantz,\n\nMiss\n\nFairfield;\n\nGibbs,\n\nIna\n\n(Teacher),\n\nCenterville\n\nEdna\n\nHigh\n\nTeachers\n\n(Superintendent),\n\nSchool,\n\nFederation.\n\nCounty\n\nSup-\n\nerintendent\nof\nState Teachers\n\nSchools.\nGreenfield;\nIowa\nAssociation.\nHaller, Ida P. (Teacher), 1720 Brady Street,\nDavenport;\nScott County Teachers Association.\nHills, Mary E. (Teacher), 409 26th Street,\nSioux City; Sioux City Teachers Club.\nInman, J. R. (Superintendent), Superintendent of Schools,\nRed\nOak;\nIowa\nState\nTeachers Association.\nJohnson, Ella K. (Teacher), 1809 2nd Avenue, East, Cedar Rapids;\nCedar Rapids\nTeachers Association.\n,\nJungbluth,\nClyde\nM.\n(Teacher),\n715\n6th\nAvenue,\nCouncil\nBluffs;\nCouncil\nBluffs\nTeachers Club.\nMoeller, H. C., Iowa Teachers College, Cedar\nFalls;\nIowa\nState\nTeachers\nAssociation.\nMenefee,\nE. E. (Superintendent), Superintendent of Schools, Hawarden;\nIowa State\nTeachers Association.\nPye, Chas. F. (Secretary), Iowa State Teachers Association, 415 Shops Building, Des\nMoines;\nIowa State Teachers Association.\nRawson,\nGeorgia\nC., Victoria\nHotel,\nDes\nMoines;\nIowa State Teachers Association.\nReid, R. L. (Superintendent), Superintendent\nof Schools,\nKeokuk;\nIowa\nState Teach-\n\ners Association.\nRidge,\n\nEdna\n\nSicux\nRoberts,\n\nCity; Sioux City Teachers Club.\nT. R. (Ex-officio),\nSuperintendent\n\nof\n\nSchools,\n\nRobinson,\n\n(Teacher),\n\n105\n\nIndependence;\n\nVivienne\n\n21st\nState\n\n(Teacher),\n\n1215\n\nenue,\nEast,\nCedar Rapids;\nTeacher Association.\n\nCedar\n\nStreet,\nDirector.\n\n5th\n\nAv-\n\nRapids\n\nAvenue,\n\nJeffersonville; Indiana State Teachers Association.\nSuter, E. M. (Teacher), 3025 South Clinton\nStreet, Fort Wayne; Indiana State Teachers Association,\nThompson,\nVesta, 521 Oakdale Drive, Fort\nWayne;\n\nBrydolf, Nella (Assistant Principal), _Assistant Principal, Perkins School, Burlington;\nBurlington Teachers Association.\nDaries,\nChristine\n(Teacher),\n1505\nSouth\nStreet,\nBurlington;\nBurlington\nTeachers\nAssociation.\n‘\n‘\n\nSuperintendState Teach-\n\nKANSAS\nAllen,\nGeorge\nA.,\nSuperintendent of\npeka.\n\nJr.\n(Ex-officio),\nState\nPublic Instruction,\nTo-\n\nClark,\nRuth\n(Teacher),\n1507\nA.\nBenton,\nKansas City; Kansas Teachers Association.\nDahlgren, Mabel (Teacher), 1108 North 19th\nStreet, Kansas\nCity;\nKansas\nCity Grade\nTeachers Club.\nEdwards, Jeffie, 1048 Sandusky, Kansas City;\nKansas Teachers Association.\nEvans,\nMyrtle\nM.\n(Principal),\n710 Troup\nAvenue,\nKansas\nCity; Kansas\nCity Elementary Principals Club.\nFinch,\nHelen\n(Teacher),\n444\nNorth\n16th,\nKansas City; Kansas City Grade Teachers\nClub.\nHudson,\nMrs. Mabel\n(Teacher),\n309 West\nMain,\nChanute;\nChanute Teachers\nAssociation,\nKincaid,\nEdna\nD.\n(Teacher),\n1534\nWest\na\nTopeka;\nTopeka\nGrade Teachers\nub.\nLynn,\nMabel\n(Teacher),\n3416\nWashington\nStreet,\nKansas\nCity;\nKansas\nCity Grade\nTeachers Club.\nMarley,\nIda\nB.,\n1300\nCorning,\nParsons;\nKansas State Teachers Association..\nMeeks,\nHazel\n(Teacher),\n2733\nNorth\n1lith\nStreet, Kansas\nCity; Kansas\nCity Grade\nTeachers Club.\nNelson,\nMary\n(Principal),\n1007\nLindwood\nKansas\nCity,\nMissouri;\nKansas.\nState\n\nTeachers Association.\nPearson, M. E. (Ex-officio), Superintendent\nof Schools, Kansas City; State Director.\n\n"}
{"page": 1211, "printed_page": null, "text": "‘LHE SEVENTH\n\nREPRESENTATIVE\n\na\nPfefferkorn,\npene\n\nMary,\n\n744\n\nOsage\n\nStreet,\n\nLeav-\n\nKansas State Teachers Associaon.\nStout, A. J. (Superintendent), Superintendent\nof Schools,\n\nTopeka;\n\nAssociation.\nStratton,\nStreet,\n\nKate\n\nKansas\n\n(Teacher),\n\nState\n\n1908\n\nTeachers\n\nNorth\n\n14th\n\nKansas\nCity; Kansas\nCity Grade\nTeachers Club.\nVan\nCleve,\nMaude\nB.\n(Teacher),\nHigh\nSchool and Junior College, 17th and Grandview Boulevard,\nKansas City; The High\nSchool\n\nTeachers\n\nClub\n\nof\n\nKansas\n\nWear, Winifred (Teacher), 1847\nStreet, Kansas City;\nKansas\nTeachers Club.\n\nCity.\nNorth 28th\nCity Grade\n\nKENTUCKY\nChapman, J. Virgil (Supervisor), % State Department\nof Education,\nFrankfort;\nKentucky Education Association.\nCherry, H. H. (President), President Western\nTeachers\nCollege,\nBowling\nGreen;\nKentucky Education Association.\nJones, Mrs. Clara A. (Superintendent),\nSuperintendent Owen County Schools, Owenton;\nKentucky\nEducation Association.\nRhoads, McHenry\n(Ex-officio), State Superintendent of Public Instruction, Frankfort.\n\nSimpson,\n\nMiss\n\nCapitola\n\n(Teacher),\n\nTeachers\n\nCollege,\nMorehead;\nKentucky\nEducation\nAssociation.\nWebb,\nCora Lee\n(Teacher),\n322 East 3rd\nStreet,\nOwensboro;\nOwensboro\nTeachers\nAssociation,\nWilliams, R. E. (Ex-officio), Secretary Kentucky Education\nAssociation,\n4518 Southern Parkway,\nLouisville;\nState Director.\n\nLOUISIANA\nCottingham,\n\nC.\n\n(President),\nLouisiana\nColLouisiana\nTeachers Assolege, Pineville;\nciation,\nDoerr,\nLoretta R. (Ex-officio),\n1325 North\nRampart,\nNew Orleans;\nLouisiana Teachers Association;\nState Director.\nGriffith, Mrs. P. H., 1916 American Street,\n\nBaton\n\nRouge;\n\nciation.\nJones, E.\n\nW.,\n\nLouisiana\n616\n\nEdwards\n\nTeachers\ni\n\nAsso-\n\nStreet,\n\nShreve-\n\nport; Louisiana Teachers Association.\nRichardson, E. S., Box 750, Minden; Louisiana Teachers Association.\nSeeman, Marie, 2452 North Rampart Street,\nNew\nOrleans;\nLouisiana\nTeachers Association.\nTurner,\nC. B., 2000\nOlive\nStreet,\nBaton\nRouge; Louisiana Teachers Association.\n\nMAINE\nBerry, Flora (Teacher)\n99 Falmouth, Portland; Cumberland County Teachers Association.\nCustis, Alice L. (Teacher), 180 High Street,\n\nPortland;\n\nCumberland\n\nCounty Teachers As-\n\nsociation.\nFolsom, Ida M. (Teacher), Normal School,\nPresque Isle; Maine Teachers Association.\nGray, Clifton D. (President), President Bates\nCollege, Lewiston;\nMaine Teachers Association.\nHale, Florence M. (Ex-officio), State Agent\nfor Rural Schools, State House, Augusta;\n\nVice-president.\n;\nJack, William B. (Superintendent), Superintendent of Schools, Portland; Maine Teachers Association.\nKassay, John J., Kingfield; Maine Teachers\nAssociation.\n\nASSEMBLY\n\n1207\n\nee\n\nMarch,\n\nL. J. (Principal),\n\nPrincipal\n\nAcademy,\nDover-Foxcroft;\nCounty Teachers Association.\n\nPackard,\n\nThomas\n\nFoxcroft\n\nPiscataquis\n\nP. (Superintendent),\n\nSuper-\n\nintendent of Schools, Houlton;\nAroostook\nCounty ‘Teachers Association.\nPorter, _Virginia (Teacher),\nNormal School,\n\nFarmington;\nMaine Teachers Association.\nSnow, Charles A. (Superintendent), Superintendent\nof\nSchools,\nFryeburg;\nMaine\nTeachers Association.\nTaylor,\nCharles\nE.\n(Principal),\nPrincipal\nHigh School, 21 Fremont Street, Gardiner;\nMaine Teachers Association.\nTeague,\nGrace\nL.\n(Supervising\nPrincipal),\n137 College Street, Lewiston; Androscoggin County Teachers Association.\nThomas,\nAugustus\nO.\n(Ex-officio),\nState\nCommissioner\nof Education,\nAugusta.\n\nMARYLAND\nBurdick,\nWilliam\n(Ex-officio), State Supervisor Physical Education, 7 East Mulberry\nStreet, Baltimore; State Director.\nCook, Albert S. (Ex-officio), State Superintendent of Schools, Baltimore.\nWeagley, Charles A., County Board of Education,\nHagerstown;\nMaryland\nState\nTeachers Association.\n\nMASSACHUSETTS\nBatson, Bertha R. (Teacher), 11 Wales Avenue,\nBrockton;\nMassachusetts\nTeachers\nFederation.\nBliss, Rose D. (Teacher),\nBrookline\nHigh\nSchool,\nBrookline;\nBrookline\nTeachers\nClub.\nBoothby,\nLelia\nA.\n(Teacher),\n53\nCorey\nStreet, Everett; Everett Teachers Club.\nBunker,\nAdelaide\nG., 10 Charnwood\nRoad,\nSomerville;\nMassachusetts\nTeachers\nFed-\n\neration.\nCurrier, Hannah\nStreet,\n\nDavis,\n\nP,\n\n(Teacher),\n\nEverett;\n\nEverett\n\nHarriett\n\n(Teacher),\n\n160\n\nTeachers\n\nLinden\nClub.\n\nRevere\n\nHigh\nSchool, Revere;\nRevere Teachers Club.\nEmerson, George W., 177 Washington Street,\nWellesley\nHills;\nMassachusetts\nTeachers\nFederation.\nEmerson,\nMrs.\nMary\nE,\n(Teacher),\n177\nMidWashington\nStreet, Wellesly Hills;\ndlesex County Teachers Association.\nFrye, Grace E. (Teacher), 9 Sanborn Street,\nLowell;\nLowell Teachers Organization.\nHill,\nGrace,\n50 Whittier\nStreet,\nAndover;\nMassachusetts Teachers Federation.\nHunt, Winnie D. (Teacher), Winter Street\nSchool, Haverhill; Haverhill Teachers As-\n\nsociation.\nKimball, Caroline F., 39 Jackson Street, East\nLynn; Massachusetts Teachers Federation.\nLawsen,\nMaud A. (Teacher),\n466 Putnam\nAvenue,\nCambridge;\nCambridge\nTeachers\nClub.\nMcSkimmon,\nMary (Ex-officio), 205 Tappan\nStreet, Brookline; Vice-president.\nMason,\nElsie,\n20 Bolster\nStreet,\nEverett;\nMassachusetts Teachers Federation.\nMonroe, Lena, % School Department, Somerville;\nMassachusetts\nTeachers\nFederation.\nMussells, Dora,\n135 Main Street, Andover;\nMassachusetts Teachers Federation.\nNye,\nMary,\n%\nSchool\nDepartment,\nHingham;\nMassachusetts\nTeachers\nFederation.\nRichmond, Helen, 17 Fitzhenry Square, Revere; Massachuetts Teachers Federation.\nSampson, Ruby, 93 High Street, Brockton;\nMassachusetts Teachers Federation.\n\n"}
{"page": 1212, "printed_page": null, "text": "1208\n\nNATIONAL\n\nSanders, William J. (Teacher), 80 Chestnut\nTeachers\nMassachusetts\nStreet, Haverhill;\né\n‘\nFederation.\nli Bowditch\nScollard, Annie G. (Teacher),\nEast\nStreet\nMassachusetts\nBraintree;\nzine\nTet\nTeachers Federation.\nPrincipal\n(Principal),\nM.\nWayne\nShipman,\nHigh\nSchool,\nCounty\nWalpole;\nNorfolk\nTeachers Association.\n=e\nSmith,\nEdgar\nBurr\n(Principal),\nPrincipal\nHigh\nSchool,\nGreenfield;\nMassachusetts\nTeachers Federation.\nSullivan, Alice (Teacher), 45 Saunders Street,\nAllston; Boston Teachers Club.\nSullivan,\nFrances\n(Teacher),\n45\nSaunders\nStreet, Allston; Boston Teachers Club.\nSullivan, Julia E. (Teacher), 9 Marion Street,\nCharlestown;\n\nBoston\n\nTeachers\n\nClub.\n\nWinship, Albert E. (Editor), 6 Beacon Street,\nBoston;\nMassachusetts\nTeachers\nFederation.\nWoodward, Annie C. (Ex-officio), 144 School\nStreet, Somerville; State Director.\n\nE.,\n\nGrand\n\nRapids;\n\nGrand\n\nRapids\n\nTeachers Club.\nBrown,\nEdith (Teacher),\n1022 Cass Street,\nSaginaw, W. S.; Saginaw Teachers Club.\nCarr, Mrs. Bertha M. (Teacher), 5002 Clarendon\nAvenue,\nDetroit;\nDetroit Teachers\nAssociation.\nHadlow,\nHenrietta,\n4506 Trumbull\nAvenue,\nDetroit, International Council for the Education of Exceptional Children.\nHart, Alice V. (Teacher), 247 Holbrook, Detroit; Michigan Education Association.\nLowe,\nLeila (Teacher),\n634 Dennis Street,\nAdrian; Adrian Teachers Club.\nLuccock, Natalia (Teacher), 2360 East Grand\nBoulevard,\nDetroit;\nDetroit Teachers Association.\nLyons, Margaret (Teacher), 1301 McKinley\nAvenue,\nBay\nCity;\nBay\nCity Teachers\nClub.\nMaddaugh, Edith M. (Teacher), 84 Norton,\nPontiac;\nMichigan\nEducation\nAssociation.\nMarvel,\nEdith\n(Teacher),\n1731\nMcKinley\nAvenue,\nBay\nCity;\nMichigan\nEducation\nAssociation.\nPrincipal LingeMerrill, John\n(Principal),\nmann\nSchool,\nDetroit;\nMichigan\nEducation Association.\nSavage, Bessie (Teacher), 71 Sheldon Avenue, S. E., Grand Rapids;\nGrand Rapids\n\nTeachers\n\nClub.\n\nSmith,\nFlorence\nM.\n(Teacher),\nNorthern\nHigh\nSchool,\nDetroit;\nDetroit\nTeachers\nAssociation.\nTracey, Nell (Teacher), 1731 McKinley Avenue, Bay City; Michigan Education Association.\nVoorheis,\nVaide\n(Teacher),\nNorthern\nHigh\n\nSchool,\ntion.\n\nDetroit;\n\nDetroit\n\nKenwood School, Minneapolis;\nMinneapolis\nDivision of Minnesota Education Association.\nBarron, Nora (Teacher), Lincoln Junior High\nSchool, Minneapolis;\nMinneapolis Division\nof Minnescta\nEducation Association.\nBecker, Elsa, 814 East Second Street, Duluth; Atlantic Gateway Association.\nBrennan,\nLouise,\n514 West\nSecond\nStreet,\nApt. E., Duluth;\nAtlantic Gateway Asso-\n\nciation.\nBorchardt, Leola H. (Teacher), 8th Avenue\nSouth and 6th Street, Minneapolis;\nMinneapolis Classroom Teachers Association.\nBullard, Irma L. (Teacher),\n3539 Blaisdell\n\nAvenue,\n\nTeachers\n\nAssocia-\n\nWestervelt,\nGretchen\n(Teacher),\n2360\nEast\nGrand, Detroit; Detroit Teachers Association.\nYost,\nE.\nW.\n(County\nCommissioner\nof\nSchools),\n1001 Lawyers Building, Detroit;\nMichigan\nEducation\nAssociation.\n\nMINNESOTA\nBallard, Hulda\n(Teacher),\nCalhoun\nMinneapolis; Minneapolis Division\nnesota Education Association.\n\nSchool,\nof Min-\n\nMinneapolis;\n\nMinneapolis\n\nTeach-\n\nSouth\n\nSchool,\n\nLeague.\n\nByrnes,\n\nBjorling, Elsie (Teacher), Leslie School, Detroit; Detroit Teachers Association.\nBrann,\nEthel\n(Teacher),\n211 Lagrane AveS.\n\nBarnes, C. H. (Superintendent), County Superintendent of Schools, Court House, Duluth; Minnesota Education Association.\nBarrett, Leura M. (Teacher), 4825 Lyndale\nAvenue,\nSouth Minneapolis;\nJunior High\nSchool\nSection\nof Minneapolis\nTeachers\nLeague.\nBarron,\nCaroline\nK.\n(Principal),\nPrincipal\n\ners\n\nMICHIGAN\n\nnue,\n\nASSOCIATION\n\nEDUCATION\n\nMary\n\n(Teacher),\n\nHigh\n\nMinneapolis;\nMinneapolis Division of Minnesota\nEducation\nAssociation.\nCallahan, Beatrice (Teacher), Normal Training Teacher, Osakis; Minnesota Education\nAssociation.\nChapman, L. M. (Principal), Principal Public School,\nCrookston;\nMinnesota\nEduca-\n\ntion Association.\n\n3\n\nDetamore, W. H. (Superintendent),\nCounty\nSuperintendent of Schools, Mankato; Minnesota Education Association.\nEdwards,\nE. R. (Principal), Principal Murray Junior High School, St. Paul; Minnesota Education Association.\nFord, Lula (Teacher), 113 West 35th, Minneapolis;\nMinneapolis\nTeachers\nLeague,\nGrade Teachers Section.\nForsberg, Matilda C. (Teacher), 1025 Sixth\nAvenue,\nSouth,\nMinneapolis;\nMinneapolis\nTeachers\n\nLeague,\n\nGrade\n\nTeachers\n\nSection.\n\nGroesbeck, Mrs. Agnes M. (Teacher), 2020\nFremont Avenue, North, Minneapolis; Minneapolis Classroom Teachers Association.\nHain,\nEleanor\n(Teacher),\nSanford\nJunior\nHigh School, Minneapolis; Minneapolis Division of Minnesota Education Association.\nHale, Mrs. Hattie (Teacher), Eugene Field\nSchool, Minneapolis;\nMinneapolis Division\nof Minnesota Education Association.\nHellesen,\nAnne\n(Teacher),\n4700\nBryant\nSouth,\nMinneapolis;\nSpecial Teachers\nof\nMinneapolis\nTeachers\nLeague.\nHoard, G. C. (Superintendent), Superintendent\nof\nSchools,\nStewartville;\nMinnesota\nEducation Association,\nHooper, Myrtle U. (Teacher), 4038 Linden\nHills Boulevard, Minneapolis;\nMinneapolis\nClassroom Teachers Association,\nHumpfner,\nVerna\n(Teacher),\nRural School,\nCook; Minnesota Education Association.\nKeckefoth, Ethel H. (Teacher), Washington\nSchool, Minneapolis;\nMinneapolis Division\nof Minnesota Education Association.\nKimball, Florence (Teacher), Roosevelt Jun-\n\nior High\n\nSchool,\n\nDivision\n\nof\n\ntion.\n\nMinneapolis;\n\nMinnesota\n\nMinneapolis\n\nEducation\n\nAssocia-\n\nMcConnell,\nJ. M.\n(Ex-officio),\nState\nCommissioner of Education, St. Paul.\nMacGregor, Effie (Ex-officio), Principal John\nBurroughs School, Minneapolis;\nState Di-\n\nrector.\nMelby, R.\nent\n\nV.\n\n(Superintendent),\n\nof Schools,\n\nEducation\n\nPelican\n\nAssociation.\n\nRapids;\n\nSuperintendMinnesota\n\n"}
{"page": 1213, "printed_page": null, "text": "THE\nMiller,\nnue,\n\nClarissa\nSouth,\n\nTeachers\n\nSEVENTH\n\n(Teacher), 3514\nMinneapolis;\n\nLeague,\n\nGrade\n\nREPRESENTATIVE\n\nSecond AveMinneapolis\n\nTeachers\n\nSection.\n\nMoran, Mrs. Brett (Teacher), Curtis Hotel,\nMinneapolis;\nJunior High School Section\nof Minneapolis Teachers\nLeague.\nMorrison,\nKatharine\n(Teacher),\n2801\nPark\nAvenue,\nMinneapolis;\nMinneapolis\nClassroom Teachers Association.\nNewell,\nEsther\n(Teacher),\n2809\nPark Avenue, Minneapolis;\nGrade Teachers Section\nof the Minneapolis Teachers League.\nOlsen, Melvin S. (Principal), Principal East\nVocational High School, Minneapolis; Minneapolis Division of Minnesota Education\nAssociation.\nPeirce, Mabel G. (Teacher),\nNormal Training School,\nFaribault;\nMinnesota\nEducation Association,\nSuperReishus, K. P. B. (Superintendent),\nMinneintendent of Schools,\nCass Lake;\nsota Education Association.\nRichardson,\nChas.\n(Teacher),\nWest\nHigh\nSchool,\nMinneapolis;\nMinneapolis Division\nof Minnesota\nEducation Association.\nRingdahl,\nN.\nRobert\n(Teacher),\nRoosevelt\nHigh School, Minneapolis; Minneapolis Division of Minnesota Education Association.\nRogers, Mrs. Lena (Teacher), Logan School,\nMinneapolis;\nMinneapolis Division of Minnesota Education Association.\nRohde,\nHenry\n(Teacher),\ncntral\nHigh\nSchool,\nMinneapolis;\nMinneapolis Division\nof Minnesota Education Association.\nSchulz, C. G. (Secretary),\nSecretary Minnesota\nEducation\nAssociation,\n919\nPioneer\nBuilding,\nSt. Paul;\nMinnesota\nEducation\nAssociation.\n3017\nPark\nScofield,\nHarriet\nE.\n(Teacher),\nClassAvenue,\nMinneapolis;\nMinneapolis\nroom Teachers Association.\nSeverson, S. O. (Principal), Principal Franklin Junior High School, Minneapolis; Minneapolis Division of Minnesota\nEducation\nAssociation.\nShephard, Wm.\nH. (Teacher),\nNorth High\nSchool, Minneapolis;\nMinneapolis Division\nof Minnesota\nEducation Association.\nShove, Helen B. (Ex-officio), 3116 Clinton\nAvenue,\nMinneapolis;\nVice-president.\nSmith,\nCleora\nF.\n(Teacher),\nLeamington\nHotel,\nMinneapolis;\nMinneapolis\nTeachers League,\nGrade Teachers Section.\nSullivan,\nAlice\nF.\n(Teacher),\nWashington\nJunior\nHigh\nSchool,\nDuluth;\nMinnesota\nEducation Association.\nVoigt, Alfreda\n(Principal),\nPrincipal Whitney School, Minneapolis;\nMinneapolis Division of Minnesota Education Association.\nWare,\nEleanor\n(Teacher),\nLogan\nSchool,\nMinneapolis; Minnesota Education Association.\n107\nWest\n52nd\n(Principal),\nWhite,\nZada\nForum\nof\nPrincipal\nStreet,\nMinneapolis;\nMinneapolis.\nWilson,\nJohn\nA.\n(Teacher),\nSouth\nHigh\nSchool, Minneapolis; Minneapolis Division,\nMinnesota Education Association,\n\nMISSISSIPPI\nMarshall,\n\nMary\n\nGrant\n\nSchool,\n\nR.\n\n(Principal),\n\nCharleston;\n\nPrincipal\n\nMississippi\n\nEdu-\n\ncation Association.\nTaylor, W.\nN. (Secretary),\nSecretary Mississippi Education Association, 425 Edwards\nHotel Building, Jackson; Mississippi Education Association.\n\n1209\n\nASSEMBLY\nMISSOURI\n\nBanks, Chas. (Superintendent), Superintendent of Schools,\nUniversity\nCity;\nNortheast Missouri Teachers Association.\nBecker, Irene, 4042 Connecticut, St. Louis;\nMissouri State Teachers Association.\nBrown,\nChas.\nH.\n(Principal),\n1287\nSutter\nAvenue,\nSt. Louis;\nMissouri Association\nof Colored Teachers.\n¥\nCarter,\nE. M.\n(Secretary),\nSecretary\nMissouri\nState Teachers\nAssociation,\nColumbia; Missouri\nState Teachers Association.\nCollins, Grace D. (Teacher), 409 East Armour, Kansas City; Kansas City Teachers\nClub.\nCottingham,\nMrs.\nA.\nD.\n(Teacher),\n6529\nJefferson, Kansas City; Kansas City Teachers Club.\n\nDillon,\n\nW. G. (Supervisor), Assistant Superintendent of Schools, Jefferson City; Northwest Missouri Teachers Association.\nEllis, Roy (President), President State Teachers\nCollege,\nSpringfield;\nMissouri\nState\nTeachers Association.\nFair,\nEugene\n(President),\nPresident\nState\nTeachers\nCollege,\nKirksville;\nMissouri\nState Teachers Association.\nGore, W. A. (Superintendent), Superintendent of Schools, Webster Groves;\nMissouri\nStzte Teachers Association,\nGreene, C. A. (Superintendent), Superintendent of Schools, St. Joseph; Missouri State\nTeachers Association,\nHunt, Heber\n(Superintendent),\nSuperintendent of Schools, Sedalia; Community Teachers Association of Sedalia.\nKennedy,\nAmanda\nP.\nI. (Teacher),\n2701\nEast\n27th\nStreet,\nKansas\nCity;\nKansas\nCity Teachers Club.\nKillam, E. F., Board of Education, St. Louis;\nMissouri State Teachers Association.\nLain,\nNell\nE.\n(Teacher),\n4519\nMontgall,\nKansas City; Kansas City Teachers Club.\nLamkin,\nUel\nW.\n(Ex-officio),\nPresident\nNorthwest\nMissouri\nTeachers\nCollege,\nMaryville; Member by Election of Executive Committee.\nLee, Charles A. (Ex-officio), State Superintendent of Public Instruction, 1006 Fairmount Court, Jefterscn City.\nLomax, Gladys (Teacher), Sherwood School,\nSt. Joseph;\nSt. Joseph District, Missouri\nState Teachers Association.\nLongshore, W. T. (Principal), 520 West 40th\nStreet,\nKansas\nCity;\nElementary\nSchool\nPrincipals.\nMartin, W. H. (Supervisor), 4116 Warwick,\nKansas City; Missouri State Teachers Association,\nRaabe, Gertrude, 569 West Webster, Springfield; Missouri State Teachers Association.\nRalls,\nMary\nC. (Teacher),\n6529 Jefferson,\nKansas City; Kansas City Teachers Club.\nRiddle, Anna J. (Teacher), 217 North 13th\nStreet,\nSt. Joseph;\nSt. Joseph\nDistrict,\nMissouri State Teachers Association.\nRightmire,\nBertha\nM.\n(Teacher),\nLafayette\nSchool,\nSt. Joseph;\nSt. Joseph\nDistrict,\nMissouri State Teachers Association.\nSanford,\nO.\nG.\n(Superintendent),\nSuperintendent\nof Schools,\nTrenton;\nNorthwest\nMissouri Teachers Association.\nThomas, Earl D. (Teacher), Boys Industrial\nSchool, Little Blue; The Council of Negro\nTeachers.\nThompson,\nAnna\nM.\n(Teacher),\n1315 Linwood, Kansas City; Missouri State Teach-\n\ners Association.\nTurk, Genevieve\n(Principal),\nritt School,\nKansas\nCity;\nTeachers Association.\n\nPrincipal\nMissouri\n\nScarState\n\n"}
{"page": 1214, "printed_page": null, "text": "1210\nVon\n\nNATIONAL\n\nUnwerth,\n\nErdmnthe\n\nEDUCATION\n\n(Teacher),\n\n3220\n\nEast 30th Street, Kansas City; Association\nof High School Women.\n4\nWalker, T. J. (Ex-officio),\nEditor, School\nand Community,\nColumbia;\nState Director.\n\nD. M. (Teacher), 2909 East 28th\nStreet, Kansas City; Kansas City Teachers Association.\nWilson, Marian, 18 Summit Place, St. Joseph;\nSt. Joseph District, Missouri State Teachers Association.\nWright,\nElizabeth,\n421\nNorth\n21st Street,\nSt. Joseph; St. Joseph District, Missouri\nState Teachers Association.\nWebb,\n\nMONTANA\nAbbott,\nW.\nJ. (Principal),\nSchools, Belmont; Montana\nsociation.\n\nChloe,\n\nState\n\nCapitol,\n\nLin-\n\ncoln; Nebraska Woman’s Educational Club,\nBraham, W. J. (Superintendent), Superintendent of Schools,\nNorth\nPlatte;\nNebraska\nSchoolmasters Club.\nCanaday,\nGolda,\nMinden;\nNebraska\nState\nTeachers Association.\nCompton,\nMaude\n(Teacher),\nSouth\nHigh\nSchool, Omaha;\nOmaha School Forum.\nConn,\nU. S. (President),\nPresident\nState\nNormal\nSchool,\nWayne;\nNebraska\nState\n\nTeachers Association.\nFollmer, Kathryn\n(Principal),\nLincoln ; Nebraska\n\nState\n\n1715\n\nPepper,\n\nTeachers\n\nAssocia-\n\ntion.\nGriffin,\nJuliette\n(Teacher),\nCentral\nHigh\nSchool, Omaha; Omaha School Forum.\nHall, Verona, 313 R Street, University Place,\nLincoln; Nebraska State Teachers Association.\nHampton,\nMrs.\nHelen,\n5174\nJones Street,\nOmaha;\nNebraska State Teachers Association.\nHarris, Laura\n(Teacher),\n2700 South\n14th\nStreet, Lincoln; Lincoln Teachers Association.\nHosman,\nEverett M. (Secretary),\nSecretary\nNebraska\nState Teachers Association,\n511\nRichards Block, 11th and O Streets, Lincoln; Nebraska State Teachers Association.\nJury, Jessie B. (Teacher),\n1213 K Street,\nLincoln; Lincoln Teachers Association.\nKimmel, Louise (Principal), Principal High\nSchool, Ohiowa;\nNebraska State Teachers\nAssociation.\nLefler, M. C. (Ex-officio), Superintendent of\nSchools, Lincoln;\nState Director.\nMcCrystal,\nMrs.\nSadie\n(Principal),\nLindell\nHotel, Lincoln; Lincoln Teachers Association.\nMcDonald, Esther, 818 Iowa Avenue, York;\nNebraska State Teachers Association.\nMartin,\nGeorge\nE.\n(President),\nPresident\nState Teachers College, Kearney;\nFaculty\nof State Normal School.\nMorrisey,\nMarian\n(Teacher),\nCentral\nHigh\nSchool, Omaha;\nOmaha\nSchool Forum.\nMuir,\nSarah\nT.\n(Teacher),\nLincoln\nHigh\nSchool, Lincoln; Nebraska Woman’s Educational Club,\n\nSchool,\nSchool,\n\nPyrtle, E. Ruth (Principal), Bancroft School,\nLincoln;\nNebraska\nWoman’s\nEducational\n\nClub.\nSchildknecht, Lucy (Teacher), Park School,\nOmaha;\nOmaha School Forum.\nSenter,\nH.\nA.\n(Teacher),\nCentral\nHigh\nSchool, Omaha;\nOmaha School Forum,\nSmidt, Ida (Teacher),\nPrinceton;\nNebraska\nState Teachers Association.\nWilliams, Nellie C. (Teacher), Field School,\nOmaha;\nOmaha School Forum.\nYoder,\nW.\nA.\n(Teacher),\nTechnical\nHigh\nSchool,\nOmaha;\nOmaha\nSchool Forum.\n\nNEVADA\nAnderson, W. W. (Ex-officio), State SuperNes ae\nof Public\nInstruction,\nCarson\nity.\nBieghler,\nMrs.\nH.\nK.\n(Teacher),\nEureka;\nNevada State Educational Association.\nBradley, Anna E,. (Teacher), Public School,\n\nTonopah; Nevada State Educational Association.\nKnemeyer,\nBertha C. (Principal), Principal\nElko\n\nNEBRASKA\nMiss\n\nNewell,\nEthel\n(Teacher),\nWebster\nOmaha; Omaha School Forum.\nPetersen, Bertha\n(Teacher),\nPacific\nOmaha;\nOmaha School Forum.\n\nPrincipal\nof\nEducation As-\n\nCunningham,\nR. J. (Ex-officio),\nSecretary\nMontana\nEducation\nAssociation,\n9 Kohrs\nBlock, Helena; State Director.\nDietrich,\nJohn\n(Superintendent),\nSuperintendent of Schocls, Helena; Montana Education Association.\n:\nA\nDolf, Ida (Teacher), 736 South Third, Missoula; Montana Education Association.\n\nBaldridge,\n\nASSOCIATION\n\nHigh\n\nSchool,\n\nElko;\n\nNevada\n\nState\n\nEducational Association.\nWilson, Eva M. (Principal), Principal Junior High School, Las Vegas; Nevada State\nEducational Association.\n=\nNEW\n\nHAMPSHIRE\n\nButterfield, Ernest W.\n(Ex-officio), Commissioner of Education, Concord.\nDavis,\nMrs.\nIsabel\nV., West\nHopkinton;\n\nNew Hampshire\n\nState Teachers\n\nAssociation.\n\nFranklin,\nHelen A. (Teacher),\nWoodsville;\nNew Hampshire\nState Teachers\nAssociation.\n\nGault,\n\nJohn\n\n(Ex-officio),\n\nPrincipal\n\nFranklin\n\nSchool, Manchester; Acting State Director.\nHorne, Perley L. (Principal), Principal Pinkerton\nAcademy,\nDerry;\nNew\nHampshire\nState Teachers Association.\nMcCoy, Mrs. Nettie W. (Principal), Woodsville; New Hampshire State Teachers Association.\n\nNEW\n\nJERSEY\n\nAchenbach,\nAnne\n(Teacher),\nSouth\n8th\nStreet School, Newark;\nNewark Teachers\nAssociation.\n\nDyke,\n\nCharles B. (Ex-officio), Superintendent of Schools, Short Hills; State Director.\nAnderson,\nAlice\nF.\n(Principal),\nPrincipal\nPublic\nCounty\n\nSchool,\nMorris\nPlains;\nMorris\nTeachers Association.\nCampion,\nAlice (Assistant Principal),\nFirst\nAssistant, Hawthorne Avenue School, Newark; Newark Teachers Association.\nCarrigan, Kathryn E. C., 131 North Richards\nAvenue,\nVentnor;\nNew\nJersey\nTeachers\nAssociation,\nChapman,\nIra T. (Ex-officio), Euperintendent\nof Schools,\nElizabeth;\nNew\nJersey\nState Teachers Association; Vice-president.\nCollins,\nBlanch\n(Teacher),\nCramer\nJunior\nHigh School,\nCamden;\nTeachers\nAssociatien of Camden.\nFetterly, C. A. (Supervising Principal), Public\nSchools,\nElliott\nPlace,\nRutherford;\nRutherford Teachers Association.\nFithian, Powell G. (Supervisor),\n114 Windsor Avenue,\nCamden;\nNew\nJersey State\nTeachers Association.\n\n"}
{"page": 1215, "printed_page": null, "text": "THE\n\nSEVENTH\n\nREPRESENTATIVE\n\nFord, Helene (Teacher), 368 Union Street,\nHackensack;\nHackensack\nTeachers\nAssociation.\nGreen, Lillian M. (Principal), Principal Jonathan\nDickinson\nSchool,\nSouth\nPark\nand\n4th Street, Elizabeth;\nElizabeth Teachers\nAssociation,\nGrifin,\nMaude\n(Teacher),\n428\nNorth\n5th,\nCamden; Teachers Association of Camden.\nHoagland, Ada May (Teacher), School No.\n1, Chatham,\nMillington;\nMorris\nCounty\nTeachers Association.\nHogan, Rita (Teacher), Millville; New Jersey State Teachers Association.\nKlages, Josephine R. (Principal), 602 Benson\nStreet,\nCamden;\nNew\nJersey\nState\nTeachers Association.\nMcAvoy,\nMary\nM.\n(Teacher),\n712\nMain\nStreet, Paterson; New Jersey State Teachers Association.\nMcCoy,\nEmma\nA.\n(Supervisor),\n230 Livingston Avenue, New Brunswick; Teachers\nClub of New Brunswick.\nMcNervey,\nMargaret\nT.\n(Teacher),\n255\nGrand Street, Paterson; Paterson Teachers\nAssociation.\nMacFarland, Margaret (Teacher), 706 Washington Lane,\nPalmyra;\nTeachers Association of Camden.\nMilton,\nGrace,\n5 Gardner\nAvenue,\nJersey\nCity; New Jersey State Teachers Association.\nMurphy, Mary D. (Teacher), Public School,\n17 Duncan Avenue, Jersey City; New Jersey State Teachers Association.\nPatrick,\nAugusta\nL.\n(Teacher),\nBarringer\nHigh\nSchool,\nNewark;\nNewark\nTeachers\nAssociation.\nPolevinick, Bella (Teacher), 951 Ferry Avenue,\nCamden;\nTeachers\nAssociation\nof\nCamden.\nRader, Anna I., 3 Emery Street, Jersey City;\nNew Jersey State Teachers Association,\nRoe, Warren A. (Teacher), Belmont Avenue\nSchool,\nNewark;\nNewark\nPublic\nSchool\nTeachers Association.\nShurts, Lelia (Teacher), 316 Sussex Avenue,\nNewark;\nGrade\nTeachers\nOrganization.\nSimpson,\nHarriet\n(Teacher),\nOcean\nCounty\nPublic Schools, Toms\nRiver; New Jersey\nState Teachers Association.\nSmith,\nArthur\nO.\n(Superintendent),\nSuperintendent\nof Schools,\n‘Union\nCity;\nNew\nJersey State Teachers Association.\nSmith, Bertha L. (Teacher), 5 South Buffalo\nAvenue, Ventor; The Atlantic City Teachers Association.\nSmith, Mrs. Nellie T. (Supervisor), Summit\nApartments, Boulevard, Jersey City; New\nJersey State Teachers Association.\nStrahan,\nCharles J. (Supervisor),\nAssistant\nCommissioner of Education, Trenton; New\nJersey State Teachers Association,\nThompson,\nJ. Earl,\nPublic\nSchool\nNo.\n3,\nJersey City;\nNew Jersey State Teachers\nAssociation,\nWard, William R. (Supervisor), 550 Bellevue\nAvenue, Trenton; New Jersey State Teachers Association.\nWeidenhamer,\nMadge\n(Teacher),\nPennington; New Jersey State Teachers Association,\n334\nStephen\nWharton,\nAgnes\n(Teacher),\nNew\nJersey\nStreet,\nBelleville,\nNewark;\n\nState\n\nTeachers\n\nAssociation,\n\nWhiting, Theodosia,\nsack; New Jersey\ntion.\n\nBergen Street,\nState Teachers\n\nHackenAssocia-\n\n1211\n\nASSEMBLY\nNEW\n\nMEXICO\n\nBalling, Marie (Superintendent), Superintendent Bernalillo\nCounty Schools,\nAlbuquerque;\nNew\nMexico\nEducational\nAssocia-\n\ntion.\nCarrigan,\nMrs.\nGrace\nJ. (Superintendent),\nSuperintendent\nof\nSchools,\nSilver\nCity;\nNew Mexico Educational Association,\nMoore, Oscar\n(Teacher), High School, Raton; New Mexico Educational Association.\n\nNEW\n\nYORK\n\nBaker, Helen M. (Teacher), Bay Ridge High\nSchool,\nBrooklyn;\nHigh\nSchool Teachers\nAssociation of New York City.\nBrubacher, A. R. (President), President State\nCollege for Teachers, Albany;\nNew York\nState Teachers Association.\nChapman,\nR. Bell, 80 Third Street, Newburgh; New York State Teachers Associa- tion.\nCheney, Ruth L., 403 North James, Rome;\nNew York State Teachers Association.\nCrandall, Ernest L. (Director), Director of\nLectures\nand\nVisual\nEducation,\nPublic\nSchools, New York City; Visual Instruction Association of America.\nDavidman,\nJeanette S. (Teacher), 636 East\n232nd\nStreet,\nNew\nYork;\nPublic\nSchool\n160 and 161, Manhattan.\nDavidman.\n\nJoseph\n\nI.\n\nPublic\n\nSchool\n\n160,\n\nStreet,\n\nNew\n\nYork;\n\n(Principal),\n\nManhattan,\nNew\n\nYork\n\nPrincinval\n\n107\n\nSuffoll\n\nPrincipals\n\nAssociation.\nDavison, Gecrge M. (Principal), 1429 Union\nStreet, Brooklyn; Brooklyn Teachers Association.\nFinegan,\nThomas\nFE. (Ex-officio),\nEastman\nKodak Company, Rochester; Board of Trustees,\n(Teacher),\n44\nChurch\nGordon,\nEugenia\nTeachers\nClub\nof\nStreet,\nNew\nRochelle;\nNew Rochelle.\nGraves, Blanche E., 109 Turin Street, Rome;\nNew York State Teachers Association.\nHolmes,\nWilliam\nH.\n(Ex-officio), 60 South\nThird Avenue, Mt. Vernon; State Director.\n\nHourigan,\n\nAnna\n\nM.\n\n1075\n\nWaverly\n\nPlace,\n\nSchenectady.\nHutchison,\nMrs.\nCherry\nO.\n(Teacher),\n83\nDowning\nStreet, Brooklyn;\nPublic School\nKindergarten\nAssociation\nof New\nYork\nCity.\nGibbons, Rose E. (Superintendent), 181 Main\nStreet,\nHudson\nFalls;\nNew\nYork\nState\nTeachers Association.\nJeffers, G. B. (Supervisor), 108 Union Street,\nSchenectady;\nNew\nYork\nState\nTeachers\n\nAssociation.\nJones, Olive M.\n(Principal),\nPublic School\nNo. 20, New York City; National Council\nof Administrative Women\nin Education.\nKelley,\nChas.\nB. I. (Teacher),\nAlexander\nHamilton\nHigh\nSchool,\nBrooklyn;\nHigh\n\nSchool\n\nTeachers\n\nAssociation\n\nof New\n\nYork\n\n(Teacher),\n\n114\n\nCity.\nKroner,\n\nMrs.\n\nFrances\n\nW.\n\nValentine Street, Mt. Vernon; Mt. Vernon\nTeachers Association,\nLasher, Mrs. Wm.\nB. (Teacher), 3177 Bedford Avenue, Brooklyn; High School Teachers Association of New York City.\nLasher,\nWilliam\nB.\n(Teacher),\n3177\nBedford Avenue, Brooklyn; High School Teachers Association of New York City.\nLaughlin, Hugh C. (Teacher), 2111 Crotona\nAvenue, New York; New York City Teach-\n\ners\n\nAssociation,\n\n"}
{"page": 1216, "printed_page": null, "text": "Die\n\nNATIONAL\n\nEpuCcATION\n\nWalker,\n\nLotz, Christine L. (Principal), 70 WellingNew York State\nton Avenue,\nRochester;\nTeachers Association.\nMcLean, Harriet T. (Teacher),\n126 Haseco\nAvenue,\nPort Chester;\nNew\nYork\nState\nTeachers Asscciation.\nMacGinn,\nChristine\n(Teacher),\n335\nSouth\nSecond Avenue, Mt. Vernon; Mt. Vernon\nTeachers Association.\nMacVay,\nAnna\nP.\n(Teacher),\nWadleigh\nHigh\nSchool,\nNew\nYork;\nHigh\nSchool\nTeachers\nAssociation\nof New\nYork\nCity.\n\nMilligan,\n\nAnnette\n\nW.\n\n(Teacher),\n\n30\n\nShannon, K. Elizabeth (Teacher), 13 Chapman\nStreet,\nBinghamton;\nBinghamton\nTeachers Association.\nSnell, Squire H.- (Teacher), 459 Rockingham\nStreet, Rochester;\nRochester Teachers Association.\nSnyder,\nElmer W.\n(Principal),\n205 Magee\nAvenue, Rochester; Rochester Teachers Association.\nStebbins,\nMrs. Jane (Principal),\n9 Phillips\nAmsterdam;\n\nNew\n\nYork\n\nState Teach-\n\ners Association.\nStetson,\nMrs.\nHarriet\nT.\n(Teacher),\nBuchanan;\nTeachers\nAssociation\nof Fourth\nSupervisory District, Westchester.\nStrayer,\nGeorge\nD.\n(Ex-officio),\nTeachers\nCollege, Columbia University, New York;\nLife Director.\nWagner, Thomas J. (Supervising Principal),\nBox\n647,\nCroton-on-Hudson;\nNew\nYork\nState Teachers Association.\nWelch, Mrs. Mabel B. (Teacher), 125 Mt.\nJoy Place, New Rochelle; Teachers Club\nof New Rochelle.\nWhite,\nFred\nC.\n(Teacher),\nMorris\nHigh\nSchool,\n\nNew\n\nYork;\n\nHigh\n\nSchool\n\nTeachers\n\nAssociation of New York City.\nWilson, Martha M. (Principal), Public School\nNo. 9, Manhattan, New York City; New\nYork Principals Association.\n\nNORTH\n\nCAROLINA\n\nAllen, A, T. (Ex-officio), State Superintendent of Public Instruction, Raleigh.\nAndrews, T. Wingate\n(Superintendent), Superintendent of Schools, High Point; North\nCarolina Education Association.\nBrogden, L. C., State Department of Education, Raleigh;\nNorth\nCarolina\nEducation\nAssociation.\nGrassy\nCreek;\nGore,\nMiss Johnnie,\nNorth\nCarolina Education Association.\nWright, M. L., East Carolina Teachers College,\nGreenville;\nNorth\nCarolina\nEducation Association.\n\nMcCurdy,\nNorth\nburn;\n\nNORTH\n\nDAKOTA\n\nM.\n\n(Secretary),\n\nDaktoa\nNorth\n\nE.\n\nSadie\n\nFargo;\ntion,\n\nA.,\n\nNorth\n\n328\n\nDe\n\nDakota\n\nLendrecie\n\nEducation\n\nBlock,\n\nAssocia-\n\nWaller, A. M. (Superintendent), County Superintendent of Schools, Minot; North Dakota Education Association.\nWeeks, Arland D., Dean, School of Education,\nNorth\nDakota\nAgriculture\nCollege,\nState College Station, Fargo;\nNorth Da-\n\nkota\n\nEducation\n\nAsscciation.\n\nOHIO\n\nCottage\n\nAvenue,\nMt.\nVernon;\nNew\nYork\nState\nTeachers\nAssociation.\nMilligan, Grace L. B. (Supervisor), 60 South\nMt. Vernon\nThird Avenue,\nMt. Vernon;\nTeachers Association.\nRussell, William F., Dean, School of Education, Columbia University, New York City;\nFaculty Teachers College.\nSchermerhorn,\nElizabeth\n(Teacher),\n6 Phillips Street, Amsterdam;\nNew\nYork State\nTeachers Association.\n\nStreet,\n\nASSOCIATION\n\nSecretary\n\nEducation Association, WashDakota\nEducation\nAssocia-\n\ntion.\n\nNielson, Minnie J. (Ex-officio), 901 5th Avenue, Valley City; State Director.\nPalmer, Bertha R. (Ex-officio), State Superintendent of Public Instruction, Bismarck.\n\n°\n\nAiken, Annie (Teacher), 325 West Sandusky\nAvenue, Bellefontaine; Bellefontaine Teachers Association.\nAmmon, Mrs. Lucy P. (Teacher), 1265 Parkwood Drive, Cleveland; Ohio State Teachers Association.\nArganbright, C. A. (Superintendent), County\nSuperintendent\nof Schools,\nLima;\nOhio\nState Teachers Association.\nBelston,\nEthel\nMay\n(Teacher),\n500 North\nJameson,\nLima;\nLima\nTeachers\nAssociation.\nBorden, Ruby, Macon;\nOhio State Teachers\nAssociation.\nBrown, Edith H. (Teacher), 522 West High\nStreet, Piqua; Ohio State Teachers Association.\nBrown, Maude (Teacher), 1321 Lincoln Avenue, Toledo; Toledo Teachers Association.\nBrown,\nNell H.\n(Principal),\n111\nGerlaugh\nAvenue, Dayton; Ohio State Teachers Association.\nBrown, W. Q. (Principal),\nPrincipal Ken-\n\nnedy School,\n\nCincinnati;\n\nOhio\n\nState Teach-\n\ners Association.\nBusick, Myrtle (Principal), 436 South Pine\nStreet, Lima;\nLima Teachers Association.\nCarson, Helen (Teacher), Walnut Hills High\nSchool, Cincinnati;\nThe Cincinnati Teachers Association.\nDay, Velma\n(Teacher), 1521 Mars Avenue,\nLakewood; Lakewood Federation of Teachers Association.\nEldredge, A. C. (Supervisor), Assistant Superintendent of Schools,\nBoard of Education, Cleveland;\nOhio State Teachers Association.\nEvans, Lucy Belle (Principal), Principal High\nSchool, Coolville; Ohio State Teachers Association,\n\nEvans,\n\nWm.\n\nA.\n\n(Teacher),\n\n19\n\nCircle\n\nDrive-\n\nEastwood,\nCincinnati;\nOhio State Teachers Association.\nEyler, A. L. (Teacher), 4311 Franklin Avenue,\nCincinnati;\nThe Cincinnati\nTeachers\nAssociation.\nFalter, Ida K. (Teacher), Hotel Doanbrooke,\nCleveland;\nOhio\nState Teachers\nAssocia-\n\ntion.\nFisher,\n\nJessie\n\nG.\n\n(Teacher),\n\n3404\n\nMiddleton\n\nAvenue,\nCincinnati;\nOhio State Teachers\nAssociation.\nForrer, Glenn (Teacher), 60 Norman Avenue,\nDayton;\nDayton Teachers Club.\nGreen, Mrs. Nellie Grant\n(Teacher),\nHarding\nSchool,\nYoungstown;\nYoungstown\nEducationai Association.\nGrossen,\nSusan\n(Teacher),\nLincoln\nSchool,\nClifton\nBoulevard,\nLakewood;\nLakewood\nTeachers Association.\nGugle, Marie (Supervisor), Assistant Superintendent of Schools, Columbus; Ohio State\nTeachers Association.\nHaines, Kathryn H. (Teacher), 1568 Compton\nRoad,\nCleveland\nHeights;\nCleveland\nHeights Teachers Association.\nHalliwell, Myrtle (Principal), 1101 Lake Avenue, Elyria; The Elyria City Teachers Club.\n\n"}
{"page": 1217, "printed_page": null, "text": "THe\nHatfield,\nAkron;\n\nSEVENTH\n\nDora\n\n(Teacher),\n\nAkron\n\nTeachers\n\nREPRESENTATIVE\n\nLincoln\nSchool,\nAssociation.\n\nHawley,\nDe Emma\n(Teacher),\n215 South\nVine Street, Marion; Marion City Teachers\nAssociation.\nHill, Eleanor (Teacher), 835 Oakwood,\nledo; Toledo Teachers Association.\n\nTo-\n\nHodson,\nH.\nW.\n(Superintendent),\nCounty\nSuperintendent\nof\nSchools,\nWilmington;\nOhio State Teachers Association.\nHolliday,\nHelen\nJ. (Principal),\nPrincipal\nStanton\nSchool,\nSteubenville;\nOhio State\nTeachers Association.\nHornby,\nA. M.\n(Superintendent),\nSuperintendent of Schools, Maumee;\nOhio State\nTeachers Association.\nHoskinson,\nNettie J. (Teacher),\n15707\nDetroit Avenue, Cleveland; Ohio State Teachers Association.\nHumphrey, Janet (Teacher), Bevedere Apartments,\n\nToledo;\n\nToledo\n\nTeachers\n\nAssocia-\n\ntion,\n\nHuntley,\nVesta\nA.,\nBoard\nof Education,\nAkron;\nAkron Teachers Association.\nJacobs,\nZola\nD.\n(Principal),\n810\nSouth\nBlanchard\nStreet,\nFindlay;\nOhio\nState\nTeachers Association.\nKaylor,\nBarbara\n(Teacher), Wooster;\nOhio\nState Teachers Association.\nKehm,\nCharlotte\nE.\n(Teacher),\nNorwood\nHigh School, Norwood; Norwood Teachers\nAssociation.\nKiefer, R. J. (Ex-officio), Superintendent of\nSchools, Niles; State Director.\nKing, Helen G. (Teacher), 709 West North\nStreet, Lima;\nLima Teachers Association.\nKuenzli,\nRuth\n(Teacher),\nNevada;\nFindlay\nTeachers Association.\nMcArtor,\nAlice (Principal), Principal Howe\nSchool,\nAkron;\nAkron\nTeachers\nAssociation.\n\nMcBeth,\n\nEliza\n\n(Teacher),\n\nStreet,\nSpringfield;\nAssociation.\n\nMcDowell,\n\nJ.\n\nV.\n\n2610\n\nEast\n\nSpringfield\n\n(Superintendent),\n\nHigh\n\nTeachers\n\nCounty\n\nSuperintendent of Schools, Ravenna;\nOhio\nState Teachers Association.\nMcKown, Emilie (Teacher), McKinley School,\nYoungstown; Youngstown Educational Association,\nMcMyler,\nH.\nT.\n(Teacher),\nHigh\nSchool,\nCenter\nRoad,\nWarrensville;\nOhio\nState\nTeachers Association.\nMarek,\nAnna\nE. (Teacher),\nSolon;\nCuyahoga County Teachers Association.\nMarple,\nCharles A. (Teacher), 6801 Euclid\nAvenue,\n\nCleveland;\n\nCleveland\n\nTeachers\n\nFederation.\nMarsh, Mabel I., 254 Storer Avenue, Akron;\nOhio State Teachers Association.\nMathias, A. O. (Teacher), R. F. D. No. 1,\nMadisonville; The Cincinnati Teachers Association.\nMelville, Helen A., Steubenville; Ohio State\nTeachers Association.\nMercer, Elizabeth (Principal), Principal Miller School,\nAkron;\nOhio\nState Teachers\nAssociation.\nMiller, Mildred, “% Board of Education, Lee\nRoad,\nCleveland\nHeights;\nCleveland\nHeights Teachers Federation.\nMocre, Anna (Teacher), 232 Oakwood Place,\nSpringfield;\nSpringfield Teachers Association.\nMoore, Leanna (Principal), 1101 Lake Avenue,\nElyria;\nThe\nElyria\nCity\nTeachers\n\nClub.\nOffenhauer,\nR. E. (Superintendent),\nSuperintendent\nof Schools,\nLima;\nOhio\nState\nTeachers Association,\n*\n\nParks,\n\n1213\n\nASSEMBLY\n\nMrs.\n\nMary\n\n(Teacher),\n\nRocky\n\nRiver;\n\nCuyahoga County Teachers Association.\nPerry,\nHelen\n(Teacher),\nSouth\nAvenue\nSchool,\nYoungstown;\nYoungstown\nEducational Association.\nPfile, Ardia (Teacher), 508 Fairfield Street,\nWarren;\nWarren\nCity Teachers\nAssociation.\n\nPhelps,\nGrace\n(Principal),\nSchool,1, Columbus;\nOhio\nAssociation,\n\nReynolds,\n\nF.\n\nE.\n\nMt.\n\nVernon\n\nState\n\nTeachers\n\n(Secretary),\n\nOhio\n\nState\n\nTeachers Association, 428 Chamber of Commerce,\nColumbus;\nOhio\nState\nTeachers\n\nAssociation.\nRicksecker,\nC.\nW.\n(Principal),\nPrincipal\nChaney\nSchool, Youngstown;\nOhio State\nTeachers Association.\nRider, O. D. (Superintendent), Superintendent of Schools, Bloomdale;\nTeachers Association,\n\nRiggle,\n\nC.\n\nB.\n\nWood\n\n(Superintendent),\n\nCounty\n\nSuperintend-\n\nent\nof Schools,\nPerrysburg;\nOhio\nState\nTeachers Association.\nRoberts, Paul E. (Teacher), R. F. D. No. 2,\nBrecksville;\nCuyahoga\nCounty\nTeachers\nAssociation.\nRoxbury, Grace (Teacher), Solon; Cuyahoga\n\nCounty Teachers Association.\nSanford,\nHelen\n(Teacher),\nWalnut\nHills\nHigh\nSchool,\nCincinnati;\nThe Cincinnati\nTeachers Association.\nSantrock,\nNora\n(Principal),\n19844\nMoore\nStreet, Barberton; Barberton Teachers Association.\nScott,\nBelle\nTorrey\n(Principal),\nFulton\nSchool,\nColumbus;\nOhio\nState\nTeachers\nAssociation.\nSheplor,\nJulia\n(Teacher),\n1929\nLinwood,\nToledo; Toledo Teachers Association.\nSmith,\nAda\n(Teacher),\nHarrison\nSchool,\nLakewood ; Lakewood\nTeachers\nAssociation.\nStanton,\nB. F.\n(Superintendent),\nSuperintendent of Schools,\nAlliance;\nOhio State\nTeachers Association.\nStoring, Julia H.\n(Teacher),\n940 Oakland\nAvenue,\n\ntion.\nStrong,\n\nAkron;\n\nGeorge\n\nAkron\n\nM.\n\nSchool,\nColumbus;\nFederation.\n\nTeachers\n\n(Teacher),\nColumbus\n\nAssocia-\n\nEast\n\nHigh\n\nTeachers\n\nSwanton, Charlotte M. (Principal), 567 Stanton Avenue, Springfield; Ohio State Teachers Association.\nThomas,\nAnne\n(Principal),\nPrincipal\nMonroe School, Youngstown; Youngstown Educational Association.\nTracy,\nKathleen\nE. (Teacher),\n532 Howell\nAvenue,\nCincinnati;\nOhio\nState Teachers\nAssociation.\nVonengeln, Dorothy (Teacher), 140 La Bell\nStreet, Dayton;\nDayton Teachers\nClub.\nWard, P. E. (Superintendent),\nSuperintendent of Schools, Chardon; Ohio State Teachers Association.\nWest, Mrs. Fern (Teacher), 645 North State\nStreet, Marion;\nMarion City Teachers Association. |\n\nOKLAHOMA\nApple, Mary Ghloe (Teacher), High School,\nMcAlester;\nOklahoma\nEducation\nAssociation.\nBarton, J. R. (Superintendent), Superintendent of Schools, Oklahoma City; Oklahoma\nEducation Association.\nBriggs, Eugene S. (Superintendent), SuperOkmulintendent\nof Schools,\nOkmulgee;\ngee City Teachers Association.\n\n"}
{"page": 1218, "printed_page": null, "text": "1214\n\nEDUCATION\n\nNATIONAL\n\nP. P. (Ex-officio), Superintendent\nClaxton,\nof Schools, Tulsa; Life Director.\nEvatt,\n\nHassie\n\n(Teacher),\n\nEast\n\n631\n\nOkmul-\n\nCity\nMuskogee\nMuskogee;\ngee Avenue,\nTeachers Association.\nOklahoma EducaFuston, W. M., Hominy;\ntion Association.\nHowell, C. M. (Secretary), Secretary, OklaConti708\nAssociation,\nEducation\nhoma\nnental Building, Oklahoma City; Oklahoma\nEducation Association.\nHowell, Mrs. C. M., 319 Hurd Street, Edmond;\nOklahoma Education Association,\n\nMitchell,\nJohn\nG.\n(President),\nPresident\nTeachers College, Edmond; Oklahoma Education Association.\nMorrisett, Lloyd N., 207% West 23rd Street,\nOklahoma City; Oklahoma Education Association.\nOliver, Marjorie (Teacher), 11th and Broadway,\n\nMuskogee;\n\nAssociation.\nVance,\nNeva\npal),\nBoard\nPonca\n\nCity\n\nMuskogee\n\nCity\n\nTeachers\n\nae\n\"aie\nKinnon\n(Supervising\nPrinciof Education,\nPonca\nCity;\nOklahoma\n\nTeachers\n\ntion,\n\nOklahoma\n\nEducation\n\nAssociation.\n\nOREGON\nBridges,\nGrace\n(Teacher),\nStreet, Portland; Portland\nAssociation.\n\n780\nGrade\n\nMarshall\nTeachers\n\nBryant, Mrs. Emma (Superintendent), County\nSuperintendent\nof\nSchools,\nHillsboro;\n\nWashington\n\nCounty\n\nTeachers\n\nAssociation.\n\nCarleton, E. F. (Secretary), Secretary\ngon\nState\nTeachers\nAssociation,\n\nOre-\n\n301\nBehnke-Walker Building, 11th and Salmon\nStreets, Portland;\nOregon State Teachers\n\nAssociation.\n\nPrideaux, A. J. (Principal), 1575 East Taylor Street, Portland; Portland Grade Teachers Association.\nRankin,\nNettie Mae\n(Teacher),\n1157\nBroadway Street, Portland; Portland\nSchool Teachers Association.\n\nEast\nHigh\nF\nRice, Charles A. (Superintendent),\nSuperintendent of Schools, Portland; Oregon State\nTeachers Association.\nRippey,\nIrene\n(Teacher),\n101\nEast\n22nd\nStreet,\nNorth,\nPortland;\nPortland\nGrade\nTeachers Association.\nScott, C. E. (Teacher), Box 96, Troutdale ;\nOregon State Teachers Association.\nSpooner,\nJulia (Teacher),\nBox\n188, Route\nNo. 3, Lents Station, Portland; Portland\nGrade Teachers Association.\nStarrett, Mildred (Teacher), 550 North Summer, Salem; Oregon State Teachers Association.\nUlen, Mary\n(Ex-officio), 5307 37th Avenue,\nS. E., Portland;\nVice-president.\n\nPENNSYLVANIA\n\nAssocia-\n\nVaughan, John S. (Ex-officio), State Superintendent of Public Instruction, Oklahoma\nCity;\n\nASSOCIATION\n\nk\n\nCarter,\nMrs.\nSusanne\nHomes\n(Ex-officio),\nCounty\nSuperintendent\nof Schools,\nJacksonville; State Director.\nCase, Mrs. Josephine (Supervisor), Assistant\nPrincipal, Grade School, Hillsboro; Washington County Teachers Association.\nChandler, Helen (Teacher),\n1336 East Taylor, Portland;\nPortland\nGrade\nTeachers\nAssociation.\nFawk, Ermine (Teacher), 267 South Winter\nStreet, Salem; Salem Teachers Association,\nFulkerson,\nMrs.\nMary\n(Superintendent),\nCounty Superintendent of Schools, Salem;\nOregon\nState Teachers\nAssociation,\nHale, Laura\n(Teacher), 595 Marion Street,\nSalem;\nSalem Teachers Association,\nHammond,\nVida\n(Teacher),\n31 East\n79th\nStreet, Portland;\nOregon\nState Teachers\nAssociation,\nHoward, C. A. (Ex-officio), State Superintendent of Public Instruction, Salem.\nKays, Ida, R. F. D., Hillsboro; Washington\nCounty Teachers Association.\nKirkpatrick, Genevieve\n(Teacher), 310 East\n35th\nStreet,\nS. E.,\nPortland;\nPortland\nGrade Teachers Association.\nLanders,\nJoseph\nL.\n(President),\nPresident\nOregon\nNormal School, Monmouth;\nOregon State Teachers Association.\nLandrith, Austin (Principal), Principal High\nSchool, Pendleton;\nOregon State Teachers\nAssociation,\nMcLaughlin,\nAda,\n(Teacher),\nMilwaukie;\nPortland Grade Teachers Association.\nMurray,\nHelen\n(Teacher),\nAlmira\nApartments, Portland; Portland Grade Teachers\nAssociation,\n\nAhn,\nFlorence R. (Teacher),\nStrausstown;\nBerks County Teachers Association.\nAlbright, Denton M. (Superintendent),\nSuperintendent of Schools, Rochester;\nPennsylvania State Education Association.\nAlderman, Grover H., Dean, School of Education,\nUniversity\nof\nPittsburgh,\nPittsburgh;\nPennsylvania\nState Education\n. Association.\n\nAllen,\n\nT.\n\nTT.\n\n(Principal),\n\nPrincipal\n\nState\n\nNormal School, East Stroudsburg;\nPennsylvania State Education Association.\n3\nArmstrong,\nDallas W.\n(Principal),\nPrincipal State Normal\nSchool,\nLock\nHaven;\nPennsylvania\nState Education Association.\nBarnholt,\nMary,\n1235 Broad\nStreet,\nSouth,\nPhiladelphia;\nAlumnae\nAssociation\nGirls\n\nHigh\n\nand\n\nNormal\n\nSchool.\n\n,\n\nBentz, M. S. (Superintendent),\nCounty Superintendent of Schools, Ebensburg; Pennsylvania State Education Association,\nBrunner, Lillian S. (Teacher), Reinholds Station; Berks County Teachers Association.\nBryar, Henrietta (Teacher), 207 Seely Apartment, Pittsburgh; Pittsburgh Teachers Association,\n\nCall,\nAgnes\nC.\n(Supervisor),\n706\nSproul\nStreet, Chester; Chester Teachers Association.\nClark, Mary L. (Teacher), 543 West Market\nStreet, Scranton; Pennsylvania State Education Association.\nCober, W. H. (Superintendent), District Superintendent\nof Schools,\nDiy No.\nsiz,\nBelle Vernon;\nPennsylvania\nState Education Association.\nCourtney,\nMary\nR. (Teacher),\n616 Sproul\nStreet, Chester; Chester Teachers Association.\nDickey, Charles E. (Ex-officio), County Superintendent of Schools, Pittsburgh; State\nDirector.\nDotterer, Mrs. Jessie B., Elkins Park, Quakertown ; Pennsylvania State Education Association,\n\nDriver, Lee L., Department\nof Public Instruction,\nHarrisburg;\nPennsylvania\nState\nEducation Association.\nEdmonds, Beatrice (Teacher), 316 East 26th\nStreet, Erie; Erie Teachers Association.\nEnos, A. J. (Principal), Elementary School,\n\nNew Salem; Pennsylvania State Education\nAssociation,\nFetterolf, H. C. (Supervisor), Assistant Director\nVocational\nEducation,\nDepartment\nof Public Instruction,\nHarrisburg;\nPennsylvania State Education Association.\n\n"}
{"page": 1219, "printed_page": null, "text": "THe\n\nSEVENTH\n\nREPRESENTATIVE\n\nFreeland,\nH. D.\n(Superintendent),\nCounty\nSuperintendent\nof Schools,\nWaynesburg;\nPennsylvania\nState Education Association.\nGarwood,\nClyde H. (Superintendent),\nDistrict Superintendent of Schools, 121 Chestnut Street, Harrisburg; Pennsylvania State\nEducation Association.\nGoldberger,\nAnthony\nM.,\n2005\nWendover\nStreet, Pittsburgh; Pennsylvania State Education Association.\nGray, Jessie (Teacher), 1210 Fillmore Street,\nFrankford,\nPhiladelphia ;\nPennsylvania\nState Education Association.\nGress, H. E. (Superintendent), Superintendent\nof Schools,\nLancaster;\nPennsylvania\nState Education Association.\nHartley, L. L., 72414 Kedron Avenue, Pittsburgh;\nPennsylvania State Education Association,\nHeinly, C. B. (Principal), Principal William\nPenn Senior High School, Keesey Tract,\nEast York;\nYork City Teachers Association.\nHoffman, Irma E. (Teacher), 222 East Phil-\n\nadelphia Street, York; York City Teachers\nAssociation.\nJenkins, William G. (Principal), High School,\nEdwardsville;\nPennsylvania\nState\nEducation Asscciation.\nKelley,\nJ. Herbert\n(Secretary),\nSecretary\nPennsylvania\nState\nTeachers\nAssociation,\n400 North Third Street, Harrisburg; Pennsylvania State Education Association.\nMcAndrew,\nMary\nB. (Teacher),\n6 Wayne\nStreet,\nCarbondale;\nPennsylvania\nState\nEducation Association.\nMcCartney, Lulu (Supervisor), Primary Supervisor\nRidley\nParks\nSchools,\nRidley\nPark;\nDelaware\nCounty\nTeachers\nInstitute.\n\nMcClelland, C. R. (Superintendent), District\nSuperintendent of Schools, Monessen; Pennsylvania State Education Association.\nMcClellan,\nElizabeth\n(Teacher),\n411\nWest\nMarket Street, York; York City Teachers\nAssociation.\nMiller, O. S. (Superintendent), District Superintendent\nof\nSchools,\n714\nChestnut\nStreet, Latrobe; Pennsylvania State Education Association.\nMorrow, J. Andrew (Superintendent), County\nSuperintendent of Schools, Towanda; Pennsylvania State Education Association.\nNaegle,\nC. J., 276\nNormal\nAvenue,\nEast\nStroudsburg;\nPennsylvania\nState\nEducation Association.\nFalmer, U. G. (Supervising Principal), 701\nVerona\nAvenue,\nVerona;\nPennsylvania\nState Education Association.\nParker,\nSarah\nJ.\n(Teacher),\n706\nSproul\nStreet, Chester; Chester Teachers Association.\nPotter, Charles W.\n(Principal), Supervising\nPrincipal of Public Schools, Montgomery;\nPennsylvania State Education Association.\nReinert,\nGenevieve\nE,\n(Teacher),\nTopton;\nBerks County Teachers Association.\nRobb, George D. (Principal), Principal Altoona High School, Altoona; Pennsylvania\nState Education Association.\nRothenberger, Alice B. (Teacher), Leesport;\nBerks County Teachers Association.\n- Stonesifer,\nWilliam\nR., 128 Lincoln\nStreet,\nSteelton;\nPennsylvania\nState\nEducation\nAssociation.\nSwan, Grace G. (Director), 1105 Allegheny\nAvenue,\nN. S., Pittsburgh;\nPennsylvania\nState Education Association.\nTaylor,\nR. B., 627\nNoble\nStreet,\nNorristown;\nPennsylvania\nState Education\nAssociation.\n\nThomas,\n\nA. D. (Superintendent),\n\nperintendent of Schools,\nsylvania State Education\n\nTyson,\n\n£215\n\nASSEMBLY\n\nMargaret\n\nR.\n\nDistrict\n\nSu-\n\nHazelton;\nPennAssociation.\n\n(Principal),\n\nPrincipal\n\nNorwood\nElementary\nSchool,\nNorwood;\nDelaware County Teachers Institute.\nValentine, Valeria, 662 Seneca Avenue, Nor-\n\nwood;\n\nPennsylvania\n\nsociation,\nWentzel,\nBesse\nWilkes-Barre;\n\nState\n\nEducation\n\nM.,\n96\nElizabeth\nPennsylvania\nState\n\nAs-\n\nStreet,\nEduca-\n\ntion Association.\nWhite, Holman (Supervisor), Taylor School,\n6th Street and Erie Avenue, Philadelphia;\nPennsylvania State Education Assoctation.\n\nPORTO\nVizcarrondo,\n\nCommissioner\n\nState\n\nRICO\n\nFrancisco\nof\n\n(Ex-officio),\nEducation,\n\nAssistant\n\nSan\n\nJuan;\n\nDirector.\n\nRHODE\n\nISLAND\n\nHobson,\nLouise\nB.\n(Teacher),\n116 Wentworth\nAvenue,\nEdgewood;\nCranston;\nCranston Teachers Association.\nWinslow, Isaac O. (Superintendent), Superintendent\nof Schools,\nProvidence;\nRhode\nIsland Institute of Instruction,\n\nSOUTH\nCoates,\n\nJ.\n\nCarolina\n\nOffice\n\nP.\n\nTeachers\n\nBuilding,\n\nTeachers\n\nCAROLINA\n\n(Secretary),\n\nSecretary\n\nAssociation,\n\nColumbia;\n\nSouth\n\n314\n\nSouth\n\nState\n\nCarolina\n\nAssociation.\n\nHall, E. H. (Superintendent), Superintendent\nof Schools,\nGreat\nFalls;\nSouth\nCarolina\nTeachers Association.\nHollis, L. P. (Superintendent), Superintendent\nParker\nDistrict\nSchools,\nGreenville;\nSouth Carolina Teachers Association.\nWannamaker, George W. (Ex-officio), Superintendent of Schools, St. Matthews;\nState\nDirector.\n\nSOUTH\n\nDAKOTA\n\nAndrews, Elvira, Alpena; South Dakota Education Association.\nByrnes, Mrs. Ida (Teacher), 100 West 21st\nStreet,\nSioux\nFalls;\nSioux\nFalls\nPublic\nSchool Unit of National Education Association.\nDalthrop,\nCharles\n(Principal),\nPrincipal\nHigh\nSchool,\nAberdeen;\nAberdecn\nLocal\nUnit\nof National\nEducation\nAssociation.\nFoght,\nHarold\nW.\n(Ex-officio),\nPresident\nUniversity of Wichita, Wichita, Kansas.\nHove, Christine (Teacher), 617 South Spring,\nSioux\nFalls;\nSioux\nFalls Public\nSchool\nUnit of National Education Association.\nHough,\nRoy E. (Superintendent),\nSuperintendent of Schools, Wakpala;\nSouth\nDakota Education Association.\nSeymour, A. H., 1518 South Grant Street,\nAberdeen;\nSouth Dakota Education Association,\n\nSt. John, C. G. (Ex-officio), State Superintendent of Public Instruction, Pierre.\nSteele, N. E. (Ex-officio), Room 3, Perry\nBuilding, Sioux Falls; State Director.\nWoodworth,\nMrs. H. B., Academy;\nSouth\nDakota Education Association,\nTENNESSEE\nBranch,\nLila\n(Teacher),\nLucy;\nCounty Teachers Association.\nBrowne, Mrs. Mamie Cain (Member,\n\nShelby\n\nBoard\nof Education),\n222\nCrestmere,\nMemphis;\nTennessee State Teachers Association,\n\n"}
{"page": 1220, "printed_page": null, "text": "NATIONAL\n\n1216\nCartwright, Priscilla\nPlace, Memphis;\nAssociation.\n\nEDUCATION\n\n(Teacher), 1605 Waverly\nShelby County Teachers\n\nGoddard,\nEdith\n(Teacher),\nnue, Maryville;\nTennessee\n\nMontvale\n\nAve-\n\nState Teachers\nAssociation.\nGreen, Julia, 805 16th Avenue, South, Nashville;\nTennessee\nState Teachers\nAssociation,\nCommissioner\nHarned,\nP.\nL.\n(Ex-officio),\nof Education, Nashville.\nJones,\nR. L., Goodwin\nInstitute\nBuilding,\nMemphis;\nTennessee\nState Teachers\nAssociation.\nPate, Florence, 2606 University Street, Memphis;\nTennessee\nState\nTeachers\nAssociation\nPowers, Sue M. (Ex-officio), Superintendent\nShelby\nCounty\nSchools,\nMemphis;\nVicepresident.\nRhea,\nLillian\n(Teacher),\nPeabody\nSchool,\n2086 Young Avenue, Memphis;\nTennessee\nState Teachers Association,\n\nTEXAS\nAkeson, Bengta T., Gainesville; Texas State\nTeachers Association.\nBastain, Mamie (Principal), 812 Bell Avenue,\nHouston;\nTexas\nState Teachers\nAssociation.\nBlake,\nSallie\n(Teacher),\n816\nNorth\nMesa,\nEl Paso; The El Paso Teachers Association.\nCaldwell,\nRush\nM.\n(Teacher),\n2527\nRoss\nAvenue, Dallas; Dallas High School Teachers Association.\nGideon, S. E. (Principal), Principal, James\nFannin\nSchool,\nDallas;\nTexas\nState\nTeachers Association.\nGorbutt,\nCatherine\n(Principal),\nNo.\nD,\nWright Apartments, El Paso; Texas State\nTeachers Association.\nHoward, Gussie (Teacher), 609 Webster Avenue,\n\nHouston;\n\nHouston\n\nTeachers\n\nAssocia-\n\ntion.\nHunter,\nEula\nF.\n(Teacher),\n2017\nCarlton,\nFort Worth;\nTexas State Teachers Association.\n\nW.\nA.\n(Principal),\nPrincipal\nBall\nHigh\nSchool,\nGalveston;\nTexas\nState\nTeachers Association.\nJohnston,\nMarshall\n(Superintendent),\nSuperintendent of Schools, San Antonio; Texas\nState Teachers Association,\nKinsey,\nJuanita\n(Teacher),\n1645\nLucile,\nWichita Falls; Texas State Teachers AssoJames,\n\nciation.\n\nLoescher,\n\nGeorge\n\nA.\n\n(Teacher),\n\n4325\n\nPolk\n\nAvenue,\nHouston;\nHouston\nTeachers Association.\nMcClure, Caroline, 809 North Dixson, Gainesville; Texas State Teachers Association.\nMcQuillan,\nMary\nFrancis\n(Teacher),\n1523\n31st\nStreet,\nGalveston;\nGalveston\nCity\nTeachers Association.\nMurray,\nIda Mae\n(Teacher),\n302\nBarrett\nPlace, San Antonio;\nSan Antonio Teachers Council.\nMustain,\nMrs.\nAlice\n(Teacher),\n2014\nAtlanta Street, El Paso; The El Paso Teachers Association.\nNisbett, Leila, 2700 Knight Street, Dallas;\nTexas State Teachers Association.\nOberholtzer,\nE. E. (Superintendent),\nSuperintendent of Schools, Houston; Texas State\nTeachers Association. Rush, Mrs. R. H. (Teacher),\n1301 Bomar\nAvenue,\nHouston;\nHouston\nTeachers\nAssociation.\n\nASSOCIATION\n\nSchaper,\nMamie,\n523\nNorth\n15th\nStreet,\nWaco;\nTexas\nState Teachers\nAssociation.\nMrs. Georgiana (Teacher), 1129 East\nSan\nAntonio,\nEl\nPaso;\nThe\nEl\nPaso\nTeachers Association.\nTaylor,\nAnnie\nKate\n(Teacher),\n915\nMar-\n\nSukel,\n\ntinique\n\nStreet,\n\nDallas;\n\nTexas\n\nState\n\nTeach-\n\ners Association.\nWebb, J. O. (Ex-officio), Superintendent of\nSchools, Harrisburg;\nState Director.\nWhite, Mrs. H. P. (Teacher), 4301 Elsbury\nStreet, Houston;\nHouston\nTeachers Association.\n\nUTAH\nBardwell,\n\nSalt\n\nOra\n\nLake\n\n(Teacher),\n\nCity;\n\nSalt\n\n38 South\n\nLake\n\n10th East,\n\nCity\n\nTeachers\n\nAssociation.\nBennion, Milton, Dean, School of Education,\nUniversity of Utah, Salt Lake City; Utah\n\nEducation\n\nAssociation.\n\nBrown, May (Teacher), 472 South 11th East,\nSalt Lake City; Salt Lake City Teachers\nAssociation.\nDressler,\nMildred\n(Teacher),\n306 East 3rd\nStreet, South, Salt Lake City; Salt Lake\nCity Teachers Association.\n\nFarnsworth,\n\nB.\n\nK.\n\n(Superintendent),\n\nintendent of Schools, Fillmore;\ncation Association.\nFowler, B. A. (Superintendent),\n\nferson, Ogden;\nsociation.\n\nUtah\n\nState\n\nSuper-\n\nUtah\n\nEdu-\n\n2832\nEducation\n\nJefAsZ\n2nd\nCity\n\nLewis,\nAnna\nV.\n(Teacher),\n14 South\nEast,\nSalt\nLake\nCity;\nSalt\nLake\nTeachers Association.\nPrincipal\nPublic\nMills,\nJoseph\n(Principal),\nSchcol,\nTooele;\nUtah Education Association.\nPalmer, Mrs. Maude A. (Teacher), Monticello; Utah Education Association.\nParratt, D. W.\n(Ex-officio), Secretary Utah\nEducation\nAssociation,\nRoom\n316,\nVer“mont Building, Salt Lake City; State Director.\n\nWahlquist, John T. (Teacher), University of\nUtah,\nSalt\nLake\nCity;\nUtah\nEducation\nAssociation,\nWatkins, D. C. (Principal), Highland Boys\nSchool,\nBingham\nCanyon;\n‘Utah\nEducation Association.\nWorlton, J. T. (Supervisor), Assistant Superintendent\nof Schools,\nCity\nand\nCounty\nBuilding,\nSalt\nLake\nCity;\nUtah\nEducation Association.\nYoung, Blanche (Teacher), 261 F Street, Salt\nLake City; Salt Lake City Teachers Association.\n\nVERMONT\nMillett, Robert N.\n\n(Principal),\n\nPrincipal High\n\nSchool, Springfield; Vermont State Teachers Association.\nSullivan,\nMary\n(Teacher),\nState\nNormal\nSchool, Box 59, Castleton; Vermont\nState\nTeachers Association,\nWoodruff,\nCaroline S. (Principal), Principal\nState Normal School, Castleton;\nVermont\nState Teachers Association.\n\nVIRGINIA\nAdair,\nCornelia\nS. (Ex-officio),\n2121\nPark\nAvenue, Richmond;\nBoard of Trustees.\nAnthony, Kate V. (Teacher),\n1903 Hanover\nAvenue,\nRichmond;\nRichmond\nLeague of\nTeachers.\n\nBinford,\n\nJ. H., 312\n\nNorth\n\nmond;\n\nVirginia\n\nEducation\n\n9th\n\nStreet,\n\nRich-\n\nAssociation.\n\n"}
{"page": 1221, "printed_page": null, "text": "THE\n\nSEVENTH\n\nREPRESENTATIVE\n\nBrickhouse, Lucy M. (Teacher), 1036 Princess Anne Road, Norfolk; Norfolk Education Association.\nBundick, Mrs. W.\nC. W.\n(Teacher),\nPatrick Henry School, Pembroke and Collby,\nNorfolk ; Norfolk Education Association.\nChrisman,\nHallie B., White Post; Virginia\nEducation Association.\nCohn, Hannah\n(Teacher), 2317 Grove Avenue,\nRichmond;\nRichmond\nLeague\nof\nTeachers,\nGilmer,\nRita\n(Teacher),\n228 Norfolk Avenue, Lynchburg;\nLynchburg Teachers Association.\nHardy, Edmonia, Appamatox; Virginia State\nTeachers Association.\nHeatwole,\nCornelius\nJ. (Secretary),\nSecretary Virginia\nEducation\nAssociation,\n42u\nState Office Building, Richmond; Virginia\nEducation Association.\nHolt,\nLucy\nMason\n(Principal),\nPrincipal\nOcean View School, Norfolk; Norfolk Education Association.\nJoynes, Mrs. E. B. (Teacher), 410 West 14th\nStreet, Norfolk;\nVirginia Education Association.\nKeister,\nW.\nH.\n(Superintendent),\nSuperintendent of Schools, Harrisonburg; Virginia\nKducation Association.\nKelly, J. J., Jr., Wise; Virginia Education\nAssociation.\nKerns, Ruby (Teacher), 926 West Franklin\nStreet,\nRichmond;\nRichmond\nLeague\nof\nTeachers.\nPride, W. H. (Teacher), High School, Newport News;\nNewport News Teachers Association.\nSaunders,\nJoseph\nH.\n(Ex-officio),\nSuperintendent of Schools, Newport News;\nState\nDirector.\nWells, Anna\nHunter\n(Teacher),\nRobert\nE.\nLee\nJunior\nHigh\nSchool,\nLynchburg;\nLynchburg Teachers Club,\nWest, Mary A. (Teacher), 2418 A. Stuart\nAvenue,\nRichmond;\nRichmond\nLeague of\nTeachers.\n\nVIRGIN\nLindborg,\n\nArthur\n\nEducation,\n\nE.\n\nISLANDS\n(Ex-officio),\n\nSt. Thomas;\n\nState\n\nDirector\n\nof\n\nDirector.\n\nWASHINGTON\nArnold,\n\nHelen\n\nenue, Seattle;\nAtkinson,\nMrs.\n29th\n\nStreet,\n\n(Teacher),\nSeattle\nAgnes\n\nAv-\n\nGrade Teachers\n(Teacher), 715\n\nClub.\nWest\nGrade\n\nVancouver\n\nTeachers Association.\nBaker, Della (Teacher), 1515 Boren Avenue,\nSeattle;\nSeattle Grade Teachers Club.\nBennison, Olive (Teacher), 407 Gordon Avenue,\nSpokone;\nSpokane\nGrade\nTeachers\nAssociation.\nBeswick, Dolphine (Teacher), 415 North 60th,\nSeattle; Seattle Grade Teachers Club.\nBonham,\nA. J. (Teacher),\nBox\n1027, Hoquiam; Hoquiam Teachers Association.\nBruff, Etta (Teacher),\n1010 West Walnut,\nYakima; Yakima Grade Teachers Association.\nButler, Mrs. Ila M. (Superintendent), County\nSuperintendent\nof Schools, | Pasco;\nWashington\nEducation\nAssociation.\nCook,\nR. E. (Principal),\nPrincipal Lincoln\nHigh School, 4510 South\nEast Tacoma;\nAdministrative\nGroup,\nTacoma\nPublic\nSchools.\nDawson, Edna H. (Teacher), 1820 Boylston\nTeachers\nGrade\nSeattle\nSeattle;\nAvenue,\nClub.\n\nAW\n\nDickinson,\nVirginia\n(Teacher),\nState Normal School, Cheney; Faculty Club, Cheney\nUnit of National Education Association.\nFisher, C.\nNormal\n\nH. (President), Washington State\nSchool,\nBellingham;\nFaculty\n\nForum of Washington State Normal School.\nFlagg, Mrs. Adelaide (Teacher), 829 South\nFerry\nStreet,\nTacoma;\nGrade\nTeachers\nAssociation.\nFredson,\nMrs. Jean Todd\n(Superintendent),\nCounty Superintendent of Schools, Shelton;\nWashington Education Association,\nGeorge, Almina, 847 Central Building, Seattle;\nNationah\nCouncil\nof\nAdminstrative\nWomen in Education.\nGorow,\nGeorge\nF.,\n1523\nNorth\nProspect,\nTacoma;\nWashington\nEducation\nAssociation.\n\nGriffin,\nLeah\nB. (Teacher),\nBollard\nHigh\nSchool,\nSeattle;\nSeattle\nHigh\nSchool\nTeachers League.\nHodge,\nC.\nW.\n(Superintendent),\nSuperintendent of Schools,\nPort Angeles;\nWashington Education Association.\nJohnson,\nHelena A., Snoqualmie;\nWashington Education Association.\nJolliffe, Mrs. Edna P, (Teacher), 3744 North\n31st, Tacoma; Tacoma High School Teachers Association.\nJorgensen, Tena (Teacher), 427 12th Avenue,\nNorth,\nSeattle;\nSeattle\nGrade\nTeachers\nClub.\n\nLemon,\n\nAllea\n\nTacoma;\n\nC.,\n\nCollege\n\nWashington\n\nof\n\nPuget\n\nSound;\n\nEducation\n\nAssocia-\n\ntion.\n\nLewis,\n\nHerbert\n\nSchool,\nTeachers\n\nMarsh,\n\n(Teacher),\n\nSeattle;\nLeague.\n\nArthur\n\nQueen\n\nSeattle\n\nL.\n\nAnne\n\nHigh\n\nHigh\nSchool\n\n(Secretary),\n\nSecretary\n\nWashington\nEducation\nAssociation,\n707\nLowman\nBuilding,\nSeattle;\nWashington\nEducation Association.\nMatheson,\nAnna\nMay\n(Principal),\nPrincipal\nEmerson\n\nSchool,\n\nSeattle;\n\nSeattle\n\nPrincipals\n\nAssociation.\nMeyer, Florence L. (Principal), 1323 South\nBrowne,\nSpokane;\nSpokane\nEducation\nAssociation.\nMeyer,\nJ. D. (Teacher),\nNorth\n4703\nLee,\nSpokane;\nSpokane\nHigh\nSchool Teachers\nAssociation.\nMiller, George B. (Superintendent), Superintendent\n\nLatona\n\nVancouver;\n\n5818\n\nASSEMBLY\n\nof\n\nSchools,\n\nAberdeen;\n\nTeachers Association.\nMiller, Irving E., Washington\n\nAberdeen\n\nState\n\nNormal\n\nSchool, Bellingham;\nFaculty Forum of the\nWashington State Normal School.\nMiller, Lena M. (Teacher), 2020 Glass Avenue,\nSpokane;\nSpokane\nGrade\nTeachers\n\nAssociation.\nMoore, Mary (Teacher), 1904 Hoyt Avenue,\nEverett; Everett Grade Teachers Club.\nMorse,\nAlice\n(Teacher),\n605\nEast\nDenny\nWay, Seattle; Seattle Grade Teachers Club.\nNalder,\nFrank\nF., State College of Washington,\nPullman;\nWashington\nEducation\nAssociation.\nNorton,\nMrs.\nElaine F.\n(Teacher),\n4138\nNorth 36th, Tacoma; Grade Teachers Association.\nO’Brien, Margaret (Teacher), 1421 15th Avenue, Seattle; Seattle Grade Teachers Club.\n\nO’Connor,\nT. E. (Teacher),\nLincoln High\nSchool,\nSeattle;\nSeattle\nGrade\nTeachers\nAssociation,\nOleson, Cora C. (Teacher), 809 Fourth Avenue,\n\nSpokane;\n\nAssociation.\nPhillips,\nMay\nApartments,\ners Club.\n\nSpokane\n\nGrade\n\nTeachers\n\n(Teacher),\n309 John\nSeattle;\nSeattle Grade\n\nAlden\nTeach-\n\n"}
{"page": 1222, "printed_page": null, "text": "1218\n\nNatIoNaL\n\nPeterson, Frank W.\nCentralia Education\n\n(Principal),\n\nEDUCATION\n\nCentralia;\n\nAssociation.\n—\nPreston, Mrs. Josephine C. (Ex-officio), Superintendent of Public Instruction, Olympia.\nRamsey,\nT.\nO.\n(Teacher),\nNorth\nCentral\nHigh\nSchool,\nSpokane;\nSpokane\nHigh\nSchool Teachers Association.\nRanklin, Estelle (Teacher), 2618 Park Street,\n\nBellingham;\n\nBellingham\n\nGrade\n\nLeague.\n\nTeachers\n:\n\n:\n\nReeves, Degaris (Principal), Principal High\nSchool,\nEverett;\nWashington\nEducation\nAssociation.\n‘\nRowell, Elizabeth (Teacher), Broadway High\nSchool, Seattle; Seattle High School Teachers\n\nLeague.\n\nSatterthwaite, W. B. (Teacher), Queen Anne\nHigh School, Seattle; Seattle High School\nTeachers League.\n;\nSimmons, Mrs. Jessie, Willapa; Washington\nEducation Association,\nSmyser, Seldon, State Normal School, Ellensburg;\nWashington\nEducation\nAssociation.\nSteelsmith,\nC. A..\n(Teacher),\n508\nJuniper\nStreet, Walla Walla; Associated Teachers\nof Walla Walla.\n(Teacher),\n3900\nEast\nStoecker,\nMamie\nB.\nPine Street, Seattle; Seattle Grade Teachers Club.\nSuing,\nBlanche\n(Teacher),\n1225\nEleventh\nAvenue, Spokane; Spokane Grade Teachers\nAssociation.\n\nSwenson,\n\nL.\n\nO.\n\n(Superintendent),\n\nSuperin-\n\ntendent\nof Schools,\nOmak;\nWashington\nEducation Association.\nThomas,\nMargaret\n(Teacher),\n2036\n23rd\nAvenue,\nNorth,\nSeattle;\nSeattle\nGrade\nTeachers Club.\nVan\nBergh,\nGrace\n(Teacher),\n210\nSouth\nTacoma Avenue, Tacoma;\nGrade Teachers\nAssociation.\nWakelee, Eva E, (Teacher), 222 South 40th,\nTacoma;\nTacoma\nIntermediate\nTeachers\nAssociation.\n5\nWallace,\nHoward,\n1802\nLakeside\nAvenue,,\nBellingham;\nWashington Education Association.\nWheeler,\nEldridge\n(Superintendent),\nSuperintendent of Schools, Montesano; Washington Education Association.\n\nWEST\n\nVIRGINIA\n\nBarnhart, Mrs. Carrye, Shanghai; West Virginia State Education Association.\nCain, Mrs. Alice P. (Teacher),\n1802 Darst\nStreet,\nCharleston;\nCharleston\nTeachers\nAssociation.\nCooper, Mrs. Georgia Trotter (Teacher), 367\nMaple Avenue,\nMorgantown;\nMorgantown\nTeachers Association.\nDunn,\nAnna,\nClarksburg ; West\nVirginia\n\nState Education Association,\nHighley, Ida, 143 East Main Street, Clarksburg; West Virginia State Education Association,\nJones, Edna\n(Teacher),\n378 Spruce Street,\nMorgantown;\nMorgantown\n‘Teachers\nAssociation,\n\nMcGown, Jennie (Principal), 52 24th Street,\nWheeling; West Virginia State Education\nAssociation,\nMyers, Emma, 1112 9th Street, Huntington;\nWest Virginia State Education Association.\nRosier, Joseph\n(President),\nPresident\nFairmont Normal School, Fairmont; West Virginia State Education Association,\nShawkey, M. P. (President), President Marshall College, Huntington;\nWest Virginia\nState Education Association.\n\nASSOCIATION\n\nStewart, Melville (Assistant), State Department of Education, Charleston; West Virginia State Education\nAssociation.\nWilkinson,\nFlorence\n(Teacher),\n148\nEast\nBluemont\nStreet, Grafton;\nWest\nVirginia\nState Education Association.\n\nWISCONSIN\nBayler,\nMrs.\nC. E.\n(Teacher),\n2104\n74th\nStreet, Kenosha; Kenosha Teachers Club.\n\nBayler,\n\nC.\n\nE.\n\n(Teacher),\n\n2104\n\n74th\n\nStreet,\n\nKenosha;\nKenosha Teachers Club.\nCarter, Winnifred M. (Teacher), 802 Fourth, +\nWausau;\nCentral Wisconsin Teachers Association.\nCurrie,\nAgnes\n(Teacher),\nCentral\nHigh\nSchool, Superior;\nSuperior\nGrade Teachers Club.\nDoudna,\nE. G. (Ex-officio), Secretary Wisconsin\nTeachers\nAssociation,\n716\nBeaver\nBuilding, Madison; State Director.\nDrescher,\nFlorence\nE., Tomah;\nWisconsin\nTeachers Association.\nDrew,\nPearl\n(Teacher),\n1320\nWisconsin\nStreet, Racine;\nThe Teachers\nCouncil\nof\nRacine.\nGardner, Ethel M. (Teacher), 356 16th Avenue, Milwaukee;\nWisconsin Teachers Association.\nGiles, J. T. (Ex-officio),\nState Department\nof Education, Madison.\nHardie, Mae E. (Teacher),\n119 7th Street,\nWest,\nAshland;\nWisconsin\nSupervising\nTeachers Association.\nHugdahl, Ida (Teacher), 10th Ward School,\nEau\nClaire;\nEau\nClaire\nPublic\nSchool\nTeachers Association.\nJeffries, Mrs. Amy (Principal), 419 Randall,\nEau\nClaire;\nEau\nClaire\nPublic\nSchool\nTeachers Association.\nKlingman,\nJohn\nW.\n(Superintendent),\nCounty\nSuperintendent\nof Dunn\nCounty,\nMenomonie;\nWisconsin\nTeachers Association,\n\nKriesel,\nChristopher,\n(Principal),\n230\n26th\nStreet,\nMilwaukee;\nMilwaukee\nPrincipals\nAssociation.\nLayde, J. B. (Superintendent), Superintendent-Principal,\nWest\nDePere;\nNortheastern\nWisconsin Teachers Association.\nMcCormick,\nElizabeth R. (Principal), 2023\nEast\n6th\nStreet,\nSuperior;\nWisconsin\nTeachers Association,\nMcCormick, Lillian F. (Teacher), East High\nrites Superior; Superior Grade Teachers\n\nub.\nMcEachron,\n\nEdith (Superintendent), County\nSuperintendent\nof Schools,\nUnion\nGrove;\nWisconsin Teachers Association,\nMcIntyre, Mary (Teacher), 729 Bluff Street,\nBeloit;\nWisconsin Teachers Association.\nMcKenzie,\nHarriet\nM.,\n6324\n7th\nAvenue,\nKenosha;\nNational\nCouncil\nof Administrative Women in Education.\nMaloney,\nJohn\nB.\n(Teacher),\n6122\n11th\nAvenue, Kenosha; Kenosha Teachers Club.\nMiller, H. L. (Principal), Madison; Wisconsin Teachers Association.\nMoody,\nMary\nA.\n(Teacher),\n117\nFarwell\nAvenue,\nMilwaukee;\nMilwaukee\nTeachers\n\nAssociation.\n\nPetersen,\nPeter\n(Principal),\n2435\nHanson\nAvenue, Racine; The Teachers Council of\nRacine,\nRousseau,\nSelina\n(Teacher),\nWood\nBlock,\nWisconsin\nRapids;\nWisconsin\nTeachers\nAssociation.\nSorenson, Alph M. (Teacher), 1333 George\nStreet, LaCrosse;\nWisconsin Teachers Association,\n\n"}
{"page": 1223, "printed_page": null, "text": "PUBLICATIONS\nThrasher, Mrs, Cassandra E, (Teacher) 628\nMcClellan,\nWausau;\nCentral\nWisconsin\nTeachers Association.\nVincent,\nP. M.\n(Superintendent),\nSuperintendent of Schools,\nStevens\nPoint;\nCentral Wisconsin Teachers Association.\nWilliams,\nW.\nH.\n(Teacher),\nState Normal\nSchool, Platteville; Wisconsin Teachers Association,\n\nWYOMING\nBacon,\nRuby\n(Teacher),\n380 West\nWorks\nStreet, Sheridan; Wyoming State Teachers\nAssociationbi\nCarey, Nettie (Teacher), 2016 House, Chey-\n\nenne; Wyoming\ntion.\nCrane, Arthur G.\n\nState\n\n(President),\n\nUniversity,\nLaramie;\nTeachers Association,\n\nje.\n\nTeachers\n\nPresident\n\nWyoming\n\nNATIONAL\n\nof\n\nOF THE N. E. A.\n\nJessup, A. S, (Superintendent), Superintendent of Schools, Cheyenne; Wyoming State\nTeachers Association.\nMarshall, John J. (Principal), Principal High\nSchool, Sheridan; Wyoming State Teachers\nAssociation.\nMorton,\nMrs.\nKatharine\nA.\n(Ex-officio),\nState Superintendent of Public Instruction,\nCheyenne.\nOverman,\nB. H.\n(Teacher),\n3134 Thomas\nAvenue, Cheyenne; Laramie Couity Teachers Association.\ni\nShipton,\nEthel\n(Teacher),\n214\nEast\n29th\n\n3\n:\nStreet, Cheyenne; Laramie County Teachers Association.\nStroud,\nRuth\n(Teacher),\nPublic\nSchools,\n\nState\n\nWorland;\nciation.\n\nEDUCATION\n\nCidtion Se\n\nAe\n\nee\n\nwe\n\neee\n\nrt\n\neee\n\nFeb.,\n\nJOURNAL\nof the National Education AssoSlaton fe LF Ae mic hol\neee shea\nB March,\nJOURNAL\nof the National Education AssoSinton Soy Aen\noh eee\nA\neae ae ees April,\nJOURNAL\nof the National Education Asso-\n\nRCRACL OND Sos\n\nMeer feos ela ocscoffoveis eave aaahtatel eae. evalaye May,\n\nState\n\nTeachers\n\nAsso-\n\n1926-27’\n\nWhen\npublished\n\n1\nJOURNAL\nof the National Education Asso(iption rs, Me Me he\nee\neee oo\nas\nOct.,\nJOURNAL\nof the National Education AssoCIATION Wehr! ANE\nBPC ON Crete ice: eee\non Nov.,\nJOURNAL\nof the National Education AssoCLA ON eas + BERR oe a Lav hee diern c,eagiyn in sfonees Dec.,\nJOURNAL\nof the National Education AssoCIATION Awe re ste San\nBa Reine cain Hane\nJau,,.\nJOURNAL\nof the National Education Asso-\n\nWyoming\n\nASSOCIATION\n\nTable of Publications,\n;\nTitle\n\nWo\n\nNumber\nof pages\nin each\n\n2\n1926\n\nNumber\nof copies\nprinted\n\nTotal\nnumber\nof pages\n\n3\n\n4\n\n5\n\n68\n\n160,000\n\n10,880,000\n\n1926\n\n68\n\n160,000\n\n10,880,000\n\n1926\n\n68\n\n160,000\n\n10,880,000\n\n1927\n\n68\n\n175,000\n\n11,900,000\n\n1927\n\n68\n\n150,000\n\n10,200,000\n\n1927\n\n68\n\n150,000\n\n10,200,000\n\n1927\n\n68\n\n150,000\n\n1927\n\n68\n\n150,000\n\n10,200,000\n\n150,000\nae\nhs\n6,500\n4,000\n500\n12,000\n1,500\n2,000\n5,000\n500\n1,500\n1,500\n1,500\n1,500\n2,500\n\n10,200,000\n43,350\n7,852,000\n168,000\n10,500\n768,000\n108,000\n104,000\n100,000\n4,000\n24,000\n24,000\n6,000\n1,500\n10,000\n\nJOURNAL\nof the National Education AssoPI BESON Meat une\na me AEN inl san ahs vkoworoms WYeRacoaaiia a June,\n1927\nPreprints and reprints from the Journal...... ............\nAddresses and Proceedings.................. Nov.,\n1926\n\nA\n\n10,200,000\n\nJune,\n\n1926\n\nReport of the Board of Trustees........°.... June,\nMneasurer s Report <n. dati\nset eesene oe ye ae June,\nReport of Committee on Resolutions......... July,\nReport of Legislative Committee............ July,\nReport of Committee of 100 on the Problem of\nPRONULO Mie Ea since Aare, Mae\ndeena ds ses June,\nFRE Pati Gitam i gone chs salkeys. holedolaysneteheeede:\n<oyate. a Oct.;\nReport of Committee\nof 100 on Classroom\n\n1926\n1926\n1927\n1927\n\n68\nRacer\n1,208\n42\n21\n64\n27\n52\n20\n8\n16\n16\n4\n1\n4\n\n1926\n1926\n\n24\n24\n\n1,500\n1,000\n\n36,000\n24,000\n\n1926\n1926\n1926\n1926\n1926\n\n72\n\n1,500\n1,500\n1,500\n1,500\n5,000\n\n108,000\n\nAug.,\n\n1926\n\nReprint? of bistsot Delegates...\n5 acwey.\n5 as os Sept.,\nProgram, Philadelphia Convention........... June,\nOfficial Manual for Delegates............... June,\nAnnual, Report of Secretary. ....6.6-6.02--4- June,\nReprint; Report of Secretary... .....0...500. July,\nReprint of Division of Publications.......... June,\n\nReprint\n\n1926\n1926\n1926\n1926\n1926\n1926\n\nReport\n\nof\n\nDepartment\n\nof the\n\nof\n\nExecutive\n\nAdult\n\nEducation..\n\nCommittee..........\n\nechoes! Problems). ..c00 ch ces ears\n. June,\nReport of Committee on Community Relations June,\nReport of Committe on Visual Education.....\nune,\nReprint scisetacetateiustonnts\natiiie amiansiinace ss 97> June,\nLies bh\nMa eo of. ofa\nBle CARO\nCeO CRC\ne Oct.,\nommittee\non Home\nfor Retired\nune,\nho\neidSostieal bp aerieSNE tae ee\nCommittee on Problem of ‘Retireuly,\nae\nBPR Hpahcoe\nn Rural Teachers’\nune,\nBregpire il Cormier of400 :Recto, © eee\n\n8\n\n1,500\n\n12,000\n\n72\n\n1,500\n\n108,000\n\n1926\n\n16\n\n1,500\n\n24,000\n\n48\n\n1,500\n\n1926\noutside\n\ninclude\n\ncertain\n\nmaterial\n\n6,000\n\n20,000\n\n1926\n\npublished\n\ndo not\n\n12,000\n6,000\n\n1926\n\nReport of the N. C. of E. Committee on Pupil\nersonnel in Part-time Schools............. June,\n1 Figures\n\n8\n4\n4\n4\n\nthe\n\nHeadquarters\n\n72,000\noffice.\n\n"}
{"page": 1224, "printed_page": null, "text": "1220\n\nNaTIONAL\n\nEpucaTion\n\nWhen\n\nTitle\n1\n\npublished\n\nof Joint\n\nCommittee\n\non\n\nHealth\n\nof\n\nbook | 24545.4%\n\nSuperintendence—Fifth\n\n1,500\n\n18,000\n6,000\n160,000\n\n1926\n\n1,500\n\n6,000\n\n1926\n\n2,000\n\n32,000\n\n1926\n\n1,500\n\n156,000\n\nuly,\n\n1927\n\nJune,\nOct.,\n\n1926\n1926\n\n700\n500\n10,000\n\n81,200\n2,000\n1,640,000\n\n12,000\n\n6,744,000\n\n13,000\n6,000\n\n832,000\n144,000\n1,376,000\n90,000\n30,000\n60,000\n30,000\n\n1926\n\n1927\n1927\n\noan\n\n¢ Pa\n\nsta hcl\n\nneh\n\nYearDec.,\n\neT\n\ni\n\neke\n\nOrta ine\n\ncee coe\n\nDepartment\n\nof Superintendence—Gray\n\nOct.,\n\n1926\n\nAug.,\nOct.,\n\n1926\n1926\n1926\n\n50,000\n20,000\n60,000\n\n300,000\n120,000\n240,000\n\n5,500\n1,000\n\n352,000\n2,006\n\n5,500\n\n352,000\n\n7,000\n\n1,820,000\n\n5,000\n6,000\n5,000\n\n320,000\n\n1927\n\n1926\n1926\n\nfolder.. April,\n\n1927\n\nCooperative Plan of Curriculum Revision....\nElementary\nSchool\nPrincipals\n— Membership\nfoldetis\nixct.\nSi Stace te oho\nes Be\nreece\nReprint\naay 0.0)cca\nad eeo eae\n\nElementary School Principals—Leaflet.......\nBulletin\nof the Department\nof Elementary\n\nNov.,\n\nSchool Principals, Vol. VI, No. 1......... Oct.,\n1926\nReprint; pages 56-57, aVioL, ViljeNO. 0 ane\nert\nBulletin\nof the Department\nof Elementary\nSchool Principals, Vol. VI, No. 2......... Jan.,\n1927\nBulletin\nof the Department\nof Elementary\nSchool Principals, Vol. VI, No. 3 (Sixth\nNearbook) i)\nAit. s Ohi\nee ein tee April,\n1927\nBulletin\nof the Department\nof Elementary\n\nSchool Principals), Vol VI; No. 4200-04-06\nEducational Research Service Folder.........\n\nResearch\n\nBulletin\n\nsWeaflet).\n\n90-5050\n\nee\n\nJune,\nApril,\n\nJuly,\n\nValue of the Research Bulletin as a Textbook\nfor use in summer schools........... eed ec June,\nResearch\nBulletin—Vol.\n4, No.\n3—Efficient\nTeaching and Retirement Legislation...... July,\nResearch Bulletin—Vol.\n4, No. 4—A\nHandbook of Major Educational Issues.......... Sept.,\nResearch Bulletin—Vol. 4, No. 5—Major Is-\n\nsues in School Finance—Part\n\nI............\n\nNov.,\n\nResearch Bulletin—Vol. 5, No. 1—Major Issues in School Finance—Part II......\nte\nDees,\nResearch Bulletin—Vol. 5, No. 2—Salaries in\nCity School Systems, 1926-’27.......\nee\nMarch\nResearch Bulletin—Vol. 5, No. 3—The Scheduling of Teachers’ Salaries.)\n5. See oe May,\nInformation about the Research Bulletin...... June,\nInformation about the Research Bulletin...... Nov.,\nFacts about the Research Bulletin... ........ April,\nReprint—Research Bulletin, Vol. 3, Nos. 4 &\n\n5—=— Keeping SPaco maak ol gcd\n\noe\n\n1926\n\n15,300\n\n4 1926\n\n18,000\n\n1926\n\n18,000\n\n927)\n\n18,000\nE 15,000\n1,800\n3,700\n8,000\n\nE 960,000\n7,200\n7,400\n32,000\n\n5,000\n50,000\n‘25,000\n200,000\n100,000\n\n480,000\n400,000\n200,000\n400,000\n200,000\n\n10,000\n20,000\n25,000\n25,000\nPHS\nNNOOBDH 2,500\nPPADS\n8,000\n\n40,000\n120,000\n150,000\n100,000\n10,000\n128,000\n48,000\n80,000\n10,000\n1,000\n176,000\n366,000\n2,000\n40,000\n\n1,800\n\n1926\n\n15,300\n\n1927\n1926\n1926\n\nWork, Growth, Membership................. Sept.,\nWhat the Association Does............,.....\nuly,\nSources of Income—Distribution of ExpendijCURCS (aerate\naren ae\n# fail Seay sa eae NE naire Nov.,\nLife Enlistments in the N. E. A.............. Sept.,\n_ Reprint\n:\n:\npre\neter te eee Dec.,\nAmerican Education Week Program Leaflet... Aug.,\n_ Reprint\n:\nBes OCES\nQuestions on the Public Schools (A. E. W.).. Aug.,\nN. E. A. Booklet ofsintormation aaa\nSept.,\n\n1926\n1926\n\nReprint\na\nNo).\nEAP\net\nClassroom Teachers—Information Card.......\n\nNov.,\nSept.,\n\n1927\n1926\n\nReprint\n3 cheksgt TRE\niy ees Nees Sane\nFirst “Yearbook,\n<u 0) wate\nae\nsecond Yearbook\n|... 21)...\n1\n\nMarch,\nJune,\nMay,\n\n1927\n1926\n1927\n\nat Philadelphia.\n\nApril,\n\n1927\n\nBill—Reprint...................\n\nJan.,\n\na=f\n\n1927\n1926\n1926\n\nTeachers—Minutes\n\n36,000\n30,000\n\n7,200\n1,101,600\n1,101,600\n576,000\n1,152,000\n1,152,000\n\n1926\n\nAug.,\nCh;\n\nClassroom\n\nNP\nAdDADAA\nFAG\n\n1926\n\n1926\n\nCurtis-Reed\n\nw no\n> Pp\n>\n\n1927\n1927\n\nJuly,\n\nMembership Leaflet, 1926-’27: Its Goal......\nReprintgee\ntycoon\n\n562\n\n4,000\n15,000\n5,000\n10,000\n5,000\n\nMarch,\n\nJune,\nDec.,\n\nDepartment of Superintendence—Gray folder..\nReprint.\naa. catee et Makes eae\n\n5\n\n1,500\n2,500\n\nDepartment\nof Superintendence—Dallas\nProScaler ees\nee\nMe SiS nite. DSO RN Jan.,\nPreprint—Dallas Program............. Jan.,\nDepartment\nof Superintendence—Official\nRe|\n00)5 eR\n\nBT\n\nnumber\nof pages\n\n1926\n\nProb-\n\nYearboo\nSAE\nay Pe COO\nConstitution of National Council of Education\nReprint of Health Education................\n\nTotal\n\nNumber\nof copies\nprinted\n4\n\n1926\n1926\n\nterms pie GuCatiOn . ccmrcietinac\nse oe arnt: June,\nReport of Committee on Behavior Problems of\nChildren tetyucis tare\neee Hau aad\nJune,\nReport of Committee on Evaluation of InHig iterate} or eas oss een On COO er TO id eat ete June,\nAmerican\nAssociation\nof Teachera\nColleges\n\nDepartment\n\nNumber\nof pages\nin each\n\n3\n\nReport of Committee on Standards, Requirepesaoktt:} (vole! K@htYoley Goeaucabacn\nons ougpeco dG June,\nReport on Better Cooperation between Schools\nands Museums ts + iu. .keadwieyoee eRe resco\nss* June,\nReport of the Committee on Ethics.......... June,\n\nReport\n\nASSOCIATION\n\n1926\n\n1926\n1926\n1926\n1926\n1926\n1926\n\n1927\n\nnNLo\noO\n>\nCJPOnNNA\nan\nao,\n\n"}
{"page": 1225, "printed_page": null, "text": "INDEX\n\n;\nTitle\n1\n\nWhat the New\n\nEducation\n\nReprint—The\n\n1221\n\nWhen\npublished .\n2\n\nBill is (blue card)..\n\nCase for the New\n\nEducation\n\nic ucecers\n\n2\n\n20,000\n\n1927\n\n68\n\n40,000\n\n20,000\n\n1,360,000\n\nApril,\nNov.,\n\nApril,\nJan.,\nApril,\nDec.,\nNov.,\n\n1927\n1927\n\n68\n8\n\n10,000\n20,000\n\n1927\n1926\n1927\n1927\n1927\n1926\n1926\n\n8\n4\n4\n12\ni,\n4\n4\n\n10,000\n10,000\n10,000\n5,000\n5,000\n600\n4,000\n\n80,000\n40,000\n40,000\n60,000\n60,000\n2,400\n16,000\n\n24\n\ninns\n\nFeb.,\n\n1927\n\nClassified List of Educational Journals........\nHast sOL PAbUCatONSH |. 4). 44. ae\nonieae oe Heel\n\nMay,\nOct\n\n1927\n1926\n\nistics cody Arconein cube ge eect Nov.\n\n1926\n\nReprint\n\niu\n\nfier\n\n4\n\n1927\n\na Department (P.Smith)\na bill (Strayer).......\na bill (Strayer).......\nprice lists.............\n.di2ofa00c0\nses cece\n\nbooklet...\n\na\n\nTotal\nnumber\nof pages\n5\n\nFeb.,\n\nReprint—Catechism on New Education Bill...\nReprint—Bill to Create a Department (P. Smith)\n\nDallas; Exhibit,\n\nNumber\n_ of copies\nprinted\n\nBill Feb.,\n\nReprint—The Case for the New Education Bill April,\nReprint—Catechism on New Education Bill... Jan.,\nReprint—Bill to Create\nReprint—Proposal for\nReprint—Proposal for\nExhibit diagrams and\nExhibit-;announcement\n\nNumber\nof pages\nin each\n\n680,000\n160,000\n\n16\n4\n\n3,500\n50,000\n\n10,500\n\n252,000\n\n4\n\n50,000\n\n200,000\n\n56,000\n200,000\n\nIREDrintyese\nsame\nVek te. ec ete as\nApril,\n1927\n4\n3,000\nMameorripiing enn bt: ae\nMee Ae\neee\nes Sede\nOka\nCat\nCirculars and Forms, printed and multigraphed ............\n0 02.\nvenue\nTOM\n\nat Ae e disio ag\n\nOb CVO\n\nOCU\n\nGis oh\n\nne\n\nre\n\neer\n\nee\n\nLeer\n\n12,000\n\n74,000\n2,688,085\nT\n\n129,239,035\n\nIndex\n[Names\n\nof authors\n\nare set in SMALL\n\nAct of incorporation, 1019\nADAIR, CORNELIA S. Cooperative supervision, 442; Expenses of delegates and\ndirectors, 127; Report of the committee on a departmental fee for the\ndepartment of classroom teachers, 384\nApAMs, O. D. The viewpoint of a super-\n\nvisor\n\nof trade\n\nand\n\nindustrial\n\neduca-\n\ntion toward vocational education, 997\nAddress (ELLEN F. PENDLETON), 412\nAddress of Welcome (BrertHa K. LanDES), 21\nAdministration of health education, The\n(Grorce H. BLack), 568\nAdult education, Department of, 293\nAdult mind and modern devices for\n\nteaching\n\na\n\nlanguage,\n\nThe\n\n(ELAINE\n\nSWENSON), 318\nAgain\nthe open\ndoor\nin education\n(Frank D. Boynton), 787\nALDERMAN, L. R. Some outstanding contributions to adult education as seen\nin different parts of the United States,\n299\n\nALLTUCKER, MarcareT M. Revising the\nhigh-school curriculum, 673\nAmerican\n\nassociation\n\nof\n\nteachers\n\ncol-\n\nleges — need — unanimity—solidarity,\nThe (H. C. Minnicy), 887\nAmerican Council on Education, 928\nAmerican culture and the reconstruction\n(HAROLD\nicul\ncurriculum\nBaal, pen\n\nSuna\n\nmelting pot, The (Francis G.\n\nBrair), 33\nAmerican program of education,\n(GrorcE D. STRAYER), 266\n\nAn\n\nCAPITALS]\n\nAmericanization, 33, 297, 306, 326, 771\nAmos, TuyrsA W. What can rightfully\nbe expected of a program of character\nguicance in the high school supple-\n\nmenting that of the classroom? 808\nANDERSON, C. J. The use of the bulletin\nas an agency in supervision, 524\nANDREWS, FANNIE FERN.\n‘The teacher\nan agent of international goodwill, 425\nAppreciation of Dr. Winship, An (RANDALL J. Conpon), 756\nAppreciation of William Torrey Harris,\neducator and philosopher, An (JOHN\nJia IGERD) 917.9\nARNOLD, SARAH Louise.\nThe birthright\nof America’s children, 709\n\nArps,\n\nGreorce\n\nF.\n\nThe\n\nteaching\n\n“pro-\n\nfession,” leadership and responsibility,\n931\nArticulation of the junior and senior\nhigh school, The (Jesse H. NEwLon),\n765\n\nAssisting the teacher in service to do her\npart in the school health program\n(PAULINE Brooks WILLIAMSON), 575\nAssociational records and information,\n1017\n\nAttempt to define a school district unit\nin terms of current educational objectives and in recognition of certain ad|\nGraveney aadjustments, An (THOMAS\niministrative\n\nATWELL, Jupce WILLIAM H.\n\nThe ideals\n\nAuditors, Report of (PEAT,\nMircHeELt & Co.), 1164\n\nMarwick,\n\nof the nation, 703\n\n"}
{"page": 1226, "printed_page": null, "text": "1222\n\nNatTIONAL\n\nEpucaATION\n\nASSOCIATION\n\nee\n\nBacon, Mrs. AcNesM.\nA few outstanding examples of adult education under\n\nstate and local public school auspices,\nBaitey, C. L. The part a vocational\nand practical arts education should\nplay in industry, 987\nBaiLey, Henry Turner.\nThe boiling\npoint in education, 828; Fundamental\nvalues of life and how to reach them,\n421; Report of Joint Committee on\nSchool Museum Relations, 239\nBarn, Reap. The teaching of social science in Washington high schools, 692\nBALLou, Frank W. A forum on the\nfundamental problems of the junior\nhigh school curriculum, 781\n\nBarnes, G. IvAN.\nshown\n\nOutstanding needs as\n\nby a survey\n\nof the small high\n\nschools of the state,\n\nNicuoias.\n\nand their\n\n507\n\nEducational\n\nachievement,\n\nideals\n\n738\n\nBaytor, ADELAIDE S.\nContribution to\nAmerican life by the teachers of vocations, 138; Home economics education\nfor tomorrow,\n\n1002\n\nBEGLINGER, NINA J. A different technic\nfor beginners’ classes—The\nDetroit\nmethod,\n\n324\n\nBehavior Problems of Children of the\nNational Education Association and\nthe National\nConference\nof Social\nWork, Report of the cooperating committees on (OLIvE M. JonEs), 242\nBexeL, J. A. The relation of academic\neducation to business training in establishing such qualifications, 339\nBirthright of America’s children, The\n(SarAH LouisE ARNOLD), 709\nBiack, GeorceE H. The administration\nof health education, 568\n\nBuarr, Francis G. The American melting pot, 33; The policy of the National Education Association toward\nthe representative assembly and the\nboard of directors, 43\nBoard of Directors, Minutes of the, 1116\nBoard of Trustees’ Meeting, Minutes of\nthe, 1154\nBoard of education and the teacher, 77,\nSSE)\n\nBocart, Guy\n\nH. Vanpe.\n\nJunior college\n\nscience teachers, 593\nBoiling point in education, The\nTURNER BAILEY), 828\nBonp,\n\nin physical\n\nBoyNTON,\n\nThe place of research\neducation,\n\nFRANK\n\nD.\n\ndoor in education,\n\n313\n\nBauer,\n\nBovarp, JoHN.\n\nW.\n\nF.\n\nEducational\n\ntheir achievement, 736\n\n(HENRY\n\nideals\n\nand\n\n577\n\nAgain\n\nthe\n\nopen\n\n787\n\nBriccs, Eucene S. Exploration in junior\nhigh school, 665\nBrown, B. FRANK. Student counseling, 634\nBrown, Etta Wuitr.\nThe value of a\nstudent petition, 406\nBrown, Rice E.\nCharacter training\n\nthrough high-school student ‘activities,\n612\nBrown,\n\nWALTER\n\nH.\n\nHealth—an\n\nobjec-\n\ntive of education, 564\nBryant, ALIcE G. The pressing problems of the deafened, 479\nBudget, The, 1175\nButtock, A. E. Junior commercial curriculum, 344\n\nBurNETT, MARGUERITE H. Reportof the\nCommittee on Naturalization, 326\nBusiness education, Department of, 335\nButts, Francis M.\nRecent trend in\ntypewriting, 348\nBylaws, 1024\nCalendar of meetings, 1046\nCAMPBELL, M. EpirH. The lowest fourth:\nTheir educational, social, civic, and\nvocational welfare, 840\nCapitalizing teaching power\nthrough\nsupervision (ANNA D. HALBERG), 544\nChains of Prometheus, The (BENJAMIN\nC. GRUENBERG), 589\nChallenge to the modern citizen and how\nour schools may help him meet it—\n\nAbridged,\n\nThe\n\n(A. L. TuHreLkexp),\n\n650\n\nCHAMBERLAIN, ARTHUR H.\nThe policy\nof the National Education Association\ntoward state associations, 53\nChamber of Commerce and education,\nThe (FRANK E. WILLarD), 489\n\nChaos\nor integration in educational\nthought and effort (Jesse H. NewLON), 252\nCharacter education,\n\n20, 421,\n\nCharacter\n\nas\n\n612, 619, 634\n\ntraining\n\na_\n\n601,\n\n608,\n\nhigh-school\n\nproblem (WALTER M. May), 608\nCharacter training through high-school\nstudent activities (Rice E. Brown),\n612; (Thyrsa W. Amos), 808\nCharacter\ntraining\nthrough\nregular\nclassroom work (Wyte A. Parker) ,’\n601\n\nCHARLESWORTH, Harry. Greetings from\nthe Canadian teachers, 93; What is\nexpected of the modern teacher, 275\n\n"}
{"page": 1227, "printed_page": null, "text": "INDEX\n\n1223\n\nCharles W. Eliot (A. E. Winsuip), 177\nCHRISTIANSEN, HELEN M. The nursery\n\nCRABTREE,\n\nschool child and his needs, 462\nCitizenship training, 624, 684, 681, 693\n\nCRANDALL,\n\nCivic values in extracurriculum activities (WILLIAM DopceE Lewis), 624\nCrark, M. G. Spiritualizing the facts,\n\nCrane, A. G. The professional welfare\nof the rural teacher, 538\nCrimeless generation,\nA (A. E. WinySHIP), 20\nCroson, CARL E. Economic welfare of\nthe teacher, 367\n\n800\n\nCLARKE, JOHN H. The evolution of a\nsubstitute for war, and how America\nmay share in it without becoming entangled in European political affairs,\n718\n\nSecretary’s\n\nErnest\n\nL.\n\nReport,\n\nReport of committee\n\nGreetings,\n\n953;\n\non necrology,\n\n188\n\nCurriculum\nbuilding for commercial\nsubjects—Abstract\n(E. F. KiLLam),\n346\n\nClassroom\n\nfilms\n\n(THomas\n\nE. FINEGAN),\n\n955\n\nCurriculum\n\nreconstruction, 249, 499, 656,\n\n659, 673, 693, 771, 776, 781, 785, 995\n\nClassroom teachers, Department of, 316\nCiaxton, P. A. A new basis for delegate representation, 120\nCopy, Frank M.\nReport of committee\non visual education for the National\nEducation Association, 238\nCoLEMAN, NorMAN T. Immigration, a\nPacific problem, 306\nColleges, 787, 891\nCome into the garden (HELEN FIELD\nFISCHER), 822\nCommercial\neducation, 337, 338, 339,\n340,\n\nJ. W.\n\n1184\n\n342,\n\n350\nCommittees\n\n343,\n\n344,\n\nof the\n\nAssociation,\n\n345,\n\n346,\n\nNational\n\n1926-1927,\n\n348, 349,\n\nEducation\n\n1059\n\nCompton, Maupe.\nOutstanding benefits\nconferred upon teachers by boards of\neducation, 359\nConnon, RANDALL\nof Dr. Winship,\n\nJ. An appreciation\n756; Opening of the\n\nexhibits, 699\nConstitution, The\n\n(HERBERT WENIG), 706\nConstitution and bylaws, Department of\nelementary school principals, 450\nContribution of the teacher of literature\nto American life (H. W. SHryock),\n142\n\nContributions to American life by the\nteacher of geography (ERNA GRAssMUCH), 140\nContribution to American life by the\nteachers of vocations\n(ADELAIDE S.\nBAYLor), 138\nCook, Mrs. KATHERINE M. Some essentials of a state supervisory program\nfor the improvement of instruction,\n499\n\nCooper, WILLIAM\nJoHN.\nEducational\nideals and their achievement, 741\nCooperative\nsupervision\n(GRACE\nG.\nSwan), 441; (CorneLta S. Apair), 442\n\nDavipson, WiLt1AM M. The policy of\nthe National Education Association\ntoward federal legislation, 157\nDavis, GrorceE E.\nPupil adjustment\nthrough supervision of grading, 637\nDavis, MERRITT.\nImprovement of instruction in bookkeeping—Abstract, 349\nDavis, WALTER S. Patriotism and the\nConstitution,\n\n681\n\nDay, O. H. A vocational and practical\narts education\nprogram\nfrom\nthe\nstandpoint of the city vocational director,\n\n973\n\nDeans of women, Department of, 391\nDeclaration of independence for public\neducation,\nA (Henry SuzZALLOo), 23\nDelegate representation, 120, 127\nDEMING, RoBerT C. The department of\nadult education, its status and future,\n295\n\nDennis, L. H. A vocational and practical arts education program from the\nviewpoint of a deputy state superintendent of public instruction, 983\nDepartment of adult education, its status\nand future, The (Rospert C. DEMING),\n\n295\nDevelopment of the junior high school\nin a city system (Davin E. WEGLEIN),\n260\n\nDifferent technic for beginners’ classes—\nThe Detroit method, A (Nina J.\nBEGLINGER), 324\nDorris, ANNA V. The pedagogical possibilities of mass instruction with motion pictures, 960\nDorsey, Mrs. Susan M. Fifty years of\na great educator, 178; Progress in the\nelementary school, 271; Some sugges-\n\ntions looking to cooperation and efficiency in the functioning of supervisors\nand principals, 436\n\n"}
{"page": 1228, "printed_page": null, "text": "1224\n\nNaTIONAL\n\nEpucATION\n\nDrumMMonp, ANNE M.\nMethods and\nvalues of teaching retail training in\nthe public schools—Abstract, 346\nDurry, F. H. Report of the committee\non educational progress, 448\nEconomic and professional status of the\nAmerican\nteachers\ncollege teacher,\nThe (Davip FELMLEY), 162\nEconomic and professional status of the\nelementary teacher, The (Ciara L.\nJAHNKE), 170\nEconomic and professional status of the\n\nteachers in the American high school,\nThe (Anniz C. Woopwarp), 167\nEconomic\nand professional status of\nteachers in the American rural school,\nThe (FLorence HALE), 176\nEconomic and social values of rural\n\nteachers (BLANCHE A. NAGEL), 535\nEconomic welfare of the teacher (CARL\nE. Croson), 367\nEducational ideals and their achievement (W. F. Bonp), 736; (NICHOLAS\nBAUER), 738; (WILLIAM JOHN CooPER),\n741;\n(Tuomas W. Gosiinc), 744;\n(Epwin D. Starsuck), 745; (WILLIAM\nH. Hormes), 750; (Louis A. PEcHSTEIN), 751; (GeorGE Howarp), 753\nEducation and employment (WILLIAM P.\nHapcoop), 845\nElementary school, 271\n\nElementary school principals, Department of, 419\nElementary teacher training, 272\nExton, J. F. What should be the policy\nof commercial education in relation to\ngeneral education—Abstract, 345\nEmployment tests for business services—\nAbstract (F. N. WeEYANT), 342\nEnglish teaching and American life, 142\nEthics of the Profession, Report of Committee on (SARAH T. Murr), 197\nEvEeNDEN, E. S. Report of committee on\nstandards and surveys of American\n\nAssociation of Teachers\n\nColleges, 908\n\nEvolution of a substitute for war, and\nhow America may share in it without\n\nbecoming entangled in European political affairs (JoHN H. CLarKE), 718\nExecutive Committee for the year 192627, meetings of, 1102\nExecutive\nCommittee\non\nCommittees,\nReport of the (Jesse H. NEwton), 187\n\nExpenses of delegates and directors\n(CorNELIA S. ADAIR), 127\nExploration in junior high school (EvuGENE S. Briccs), 665\nExtra-curriculum activities, 469, 622, 624\n\nASSOCIATION\n\nFallacy of treating school subjects as\n“tool subjects,” The\n(CHARLES\nH.\nJupp), 249\nFarmer’s school and cooperation, The\n(Tuomas H. GEntTLeE), 552\nFederal legislation, 152, 157\nFELMLEY,\n\nDaAvip.\n\n‘The\n\neconomic\n\nand\n\nprofessional status of the American\nteachers college teacher, 162\n\nFew outstanding examples of adult education under state and local public\nschool auspices,\nA (Mrs. Acnrs M.\nBacon),\n\n313\n\nFifty years of a great educator (Mrs.\nSusan M. Dorsey), 178\nFinecan, THomaAs E. Classroom films,\n955\nFINLEY, WILLIAM L. Nature education\nthrough motion pictures, 588\nFiscHER, Frep C. Zone supervision, 527\nFIscHER, HELEN FIELD.\nCome into the\ngarden, 822\nForum on the fundamental problems”of\n\nthe junior high school curriculum, A\n(FRANK W. BAttou), 781; (ERNEST\nHorn), 782; (H. B. Witson), 784;\n(HERBERT S. WEET), 785\nFrom high school to college (Exsiz M.\nSMITHIES), 398\nFrouta, V.K. Intra-mural athletics, 668\nFunction of the secondary school in\nrural education, The (Emery N. FerRISS), 515\nFundamental principles of modern education (JAMEes L. Hucues), 823\nFundamental values of life and how to\nreach them (Henry TurNeER BaILey),\n421\n\nGENTLE,\nTHomMAs\nH.\nThe\nschool and cooperation, 552\n\nGeography\n\nfarmer’s\n\nteaching and American\n\nlife,\n\n140\n\nGETHMANN, C. W. The National\nSociety and scholarship, 619\n\nGILBRETH,\ncareer\n\nGites,\n\nLILLIAN\n\nM.\n\nMarriage,\n\nand the curriculum,\n\nJ. T.\n\nprogress\n\nA\n\nreview\n\nin the\n\nhigh\n\nthe past year, 279\nGLassow, RuTH.\nHealth\nthe college, 572\n\nHonor\n\na\n\n413\n\nof educational\n\nschools\n\nduring\n\neducation\n\nin\n\nGod-given teacher, The (Marx MatTHEWS), 17\nGoinc, C. J. The teacher’s place in\nstudent activities, 622\n\n"}
{"page": 1229, "printed_page": null, "text": "-\n\nGOLDBERGER,\n\nANTHONY\n\nM.\n\nin part-time school\nAbstract, 994\n\nINDEX\n\nSome\n\nassets\n\nadministration—\n\nGosLinc, THomAs W. Educational\nand their achievement, 744\n\nideals\n\nGRASSMUCH,\nERNA.\nContributions\nto\nAmerican life by the teacher of geography, 140\nGray, WILLIAM S. Unique opportunities of teachers colleges, 891\nGreetings (Ernest L. CRANDALL), 953\nGreetings from the Canadian teachers\n(Harry CHARLESWORTH), 93\nGreetings to the department\nof elementary school principals\n— Abstract\n(Anna THOMPSON), 435\nGreetings\n\n(SERGEANT\n\nALVIN\n\nC. York),\n\n795\nGriFFITH,\nEmity.\nAn~ understanding\ncitizenship through adult education,\n833\n\n¢\n\nGRUENBERG, BENJAMIN\nof Prometheus, 589\n\nC.\n\nThe\n\nchains\n\nGwinn, J. M.\nWhat San Francisco is\ndoing for hard-of-hearing children,\n477;\nThe\nsuperintendent\nand\nthe\nteacher, 103\nHavperc, ANNA D. Capitalizing teaching power through supervision, 544\nHate, Fiorence.\nThe economic and\nprofessional status of teachers in the\nAmerican rural school, 176; The professional\nwelfare\nof teachers—Abstract,\n\n370\n\nHapcoop, WiLtiam\nemployment, 845\n\nP.\n\nEducation\n\nand\n\nHarris, Appreciation of William Tortay, 1D\nHayworTH, CHESTER C.\nHomogeneous\ngrouping, 616\nHAZELTINE, Kart.\n‘The second mile in\ntraining teachers in nature study, 585\nHealth—an\nobjective\nof\neducation\n(Water H. Brown, M. D.), 564\nHealth education, 264, 564, 568, 571, 572,\n575, 577, 589, 668, 817\n\nHealth education\nHealth education\nGuassow), 572\n\n(D. J. KELty), 817\nin the college (RUTH\n\nHenpricks,\n\nReport of committee\n\non\n\nE. L.\n\nAmerican\n\nCouncil\n\non\n\nEducation,\n\n928\n\nHigh school, Junior, 260, 665, 759\nHigh school, Junior and senior, 279, 645,\n\n765, 785\nHigh schools, Small, 507, 515\nHotmes,\nWiLiiam\n4H. _ Educational\nideals and their achievement, 750\n\n1225\n\nHome economics education for tomorrow\n(ApDEBAIE S. BAYLOR), 1002\nHomes for retired teachers, 115, 118\nHomogeneous\ngrouping\n(CHeEsTrr C.\nHAyworTH), 616\nHorn, Ernest.\nA forum on the fundamental problems of the junior high\nschool curriculum, 782\nHowarp,\nGeorGE.\nEducational\nideals\nand their achievement, 753\nHucues, JAMEs L. Fundamental principles of modern education, 823\nHucuey, O. H. A vocational and prac-\n\ntical arts education program\n\nfrom the\n\nviewpoint of the city superintendent\nof schools, 978\nHunter, Euta F. Report of middle section executive committee member, De-~-,\npartment of classroom teachers, 382\nHunter, Frep M.\n‘Teacher tenure in\nthe United States, 208; The teacher’s\neconomic, social, and professional welfare as related to tenure, 57\nIdeals of the nation, The\nLIAM H. ATWELL), 703\n\nImmigrant\n\neducation\n\n(Jupce\n\nin\n\nWiL-\n\nCalifornia\n\n(ETHEL RICHARDSON), 297\nImmigration, a Pacific problem (NorMAN T. COLEMAN), 306\nImprovement of instruction in bookkeeping—Abstract (MerritT Davis), 349\nImprovement\nof instruction in shorthand—Abstract (HERBERT W. WHITE),\n\n350\nof Porto\nInter-American\nsignificance\nThe\nRico’s\neducational\nprogram,\n(RAFAEL W. RAMIREZ), 730\nIntegration in the elementary schools\n(H. B. WiLson), 263\nInternational goodwill, 425, 713, 718\nInternational Relations, Report of the\nCommittee on (WILLIAM F. RUSSELL),\n235\n\nIntra-mural\n\nathletics\n\n(V.\n\nK.\n\nFroura),\n\n668\n\nJAHNKE,\n\nCLARA\n\nprofessional\n\nL.\n\nstatus\n\nThe\n\neconomic\n\nand\n\nof the elementary\n\nteacher, 170\nJennincs, Jupson IT. What the library\ncan.do in adult education, 316\nJounson, BenyAMIN.\nManual arts and\ntheir relation to any vocational educa-\n\ntional program, 998\nJones, Ottve M. Plans and policies for\nhomes for retired teachers, 115; Report of the cooperating committees on\nbehavior problems of children, 242\n\n"}
{"page": 1230, "printed_page": null, "text": "1226\n\nNATIONAL\n\nEpuCcATION\n\nJoy, Jason S. Motion pictures in their\nrelation to the school child, 964\nJoynes, EpirH B.\nReport of eastern\ncommittee\nmember,\nDepartment\nof\nclassroom teachers, 380\nJupp, CHartes H. The fallacy of treating school subjects as “tool subjects,”\n249;\n\nSocial\n\nstudies\n\nas the core\n\nof the\n\njunior high school curriculum, 776\nJudging the worth of activities (HELEN\nREYNOLDS), 469\nJudicious control of teacher-training by\nstate departments of education (J. M.\nMcConnNELL), 944\nJunior college science teachers (Guy H.\nVANDE Bocart), 593\nJunior commercial curriculum—Abstract\n(A. E. BULLOocK), 344\nJunior high school, 260, 398, 665, 759,\n765, 781, 782, 784, 785\n\nKearns,\n\nW.\n\nA.\n\nThe\n\nschool\n\nand\n\ncom-\n\nmunity athletics, 563\nKeirH, JoHN A. H. Report of the committee on cooperation with the Bureau\nof Education, 907\nKELLEY,\n\nJ. HERBERT.\n\nThe\n\nteacher\n\nand\n\nthe legislature, 82\nKetiy, D. J. Health education, 817\nKENFIELD, CoRALIE N.\n‘The why of\nadult lip-reading classes in our public\nschools, 481\nKey that unlocks the door of understanding, The (Mrs. Percy V. PENNYBACKER), 713\nKiiyiaM, E. F. Curriculum building for\ncommercial subjects—Abstract, 346\nKindergarten-primary\neducation,\nDepartment of, 457\nKine, Lugetta M. Training county superintendents for better work in instructional supervision, 548\n\nKNISELEY, J. M. The necessity for leadership and financial support in a state\nprogram for adult education, 302\nLanpes,\ncome,\n\nBerTHA\n\nK.\n\nAddress\n\nof wel-\n\n21\n\nLarson, JOHN A.\n\n‘Teaching pupils how\n\nto study, 641\n\nLarkin,\n\nLena.\n\nA\n\nten-school\n\nplan\n\nof\n\ncounty supervision, 531\nLanguage teaching, 318\n\nLerten, M. C. The responsibility and\nopportunity of the principal to the\nschool,\n\n422\n\nLegislative requirements in elementary\nschool civics (E. D. RANDOLPH), 693\n\nASSOCIATION\n\nLewis, WILLIAM\n\nDopceE.\n\nextracurriculum\n\nCivic values in\n\nactivities,\n\n624\n\nLibrary and adult education, 316\nLinpsay,\n\nGegorGE\n\nL.\n\nRecognition\n\nof\n\nmusic education in the public schools—\nA necessity, 492\nLip-reading, Department of, 473\nLip-reading in the Seattle schools (MARIA\nP. TEMPLETON), 476\nLiterary appreciation through creative\nwriting (MAurRiIcE R. RosBinson), 629\nLoncsHorE, W. T. Report of the committee on standards and training for\nthe elementary school principalship,\n\n444\nLorp,\n\nLivincston\n\nC.\n\n‘The\n\nteacher:\n\nBe-\n\ning, knowing, doing, 98\nLowest fourth: Their educational, social,\n\ncivic, and vocational\n(M. EpirH CAMPBELL),\n\nwelfare,\n840\n\nThe\n\nLynn, Ciara.\nReport of the secretary,\nDepartment of classroom teachers, 378\nMAGEE,\n\nRALPH.\n\nResponse,\n\n491\n\nMatustromM, Mrs. Victor H. The teacher\nand the parent, 87\nMANCHESTER, O. L.\nWhat economists\nhope to contribute to American life,\n130\n\nManual\n\narts\n\nand\n\nvocational\n(BENJAMIN\n\nMarriage,\n\ntheir\n\nrelation\n\neducational\nJOHNSON),\n\na career\n\nto any\n\nprogram\n998\n\nand the curriculum\n\n(LittiAn M. GILBreTH), 413\nMarrs, S. M. N. Problems concerning\nthe state course of study, 656\nMatrHews,\nMarx.\nThe\nGod-given\nteacher, 17\nMay, WaLTer\n\nM.\n\nCharacter\n\ntraining\n\nas a high-school problem, 608\nMcCuvrg, J. H. Qualifications expected\nof secondary school pupils for admission to business—Abstract, 338\nMcConneELL, J. M. Judicious control of\nteacher-training by state departments\nof education, 944\nMcCoy, BerNniczt.\nThe state’s financial\nresponsibility to its rural school, 542\nMcCracken, C. C.\nReorganizing the\nlocal school unit in terms of social and\neconomic relationships, 503\nMcPHERSON,\nORPHA.\n‘The relation of\n\nhealth education to social science and\nEnglish, 571\nMcskIMMON,\n\nMary.\n\nThe\n\nteacher\n\nat\n\nwork and play, 110\n\nMeriAM, J. L.\n\nA study of the interests\n\n"}
{"page": 1231, "printed_page": null, "text": "INDEX\nSS\nee\n\nand\n\nactivities\n\nof\n\nchildren—Abstract,\n\n468\nMethods and values of teaching retail\ntraining in the public schools—Abstract (ANNE M. DrumMMonD), 346\nMinnicu, H. C. The American association of teachers colleges—need—unanimity—solidarity, 887\nMinutes of the board of directors, 1116\nMinutes of the Board of Trustees’ meetings, 1154\nMinutes of the Executive Committee for\nthe year 1926-27, 1102\nMinutes of new Board of Directors, 1149\nMinutes of the Seventh Representative\nAssembly, 1070\nMorcan, WALTER P. The policy of the\nNational Education Association toward private foundations and other\nnational organizations, 144\nMotion pictures, 588, 955, 960\nMotion pictures in their relation to the\nschool child (CoLONEL Jason S. Joy),\n964\n\nMurr, Sarau T. Report of the Committee on Ethics of the Profession of\nthe National Education Association,\n197\n\nMusic and the sacred seven\n(W.\nWEBSTER), 859\nMusic education, Department of, 487\n\nF.\n\nNaceEL, BLANCHE A. Economic and social values of rural teachers, 535\nNational Education Association officers,\n\n1926-27, 1049\n\nNational\n\nEducation\n\nfor 1927-28,\n\nAssociation\n\nofficers\n\n1054\n\nNational Council of Education, The, 247\nNational\n\nhonor\n\nsociety\n\nand\n\nscholarship,\n\nThe (C. W. GETHMANN), 619\nNature education through motion pictures (WILLIAM L. FINLEY), 588\nNature study, 585\nNecessity for leadership and financial\nsupport in a state program for adult\neducation, The (J. M. KniseLey), 302\nNecrology,\nReport of Committee\non\n(Ernest L. CRANDALL), 188\nNeed in research in elementary science\nteaching (FRANK A. SIPE), 587\nNew basis for delegate representation,\nA (P. P. CLaxton), 120\nNew Board of Directors, Minutes of,\n1149\nNewton, Jesse H. The articulation of\n\nthe junior and senior high school, 765;\nChaos or integration in educational\n\nee\n\n122i\n\neer\n\neee\n\nthought and effort, 252; The relation\nof committees to the Association and\nits policies, 48; Report of the Executive\n\nCommittee\n\non\n\nCommittees,\n\n187;\n\nSocial studies and citizenship, 684\nNursery school child and his needs, The\n(HELEN M. CHRISTIANSEN), 462\nOBERHOLTZER, E. E. The teacher and\nthe school board, 77; What the city\nof Houston is doing for its hard-ofhearing children through the public\nschools, 475\nOpening of the exhibits (RANDALL J.\nConpon), 699\nOsporn, F. A.\nStatistical study of the\npreparation of science teachers in the\naccredited schools of the state of\nWashington in 1922 and 1927—Abstract, 597\n\nOutdoor museum—Abstract, An (FLoyp\nW. ScHMOE), 585\nOutstanding\nbenefits\nconferred\nupon\nteachers\nby boards\nof\neducation\n(MaupeE Compton), 359\n\nOutstanding needs as shown by a survey of the small high schools of the\nstate\n\n(G. IvAN BARNES),\n\nParker,\n\nWy.ige\n\nA.\n\n507\n\nCharacter\n\ntraining\n\nthrough regular classroom work, 601\nPart a vocational and practical arts\neducation should play in industry, The\n(CRE BAILED) e987,\nPart-time school administration, 994\nPatriotism and the Constitution (WALTER S. Davis), 681\nPEcHSTEIN,\n\nLouis A.\n\nEducational\n\nideals\n\nand their achievement, 751\nPedagogical possibilities of mass instruction with motion pictures, The (ANNA\nV. Dorris), 960\nPENDLETON,\n\nELLEN\n\nF.\n\nAddress,\n\n412\n\nPENNYBACKER, Mrs, Percy V. The key\nthat unlocks the door of understanding, 713\n\nPlace\n\nand\n\nfunction\n\nof the junior\n\nhigh\n\nschool in the American school system,\nThe (JoHN W. WITHERS), 759\nPlace of research in physical\nThe (JoHN Bovarp), 577\n\neducation,\n\nPlans and policies for homes for retired\nteachers\n(Oxive\nM.\nJones),\n115;\nPlay, 110\n(WALTER R. SrpERs), 118\nPolicy of the National Education Association toward federal legislation, The\n\n(Cuart O. WixiiaMs),\nLIAM M. Davipson), 157\n\n152;\n\n(WIL-\n\n"}
{"page": 1232, "printed_page": null, "text": "1228\n\nNATIONAL\n\nEDUCATION\n\nPolicy of the National Education Association toward private foundations and\n\nother\n\nnational\n\n(WALTER\n\norganizations,\n\nP. Morcan),\n\nThe\n\n144\n\nPolicy of the National Education Association toward state associations, The\n\n(CAROLINE\n\ngrades—a\n\ncontinuation\n\nRecognition of music education in the\npublic schools—A necessity (GEORGE\n\n340\n\nProfessional\nwelfare\nof\nthe\nrural\nteacher, The (A. G. CRANE), 538\nProfessional welfare of teachers—Abstract, The (FLORENCE HALE), 370\nPrognostic tests as a detriment in com-\n\nmercial\n\neducation\n\nguidance—Abstract\n\n(WILLIAM O. Proctor), 340\nProgress in the elementary school (Mrs.\nSusan M. Dorsey), 271\nProgress in school health work (THomas\nD. Woop), 264\nProgress report on “A Personnel Study\n\nof the Work of Women Deans of Colleges and Universities,’ A (Saran M.\nSTURTEVANT), 395\nPromoting intelligent use of the textbook\n(Epcar ELLEN WItson), 533\nProposed articles of incorporation of\nthe World Federation of Education\nAssociations,\n\n1009\n\nPublications, Table of, 1219\nPupil\nadjustment\nin the\nsecondary\nschool (W. C. Reavis), 645\nPupil adjustment through supervision of\ngrading (Gerorce E. Davis), 637\nPyrtLe, E. RutH.\nReport of the committee on retirement allowances, 201;\nReport\n\nof the\n\npresident,\n\nQualifications\nexpected\nof secondary\nschool pupils for admission to business—Abstract (J. H. McCuure), 338\n\nof op-\n\nportunity for creative selfexpression,\nThe (Erra H. TeEssMer), 465\nPrincipal’s responsibility, 422\nPrinciples underlying a state plan for\nvocational education (NicHoLas RicCIARDI), 1004\nProblems concerning the state course of\nstudy (S. M. N. Marrs), 656\nProctor, WILLIAM O. Prognostic tests\nas a detriment in commercial educa-\n\ntion guidance—Abstract,\n\nto\n\nThe\n\nWoop-\n\nRUFF), 32\nPressing problems of the deafened,\n(Atice G. BRYANT), 479\n\nPrimary\n\nprofessional welfare, as related\npensions and retirement funds, 66\n\nRamirez, RAFAEL W. ‘The inter-American significance of Porto Rico’s educational program, 730\nRanpotpy, E. D.\nLegislative requirements in elementary school civics, 693\nReavis, W. C. Pupil adjustment in the\nsecondary school, 645\nRecent trends in typewriting—Abstract\n(Francis M. Butts), 348\n\n(ArTHUR H. CHAMBERLAIN), 53\nPolicy of the National Education Association toward the representative assembly and the board of directors,\nThe (Francis G. Buiair), 43\nPorto Rico, 730\n\nPresentation of gavel\n\nASSOCIATION\n\nDepartment\n\nof elementary school principals, 449;\nThe teacher’s economic, social, and\n\nL. Linpsay),\n\n492\n\nRelation of academic education to business training in establishing\nsuch\nqualifications, The (J. A. BExeEL), 339\nRelation of committees to the Association and its policies, The (Jesse_ H.\nNEWLON), 48\nRelation of health education to social\nscience and English, The\n(ORPHA\nMcPuHERSON), 571\nReorganizing the local school unit in\nterms of social and economic relation-\n\nships\n\n(C. C. McCracken),\n\n503\n\nReport of the auditors (PEAT, Marwick,\nMirTcHELL & Co.), 1164\n\nReport of the committee on accrediting\nand classification (H. W. RocKweEL1L),\n938\n\nReport of committee on American Council on Education (E. L. HENpriIcks),\n928\n\nReport of the Commission on Coordination in Adult Education, 327\nReport of the committee on cooperation\nwith the Bureau of Education (JoHN\nA. H. Keiru), 907\nReport of the committee on a departmental fee for the department of classroom\n\nteachers\n\n(CorNELIA\n\n384\n\nS. Apair),\n:\n\nReport of the committee on educational\nprogress (F. H. Durry), 448\nReport\n\nof the committee\n\non\n\nnaturaliza-\n\ntion (MarcurriTe H. Burnetr), 326\nReport of the committee on resolutions,\nDepartment of elementary school principals (Cart F. Zook), 446\nReport of committee on subvention for\nresearch work in teachers colleges\n(D. B. Watpo), 907\nReport of committee on standards and\n\n"}
{"page": 1233, "printed_page": null, "text": "a\n\ned\n\na\n\nINDEX\n\nsurveys of American Association of\nTeachers Colleges (E. S. EVENDEN),\n908\n\nReport of the committee on standards\nand training for the elementary school\nprincipalship (W. T. LoncsHore), 444\nReport of the committee on visual education, 238\n\nReport of eastern executive committee\nmember,\nDepartment\nof classroom\nteachers (EpiTrH B. JoyNnes), 380\nReport of joint committee on school museum relations, 239\nReport of middle section executive committee member, Department of classroom teachers (EULA F. Hunter), 382\nReport of the president, Department of\nclassroom\nteachers\n(ANNA THOMPson), 371\nReport of the secretary, Department of\nclassroom\nteachers\n(CLARA\nLynwn),\n378; Department of elementary school\nprincipals (WARREN A. Roe), 449;\nNational\nEducation\nAssociation\n(J.\n\nW. CRABTREE), 1184\nReport of the establishment of the department of lip-reading of the National Education Association, 484\nReport of the president, Department of\ndeans of women (DoroTHy STIMSON),\n393\n\nReport of the president; Department of\nelementary school principals (E. RuTH\nPyrTLE), 449\nReport\nof*\nResolutions\nCommittee\n(GrEorGE D. STRAYER), 1157\nReport of the vicepresident, Department\nof classroom teachers (Mary B. SULLIVAN), 377\nReport of western section executive committee member, Department of classroom teachers (JEAN L. SouLes), 383\nResolutions adopted by the second biennial conference of the World Federation\nof Education\nAssociations,\nToronto, Canada, August 12, 1927,\n1012\n\nResolutions Committee, Report of, 1157\nResolutions of the department of superintendence, 868\nResponse (RALPH Macee), 491\nResponsibility and opportunity\n\nof the\nprincipal to the school, The (M. C.\nLEFLER), 422\nResponsibility of business for promotional\nopportunities\nand\nadvancements—abstract (Harry G. WINSOR),\n343\n\n1229\n\nee\n\nee\n\na\n\nRetirement Allowances, Report of the\nCommittee on (E. Rutu Pyrt.e), 201\nReview of educational progress in elementary teacher training work during the past year (Homer H. SrgrMEY), 272,\nReview of educational progress in the\nhigh schools during the past year, A\n(J. T. Gives), 279\nRevising the curriculum (H. F. SrycLEY), 659\nRevising the high school curriculum\n(Marcaret M. ALLTucKER), 673\nREYNOLDS, HELEN.\nJudging the worth\nof activities, 469\n- Riccrarpi, NicHoLas. Principles underlying a state plan for vocational education, 1004\n\nRIcHARDSON, ETHEL.\nImmigrant education in California, 297\nRopinson, Maurice R. Literary appreciation through creative writing, 629\nRockKWELL, H. W.\nReport of the committee on accrediting and classification, 938\n\nRoz, WarREN A. Report of the secretary, department of elementary school\nprincipals, 449\nRucc,\n\nEarte\n\nU.\n\nThe\n\nstandardization\n\ntrend\n\ntoward\n\nin teachers\n\ncolleges,\n\n913\n\nRucc,\n\nHarotp.\n\nAmerican\n\nthe reconstruction\nriculum, 771\nRural education,\n\nculture\n\nand\n\nof the school\n\ncur-\n\n449,\n\n503,\n\n507,\n\n511,\n\n515, 520, 524, 527, 531, 533, 535, 538,\n542, 544, 548, 552.\n\nRural education, Department of, 497\nRusseLL, Wittiam\nF.\nReport of the\ncommittee on international relations,\n235\n\nSabbatical leave\nSTER), 70\n\n(WILLIAM\n\nSalaries, 367\nScHMOE, FLoyp W.\nAn\nseum—abstract, 585\n\nSchool\n\nand\n\ncommunity\n\nF.\n\nWeEs-\n\noutdoor\n\nmu-\n\nathletics,\n\nThe\n\n(W. A. Kearns), 563\nSchool district unit, 511\nSchool finance 127, 542\nSchool health and physical\n\neducation,\n\nDepartment of, 561\nSchool museum relations, Report of joint\ncommittee\non\nBAILEY), 239\nScience instruction,\n\nSecond\n\nmile\n\nin\n\n(Henry\n\n‘TURNER\n\nDepartment of, 583\ntraining teachers in\n\n"}
{"page": 1234, "printed_page": null, "text": "NaTIONAL\n\n1230\nnature\n\nstudy,\n\nThe\n\nEDUCATION\n\n(Kart\n\nHazeL-\n\nTINE), 585\nSecondary\nschool\nprincipals,\nDepartment of, 599\nSEERLEY, HoMER H.\nReview of educational progress in elementary teacher\n\ntraining\n\nASSOCIATION\n\nSome essentials of a state’s supervisory\nprogram for the improvement of instruction (Mrs. KATHERINE M. Cook),\n499\n\nduring\n\nthe past year,\n\nSome outstanding contributions to adult\neducation as seen in different parts of\nthe United States (L. R. ALDERMAN),\n\ntraining\n\nof the instruc-\n\nSome\n\nwork\n\n299\n\n272\n\nSelection\n\nand\n\ntional staffs of normal schools and\nteachers colleges (AmBRoseE L. SUHRIE), 898\nSecretary’s report, 1184\nSeventh representative assembly, The,\n1198\n\nSeventh representative\nutes of, 1070\nSuryock,\n\nH.\n\nW.\n\nassembly,\n\nContribution\n\nMinof\n\nthe\n\nteacher of literature to American\n\nlife,\n\nsuggestions\n\nlooking to cooperation\n\nand efficiency in the functioning of\nsupervisors\nand _ principals\n(Mkrs.\nSusan M. Dorsey), 436\nSome tendencies in commercial education—abstract (JoHN J. Ticerr), 337\nSouLeEs, JEAN L. Report of western section executive\n\ncommittee\n\nmember,\n\nDe-\n\npartment\n\nclassroom\n\nteachers,\n\n383\n\nof\n\nSOUTHALL, Maycige K.\nValue of supervision in rural consolidated schools,\n520\n\n142\n\n2\n\nSipers, WALTER R. Plans and policies\nfor homes for retired teachers, 118\n\nSpiritualizing the facts\n\nSignificance of the increasing emphasis\non the education for young children,\nThe (FRANK E. WILLARD), 459\n\nSryGLtey,\n\nSipz,\n\nFRANK\n\nA.\n\nelementary\nSMALL,\n\nAn\n\nR.\n\nNeed\n\nin\n\nresearch\n\nscience teaching,\nO.\n\nVocational\n\nin\n\n587\n\neducation—\n\nessential part of a state program\n\nof education,\n\n995\n\nSMART, THoMAS J. An attempt to define a school district unit in terms of\ncurrent educational objectives and in\nrecognition of certain objectives and\n\nin recognition\ntive\n\nof certain\n\nadjustments,\n\nSMITH, HENRY\nport, 1160\n\nSmiTHigs,\n\nErsts\n\n511\n\nLESTER.\n\nM.\n\nadministra-\n\nTreasurer’s\n\nFrom\n\nre-\n\nhigh school\n\nto college, 398\nThe\nSocial\naspect\nof the _ teacher,\n(Aucustus O. THomAs), 355\nSocial science, 692\nSocial studies, 242, 355, 503, 535, 684,\n\n692, 776\nSocial studies and citizenship (Jesse H.\nNEWLON), 684\nSocial studies as the core of the junior\nhigh school curriculum (CHaRLEs H.\nJupp), 776\nSocial studies, Department of, 679\nSome assets in part-time school administration—abstract\n(ANTHONY\nM.\nGOLDBERGER), 994\nSome economic aspects of immigration\n(BELLE Fiskz YounG), 309\n\n(M. G. CLark),\n\n800\n\nlum, 659\n\nH.\n\nStandards for\nleges, 881\n\nF.\n\nRevising\naccrediting\n\nthe\n\ncurricu-\n\n;\n\nteachers\n\nSrarBucK, Epwin D. Educational\nand their achievement, 745\n\ncol-\n\nideals\n\nState’s financial\nresponsibility to its\nrural schools, The (BERNIcE McCoy),\n542\n\nStatistical\nscience\n\nstudy of the preparation of\nteachers\nin the accredited\n\nschools of the state of Washington\n\nin\n\n1922 and 1927—abstract (F. A. OsBORN), 597\nStatus of the teacher, 57, 66, 110, 162,\n\n167, 170, 176, 208, 355, 367, 370, 535,\n538\n\nStimson, DorotHy.\nReport of the president, Department of deans of women,\n393\n\nSTRAYER, GEORGE D. An American program of education, 266; Report of\nresolutions committee, 1157\nStudent\n\ncounseling\n\n(B. FRANK\n\nBrown),\n\n634\n\nStudent activities, 612\nStudy of the interests and\nchildren—abstract, The\nRIAM), 468\nSTURTEVANT, SARAH M. A\n\nactivities of\n(J. L. Me-\n\nprogress report on “A Personnel Study of the\nWork of Women Deans in Colleges\nand Universities,” 395\n\n"}
{"page": 1235, "printed_page": null, "text": "1231\n\nINDEX\n\na\nee ee\n\nSunriz, Amsrose L. The selection and\ntraining of the instructional staffs of\nnormal\n\nschools\n\nand teachers\n\ncolleges,\n\n898\n\nSULLIVAN, Mary B. Report of the vicepresident, Department of classroom\nteachers, 377\n\nSuperintendence, Department of, 697\nSuperintendent and the teacher, The (J.\nM. Gwinn), 103\nSupervision, 103, 422, 436, 441, 442, 444,\n499,\n944\n\n520, 524, 527, 531, 544,\n\nSUZZALLO, Henry A.\n\n548, 637,\n\nA declaration\n\nfor\n\npublic education, 23\nErHeL.\n\nTests\n\nfor\n\nprogress\n\nin\n\nadult\n\nalien\n\nand\n\nnative-born\n\nclasses,\n\nGrace\n\nG.\n\nCooperative\n\nsupervi-\n\n322\nSwan,\n\nsion, 441\nSWENSON,\n\nELAINE.\n\nThe\n\nadult mind\n\nmodern\n\ndevices\n\nfor\n\nteaching\n\nguage,\n\nTable\n\nand\n\na lan-\n\n318\n\nof publications,\n\nTaytor,\n\nWILLIAM\n\nS.\n\n1219\nA vocational\n\nand\n\npractical arts education program from\nthe point of view of a dean of a state\nsupported college of education, 989\n\nTeacher an agent of international goodwill, The\n\n(FANNIE\n\nTeaching pupils how to study (JoHN\nA. Larson), 641\nTEMPLETON, Maria P. Lip-reading in\nthe Seattle schools, 476\nTen school plan of county supervision,\nA (Lena Larkin), 531\nTenure, 57, 208\n?\nTEssMER, EtrA H.\nThe primary\ngrades—A\ncontinuation\nof opportunity for creative selfexpression, 465\n\nTests\n\nfor progress\n\nnative-born\n322\n\nFERN\n\nANDREWS),\n\n425\n\nTeacher and the legislature, The (J.\nHERBERT KELLEY), 82\nTeacher and the parent, The (Mrs.\nVicror H. MatstromM), 87\nTeacher and the school board, The (E.\nE. OBERHOLTZER), 77\nTeacher at work and play, The (Mary\nMeskimmon), 110\nTeacher: Being, knowing, doing, The\n(Livincston C. Lorp), 98\nTeachers colleges, Department of, 873\nTeacher’s economic, social, and professional welfare as related to tenure,\nThe (Frep M. Hunter), 57\nTeacher’s economic, social, and professional welfare, as related to pensions\nand retirement funds, The (E. RUTH\nPyRTLE), 66\nTeacher’s place in student activities,\nThe (C. J. GoInc), 622\nTeacher tenure in the United States\n(Frep M. Hunter), 208\n\nTeaching of social science in Washington high schools, The (READ Bain),\n692\n\nTeaching “profession,” leadership and\nresponsibility (Grorcr F. Arps), 931\n\nin adult\n\nclasses\n\nalien\n\n(ETHEL\n\nand\n\nSWAIN),\n\n‘Textbook, Use of, 533\nTuomas,\n\nSwain,\n\nee\n\nAucustus\n\nO.\n\nThe\n\nsocial\n\naspect of the teacher, 355; The World\nFederation of Education Associations,\n75\nTHompson, ANNA.\nGreetings to the department of elementary school principals—Abstract,\n\npresident,\n\n435;\n\nDepartment\n\nReport\n\nof\n\nof\n\nthe\n\nclassroom\n\nteachers, 371\nTHRELKELD, A. L.\n‘The challenge to\nthe modern\ncitizen\nand\nhow\nour\nschools\nmay\nhelp\nhim\nmeet\nit—\nAbridged, 650\nTicErT, JoHN J. An appreciation of\nWilliam Torrey Harris, educator and\nphilosopher, 179; Some tendencies in\ncommercial education—Abstract, 337\nTraining. county\nsuperintendents\nfor\nbetter work in instructional supervision (LueLta M. Kinoc), 548\nLESTER\nTreasurer's\nreport\n(HENRY\nSMITH), 1160\nTrend toward standardization in teachers colleges, The (EARLE U. Rucc),\n913\n\nTypewriting, Recent trend in, 348\nUnderstanding citizenship through adult\neducation, An (EmMiLy GriFFTH), 833\nUnique opportunities of teachers colleges (WILLIAM S. Gray), 891\nUse of the bulletin as an agency in\nsupervision, The (C. J. ANDERSON),\n\n524\nValue of a student petition, The\n\n(ELLA\n\nWHITE Brown), 406\nValue of supervision in rural\n\ndated schools\n\nconsoli(Mayciz K. SouTHALL),\n\n520\n\nViewpoint of a supervisor of trade and\nindustrial\neducation\ntoward\nvocational education, The (O. D. Apams),\n997\n\nVisual education\n\nfor the National\n\nEdu-\n\n"}
{"page": 1236, "printed_page": null, "text": "1232\n\nNaTIONAL\n\nEpUCATION\n\ncation Association, Report of committee on (FRANK M. Copy), 238\nVisual instruction, Department of, 951\nVocational and practical arts education\nprogram from the standpoint of the\ncity vocational director, A (O. H.\nDay), 973\nVocational and practical arts education\nprogram from the viewpoint of a\ndeputy state superintendent of public\ninstruction, A (L. H. Dennis), 983\nVocational and practical arts education\nprogram from the viewpoint of the\ncity superintendent of schools, A (O.\nH. HuGuHEyY),\n\n989\n\neducation,\n\n138, 973, 978, 983,\n\n937, 989, 995, 997, 998, 1002, 1004\n\nVocational education—An essential part\nof a state program of education (R. O.\nSMALL), 995\nVocational\neducation, Department\nof,\n\noT\nWatpo, D. B. Report of committee on\nsubvention\nfor\nresearch\nwork\nin\nteachers colleges, 907\nWesster, W. F. Music and the sacred\nseven, 859; Sabbatical leave, 70\nWeet, HerpertT S.\nA forum on the\nfundamental problems of the junior\nhigh school curriculum, 785\nWEGLEIN, Davip E. The development\nof the junior high school in a city\nsystem, 260\n\nWENIG, HERBERT.\nWeyantT, F. N.\n\nThe Constitution, 706\nEmployment tests for\nbusiness services—Abstract, 342\nWhat can rightfully be expected of a\nprogram of character guidance in the\nhigh school supplementing that of the\nclassroom?\n\n(THyrsA\n\nWhat economists\nAmerican life\n\n130\"\n\nWhat the city of Houston is doing for\n_its hard-of-hearing children through\nthe public schools (E. E. OBERHOLTZER), 475\n\nWhat the library can do in adult education (Jupson T. JENNINGS), 316\nWuitet, Hersert W.\nImprovement of\ninstruction\n350\n\nin\n\nW. Amos),\n\n808\n\nhope to contribute to\n(O. L. MANCHESTER),\n\nWhy of adult lip-reading classes on our\npublic schools, The (CorALiE N. KENnFIELD), 481\nWivarD, FRANK E. The Chamber of\nCommerce and education, 489; The\non\n\nthe education\n\nWILLIAMSON,\n\nPAULINE\n\nties and advancements—Abstract, 343\nWITHERS, JOHN W. The place and function of the junior high schools in the\nAmerican school system, 759\nWoop, THoMAs D. Progress in school\nhealth work, 264\nWoobRuFF,\n\nCAROLINE.\n\nF.\n\nExton),\n\nof\n\n75, 1009\n\nBette\n\n(J.\n\nPresentation\n\ngavel, 32\nWoopwarpd, ANNIE C.\nThe economic\nand professional status of the teacher\nin the American high school, 167\nWorld Federation of Education Associations, The (Aucustus O. THomas),\n\nYounc,\n\neducation—Abstract\n\nAssist-\n\nWiwsuip, A. E. Charles W. Eliot, 177;\nA crimeless generation, 20\nWinship, An appreciation of Dr., 756\nWinsor, Harry G._\nResponsibility of\nbusiness for promotional opportuni-\n\nWhat San Francisco is doing for hardof-hearing children (J. M. Gwinn),\n477\nWhat should be the policy of commercial education in relation to general\n\n345\n\nBrooks.\n\nWitson, H. B. A forum on the fundamental problems of the junior high\nschool curriculum, 784; Integration in\nthe elementary schools, 263\n\nSERGEANT\n\n275\n\nchildren,\n\ning the teacher in service to do her\npart in the school health program, 575\nWILLIAMS, CHARL O. The policy of the\nNational\nEducation\nAssociation\ntoward federal legislation, 152\nWitson, Epcar ELLEN. Promoting intelligent use of the textbook, 533\n\nYork,\n795\n\nCHARLESWORTH),\n\nfor young\n\n459\n\nteacher\n\nWhat is expected of the modern\n(Harry\n\nshorthand—Abstract,\n\nsignificance of the increasing emphasis\n\n978\n\nVocational and practical arts education\nprogram from the point of view of a\ndean of a state supported college of\neducation, A (Witi1AM S. Taytor),\nVocational\n\nASSOCIATION\n\nAkvIN\nFiske.\n\naspects of immigration,\nYounc, Etta Face, 178\n\nC.\n\nGreetings,\n\nSome\n\neconomic\n\n309\n\nZone supervision\n(FRED C. FiscHER) ’\n527\nZook, CARL F. Report of the committee\non resolutions, 446\n\n"}
{"page": 1237, "printed_page": null, "text": "Nea:aaa de\nAen\n\nae,\n\n"}
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{"page": 1240, "printed_page": null, "text": "_S0-A<7WI-741\nDT ULI\n\n"}